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2016-50/2785/en_head.json.gz/10469 | Giving to MIISAnnual FundDonor RecognitionGiving TuesdayWays to GivePlan Your LegacyNewsContact Us Home » About MIIS » Newsroom Craig Middleton: MIIS Alumnus Working to Create New Kind of National Park
Craig Middleton (MPA '87) at the Presidio.
"You could say it is any MPA's dream project," says Craig Middleton (MPA '87) of his leading role in establishing the Presidio Trust in 1996, a federal agency that manages the Presidio of San Francisco, a national park site that previously served as a military post under the flags of three nations. The Trust was, and remains, a unique agency. The law that created the Presidio Trust presented a potentially risky challenge for its leaders; it gave the trust until 2013 to become financially self-sufficient or the Presidio would be sold off.
"This had never been done before and we needed to be inventive," says Craig of the transformation of the Presidio into a place that welcomes the public. He was the Presidio Trust's first employee and, as executive director, recently celebrated the important milestone of achieving financial self-sufficiency for the Presidio.
After graduating from MIIS in 1987, Craig went to work for California Congresswoman Nancy Pelosi. During his more than five years in Washington D.C., he had a front seat to many of the most pressing US foreign relations issues of the time, such as the response to the Iraqi invasion of Kuwait. He was part of the first U.S. human rights delegation to visit China after the Tiananmen Square massacre, and worked with the Congresswoman to broker the bi-partisan deal to transform the Presidio into a national park with minimal cost to taxpayers.
To reach financial independence, the Trust leadership developed public-private partnerships to rehabilitate and lease the Presidio's buildings, many of which are historic. Major tenants include Lucasfilm, the Disney Family Museum, and several nonprofit organizations. The Trust also leases about 1,200 residential units. This arrangement is far from traditional, but for Craig it is totally in line with the pragmatic, goal-oriented focus of his education at the Monterey Institute. "I feel the school really prepared me for what I am doing now," he says. He especially appreciated the combination of intellectual rigor and pragmatism, and the opportunity to work with people of diverse backgrounds and with different points of view. "A lot of what I learned at MIIS has served me well in my career." | 教育 |
2016-50/2785/en_head.json.gz/10481 | DisclaimerWhile the University attempts to ensure that the information on this website is accurate at the time of publication, it provides no express or implied warranties or makes any representations in relation to this website or any content. The information on this website is provided 'as is' and without any guarantees as to its accuracy, currency, completeness or reliability. The University reserves the right to amend the information on this website at any time and without notice, including but not limited to information relating to courses, units, admissions, fees and services.Monash University accepts no responsibility for any loss or damage occasioned by use of this website or information contained on this website. All access to and use of this website and its information is at the risk of the user.This website contains links to third party websites which are provided for convenience only and should not be construed as an endorsement or approval of the website or its content by Monash University.
CopyrightThis website and its content are subject to copyright under the laws of Australia and other countries. Unless otherwise indicated, copyright in this website and its content is owned by Monash University.In addition, third parties may own the copyright in some materials incorporated within this website and, in such cases, written permission may be required from these parties to use such material.Users must not modify any content nor remove the copyright notice from any content on this website.Other than as permitted under the Copyright Act 1968 (Cth), no material on this website may be reproduced without the prior written permission of Monash University, except that you may save an electronic copy or print out parts of this website solely for your own information, research or study, provided that:you do not modify the copy as it appears on the University's website; andyou include the University's copyright notice and/or acknowledge the relevant third party source.Further information regarding copyright at Monash University, including details on reporting copyright infringements, is available on the Copyright Office website. | 教育 |
2016-50/2785/en_head.json.gz/10492 | Disabled Student Programs & Services
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Advocacy & Law
http://www.ada.gov/ Information about the Americans with Disabilities Act directly from the Department
of Justice website.
http://www.dralegal.org Disability Rights Advocates is a nation and international nonprofit organization dedicated
to protecting and advancing the civil rights of people with disabilities.
http://www.janejarrow.com Disability Access Information and Support provides technical assistance to colleges
and universities.
http://www.ed.gov/offices/OCR/ Office for Civil Rights, Department of Education. Includes information on Sections
504 and 508 of the Rehabilitation Act, among a variety publications and helpful information.
http://www.bazelon.org Bazelon Center for Mental Health Law is a national nonprofit legal advocacy organization
for people with mental disabilities.
http://www.rochestercdr.org The Center for Disability Rights works for the full integration, independence and
civil rights of people with disabilities.
www.section508.gov News and information about section 508 of the Rehabilitation Act. Provides guidance
on buying accessible products and services.
Service Animals http://www.ada.gov/service_animals_2010.htm Assistive Technology
www.infinitec.org Information, news and resources for and about people with disabilities primarily on
assistive technology.
www.htctu.fhda.edu Information relative to the High Tech Center Training Unit at De Anza College. The
HTCTU is responsible for training California community college personnel in assistive
and instructional computer technology. Many helpful links are provided such as designing
accessible web pages, alternate media resources, library access, and information on
pertinent laws.
http://www.webaim.org/
PowerPoint Accessibility Techniques
http://www.webaim.org/techniques/powerpoint/ This website provides information and tools to make PowerPoint accessible to people
with disabilities.
http://www.w3.org/WAI/ The Web Accessibility Initiative (WAI) works with organizations around the world to
develop strategies, guidelines, and resources to help make the Web accessible to people
with disabilities. The site provides resources on the essential components of web
accessibility, guideline and techniques, managing accessibility and evaluating accessibility.
http://www.icdri.org/legal/the_growing_digital_divide.htm This websites includes a paper entitled, “The Growing Digital Divide in Access for
People with Disabilities Overcoming Barriers to Participation” (May 1999) by Cynthia
Waddell. The paper identifies some of the emerging digital economy barriers, current
efforts to address these barriers and expresses the author's vision of the long-term
policy research agenda. This highly annotated paper provides useful resources regarding
this issue as the author seeks to inform the reader regarding how emerging technology
can enable full participation in the digital economy for everyone, regardless of age,
disability or the limitations of the technology available.
http://www.chadd.org National Organization representing individuals with ADHD for education, advocacy and
Autism and Asperger's Syndrome
http://www.researchautism.org/resources/index.asp
Blind and Low Vision
http://www.acb.org American Council for the Blind
http://www.nfb.org National Federation of the Blind
http://www.helenkeller.org The Helen Keller National Center's mission is to enable each person who is deaf or
blind to live an work in his or her community of choice through vocational rehabilitation,
training programs and field services.
http://www.afb.org American Foundation for the Blind
http://www.lighthouseguild.org/ The Lighthouse Guild is an American charitable organization, based in New York City,
devoted to vision rehabilitation and advocacy for the blind.
http://www.nad.org National Association of the Deaf is the largest and oldest organization representing
people who are deaf or hard of hearing in education, employment, health care, social
services and telecommunications.
http://www.ncicap.org The National Captioning Institute developed and continues to improve the closed-captioning
http://ntidweb.rit.edu The Rochester Institute of Technology National Technical Institute for the Deaf provides
deaf students with state-of-the-art technical and professional education programs.
http://www.shhh.org Self Help for Hard of Hearing People is an organization that strives to improve the
quality of life for hard of hearing people through education, advocacy and self-help.
http://www.ndss.org The National Down Syndrome Society exists to ensure that all people with Down's Syndrome
have the opportunity to achieve their full potential.
http://www.ucp.org United Cerebral Palsy Association is committed to change and progress for persons
with disabilities through promotion of independence, productivity and full citizenship
for people with cerebral palsy.
Disability Studies/History
http://www.disabilitymuseum.org/ This website promotes understanding about the historical experience of people with
disabilities by recovering, chronicling, and interpreting their stories. The site
includes the Disability History Museum's Library, a digital archive that only exists
online which contains digital versions of images, texts, and other artifacts related
to disability history. In addition the education section of the website has teacher
resources and course packets.
http://www.disabilityhistory.org The Disability Social History Project is dedicated to the collection of artifacts
and information regarding the history of people with disabilities. This site displays
the rich history of people with disabilities through timelines, exhibits and profiles
of disabled people in history. Through exploring this site, you can see the way people
with disabilities are reclaiming the beauty of their history through this community
http://www.dsq-sds.org/ Disability Studies Quarterly (DSQ) is the journal of the Society for Disability Studies
(SDS). It is a multidisciplinary and international journal of interest to social scientists,
scholars in the humanities, disability rights advocates, creative writers, and others
concerned with the issues of people with disabilities The website includes electronic
access to the journal for subscribers as well as various related links and resources
on disability studies.
http://www.webring.org This Disability studies web ring brings together web sites that contain articles,
essays, papers and/or other information in support of disability rights, the independent
living movement, and community living. There are twenty four diverse websites that
are part of this web community.
http://www.towson.edu/%7Ebhalle/disable.html The Mass Media and Disability site is a compilation of links to web and print resources.
The resources are categorized into book publishers, films and broadcasts, international
sources, news, organizational publications, research groups, web accessibility, and
web publications.
http://ncdj.org/ The National Center on Disability and Journalism's mission is to educate journalists
and educators about disability reporting issues in order to produce more accurate,
fair and diverse news reporting. Their website is comprised of a detailed links section
that provides resources to educators and reporters. The links are categorized into
Journalism Education -Disability Focus, Disability Bibliographies, Disability Demographics
and Statistics, Disability Advocacy Organizations, Assisted Suicide, Independent Living,
International Exchange Program, Parenting with a Disability, Violence and Disability,
Centers on Violence & Disability, Voting, Assistive Technology & Universal Design,
Education, Legal and Sports.
http://www.aboutdisability.com/bib.html This is an annotated bibliography of books organized by categories: Community/Culture,
Disability Studies, Family, Children, & Relationships, History, Identity, Policy/Civil
Rights, Children/Young Adults, and separate categories for Radio, Movies, WWW (Internet),
Publications and Videos. The list is a compilation of recommendations from a diverse
group of disability scholars and activists and other bibliographies.
http://www.rds.hawaii.edu/ The Review of Disability Studies (RDS) journal is an internationally-focused academic
journal in the field of Disability Studies. Their website includes information on
the RDS, the editors, as well as how to subscribe to the journal electronically or
in print. The first issues of the journal are available to download free through the
site. In addition, the site provides resources and information for evaluators and
submitters.
http://society4disabilitystudies.org/index.php/about-sds/ The Society for Disability Studies works to explore issues of disability and chronic
illness from scholarly perspectives. Their website includes information on the Disabilities
Studies Quarterly (DSQ), their annual conferences, publications as well as information
regarding how to join the SDS. In addition, the site includes a comprehensive section
of related links.
Employment Accommodations
http://janweb.icdi.wvu.edu Job Accommodations Network
Epilepsy/Seizure Disorder
http://epilepsyfoundation.org The foundation is committed to the prevention, cure, research, education advocacy,
and service for people with seizure disorders.
General Disability Resources
http://www.ahead.org Association on Higher Education and Disability
www.caped.net California Association for Postsecondary Education and Disability
http://www.ncd.gov National Council on Disability
http://www.acl.gov/programs/NIDILRR/ National Institute on Disability and Rehabilitation Research
http://www.heath.gwu.edu An online quarterly newsletter published by The George Washington University, Washington
DC. Contains articles of interest to educators and students in postsecondary institutions. Included are resources, featured disability-related websites, new product and book
www.raggededgemagazine.com Online magazine for and about people with disabilities in today's society. Includes
resources for all disabilities and links to various other related websites. The cost
to subscribe is $17.50 yearly.
www.washington.edu/doit/faculty Called The Faculty Room, this is an online resource for faculty and administrators
in postsecondary institutions. Includes information on topics such as academic accommodations,
universal design of instruction, equal access to computer technology and the web,
and rights and responsibilities for students with disability and faculty.
http://www.aapd.com American Association of People with Disabilities.
http://www.wid.org The World Institute on Disability is a nonprofit public policy center dedicated to
the promotion of independence and full inclusion of people with disabilities.
http://ncaonline.org
http://ncam.wgbh.org/ The National Center for Accessible Media focuses on media and information technology
products for individuals with disabilities along with various links and resources
for accessible media.
http://www.ldanatl.org The learning Disabilities Association advocates on behalf of persons with learning
disabilities and supports research into the causes of learning disabilities.
http://www.ncld.org National Center for Learning Disabilities
http://www.interdys.org The International Dyslexia Association studies and treats dyslexia by helping individuals
with dyslexia and those who work with them by working nationally and locally on legislation,
public awareness, research and education.
http://www.onlineschoolscenter.com/navigating-online-education-for-students-with-disabilities/Navigating Online College Courses for Students with Learning Disabilities
Nursing and Disability
http://www.nond.org "NOND is an open membership, cross-disability, professional organization that works
to promote equity for people with disabilities and chronic health conditions in nursing
through education and advocacy..."
http://www.exceptionalnurse.com
Paralysis and Spinal Cord Injuries
http://www.apacure.com This foundation is a merger between the American Paralysis Association and the Christopher
Reeve Foundation. It encourages and supports research to develop effective treatments
and cures caused by spinal cord injuries and other central nervous system disorders.
http://www.spinalcord.org The National Spinal Cord Injury Association assists in the development of programs
for care, treatment, rehabilitation, community living and research for persons with
spinal cord injuries.
Psychiatric Disabilities
http://www.nmha.org The National Mental Health Association is dedicated to improving the mental health
of all individuals.
Speech and Hearing
http://www.asha.org American Speech, Language and Hearing Association
Veterans/Student-Veterans with Disabilities
Veteran-Students and Universal Design PowerPoint (Grace Hanson)
http://www.realwarriors.net/
http://www.dcoe.mil/
http://www.militaryonesource.com
/veterans/
http://www.studentveterans.org/
http://www.ada.gov/servicemembers_adainfo.pdf
http://www.washington.edu/doit/Faculty/Strategies/Universal/
http://www.cast.org/udl/
http://www.cast.org/our-work/learning-tools.html
http://www.nectac.org/topics/atech/udl.asp
https://www.ncsu.edu/ncsu/design/cud/ The Center for Universal Design is a national research, information, and technical
assistance center that evaluates, develops, and promotes universal design in housing,
public and commercial facilities, and related products. The website provides links
to necessary resources for created universal designed homes and facilities that are
accessible and “livable for a lifetime.”
http://www.facultyware.uconn.edu/home.cfm FacultyWare is a site designed to provide a broad range of information and tools to
improve the design and delivery of instruction for college students with disabilities
and other diverse learning needs. The site includes information on the principles
of Universal Design for Instruction (UDI), as well as a comprehensive resource section
on topics related to UDI. In addition, the instructional freeware section of the site
provides examples of materials that reflect the principles of UDI that have gone through
a juried review process, from various media formats and content areas.
http://www.universaldesign.com/ The site provides information on Universal Design through a searchable archive of
the Global Universal Design Educator's Online News and a detailed linked resource
section. The website also includes a downloadable version of the Universal Design
http://www.jlmueller.com/J.L. Mueller, Inc. was founded in 1982 by Jim Mueller, an industrial designer who
has worked in the field of design for people with disabilities since 1974. This website
is designed to educate the public on the practice of Universal Design focusing on
designing for people of all ages and abilities, both in design of consumer products
and in workplace design and job accommodation. This site provides reasons why Universal
Design is important, Principles of Universal Design, and case examples of how Universal
Design is improving the usability of products and workplaces for people of all ages
and abilities.
http://idea.ap.buffalo.edu/Home/index.asp The University of Buffalo houses the IDEA Center which is dedicated to improving the
design of environments and products by making them more usable, safer and appealing
to people with a wide range of abilities through their life spans. IDEA provides resources
and technical expertise in architecture, product design, and facilities management
and the social and behavioral sciences to further these agendas. The website provides
access to the Diversity in Design listserv which seeks to connect those interested
in communicating with others interested in the field. Finally, the site provides access
to the IDEA e-newsletter, a publications archive as well as other web-based resources
on universal design.
http://www.tss.uoguelph.ca/projects/uid/ This website provides information on Universal Instructional Design and the UID project
which ran from May 2002- December 2003. It includes a set of principles, a handbook
and workbook on UID. The site also provides access to the UID forum which is a listserv
dedicated to the discussion of topics of UID as they apply to educators.
http://www.udeducation.org/ This site supports educators and students in their teaching and study of universal
design. The website is divided into two sections; teaching universal design and learning
more about universal design. The teaching section provides models of educator created
materials that reflect “quality educational experiences in universal design.” The
learning section provides access to information about what universal design is, access
to information about how to further study universal design, and a list of resources
that support teaching and learning about UD. Apply | 教育 |
2016-50/2785/en_head.json.gz/10519 | You are hereHome Division II Facts and Figures Division II is a collection of 300 NCAA colleges and universities that provide thousands of student-athletes the opportunity to compete at a high level of scholarship athletics while excelling in the classroom and fully engaging in the broader campus experience. This balance, in which student-athletes are recognized for their academic success, athletics contributions and campus/community involvement, is at the heart of the Division II philosophy.
Download the Division II 2016 Facts and Figures
Division II What Makes Division II Unique Diverse Membership; Division II schools are located in 44 states, including Alaska and Hawaii. In addition, Division II has one school in the District of Columbia and three in Puerto Rico.
Only International Member – The division also expands its membership into Canada with the NCAA’s only international member institution, Simon Fraser University.
High Graduation Rates – Division II student-athletes consistently graduate at rates higher than their student body counterparts.
Partial-Scholarship Model – Division II’s unique financial aid model allows most student-athletes to fund their college experiences through a mix of athletics scholarships, academic aid, need-based grants and/or employment earnings.
Highest Championship-Participant Ratio – Division II has the highest ratio in the NCAA – one championship opportunity for approximately every seven student-athletes (even higher in some sports).
Fully Integrated Athletics Programs – Division II athletics programs are fully integrated into the institution’s operations and budgets, like other academic departments on campus.
Regionalization Philosophy – This philosophy, which focuses on being the best team in a given geographic area, helps schools prioritize scheduling of regional opponents, limit missed class time and manage travel expenses.
National Media Presence – Division II’s media agreement for 2015-16 is a “hybrid” model that combines the value and reach of traditional over-the-air cable and network programming with other digital platforms. Division II also has launched NCAA.com/D2 to enhance coverage of regular-season and championship events.
Partnerships with Make-A-Wish
and Team Impact– In 2003, the Division II Student-Athlete Advisory Committee created a partnership with the Make-A-Wish Foundation, which grants wishes to children with life-threatening illnesses, and has since become one of its largest and most consistent contributors. Division II has raised more than $4 million and has helped grant more than 500 wishes. In addition, Division II has actively engaged with Team Impact, an organization that matches children, who are often Make-A-Wish children, with a college team to cultivate long-lasting relationships and support for one another.
National Championships Festivals – Division II is the only division that hosts Olympic-type championship events in which teams from multiple sports gather in the same city to determine national champions. Eight festivals have taken place since 2004, with the most recent one occurring in fall 2014 in Louisville, Kentucky. Future festival sites include Denver, Colorado, in May 2016, and Birmingham, Alabama, in March 2017.
Military Partnership – Division II has involved U.S. military groups in community engagement with the ultimate goal of developing future leaders who serve our communities and our nation.
Diversity Grants – Division II allocates more than $1 million in diversity grants to institutions and conferences to help hire full-time athletics administrators and coaches.
Division II Characteristics The Division II membership is focused on an academics-first philosophy, and the division’s commitment to academic excellence supports the primary mission for NCAA schools: We are preparing student‐athletes to go pro in something other than sports.
Traditional rivalries with regional institutions dominate schedules of many Division II athletics programs.
Division II teams usually feature a number of local or in-state student‐athletes.
Division II athletics events are affordable; fans are in close proximity to the action; and the environment is entertaining, civil and family friendly.
Division II Attributes Learning: Multiple opportunities to broaden knowledge and skills.
Service: Positive societal attitude toward contributions to the community
Passion: Enthusiastic dedication and desire in effort.
Sportsmanship: Respect for fairness and courtesy; ethical conduct toward others.
Resourcefulness: Versatile skill set drawn from a broad range of experiences.
Balance: Emphasis on collective knowledge; integration of skills. | 教育 |
2016-50/2785/en_head.json.gz/10550 | Oprah’s tea to help New Haven school, one cup at a time
Howard Schultz, CEO, Starbucks; Judith B. Griffin, president, Pathways to College; and Oprah Winfrey.
Rachel Chinapen, New Haven Register
A cup a day sends money the students’ way.
That is possible because Pathways to College at James Hillhouse High School is one of four programs that will benefit from every sale of Oprah Winfrey’s new product, Teavana Oprah Chai Tea. The tea will hit the shelves at Teavana and Starbucks locations April 29. Winfrey partnered with Starbucks to create the special blend this year. For each sale, Starbucks and Teavana will make a donation to the Oprah Winfrey Leadership Academy Foundation. The foundation will divvy the money up between Pathways to College, Girls Inc., National CARES Mentoring Movement, and the U.S. Dream Academy.
Chelsea Hettrick, OWN director of communications, said specifics about how the money will be divided will not be provided. Advertisement
Winfrey has donated to the Pathways program for years and supported the printing of the guidebook that students use in the program, said Pathways to College founder and President Judith Griffin. The nonprofit program has been adopted by 15 inner-city and rural high schools across five states, including Hillhouse where the program serves 75 students and works with four teachers. Griffin said she is looking to expand the program in New Haven and will meet with Superintendent Garth Harries in the coming weeks to explore options.
“We serve hundreds of high school students every year and what it is that we want to do is try and be sure that the students who are working with us, whatever their circumstances are, are able to access complete college and they are able to work hard at school change in the schools,” Griffin said.
The program starts with a cohort of students in their freshman year and works to keep them on the “pathway to college.” The second part of the program focuses on the students creating social change in their schools and encouraging their peers outside of the program also to stay on the pathway to college, Griffin said. She said the program doesn’t target students who are already on the pathway but instead looks for “potential rather than necessarily performance.”
“School reform often starts at the top and comes down all the way, our program starts the other way,” she said. “We believe that the students, throughout the history of this country, have led social change, either because of their suffering or because of their activism. Because they want things to change and they meet in mass and demand this, and demand that. They are very active participants in all of the social change that has occurred.”
Griffin said Winfrey’s decision to continue supporting youth education in a new way parallels with the “show some love” component of the program. “Show some love” focuses on students taking on the responsibility of making their schools, communities and the world, a better place..
“Miss Winfrey doesn’t have to show some love to the kids in Hillhouse School,” Griffin said. “They are far away from her; she doesn’t know them individually. She chose, in her own generosity, to reach out to not only the kids in Hillhouse and the kids in Pathway, but as you know she really is very invested in youth education.”
“She’s a wonderful role model,” Griffin said.
At Hillhouse, Griffin said the students are working on a way to memorialize a teacher who died; they’re considering planting a tree or a memorial stone in the atrium. Seeing Winfrey enact change encourages the students to do the same on a smaller scale.
“They can of course see that she’s interested in them. She has a choice, she doesn’t have to do this but she has chosen to do it, and if she has, they can,” Griffin said. “They can do it in their own way. It becomes full circle.”
Call Rachel Chinapen at 203-789-5714. Have questions, feedback or ideas about our news coverage? Connect directly with New Haven Register editors at AskTheRegister.com
Follow Rachel on Twitter: @rachelchinapen.
Full bio and more articles by Rachel Chinapen | 教育 |
2016-50/2785/en_head.json.gz/10553 | Brookdale receives national funding for e-textbook development
Brookdale Community College announced it has received funding from the National Science Foundation to develop a reusable framework for educators to transfer their teaching materials to e-books and mobile apps.
The grant, part of the Advanced Technological Education Project, will fund Mike Qaissaunee, the engineering and technology department chair at Brookdale, for three years to work on the E-MATE project.Qaissaunee said the grant was developed after an internal project to develop mobile content at the school was very successful, in order to "scale up" the school's delivery of e-content tools. The school will receive $899,360 — the largest NSF ATE grant ever awarded in New Jersey.Brookdale, like many four-year institutions, does not have a mobile device requirement, but Qaissaunee said the school sees the need to make all online assets ready for mobile devices."All we're doing is we're seeing the amount of mobile devices in students' hands. Virtually every student has either a smartphone or a tablet of some kind," Qaissaunee said. "There's also this movement in higher education called BYOD — Bring Your Own Device — that a lot of colleges are trying to react to. … Can we make our existing content mobile ready, and then take that even a step further and start to create actual content that is targeting mobile devices?"The first step in the grant is to take content from faculty around the nation and develop it into e-books and apps. Brookdale students and faculty will document how they develop the mobile content, as well as best practices. That information will be translated into creating a flexible framework that faculty and self-publishing textbook writers can use — with support — to move their own content and teaching tools to a mobile-friendly format."I think that framework is probably the most challenging part of the entire project, but it's probably going to be the most valuable if it's successful," Qaissaunee said.
Most-read of the week: Two Riverfront in Newark, home of Panasonic, sold for reported $165M
Most-read of the week: Triple Five unveils new design for American Dream (VIDEO)
Most-read of the week: New Jersey's biggest fan: My conversations with Al Koeppe
Most-read of the week: What restaurant execs think of a $15 wage, liquor license reform are just some topics at roundtable | 教育 |
2016-50/2785/en_head.json.gz/10614 | Home>TeachingClass Size vs School Vouchers on the Achievement of Minority Students Term Paper
Length: 15 pagesSubject: TeachingType: Term PaperPaper: #44266603
Excerpt from Term Paper:Education
Class Size vs. School Vouchers on the Achievement of Minority Students
The continuous achievement gap between African-American students and their white peers is a major problem in American education. The gap in fourth-grade reading on the National Assessment of Educational Progress (NAEP) diminished in the 1970s, but since the early 1980s it has remained unchanged.
Evidence from many studies suggests that African-American students may benefit more than other students from improvement in educational quality. For example, class size effects have been greatest for African-American children.
This paper focuses on the effects of two programs -- voucher program and programs that reduce class size -- on the achievement of African-American children, and relative studies on both minority and non-minority students. Evidence for effects of both programs is presented. In many studies in many locations, both voucher programs class size reduction has been found to significantly increase student performance. The policy implications of these findings are discussed and presented to determine whether class size reduction is a better alternative than voucher programs for increasing student performance.
The impact of class size vs. voucher programs on student achievement has been a greatly debated issue for years. Educational vouchers were proposed by Milton Friedman in the 1950s as a means of improving the quality of elementary and secondary education (Molnar, 1998). In recent years, the use of vouchers has resurfaced, particularly as a method to help minority students. Vouchers provide public money for students to attend private schools.
Several experimental voucher programs have been introduced in the past decade. One of the oldest and largest is a pilot program begun in 1990 in Milwaukee, Wisconsin. Initial analyses of this data have suggested little or no improvement in the quality of education as the result of a voucher system (Molnar, 1998). These results, however, are quite controversial and are the subject of a good deal of debate. More recent pilot programs in New York City and Cleveland are now providing additional evidence for this debate. Preliminary, and equally controversial, results from the New York Choice Scholarship Program suggest that a voucher system has resulted in modest improvements in test scores for low-income students that transfer to private schools as a result of a scholarship program.
Advocates of smaller classes argue that students learn better in smaller classes where the teacher has more time for each child. However, until recent years, there was little conclusive evidence that smaller classes are more effective, so the idea was pushed to the side in favor of other programs, such as the voucher program. As a result, many public school students, particularly those in inner-city schools, have been crowded into classes of up to 40 students.
Recently, the issue of small class size attracted a great deal of media and political attention, as numerous studies presented clear evidence that smaller class size really does work (Taylor, 2002). In the early grades, all children learn better in classes of 15 to 17 students, and the improvements are even greater for poor children in inner-city schools. According to recent studies, the following evidence shows the need for smaller class size:
Long-lasting effects: According to Harvard economist, Frederick Mosteller, STAR, a Tennessee class-size study is "one of the great experiments in education." STAR researchers analyzed the achievement of K-3 students who were randomly assigned to classes of 13 to 17, demonstrating that students in small classes performed much better than students in regular classes in math and reading, every year and in all grades. The small classes had the greatest impact in the scores of children in inner-city schools. Researchers are still following students who participated in the experiment, and they've discovered that the benefits of small classes in the early years last at least into high school long after students are back in regular-size classes.
Half a year difference in fourth-grade math. Harold Wenglinsky, a researcher who analyzed fourth- and eighth-grade math scores on the 1992 National Assessment of Educational Progress, found that "fourth-graders in smaller-than-average classes are about half a year ahead of fourth-graders in larger-than-average classes," with the "largest effects" for low-income students in urban areas. The effects are even better for urban eighth-graders.
However, voucher advocates argue that voucher programs are a better way to improve student performance (Taylor, 2002). Princeton professor Cecilia Rouse (1998) did a thorough study of performance in Milwaukee elementary schools - both public schools and those accepting vouchers. She found that public school students in certain special schools where the pupil-teacher ratio was reduced to 17 to 1 progressed as well as voucher students in math. They made "substantially faster" progress in reading than voucher students. These were low-income, minority kids, just like the students in voucher schools.
It has been noted that good schools -- whether public or private -- have much in common. Successful schools usually have a combination of the following: high academic standards and a challenging curriculum for all children; a safe and orderly environment; qualified teachers; and parent involvement (McGarvey, 2001). Recently, researchers have added another ingredient to this list, small class size, supporting a long-time theory that small class size makes a big difference.
According to Rouse (1998), school leaders and other stakeholders should avoid the empty "public-private" debate and uncover the school-level factors that really explain student achievement. In a recent paper (1998), she explores the effects of class size. Rouse recently compared the achievement of Milwaukee voucher students and students in three types of Milwaukee public schools (MPS): regular schools, magnet schools, and schools participating in the Preschool to Grade 5 Grant Program (P-5 schools). P-5 schools, which enroll about 25% of all MPS elementary students, serve "predominantly minority and extremely disadvantaged" children and receive additional state funds that have enabled them to lower their pupil-teacher ratio, on average, to 17 to 1.
According to Rouses' report:
Students in the P-5 (small class size) public schools demonstrated "substantially faster gains in reading" than those in the regular public schools, the public magnet schools, and the voucher schools.
Students in the P-5 (small class size) public schools made faster math gains than students in the regular public schools and the public magnet schools and the same math gains as the voucher schools.
Even though average class size in the P-5 (small class size) public schools was larger than the voucher schools -- 17:1 vs. 15.3:1 -- P-5 schools outperformed voucher schools in reading and were equal in math.
These findings suggest that small class size has a positive effect on student achievement. And many other researchers back up these findings (McGarvey, 2001). For instance, researchers (Word et al., 1990) revealed that Tennessee K-3 students in small classes substantially outperformed students in larger classes in both math and reading every year, at all grade levels, across all geographic areas. A follow-up study (Nye et al., 1995) demonstrated that these benefits lasted through at least eighth grade, with achievement advantages particularly large for minority students.
The Wisconsin SAGE evaluation (1998) showed that Wisconsin Student Achievement Guarantee in Education (SAGE) (small class) students "enjoyed significantly greater improvements in test scores in reading, language arts, and math" than their non-SAGE peers, with the greatest gains for African-American boys (McGarvey, 2001). So far, results "are consistent with the Tennessee experience."
In a 1997 study of more than 200 school districts, Harold Wenglinsky revealed that increased teacher-student ratios (smaller class size) significantly raise average math achievement: "Fourth graders in smaller-than-average classes are about a half a year ahead of fourth graders in larger-than-average classes," with the "largest effects" (three-fourths of a year ahead) for low-income students in urban areas.
As researcher Alex Molnar (1998) stated in a recent summary of voucher and class size research: "No strong evidence exists that participation in a voucher program increases student achievement." On the other hand, "There is no longer any argument about whether or not reducing class size in the primary grades increases student achievement. The research evidence is quite clear: It does." In this light, it appears that small class size results in greater academic achievement than vouchers.
Princeton University researcher Cecilia Rouse, whose findings are often used by voucher supporters, conducted a study in 1998 comparing Milwaukee's voucher schools with the city's P-5 schools-public schools with small class sizes and additional targeted funding (Pathak et al., 2004). "The results suggest," Rouse stated, "that students in P-5 schools have math test score gains similar to those in the [voucher] schools, and that students in the P-5 schools outperform students in the [voucher] schools in reading." In addition, said Rouse: "Given that the pupil-teacher ratios in the P-5 and [voucher] schools are significantly smaller than those in the other public schools, one potential explanation for these results is that students perform well in schools with smaller class sizes [emphasis in original]."Basically, these findings show that improved test scores for some voucher students may have been the result of smaller class sizes.
Princeton University researchers Alan Krueger and Diane Whitmore (2001) compared the…[continue]
"Class Size Vs School Vouchers On The Achievement Of Minority Students" (2004, April 16) Retrieved December 10, 2016, from http://www.paperdue.com/essay/class-size-vs-school-vouchers-on-the-achievement-167857"Class Size Vs School Vouchers On The Achievement Of Minority Students" 16 April 2004. Web.10 December. 2016. <http://www.paperdue.com/essay/class-size-vs-school-vouchers-on-the-achievement-167857>"Class Size Vs School Vouchers On The Achievement Of Minority Students", 16 April 2004, Accessed.10 December. 2016, http://www.paperdue.com/essay/class-size-vs-school-vouchers-on-the-achievement-167857
Class Size Cooperative Learning and Its Effects on Participation
Size/Cooperative Learning & it's effects on participation
Action Research Question
Will cooperative learning have a significantly positive impact on smaller or larger classes?
The purpose of this study was to investigate if cooperative learning will have a significantly positive impact on smaller or larger classes. In order to have valid results, I used both my largest and smallest classes as my sampling. I also incorporated a variety of teaching styles with cooperative Words: 17351Pages: 60 Reforming Urban Schools
School Choice Program
This study aimed to determine the impact of school choice through a comparative study of two private schools, which serve primarily, or exclusively African-American students, and a public school.
Data in student achievement in math and reading and data on student attendance were used to determine the impact of choosing a school. Qualitative data derived from interviews with administrators and faculty as well as classroom observation were used to Words: 13440Pages: 49 Public and Private Schools Co Exist
Statement of the Problem
In the business world, when a small company manages to bring a superior product to market in a more cost-effective fashion than their larger counterparts, analysts sit up and take notice. Likewise, according to Wilensky (2002), "With the decline of K- 12 quality in most public schools in the United States since 1970, the average quality of parochial and public schools has converged" (p. 76). Because resources Words: 5461Pages: 20 Funding Public School Disparities
With reports on the lower standardized test scores among the nation's students, policy makers are once again turning their attention to the issue of education reform. For many educators, one of the culprits behind this is not only the dearth of money spent on public education. Rather, the available funding is disbursed unequally, benefiting the already more affluent school districts.
This paper examines the inequity that exists in funding Words: 1165Pages: 4 Curriculum Development Traditional vs New
While the curriculum may be changing, it should not forget that developing insight into concepts, not just learning facts is important. According to Amy McAninch (2010) of Early Childhood Research and Practice, curriculums must reflect the principles of educational theorist Thomas Dewey and teach students how to learn. For example, when teaching geography, instead of learning facts about China and Australia, students should learn about what categories make up Words: 1174Pages: 3 Free Market Approach to America s
" (Snell, 2005)
Presently, there are approximately 1 million students nationwide enrolled in Charter schools and over 3,400 contracts between charter schools and their government authorizers..." resulting in Charter schools being the "most common example of school choice." (Snell, 2005) Charter schools in both the profit and nonprofit sector charter schools are growing and stated specifically is: "In 2005 there were at least 500 public schools being operated by 51 for-profit Words: 2619Pages: 10 Parenting Program for Women and
There are many of these individuals, and it is time that this is changed.
Parents often look away from these kinds of problems, or they spend their time in denial of the issue because they feel that their child will not be harmed by parental involvement with drugs or alcohol. Some parents have parents that were/are addicts themselves, and some are so busy with their lives that they do not Words: 41621Pages: 150 Read Full Term Paper | 教育 |
2016-50/2785/en_head.json.gz/10658 | AD, coach and mentor Daluga dies
Don Daluga came to Pontiac Township High School in the early 1960s and retired in the early 1990s. During that time he made a lasting impression on students, faculty and members of the community.On Thursday, Mr. Daluga passed away in Indiana. He was 84.Mr. Daluga came to Pontiac as a teacher and coach from Chenoa. He spent one year as an assistant football coach under Aubra Williamson before taking the reins of the program."He was a good coach and a friend to all the players and the guys," Bill Alvey said Thursday afternoon. Alvey played for Daluga for the 1963 and '64 seasons."Even when my son was playing he would come by and give the guys motivation. He always had something to say in a positive way," Alvey added.Mr. Daluga was the head coach for the Indians from the 1962 season to the end of the 1969 campaign. He compiled a 27-37-8 record and was chosen the Class A Athletic Director of the Year in 1986.Mr. Daluga assumed athletic duties from Williamson a couple of years into his tenure at PTHS. He remained as athletic director until the end of the 1992 school year, when he retired from education."Don was a valuable member of the faculty and well known in the community," said Roger Tuttle, who came to PTHS as principal in 1972. "He was a good representative of the school in the community."Tuttle said he first met Mr. Daluga while still an administrator at Morton in the 1960s. Morton was looking at leaving the Illio Conference and joining the Corn Belt."He was a right-hand man in everything we did," Tuttle said.Mr. Daluga was athletic director during some leans years in the program and during some memorable events.Larry Exton took over the football program from Mr. Daluga and suffered serious injuries in an automobile accident, forcing the athletic director into getting an interim coach for the team. Mr. Daluga was part of the Pontiac Holiday Tournament administration for years, including when the Indians won their only title in 1974.In 1989, Mr. Daluga was instrumental in bringing Mick Peterson to Pontiac to direct the football program. Peterson's success speaks for itself.Along the way, Mr. Daluga was a positive influence on faculty, staff and students."Don was one of the best," said Jim Drengwitz, former PTHS coach, teacher, guidance counselor, principal and current PHT director. "He was an outstanding athletic director. He was a great mentor when I got to Pontiac."Kids loved him," Drengwitz added. "Don was tough; he didn't put up with stuff but the kids loved Don."He retired in 1992 and was selected as part of the inaugural class into the Illinois Athletic Directors Association Hall of Fame in 1996.Upon Mr. Daluga's election, the late PTHS Supt. Dr. Ron Yates, had this to say, "In his 30-year association with Pontiac High School, Don has had more influence over the lives of our young people than any other single individual. His leadership has been a positive force for the young people of our community."A program highlighting the inaugural inductees also noted that Mr. Daluga became involved with the association in 1966, serving as vice president three terms as well as serving on the executive board. Mr. Daluga continued to be a familiar face at Pontiac events even after he retired. He was involved at many sporting events until his death. His familiar smile was evident at football games, in the stands at basketball games and in helping with track meets.Mr. Daluga was also one who was happy to meet people new to the community and make them feel welcome, including a new sports editor to the local newspaper in November 1994."He was a loyal friend. He had a high stature in the community," Tuttle said. "He's a guy who will be missed in the community."Calvert & Martin Funeral Home of Pontiac has charge of arrangements. | 教育 |
2016-50/2785/en_head.json.gz/10671 | Puritan Financial Joins 4:13 Ministries to Make a Difference Overseas
Puritan Financial teams up with 4:13 Ministries to make a difference overseas. Through combined efforts, a leadership event was created for Talsi Christian School in Latvia.
Addison, TX (PRWEB)
Matt McIntyre, CEO of Puritan Financial, along with Charles Pendley, the Corporate Chaplain, have traveled across the world in hopes of making a difference. They’ve made two trips to Latvia, a country located in the Baltic Region of Northern Europe. The first trip was for an introductory visit to Talsi Christian School.
After meeting with school officials, they later returned to do a leadership event. McIntyre says, “We feel incredibly fortunate to have been invited to do this. Our goal was to make a difference in the lives of these young leaders.” The school was started by Inguna Gruznina. She wanted her child and other physically disabled children to have access to education. This was something not available in the region to children with disabilities, at the time. “What Inguna has done is incredible,” says Charles Pendley, “I believe these students will go on to make a difference in their country.” The leadership program is part of 4:13 Ministries, a non-profit organization set up to provide support for the Talsi Christian School, and support missionary work through out Latvia. Eric Dennis is Pastor of Crossroads Baptist Church in Madill, Oklahoma, and a representative for 4:13 Ministries. He introduced Puritan to the program. Pastor Dennis says, “I’ve known Charles and Matt for a long time. I thought the seminar would be a perfect fit for who they are. Everything has worked out great.” He traveled with McIntyre and Pendley on both trips to Latvia. The second trip took one week, with the seminar lasting three days.
The journey had a big impact on the team. “We’ve had an amazing experience," says McIntyre, "We want to encourage men and women to invest in the lives of people near and far. You have no idea what a difference you can make to one person. We believe that when you equip, encourage, and expect people to lead and succeed, they can do far greater things than we can imagine.”
Since returning home, McIntyre and Pendley have kept in communication with various students, mentoring them via Skype and email. Puritan hopes to continue working with 4:13 Ministries, and return to Latvia to do more leadership training.
Barry Rogers
Wayne Public Relations +1 972-517-3780 | 教育 |
2016-50/2785/en_head.json.gz/10717 | Historic Overview of Tyrone and Ulster Historic Overview of UlsterHistory of this beautiful area began 5.5 billion years ago, but this area was not here then, and there were no people here to record the history. Long ago movement of a techtonic plate set this land where it is now. Techtonic plate action also moved what is now North America from where the English Channel is now, across the ocean a few inches a year to where America and Canada and Mexico are now. (Note: South America came from Africa) Hundreds of Ice ages came and went with no people to see them, but finally before the last ice age people were known to have lived in caves in Europe. Earliest signs of people in this area was discovered in Wales. What would become Ulster now, at that time was connected to England/Wales by two land bridges, one at each end of the Irish Sea which due to ice melt was then a frest water lake. What would become England now was connected to Europe, so there was no English Channel yet. But the geographical and geological situation then implies that neanderthal people could have walked to Ireland. As the last ice age wained and ice sheets covering the land was melting away, about 10,000 years ago, people in small groups began walking around the Irish Sea on dry land to settle here. But as the ice continued to melt the level of the ocean rose above the low ridges and the ocean spilled into and the Irish Sea became salt water. After that event people had to use boats to get to Ireland. So who were those early people who came to Ireland? All we have to go on are records written after writing was invented, and tales told by monks and bards, stories passed down verbatum generation by generation around family camp fires on cold winter nights, finally to be recorded on paper by the annals of the Four Masters. People have lived around Lough Neagh since pre historic times, and the Lough contains has array of ancient sites, artefacts and ruins, in mute testimony to human habitation. Legends tell several versions of how Lough Neigh was made but scientists have a scientific explanation for the formation of the Lough. It was formed by a tectonic fault and depression over 400 million years ago during the Caledonian period. Then 65 million years ago intense volcanic activity started around the Lough area. As The Pleistocene period started over 1.8 million years ago the land suffered the arrival of a major ice age with most of Ireland covered with ice sheets. The eventual retreat of these ice sheets 10,000 years ago created the geological opportunity for first humans to come to Ireland and settle on the shores of the Lough. The people of Mesolithic times were hunters and gatherers who survived by hunting animals and birds, catching fish and gathering wild berries, nuts and fruit. They were often on the move to make sure they had enough to eat. They used flint, bones and wood to make tools and weapons. At first they used pieces of flint called microliths but later on learned to make larger, stronger flint tools. It is believed that the Mesolithic settlers lived in small groups building settlements in key areas, near sources for food and flint to make tools. One of the most famous Mesolithic Settlement in Ireland was Mount Sandel in Coleraine, County Derry. It is known to be the oldest human settlement in Ireland. Archaeologists have dated that site to 7600-7900 BC. During the excavation circular huts, rubbish, flint working areas and storage pits were found. Other mesolithic sites around the Lough have been found including a site at Toome were the Lough and the river Bann meet and on Coney Island in the south eastern shores of the Lough. At around 4000 BC archaeologists have identified that forests around the shores of the Lough were cleared for farm land. They cut down trees with axes made from a rock called porcellanite. These axes have been found at Toome, the Creagh and Shanes Castle. Also Neolithic pottery have been found at Newferry and Langford Lodge. Between 2500 and 2000 BC people around the shores of the Lough began to learn how to work with metal. Copper was used first, and around 2000BC bronze began to be used. Stone was still used for hundreds of years as the Neolithic period came to an end and Lough Neagh entered the Bronze Age. Bronze Age artefacts found include a riveted spearhead from Derrymacash townland, a bronze socketed axe head from the river Blackwater and a bronze sword from Maghery. At around 500 BC the the people learned to use iron which became more prevalent from 300 BC to 400 AD, known in time as the Iron Age. The first arrival of Christianity not well documented due to a paucity of settlement and artefacts linked to religion. Christianity apparently arrived in Ireland in the fifth century and its impact on Ulster was significant. This period witnessed the building of ring forts and raths found around the shores of the Lough. The north corner of the Lough near Antrim has a high number of raths and ring forts. A ring fort was a small settlement surrounded by one or more earthen embankments in a circular shape. The banks served as enclosures for cattle and sheep, and to keep wild animals out. The monastic sites started in the 6th century and are still found today around the Lough with monastic settlements at Antrim, Ardboe and Rams Island. The Round Tower in Antrim is the only remaining monument of the monastery founded by St Comgall of Bangor in the 6th century. The Tower stands 92 feet tall, and has a ringed cross carved in relief on a stone above the lintel of the doorway on the north-eastern portion of the tower. Ardboe High Cross, on the western shores of the Lough is all that now remains of a sixth century monastery, which was established at Arboe by St. Colman Muchaidhe. The monastery itself was burned in 1166. Rams Island also has the remains of a round tower build in the mid ninth century but part of an earlier monastery. . The Vikings came two periods between 795 AD and 914 AD. Annals of Ulster record Viking raids on Bangor, Armagh and the churches on Lough Erne. In 839 AD, the Vikings reached Lough Neagh, wintering in 840/41 AD and used this as a base to plunder churches in the north of Ireland. The medieval period 1150- 1550 saw invasion by Anglo-Normans. The physical remains of these new people can again be seen around the shores of the Lough through the initial Motte and Bailey structures at Antrim, Balloo and Coney Island. The Nomans weere invaders, but they were also religious. During the nine year war between 1594 and 1603, Lough Neagh and its rivers was the strategic military between the remaining Irish clans and the English Elizabethan forces. Irish chieftains Hugh O Neil of Tir Eoghan and Hugh O Donnell of Tir Chonail conducted protracted War with battles along the Blackwater River against English Commanders such as Henry Bagenal and Robert Deveraux, the 2nd Earl of Essex. The removal of the second Earl of Essex by Lord Mountjoy launched an expansion of the War and the focus was on the shores of Lough Neagh. The Lough was seen as a way of penetrating into the heart of Tyrone and Arthur Chichester organised constant war parties onto the western shores using a policy of slash and burn. To counteract this O�Neill built forts along the western shore at Toome, opposite the English fort which was located along the now eastern bank of the Toome Canal, and at the church sites of Ballinderry, Arboe and Clanoe. A major bridgehead and fort was established in the south eastern shores of the Lough and remains of Mountjoy Castle can be seen today. The defeat of the Irish forces at Kinsale and the flight of the main Irish Chieftains to mainland Europe in 1604, The Flight of the Earls, launched the plantations of Ulster on land owned by the Irish Chiefs. The importance of the Lough again saw plantations with fortified English and Scottish Bawns and towns being built at Bellaghy and Salterstown. | 教育 |
2016-50/2785/en_head.json.gz/10724 | Home > Archives (Feb 12, 2013) > Why Dr. Carson Moved So Many Why Dr. Carson Moved So Many
BEGIN TRANSCRIPT RUSH: Let's grab Honey in Glendale, Arizona. Hi. Great to have you on the EIB Network. Hello.
CALLER: Hello, Rush. Dittos from a retired Navy nurse.
RUSH: Well, thank you very much. Great to have you here.
CALLER: This is such an honor. I just wanted to comment, earlier you said that Dr. Carson, something about him quitting his practice and going to reach out to the low-information voters, or low-information people. I think he's been listening to you because that's exactly what you think that we need to do. Get a hold of them, educate them, and then they will come up to understand what's really going on.
RUSH: Well, that's very nice of you to say about me. I frankly think Dr. Carson is probably too busy to listen to me or anybody else in the media. After all, he's a neurosurgeon at Johns Hopkins. But nevertheless, he's not specifically saying he's going to, but he's not ruling out speculation he could run for office.
CALLER: Well, that's the first thing I thought of, he needs to run for president. I was so moved by his speech. I had my husband, my ninth grade daughter, my seventh grade son, sit down and listen to that speech because I was so moved by it.
RUSH: What was it that moved you? No wrong answer. Just curious. What was it that moved you?
CALLER: It was that he was standing up and speaking the truth and not afraid to do it when Obama was sitting right there, and this is really getting down to the heart of how our country needs to change. And we start by education. And I think that was his biggest thing. And I think we can start like right now, like my kids go to a school that is a charter school. Most of their teachers graduated from Hillsdale College. They teach by the Socratic method, they teach critical thinking, and there is no pop culture allowed in the school, and they just teach from the soul of America. And I agree with you. I'm optimistic about the future because my kids are learning what they need to learn to be just like Dr. Carson.
RUSH: A lot of people are.
CALLER: I'm all for it.
RUSH: I think a lot more people are being educated the way you describe than is known. Dr. Carson, with Obama sitting there, said, "Someone has to be courageous enough to stand up to the bullies." And by bullies he of course meant Obama and everybody else in the Democrat Party who are systematically destroying and tearing this country apart. But it was so rational, it was so simple. That's why it was so powerful. It wasn't complicated with hand-wringing and reaching out and marketing and stuff.
BREAK TRANSCRIPT
RUSH: Dr. Benjamin Carson was on with Neil Cavuto yesterday night on the Fox News Channel. Cavuto said, "Many of your critics on the liberal side said you were trying to showboat for an occasion. There were a number of Democratic legislators who said as much. But you argue not so."
CARSON: No. What we need to do is we need to be able to discuss intelligent ways of solving the multitudinous problems that threaten to destroy our nation. And there are a group of people who would like to silence everybody and have everybody go along to get along, but that's not going to be very helpful for us in the long run in terms of solving our problems. And somebody has to be courageous enough to actually stand up to the bullies.
RUSH: And why not him, he's saying. If not me, who? "[S]omebody has to be courageous enough to actually stand up to the bullies." You notice that all these people say, "It was very inappropriate! You shouldn't say that at the prayer breakfast with the president." Why not? That's the time to say it. If you happen to believe like I do and obviously Dr. Carson does that our country's being destroyed right before our eyes, and you have a chance to talk to millions of people with the guy who's doing the destroying right next to you, why not do it? This used to be called "speaking truth to power." This used to be called courage. This used to be called speaking the truth!
What are we supposed to do now, shrink up and shrivel away and not say a word because the Dear Leader is nearby? That's exactly what people on the left think we're supposed to do. "It's insolence to disagree! It's insolence to speak up with him sitting there. Who are you? How dare you!" The real question is: Who is he? Here we have a neurosurgeon at Johns Hopkins, a man who's made medicine his life, and somehow he's not permitted to talk about health care, but a man who's done nothing but rabble-rouse on the street corners of Chicago is qualified and is permitted? A neurosurgeon we tell, "Sorry, sir, you can't talk about health care. It's disrespectful to Barack Obama!"
Barack Obama, who wouldn't know a Band-Aid from a rubber band, is somehow the expert in health care, and only Obama can fix it, and only Obama can do something about it -- and anybody else who speaks up is being disagreeable and inappropriate? Whatever happened to United States freedom of speech and so forth and so on? This is nothing more than statist intimidation what they're trying here on Dr. Carson. I mean, he's just a neurosurgeon! He's just one of the most acclaimed neurosurgeons in the country. What does he know?
What gives him the right to talk about health care? "Why should we listen to him when we have Barack Obama?" who doesn't know anything about it. So Dr. Carson finds himself in the same place that the man destroying the country is, and he's not supposed to speak up about it? Cavuto said, "You're an accomplished, well-respected, internationally renowned doctor. You head one of the most prestigious departments in all of medicine at one of the most prestigious schools in all of medicine. Why did you take it upon yourself to go beyond just medical policy and talk about tax policy? What were you getting at, doc?"
CARSON: Five physicians signed the Declaration of Independence and were involved in the framing of the Constitution and the Bill of Rights and several other things. There's absolutely no reason at all that physicians, scientists shouldn't be involved in things that affect all of us. We're people who've learned how to make decisions based on facts, empirical data rather than on ideology. And one of the geniuses, one of the real things that made us a great nation, is that we brought people from all backgrounds into the legislative process so that all of us would be able to place our interests there, and we've gone significantly away from that.
RUSH: Now, Cavuto is playing devil's advocate. But he said (paraphrased), "Okay, look, you're a doctor. What the hell you doing talk about tax policy?" Why not? He's a citizen. This is like I've been told all my life: "You didn't serve in Vietnam. You don't get to talk about the defense budget." I've been told this all my life, and all it is is the left attempting to silence opposition, to intimidate people into shutting up. Because the left cannot handle opposition. Particularly on ideas. They know they lose. They're gonna find it very difficult to demonize Ben Carson, but they will try. You watch. He's now in the crosshairs.
The Obama campaign team is gonna get into gear if this guy keeps talking, and they're gonna try to find ways to smear him and ruin his life and do to him what they did to Romney. That's all they can do. They can't beat him in the arena of ideas. (summarized) "Look, five physicians signed a Declaration of Independence." There were 56 people who signed the Declaration. Five of them were doctors. What did they know about independence, Neil?" But even the nature of the question is troubling. You're a doctor. What are you speaking out to tax policy for? Well, you know, I'm just a guy on the radio. I talk about everything. So? Am I only allowed to talk about radio things here? That is the implication of the question. So next, Cavuto said, "I want to focus on the reaction from the president as you were making your remarks. Did you know or did you suspect what you were saying was going to gibe him a little bit?"
CARSON: There's no question that, uh, he has advocated basically a policy of tax the rich, and I have advocated a policy that comes from the Bible, which is a very fair policy of proportional taxation. If it was good enough for God, why wouldn't it be good enough for us? The minute you deviate away from that, you begin to get into all kinds of biases, and one could legitimately make the argument that the rich pay too many taxes. The top 1% pays 37% of the taxes. The top 5%, 59% of the taxes. But they don't make that much of an income. One could make that argument. It depends on your philosophical disposition, which argument you're gonna make. But you take those arguments away as soon as you go to a proportional tax. I believe that's the reason God did it.
RUSH: Whoa. Whoa. That's the reason God did it. No, no, no. What do you mean? Obama didn't do that. What do you mean, that's the way God did it? And the left and their appointed talkmeisters, the Beckels and the Scarboroughs, "Who the hell does this guy think he is?" Chris Matthews, "Who the hell does this guy think he is?" I guess these guys would all bow down in total acquiescence to Obama, the king, on his way to dictatorship. And that's okay, that's fine, there's no problem with that? King gets to set tax policy. King gets to write whatever we're gonna do on guns. King gets to say when we dealt with the debt. The king gets to say, "We don't have a spending problem; we got a pay-for-it problem." The king gets to say, "We don't have a spending problem; we got a budget deficit problem." The king gets to say, "Don't ask me any more about Benghazi. I've answered everything. There isn't anything else. It was the guy with the video." And we go, "Okay, whatever king says is it." Carson goes on to say that he's gonna retire from surgery later this year and then try to combat the problem of low-information voters.
CARSON: I'm actually gonna retire in June from surgery. I will still teach, I will still be involved, but I gonna retire from surgery. So it does open up a lot of possibilities for me. I'm very focused on education and getting the populace back to where it used to be back in 1831 when Alexis de Tocqueville came here and was so impressed, because an uneducated populace will fall for anything, and if you go and you talk to most people, they mean well, but they don't have much of a breadth of education, of knowledge, of understanding what the real issues are, and therefore they listen to pundits on television who tell them what they're supposed to think and they keep repeating that and pretty soon they say, "Oh, well, that must be true."
RUSH: That's the definition of the low-information voter. That's Dr. Benjamin Carson from the Johns Hopkins hospital, director pediatric neurosurgery, which means he saves the children. BREAK TRANSCRIPT
RUSH: Here's another thing about Dr. Carson that we were talking about yesterday. There are doers and people who don't do. They just sit outside the arena and offer expertise, commentary, criticism, but they don't do diddly-squat. He's a doer. He is in the arena doing. He is practicing health care. And because he is intimately involved in it, he knows better than most what to do to repair it because he knows what's wrong with it, and he knows full well that Obama has no clue what he's talking about because Obama's not even talking about health care. Obama is simply expanding an ideology. Obama is simply coming up with a way to build and grow government, and using health care as his way.
And of course journalists who also don't know anything, don't know how to deal with Benjamin Carson. He doesn't fit the template. He doesn't compute. They don't know what to do with a guy like this. So they're gonna have to figure out a way to cancel him out. He's certainly not on their side. But I think he's obviously prepared and equipped to deal whatever comes his way. BREAK TRANSCRIPT
RUSH: So Bob Beckel on The Five yesterday talking about Dr. Benjamin Carson, who operates on the brains of babies, Dr. Benjamin Carson, who actually saves the lives of little babies, Bob Beckel said (paraphrasing), "He just wants his 15 minutes of fame, make a million dollars when he leaves surgery." Beckel said that Ben Carson offers nothing but extreme right-wing talking points. Ben Carson is a self-made man from Detroit. The media didn't make him; they can't destroy him. He's got an amazing story, from Detroit, where he came from. END TRANSCRIPT
Breitbart.com: Dr. Carson: I'm Retiring In June, So It Does Open Up A Lot Of Possibilities For Me
Real Clear Politics: Dr. Ben Carson On Criticizing Obamacare: "Somebody Has To Stand Up To The Bullies"
RushLimbaugh.com: Dr. Carson Speaks Truth to Power; Liberal Statists Question Whether It's Appropriate - 02.11.13
RushLimbaugh.com: Dr. Carson's 43-Second Solution - 02.07.13 | 教育 |
2016-50/2785/en_head.json.gz/10741 | Water SA
Water SA vol.40 n.2 Pretoria Apr. 2014
Reflections on the history of aquatic science in South Africa with particular reference to the period after 1994 Dirk J RouxI, II; Charles M BreenIII; Jane CarruthersIV, V IScientific Services, South African National Parks, George, South Africa IISustainability Research Unit, Nelson Mandela Metropolitan University, George, South Africa IIISchool of Agriculture, Earth and Environmental Sciences, University of KwaZulu-Natal, Pietermaritzburg, South Africa IVDepartment of History, University of South Africa, Pretoria VCentre for Invasion Biology, Stellenbosch University, Stellenbosch, South Africa Correspondence ABSTRACT In this article we reflect on how freshwater research has evolved in South Africa from its beginnings in the early 20th century and how it has altered over time to align with the post-1994 socio-political environment. We situate aquatic science within a research question to explore why aquatic science has developed in the manner it has done, providing some of the broader environment of political change, access to funding, the relevance of particular research themes at different times, and the research agenda of some prominent individual scientists. We do not, therefore, intend merely to itemise what has been achieved over the years. Our intention is to develop an historical context that may help frame research in ways that bridge the cultural divides that persist between the humanities and the sciences. Moreover, although water is crucial to life and livelihoods in a country of scarce water resources, the fields of aquatic study are not generally familiar to the South African public and do not have the high profile they merit. In order to chart important current developments in freshwater research, this article highlights significant aspects of this scientific arena during the earlier part of the 20th century that are pertinent to explaining how and why the current situation, by way of research fields, policy and legislation came into being. The history has been necessitated by, and driven by, regional socio-economic and geopolitical factors as well as developments in the relevant scientific disciplines. After examining how this state of affairs came to be, an overview of the present state of the field is provided. Keywords: research milieu; key developments; drivers of change; institutional change; policy INTRODUCTION In South African research circles the call for multi-disciplinary research collaboration is frequently heard. More often than not, the envisaged 'multi-' of the disciplines are closely related ones. For example, a zoologist might work on an aquatic research project with a botanist. Indeed, in this paper we provide examples of the beneficial outcomes of this kind of partnership. Less common, however, is cooperation between what CP Snow famously referred to as 'the two cultures' - the humanities on the one hand and the sciences on the other (Snow, 1959). This division still exists. Historical analysis of science will be found in historical journals, scientific research in science journals. Each has avid readers, but straddling the two generally tends to offend either one constituency or the other as it seeks the reassuring markers of its modus operandi. Scholarly or academic history, viz. the discipline of history, is not a mere compilation of facts and dates, a miscellaneous collection of anecdotes or reminiscences, although this sometimes - at least to historians - appears to be the way that scientists regard the discipline, and even how the word 'history' is often utilised in scientific work. By contrast, scientists are impatient with levels of historical context and lengthy analytical narrative and do not always require the depth of understanding that history provides in order to pursue their craft or add value to it. Nonetheless, the urgency of many issues of our time - the Age of the Anthropocene, as termed by Nobel prize-winning chemist Paul Crutzen (Crutzen and Stoermer, 2000) - demands that all research arenas come to terms with what is possibly the greatest paradigm shift ever to have occurred - our realisation that humanity is a dominant force shaping the planet. Viewed from this perspective, the need to integrate science and humanity in matters such as global change foregrounds the importance of the humanities and demands that real multi-disciplinary work be conducted. This paper is a modest attempt to bridge Snow's divide. In it, we wish to indicate, but also to explain and provide understanding of, the manner in which changes in the political and technological arenas, institutional, funding and legislative arrangements as well as research agendas pursued by people with individual talents and interests, has impacted upon aquatic scientific research in South Africa in past decades and that resonate into the future. Over the past 100 years South Africa has experienced a number of political changes that each required a new relationship between society and scientific research. The tectonic shift in South African politics after 1994 brought about a re-evaluation of both the political idea of the nation and its future socioeconomic priorities. However, no polity can act entirely independently and changes in South African freshwater research and policy have been impacted upon by international developments relating to sustainability, ecosystem services, complexity theory, multi-, inter- and trans-disciplinarity and an overarching research agenda around adaptive resource management. While internal factors are primarily driven by a national agenda, many external factors are not peculiar to South Africa. The year 1994 was not, however, the only political shift in South Africa that necessitated a new relationship between politics, society and science: other benchmark dates include 1910 when the Union of South Africa was established, and 1948 when the coming to power of the National Party led to a Republican constitution in 1961. These too made their mark on aquatic science and are briefly discussed below. Although the importance of water is fundamental to human beings, as far as South African science is concerned, professional interest in freshwater studies was slow to develop. The manner in which this occurred provides longer-term context to explaining how that professional interest was shaped as well as the reach of its impact. In the early years of colonial settlement and into the early 20th century, scholarly attention was devoted to astronomy, zoology, botany and veterinary sciences. In his autobiographical memoir, E Barton Worthington, freshwater ecologist and Director of the International Biological Programme (IBP) from 1964 to 1972, summarised freshwater biology in Europe by referring to its practical importance for recreational and professional fishermen, for pollution studies, for water engineering and studies on water-related diseases. Names such as FA Forel, who studied the limnology of Lake Geneva in the 1870s, or Otto Zacharias, who established his limnological research station in Plon in 1890, or even pioneers Edward A Birge and Chancey Juday of the University of Wisconsin, who worked on Lake Mendota in the early 1900s, attest to the long tradition of limnological research in Europe and the United States. Great Britain lagged behind in freshwater studies until around the time of the First World War, because before then its aquatic biologists 'were drawn to the seas rather than to inland waters' (Worthington, 1983). This comment may also apply to South African aquatic research because the first Government Biologist of the Cape Colony appointed in 1896, head of the Department of Zoology at the South African College from 1905 and its successor the University of Cape Town until 1926, was a marine biologist, the Edinburgh- and Germany-trained John DF Gilchrist. There is no evidence that any South African researcher belonged to the Freshwater Biological Association of the British Empire, of which the Union was, in 1929 when the Association was founded, firmly part. That South African limnology might have spawned the entire field of systems ecology was a potential consequence that could have arisen from the presence, at the University of the Witwatersrand, of G Evelyn Hutchinson in the mid-1920s. However, that opportunity was lost with his appointment at Yale University and his proposed work on the ecology of southern African freshwater bodies was never published (Carruthers, 2011). It is probable that societies that rely on freshwater fish as a food supply and landscapes characterised by post-glacial lakes are more obvious sites for limnological studies (a word that applies to freshwater lakes although often employed more widely for freshwater sciences) than South Africa, with its more arid climate and its wide diversity of smaller water bodies. Indeed, it is that very diversity that makes the history of South African aquatic research extremely complex. Owing to the immense variety it is not possible to survey the entire range of aquatic sciences in this paper. For example, hydrology, geomorphology or groundwater studies have not been included although these disciplines have been important in defining aquatic science in the country. Additionally, as a 'public good', water science is inherently political and the state's agenda impacts on the scientific one. After an overview that identifies some of the important developments in freshwater research, this article explains, with reference to the period around 1994 and more recently, how these factors altered and shaped the framing of freshwater research in South Africa and, in addition, that may impact on the future. This article is based on a report entitled The Freshwater Science Landscape in South Africa, 1900-2010: Overview of Research Topics, Key Individuals, Institutional Change and Operating Culture (Ashton et al., 2012), published by the Water Research Commission. In the interest of length, the present article has a select list of references and readers are referred to the full list in Ashton et al. (2012). 1910-1948 Union legislation The Union of South Africa was formed in 1910 with the amalgamation of the four British colonies. In terms of freshwater science, the political mission of modernising the now-united and independent country economically was based on agricultural 'progress' within a worldview of increasing desiccation. In this regard, the formation of a Sub-Department of Irrigation, in a national Department of Lands in 1912, together with the Irrigation and Conservation of Waters Act (No. 8 of 1912) were important. The construction of a series of large dams (which had the added benefit of white labour during the period of upliftment of 'poor whites' as part of the social engineering programme) was done as a socio-economic benefit (Van Vuuren, 2012). The socio-political agenda with a focus on agricultural productivity was pivotal in developing the legislative framework and early research agenda of freshwater studies. Dam-building also had later impacts on aquatic science as eutrophication over the longer-term led to exponential growth of aquatic biota that required research. The 1912 Act was not a scientific template, but provided a regulatory and dispute-resolution mechanism that imposed country-wide order on the diversity of water rights in what had been four separate colonies since 1902, viz. the Cape, the Orange Free State, Natal and the Transvaal. Government-led freshwater science was not a legal mandate (unlike marine science) and such research was directed by the interests of farmers and of recreational fishermen (through piscatorial and acclimatization societies such as the Transvaal Trout Acclimatization Society and the Western Districts Acclimatization Society) who advocated the introduction of, and study of, imported fish species, as well as by individuals in South Africa's museums or establishments of higher education. The South African Museum in Cape Town, the Transvaal Museum in Pretoria, and the Natal Museum in Pietermaritzburg contained collections that were used sporadically. In 1910 there was only one university, the University of the Cape of Good Hope (reconstituted as the University of South Africa in 1916) examining for the University of London, and it eventually spawned other universities, many of which had previously been 'university colleges' attached to it. Some of these institutions attracted people keen on freshwater study but their efforts were sporadic and were often indistinguishable from general zoology or botany. Biological and aquatic studies In the early 20th century, the adjective 'biology' was applied to many studies of the natural world and, in this period when generalisation not specialisation was the norm, many professors and lecturers switched between disciplines with ease. In terms of freshwater research specifically, one might mention the foundational work of G Evelyn Hutchinson, Cambridge-trained and briefly in the Department of Zoology at the University of the Witwatersrand in the mid-1920s. He studied the limnology and biota of pans and other inland water bodies, often with the collaboration of his wife, Grace Pickford, and his colleague, Johanna Schuurman (Hutchinson et al., 1929; Hutchinson et al. 1932). Hutchinson went on to Yale University where he became one of the founders of systems ecology based on his limnological investigations with brilliant students such as Raymond Lindeman. Also significant was government marine biologist John DF Gilchrist mentioned above. He produced the first catalogue of South African freshwater fishes (Gilchrist and Thompson, 1913), while South African museum zoologist KH (Keppel) Barnard published on fish taxonomy (Barnard, 1947). In the first decades of the 20th century there was no tradition of citations or even academic journals as currently known. However, limnology was a well organised study and an International Association for Theoretical and Applied Limnology was founded in 1922, but no South African worker appears to have been a member during this period. The most prestigious freshwater science journal of the time was the Archiv fur Hydrobiologie (founded in 1906 and currently named Fundamental and Applied Limnology), which has always accepted articles in English, but Hutchinson, Pickford and Schuurman appear to have been the only South African-based scientists to publish in its pages during this period. 1948-1994 Science in South Africa after World War II The Second World War had an unprecedented impact on science. In many countries an atomic age dawned with the belief that 'big science' and technology were all powerful and could provide solutions that would ensure 'progress'. In addition, South Africa was confronted with a new political dispensation and socio-economic priorities when the National Party came to power in 1948. This set the country on the trajectory of apartheid, but also reconfigured the civil service and introduced Afrikaner employment affirmative action. The result was increasing international isolation and eventually total alienation (as a Republic in 1961) from the British Commonwealth and the severing of international scientific ties. It also brought top-down autocratic 'big government' and silenced much of the voice of civil society. This was a time of global prosperity and, like other states, the South African Government invested heavily in science and technology. Although many projects related to national security and defence, sufficient money was available to spend also on the environment and natural sciences, much of which related to the water sector. There is no doubt that the rise of the international environmental movement of the 1960s and 1970s, together with the growing influence of international environmental governance (e.g. the Ramsar Convention of 1971, the United Nations Conference on the Human Environment, Stockholm, 1972), played their part in encouraging ecological and environmental state-sponsored research. Moreover, the era of the sole worker was waning and research projects became increasingly collaborative, bringing about the need to focus on the management of these larger and more complex projects and not only on the research field. Significantly, the acceptance of Arthur Tansley's (and others) term 'ecosystem' broadened the multi- and inter-disciplinary research agenda considerably by emphasising biophysical connectedness and change in natural systems. Role of the Council for Scientific and Industrial Research As many other countries did at this time, South Africa established a quasi-independent para-statal, the Council for Scientific and Industrial Research (CSIR), in 1945. An early arm of the CSIR was the 1958 National Institute for Water Research (NIWR) that undertook a number of surveys of the fauna, flora and physico-chemistry of many South African rivers, one of which was a publication on the Great Berg River by Arthur Harrison and Jack Elsworth. This was the first research on a South African river and one of the earliest significant publications on the ecology of rivers anywhere in the world. The two-part publication on the hydrobiology of the Great Berg River covered river zonation, flow, water quality and floristic features but the larger focus was on invertebrate fauna (Harrison, 1958; Harrison and Elsworth, 1958). For some time before its political and scientific isolation, South Africa remained within the International Council for Scientific Unions (ICSU) and its Scientific Committee for Problems of the Environment (SCOPE) founded in 1970. Under SCOPE the country established the National Programme of Environmental Sciences (NPES) in 1972 and also participated in the International Biological Programme that ran between 1964 and 1974 that introduced South African scientists to collaborative programmatic approaches to research addressing the nature and behaviour of aquatic systems. In 1975 the NPES was transformed into the Cooperative Scientific Programmes (CSP) within the CSIR with direct beneficial consequences for the ecological sciences. These programmes, under the auspices of the National Programme for Ecosystem Research (NPER) (1976-1985) produced almost 100 extremely well researched and important reports, supported 208 individual projects within 22 cooperative ventures and received R9.2 million in funding (Huntley, 1987). Not only was the content of these reports scientifically noteworthy, but they heralded a move towards collaborative research that made consideration of large ecological issues feasible (Noble and Hemens, 1978; Heeg and Breen, 1982; Hart and Allanson, 1984; National Institute for Water Research, 1985; Ferrar, 1989). New legislation and the establishment of the National Institute of Water Research and the Water Research Commission The CSIR was instrumental in shaping South African science during this period because of its leading role in the CSP and in distributing research grants. Indeed, some seasoned researchers look back on it as a kind of golden age, with scientific imagination given virtually free rein. Of particular significance for freshwater studies was the establishment of the NIWR with a mandate to investigate pollution and ensure fresh water for industry. Government involvement in freshwater research included a new Water Act (No. 54 of 1956) that codified effluent and other standards and that resulted in the establishment of a separate Department of Water Affairs. Moreover, the high national importance of water was further recognised by Government through the launch of the Commission of Enquiry into Water Matters in 1966. The final report of this Commission was published about a decade later in 1970, which led directly to the establishment in 1971 of the Water Research Commission (WRC). The WRC became the key mechanism for funding water research in South Africa. The WRC was instituted outside of the government Department of Water Affairs and it is financed by a levy on water users. It is thus independent and relatively well funded, even today. Not surprisingly, the research initiatives that included estuaries, rivers, hydrology and engineering, etc., were focused on the use of water for national economic development by way of use or conservation rather than on fundamental research. One particular research problem was, in fact, occasioned by the ongoing policy of dam-building, i.e. that of eutrophication. Until about 1980, access to research funding was filtered to universities largely through the CSIR (Kingwill, 1990). Research units were awarded to outstanding or high-achieving researchers. Almost every South African university received this form of government support. Nonetheless, the most important nodes of freshwater research remained Rhodes University, particularly after the appointment of Brian Allanson from the NIWR to the Chair of Zoology and Entomology in 1963 (he established the Institute of Freshwater Studies the following year and became its Director), and the University of Cape Town where John Day was Professor of Zoology from 1948. Adding to the dynamism of this post-war period was the foundation of the South African Limnological Society in 1963, later renamed the Southern African Society of Aquatic Scientists (SASAqS). This Society has convened regular conferences and provided a forum for wide-ranging discussions that usually included international contributions. Like many others of its kind, however, SASAqS has alternated periods of vibrancy with decline, often related to the fervour of committee members and organisers, a comment that applies also to its journal. Recognition of the need to protect at least some freshwater ecosystems against human-induced degradation gave rise to the development of the first nation-wide freshwater conservation plan for South Africa in the 1970s. Graham Noble, an aquatic scientist himself and one of the leaders of the CSIR programmes, evaluated the conservation status of some 40 aquatic biotopes that were classified according to a mixture of biological and physical attributes (Noble, 1974). This study produced a protected-area gap analysis, an approach that would only be formalised in terrestrial conservation planning some 20 years later. After a decade of work, a different approach was taken to identify 144 South African river sites of outstanding conservation importance in order to have a baseline for conservation action (O'Keeffe, 1986). In an attempt to be more quantitative and consistent, this project was followed by the development of an expert-driven River Conservation System to assess the relative importance of different rivers and to communicate the results to decision-makers (O'Keeffe, 1986; O'Keeffe et al., 1987a; O'Keeffe et al., 1987b; O'Keeffe, 1989). This system offered flexibility over traditional scoring approaches in that it provided rules that could be applied to alter the weightings according to a variety of settings (e.g. regional differences in biota, differences related to river size). Changes in funding structures: the 1980s The above-mentioned largesse of the CSIR could not last forever nor could it withstand a recession that began with a rising oil price and high inflation, increasing internal unrest and external war for South Africa, and the burgeoning costs of 'national and self-governing states' such as the Ciskei, Transkei and Bophuthatswana. The first indication of a contraction in spending came with the establishment of the Foundation for Research Development (FRD) within the CSIR that abandoned the long-term programmatic approach to environmental research. While many university research entities that had been supported continued to exist, they had to find alternative sources of finance. Moreover, the entire philosophy of the CSIR came under scrutiny and the policy of generous open-ended support was replaced in 1988 by a neo-liberal partnership between Government and the private sector in which research was overtly goal- and business-directed and conducted on a consultancy and contract basis, thus providing external funding to the CSIR. This change in the funding and business models for research, which was a global phenomenon (Ziman, 1996) but perhaps compounded in South Africa due to country-specific drivers, was bound to have repercussions. That a negative mood had emerged in the freshwater research sector became evident in 1989 with a report commissioned by the FRD to evaluate the Inland Water Ecosystems Programme (IWEP). Among the first CSP research programmes, the IWEP consisted of seven groups of research projects on lakes, reservoirs, rivers, wetlands and pans. Professor WD Williams of the University of Adelaide was appointed, because of his high international profile and long experience with water management in an arid environment, to assess these projects. While Williams (1989) complimented the IWEP on its wide coverage of the freshwater landscape and on initiating research that would lead to understanding the structure and functioning of South Africa's inland aquatic resources, he also brought strong criticism. In particular he noted that much of the research remained unpublished and that research findings had not been applied. This seemed to indicate that the earlier work of the CSP had not had the necessary effect, despite both research energy and ample funding at the time. Williams concluded that, as the 1990s dawned, South African limnology was in disarray, poorly funded in the new dispensation, failed to address certain important environmental problems and lacked direction. Many of its practitioners were dispirited, numbers were declining and few young people were attracted to water science as a career. In 1986 the Department of Water Affairs and Forestry had published Management of the Water Resources of the Republic of South Africa, an important report that called for research that would determine the water needs of the natural environment. A group convened by the CSIR responded with The Ecological Flow Requirements for South African Rivers (Ferrar, 1989), which captured the foundational concepts upon which all of the flow-assessment methods for rivers in South Africa were subsequently based. There were globally important results because the holistic approach adopted was predicated on recognising that all parts of the ecosystem needed to be considered - including land - and not merely water or selected species in isolation. Through the development and testing of various methods and approaches - together with growing access to computer systems - a structured multidisciplinary approach was introduced to assessing flows for ecosystem maintenance. Disciplines that collaborate in these assessments include hydrology, hydraulics, geomorphology, water chemistry, zoology (fish, invertebrates), botany (aquatic, marginal and riparian vegetation), sociology and socio-economics (King and Pienaar, 2011). The period between the end of the Second World War and democratic elections in 1994 with its change of Government, had witnessed a new aquatic research framework developing within South Africa, with the role of the CSIR being critical. However, it was also a period in which South Africa became more politically and scientifically isolated internationally, and one towards the end of which the commercialisation of science (Gibbons et al., 1994; Slaughter and Rhoades, 1996) had become a reality not only within the country but also globally. 1994 AND THEREAFTER Water legislation and management under new socioeconomic and political priorities In 1994 the new government inherited a country that had lived beyond its financial means for many years, a large African population demanding services which it had been denied for decades, and the legacy of a very large (and generally inefficient) civil service of the previous Bantustans that had to be incorporated into the new provincial structures. The changes that came about in this period alienated some senior officials and technocrats, as had happened previously in 1910 and in 1948. But water - its supply and quality - was an urgent state priority and the Department of Water Affairs and Forestry, headed by Minister Kader Asmal, was tasked with providing an Overview of Water Resources Availability and Utilization in South Africa (Basson et al., 1997). This report appeared in 1997 and in the same year two other important documents that changed the institutional and legal framework of freshwater research were also published. These were the White Paper on a National Water Policy tabled in May 1997 and a new Act, the Water Services Act (No. 108 of 1997). The National Water Act (No. 36 of 1998) was another consequence of the new political and legal regime, intended to ensure sustainability and to redress past imbalances in water provision. The WRC took over many of the programmes previously funded by the CSIR or FRD. Thus a changed environment for aquatic research came into play and one driven by the concerns and interests of broader society: in essence aquatic scientists were directly engaged in providing a service to society. There were also suggestions that some of the important outcomes of the NPER programmes would have socio-economic benefits if theoretical underpinning was enhanced, among them the long-term study of the Pongolo River Floodplain (Huntley, 1987). Scientists were given a voice and SASAqS members were appointed to the Water Law Review Panel and continued to be influential in the WRC, which now had a section focussed specifically on funding freshwater ecosystem research. The concept of an 'ecological Reserve' in water management, for example, was the idea of SASAqS member Professor Caroline (Tally) Palmer, who is currently the Director of the Unilever Centre for Environmental Water Quality within the Institute for Water Research at Rhodes University. Thus the SASAqS, as the professional scientific organisation, was given a stronger influence in setting the research agenda and shaping water policy. The link between science and society that became closer after 1994 encouraged an approach that was inter- and even trans-disciplinary, including not only the natural sciences, but also the social sciences for the first time. No longer, in the words of Kevin Rogers, were 'expert scientists saving ignorant society'; on the contrary, society was brought within the research partnership, not thrust outside of it. At times this may have been a difficult brief, because - again quoting Rogers - 'The narrow disciplinary training of scientist: and other professionals involved in river research does not equip them well for interdisciplinary work' (Rogers, 2006). Yet, some early interdisciplinary work (e.g. Heeg and Breen, 1982) provided a good basis for integrative aquatic science. Emphasis on ecosystem services and alignment with international priorities With the passage of the 1998 National Water Act it became a legal requirement to reserve water to maintain the country's aquatic ecosystems so that they could provide the ecosystem services upon which society depended. This major milestone was followed by a second when the Directorate of Resource Directed Measures (RDM) was established within the Department of Water Affairs and Forestry in 2002, to ensure adequate protection of ecosystems. The RDM has three main elements. First, there is a catchment-based classification system for water resources, which guides the setting of one of three management classes for each part of the catchment's water resources. Second, the concept of an ecological Reserve, viz. the quantity and quality of water linked to each of those management classes, was developed, and third, resource quality objectives (RQOs) came into being. These are quantitative and qualitative descriptions of the hydrological, chemical, physicochemical, geomorphological and biological attributes that can be monitored for compliance of the management classes. After 1994 South Africa re-engaged with the international community and became a signatory to a number of important global institutions that impacted on water research, in particular the Convention on Biological Diversity, the Man and the Biosphere Programme, and the World Heritage Convention. In terms of the last-mentioned, South Africa's first listed natural World Heritage Site (WHS) was water-research related - the iSimangaliso Wetland Park in KwaZulu-Natal - while the wetlands and water resources of the Drakensberg (already Ramsar Site No. 886) were important in the declaration of the uKhahl-amba-Drakensberg WHS, listed as a 'mixed' WHS, in 2000. International respectability resulted also in Port Elizabeth's hosting of the International Environmental Water Allocation conference in 2009, while Cape Town welcomed Africa's first International Limnological Conference in 2010. Such august gatherings hold promise for synergy and new directions. International normalisation and the lifting of the academic boycott brought South African freshwater scientists in closer contact with their global peers and opened opportunities for international collaboration as well as access to international funding sources. This affected both the research agenda and research institutions. The construction of large dams had become extremely controversial, but, as far as scientists were concerned, their social and environmental consequences in terms of water quality, eutrophication and invasive vegetation raised new research questions relating to appropriate land-use and, more broadly, to sustainability. The contribution of impoundments to the national economy had declined with widespread changes within the agricultural sector, while issues around water quality and rivers gained in scientific importance, particularly with the rise of concepts such as ecosystem services. Collecting and interpreting data had been revolutionised by GIS and computer modelling. River systems and attenuation dams: Kruger National Park as a case study The main thrust of innovative water research in South Africa in recent years has been around investigating river systems because of compromised water quality through attenuation dams, pollution, and extraction and heavy usage by a growing rural and urban population. When the rivers traversing the Kruger National Park appeared to be at risk from upstream activities in the late 1980s, river research gained ground. In 1987 the Department of Water Affairs and Forestry became involved, and the Kruger National Park Rivers Research Programme (KNPRRP) was initiated the following year as a joint venture between the Department, the WRC and the FRD. This research came to fit well with the new strategic adaptive management regime in the Kruger National Park, and also with emerging ideas around the complexities of savanna ecosystems and the understanding of river catchments in this context. Considerable progress was made in understanding the structure and functioning of river systems and the influence that the KNPRRP has had in the development and adoption of adaptive management and complexity theory is widely acknowledged. A large number of agencies and universities participated in the KNPRRP and many prominent scientists contributed in various ways, furthering their own knowledge and capacity by collaborating with others. The first phase, until 1992, was a loose assemblage of useful projects, but the second and third phases were more structured so as to align the studies and produce a better organised scientific foundation for adaptive management of river flow. The resultant decision support system was sufficiently generic to find application in the wider field of natural resource management. The KNPRRP foregrounded the importance of considering multiple scales together with the heterogeneity and dynamism that had become the hallmarks of early 21st century ecological thinking (Rogers and Bestbier, 1997; Rogers and Biggs, 1999; O'Keeffe and Rogers, 2003; Rogers, 2006). In the early 2000s the programme formally ended, but river research continued as the Shared Rivers Initiative (SRI). The SRI has not generated the research results or the excitement of the earlier KNPRRP collaboration, but it continues into the present. It currently focuses on understanding why environmental flows are not met, on action research, social learning and governance. This can be interpreted as moving towards a holistic socio-ecological systems view that integrates policy with research. In the early 1990s, the Department of Water Affairs and Forestry commissioned the design of a new national monitoring programme, which would become known as the River Health Programme (RHP). The RHP was designed to assess the ecological condition of rivers by using biological indicators such as fish communities, invertebrate fauna and riparian vegetation. This monitoring approach provided water quality managers, who had previously relied almost solely on information gained from the monitoring of chemical and physical water quality variables, with a new type of information and new insights into the ecological state of rivers in South Africa. Scientists from the University of Cape Town developed a spatial classification of rivers, and protocols for the selection of monitoring and reference sites, while scientists from Rhodes University were conspicuous in reviewing and recommending ecological indicators for use in the programme. The RHP was implemented across several provinces and a number of 'state-of-river' reports were produced (Strydom et al., 2006). The National Spatial Biodiversity Assessment In the 2000s systematic planning principles drove the first comprehensive National Spatial Biodiversity Assessment (NSBA) (Driver et al., 2004). It dealt with terrestrial, river, estuary and marine ecosystems but not wetlands, which were too poorly known for an adequate assessment to be made. The NSBA highlighted the overall poor state of South Africa's river systems, heightening awareness of the urgency for strategic conservation action to protect freshwater biodiversity. The development of policy objectives for facilitating cross-sector collaboration and coordination in the management of freshwater biodiversity, and an overview of prospects and challenges in freshwater conservation planning, developed this new branch of science further (Roux et al., 2008; Nel et al., 2009). These developments culminated into identifying freshwater ecosystem priority areas (FEPAs) comprising 22% of South Africa's river length, 38% of wetland area and 41% of estuaries (Nel et al., 2011). The implementation-driven FEPAs are directly applicable to various management tools within the biodiversity and water policy sectors in South Africa, such as integrated catchment management, water resource classification, listing of threatened river ecosystems, and the process of bioregional planning. As such, freshwater conservation planning has the potential to contribute significantly to sustainable and integrated water resource management in South Africa. Initially, water resource planners had not considered the potential adverse environmental impacts of IBTs that moved water across watersheds, from where it occurred to where it was needed, for industry, cities and agriculture, including trans-frontier supplies from neighbours like Lesotho. By the time that environmental concerns were taken into account in the late 1990s, the effects of IBTs on receiving waters in many parts of the country were probably irreversible. Ecologists Bryan Davies and Jim Cambray were among those who emphasised the deleterious consequences of IBTs on biodiversity and ecosystem conservation. Proper deliberation on the potential environmental consequences of IBTs was thus required. Thanks to these efforts, any proposed IBT now requires an in-depth environmental impact assessment. Systematics and taxonomy The study of systematics has been rejuvenated in the last couple of decades by considerable advances in methods for examining genetic relationships between individuals, populations, species and higher taxa. This has been particularly rewarding in the south-western Cape, where many rivers have existed for tens of millions of years and freshwater taxa have thus been isolated from each other for as long. A number of biologists have shown that even when taxa that are morphologically indistinguishable (or nearly so), some may be genetically very distinctive. Despite genetics, older themes, such as taxonomic studies of plants and animals, have not entirely abated, and good field guides to the aquatic and wetland plants of southern Africa have been produced. From a systematic point of view the different taxa of freshwater invertebrates have been unevenly treated, and it is likely that many new forms await description. However, modern systematics is more than simple descriptions of species; today, genetic studies are crucial for understanding the relationships between taxa. Research and policy partnerships Indicative of the crucial role of water in South Africa, in May 2009 the Department of Water was separated from forestry within the renamed Ministry of Water and Environmental Affairs. As can be appreciated from this overview, the relationship between the aquatic research community and the Department of Water Affairs is close and productive - and even more so with the WRC - but scientists have frequently found themselves having to provide rather hasty policy and directional answers. Despite the challenges, this may, in fact, be the usual manner in which policy and science intersect. In addition, there has been a bifurcation of scientists in the water sector. On the one hand, the role of consultancies (often staffed with well-qualified freshwater scientists) has grown in response to the need for broad-ranging applied science demanded by government, mining and other industries, with reports and outputs in the grey literature. On the other hand, owing to funding structures in the tertiary education sector, scientists in universities have been obliged to become narrower and to chase peer-reviewed journal publications and National Research Foundation academic ratings. CONCLUSION 'History does not offer lessons. But it does suggest possibilities - and apart from the specific possibilities that a rich and complex story of the past establishes - the telling at least establishes that alternatives have existed in the past, that choices have been made, that choices have consequences' (Cooper, 2000). While historical analysis cannot provide a future template, providing a long-term overview of freshwater science within its sociopolitical and funding context gives perspective that may enable researchers to understand the basis of their disciplinary cluster and might suggest future productive avenues. This conclusion thus summarises key points and notes some ways in which a fruitful research agenda can be strengthened and developed. It is evident that, of all South Africa's natural resources, fresh water is a public good- whether rivers, impoundments, groundwater or wetlands. Because human welfare absolutely depends on it, it is inherently the most political and the most relevant to society, particularly in an emerging economy or a developmental state. South African researchers can make a major international contribution in this arena. It is therefore necessary that professional freshwater scientists become co-collaborators with government, policy-makers and all stakeholders, so that fundamental scientific questions are not obscured or ignored by the need for 'quick-fixes' that ad hoc solutions can supply. Indeed, perhaps it is necessary to redefine the principles of collaboration in order that appropriate scientific and societal outcomes are delivered. It would be productive were institutional, disciplinary and policy agendas to interface better than they do at present, and take into account the different expectations, values, culture, language and reward structures of the main participating groups, the funders, researchers and end users. Avenues for the co-production of knowledge should be sought (Roux et al., 2010). Building on the concept of 'post-normal' science (Funtowicz and Ravetz, 1993), Rogers (2008) stresses that purely technical solutions to socio-ecological problems are untenable. Humility, rather than arrogance is now required. Disputed facts, competing values, enormous complexity and previous decisions and histories all intervene in the process of research and decision-making. Of all the branches of science, aquatic science - a public good, integrally linked to human welfare, broadly biological but itself multi-disciplinary - is well placed to lead the way (Rogers, 2008). Although funding is vital for fundamental research, the generous support of the CSIR did not lead either to appropriate publication of those findings, nor to their application, as was shown by Williams's 1989 evaluation. Strategic and careful use of money is therefore called for. What the CSIR programmes did achieve was to instigate long-term institutional arrangements for the water sector and encourage an energetic research agenda in partnership with Government. How best to employ stable institutions, such as the WRC, and revitalise and augment the research community are current challenges. As has been shown, the line between fundamental and applied science in freshwater research is a very thin one - some would argue that it is seamless. The research efficacy of collaborative and co-operative multi-disciplinary research in many aspects of aquatic studies has been proven since the 1980s. Integrated, structured and co-ordinated research towards well-articulated goals must be carefully planned and well supported. However, national research and funding structures do not consistently reward group-based scientific investigation, particularly within the university arena. Consultants, however, are free from the need to develop professionally within the higher education structure, with the concomitant danger that the absence of peer review may result in inadequate science. This is not to disparage problem-solving or problem-focussed research - this is vitally important. It drives engagement and creates passion and energy. However, without integrating long and short-term research agendas crisis management can result, while adherence to a programmatic approach alone can become top-heavy and generate research that has little relevance in the real world. Because freshwater studies are so diverse and multi-faceted, despite their societal importance they are not familiar to the general public and are difficult to portray as engaging and attractive employment. Opportunities can be found to embark upon a planned campaign describing the coherence of the research avenues and the opportunities there are to improve life and livelihoods in South Africa through a career in water research. A higher profile for aquatic studies would be beneficial for the nation as well as for the discipline. As explained above, legislation and government policy are deeply interwoven and even implicated in aquatic research. Water is inextricably bound up with social and economic outcomes and developmental goals. Making water available for consumption by a growing and mobile population and ensuring the health of river systems, estuaries and wetlands is a Government priority - indeed a prime responsibility - particularly when ecosystem services are brought into the picture. Interventions such as Working for Water and Working for Wetlands have high profiles, have captured the public imagination, and have impacted on employment and skills development. Rigorous research into the efficacy and direction of these programmes in terms of scientifically-proven desirable outcomes could be improved and would boost rewarding partnerships between the research and policy sectors. There is no doubt that reflection on scientific endeavour is productive. Currently in South Africa access to research funding is competitive, capacity is not easy to build, and educational institutions are under pressure. How this situation came about, and how it might be improved and mitigated given the multitude of challenges facing the country, requires coordinated thinking from all elements of society. However, in the vital arena of freshwater studies, it is important that on-going relevant research is encouraged by the state, that such research is well planned, collaborative, relevant and significant, and that scientists are supported and valued by the wider society. Moreover, this overview has shown the value of intellectual creativity, but also how more recently it has had to make way for the need to solve problems more directly. It has exposed the central importance of the institutional and social dimensions of successful research endeavour in natural resource management, and ultimately suggests the need for revising the philosophy that underpins the support for, and practice of, aquatic science in South Africa. ACKNOWLEDGEMENTS The authors would like to thank all those who contributed to the WRC project (K8/852) and report (Ashton et al., 2012), upon which this article is based, as authors, informants, referees and readers. Additional assistance and ideas were provided by Brian Huntley and Tony Little. The comments of two anonymous reviewers assisted greatly in revising an earlier draft of this manuscript. REFERENCES ASHTON P, ROUX D, BREEN C, DAY J, MITCHELL S, SEAMAN M and SILBERBAUER MJ (2012) The freshwater science landscape in South Africa, 1900-2010: Overview of research topics, key individuals, institutional change and operating culture. WRC Report No. TT 530/12. Water Research Commission, Pretoria. [ Links ] BARNARD KH (1947) A Pictorial Guide to South African Fishes: Marine and Freshwater. Maskew Miller, London. [ Links ] BASSON MS, VAN NIEKERK PH and VAN ROOYEN JN (1997) Overview of Water Resources Availability and Utilization in South Africa. Department of Water Affairs and Forestry and BKS (Pty) Ltd., Pretoria. [ Links ] CARRUTHERS J (2011) G Evelyn Hutchinson in South Africa, 1926 to 1928: 'An immense part in my intellectual development'. Trans. R. Soc. S. Afr. 66 (2) 87-104. [ Links ] COOPER F (2000) Africa's Pasts and Africa's Historians. Can. J. Afr. Stud. 34 (2) 312. [ Links ] CRUTZEN PJ AND STOERMER EF (2000) The Anthropocene. IGBP Newsletter 41. Royal Swedish Academy of Sciences, Stockholm. [ Links ] DRIVER A, MAZE K, LOMBARD AT, NEL J, ROUGET M, TURPIE JK, COWLING RM, DESMET P, GOODMAN P, HARRIS J and co-authors (2004) South African National Spatial Biodiversity Assessment 2004: Summary Report. South African National Biodiversity Institute, Pretoria. [ Links ] FERRAR AA (1989) Ecological Flow Requirements of South African Rivers. Foundation for Research Development, CSIR, Pretoria. [ Links ] FUNTOWICZ SO and RAVETZ JR (1993) Science for the post-normal age. Futures 25 739-755. [ Links ] GIBBONS M, LIMOGES C, NOWOTNY H, SCHWARTZMAN S, SCOTT P and TROW M (1994) The New Production of Knowledge: The Dynamics of Science and Research in Contemporary Societies. Sage, Beverly Hills. [ Links ] GILCHRIST J and THOMPSON W (1913) The Freshwater Fishes of South Africa. Ann. S. Afr. Mus. 11 321-462. [ Links ] HARRISON AD (1958) Hydrobiological studies on the Great Berg River, Western Cape Province. Part 2. Quantitative studies on sandy bottoms, notes on tributaries and further information on the fauna, arranged systematically. Trans. R. Soc. S. Afr. 35 (3) 227-276. [ Links ] HARRISON AD and ELSWORTH JF (1958) Hydrobiological studies on the Great Berg River, Western Cape Province. Part 1. General description, chemical studies and main features of the flora and fauna. Trans. R. Soc. S. Afr. 35 (3) 125-226. [ Links ] HART RC and ALLANSON BR (1984) Limnological Criteria for Management of Water Quality in the Southern Hemisphere. South African National Scientific Programmes Report No. 93. Foundation for Research Development, CSIR, Pretoria. [ Links ] HEEG J and BREEN CM (1982) Man and the Pongolo Floodplain. South African National Scientific Programmes Report No. 56. CSIR, Pretoria. [ Links ] HUNTLEY BJ (1987) Ten years of cooperative ecological research in South Africa. S. Afr. J. Sci. 83 (2) 72-79. [ Links ] HUTCHINSON GE, PICKFORD GE and SCHUURMAN JFM (1929) The inland waters of South Africa. Nature 123832-833. [ Links ] HUTCHINSON GE, PICKFORD GE and SCHUURMAN JFM (1932) A contribution to the hydrobiology of pans and other inland waters of South Africa. Archiv fur Hydrobiol. 24 1-154. [ Links ] KING JM and PIENAAR HH (2011) Sustainable Use of South Africa's Inland Waters: A Situation Assessment of Resource Directed Measures 12 Years After the 1998 National Water Act. WRC Report No. TT 491/11. Water Research Commission, Pretoria. [ Links ] KINGWILL DG (1990) The CSIR: The First 40 Years. CSIR, Pretoria. [ Links ] NATIONAL INSTITUTE FOR WATER RESEARCH (1985) The Limnology of Hartbeespoort Dam. South African National Scientific Programmes Report No. 110. Foundation for Research Development, CSIR, Pretoria. [ Links ] NEL JL, DRIVER A, STRYDOM W, MAHERRY A, PETERSEN C, HILL L, ROUX DJ, NIENABER S, VAN DEVENTER H, SWARTZ E and co-authors (2011) Atlas of Freshwater Ecosystem Priority Areas in South Africa: Maps to support sustainable development of water resources. WRC Report No. TT 500/11. Water Research Commission, Pretoria. [ Links ] NEL JL, ROUX DJ, ABELL R, ASHTON PJ, COWLING RM, HIGGINS JV, THIEME M and VIERS JC (2009) Progress and challenges in freshwater conservation planning. Aquat. Conserv.: Mar. Freshwater Ecosyst. 19 474-485. [ Links ] NOBLE RG (1974) An evaluation of the conservation status of aquatic biotopes. Koedoe 17 71-83. [ Links ] NOBLE RG and HEMENS J (1978) Water Ecosystems in South Africa - A Review of Research Needs. Council for Scientific and Industrial Research, Pretoria. [ Links ] O'KEEFFE JH (1986) The Conservation of South African Rivers. South African National Scientific Programmes Report No. 131. Foundation for Research Development, CSIR, Pretoria. [ Links ] O'KEEFFE JH (1989) Conserving rivers in southern Africa. Biol. Conserv. 49 255-274. [ Links ] O'KEEFFE JH, ASHTON PJ, BRINK P, BRUWER CA, ENGELBRECHT J, HAMMAN K, KING JM, KLEYNHANS CJ, PORTER R, SKELTON P and co-authors (1987a) A National Classification System for Rivers. In: Proceedings of a Workshop on River Classification, held at Lydenburg, Transvaal. Foundation for Research Development, CSIR, Pretoria. [ Links ] O'KEEFFE JH, DANILEWITZ DB and BRADSHAW JA (1987b) An 'expert system' approach to the assessment of the conservation status of rivers. Biol. Conserv. 40 69-84. [ Links ] O'KEEFFE JH and ROGERS KH (2003) Heterogeneity and the management of lowveld rivers. In: Du Toit JT, Rogers KH and Biggs HC (eds.) The Kruger Park Experience - Ecology and Management of Savanna Heterogeneity. Island Press, Washington DC. [ Links ] ROGERS KH (2006) The real river management challenge: Integrating scientists, stakeholders and service agencies. River Res. Appl. 22 269-280. [ Links ] ROGERS KH (2008) Limnology and the post-normal imperative: An African perspective. Verh. Internat. Verein Limnol. 30 (2) 171-185. [ Links ] ROGERS KH and BESTBIER R (1997) Development of a Protocol for the Definition of the Desired State of Riverine Systems in South Africa. Department of Environmental Affairs and Tourism, Pretoria. [ Links ] ROGERS KH and BIGGS HC (1999) Integrating indicators, endpoints and value systems in strategic management of the Kruger National Park. Freshwater Biol. 41 439-451. [ Links ] ROUX DJ, ASHTON PJ, NEL JL and MACKAY HM (2008) Improving cross-sector policy integration and cooperation in support of freshwater conservation. Conserv. Biol. 22 1382-1387. [ Links ] ROUX DJ, STIRZAKER RJ, BREEN CM, LEFROY EC and CRESSWELL HM (2010) Framework for participative reflection on the accomplishment of transdisciplinary research programs. Environ. Sci. Policy 13 (8) 733-741. [ Links ] SLAUGHTER S and RHOADES G (1996) The emergence of a competitiveness research and development policy coalition and the commercialization of academic science and technology. Sci. Technol. Human Values 21 303-339. [ Links ] SNOW CP (1959) The Two Cultures and the Scientific Revolution. Cambridge University Press, Cambridge. [ Links ] STRYDOM WF, HILL L and ELOFF E (2006) Achievements of the River Health Programme 1994-2004: A National Perspective on The Ecological Health of Selected South African Rivers. Department of Water Affairs and Forestry, Water Research Commission and Council for Scientific and Industrial Research, Pretoria. [ Links ] VAN VUUREN L (2012) In the Footsteps of Giants: Exploring the History of South Africa's Large Dams. Water Research Commission, Pretoria. [ Links ] WILLIAMS WD (1989) A Statement on the Inland Water Ecosystems Programme and the Current State of Limnology in South Africa. Foundation for Research Development, CSIR, Pretoria. [ Links ] WORTHINGTON EB (1983) The Ecological Century: A Personal Appraisal. Clarendon Press, Oxford. [ Links ] ZIMAN J (1996) Is science losing its objectivity? Nature 382 751-754. [ Links ] Correspondence: Dirk J Roux +27 44 871 0109 e-mail: dirk.roux@sanparks.org Received 1 July 2013 Accepted in revised form 5 March 2014 All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License
Water Research Commission (WRC)Private Bag X03, Gezina, Pretoria, Gauteng, ZA, 0031, Tel: +27 12 330 0340watersa@wrc.org.za | 教育 |
2016-50/2785/en_head.json.gz/10742 | Game Change #276
This week we're looking at the math and science of business decisions. We'll speak to David McAdams, Duke University Professor of Business Administration and Economics, about his book "Game-Changer: Game Theory and the Art of Transforming Strategic Situations." And we'll talk to Vassar College Economics Professor Benjamin Ho about his economic analysis of apologies.
David McAdamsBen Ho
Game-Changer: Game Theory and the Art of Transforming Strategic Situations
Written by David McAdams
Book Blurb Find On Amazon Guest Bios
David McAdams
David is a Professor of Economics and Professor of Business Administration at the Fuqua School of Business at Duke University. Before joining the faculty at Duke, he was Associate Professor of Applied Economics at the MIT Sloan School of Management, and has worked as Special Assistant to the Director at the Bureau of Economics in the Federal Trade Commission. His primary research interests are microeconomic theory and game theory, with a special focus on strategic interactions between buyers and sellers, and his work has been published in leading economics journals. He's also the author of the book "Game Changer: Game Theory and the Art of Transforming Strategic Situations".
Ben Ho
Ben Ho is a behavioral economist who uses economic tools like game theory and experiments to understand social systems such as apologies, identity, and climate concerns. Currently an assistant professor at Vassar College, he has also taught at Columbia and Cornell. His PhD in Economics is from Stanford GSB, and holds Masters degrees in Computer Science, Political Science and Comparative Education from MIT and Stanford. Professor Ho was lead energy economist at the White House Council of Economic Advisers, and has worked and consulted for Morgan Stanley and several tech startups.
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2016-50/2785/en_head.json.gz/10783 | Vol. 15 Issue No. 6 | February 11 – February 17, 2009
Cactus Shadows to increase workforce program
By Curtis Riggs | February 11, 2009
Internships for upper-classmen
CAVE CREEK – Cactus Shadows High School upper-classmen will be able to receive more real world experience beginning this semester through a re-focus on the Workforce Development Program.
Cactus Shadows Guidance Counselor Mike Sarraino said the program, which was actually implemented at Cactus Shadows last year, is designed to create a “symbiotic relationship” between the community and the high school. Students will be able to receive “real-life” experience out in the community.
Sarraino said the community will benefit because it will see what “wonderful, valuable kids” there are at Cactus Shadows. The Workforce Development Program is a partnership between the Kiwanis Club of Carefree, the Carefree-Cave Creek Chamber of Commerce and area merchants. The Workforce Development Program will be open to second-semester juniors and Cactus Shadows seniors. Gina Durbin, the CCUSD Director of Student Support Services, said the program will include job shadowing to go along with the Workforce Development internships. Speakers from the business world will address students monthly and there will be a career fair at Cactus Shadows this spring.
Sarraino said the program will “work on other fronts.” In addition to giving students an idea of what the working world is like it will also help students select a career path.
“Before they spend the money to go to college, it will help to give them a better idea of what they want to do,” he said.
For information about the program visit the CCUSD website at www.ccusd93.org/workforce. Copyright © 2008 Sonoran News | 教育 |
2016-50/2785/en_head.json.gz/10791 | CWMCARN ASBESTOS SCHOOL: Parents worried over children's safety
CONCERN: Martyn Reader’s sons Finlay, 13, and Harvey, 15, working at home with fellow pupil Alex Spencer
PARENTS have contacted the Argus worried their children may have been exposed to asbestos at the school.
Rosalyn Lewis, who has two children at Cwmcarn High, said: “I am tamping that my children may have been breathing in asbestos.”
Ms Lewis said her son, who is in the school’s sixth form, told her two or three classrooms were closed off for the last few weeks for what she believed was the removal of asbestos.
She said: “I would like to know why the school was still operating while the asbestos was removed.
“There’s no way these children should have been in that school when work was taking place in a number of classrooms.”
Martyn Reader, whose sons Finlay, 13, and Harvey, 15, are pupils at Cwmcarn, said: “As a parent, my biggest concern is the not knowing. My boy is doing his exams this year and we haven’t been told what to expect, and when or if it’s going to re-open.”
Natalie Stock’s son is in year eight. She said: “It’s a shame it wasn’t found sooner, so they could’ve fixed it over the summer holidays. I don’t want any of my children going to a different school. I went there, my mother went there, and my eldest went there too.
... In fact, HSE guidance when undertaking asbestos surveys in school buildings under the current regulations (effective April 2012) suggests that such work, if it can be planned, should be undertaken during school shutdown periods. If you are interested in learning more see paragrapgh 54 of the HSE publication:
http://www.hse.gov.u
k/pubns/priced/hsg26
4.pdf. It also explains that any planned refurbishment after April 2012 requires the more highly stringent Refurbishment and Demolition Survey to be undertaken. I guess this is where the anomaly was noticed at Cwncarn. It is highly probable that Cwmcarn High School will not be the last school to be similarly impacted, as most have been constructed when ACMs (asbestos-containing materials) were commonplace, and therefore any refurbishment works will now require this more stringent survey. I, for one, will be closely watching this space with interest along with countless other parents across Wales. | 教育 |
2016-50/2785/en_head.json.gz/10833 | Dr. Elaine Heffner: Are apps good for young children?
Dr. Elaine Heffner
It seems like only yesterday that controversy raged about whether watching TV was good or bad for young children. The argument then moved on to the “Baby Einstein” videos and their educational claims. The “race to the top” seems to keep moving to the bottom as newly arriving so called “learning apps” target babies from birth. Now a complaint has been filed with the Federal Trade Commission by the Campaign for a Commercial Free Childhood, which challenges the claims made that these apps teach infants a variety of skills. This group, which played a role in the backtracking of “Baby Einstein” from educational claims, contends that the “baby genius” industry makes such claims with no scientific evidence that proves their products provide the benefits claimed. They challenge the idea that these apps provide more than simple entertainment value, and contend that such apps may be detrimental to very young children.Dr. Michael Rich, a pediatrician at Boston Children’s Hospital, interviewed on PBS’s “Newshour,” says, “There really is no evidence that these apps can teach a baby anything. In fact, the research over years on educational television and other electronic screens shows that babies really can’t learn anything from a screen under the age of about 30 months.” He also says, “I think what we have found is a very convenient electronic baby-sitter,” and makes the point that the American Academy of Pediatrics has for over 10 years recommended against the use of screens for children under the age of 2.There is no doubt that parents are using these apps, as some Fisher-Price apps have been downloaded more than 2 million times. Dr. Rich makes the point that developers of the apps have recognized that parents are using these technological devices to divert their children, and if they can claim it is educational, even if it is not, they will get sales from parents who both feel guilty and want the best for their children. In a way, the discussion about whether these new apps are good or bad for children is the wrong one to be having. Research outcomes are many years down the road in terms of how interaction with technology affects the way the architecture of children’s brains actually develops. The point really is that the brave new world is here to stay, and it is one in which our children will be required to function. The question is not whether that is good or bad, but rather in what ways will it be different, and how do we prepare for those differences.In many ways it is part of the discussion going on these days about young people’s use of social media, and the fact that interpersonal interactions are more and more becoming inter-technology interactions. The question asked about the apps for young children is whether they will lose the capacity to relate to real people and things, having been raised on interactions with a screen. When we ask if they will be damaged by the exposure to technology, we are really speaking from a humanistic value system that we think is superior and afraid will be lost.We know the value system we have, and grew up with. We don’t know what the generations to come will be like. Undoubtedly, different kinds of personalities will emerge from the vastly different exposures provided by technologies. While accepting that fact, as parents we are nevertheless faced with the present challenge of transmitting our values to children who will live in a different world.Elaine Heffner, LCSW, Ed.D., has written for Parents Magazine, Fox.com, Redbook, Disney online and PBS Parents, as well as other publications. She has appeared on PBS, ABC, Fox TV and other networks. Dr. Heffner is the author of “Goodenoughmothering: the Best of the Blog,” as well as “Mothering: the Emotional Experience of Motherhood after Freud and Feminism.” She is a psychotherapist and parent educator in private practice, as well as a senior lecturer of education in psychiatry at Weill Cornell Medical College. Dr. Heffner was a co-founder and served as director of the Nursery School Treatment Center at Payne Whitney Clinic, New York Hospital. And she blogs at www.goodenoughmothering.com. | 教育 |
2016-50/2785/en_head.json.gz/10986 | Literacy initiative encourages reading
Now in its eighth consecutive year, the Pennsylvania One Book, Every Young Child early literacy initiative has announced the book choice for 2013.
By Melissa Leet
- Now in its eighth consecutive year, the Pennsylvania One Book, Every Young Child early literacy initiative has announced the book choice for 2013.Suzanne Bloom's The Bus for Us will be the featured story for the program. The program focuses on how important early literacy development is in preschoolers between ages 3 and 6. The design of the One Book, Every Young Child program is go beyond just providing a book for children to read, but by coming up with activities to help actively engage the child in the story. Throughout the commonwealth, there are 595,000 children in the target age group. Raising the literacy rate is important because, according to statistics gathered by the Pennsylvania Library Association, only 48 percent of parents read to their children. If 50 first grader students have difficulty reading, 44 of them will have reading problems in the fourth grade.The program, which runs year long, reaches "more than half a million Pennsylvanian children" annually. An exciting part of the program is the 14 days of author visits to 16 counties state wide. These author visits include interactive story time and an author reading of The Bus for Us.Bloom will be making stops in Wayne County on the following dates and times:April 1110 a.m.-Wayne County Public Library, 1406 Main Street, Honesdale1 p.m.-Northern Wayne Community Library, 11 Library Road, Lakewood4 p.m.-Hawley Public Library, 103 Main Avenue, HawleyStory time isn't just for the little ones, either. Parents can attend to find out ways to truly engage their child in reading. There are various activities available on the One Book, Every Young Child website: www.paonebook.org.The website features a downloadable activity guide, including ways to make the most of the book even after the last page is turned.About the bookThe Bus for Us was first published in 2001 by Boyds Mills Press and follows a young girl named Tess to her bus stop on her first day of school. Tess is waiting for the bus with a friend, Gus. Bloom says that her "sons are grown up now and ou rtime spent pouring over pages, looking for Lowly Worm (Richard Scarry), and reading adventures together was precious. It was daytime, nighttime, bedtime, anytime, devoted to being together, all cozied up and bonding over books." About the programOne Book, Every Young Child is made possible through a collaboration of the Pennsylvania Department of Education, Pennsylvania Department of Public Welfare, Children's Museum of Pittsburgh, Please Touch Museum, State Museum of Pennsylvania, Pennsylvania Library Association, Pennsylvania Center for the Book, Pennsylvania Association for the Education of Young Children, The Pennsylvania Child Care Association, PennSERVE, HSLC/Access PA, Pennsylvania School Bus Association, Keystone Insurers Group and Harleysville Insurance. | 教育 |
2016-50/2785/en_head.json.gz/11209 | A cooking teacher who emphasizes healthy food - The Boston Globe
A cooking teacher emphasizing healthy food
By Glenn Yoder
After a career in education, Lori Leinbach attended the Cambridge School of Culinary Arts in 1995 and decided to make a career shift. Eight years ago, she founded the Culinary Underground, a school operating out of her own Southborough kitchen, focusing on cooking skills. “It was just very basic cooking lessons — knife skills, how to boil an egg, that kind of thing,” says Leinbach. As classes grew, so did her kitchen, through two expansions, until she finally moved into a commercial space on Route 9 in Southborough. Today she’s teaching a wide range of students, including a growing population of children whose interest stems from cooking shows. Q. In this age of the celebrity chef, are you seeing a difference in the demographics of your students?
A. I think so. Kids watch [the Food Network] like we used to watch cartoons. They come in and they’re like, “I’m a Bobby Flay fan.” They’ll even say to me, “Oh, this is the way Bobby Flay does it.” But they’re really interested in the process and when they cook themselves, they’re more willing to eat it, which is huge. Q. Are parents surprised by their children’s interest in learning to cook?
A. Yes, very much, especially those with kids like 8, 9, 10 years old. One of the things that got me started on teaching people to cook was I read something in the Globe, an interview with Marion Cunningham, the cook and teacher who redid “The Fannie Farmer Cookbook” about 20 years ago, and I was struck in the interview that she said, “There’s a whole generation of people growing up that have never actually seen anybody prepare a meal.” That’s just mind-blowing when you think about it. So I have a lot of people who come in here and say, “I have a kid who watches the Food Network, loves to cook, my husband doesn’t cook, I don’t cook, I don’t know where this kid is coming from but he wants to cook.”
Recipe for savory oatmeal with an egg
Q. What kinds of questions do you get from people cooking for their families?
A. They’re very concerned about the shelf life of things. I think there’s a lot of fear that they’re going to poison their families. They’re crazy on the subject of freshness dates. For example, milk, the date on that carton, it’s supposed to be fresh two weeks from that date. But people will see that date on that milk carton and throw it out. You have to understand that humans have been eating foods for millennia that wasn’t preserved or kept under refrigeration the way that we do now and they lived, so we have to relax a little bit about that. Food is too expensive to throw out just because you think it might be past its expiration date. And students are more concerned about doneness as far as food. How do you know when meat or poultry is done? And because they’re not sure how to tell, they’ll overcook everything, which is really a shame. One of the things we teach, especially to beginners, is how to tell when food is done. There are many ways to know whether your food is done without cooking it to death. Advertisement
Q. In the spirit of preservation, if you wash lettuces and blanch vegetables on the weekend, how do you keep them and how long will they last?
A. There are a lot of factors at work here. One thing is your greens, lettuce will probably last a couple of days in your refrigerator, but something like a heartier green like kale is going to last far longer. It’s simply the nature of the vegetable. I tell people usually for greens I’ll likely wash them and roll them in paper towels or a clean dish towel and store them in the crisper and they seem to have a couple of extra days of shelf life that way. It’s easy to cut up carrots and zucchini and stuff like that and put them in separate containers and keep them in the refrigerator. I do that so I can do a fast stir-fry or salad. Q. During this season, do you recommend doubling soup and stew recipes and freezing half so you have another meal?
A. Oh, absolutely. We’re all such busy people. It’s as much work to make a stew for 10 servings as it is for four servings, so I always tell people, the two hours that you’re going to spend getting a table and sitting around eating at the Olive Garden, you could be in your kitchen freezing things in portions and just having things for the week. I think it’s the smartest way when you’re busy.Interview was condensed and edited. Glenn Yoder can be reached at gyoder@globe.com. | 教育 |
2016-50/2785/en_head.json.gz/11362 | Monash v-c to lead King’s College London
An Australian vice-chancellor has been named as the new head of King’s College London. June 28, 2013 Share on twitter
By Jack Grove Twitter: @jgro_the Edward Byrne, who is currently president and vice-chancellor at Monash University, will take over as principal and president of King’s in September 2014.Professor Byrne, a neuroscientist and clinician, will replace Sir Rick Trainor, who is stepping down next year after a decade leading the central London university.Professor Byrne, who holds dual Australian and British nationalities, has led Monash, which is Australia’s largest university with 65,000 students, 8,000 staff and 11 campuses, since 2009. Prior to that he was vice-provost (health) at University College London.During his time at Monash, he established a new campus in Suzhou, China, and created a major alliance with the University of Warwick.Professor Byrne said he was looking forward to joining King’s at a “time of both great challenge and opportunity for leading universities globally”.“King’s is already a top 100 university in the world league tables and is perfectly positioned to capitalise on that status with its London location, commitment to institutional excellence in teaching, learning and research and developing interdisciplinary and international focus,” he said.“There is no question that the university world will see ever greater globalisation with the pace of the information revolution and the rise of Asia in the 21st century and I look forward to helping King’s make its own contribution to this progress.”Professor Byrne qualified in medicine at the University of Tasmania in 1974 and subsequently trained as a neurologist in both Adelaide and London.He is a fellow of the Royal Australasian College of Physicians, the Royal Colleges of Physicians of London and Edinburgh, the American Academy and the American Association of Neurology. He holds the higher degrees of doctor of medicine (University of Tasmania) and doctor of science (University of Melbourne).Outgoing King’s principal Sir Rick, who will become rector of Exeter College, Oxford next year, said Professor Byrne was a “terrific appointment”.“He is a distinguished neuroscientist who has combined an active clinical career with an outstanding contribution to research and teaching in the field of neuromuscular disorders,” he said.“He has led Monash, a university which, like King’s, covers a very wide range of disciplines, through a period of exceptional development both in Australia and internationally. “He also has substantial UK experience of senior academic leadership. In my opinion this is a terrific appointment.”jack.grove@tsleducation.com You've reached your article limit
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2016-50/2785/en_head.json.gz/11368 | Student Playwrights Festival Kicks Off Wednesday With Free Readings
Fully Produced Student Plays to be Staged March 6-9
The Performing Arts Department kicks off its inaugural Student Playwrights Festival today with free staged readings of four plays written by UMass Boston students.
The staged readings, each less than 20 minutes long, will be held today and Thursday at 7 p.m. in the McCormack Theatre, located on the second floor of McCormack Hall:
SidMarie Arroyo’s Beams of Light, which looks at the impact of the shootings of four young women
Rick Chason’s This is Not a Play, a mindbender that may or may not be what it seems
Thomas Cosgrove’s Wishful Thinking, about gravediggers trying to fix a mistake
Cat Roberts’s Plastic Knives, about two strippers who realize what they have in common
Admission to the readings is free.
The festival continues March 6-9 with fully produced presentations of four more short plays, also in the McCormack Theatre:
O’Rama Antoine’s Bloom, about the secret of a young woman who claims to be a murderer
John Burns’ Four Tuxes and Limo, about three friends who console a buddy left at the altar
Steeve Joazard’s Surprised, about a Rhode Island family who has to confront their prejudices when their daughter’s boyfriend comes to dinner
Luis Turbides’ The Old Metronome, about a war veteran in search of a family heirloom that has ended up in an antique shop
These four plays will be performed March 6 and 7 at 7 p.m., March 8 at 8 p.m., and March 9 at 2 and 8 p.m. Admission is $10 for UMass Boston students and senior citizens, and $15 for the general public. For reservations, email theatreboxoffice@umb.edu. Tickets will also be sold at the door.
With a growing reputation for innovative research addressing complex issues, the University of Massachusetts Boston, metropolitan Boston’s only public university, offers its diverse student population both an intimate learning environment and the rich experience of a great American city. UMass Boston’s nine colleges and graduate schools serve nearly 16,000 students while engaging local, national, and international constituents through academic programs, research centers, and public service activities. To learn more about UMass Boston, visit www.umb.edu.
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2016-50/2785/en_head.json.gz/11398 | Vol 29, No 3 > Balduccini
AAAI 2008 Spring Symposia Reports
Marcello Balduccini, Chitta Baral, Boyan Brodaric, Simon Colton, Peter Fox, David Gutelius, Knut Hinkelmann, Ian Horswill, Bernardo Huberman, Eva Hudlicka, Kristina Lerman, Christine Lisetti, Deborah L. McGuinness, Mary Lou Maher, Mark A. Musen, Mehran Sahami, Derek Sleeman, Barbara Thönssen, Juan D. Velasquez, Dan Ventura
The Association for the Advancement of Artificial Intelligence (AAAI) was pleased to present the AAAI 2008 Spring Symposium Series, held Wednesday through Friday, March 26–28, 2008 at Stanford University, California. The titles of the eight symposia were as follows: (1) AI Meets Business Rules and Process Management, (2) Architectures for Intelligent Theory-Based Agents, (3) Creative Intelligent Systems, (4) Emotion, Personality, and Social Behavior, (5) Semantic Scientific Knowledge Integration, (6) Social Information Processing, (7) Symbiotic Relationships between Semantic Web and Knowledge Engineering, (8) Using AI to Motivate Greater Participation in Computer Science The goal of the AI Meets Business Rules and Process Management AAAI symposium was to investigate the various approaches and standards to represent business rules, business process management and the semantic web with respect to expressiveness and reasoning capabilities. The focus of the Architectures for Intelligent Theory-Based Agents AAAI symposium was the definition of architectures for intelligent theory-based agents, comprising languages, knowledge representation methodologies, reasoning algorithms, and control loops. The Creative Intelligent Systems Symposium included five major discussion sessions and a general poster session (in which all contributing papers were presented). The purpose of this symposium was to explore the synergies between creative cognition and intelligent systems. The goal of the Emotion, Personality, and Social Behavior symposium was to examine fundamental issues in affect and personality in both biological and artificial agents, focusing on the roles of these factors in mediating social behavior. The Semantic Scientific Knowledge Symposium was interested in bringing together the semantic technologies community with the scientific information technology community in an effort to build the general semantic science information community. The Social Information Processing's goal was to investigate computational and analytic approaches that will enable users to harness the efforts of large numbers of other users to solve a variety of information processing problems, from discovering high-quality content to managing common resources. The goal of the Symbiotic Relationships between the Semantic Web and Software Engineering symposium was to explore how the lessons learned by the knowledge-engineering community over the past three decades could be applied to the bold research agenda of current workers in semantic web technologies. The purpose of the Using AI to Motivate Greater Participation in Computer Science symposium was to identify ways that topics in AI may be used to motivate greater student participation in computer science by highlighting fun, engaging, and intellectually challenging developments in AI-related curriculum at a number of educational levels. Technical reports of the symposia were published by AAAI Press. | 教育 |
2016-50/2785/en_head.json.gz/11404 | Home > Blogs > Mitchell J Hall > Manhattan Blog Estate ®
Back to Private Schools: Upper West Side Private School Calendar
Real Estate Agent with The Corcoran Group
Manhattan is home of some of the world's finest private schools. The Upper West Side of Manhattan is where many are located. Below are some of the finest private schools on the Upper West Side of Manhattan offering a diversity of culture and academics.
The Calhoon School - West End Avenue
The Calhoun School is a progressive, independent, college preparatory school located in the heart of Manhattan’s West Side. Founded in 1896, Calhoun has grown into a two-building coeducational institution with 670 students, ranging from three-year-olds to twelfth graders.
The Stephan Gaynor School West 89th and West 90th Street
The Stephen Gaynor School, a non profit organization, provides a unique educational experience for children ages 5-14 with learning differences in a nurturing environment where children are helped to reach their academic potential. At Stephen Gaynor the pattern of academic failure is broken and children are taught to become successful learners with unlimited potential.
The historic Claremont Riding Academy building was supposed to be converted to condos, the units were supposed to give the feeling of a barn. The market turned and the condo developers sold the building for $12 million to the Stephen Gaynor School, which is located behind Claremont on 90th Street. The developers bought the building for $14 million in 2007.
The Abraham Joshua Heschel School was founded in 1983, a new model of Jewish day school was created. An independent school offering a pluralistic approach to Jewish learning in addition to secular studies. Located on the Upper West Side of Manhattan.
Congregation B'nai Jeshurun recently purchased the building at 270 West 89th Street from the Abraham Joshua Heschel School for $20 million. The trade symbolizes growth for two Jewish institutions on the Upper West Side. B'nai Jeshurun had rented space in the building from Heschel for its Hebrew School since 1984, when B'nai Jeshurun sold the building to Heschel.
Trinity School 139 West 91st Street
Founded in 1709 as a charity school supported by Anglican missionaries, the school had its first classes meet in Trinity Church at the head of Wall Street. Its first schoolhouse was built on the church grounds in 1749, and it is the oldest continuously operating educational institution in the city of New York. The school stretches nearly the length of 91st Street between Columbus and Amsterdam Avenues. Ethical Culture School - 33 Central Park West
The Fieldston Ethical Culture school is committed to academic excellence, ethical learning, and progressive education, ECF offers a rich and challenging curriculum in the arts, sciences, and humanities. A coed, nonsectarian school, it serves a diverse community of about 1,700 students from PreK to 12 on two campuses -- one in the Riverdale section of the Bronx, and the other in Manhattan.
The Dwight School - 291 Central Park West
Founded in 1872, The Dwight School is a PreK-12 private international school located on Manhattan ’s Upper West Side. In 1996, Dwight became the second school in North America to offer the full International Baccalaureate (IB) program from kindergarten through grade 12. With the opening of Woodside Preschool in the fall of 2005, Dwight became the first school to offer the IB Primary Years Program for children ages 2-4. Dwight continues to be a pioneer in international education and today nearly 40 countries are represented in its student body.
Columbia Grammar and Preparatory School - 5 West 93rd Street
Columbia Grammar & Preparatory School is one of the oldest institutions in America, with a long and notable tradition of excellence as a college preparatory school. Facilities include a state-of-the-art theater to computer and science labs, five art studios, including filmmaking and photography and library for children and programs PK through 12.
West Side Montessori School - 309 west 92nd Street
West Side Montessori School (WSMS) is an independent early childhood Montessori school serving 209 students, ages 2.10 through 6. Located on the Upper West Side of Manhattan in New York City and accredited by the New York State Association of Independent Schools, the American Montessori Society, and the Middle States Association of Colleges and Schools.
Many private schools have long waiting lists and have admission requirements/procedures similar to colleges and universities. Most private schools require mandatory testing from the Educational Records Bureau (ERB) as well as interviews, school tours, and references. The best time to contact schools for brochures, applications, and procedures is after Labor Day and ERB testing forms should be completed in early October.
For more information about Manhattan private schools:
Educational Records Bureau
http://www.erbtest.org/
Parents League of NY
http://www.parentsleague.org/
The Archdiocese of New York http://www.adnyeducation.org/ 1-212-691-3381
Abacus Guide http://www.abacusguide.com/
Back to School Series:
Back to Manhattan Colleges and Universities
Back to NYC Public Schools
Back to Upper West Side Private Schools
Mitchell Hall, Associate Broker, The Corcoran Group
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All content/images, unless noted, are the property of Mitchell Hall & may not be used without permission. Blogging about Manhattan Real Estate since 2006
Mitchell Hall (Licensed as Mitchell J Hall) Licensed Associate Real Estate BrokerOffice (212) 877-6268 | iPhone (917) 312-0924MHALL@Corcoran.com
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Ron and Alexandra Seigel
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Our favorite in the batch is Montessori. Ron and I read every book by Maria Montessori, and we were delighted how far ahead of her time she ways. What a delightful learning system. A
The Corcoran Group - Manhattan, NY
Lic Associate RE Broker - Manhattan & Brooklyn
Alexandra, Thanks, i agree. Montessori schools are great. Sep 03, 2011 01:30 AM
Jennifer Fivelsdal
JFIVE Home Realty LLC | 845-758-6842|162 Deer Run Rd Red Hook NY 12571 - Rhinebeck, NY
Mid Hudson Valley real estate connection
Mitchell our schools in the country sure don't look like these. I hope everyone have a great school year.
Evers & Company Real Estate, Inc. - Washington, DC
For Your Home in the Capital
Hey, Mitch! I included this post in Last Week's Favorites. Have a great Sunday!
Tammie White
(615) 495-0752 or www.FranklinHomesRealty.com - Franklin, TN
Franklin Homes Realty, Franklin TN
What a great list of schools. I shudder to think what parents are paying to get such an education for their kids.
Hi Jennifer, Are you referring to the buildings or the curriculum?
Pat, Thanks for the feature in last week's favorites
Hi Tammie, Thanks, I've sold apartments for clients in order to keep their kids in some of these schols.
Mitchell J
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2016-50/2785/en_head.json.gz/11455 | Beasiswa UNESCO-L'OREAL International Fellowships, exp. Jun 2011
25.3.11 | UNESCO-L'OREAL International FellowshipsWithin the framework of the UNESCO Co-Sponsored Fellowships Scheme, a joint programme has been launched with the L’ORÉAL Corporate Foundation with a view to promoting the contribution of young women - from all over the world – in research developments in the field of life sciences.The UNESCO-L’ORÉAL fellowships scheme focuses on UNESCO’s premise that people are the world’s greatest resource and that innovation and excellence, especially among the young women community, deserve to be supported and encouraged through the concerted efforts of the international community. The award of the fellowships constitutes a key strategy through which impetus is being given to the enhancement of the role of women in devising scientific solutions to problems confronting humankind in the twenty-first century.TARGET GROUPThe UNESCO-L’Oréal International Fellowships are designed to identify and reward fifteen deserving, committed and talented young women scientists, from all over the world, active in the field of life sciences. With a view to ensuring that a balanced geographical representation is made, a maximum of three young women, from each of the five geo-cultural regions of the world, will be awarded fellowships.Candidates must already be engaged in pursuing research at the doctoral or post-doctoral level in one or allied fields of life sciences including biology, biochemistry, biotechnology, agriculture, medicine, pharmacy and physiology. Projects involving animal models (i.e. experimentation using vertebrate laboratory animals) are rejected, and proposals in the area of cosmetics research are NOT encouraged; preference is given to non cosmetic research.Special attention will be given to candidatures from the Least Developed Countries(LDCs).ELIGIBILITYApplicants (maximum four from each applying National Commission) must meet the following general criteria:1. The National Commission must endorse all applications. UNESCO cannot entertain applications from individuals.2. Candidates must be no more than 35 years old. Thus, applicants born before 1 January 1977 will not be considered under this programme.3. Preference will be given to candidates already possessing at the time of application a Ph.D. degree (or equivalent) in the field of the life sciences. However, candidatures from students pursuing studies/research leading to a Ph.D. degree (or equivalent) will also be entertained.4. Only candidates with the necessary qualifications, who demonstrate outstanding intellectual promise and personal qualities, will be considered under this programme.5. Candidates must be proficient in reading and writing the language of instruction in the proposed country of study.6. Applicants must be in good health, both physically and mentally.7. Candidates may not be in receipt of another fellowship/grant for the project or for the period covered by the fellowship application. If the candidate receives another award, scholarship or fellowship for the proposed research project, she should inform UNESCO immediately to verify whether her application is still valid.CONDITIONS FOR APPLICATION:1. Field of study: Life Sciences2. Closing date for receipt of applications: 30 June 20113. The initial fellowship is for a maximum period of 12 months, for a maximum sum of $20,000. The fellowship can be extended for up to 12 additional months with up to $20,000 additional funding upon request of the Fellow and validation of the Selection Committee.4. Duration of stay in the host country/laboratory:At least half of the period of the fellowship must be undertaken abroad.. All fellows are required to complete the research project in her own country for a minimum of two months.5. Possible date of commencing the project: Any time between 1 March 2012 & 1 March 20136. Applications for extension may only be made for the project for which the original fellowship was granted. To request an extension and additional funding, the following documents should be submitted 3 months before the ending date of the fellowship:i. Three letters of recommendation issued by(a) the host institution,(b) the research supervisors at the host institution, and(c) the academic institution/laboratory in the fellow’s home country.ii. A research report on progress to date on the project and a proposal justifying the need for an extension with details of the work to be done.iii. A budget estimate specifying how the second grant will be utilized.7. Upon termination of the fellowship, the beneficiary must agree to return to her country so that the knowledge acquired may be put to good use in local research and training programmes.THE RESEARCH PROJECT :The research proposal should cover the following points:• Why? The concrete nature of the proposed project’s contribution to the life sciences; its innovative, original aspects; and the scope and purpose of the research project. The candidate should demonstrate that the reasons of the theoretical and practical knowledge or training acquired at the host laboratory would be beneficial to her on-going research project.• What? The expected results or impact of the research project being undertaken.• How? Describe the proposed arrangements for conducting the research.• Where?The proposed country, where research will be undertaken and the name and address of the host institute/laboratory.• When?The time-framework explicitly stating the proposed starting date and the suggested duration of research which should be of twelve months maximum. Because the possibility for extension exists, it would be useful also to give an indication of further development of the project beyond the 1-year time frame.• How much?A detailed budget estimate indicating the resources required for the candidate to undertake the proposed research. The amount should not exceed USD20,000. All figures must be shown in US dollars and must be stated on a separate page. The total amount indicated should cover, exclusively, the international or domestic travel costs for the proposed itinerary and tuition fees, if any, including personal subsistence abroad, etc. Applicants should be realistic in compiling their estimated budgets, and consider that an average of USD1500 per month for accommodation and meals (including local transportation and incidentals) should not be exceeded. Applications where funds requested are judged to be excessive in relation to the objectives and importance of the project are likely to be considered for a smaller grant.The following costs are not eligible: computer or equipment purchases; publication costs; attendance at conferences, unless a case can be made that such attendance is an integral part of the research and would make a direct and significant contribution to the outcome of the development of life sciences.APPLICATION PROCEDURES:All applications must be submitted with the required documentation on the prescribed and enclosed application forms. Each Member State may nominate up to a maximum of four candidatures. It is the National Commission’s responsibility to select candidates that it wishes to submit to UNESCO. The National Commission is also invited to seek the cooperation of the local scientific community to ensure high standard candidatures that will then have more chances of being selected. The application(s) should reach the Fellowships Programme Section (ERC/RPO/FEL), UNESCO (7, Place de Fontenoy 75352 Paris 07P) before 30 June 2011. An electronic copy of this letter and the application form is available in the UNESCO Fellowships' website. Advance copy may be sent by fax: +331.45.68.55.02/03 or by e-mail: a.zaid@unesco.org/c.dixon-cifuentes@unesco.org (MSWord or PDF format document exclusively).The application must have the following attachments:a) The UNESCO Fellowship application form duly completed, in English or in French, in duplicate. Two recent photographs should be included with the form.b) An e-mail address regularly used by the candidate.c) Certified copies of degree or diplomas (including transcript of grades) in duplicate. Proof either of having obtained a Ph.D. degree or of being in the process of studying for a Ph.D. degree must be included.d) A list of publications, if any.e) A letter of recommendation from someone familiar with the candidate’s work.f) A host institute’s letter of acceptance (i.e. the institute that has accepted the candidate for work should she be selected for a fellowship). This letter of acceptance must indicate the name of the academic supervisor, the date and duration, and the host institute’s willingness to provide the relevant training facilities required by the candidate in the chosen field of specialization.g) The certificate of language proficiency (on UNESCO form) duly completed in duplicate for the language of the country of study (should this be different from the candidate’s mother tongue) and signed by the competent authority.h) Detailed proposal for the research project: one to two page(s) (maximum), in either English or French.UNESCO-L’ORÉAL INTERNATIONAL FELLOWSHIPThe UNESCO-L’Oréal International Fellowships include the following:- The financial contribution specific previously.- Participation in the Fellowship Training Programme.- Round-trip travel for the selected beneficiaries from their country of residence to attend For Women in Science week in Paris, France, (date not yet determined) to attend an awards ceremony (sine qua non condition for the award of the fellowship).- Lodging and pocket money during the stay in Paris for For Women in Science Week and the Fellowship Ceremony.- A certificate attesting to the special award.SELECTION OF BENEFICIARIESA special Selection Committee made up of representatives of UNESCO, the L’ORÉAL Foundation, and Life Sciences research community or institutions will make the selection of the candidates. The International Basic Science Programme (IBSP) will be also consulted during the selection process. A member of the IBSP may take part in the selection.UNESCO and the L’ORÉAL Foundation allocate the greatest importance to originality and quality. Consideration will be given only to well-structured projects that demonstrate innovation, creativity and relevance, and which are likely to contribute to enhance knowledge in life sciences.Files which are incomplete or which are received after the deadline for application, as well as candidatures that do not meet the requirements mentioned above, will not be taken into consideration.Additional information on the results of the past years’ programme can be obtained by consulting the following website: www.forwomeninscience.comOnly selected candidates will be contacted by UNESCO.Candidates who have not been informed of their selection by end of September 2011 should consider that their applications have not been successful in the selection process. Labels: | 教育 |
2016-50/2785/en_head.json.gz/11526 | Daniel R. Smith (c. 1960) Reference URL
Daniel R. Smith (c. 1960)
Loading content ... Description Rating Title Daniel R. Smith (c. 1960) Description This is a portrait of Springfield College alumnus and trustee Daniel R. Smith (class of 1960). Smith was born in Winsted, Connecticut, and graduated from Gilbert High School in 1952. He served with the US Army during the Korean War, where he served as a medic, operating room technician, scrub nurse, and Red Cross Swimming Instructor. When the war ended, he enrolled at Springfield College and ultimately graduated with a BS in general studies. Following graduation, Smith accepted a position at Norwich State Hospital, a three-thousand bed state mental institution, where he was a social worker covering the geriatric unit and the maximum security ward in the Salmon Building. There he met Barry Fritz, a Jewish psychologist and Civil Rights advocate from New York working toward his PhD. They became good friends and participated in Dr. Martin Luther King’s historic March On Washington. Subsequently, Smith moved to Alabama and became a student at Tuskegee Institute School of Veterinary Medicine, but left to work in the Civil Rights Movement. He served as associate director of Tuskegee’s Summer Education Program (serving disadvantaged students in twelve counties of rural Alabama). Smith later became the executive director in Lowndes County, Alabama, of a Sargent Shriver anti-poverty program battling Governor George Wallace. During this time, he nearly lost his life to the Ku Klux Klan. He subsequently went to Washington D.C. and accepted a position in federal government in the Office of Economic Opportunity (OEO). Springfield College Subjects Springfield CollegeSpringfield College--Alumni and alumnaeSpringfield College--WrestlingSpringfield College--SportsSpringfield College--Sports--MenSpringfield College--Trustees Keywords Smith, Daniel R.wrestlerportrait Creator Springfield College Date Created 1960? File Name smith-daniel-wrestling File Format Image/jpg; File Type Image Master File Format Image/tiff; Date Digital Object Created 2014-03-05 Collection Title Student Files Collection Folder Number Smith, Daniel R. - class of 1960 - student Collection Status Unprocessed Rights Text and images are owned, held, or licensed by Springfield College and are available for personal, non-commercial, and educational use, provided that ownership is properly cited. A credit line is required and should read: Courtesy of Springfield College, Babson Library, Archives and Special Collections. Any commercial use without written permission from Springfield College is strictly prohibited. Other individuals or entities other than, and in addition to, Springfield College may also own copyrights and other propriety rights. The publishing, exhibiting, or broadcasting party assumes all responsibility for clearing reproduction rights and for any infringement of United States copyright law. Tags Add tags for Daniel R. Smith (c. 1960)
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2016-50/2785/en_head.json.gz/11581 | D-Lib MagazineJune 1998
Towards the Digital Library
"Once upon a time, the role of a library was easily defined. Its functions could be summed up in three words: acquisition, preservation, and access. For centuries, this meant getting hold of books, looking after books, and placing books in the hands of readers. At the end of the 20th century the three principal tasks of acquisition, preservation and access remain fundamentally unaltered: but their scope is expanding and methods of fulfilling them are multiplying."
From the Foreword by Sir Anthony Kenny
By Laurence Lannom, D-Lib Magazine
The Initiatives for Access Program
The British Library Board
Leona Carpenter, Simon Shaw, and Andrew Prescott, Editors
256 pages. London:
The British Library 1998 �20 (post free in UK).
This high quality soft cover volume tells the story of the Initiatives for Access program, the British Library's foray into digital library territory. It does so through a collection of twenty individual reports on at least that number of individual projects, introductory as well as postscript material, a glossary, an extensive list of suggestions for further reading, a nice variety of crisp black and white images and eleven attractive color plates. The program was launched in 1994; the book covers work concluded a year or so before its 1998 publication. The program has been subsumed into the British Library's Digital Library Programme; newsletters covering Initiatives for Access are available at: http://www.bl.uk/diglib/access/.
Initiatives for Access, as reflected in the reports in this volume, has been aptly named, and was focused primarily on using new technologies to increase access to the rich collections of a great library. Much of this is conversion work -- but with the special requirements and rewards of digitizing source material such as the Beowulf manuscript or the crumbling birch bark scrolls of the oldest surviving text of Buddhist literature. The increased access comes in several varieties. For example, digital facsimiles of rare materials can be made available on the global Internet. But there is more here than just an increase in the number of people who can view an object. In the Electronic Beowulf project, for example, the technology is used to create a digital archive bringing together otherwise dispersed source material on the history of Beowulf, allowing users to compare the original with later transcripts, and so creating a digital whole greater than its analog parts. The program is a self-described success, a judgment which appears justified. The diversity of projects guaranteed a wide variety of lessons learned, one of which, not surprisingly, is that there is no single path to success. The so-called "best" technical solution will vary with context and will probably change over time. And success was not limited to lessons learned, as some of the projects graduated to ongoing services or finished products of lasting value, e.g., an SGML-based survey of illuminated manuscripts. Nonetheless, one is struck through much of the book by the contrast between the glory of the source material and the pedestrian details of the technology. Some of this is just unavoidable, as the specifics of the technical work, say the selection of the best 1995-vintage Macintosh to go with the best 1995-vintage scanner, age more quickly than books can be put into print. Beyond that, however, there is a sense that the curators of this wealth of material need to be more critical of the technology, a process that will likely evolve over time. This sense was solidified late in the volume in an article by Seales, Griffioen, and Prescott, the first two of whom are computer science professors at the University of Kentucky, one of the cooperating institutions in the program. Humanities scholars have perhaps been overmodest in their expectations of technology. They have been happy to accept that the computer can or cannot help with a particular problem when they have tried a particular (usually proprietary) software package. The idea that computing can be stretched and extended so that it can assist in solving the most intractable problems of humanities research is an unfamiliar one to many scholars in the field (p. 191). The book itself evolves from more concern with specific content to more concern with abstract processes as it moves through its three separately named and introduced divisions of Digital Imaging, Document Management and Descriptive Data, and Network Services. The quotation given above, for example, is from an interesting and sophisticated argument for image as the best choice for the future of digital text management. The final, highly recommended, piece by Lorcan Dempsey puts much of the rest of the book in perspective as recording the early steps in the evolution of the British Library from a manager of the primarily physical to a manager of combined physical and digital information spaces. Copyright © 1998 Corporation for National Research Initiatives Top | Magazine
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2016-50/2785/en_head.json.gz/11583 | Secretary's Column:
Preparing for a new, more rigorous assessment
Partnership to help struggling college-bound students catch up New system identifies top-performing schools, schools to receive targeted interventions Accountability sessions wrap up; webinar archived online
STARS pilot districts receive training in Pierre
Whooping cough cases rise; parents urged to immunize kids
2012 Regional Transition ForumsNov. 7 – Dec. 14, Various locations statewide
IEP WorkshopsNov. 15 –29, Various locations statewide
Principal Standards and Evaluation Work Group meetingNov. 19, Pierre
Teacher Evaluation Work Group meetingNov. 20, Pierre
South Dakota Board of Education meetingNov. 26, Pierre
Secretary's Column: By Dr. Melody Schopp
Department of Education Preparing for a new assessment For most leaders, there are one or two important issues that keep them up at night. For me, assessment is one of those issues. Come the 2014-15 school year, we will not only be assessing our students on a new set of standards, the Common Core, but we will also be assessing our students via a new format: online. These are major changes, and ultimately, what I believe will be very positive changes. Of course, with change always comes challenge.
As we work to prepare for the new assessment in spring of 2015, we will need to be addressing the challenges from various fronts. First, we will need to make sure our technology systems are capable of handling online assessment (in terms of devices, bandwidth, etc.). Secondly, it will be important that our students have some exposure to, or experience with, online testing. And, finally, we will need to ensure that our students have a deep understanding of the new standards in ELA and math.
I’ve been taking some time over the last few weeks to look at the sample performance items and tasks posted for review by the Smarter Balanced Assessment Consortium. I encourage you, and your teachers, to do the same. (To access, go to: http://www.smarterbalanced.org/sample-items-and-performance-tasks/) The samples include nearly 50 assessment items and performance tasks, including examples of technology-enhanced items that take advantage of computer-based administration to assess a deeper understanding of content and skills than would otherwise be possible with traditional item types.
Beyond summative assessment, if we truly want to improve teaching and learning, we need to be looking at benchmark and formative assessments as well. This year, we have about 20 districts that are participating in a benchmark assessment pilot that will give us some experience, as a state, in doing just that. Pilot schools will be testing their students during four different testing windows throughout the school year, with immediate feedback provided through the South Dakota Assessment Portal.
Certainly, summative assessment plays a role in the educational process. However, with immediate feedback gathered from benchmark assessment, teachers can use that data to assess student learning and modify instruction, if necessary, to ensure that learning is occurring. It is this type of assessment that can drive instruction and improve student outcomes.
There is no doubt that the move to Common Core and online assessment will require a shift in thinking. The transition will be challenging and complex, but in the end, I believe it will be a move that benefits our education system, our educators, and most importantly, the students of South Dakota. Partnership to help struggling college-bound students catch up A collaborative effort between the Department of Education and Board of Regents will help the state’s college-bound juniors and seniors who may need some assistance to get up to speed before hitting campus for the first time. The Board of Regents requires students whose ACT sub-scores fall below 20 in math and 18 in English to take remedial courses prior to entry into college-level courses.
The new partnership will allow students to complete remedial coursework before entering one of the Board of Regents’ institutions.
“We’re excited about this partnership and the opportunity it creates for students,” said South Dakota Secretary of Education Dr. Melody Schopp. “This initiative supports our core mission of ensuring students are college-, career- and life-ready when they exit K-12.”
The new program, available through the South Dakota Virtual School, uses a diagnostic assessment to generate online coursework tailored specifically to each student’s needs. The Board of Regents will honor successful completion of the tailored coursework, allowing students who successfully complete the coursework to enter directly into college-level courses.
The online remedial courses are scheduled to be available to students beginning in January 2013, and will be offered in both 10-week and 12-month options. Students must register for the courses through their local school district, similar to other online courses offered through the South Dakota Virtual School. The cost of any coursework would be the responsibility of the student and his or her family.
“Research shows that students who graduate from high school ready for college-level work are more likely to be retained and to successfully graduate from college,” said Jack Warner, the regents’ executive director and CEO. “Not only is this a win for the state, it’s also a win for students and their parents, who save time and several hundred dollars in costs if the student can avoid remedial classes.”
For more information, visit the South Dakota Virtual School website at www.sdvs.k12.sd.us New system identifies top-performing schools, schools to receive targeted interventions Twenty-three elementary and middle schools and seven high schools earning top spots under the state’s new accountability system were named last month. As part of South Dakota’s waiver from No Child Left Behind, the state was required to identify the top 5 percent of public schools, as well as the lowest 5 percent of Title I schools, this fall. The schools were identified, in most cases, based on their scores on the new School Performance Index, or SPI, a 100-point index that encompasses key indicators that measure school performance. At the elementary and middle school level, those SPI key indicators include student achievement in math and reading on the state assessment and attendance rates. At the high school level, those SPI key indicators include student achievement in math and reading on the state assessment, four-year cohort graduation rate, and ACT scores in English and math. This is a transitional year for the new accountability system. Additional indicators, including academic growth, will be added to the School Performance Index by the 2014-15 school year. Once fully implemented, the department plans to use three years of data for most of the SPI key indicators. This current calculation is based upon only one year of data. At the elementary and middle school level, 82 percent of schools earned at least 70 out of the 100 points possible. And at the high school level, 71 percent of schools earned at least 70 out of the 100 points. It is at the 70 mark that SPI scores begin to drop rapidly. At the lower end of the spectrum are schools whose SPI scores rank among the bottom 5 percent of Title I schools. Under the new accountability system, these schools are considered “priority” schools. The Department of Education also has identified “focus” schools, a classification that applies only to Title I schools and considers the performance of historically underperforming student groups. As part of the new accountability system, the department will work with Priority and Focus schools to implement meaningful interventions designed to improve student outcomes. To review data for individual schools, including points earned for the various indicators, go to: www.doe.sd.gov/secretary/spi.aspx Accountability sessions wrap up; webinar archived online
The Department of Education and School Administrators recently partnered to provide school leaders with more details about South Dakota’s new accountability model. In addition, the approximately 90-minute presentation was made available online via LiveMeeting. The presentation includes an overview of the School Performance Index as well as calculations of key indicators used to identify Exemplary, Priority and Focus schools. Presenters finished by discussing what this will look like in the transition phases and how it will move forward in coming years. In case you’d like to refer back to anything from the presentation, or were not able to attend any of the event sessions, you can check out an archived version of the LiveMeeting presentation at http://www.doe.sd.gov/secretary/spi.aspx. Follow the link titled “Accountability Webinar 10/31/2012” in the right-hand column. STARS pilot districts receive training in Pierre
Representatives from 10 pilot districts and all ESA regions were in Pierre last month to receive training on the new statewide longitudinal data system, dubbed the South Dakota Student Teacher Accountability Reporting System, or SD-STARS. Beyond just pulling in data and accessing the portal, these “Data STARS” learned how they can navigate the portal and use the data to analyze outcomes and ultimately improve instruction. Jill Burns, Assistant Computer Technician from Andes Central School District, said, “[SD-STARS] is so easy to use, and you get great reports in your hands in minutes!” Helen Schwarting, teacher in White River School District, agrees. “…It will require less time organizing and more time to analyze. We can get into the nitty gritty of the data and see what we can do to help our students…” Before the department rolls SD-STARS out to districts statewide, data management staff are gathering insight from pilot districts and doing any necessary troubleshooting. The hope is that pilot districts can serve as ambassadors for the system in the future. In addition, the ESAs will provide support to districts in their region. The statewide rollout is expected to begin March 2013. For more information, go to: http://www.doe.sd.gov/ofm/lds.aspx Whooping cough cases rise; parents urged to immunize kids
State health officials are seeing an increase in the number of whooping cough cases and urging people to make sure children are immunized.
Nationally, 48 states and Washington, D.C., have reported increases in whooping cough, also known as pertussis, through September. In South Dakota, cases are up 87 percent over the five-year median, with 56 cases reported as of Oct. 3. Most of those cases are in school-age children and result from an outbreak in a school setting. Neighboring Minnesota has reported nearly 4,000 pertussis cases, the most since 1943, while Iowa has reported more than 1,100 cases so far this year.
The state Department of Health provides free vaccine to protect children against pertussis. The vaccine the state provides is T-dap, which also includes tetanus and diphtheria, with doses recommended at 2 months, 4 months, 6 months, 15-18 months, and 4-6 years. Children need the complete series to be fully protected. A booster dose is also recommended at 11-12 years as immunity begins to wane. The department provides that booster dose free as well, although some providers may charge an administration fee.
The booster dose protects middle school students from the disease and increases the ring of protection around vulnerable infants. Because whooping cough is highly contagious and spreads easily in school settings, immunizing the older age group also helps decrease the likelihood of outbreaks. Schools can schedule clinics to offer the whooping cough vaccine along with the seasonal flu vaccine.
Find more information on the Department of Health’s website at http://doh.sd.gov/ Another round of Clean Diesel Grant Program funding opens
The South Dakota Department of Environment and Natural Resources just started accepting applications for the fifth round of funding under the South Dakota Clean Diesel Grant Program. The program provides funds to assist schools in purchasing new public school buses to replace old, high-emitting diesel school buses, and to equip in-use diesel school buses with exhaust control retrofit devices that significantly reduce toxic soot emissions. The primary goal of the Program is to reduce your school children’s exposure to both fine particulate and smog-forming pollution.
There is no cost for the exhaust control retrofits. Eligibility for the retrofits includes any South Dakota public school district that directly provides transportation services. Total award per school district for a replacement bus will be approximately 25 percent of replacement cost and may be more depending on the number of successful applicants. Districts that have not received a replacement bus in previous rounds will have preference. DENR intends to award funds to as many eligible applicants throughout the state as possible.
The application deadline for round five is December 21, 2012. For more information about the program, or contact the DENR Air Quality office at (605) 773-3151, or go to: http://denr.sd.gov/des/aq/aadera.aspx Hot Topics
Nov. 11-17 is American Education Week
American Education Week is coming up this month. This special week recognizes the contributions of the various people who make up the public education system, from teachers to food service workers and counselors to bus drivers, and everyone in between. Thanks for all you do to make sure our state’s children are receiving the best education!
New DOE directors in place
Colleen O’Neil recently began as director of the department’s Division of Curriculum and Career and Technical Education, and Ann Larsen took over as the new director of the Division of Educational Services and Support. A recent transplant from Greeley, Colo., Colleen is a lifelong educator, having served in numerous positions, including teacher, chief learning officer, assistant principal and chief human resource officer. Ann has been with the department for more than 10 years, most recently serving as special education director.
Upcoming Events 2012 Regional Transition Forums
Nov. 7 – Dec. 14, Various locations statewide
Forums are informal and interactive meetings to discuss collaboration between agencies, schools, and families so students with disabilities can receive appropriate services and supports during the transition to adulthood process. Check out the DOE Calendar of Events for exact dates and locations. For more information, contact Melissa Flor at melissa.flor@state.sd.us.
IEP Workshops
Nov. 15 –29, Various locations statewide
The IEP workshop will take you through all the essentials needed to provide students with a program that results in educational benefit. Workshops run from 8:30 a.m. to 4:30 p.m. in their respective time zones and six contact hours will be offered. Presenters will cover all areas of special education, from referral to placement to IEP development. This interactive workshop will help you analyze data and write appropriate IEPs for students with varying disabilities. Registration is limited to 50 participants at each site. For registration and a complete list of dates and locations, go to: https://docs.google.com/spreadsheet/viewform?formkey=dDRVcTFFNVVfcktJc284REhaTzlfaXc6MA Principal Standards and Evaluation Work Group meeting Nov. 19, Pierre
This will be the fourth meeting of the Principal Standards and Evaluation Work Group, which will convene at 9 a.m. (Central) in the MacKay Building. The group's purpose is to provide input in developing principal standards, four-tier rating system and evaluation instrument used by districts for principal evaluation. For more information, go to: http://www.doe.sd.gov/secretary/iitpsewg.aspx Teacher Evaluation Work Group meeting
Nov. 20, Pierre
This will be the fourth meeting of the Teacher Evaluation Work Group, which will convene at 9 a.m. (Central) in the MacKay Building. The group's purpose is to provide input in developing the four-tier rating system and evaluation instrument used by districts for teacher evaluation. For more information, go to: http://www.doe.sd.gov/secretary/iittewg.aspx South Dakota Board of Education meeting
This regularly scheduled meeting of the state Board of Education will be held at the MacKay Building in Pierre. More information will be provided on the board’s webpage as it becomes available. | 教育 |
2016-50/2785/en_head.json.gz/11612 | The New School Events»Event Details
INSIDE (hi) STORIES, Mirror Reflections: Diplomacy and Decoration in France and Siam 1680s/1860s
Friday, October 25, 2013 at 6:15 pm
Glass Corner, Parsons East Building
25 East 13th Street, Room E206, New York, NY 10003
This talk given by Meredith Martin, associate professor of Art History at New York University, explores the circulation, use, and interior display of images and art objects associated with diplomatic missions that traveled between France and Siam (Thailand) in the 1680s and 1860s. In analyzing these two different but related episodes of diplomatic and cross-cultural exchange, Martin will show how art and architectural display were crucial to articulating the political and commercial aims of each power as well as how those aims were interpreted by French and Siamese audiences.
Meredith Martin received her M.A. and Ph.D. from Harvard University and her B.A. from Princeton. She is the author of Dairy Queens: The Politics of Pastoral Architecture from Catherine de’ Medici to Marie-Antoinette (Harvard University Press, 2011), and a co-editor of Architectural Space in Eighteenth-Century Europe: Constructing Identities and Interiors (Ashgate, 2010). Martin has published numerous articles, essays, and reviews on 18th and 19th century French architectural history and decoration as well as contemporary art. Her current project focuses on art, diplomacy, and intercultural encounter in France from the reign of Louis XIV to the era of Napoleon.
A reception will follow the lecture
INSIDE (hi) STORIES is a Histories & Theories series, curated by design historian Sarah Lichtman, assistant professor of Art and Design Studies in the School of Art and Design History and Theory, and architectural historian Ioanna Theocharopoulou, assistant professor of Interior Design in the School of Instructed Environments. Please direct questions to Sarah Page at: pages@newschool.edu.
Lectures and Panel Discussions
Students, Faculty
School of Art and Design History and Theory, Parsons School of Design, School of Constructed Environments
Free; No tickets or reservations required | 教育 |
2016-50/2785/en_head.json.gz/11615 | ZENIT DAILY DISPATCH
Novenas and Devotions During Mass
ROME, 28 AUG. 2007 (ZENIT)Answered by Legionary of Christ Father Edward McNamara, professor of liturgy at the Regina Apostolorum university.
Q: I have seen novenas prayed together by the congregation, led by the priest directly after the Gospel of a weekday Mass. Is this correct?
— C.H., Baton Rouge, Louisiana
Q: I was wondering if it is appropriate to insert the Chaplet of Divine Mercy into the liturgy? Our parish recited this after the homily on Divine Mercy Sunday, led by our pastor. It seemed as if a beautiful, but optional, devotion was forced on a captive congregation.
— L.S., Hutchinson, Kansas
A: This topic referred to in these two questions is dealt with in the December 2001 document "Directory on Popular Piety and the Liturgy," published by the Congregation for Divine Worship.
No. 13 of this document states: "The objective difference between pious exercises and devotional practices should always be clear in expressions of worship. Hence, the formulae proper to pious exercises should not be commingled with the liturgical actions. Acts of devotion and piety are external to the celebration of the Holy Eucharist, and of the other sacraments.
"On the one hand, a superimposing of pious and devotional practices on the Liturgy so as to differentiate their language, rhythm, course, and theological emphasis from those of the corresponding liturgical action, must be avoided, while any form of competition with or opposition to the liturgical actions, where such exists, must also be resolved. Thus, precedence must always be given to Sunday, Solemnities, and to the liturgical seasons and days.
"Since, on the other [hand], pious practices must conserve their proper style, simplicity and language, attempts to impose forms of 'liturgical celebration' on them are always to be avoided."
Therefore it is incorrect to mingle any devotional exercise such as a novena or non-liturgical litanies within the context of the Mass; this mixing respects neither the nature of the Eucharistic celebration nor the essence of the pious exercise. Novenas or non-liturgical litanies may, however, be recited immediately before or after Mass.
Some readers ask if devotions may be carried out during Eucharistic adoration. The above-mentioned directory suggests in No. 165: "Gradually, the faithful should be encouraged not to do other devotional exercises during exposition of the Blessed Sacrament." It adds, however: "Given the close relationship between Christ and Our Lady, the rosary can always be of assistance in giving prayer a Christological orientation, since it contains meditation of the Incarnation and the Redemption."
Although the rosary is the only devotion specifically mentioned, it is possible that other devotions that can likewise be given a Christological orientation. These include novenas in preparation for Christmas and other feasts, which could be used as vocal prayers and acclamations immediately before Benediction.
This would not be the case for a novena or devotion to a particular saint.* * *Follow-up: Novenas and Devotions During Mass [9-11-2007]
In the wake of our column on mixing devotions and Mass (Aug. 28) a priest from Conway Springs, Kansas, asked for a clarification.
I had written: "[I]t is incorrect to mingle any devotional exercise such as a novena or non-liturgical litanies within the context of the Mass." Our correspondent asked: "Could you clarify the difference between 'non-liturgical litanies' and 'liturgical litanies'? Are the only 'liturgical litanies' those in the sacramentary (e.g., at the Easter Vigil or an ordination)? I was taught that certain litanies, such as of the Sacred Heart, were approved for use within a liturgy of the Church."
By "liturgical litanies" I referred to the various litanies specifically found in the liturgical books for the celebration of Mass as well as other sacraments (such as baptism, ordination and anointing of the sick) and sacramentals, such as the crowning of an image of Our Lady.
These would be the only litanies used as a specific rite within Mass, although some other forms of prayer, such as the prayer of the faithful and the Kyrie, are also technically litanies.
As our correspondent says, there are other approved litanies that may be used in public worship, such as during exposition (if consonant with the aims of adoration) and other public devotions and novenas. The principal approved litanies are found in the Roman Ritual and are also listed in the Enchiridion of Indulgences (concession 22.2 partial indulgence).
The litanies (liturgical and devotional) thus universally approved are the litanies of the Holy Name, the Sacred Heart of Jesus, Precious Blood, Blessed Virgin Mary (those of Loreto and the Queenship, which is used as part of the order of crowning an image), St. Joseph and All Saints.
Many other litanies have been approved either for private use of the faithful or in some cases for particular groups.
Among such litanies are the litany of Jesus Christ Priest and Victim, much beloved by Pope John Paul II, and the litany of Divine Mercy, both of which are often prayed in common. Others, usually prayed privately by individuals, include the litany of the Holy Spirit, of the Infant Jesus, of the Blessed Sacrament, of the Passion, and for the souls in purgatory.
The distinction between private and public use derives above all from the 1917 Code of Canon Law (Canon 1259.2). It forbade the public recitation of litanies that had not been approved by the Holy See. This prohibition included not only the public recitation of unapproved litanies by priests but extended to particular groups of the faithful who prayed in common without an ordained minister present.
This canon has not been retained in the present code. And while the law today is somewhat more flexible, it does not necessarily mean that all litanies formally approved for private use can now be publicly used.
There were and are good reasons for not multiplying the number of public litanies. Canon 839.2 of the 1983 Code directs the local ordinary to assure that "the prayers and pious and sacred exercises of the Christian people are fully in keeping with the norms of the Church."
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2016-50/2785/en_head.json.gz/11625 | Log in Profiles Richard Atkins ~ his story
| 10:39, Apr 17, 2014
0 The Association of Colleges’ president-elect talks to FE Week.
Harrods provides the unexpected setting for the early career of Association of Colleges (AoC) president-elect Richard Atkins.
He admits it was a stint at the world famous London department store that gave him his first opportunity to grow as a person and pave his way to greater things.
It followed his adoption as a baby by Jim and Betty Atkins, with whom he enjoyed a “stable, happy family upbringing”.
A “typical boy” at school, he blames an obsession with sport and not taking his studies seriously enough for the fact he left Belmont School, in Hereford, in 1971 with two “very ordinary A-levels”.
“I had moved to London and was living in Hammersmith, and there was a temporary job over the summer to work as what they [Harrods] called the mobile,” says Atkins, the 60-year-old principal of Exeter College.
“They would ring up each day and say they were short in this department or that department and needed an extra pair of hands. I did my first day in the floristry.
“I stayed for three years and got direct entry onto their management programme. There was the interview progress for graduates, but every year they took so many from within the business. And then we did day-release, block-release and all of the rest. Then I became a manager at the warehousing and distribution place in Barnes.
“I suppose I gained a whole range of business and employability skills which I like to think have stood me in good stead for the rest of my life.”
Following his stint in retail, Atkins did teacher training at Bulmershe College, in Reading, between 1976 and 1979. He then taught business studies and history at Bishop Reindorp School in Guildford while studying at the University of Surrey for a Master’s degree. During his studies, colleagues pointed him in the direction of FE — a path he had not considered before.
He says: “I was at the local university doing a MSc in education management. Most of the people there were in FE, and talking to them, they asked why I hadn’t gone into FE. I said, like a million other people, I didn’t really know about it.”
His first job in the sector was at Chichester College in the early 1980s as a student liaison officer and lecturer, again in business studies and history. He then taught at Guildford College before joining the senior management team at York.
He then moved his family to Somerset and himself to Yeovil College as assistant principal, before being promoted to the top job within 10 months.
He says: “The year was 1994. It was immediately after incorporation — it was a very interesting time of change and we had a high average level of funding. My predecessor decided to retire, and I was principal there for seven years.”
His move back to the West Country — having been born in Bristol in 1953 — brought about a change in family circumstances, as Atkins found himself living near his mother and sister Celia for the first time since he was 18.
The government is very concerned about skills, and so am I, but my college is about so much more than
just skills
They followed him and his wife, Vicky, to the village of South Petherton, Somerset, where they have now lived for more than 20 years and raised two children: Sarah, 25, and Beth, 22.
He says: “I had lived quite a long way from my parents and my sister until I was in my 40s when they moved to be in the same village as us.
“My father had died, my sister was a single parent at the time, and we all ended up living in the same village. We all had to get to know each other again in a different way really.
“By then I had been married for 10 years or more, we had two young children, and I had got used to the idea that I always lived a long way from my parents.
“For my children, growing up in the same village as their grandmother has been a very good thing, and something I didn’t envisage at all in the years beforehand.”
Atkins has run Exeter College since 2002 which, with 1,800 A-level students studying alongside 1,500 apprentices and 1,200 learners expected to move on to university this year, is unusual in its own right.
He says Exeter, like York and many other cathedral cities, has a “wide social spectrum in a fairly small geographical area”, but that is not what makes his college stand out from the crowd.
“In Exeter there are still no school sixth forms in the city,” says Atkins.
Richard Atkins with daughter Beth at Wembley Stadium watching his beloved Yeovil Town Football Club
“The instant reaction of people is that it must make life easy, but my experience has been that you have to work extremely hard on the relationships with those schools because it’s an undercurrent the whole time of ‘shall we have a sixth form?’, particularly with successive governments saying sixth forms are the answer.
“Whenever anybody arrives from away they scratch their heads and ask how we’re doing all of this.
“Our answer is that we’ve been doing it the same way for 43 years and it’s not gone too badly so far.
“One of the things we pride ourselves on is our sense of inclusiveness. I have in my college very middle class children, but I also have large numbers who come from a background of free school meals.”
As he prepares for his year as president of the AoC, which will begin in August, Atkins makes it clear he will be not go easy on this government.
He makes no secret of his disdain for the “outrageous” cut in funding for 18-year-old learners, and the government’s “salami-slicing” approach to funding cuts in general.
He adds: “The government is very concerned about skills, and so am I, but my college is about so much more than just skills. It is a significant asset for Exeter. I find the government takes a telescopic view of what we do.”
He says he often has to deal with a Department for Education which “does not have a deep interest in FE or colleges”, but also speaks with pride of his work over the last seven years on the AoC board.
He says: “I have really enjoyed working with other principals to develop the AoC and I think it is in good shape.
“It is more influential than it was. I believe the AoC is doing better, but as always a lot more could be done, and this sector does occupy the shadows a bit.
“I thought the response to the 18+ cut was fantastic, and it is so important at the moment that we act together and make a lot of noise.”
It’s a personal thing
What is your favourite book?
The Diary of a Nobody, by George and Weedon Grossmith
What do you do to unwind after work?
I spend time with family, watch and read ‘Nordic Noir’ films and books, and I follow Yeovil Town FC
If you could invite anyone, living or dead, to a dinner party, who would it be?
Abraham Lincoln, RA Butler, Ella Fitzgerald, Sofie Gråbøl [Danish actress and star of TV series The Killing], Gary Johnson [Yeovil Town manager] to be held at Gidleigh Park, Devon
What is your pet hate?
Lack of mutual respect
What did you want to be when you were growing up?
A police officer
Read more on this topicExeter principal Richard Atkins to be new AoC presidentSport student left partially paralysed by meningitis wins prestigious awardFormer Exeter College learner Jo Pavey beaten to BBC Sports Personality title by Formula 1 champion Lewis Hamilton | 教育 |
2016-50/2785/en_head.json.gz/11651 | Lifelong Bonds
When Stacey Morse, E77, lived in Hong Kong, she was struck by the reputation Tufts has earned there. Despite being 8,000 miles away, the university attracts many applicants from the densely populated Asian city. The positive reputation Tufts enjoys is related to the strong local alumni community, which Morse got to know as leader of the Tufts Alumni Admissions Program in Hong Kong from 2005 to 2012. “Engaged alumni become better ambassadors for the school, wherever they live,” she says. As a member of the board of advisors of both the School of Engineering and the Center for Engineering Education and Outreach, Morse has learned that lifelong alumni engagement is more likely to occur when graduates become reengaged within five years of leaving campus. This propelled her to offer
a $75,000 matching gift, to be split evenly over five years, to encourage giving by young alumni. The matching challenge she is helping to fund will launch in March, when the Young Friends of Tufts Advancement will be holding events in Boston, New York, and Washington, D.C. Morse herself was unable to give much as a recent graduate. But she offered what she could and was able to contribute more over the years.
Morse says her primary goal is reconnecting more alumni to Tufts and their fellow graduates. But she recognizes the need for alumni to give back. “Tufts has become a more remarkable place and it’s on a great trajectory,” she says, “but in order to keep going, it’s important to broaden the university’s base of support.”
On Tufts’ Medford campus in 1975: Morse, left, with Susan McGowan, J77, a dear friend to this day. Morse hopes to help forge such lifelong bonds between young alumni and the university.
Center for Engineering Education and Outreach
Tufts Alumni Admissions Program | 教育 |
2016-50/2785/en_head.json.gz/11681 | for HSLDA members
Second HSLDA Essay Contest
Category 1 � Fourth Place
Hope for the Future By Hannah Moughon
"Help me, child-stealer! Steal me away from those temple women!" Seven-year-old Preena threw herself into the arms of Amy Carmichael clutching with a child's despair. Only moments behind, a noisy mob crowded around Amy's door. "Give the girl back!" one woman demanded. "We bought her from her mother when she was too poor to care for her."
"Preena has claimed my protection," Amy calmly responded. "I cannot refuse her, but I am willing to buy her from you." After several minutes of haggling, Amy and the temple woman finally settled on a price, and when Amy handed it over, die crowd reluctantly dispersed. Several days later, Amy questioned Preena about her former life. The things Preena said were shocking: what had previously been only hideous rumor transformed itself into astonishing reality. She told about how young girls were sold to the temples - either because of poverty or a vow - and how they were "married" to the temple gods, only to become prostitutes for men who came to worship. Amy knew something had to be done, so she took a leap of faith and in 1901 founded Dohnavur Fellowship, which is still operating a century later. If I were given $50,000, 1 would use it to further that work. But before detailing my plans for the money, let me show you around Dohnavur. Unlike most other homes for children, Dohnavur Fellowship is not an orphanage; rather, it is a family. All members take the name of Carunia, which is Tamil for "lovingkindness." And rather than being cared for in a indifferent environment, the girls are assigned to "mothers" who care for them, educate them, and teach them about salvation. At one point the Carunia family swelled to over 1,000 members, and it shows: the establishment covers some four hundred acres with sixteen nurseries, besides a variety of other compounds. In 1948, the Indian government outlawed the practice of girls serving as temple prostitutes - but that did not completely eradicate the problem. Besides that, India is an extremely poor nation. According to a recent estimate, the population density of India is 791 persons per square mile, while that of Japan is 862 persons per square mile. Despite this difference, India's average income is $400 per person, while Japan's is an amazing $36,600 per person. Why this difference? Four-fifths of India accept the Hindu belief reincarnation, which teaches that the soul of every dead person is born again either into a human, an animal, or an insect. Because of this false conviction, millions of Indians give to animals the food that should be theirs and their children's. The destitute poverty, utter neglect, and heartless abandonment that result from these false beliefs account for several children entering the Carunia family every year. The highlights of the Dohnavur year are the feasts: four, to be exact. First is Amma's birthday. (Amma is Tamil for "mother," referring to Mother Amy.) There is a feast for lepers, and Christmas is a festive celebration too. But the most popular event is the Meeting of Vision. This is a three-day camp in which Christians and non-Christians alike come to hear the Gospel message, or re-catch the vision of living the Christian life victoriously. If I were given $50,000, 1 would invest it in the markets that would yield the most profit. Then I would raise my own support to go as a missionary to India, and for the next two or three years I would live among the Carunia children. As it approached time for the older ones to leave, I would have gotten to know the most promising children among them. I would divide the $50,000, along with its profit, among them to be used either as scholarships in pursuing higher education, or in paying their ways to other service opportunities. Although God has blessed Dohnavur Fellowship abundantly, He promised long ago in His Word to pour out His blessings so profusely that we would not be able to hold the riches. This $50,000 would be a fulfillment of that promise: it wouldn't be used to pay building or schooling bills, because those are already met; rather, it would offer the next generation a brighter start on life. General | 教育 |
2016-50/2785/en_head.json.gz/11734 | God Deserves My Praise
"For the Lord is great, and greatly to be praised." (Psalm 96:4a)
Dylan stood back and admired his work. "Beautiful!" he said. The drawing of his grandpa's horse was finally complete and ready to be taken to school for the art contest. "I hope I win," Dylan thought. He had worked for over twenty hours on that drawing and really wanted the new go-cart that the winner of the contest had been promised.
That night, Dylan took his drawing downstairs for everyone to admire. His dad whistled while his mom and sister added their oooh's and aaah's. Dylan was so glad they liked it.
On his way into school the next day, Dylan's friends ran up to him and asked to see his drawing. They knew Dylan had always entered the contest but had never won. His artistic skills were improving every year, and they knew that he could win this year. Dylan carefully removed his drawing from the large special folder his dad had given him. He held up the drawing for everyone to see, and his friends clapped and patted him on the back.
When Principal Morton stood up that afternoon to announce the winner of the school art contest, Dylan drew in a quick breath and his heart started beating loudly in his chest. "And the winner of this year's contest...is Dylan Smith!" announced Principal Morton. Dylan was thrilled! His hard work was being recognized.
Do you think Dylan would have enjoyed drawing so much if none of his family or friends ever noticed his artwork? He had spent so many hours drawing and thinking and erasing and then drawing some more. What if his mom had looked at his drawing, said "That's nice, Dylan," and then gone back to doing dishes? What if his dad had not even looked away from his newspaper? What if none of his friends had encouraged him? Dylan's joy in making his drawing soared when he saw and heard his family's and friends' joyful response to his work.
Now just think about God's work. God's work is more spectacular than anything Dylan – or any person – could ever do. God has given us so many wonderful things. He forgives our sins and gives us eternal life when we ask Him. God has healed us when we have been sick. He gives us the strength to get out of bed everyday. He protects us every time we travel on a highway or in the air. The parents we have are gifts from Him.
David tells us in Psalm 103 never to forget any of God's blessings. But most days we just take His blessings for granted. Most days we don't even think about them.
Sometimes we think we deserve praise when we really do not. But everything God does deserves praise. God deserves our praise for all the amazing things He has done, and He loves to hear that praise.
God has given me everything I need and deserves my continual praise.
My Response:» Am I taking God's blessings for granted?» What can I praise God for today?
Truth In Real LifeEmily Chubbuck Judson“Time and eternity are here.”
Emily Chubbuck was born in New York on August 22. Being part of a very poor family, Emily was forced to work in the mills by the time she was twelve years old. She wanted to learn as much as she could, however, so she went to school during the winter and she worked during the summer – leaving no extra time to be a “normal kid.” She became a teacher when she was just fifteen years old.
When she wasn’t working her other jobs, Emily found that writing was one of her favorite things to do. She enjoyed writing and publishing books for children. She was especially good at writing poetry and wrote under the pen name – or “pretend name” – of “Fanny Forrester.” Her Sunday School books were a big help to Christians around the world.
Everything she did was for God and for her family.
The missionary Adoniram Judson – whose wife Sarah had recently died – heard about Emily and asked her to write Sarah’s biography. Emily wrote the book, and the authoress and the missionary developed a special friendship. Judson ended up marrying her later that year. They returned to the mission field of Burma where Emily served Jesus Christ alongside her husband. She might have become famous for her writing and made a lifelong name for herself, had she not chosen to go to the mission field instead.
Later in his life, Adoniram Judson got very sick and he left on a boat to get medical help. He died on the boat and it took four months for Emily to get the news that her husband was not coming home. She continued to work and pray, trusting that God would take care of her all the time.
Emily often spoke about the importance of using her talents for Jesus Christ. She genuinely desired for God to use her talents to spread the Gospel.
What talents and gifts has God given you that could be used in God’s work?
Colossians 3:23 – And whatever you do, do it heartily, as to the Lord and not to men.
A Faithful God - El Emunah
Deuteronomy 7:9 "Know therefore that the LORD thy God, he is God, the faithful God, which keepeth covenant and mercy with them that love him and keep his commandments to a thousand generations;"
Are there 3 different gods?
No, there is only one true God Who is in 3 Persons. 1 Samuel 2:2 -- There is none holy as the LORD: for there is none beside thee: neither is there any rock like our God.
Evangelism – (e-VAN-juh-liz-im)
"Evangelism" comes from the Greek-based word evangel, which means "good news" in English. To "evangelize" is to tell the Gospel message of Jesus Christ to those who do not yet know or understand God's plan of salvation. Evangelism is part of one of the most important teachings that Jesus gave the believers. Matthew 28:19-20 – "Go ye therefore, and teach all nations, baptizing them in the name of the Father and of the Son, and of the Holy Ghost: teaching them to observe all things whatsoever I have commanded you; and, lo, I am with you alway, even unto the end of the world." © Copyright Kids 4 Truth International. All Rights Reserved. | 教育 |
2016-50/2785/en_head.json.gz/11803 | How Financial Aid for National and Community Service Works
by Nina Holmberg
Money | Types of Financial Aid
Financial Aid Opportunities for College Students
Next If you're a college student, now might a great time to start thinking about devoting some time to giving back. Why? First, your financial obligations may be less daunting than the average two-kids-and-a-mortgage adult's. Second, you're probably used to working hard, long hours for not a lot of pay. And finally, the government has program that will help you out.
One of the most popular programs among college students and graduates is AmeriCorps. Full-time participants who complete their program earn an education award, which can go toward paying for college, graduate school or qualified student loans. If you serve part-time, you'll receive a partial education award. Depending on the program in which you enroll, you might also receive a modest stipend for living expenses while you serve. You can read more about this in How Financial Aid for AmeriCorps Works.
How Rhodes Scholarships Work
How Fulbright Scholarships Work
How State Financial Aid Organizations Work
How Postdoctoral Financial Aid Works
How Stafford Loans Work
If you're about to graduate, you may consider going into a career in the public service -- you'll be doing beneficial work, and the government may help you out with your student loans. For example, the College Cost Reduction and Access Act of 2007 includes a provision for the Public Service Loan Forgiveness program. The definition of "public service" is fairly broad: You can work in government, law enforcement or the non-profit sector to be eligible. Participants can have the remaining balance on their school loans forgiven after 10 years of full-time employment -- at least 30 hours a week -- in the public service. What's more, the forgiveness includes both your principal and interest -- and it won't be taxed.
However, there are a few restrictions to keep in mind, First of all, only federal Direct Loans are applicable. Your loan will be forgiven after you've made 120 payments on it (10 years' worth), but these payments must have begun on or after Oct. 1, 2007. You have to be employed in the public service job while you make these 120 payments, and you must be employed in the public service job when the Secretary of Education forgives the loan -- no bailing out early. You can learn more about this program at the U.S. Department of Education's Web site [source: StudentAid].
College students aren't the only people who can make a positive impact on their communities and get a little back from the government in the process. Read on to find out how older people can also benefit from the American call to service.
How Private Grants Work
How Financial Aid History Works
The Ultimate Managing Student Loans Quiz
How Financial Aid for Trade School Works
How the FAFSA Works
How Student Loan Consolidation Works | 教育 |
2016-50/2785/en_head.json.gz/11821 | Schools Question Time
The Politics Show
Yesterday In Parliament
Last Updated: Thursday, 1 November 2007, 10:11 GMT
This week's panel
Question Time, the BBC's premier political debate programme chaired by David Dimbleby, was in Swansea on 1 November.
On the panel was the Minister for Skills David Lammy, the Conservative shadow minister for immigration Damian Green, the Plaid Cymru Welsh Assembly Member for South Wales Central Leanne Wood, the former deputy assistant commissioner of the Metropolitan Police Brian Paddick and the politician turned television personality Edwina Currie. DAVID LAMMY MP
Career: David Lammy is the Minister for Skills in the Department for Innovation, Universities and Skills, and the Labour MP for Tottenham.
He grew up in Tottenham and was the first black Briton to study at Harvard Law School. He was elected to the Great London Assembly in 2000, but entered parliament via by-election less than a year later. At the time of his election he was the youngest member of parliament, and was promoted to the government in 2002, serving as Parliamentary Private Secretary to the then Education Secretary, Estelle Morris. Before joining the Department for Universities and Skills, he was the Minister for Culture in the Department for Culture, Media and Sport.
DAMIAN GREEN MP
Career: Damian Green is the Conservative shadow minister for immigration.
Having begun his career as a financial journalist, he worked at the Prime Minister's policy unit from 1992 to 1994, before being elected Member of Parliament for Ashford in 1997.
He has held a number of posts in the shadow cabinet, including shadow secretary of state for education and skills, and shadow secretary of state for transport. In December 2005, he was appointed shadow minister for immigration.
This week he said Labour's immigration figures are "as all over the place as its policy. For all the introduction of a points system and so on, the government won't take the basic important step of putting an explicit annual limit on the number of people coming in to work from outside the EU."
LEANNE WOOD AM
Career: Leanne Wood is the Plaid Cymru Welsh Assembly Member for South Wales Central. She was a lecturer at Cardiff University before being elected to the assembly in 2003, and has previously worked as a probation officer and a support worker for Women's Aid.
A socialist and republican, in December 2004 she was the first assembly member to be ordered out of the chamber for referring to the Queen as "Mrs Windsor" during a debate. She later said: "I don't recognise the Queen¿ I called her that because that's her name." In January she was arrested during a protest against the Trident nuclear deterrent system at a Scottish military base.
Career: Brian Paddick is the former deputy assistant commissioner of the Metropolitan Police and is one of the contenders for selection as the Liberal Democrat candidate for London mayor.
He joined the Met in 1976, and held a number of senior posts before becoming deputy assistant commissioner in November 2003, a role in which he oversaw territorial policing across all 32 London boroughs.
In 2002, as commander for the London Borough of Lambeth, he came under fire for instructing his officers not to arrest or charge people who were found to be in possession of cannabis, a policy which led to him being labelled "soft" by some newspapers.
The Liberal Democrats will announce who will be there candidate in the mayoral elections later this month.
Edwina Currie
Career: Edwina Currie is a former Conservative politician. A minister in the Department of Health under Mrs Thatcher, she remains one of Britain's best-known political figures. Never shy of controversy, she famously advised the elderly to avoid hypothermia by wearing "woolly hats and jumpers" and was forced to resign as a government minister in 1988 when she declared at the height of a food scare: "Most of the egg production in this country, sadly, is now affected with salmonella". Since her political career ended at the 1997 election, Edwina has pursued a successful career as a novelist and television personality, most recently appearing on reality TV shows such as Celebrity Stars in their Eyes and Celebrity Wife Swap. E-mail this to a friend
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2016-50/2785/en_head.json.gz/11882 | Board gives charter school conditional OK
Created on Friday, 02 March 2007 | Written by Rob Cullivan | Tweet
Not-for-profit status a potential obstacleThe Gresham-Barlow School Board has given Arthur Academy conditional approval to open a charter school in the district next fall.
At its Thursday, March 1, meeting, the board outlined 13 conditions for approval to Charles Arthur, director of the Mastery Learning Institute, a not-for-profit organization that operates Arthur Academy charter schools in the David Douglas, Portland, Reynolds and Woodburn school districts.
Academy officials and parents were happy with the decision, but academy officials voiced concern over the district's request that the proposed charter school incorporate itself as a not-for-profit organization.
Charles Arthur said that the Mastery Learning Institute has negotiated contracts with other districts on behalf of the academies it operates. He said that he was not aware until the board meeting that the district would request separate incorporation of the proposed Gresham school.
Ken Noah, district superintendent, said legal counsel had advised the district that Oregon law mandates that districts only make contracts with schools that are separately incorporated not-for-profits. A district statement said the Oregon Department of Education had requested other school districts return money that was spent on unlawfully formed charter schools, which do not charge tuition and which receive public funding. Noah also said the district had only learned of the Oregon law's requirement late that day, just prior to the meeting.
Arthur said he and other academy leaders found the not-for-profit condition 'puzzling.'
'Why should we set up another non-profit with the name of Arthur Academy attached to it?' he said.
Noah said he supports the charter school's establishment, but said the district had to thoroughly review every aspect of the school's proposal and make sure it abided by state law.
'We have to structure an agreement we believe serves the interests of both parties well,' he said.
Arthur said he and his staff would be asking for more clarification of the not-for-profit question, as well as other conditions, during the next round of negotiations with the district.
Among the other areas board members want discussed during negotiations between Arthur and the district are enrollment procedures, student transportation, nutritional services and dues and fees.
Arthur wants to open a school for 75 students in kindergarten through second grade in the Gresham-Barlow district. He said he is negotiating with Mountainview Christian Church, at 1890 N.E. Cleveland Ave., to serve as the proposed school's site. Arthur said the school would have no religious overtones or imagery.
'It'll be a secular setting even though it's in a church building,' he said.
The Gresham-Barlow school would add one grade each subsequent year until it was a K-5 school, Arthur said, and would have a maximum enrollment of 150 students, with about 25 students per class.
Arthur said the proposed school has already received 80 applications.
Kyle Butler and his wife, Angie Gaona, hope their son, Brian, can enroll in the proposed school's kindergarten. Brian's mother said she was hoping her son would get more classroom attention at Arthur Academy than he might in a regular public school.
'I think it's more one-on-one, which is what they need,' she said.
In other board news:
• In December the board authorized the district to borrow $2 million to buy 35.2 acres of land at 9554 S.E. 242nd St., otherwise known as the Weber property. At its March 1 meeting, the board authorized the district to borrow an additional $795,000 to provide for interest payments and borrowing costs for the Weber property.
Noah said that if the district buys the site, it might establish an elementary school or a middle school or possibly both types of schools.
• Noah told the board he has been holding discussions with representatives of the Reynolds, Centennial and Parkrose districts, as well as The Oregon Building Congress, regarding the proposed opening of a charter high school for students interested in the building trades. The school would be called the OBC Academy for Architecture, Construction and Engineering, and its supporters hope it will open in fall 2008. The Congress' Web site, www.acecharterschool.org, states that the proposed school will likely be located in outer northeast Portland and will combine academic and professional technical education. Copyright 2016 Pamplin Media Group | 6605 S.E. Lake Road, Portland, OR 97222 • 503-684-0360 | P.O. Box 22109, Portland, OR 97269 - Current Job Openings | 教育 |
2016-50/2785/en_head.json.gz/11924 | Millions for Mission District schools: Where is the money going?
By Lisette Mejia Mission Local —
They belong to a club where membership hinges on low reading and math skills, and high dropout rates. They’re some of the worst-performing schools in the state, even the country, and to shape up, the Mission’s six struggling schools took drastic measures to qualify for a share of a $45 million grant — including firing principals and replacing half the staff.
In December 2010, Bryant, Everett, Buena Vista Horace Mann, Mission High and John O’Connell began receiving an average of $1.6 million a year for three years from the new federal School Improvement Grant program.
Over the past several months, Mission Local has sought to understand where, exactly, the money is being spent and why. We’ve searched San Francisco Unified School District (SFUSD) school board agendas for budget proposals, spoken with the executive director of the district’s School Improvement Grant, Kevin Rocap, and looked into specific organizations that have received contracts under the grant. We will continue to follow what is happening at Mission schools and how the money is being spent throughout the three years of the grant.
It is far too early to draw conclusions about the success or failure of the various strategies employed using the grant funding, but we felt it was important to report on the issues, explain the underpinnings of some of the strategies, and provide information to district residents on a major reform that is under way.
Read the complete story at Mission Local. Filed in: Schools
improvement grants
This flow chart tracks where the grant money is going in Mission schools. Infographic by Lisette Mejia and Molly Roy/Mission Local. | 教育 |
2016-50/2785/en_head.json.gz/11998 | Talk Around Town
Graduates struggle with quarter-life crises
Update: September, 13/2015 - 17:33
| by Moc Mien
A chat window pops on my screen. It's my 27-year-old friend Hoang Thu Hanh, whom I haven't spoken to for over a year. To my surprise, I learnt that she was now working as a waitress in the northern mountainous town of Sa Pa in the province of Lao Cai. I asked her why she had left Ha Noi?
"God bless me! I find life here so peaceful and lovely in every way. But I earn so little money!"
We first met two years ago in a theatre class, which we had both joined in the hope of healing our souls. At that time, Hanh was going through a tough patch and struggling with life.
I remembered her saying she felt lost. "I cry about everything. I feel left behind. I don't feel alive. Life has no meaning. I have lost my self-esteem," she said.
Hanh, who graduated from the University of Industrial Fine Arts, is a creative, sensitive perfectionist. She is demanding of herself, so the transformation from teenager to adult was particularly difficult and painful for her. She could find no balance between being a dependent girl and a responsible adult - a common feature of her generation.
"One day my parents said to me that they expected me to find a promising job that they thought suitable. They also wanted me to find a man and be ready for marriage in the next couple of years," she said.
Her reaction was: "No way!" She said her life was going in a different direction and that she felt trapped. Le YÝ Nhi, 25, also felt lost after leaving full-time education.
"I finished my education in the middle of the economic crisis, so getting a job was even tougher for us." Nhi said she also found forming relationships with others was a major challenge after leaving school. "I was so scared of the feeling that I didn't like the field I was trained in anymore. My future was vague. What road should I take?" Nhi asked.
Both Hanh and Nhi had no notion of the term quarter-life crisis - that vague feeling of angst one feels between one's late teens and early thirties, when one struggles to find one's place in the world. In other words, it is the doubt that haunts us when we move from childhood to adulthood and begin to take responsibility for our own lives. Nguyen Minh Hoang said he used to seek answers to the meaning of life.
"I was making myself collapse under the weight of some fundamental questions: Who am I? Why am I here? What is my life purpose?" Hoang said he no longer felt directionless, and that the crisis was past. The quarter-life crisis is perhaps more difficult to come to terms with in the busy world of today. But then again, 20-somethings now have more opportunities available to them than ever before.
Hanh used to work as a fashion designer, stylist, photographer and creative manager, but she gave it all up because she said she felt empty inside. And when her self-doubt was at its worst, she chose to move away from family and friends and to work as a waitress in a bar.
She said she needed to slow down in order to deal with life's questions. She said working as a waitress allowed her to see how life can be as simple as watching the coming and going of customers, "their smiles and their sadness".
When Nhi was suffering a crisis of confidence, she stopped putting too many demands on herself, which allowed her to really experience life and to do the things she most enjoyed, such as reading and writing.
"I slowed down so I could understand myself more clearly." By doing the things that mattered to her the most, she said she rediscovered a passion for life. "I just needed to know there was still fire inside me," Nhi said.
Meanwhile, Hoang said he used to feel he was simply going through the motions and not living life to the full. "I felt lost and powerless while I was struggling with finding a purpose to my life."
Although Hoang felt rudderless, he said she felt it was important to keep going, and that he eventually got things in perspective and began to feel energised and motivated again.
"I kept asking the same questions day after day without expecting answers. And one day, I found myself with no questions and that the answers were no longer important to me. My motivation for life became fiercer than ever." — VNS
Starting pay of $2,000: dream or illusion? (December, 07 2016)
Apps leaving oldschool drivers in the dust (December, 04 2016)
Mid-brain Activation? No. That’s a no-brainer (November, 30 2016)
Is backpacking a safe children's activity? (November, 27 2016)
An 11th grader breaks a mirror, and holds one up (November, 23 2016)
Do small eco-friendly steps go far enough? (November, 20 2016) | 教育 |
2016-50/2785/en_head.json.gz/12035 | Must-Reads from Around the World
China invests hundreds of billions of dollars to educate its young workforce, the world makes unprecedented progress against neglected tropical diseases and cell phones are part of the fight against illegal logging in Brazil’s Amazon rainforest By TIME.com Jan. 17, 2013 Share
Ed Jones / AFP / Getty ImagesChinese security guards inside the Great Hall of the People in Beijing on Nov. 9, 2012 Email
China‘s Human Capital — The Chinese government is making a $250 billion-a-year investment to educate tens of millions of young people, reports the New York Times. The goal is to cultivate a highly-educated labor force and thereby move up the development curve. A better-educated workforce could help China become more competitive in the long run, writes the Times, but the country still faces several formidable obstacles: widespread corruption, a rigid political system, severe environmental damage, and inefficient state-owned monopolies.
Qatari Development — The BBC analyses how Qatar’s rapid economic development, powered by surging gas exports, requires the Gulf state to balance the interests of Qatari citizens and migrant workers who make up 94% of the private-sector workforce. “As Qatar continues its transformation at breakneck speed,” writes the BBC, “it faces a tricky challenge balancing the religious sensitivities of a traditionally conservative community at home with efforts to liberalize the economy, to invest heavily in Western-style education, and with the need to cater to the burgeoning expatriate population.”
Tropical Diseases — The World Health Organization (WHO) has reported unprecedented progress against neglected tropical diseases thanks to a new global strategy adopted in 2010, notes VOA News. Health officials attribute the progress to the widespread delivery of quality-assured and cost-effective medicines to treat these diseases and support from global partners. Millions of people suffering from 17 of the world’s neglected tropical diseases have benefited from receiving regular treatment in the past two years, according to VOA.
Moscow Killing — A man dubbed the “king of the Russian mafia” and the “Al Capone” of the country’s underworld has been shot dead by a sniper outside a restaurant in the middle of Moscow in a supposed contract killing, reports the Daily Telegraph and AFP. Aslan Usoyan, 75, who reportedly survived an assassination attempt in September 2010, was regarded as the most influential criminal in the former Soviet Union. His convictions mainly related to weapons and drug possession and he received a 15-year jail term in 1984 for selling counterfeit gold coins (he was released in 1991). The murder echoes the turf wars of the 1990s, and parliament deputy Alexander Khinshtein, who sits on the security committee, expressed fear that more violence may follow: “I am sure that a new criminal redistribution will begin now,” he said.
Amazon Deforestation — Cell phones are being attached to trees as part of the fight against illegal logging in Brazil’s Amazon rainforest, reports the Independent. The devices, which are smaller than a pack of cards and have a battery life of up to one year, transmit location data, once logs from trees in protected areas are within 20 miles of a mobile phone network. The new technology allows officials to track trees in real time, which is seen as an improvement on the traditional, slower method of monitoring via satellite images.
Jakarta Floods — Four people are reported killed and 20,000 evacuated from their homes in and around the Indonesian capital due to heavy monsoon rains which have caused severe flooding, reports Reuters. Many government offices and businesses have been forced to close and many roads leading to the city’s main airport were reportedly blocked, with most commuter train services and the bus system also shut. The rainy season has brought some of the heaviest downpours in five years, and weather officials warned that, with increasing activity of the Asian monsoon, the rains could get worse over the next few days. | 教育 |
2016-50/2785/en_head.json.gz/12067 | 2901.0 - Census Dictionary, 2001 Previous ISSUE Released at 11:30 AM (CANBERRA TIME) 24/04/2001 SummaryDownloadsExplanatory Notes
Census Concepts and Definitions >>
Occupied private dwelling
Off-Shore Collection District
Optional questions
Origin zone
Other related individual
Other urban
Overseas born
Overseas visitor
Own account worker
Occupation (OCCP)
Occupation is collected in the Census for all employed people aged 15 years and over. Two questions are used in the Census. The first of these asks for occupation title (in main job held in the week prior to Census Night). The second asks for the main tasks usually performed by the person in their occupation. Collecting both occupation title and task information ensures more accurate coding of occupations. Since the 1996 Census occupation data have been classified in accordance with the Second Edition (1996) of the Australian Standard Classification of Occupations (ASCO), and are coded to the occupation level. In ASCO, a job is defined as a set of tasks performed by one individual, and an occupation is defined as a set of jobs sufficiently similar in their main tasks to be grouped together. Occupation data are essential for labour market analysis and policy formation. Changes in the occupational composition of the labour force are important for planning at the industry and geographic area levels. The data are used in analyses of education and training needs, and as indicators for industry assistance programs. Small area data on occupation are important in regional planning; in examining the occupational mobility of ethnic and other minority groups; and in measuring socioeconomic status variability between regions. See also Australian Standard Classification of Occupations (ASCO), Labour force. Occupied private dwelling See Dwelling. Off-Shore Collection District
See Migratory Collection District, Dwelling Type (DWTD). Offspring
See Child. One parent family
A one parent family consists of a lone parent with at least one child (regardless of age) who is also usually resident in the family household. The family may also include any number of other related individuals. Examples of one parent families include: a 25-year-old parent with dependent children; and an 80-year-old living with a 50-year-old child. Information on people who are temporarily absent is used in family coding to differentiate between lone person households and one parent families (if child was temporarily absent) or between one parent and couple families (if a spouse was temporarily absent). Information on people who are temporarily absent is used in family coding to differentiate between: lone person households and one parent families. That is a child who is temporarily absent is included when coding Family Type (FMTF); or between one parent and couple families (if a spouse was temporarily absent). See also Child, Family, Relationship in Household (RLHP). Optional questions
There are two optional questions on the 2001 Census form. They are: 'What is the person's religion?'. Answering the question on religion has been optional in all Australian censuses. 'Does each person in this household agree to his/her name and address and other information on this form being kept by the National Archives of Australia and then made publicly available after 99 years?'. The 2001 Census is the first to give respondents the opportunity to agree to having their name identified information retained. See also Confidentiality. Origin
See Ancestry (ANCP), Indigenous Status (INGP), Ethnicity. Origin zone See Journey to Work (JTW). Other See Residual categories and supplementary codes. Other family Other Family is defined as a family of other related individuals residing in the same household. These individuals do not form a couple or parent-child relationship with any other person in the household and are not attached to a couple or one parent family in the household. If two brothers, for example, are living together and neither is a spouse/partner, a lone parent or a child, then they are classified as an Other Family. However, if the two brothers share the household with the daughter of one of the brothers and her husband, then both brothers are classified as other related individuals and are attached to the couple family. See also Couple family, Family Type (FMTF), Other related individual. Other related individual An individual who is related to members of the household, but who does not form a couple relationship or parent-child relationship according to the priority rules of family coding. He/she can be related through blood, step or in-law relationship and include any direct ancestor or descendant. Relatives beyond first cousin are excluded. Other related individuals can form their own family type or can be attached to an already existing family. Those related individuals who reside in the same household and who do not form a couple or parent-child relationship with any other person in the household are classified as an other family. In cases where a couple family or one parent family has been formed, any persons who are related to members of these families and are usual residents of the household are other related individuals. In these circumstances they can be identified at the detailed level of the Family Type (FMTF) classification. Related adults, such as individual brothers, sisters, aunts, uncles, may be present in the household. If a household comprises only two or more related individuals, then they are classified as a family (for example, two brothers, or a female living with her grandchild). Individuals who are related to a family are classified as related family members and associated with the primary family. Other variables which identify related individuals and adults are: Family Type (FMTF); and Relationship in Household (RLHP). The following is a list of relationships which define a related individual: self, husband, wife, de facto marriage partner, mother, step-mother, mother in-law, father, step-father, father in-law, son, step-son, son in-law, daughter, step-daughter, daughter in-law, grandmother, step-grandmother, grandmother in-law, grandfather, step-grandfather, grandfather in-law, granddaughter, step-granddaughter, granddaughter in-law, grandson, step-grandson, grandson in-law, sister, step-sister, half-sister, sister in-law, brother, step-brother, half brother, brother in-law, aunt, step-aunt, aunt in-law, uncle, step-uncle, uncle in-law, nephew, step-nephew, nephew in-law, niece, step-niece, niece in-law, cousin, step-cousin, cousin in-law. See also Family, Other Family, Relationship in Household (RLHP). Other Territories
Prior to the 1996 Census no external territories were included in geographical Australia, although census data were collected for Christmas Island and the Cocos (Keeling) Islands. Following amendments to the Acts Interpretation Act 1901–1973 effective from July 1992, the two external territories of Christmas Island and Cocos (Keeling) Islands became part of geographical Australia. The other Australian external territories (Norfolk Island, and minor islands such as Heard Island and McDonald Island), remain outside the scope of the Census. Since the 1996 Census, Christmas Island, Cocos (Keeling) Islands, and the Jervis Bay Territory (previously linked to the Australian Capital Territory for statistical purposes) comprise a pseudo 'ninth State/Territory' of Australia. They are included in State nine 'Other Territories', with each of the three areas having a unique SLA code. Prior to the 1986 Census, separate censuses of the islands were conducted by the Department of Home Affairs, or its equivalent. For the 1986 and 1991 Censuses, Cocos (Keeling) Islands and Christmas Island were included as part of the Australian Census, but their data were excluded from statistical counts for Australia. Norfolk Island and the other minor external territories were out of scope for the Census. See also Information Consultancy. Other urban
See Section of State. Overseas born
See Birthplace. Overseas visitor See Visitors to Australia. Own account worker
An Own Account Worker is a person who operates his/her own unincorporated economic enterprise or engages independently in a profession or trade and hires no employees. This category was called 'Self-employed' in 1991. See also Labour Force Status/Status in Employment (LFSP).
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2016-50/2785/en_head.json.gz/12070 | Home » News & Events » Diocesan Stewardship Commission Meets in Johnstown
Diocesan Stewardship Commission Meets in Johnstown Christian Stewardship - A Way of Life
JOHNSTOWN, PA -- The Diocesan Stewardship Committee met with His Eminence, Metropolitan Nicholas at the chancery offices in Johnstown, Pennsylvania on January 22-23, 2010.
The Commission was appointed by His Eminence following the July, 2009 Sobor, during which Father Basil Aden offered a presentation on the concept of Christian stewardship generally, and more specifically in the context of financial support for our local parishes and diocesan apostolates.
This newly-formed Commission is chaired by Father Frederick Watson, pastor of St. Elizabeth mission parish in Woodstock, Georgia. Father Basil, pastor of Christ the Saviour parish in Rockford, Illinois, Deacon Steve Hall of St. Thomas the Apostle mission in Waldorf, Maryland, and diocesan Trustee John Bilanin of Holy Ghost parish in Phoenixville, Pennsylvania also serve on the Commission.
Metropolitan Nicholas opened the Friday afternoon meeting with prayer and by welcoming the commissioners. He expressed his view that the development of a diocesan stewardship program is now long overdue, and that he looks forward to fruits of the Commission’s labors.
The Commission began its first formal working session with a review of the work assignments that its members completed since its establishment in late July. The commissioners agreed that Orthodox Christian stewardship is a Christ-centered lifestyle – a way of life – which acknowledges accountability, reverence and responsibility before God. It is a call to all the faithful to share willingly and cheerfully the gifts that God has bestowed on them, including sharing these gifts for God’s work in His Church.
A draft set of goals and objectives aimed at promoting stewardship - this ‘way of life’ – were also reviewed and adjusted to accommodate the near (current year) and intermediate (second and third year) needs of our parishes and diocesan apostolates. These goals and objectives guided the remainder of the work of the meeting.
The Commission conducted a survey of diocesan parishes between October and December of 2009 in order to better understand the sources of financial support in the parishes, and the relative contributions among those sources. Thirty-three of seventy-six parishes (43%) responded to the survey. The results indicate that two-thirds of responding parishes use a dues (‘fee’) system for a portion of their income, and that half of these parishes use income from dues to support their general funds. A quarter of parishes are using a pledge system – an important step toward proportional giving, and pledges accounted for 90% of total income in one of these parishes. The percentage of pledging parishes was found to be much higher among our missions than among older, established parishes. However, there are also examples of established parishes recently moving to this form of stewardship. Detailed information on their new programs was provided to the Commision by two of these parishes. These ‘early adopters’ are recognized as potential resources for promoting stewardship throughout the diocese.
The Commission recognized that its focus in the near term must be to provide educational opportunities that will explain and encourage Christian Stewardship as a way of life, and that the educational process must be clearly rooted in the teachings of our Lord.
With the blessing of His Eminence, the Commission’s 2010 goals include the following:
• A presentation during the Priest’s Convocation during Bright Week (April).
• Preparation of a Stewardship booklet prior to the re-convening of the Sobor (June).
• A series of Messenger articles on Stewardship (July and following).
• Youth lessons on Stewardship for inclusion in the diocesan Summer Camp program (July-August).
• A presentation at ACRY Convention (September).
• A presentation at the annual Education Conference (Tentative – October).
• A presentation at the annual Deacons Retreat (December).
The Commission also agreed that our stewardship educational process must include the gifts of ‘Time, Talent and Treasure’ – all aspects of God’s generous gifts to us.
The Commission’s meeting closed on Saturday with prayer. The participants departed for home with their respective assignments, to work together toward the day that, to quote Fr. Basil, “Our giving becomes ‘Thankfulness-driven,’ and not simply ‘Expense-driven.’” | 教育 |
2016-50/2785/en_head.json.gz/12139 | Mount David Summit will dazzle with work in physical and social sciences, humanities, arts
Travis Brown '11 of East Greenwich, R.I., explains his chemistry research at the 2011 Mount David Summit. Photograph by Phyllis Graber Jensen/Bates College.
The 11th annual Mount David Summit, Bates College’s showcase of student academic achievement, begins at 1:30 p.m. Friday, March 30, in Pettengill Hall, 4 Andrews Road (Alumni Walk).
Throughout the afternoon, students will present research and creative work in poster sessions, short talks, panel discussions, a photography exhibition and film screenings.
Capping the day is a 7:30 p.m. performance featuring original choreography by the Bates College Modern Dance Company in Schaeffer Theatre, 305 College St., followed by an alternate program at 5 p.m. Saturday (admission is $6 / $3 at batestickets.com). Also on Saturday, at 8 p.m., is the spring concert of the Bates College Gamelan Orchestra in Olin Concert Hall, 75 Russell St., featuring guest artists from Indonesia and the U.S. (free admission, but tickets required; call 207-786-6135).
The public is invited to attend the Friday afternoon events at no cost. For more information, please visit www.bates.edu/summit/ or call 207-753-6952.
“The summit gives students the chance to share the results of their original research, which is a hallmark of the Bates education,” says Pamela Baker, vice president for academic affairs and dean of the faculty. “It showcases the breadth of scholarship among our students and the dedication of their faculty mentors.”
She adds, “We enjoy welcoming the diverse audience that attends the summit: students, faculty, staff, families, students admitted to the Class of 2016, generous donors to scholarship and research funds, community members. It’s a spectacular day at Bates!”
Bates College held the inaugural Mount David Summit in 2002. A decade later, the summit has blossomed into one of the premier events in the college calendar. While that first summit featured the work of 50 students, this year 333 students, representing 26 disciplines and advised by 65 members of the faculty, will take part.
Summit highlights
Reflecting an ongoing collaboration between the foreign language and creative writing programs, students of non-English languages will read their translations of poetry written in English by other students in creative writing courses, and will discuss the challenges of translating.
In addition, two Russian-language students will talk about the process of subtitling films in translation and will screen subtitled clips; and thesis students in creative writing will read recent work in various genres.
Biology students doing public-health theses will discuss community-based research projects dealing with health issues for pregnant women and new mothers.
Geology students will present thesis research conducted at the Bates-Morse Mountain Conservation Area and nearby Seawall Beach in Phippsburg, Maine’s longest undeveloped barrier beach.
Two students will talk about alien abduction stories and show clips from a film they made.
A politics class will present an interactive session on the challenges of ocean governance, with audience members visiting in-room information stations focusing on particular topics and testing their knowledge.
Bates’ international reach will be addressed in panels on Middle East politics; U.S.-Mexico immigration experiences; and protests in Spain and Bolivia. Another panel features students who did research while studying abroad; and students who took part in last autumn’s Fall Semester Abroad program in Nantes, France, will describe their experiences.
Travis Jones, a junior from Ithaca, N.Y., will explain his process as a theatrical scenic designer, from initial consultation with directors to research, sketches, models and a finished set in Gannett Theater.
Poster presentations delve deeply into biology, chemistry, neuroscience and psychology, with dozens of students presenting research on a wide spectrum of topics in these fields. An introductory African studies class will present seven posters exploring issues in contemporary Africa.
Economics, environmental studies, anthropology, math and politics are among other disciplines that students will cover.
Categories Academic Life Creativity Intellectual rigor Service Tags Mount David Summit Related Content
Once again, Mount David Summit is a peak experience
Mount David Summit highlights student research across disciplines | 教育 |
2016-50/2785/en_head.json.gz/12141 | Education & Family
More work-based 'studio schools' announced
By Angela Harrison Education correspondent, BBC News 19 July 2012
From the section Education & Family
http://www.bbc.com/news/education-18892984
The studio schools have different specialisms
Fifteen new "studio schools" are to be set up in England for pupils aged 14 and over, combining academic studies and work-based training.They are backed by employers including Hilton Hotels, Michelin tyres, Ikea and Aston Villa Football Club.Pupils do weekly work experience and follow "nine-to-five" hours with the aim of getting them ready for work.Supporters say the schools will improve employability, critics that they could push pupils down a path too young. The studio schools will be generally smaller than other schools - typically having 300 pupils, aged from 14 to 19.
All will offer GCSEs in English, maths and science, the government says, as well as A-levels and vocational qualifications, but will offer a "more practical way of learning".The idea behind them is to involve businesses so that pupils leave school with the skills needed by local and national employers. Highly skilled workforceA total of 11 studio schools are due to open this September, including one in West London, supported by the BBC, Fulham Football Club and Disney.One in Liverpool which is specialising in "gaming and digital futures" is backed by Sony and Liverpool University. The 15 announced on Wednesday are expected to open in 2013 or 2014 and will admit 4,640 pupils, bringing the total to 10,000, officials say. They include the Southampton Studio School, backed by Southampton City College, which will specialise in the "marine and cruise industries", which employ a lot of people in the area.Another, in Birmingham, will focus on the catering and hospitality industry and involves Aston Villa Football Club, Hilton Hotels and National Express. In Devon, a studio school is being set up at Torbay Hospital with the aim of preparing students for careers in health and social care, an important industry for the area.It is the result of a partnership between South Devon College and two NHS trusts. Adrienne Murphy, joint director of Human Resources for the NHS trusts, said it was fantastic news: "This will give young people across South Devon the chance to gain first-hand experience in health and social care careers. "The partnership will further develop the strong links that we already have with the college and enable Torbay Hospital and the health and social care community to continue to build up a strong and highly skilled workforce fit for the future."Students in studio schools will be expected to do at least four hours of work experience a week. Those who are over 16 do at least two days work per week, for which they are paid. They will have a personal mentor at the school. The first two Studio Schools opened in September 2010 in Luton and Huddersfield.Education Secretary Michael Gove said: "Studio schools benefit both business and young people - they are a brilliant way for employers to become involved in helping give young people what they need to get good jobs. "They are aimed at children who learn in more practical ways and offer good qualifications alongside the kind of skills employers want."Studio Schools teach a rigorous academic and vocational curriculum in a practical way. "It is fantastic that so many successful employers are getting behind the studio school movement."'Nail in coffin'The schools are part of the government's strategy to improve vocational education, like University Technical Colleges (UTCs), which are also for young people aged from 14.The government says the UTCs will be more technically-based, offering more advanced technical training. The National Union of Teachers says the schools will fragment the state school system while denying children "the broad balanced curriculum they deserve".The union's general secretary Christine Blower said: "Studio schools are an unnecessary additional type of school within a system that already has too much diversity. "Studio schools represent a further threat to local education provision, fragmenting local admissions arrangements and the provision of local education services, as well as the funding and intakes of neighbouring schools." Nansi Ellis, for the Association of Teachers and Lecturers (ATL), said the schools were "another nail in the coffin of state education" and that the union was against children making career choices too young.The studio schools announced on Wednesday are:
Kajan Hospitality and Catering Studio, Birmingham Waverley Studio College, Birmingham
The Stoke Studio College of Manufacturing and Design Engineering The Da Vinci Studio School of Creative Enterprise, Letchworth, Hertfordshire
New Campus Basildon Studio School
Goole Create Studio School, East Riding, Yorkshire Southampton Studio School
Devon Health Studio, Torbay
The Walsall Studio School
Midland Studio College, Nuneaton
The Darwen Aldridge Enterprise Studio
The Rye Studio School, East Sussex
Liverpool Tourism and Culture Studio
Film, Theatre and Costume Studio, Bradford
Health Occupations Studio, Bradford Share this story About sharing
More on this story 'Studio schools' set to triple 18 January 2012 Plans for new work-related school 8 November 2011 Related Internet links Department for Education Studio Schools Trust ATL NUT The BBC is not responsible for the content of external Internet sites | 教育 |
2016-50/2785/en_head.json.gz/12172 | Local Youth to Perform at Hilton Head Symphony Orchestra concert
Byline2: Bluffton Today
Brian Stuligross
Tyler Magnin
Tyler Magnin and Brian Stuligross will perform onstage at the Hilton Head Symphony Orchestra (HHSO) concert called The Jazz Age on Sunday. Tyler has been studying piano since he was 8 years old and was accepted for early admission and is currently enrolled as a sophomore at the South Carolina Governors School for the Arts and Humanities. In his spare time Tyler enjoys playing guitar, cello and recording music with his friends. He is the second oldest of 5 children and has been a Hilton Head resident for 16 years. Brian Stuligross is a senior at Hilton Head Island High School. He has studied violin for nine years. In the summer of 2013, Brian attended Wintergreen Summer Music Festival in Virginia, where he studied and performed Shostakovich and Brahms string quartets. He currently teaches violin to students ages 6 through 10 at the Boys and Girls Club. Besides violin, Brian enjoys playing guitar, bass guitar, and singing in multiple school-related and extracurricular ensembles. In the future, Brian hopes to major in violin performance at college. Brian’s mother, Lauren Stuligross also plays as Principal Oboe with the HHSO. The Hilton Head Symphony Orchestra is proud to host these students as part of our Young Artists Program.“We hope these performance opportunities bring encouragement and assistance to young musicians at a critical time in their development,” said Mary Briggs, President and CEO. Comments | 教育 |
2016-50/2785/en_head.json.gz/12198 | PhD Studentship (Centre for Service Excellence) - 'Doctoral scholarship in Co-production'
The Centre for Service Excellence (CenSE) is an inter-disciplinary research and engagement centre within University of Edinburgh Business School. It is offering a fully funded PhD studentship on the above topic.
Deadline: 17th April 2016
Value: Tuition fees (EU/overseas) + approx. £14,057 stipend + Research Support Grant (£750) + Fieldwork grant (£450)
CenSE is offering a fully funded 3 year PhD studentship available from Autumn 2016.
The successful applicant will undertake developmental activities that may include research development and training for tutoring. As part of their studentship, they will be expected to contribute tutorial support to our teaching programmes during the second and third years of their studentship, for a maximum of eight hours per week.How to apply
Focus of the studentship
Co-production is one of the core elements of service delivery in both the public and private sectors, yet it is relatively poorly conceptualized and understood. This studentship will undertake new empirical work that will push forward our theoretical understanding of the concept and its application to service delivery. The research proposed may be either qualitative and/or quantitative and innovative methodological approaches are always welcome. It can address co-production in public and/or private sector services. Inter alia it may explore:
The comparative study of co-production in the public and private sectors.
Co-production and service innovation.
Co-production and value co-creation.
Co-production and service effectiveness.
The implications of co-production for human resource management in service organisations and for professionalism.
Other topics are also possible. Above all, we are looking for a candidate who has both a strong research question and a commitment to pushing forward the theory and practice of co-production in public and/or private sector services.
The studentship will be based within CenSE. Component disciplines of the Centre are accounting and finance, entrepreneurship and innovation, management science, marketing, organisation studies and HRM, public management, and strategic management and leadership.
For further information on the studentship contact Professor Stephen Osborne | 教育 |
2016-50/2785/en_head.json.gz/12205 | More Life learnin'Calgary Herald 11.22.2013Many young Canadians are embracing the idea of being a well-rounded citizen, contributing to their environments, cultures, communities and workplaces to positively impact the society in which they live.Thinkstock
/ For All About UShareAdjustCommentPrintSt. Mary’s University College may be a small institution, but the less than 800 students at the Calgary school will graduate with some big ideas about creating a better world. The post-secondary institution has been offering arts and science undergraduate degrees for almost a decade, but vice-president of academic and dean Mark Charlton says St. Mary’s provides its students with more than a quiver full of skills to shoot for a good career. “We’re a Catholic liberal arts university so we do place a lot of emphasis on the whole person: the body, mind and spirit,” he says. While students at small schools such as St. Mary’s certainly get degrees that will prepare them for a job down the road, they also get an education with a holistic perspective that encourages them to be engaged in the broader world that surrounds them, Charleton says. To that end, St. Mary’s recently launched a liberal arts degree program to complement the other degrees it offers in arts, education and science. Response from students has been very positive, he says.“Students tend to be very job focused these days, but they also don’t want to commit too early to something that is too narrow,” he says. “They like a broad-based education where they can select from a variety of subjects and be exposed to ideas from a number of areas.”The King’s University College in Edmonton is another Christian post-secondary institution that primarily offers liberal arts degree education for its students. Like many other faith-based schools, The King’s liberal arts education provides graduates with the skills to be critical thinkers and problem-solvers with the intellectual and spiritual flexibility to make the most of their abilities. That’s crucial in today’s world, says The King’s University College president Dr. Melanie Humphreys.“The world is changing rapidly and people have eight to 10 careers throughout their lifetime,” she says. “They understand how they can use their gifts in a way that allows them to adapt to the rapid changes that are happening.”There’s also an emphasis on educating individuals to be good citizens who act responsibly at work and in their communities, says Charlton. Humphreys says this is the kind of education that many young Canadians — regardless of religious belief — are often seeking from post-secondary learning, a fact reflected by increased enrolment at many schools. “These students want to learn how they might contribute, how their gifts might be important and how their skills and strengths might be developed to contribute positively to society,” she says.
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2016-50/2785/en_head.json.gz/12221 | from his thoughts
Alliance Between Fundación Carlos Slim and Khan Academy.
January 14, 2013. Mexico, City.
Salman Khan and Carlos Slim announce an Education Alliance to provide free access to world class education to the people of Mexico and Latin America. This will be done through cost-free courses available in the network, in English and Spanish, twenty four hours a day, everywhere and to everyone: students, teachers, parents and professionals, and also to give training in several economic activities, basically to those that generate more jobs. The main objective is to accelerate education of human capital in Mexico and Latin America.
Fundación Carlos Slim will support the development of Khan Academy. In addition, it will provide all the necessary resources for the activities this Alliance carries out in Mexico.
Besides this alliance, more than $4 billion pesos we will be invested to support the connectivity, development of digital libraries and providing equipment to schools, as part of our education collaboration program in Mexico.
In a press conference, Salman Khan and Carlos Slim announced the signing of a Collaboration Agreement so that students, teachers, parents, researchers and those that require work skills, may have access to education and training courses.
Fundación Carlos Slim will support Khan Academy in its development and will also contribute all the necessary resources for the activities this Alliance carries out in Mexico. Khan Academy is a nonprofit organization whose objective is to provide free and world class education to anyone and everyone all over the world. To date it has more than 3,800 videos on line and has taught 227 million courses to more than 6 million students.
Thanks to this alliance, 500 of these courses are already available in Spanish in some of the most relevant areas, namely: Mathematics, Science, Finance and Economics and Humanities. The translated material has been selected with the following criteria: videos that have received more visits in the Khan Academy website, their education relevance and those that have consecutive and complete lessons.
In accordance with the Fundación Carlos Slim work program, as of the month of April 2013, there will be more than 1,000 Khan Academy videos translated into Spanish. Fundación Carlos Slim, supporting the objectives of the United Nations Telecommunications International Union Broad Band Commission, and related to its 2015 education program, is working on:
offering universal access through the network, continue adapting the Khan Academy courses to Mexico and Latin America, generating and incorporating to the platform new and various high quality courses, including English, technical and sub-professional courses focused on job training for the activities that generate them
giving access to educational content, promoting in a significant manner the use of technology, through innovation and the backup of our network, to support the work of students, teachers, parents and those who are looking for a job.
In addition to this alliance, we shall invest more than $4 billion pesos in the next three years in our various programs that promote the development of human capital in Mexico.
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2016-50/2785/en_head.json.gz/12237 | The History of Christianity in 25 Objects: Augustus of Prima Porta
Share On the outskirts of ancient Rome stands what remains of the villa owned by Livia Drusilla, wife to Caesar Augustus, Rome’s first and greatest Emperor. Though the villa was discovered and explored as far back as the 16th century, serious excavations did not begin until the 1860’s. In 1863 these excavations uncovered a remarkable work of art, the statue that would come to be known as Augustus of Prima Porta. Livia kept this marble statue of her husband, itself a copy of a bronze commissioned in 20 B.C. to celebrate Augustus’ great triumph over the Parthians. This statue is the first of the twenty-five objects through which we will explore the history of Christianity.
Born Gaius Octavius, Augustus was the great-nephew and eventual heir of Julius Caesar. Following his uncle’s murder, Augustus successfully defeated the assassins and overcame all challenges to power. In 27 B.C. the Senate crowned him Imperator Caesar Divi Filius Augustus—Emperor Caesar Exalted One Son of God. He would rule for over forty years. The great poet Virgil would write of him
Behold the man—the promised one, of whom you know—
Caesar Augustus, son of a god, predestined to rule
And to restore the Golden Age to Latium,
Where Saturn used to rule. His empire will extend
Beyond the Garamants and Indians, over lands
In the far north and south of the stars of the zodiac
And the yearly path of the sun…
Augustus’ ascension and the strength of his rule ushered in a time of peace and stability that historians have called the Pax Romana or “Roman Peace.” This was Rome’s golden age of cultural, scientific, and architectural advance. And this, the Pax Romana, provides the context for the dawn of Christian history. So strong was Augustus and so powerful what he set in place that peace would endure for over 200 years despite the weak rulers that would follow.
But the Pax Romana was not a peace for all people. Though Rome had peace from civil war and serious internal challenges, she continued to assert her military might over the known world. Under Julius Caesar Rome had already been dominant in western Europe, but under Augustus her armies extended through eastern Europe, northern Africa, and the Middle East. Luke, the church’s earliest historian, records that “In those days a decree went out from Caesar Augustus that all the world should be registered” (Luke 2:1). When Jesus was born in Bethlehem of Galilee, he was born into a town and province subject to Rome and her Emperor.
In Augustus of Prima Porta we see this Emperor at the very height of his power. Like today’s politicians, Augustus protected his image carefully and used it to convey something of his strength and attributes. Here he is young, athletic, powerful. His face is youthful and handsome, his right arm is raised in an address to his legions, his left leg is bent as he strides forward. This may not be an accurate portrayal of the man as he was, but certainly it is the man as he wished to be revered and remembered.
Under his rule Rome did not only extend her empire but also consolidated and strengthened it. As the Roman armies conquered, officials followed behind to build the infrastructure necessary to support a mighty empire. Ports sprang up around the Mediterranean, the pirates that had once plied the seas were nearly eradicated, bandits and rebels were hunted down, and carefully-constructed roads connected one province to the next so that it could be said, “All roads lead to Rome.” These were the ports that would transport the earliest missionaries across peaceful seas and the roads that would allow the spread of Christianity to mimic the conquests of Rome, though where Rome conquered with sword and spear, Christians would conquer with a very different kind of weapon. Augustus even advocated religious tolerance, allowing other faiths to co-exist with Roman polytheism. His Pax Romana provided the infrastructure and stability that would allow the faith to spread far and fast.
Yet in Augustus of Prima Porta we see the roots of the greatest challenge of the church’s infancy. At Augustus’ right side is Cupid astride a dolphin, reminding his subjects that he, like Julius Caesar before him, is descended from the Venus, the goddess of love. His bare feet both symbolize and declare his divinity, for where a mere man goes to war wearing boots, a god strides into battle barefoot. Augustus is not only a mighty Emperor, but a son of the gods.
Augustus died when Jesus was still a boy, perhaps around the time Jesus visited the temple and chose to remain behind without his parents (see Luke 2:41ff). Augustus of Prima Porta was carved after Augustus’ death but was meant to reaffirm all his claims to divinity and, by extension, the claims of the emperors that would follow him. As Christians took advantage of the Pax Romana to spread their gospel message, a message that declared there was but one God and one way to God, they would eventually and inevitably come into conflict with these divine Emperors. There could be only one Son of God; there could be no room for another Savior when the Emperor himself was savior.
Augustus was succeeded by Tiberius who was in turn succeeded by emperors whose reigns would be short and in many cases nearly forgotten. What remained consistent was the power of Rome and the power of its Emperor. The Pax Romana would survive for generations and with it the conditions that would unwittingly aid the spread of the gospel even while seeking to destroy those who proclaimed it. But where Augustus had been tolerant, his successors would determine that they must eradicate this upstart faith. Many of Jesus’ earliest followers would be imprisoned and punished and in some cases executed under the authority of these emperors.
And so in this statue which is now nearly 2,000 years old, we see the context in which Christian history began. In his parting words to his most trusted followers Jesus commanded that they should go into all the world and take the gospel message with them (Matthew 28:16-20) but he also warned that the gospel’s advance would be met with fierce persecution (Matthew 10:16-33). In Augustus of Prima Porta we see the providence of God in bringing about conditions in which the gospel could spread quickly and widely and become firmly established in a short period of time. In the very same statue we see the adversity that would accompany and purify it, for as Tertullian would say in the next century and under the persecution of one of Augustus’ successors, the blood of martyrs is like a seed that causes the church to grow.
From a priceless marble statue of a mighty Roman Emperor we will now travel 1,300 miles and turn our attention to a tiny scrap of parchment, the second of the twenty-five objects through which we will trace the history of Christianity.
Augustus of Prima Porta is now on public display in The Braccio Nuovo at the Vatican Museum.
000000 More in The History of Christianity in 25 Objects:
The History of Christianity in 25 Objects: Introduction
The History of Christianity in 25 Objects: Rylands Library Papyrus P52
The History of Christianity in 25 Objects: Alexamenos Graffito
The History of Christianity in 25 Objects: Dogmatic Sarcophagus
View Entire Series | 教育 |
2016-50/2785/en_head.json.gz/12263 | Home News Business Brock business school named for investor
Brock business school named for investor
By Cara Stern - February 25, 2013 1182 0 SHARE
Brock University officially launched its business school earlier this month under a new name: the Goodman School of Business.
The moniker honours Ned Goodman, a businessman, geologist and investment expert who has served as university chancellor for the past five years. This is the first time that the university has renamed a faculty for a donor.
The change comes after the Goodman Foundation gave the school a “transformational gift,” which will go toward a new building for the business school, as well as student scholarships, research and programming for community development, said Don Cyr, dean of the Goodman School of Business.
Cyr said Goodman’s donation came with the condition that the school would not disclose the amount.
The two-hour ceremony to officially open the renamed school took place Feb. 6, and was attended by more than 200 students, alumni, professors, university officials and members of the community.
Cyr said it was a positive formal start to the new school, which was met a great sense of spirit and confidence.
Goodman is the CEO and founder of investment management firm Dundee Corporation and the founder of Dundee Wealth, though his career spans more than 40 years in the industry. Among his many philanthropic activities, Goodman is a former vice-president of the national executive committee for the Jewish sports organization Maccabi Canada.
Cyr said that since the announcement of the new name, the business program has seen a 22 per cent increase in applications compared to the same time last year.
“I think of it akin to the market seeing his contribution to the school as the move of a wise investor,” he said.
The announcement first came in October, the same week Laurentian University announced that it, too, would honour the Goodman family by renaming its mining faculty after the Goodman Foundation gave the school a significant gift.
“We want to be associated with Laurentian University because it’s undoubtedly the go-to university for mineral exploration and mining in Canada,” Goodman said in a statement at the time.
Goodman was also inducted into the Canadian Mining Hall of Fame last year for his contributions to the industry, including helping to build several mining companies and investing in others.
In order for a new business school building to be constructed at Brock, the school must first apply to the provincial Ministry of Training, Colleges and Universities for additional support, Cyr said, adding that the university has a very strong case.
“We have been one of the fastest-growing business schools in Canada in the past 10 years,” he said, adding that it’s now in the top 10 in terms of size in the country, with 2,800 undergraduate students, 400 graduate students, and 90 faculty members.
With Goodman’s name attached the school, Cyr said the university should see a very positive impact.
“He’s an extremely strong businessman with an entrepreneurial spirit and that’s certainly representative of the nature of our degree programs,” Cyr said.
“We’re very proud to be the recipient of the support and obviously the confidence in us.”
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2016-50/2785/en_head.json.gz/12311 | Home » Recent CSD Articles » Categories » Today's News » Nearly 1,000 Students Apply for Cumberland Farms Believe and Achieve ScholarshipsNearly 1,000 Students Apply for Cumberland Farms Believe and Achieve Scholarships January 28, 2014 CSD Staff : 0 CommentsWinners to be announced in spring of 2014.
Cumberland Farms announced that nearly 1,000 high school students from the class of 2014 have applied to the company’s popular Believe and Achieve Scholarship program, which helps bright and determined young people realize their college dreams.
The applications are currently being individually evaluated, and 130 winners will be announced this coming spring.
Cumberland Farms’ successful and competitive scholarship program began in 2007, and over the past seven years the convenience store has provided more than $800,000 in financial assistance to college bound students.
The scholarships, which are awarded based on both academic performance and financial need, can be an important factor in whether students are able to meet the high costs of attending college.
“I am so grateful to have received a Believe and Achieve scholarship from Cumberland Farms,” explained 2013 recipient Elizabeth Valenzuela. “The scholarship went directly to my tuition and was a big help, especially since my first semester was more expensive than I expected.” Valenzuela is now in her second semester at Trinity College, and is thriving with a 3.8 GPA.
The Believe and Achieve program provides $1,000 scholarships to eligible graduating high school seniors across the Cumberland Farms service area. This year alone, the company will award $130,000 in Believe and Achieve Scholarships to students across 11 states, including Connecticut, Delaware, Florida, Massachusetts, Maine, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island and Vermont. The Believe and Achieve program is open to any student entering a full-time undergraduate course of study at an accredited college, university or vocational-technical school who lives within 30 miles of a Cumberland Farms location.
“We are proud to provide this meaningful help to students like Elizabeth Valenzuela who live in the communities we serve,” said Ari Haseotes, president and group chief operating officer, Cumberland Gulf Group of Cos. “We are committed to providing young adults with the best possible opportunities for advancement, and our Believe and Achieve scholarships are a great way for us to accomplish this goal and make a difference in the lives of young people.”
Since formalizing its Corporate Giving Program seven years ago, Cumberland Farms has donated millions of dollars in cash and products to causes that directly benefit thousands of young people through scholarships, direct-to-school programs, youth sports, local fundraising and more. | 教育 |
2016-50/2785/en_head.json.gz/12337 | Multiple goals draw students to summer classes
Jul 18, 2014 | 2374 views | 0 | 12 | | STUDENTS IN SANDRA DECAIRE’S biology class visit the USDA Poisonous Plant Research Lab and get acquainted with goats who have been genetically modified to make spider silk in their milk (inset), as part of their summer courses. Photos courtesy Sandra DeCaire
KAYSVILLE — Summer might be a chance to kick back for some, but for others it’s a chance to get ahead. Five hundred students have taken advantage of Davis School District’s summer school this year, a program funded through the Utah State Legislature’s Utah Science Technology and Research initiative (USTAR). There are lots of reasons to sign up for a summer school class, and students in Sandra DeCaire’s biology class shared a few of them. By spending six intense weeks taking a class that earns them a full year of credit, schedules open up for more electives during the school year. Several students are planning to take language courses or seminary with the elective space, others will have a chance to be in a band or a choir that might not otherwise have fit into their schedules. For some students, it’s a chance to take general courses so they can qualify for more advanced classes during the school year as they prepare for a career in their chosen field. For others, it’s a chance to make up lost credit or to review something they didn’t understand during the school year. Some look at it as a step on the road to early graduation. There are advantages for teachers too, according to Allen Jacobson, who overees the program. Teachers can get paid for doing what they love rather than finding summer employment in another field, and they can take their students places that they just couldn’t get to during a school year. Earth sciences classes have visited the local planetarium and acquarium, plus Antelope Island, Red Butte Gardens and the Energy Solutions facility this summer. During the school year, such educational outings would require that students miss other classes in any given day, said Jacobson. In the summer, the whole day is filled with studies of one subject and field trips don’t detract from other studies. Sandra DeCaire teaches science and math at Fairfield Junior High during the school year. As students graphed data they had gathered using a microscope, she said another advantage of the program is that students come from many schools and ninth through 11th grades, so there is more diversity in her class of 30 students. Davis High is hosting this year’s summer classes, a spot chosen not only for its central location but it’s air conditioning, according to Jacobson. Students meet from 8 a.m. to 3 p.m. four days a week for six weeks weeks. Others are simply refresher courses and run for two weeks. Classes in science, biology, earth science and math have been offered. At least one student from every junior high school and high school in the district is enrolled, plus several from charter schools. Their cost is $10 per course. Out-of-district students can attend when there’s space, for $50. One student came from Park City for the coursework. Next year, a two-week refresher course is planned in August to “shake the cobwebs off” and help students prepare for the coming year, said Jacobson. Robyn Ward, who teaches math at Woods Cross during the school year, said her students have worked hard. “I’m most impressed with their dedication,” she said. “We very rarely have a kid absent. They choose to be here. It has to come from the kids.” In fact, the day the Clipper visited was an off day for math students, yet four were there getting extra tutoring from teachers. “There is a lot of collaborative time” between teachers who normally work at different schools, Ward said, listing an additional benefit of the program. She said she will return to school with lots of new ideas. “For me this is one piece in our overall math and science program that aims to meet the need of every one of our students,” said Jacobson. “If they need help or if they want to be advanced and go faster this will help. We can really reach students at their level and get them to a college prep level before they leave high school.” | 教育 |
2016-50/2785/en_head.json.gz/12346 | UtahGranite District schools sneak in more fruits and veggies
By Anne ForesterDeseret News Published: Feb. 4, 2011 10:00 a.m.
Comments SALT LAKE CITY — First-grader Kennedy Newman loves eating grapes for lunch. She and her classmates regularly nosh on fruits and veggies at Mill Creek Elementary.
New federal guidelines for school lunches may have more kids eating like Kennedy as they require more vegetables and whole grains — and less trans fats and salt. It could take years before schools begin to implement the guidelines, but one Utah school district is ahead of the curve when it comes to healthy eating.
Granite School District says it has found a way for kids to still eat the foods they love while practicing healthful eating habits. Alan Coker, a registered dietitian with Granite School District, said it's tough to get kids to eat healthy, especially considering some of the most popular menu items.
"Pizza, hot dogs, those are just staple items, so the only thing we can do is try to make it healthy for them, instead of taking it away all together," Coker said.
So the district had to be sneaky.
Pizza crusts, bread and tortillas are now made with whole wheat grain. French fries are baked instead of fried and foods with trans fats got the boot. In the beginning, students passed on the healthy changes.
"When they first came out with the wheat tortilla, a lot of students wouldn't choose it," said Tina West, principal of Mill Creek Elementary. "But as they got used to it, I just had one boy (who) said, 'I love these, can I have another?'"
The district says it's working to change the way students and parents think about school lunch. Elementary students in the district have a full-service salad bar stocked with fresh fruits and veggies every day.
They are also responsible for making their own healthful choices at lunch and can choose from one of six entrees.
"When we went to school we had one or two choices and that's all you got, and if you didn't want to eat that, you just didn't eat that," said Sheldon Moore with Granite School District Food Services.
The district's nutritional guidelines follow the newly proposed U.S. Department of Agriculture standards for school lunch. Under the USDA proposal, schools must increase the amount of fruits and vegetables, offer more whole-grain foods, limit trans fats and sodium and switch to 1 percent or fat-free milk. Minimum and maximum calorie levels for each grade level would also be established.
"I think our nation as a whole is on the larger side of things, so if we can establish good habits young, hopefully they will carry through. At the same time we need to have things the students will eat otherwise they'll dump them and it's a big waste," West said.
e-mail: aforester@desnews.com | 教育 |
2016-50/2785/en_head.json.gz/12390 | Emporia State president to address campus community - News | Emporia State University
Emporia State president to address campus community
With a week on the job, Emporia State President Michael Shonrock plans to address the ESU community Tuesday, Jan. 10, 2012, during the General Assembly to kick off the spring semester.
Shonrock was named the 16th president of the regional university in December. He began his new role Jan. 3. The General Assembly begins at 2 p.m. Tuesday, Jan. 10, in Albert Taylor Hall. A reception in the Rotunda will follow.
“I hope the Emporia State community will attend the reception and share in the excitement as we start a new semester and begin to plan the celebration of our 150th anniversary,” Shonrock said.
So far in his first week, Shonrock has met with numerous constituencies on campus and in the Emporia community to prepare for the upcoming Kansas Legislative session, which begins Monday, as well as getting up to speed on the search for a new president of the Emporia State University Foundation, the University’s strategic plan and enrollment initiatives.
Traditionally aimed at the University’s faculty and staff to start the new semester, the General Assembly is open to all, including students and the Emporia community. | 教育 |
2016-50/2785/en_head.json.gz/12492 | HomeTuesdays With MorrieQ & AThink about what happened when M...
Tuesdays With Morrie
Think about what happened when Morrie and Mitch met for the last time (in the chapter “The Fourteenth Tuesday”). In what ways is Mitch different than when the book began?...
The fourteenth tuesday chapter 14
Mark G #566160
Albom reflects on the person he was before being reunited with his old professor. He wants to go back to that person and tell him what to avoid and to look for what is important in life. He knows it cannot be done, but he knows it is not too late to change the rest of his life's course. He continued to try to reach his brother and was eventually successful. They had a long talk and Mitch told him he respected his distance, but wanted to be in his life as much as his brother wanted. For the first time, he told his brother he loved him. A few days later, he received a fax from his brother, with a few stories and jokes. The connection was made. Morrie was probably to thank for this.
fter Morrie's death, Mitch finally decides to get in touch with his brother. He likely would not have done so without Morrie's lessons about love and family. Even in death, Morrie played a big part in the reincarnation of a relationship. This is ironic because Morrie never met Mitch's brother or knew the details of why they were apart, but he played the biggest part in getting them back in communication. Even in death, Morrie continued to change the life of Mitch and likely that of many others that read the book and learned the professor's final lessons.
http://www.gradesaver.com/tuesdays-with-morrie/study-guide/summary-the-twelfth-tuesday-conclusion | 教育 |
2016-50/2785/en_head.json.gz/12516 | Students hurry to earn GED before new exams begin
Sun Jul 14th, 2013 8:51pmNews By Eric Stevick Herald Writer
EVERETT — It feels like a high-stakes game of Chutes and Ladders for thousands of people trying to improve their lives by earning a GED.
Their academic climb could slide into nothingness at the end of the year.
The five-subject national exam is getting an overhaul Jan. 1.
That gives less than six months for those hoping to pass the old version.
If they don’t pass each and every subject between now and then, they must start from scratch with a new set of exams that are expected to be harder.
There is urgency but not panic these days on the second floor of Everett Community College’s Baker Hall, where two rooms of mainly 20-somethings are trying to make up for lost time and missed opportunity.
One morning last week, EvCC instructor Jennifer Jennings led her students through a multi-step math problem that involved credit cards, percentages and interest rates. For most of the students, math is their biggest obstacle between now and the new year deadline.
Jennings remembers the last time the GED was changed in 2001 and the long lines at the college’s testing center.
“It was crazy,” she said.
The General Education Development certificate was started in 1942 to allow returning World War II GIs to continue their education when they came home. It was designed to show that they had earned basic academic skills many consider the equivalent of a high school diploma. People not in the military were able to start taking the GED in 1947.
Roughly 20 million people have earned GEDs over the years.
With the change in exams approaching, test preparation programs, such as ones at Everett Community College, are bracing for heavy enrollment through the fall.
Lanora Toth, 21, attended five high schools, but didn’t graduate. Life has been a struggle for the young mother who said she once held a cardboard sign at a street corner. It read, “Cold, homeless and hungry.”
Her goal in pursuing her GED is simple: to provide a better home and set an example for her young child.
Classmate Vanessa Miller nodded as Toth spoke.
“I want to give my 1-year-old the life I never had,” she said.
Skyy Sepulveda dropped out of Mountlake Terrace High School in her junior year when she fell hopelessly behind on credits. She took a GED class a year ago and didn’t finish. It stung a bit to see her classmates earn their certificates and that has motivated her this time around.
She said she is studying more than ever.
“It’s really nerve-wracking to get everything done,” she said.
Since 2009, more than 3,900 people have gone through EvCC’s GED programs and taken all or portions of the exam. More than 2,900 have passed.
Over the last four years alone, that leaves 1,016 others who must reach the finish line between now and Jan. 1 or start anew. Nationwide, there are about 1 million people whose scores could expire Jan. 1 under the new testing program.
“We want people to know that these changes are really happening and they are happening soon and to get all their ducks in a row,” said Katie Jensen, EvCC’s dean of basic and developmental education.
College officials are reaching out through fliers, letters, word of mouth and mention on the reader board at the college’s Broadway entrance.
These days, GED testing is done by appointment and Jensen warns that prospective exam takers should not procrastinate getting ready.
“I think our testing times are going to fill up,” she said.
Instead of five sections, the new GED test will be reconfigured into four: reasoning through language arts, mathematical reasoning, science and social studies. The existing stand-alone essay section will be folded into writing assessments within the language arts and social studies sections, It also will all be done on the computer.
Jessica Cleveland, 25, is a mother of three who quit school after the eighth grade. She hopes she never has to see the new GED exams.
“It scares me,” she said. “I want to be done by then.”
Cleveland has worked in coffee stands and at a pizza restaurant, but believes she needs a GED to get a foot in the door for better-paying opportunities.
“I want an education so my kids have a good role model to look up to, so they don’t drop out of high school and can see where I went wrong,” she said.
Devona Fields, 31, is married and has three children.
As they get older, she hopes to find a job to help with family expenses and figures a GED could be a big help.
Fields has passed two of the five GED exams.
Her husband, Wilson Fields, recently earned his GED and is taking pre-college math to prepare for college courses.
Wilson Fields tries to encourage Devona with each subject she passes.
Devona resists patting herself on the back.
She still must get through the math test, which gives her anxiety.
“I will cheer and celebrate when I have all the scores back,” she said.
Eric Stevick: 425-339-3446; heraldnet.com.
About the GED
To learn more about GED preparation help at Everett Community College, call 425-388-9291 or email www.everettcc.edu/ged.
For opportunities at Edmonds Community College, call 425-670-1593 or email devediv@edcc.edu. | 教育 |
2016-50/2785/en_head.json.gz/12565 | NewsEducationEducation News Leading article: Parent power can't cure all
In her first speech as Education Secretary, Ruth Kelly made clear that she intends to position herself as the parents' champion in education.In her first speech as Education Secretary, Ruth Kelly made clear that she intends to position herself as the parents' champion in education.
She said she would like to see popular oversubscribed schools allowed to expand and more private sponsorship of state education. Her empathy with parents is understandable. She is the mother of four young children. And obviously, it is political suicide for any politician to start his or her career in a new Department saying that they intend to oppose parents' wishes. But it would be worrying if she believed choice to be the panacea for raising standards.
For a start, many headteachers of the good schools Ms Kelly has in mind don't want to expand. They believe part of their success is attributable to the school's size and that bigger is not necessarily better. In some instances, viz Greenhead sixth-form college in Huddersfield - the most successful sixth form college in the land - there is not enough room on site to build extra classrooms without restricting the amount of leisure or play space.
The topic of more sponsorship of schools - or a "wider range of providers" of state education as Ms Kelly puts it - is less controversial. Specialist secondary schools have proved that they can raise standards at a faster rate than the remaining bog-standard comprehensives. Their success is not necessarily as a result of the sponsorship. Most educationists believe that the bidding process for specialist status helps concentrates minds on how standards can be improved. But at least the money brought in by the sponsors, be they private companies or church groups, does help to improve facilities. Obviously, the "wider range of providers" is also an endorsement of the Academies programme. Tony Blair is committed to creating 200 by the end of the decade. It would be foolish to expect Ms Kelly not to back the initiative. However, it is still untried and untested and a degree of care is needed in vetting sponsors to ensure that mavericks do not slip through the net.
The third strand of the new Education Secretary's "parental champion" pledge - to stretch the brightest children and allow them to progress through tests and exams early - is welcome. The overall message, though, is that Ms Kelly should not rely on parent power and choice to steer her through her reign because, however attractive as an election slogan, it won't always work when translated into real life. More about:
Ruth Kelly | 教育 |
2016-50/2785/en_head.json.gz/12715 | MATC In Action
Kronquist Artistry Lives on at Downtown Milwaukee Campus
Thousands of instructors have walked the halls of Milwaukee Area Technical College since its founding nearly a century ago. While they all shaped the careers and touched the lives of their students, there is very little tangible evidence left of the work of the earliest instructors. Emil F. Kronquist is the exception to that rule. His intricate silver and bronze work lives on in the hallways, President's Office, Distric Board Room and a jewelry-making classroom, all in the Main Building at the Downtown Milwaukee Campus.
Kronquist, a successful silversmith in Europe, began teaching mechanical drawing and art metal classes at Milwaukee Continuation School in 1913. Milwaukee Continuation School was MATC's earliest incarnation, which was founded in 1912. Kronquist continued to teach at MATC until he retired in 1951.
He was born in Sweden in 1882 and grew up in Denmark. As a young man, he worked as an apprentice silversmith and metal chaser in the same shop with Georg Jensen, an artisan who would later become famous in Europe. Jensen has been described as "the Tiffany of silver."
After serving five years as an apprentice in Copenhagen, Kronquist submitted a vase as an entrance piece to the local guild and won a $300 stipend. He then worked in London for a time. Legend has it that he traveled to the U.S. in 1904 because he was entranced with advertising for the World's Fair hosted in St. Louis. He remained in the U.S. for the rest of his career. Kronquist worked for a jeweler in Chicago for a several years, and in 1907 was asked to set up a "manual training department" at the schools in Guthrie, Oklahoma Schools. Two years later, he set up a similar department at Northeastern State Normal College in Tahlequah, Okla.
Silversmith Shelly Culea poses with pieces of the Kronquist collection in the District Board Room. Culea recently cleaned and cataloged the collection donated by Emil F. Kronquist. She is holding displays of Kronquist's jewelry and a crucifix.
Kronquist created a bronze plaque with the likeness of Dr. Robert L. Cooley, president of the Milwaukee Continuation School, MATC's predecessor. It is on display on the second floor of the Main Building at the Milwaukee Campus.
Kronquist Became One of School's First Instructors
Soon after that, Robert L. Cooley founded the Milwaukee Continuation School, which was a pioneering development in adult education, destined to eventually become the Milwaukee Vocational School and later Milwaukee Area Technical College. Cooley asked Kronquist to start a "manual training course" at the Continuation School. By 1913, Kronquist became part of the school's first faculty, teaching mechanical drawing and art metal classes until his retirement in 1951.
In 1959, Kronquist donated his entire collection of personal metal artworks to MATC, including his own pieces, work by Georg Jensen and by others trained by Jensen. Kronquist's brother Oscar was said to have worked for Jensen all his life, so it is possible that some of the Jensen pieces originally belonged to Oscar. The donation came to be known as "The Emil F. Kronquist Collection."
From 1960-1980, the collection was on display five days a week in a small gallery on the sixth floor of MATC's Main Building. When the price of silver skyrocketed in 1979 and 1980, the gallery was closed and most of the collection was put in storage due to security concerns. Recently, the college requested local silversmith Shelly Culea to clean, label and organize the collection.
"It was an honor for me to work these treasures. You don't see work like that anymore."
--Shelly Culea
Many silver pieces made by Kronquist are on display in the District Board Room.
Collection on Display in Milwaukee Campus Main Building
Most of the collection is now safely on display in cases in the District Board Room. Pieces include a coffee service, a chalice, flatware, candle holders and candle snuffers, vases, candy bowls, salad bowls, a compote, candelabra, numerous commemorative spoons, pitchers and a variety of jewelry. Interested parties may make an appointment with the President's Office (414-297-6322) to see the collection.
During his lifetime, Kronquist published seven books on the metalwork for craftsmen, mechanical drawing and metalworking and jewelry. All are out of print now, but copies are also on display in the Board Room.
Pieces of Kronquist's bronze artwork are also available for viewing. There is a bronze likeness of President Cooley and a tribute to World War I soldiers, both in showcases in the halls of the second floor of the Main Building. The President's Office houses a large sundial made for Cooley.
In Room M501 of the Main Building, where jewelry students still train, there are numerous casts and photographs created by Kronquist which show the different stages of metal working involved in creating works in silverware, bowls, a chalice and intricate designs made in metal. The display boards show the process of chasing and repousse, which represent ways of embossing or pressing shapes into malleable metal.
Few people work with chasing and repousee nowadays, but MATC jewelry student Bob Flesch still does some of the fine artwork. He enjoys examining the display boards created by Kronquist. "They're an inspiration to me," he said. "I'm a guy who learns by looking at things to see how it's done."
Kronquist created a display demonstrating how to make ornamental borders using an ancient form of casting called cire perdue.
The Kronquist collection was on exhibit at Villa Terrace Decorative Arts Museum in Milwaukee for a short time in 1997, but other than that, most of it has not been available for viewing since the early '80s. "It's so wonderful that this outstanding collection is now available for everyone to see," said Culea. "It was an honor for me to work with these treasures. You don't see work like this anymore."
Kronquist created many displays of various steps in metalwork as visual aids for his students. Shown here are examples of how flatware, a teapot and a chalice are created. They are on display in the jewelry making classroom in Room 501 of the Milwaukee Campus' Main Building.
A bronze sundial, made for Robert L. Cooley, is on display in the President's Office. The idea for the sundial was created by a student, and Kronquist executed the design. | 教育 |
2016-50/2785/en_head.json.gz/12754 | Professor Kim Langfield-Smith - Vice-Provost (Academic Performance)
As Vice-Provost (Academic Performance), Professor Kim Langfield-Smith is responsible for providing leadership to support the continuing improvement of Monash's academic reputation to meet its education and research goals. Her responsibilities are University-wide and include:developing and implementing strategies to ensure a greater commitment to research and education qualitymanaging and improving the University's ERA submission and outcomesexploring opportunities to improve Monash's rankings performancework with faculties to develop improved individual academic performance standardsworking with Human Resources to facilitate academic staff performance reviews and improve academic probation/confirmation policies and procedures.Professional backgroundProfessor Langfield-Smith's prior appointments at Monash include Deputy Dean (Research) in the Faculty of Business and Economics and Head of the Department of Accounting and Finance.Kim has a Bachelor of Economics from the University of Sydney, a Master of Economics from Macquarie University, and a PhD from Monash University. She is a fellow of CPA Australia (FCPA), a fellow of the Institute of Chartered Accountants in Australia (FCA), and a graduate of the Australian Institute
of Company Directors (GAICD).Recent and current external appointments include:Member of the Research Evaluation Committee for the Social, Behavioural and Economic Sciences (SBE) for ERA 2010Chair, 2012 ERA Research Evaluation Committee for Economics and Commerce.Member of the Business and Economics Panel for New Zealand's 2012 PBRF (Performance-based research fund) assessmentChair, Professional Qualifications Advisory Committee and former chair of the Accreditation Advisory Committee of CPA AustraliaMember of the International Accounting Education Standards Board (IAESB).Academic interestsProfessor Langfield-Smith researches in the area of management accounting – specifically, performance measurement systems, management control systems, and strategy. She has received three awards from the International Federation of Accountants (IFAC) for her contribution to management accounting
research.ContactMr Nick EdwardsBuilding 3A, Room 115
Clayton campusTelephone: +61 3 9902 0214 Email: nicholas.edwards@monash.edu | 教育 |
2016-50/2785/en_head.json.gz/12789 | You are hereHome › About › Follow the Newberry › Blogs Great Classics
Posted on April 19, 2013 Over the years, I have gotten over these things. I no longer froth at the mouth when someone says they’re bringing over five boxes of books and brings me five boxes of magazines. I have given up glaring when someone says “albums and CDs.” (Most CDs are albums: that is, collections of individual recordings.) I don’t cringe when somebody tells me About their really old LPs, “the ones that play at 78”. (LPs play at 33 1/3 RPM, although some records which play at 33 are not LPs, but EPs.) And I gave up long ago trying to get people to say “indices” instead of “indexes”. (Oh, and “concerti” for “concertos” is out, too. We must move with the times.)
So it is not with any sense of irritation that I am going to give you a quick field guide to certain large sets of books. People are always telling me they’re bringing over “our set of the Great Books” and delivering instead boxes full of the Harvard Classics. I just thought you’d like to know.
(Oh, and to the folks who brought me a “complete set of the Great Books except for volume 23”, there is, properly speaking, no “except for” allowed in the phrase “complete set”. What you had was a “nearly complete set” or an “almost complete set” or even “a lot of numbered books”.)
The Harvard Classics came first. Charles Eliot, President of Harvard, had made some rash comment about how reading fifteen minutes a day from the classics of Western Literature would give one a good education. A publisher challenged him to come up with a list, and in 1909, the 51-volume set of Harvard Classics first appeared. (The publisher was P.F. Collier, which LOVED to produce big sets of books.) This set was around for years and years, and has appeared in a variety of different bindings, some quite lovely, some quite cheap. Many, many thousands of sets were sold, and if you have an attic, you probably have a set. The set is out of print, but one of those Print-On-Demand companies I was whining about this week will make you one for the right price.
The Harvard Classics are sometimes referred to as the Five Foot Shelf, from another of Dr. Eliot’s remarks about the real essentials of Western writing fitting on a shelf that long. Wikipedia tells me he originally said “three foot shelf” but does not go into detail about why he changed his mind.
The Great Books of the Western World is a Chicago project, put together by University of Chicago president Robert Maynard Hutchins and Chicago philosopher (and eventual Newberry Book Fair donor) Mortimer Adler in 1952. The Encyclopaedia Britannica picked it up and sold it the same way to sold encyclopedias and eventually sold many, many thousands of copies. It came in 54 volumes of shiny, shiny demi-leather, rather like the Britannica. That edition is out of print because in 1990, Adler decided it could be done better, and produced a 60-volume set, dropping Tristram Shandy and putting in The Great Gatsby, among other moves. In either case, he had more space than Dr. Eliot (bigger volumes, thinner paper, no remarks about the length of the shelf) and crammed in more stuff. In his set you have to go through to volume 16 before you get out of ancient Greece and Rome.
There are plenty of arguments on all sides as to which set is better, and whether either set is really useful. The discussions of why this author was in or that book was out will go on forever. (Do you need ALL of Shakespeare, as in Great Books, or just four of the plays, as in Harvard Classics? Do you want Robert Burns (Harvard Classics) or not (Great Books)?
Just to make life difficult, there is also the Harvard Shelf of Fiction, which runs to another 20 volumes, giving Dr. Eliot 71 to Mortimer Adler’s (revised) 60. Still, the Great Books are a Chicago product, so if you prefer your Sox White rather than Red, that would be the way to go.
Submitted by Bill Charles on April 19, 2013 Permalink You probably know of a volume by one Alex Beam titled "A Great Idea at the Time," which surveys the creation, life and influence of the Great Books series. I hadn't realized it at the time -- not knowingly having heard of the Great Books series -- but a course I took, required of all liberal arts sophomores in the late 50s, was a derivative of the Great Books. At my school it was called "Western Civilization" and was almost universally dreaded. Now however, I think back on it fondly as one of the 3 most valuable courses I took as an undergraduate and graduate student. | 教育 |
2016-50/2785/en_head.json.gz/12794 | Search this site Science + Technology UCSB Grad Lands Prestigious National Fellowship By Gail GallessichWednesday, September 24, 2008 - 17:00Santa Barbara, CA
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UCSB grad Heather Evans now holds a AAAS Fellowship with the National Science Foundation.
Download Image A University of California, Santa Barbara graduate will contribute to national science policy as part of a prestigious fellowship program.
Heather Evans, who completed her Ph.D. in materials science at UCSB in 2005, has been named to a fellowship with the American Association for the Advancement of Science (AAAS). Evans has just begun her fellowship at the National Science Foundation in the National Nanotechnology Coordination Office. Her policy interests are biomedicine; basic research; science education; funding; energy policy; energy technology; and disease prevention and treatment.
The AAAS Fellows are scientists and engineers from early to senior career stages who spend a year working in federal agencies or congressional offices. They learn about science policy while providing valuable expertise and analysis in science and technology to the executive and legislative branches of government.
Evans completed her bachelor of arts in physics from Macalester College in Minnesota, where she also pursued a variety of other subjects that filled out her liberal arts education. After spending a year as a research assistant in both the physics and materials science departments at the University of Wisconsin in Madison, she started her graduate program in materials science at UCSB.
Following the completion of her doctorate at UCSB, Evans went to the Max Planck Institute for Dynamics and Self Organization in Germany to pursue a post-doctoral fellowship.
The interdisciplinary approach of the UCSB research group combined biology, chemistry, and physics –– in the search to improve non-viral molecular delivery of DNA for therapeutic purposes. Her supervising professor was Cyrus Safinya, professor of materials as well as molecular, cellular, and developmental biology, and physics.
"Heather Evans made many outstanding scientific contributions during her graduate years in my group," said Safinya. "As a recipient of a prestigious NSF graduate student Fellowship, Heather had already distinguished herself even before joining the materials department. At UCSB, she pioneered sophisticated techniques critical to her research. Most notable were her contributions at the Stanford Synchrotron Radiation Laboratory to X-ray studies of the structure of lipid-DNA complexes used in gene delivery."
The Fellows are taking up their posts at a time of political transition. There is a renewed emphasis on the need for well-informed decision-making. "This election cycle has highlighted the important role of science and technology for U.S. competitiveness, economic strength and the well-being of the American public in addition to the health of the global environment," said Cynthia Robinson, director of the AAAS Science & Technology Policy Fellowships.
Funded by science societies and government agencies, the Fellows complete their yearlong fellowship in congressional offices or federal agencies such as the National Institutes of Health, the U.S. Department of State, the U.S. Department of Defense, and the U.S. Department of Agriculture.
"For 35 years, the Science & Technology Policy Fellows have provided critical scientific expertise and analysis to policy makers and regulators," Robinson said. "The Fellows help policy makers address challenges and opportunities to produce scientifically-informed policies and programs for the benefit of U.S. citizens as well as people around the world."
There are 165 Fellows in the 2008-2009 cohort –– the largest in the history of the program. The program has more than 2,000 alumni. Many Fellows return to academia, where they teach and mentor a new generation of scientists to understand the policy context of research, and the importance of communicating science to non-scientific stakeholders. Others transition into policy positions at the local, state, regional, federal and international levels, and some apply their new policy skills in the non-profit and private sectors.
Science/ AASAAAS Science and Technology Policy Fellowships | 教育 |
2016-50/2785/en_head.json.gz/12795 | Unogwaja, inspiring hope and togetherness new headline here please
Cheryl.Moig
The Unogwaja Movement team make their way to the Pietermaritzburg City Hall last year from Cape Town.PHOTO: David Papenfus Multimedia · User Galleries · News in Pictures
THIS year Umsilinga Pirmary School in Ezinketheni will join the Unogwaja Movement, which will head to Pietermaritzburg on 28 May to complete the sixth journey from Cape Town to Pietermaritzburg. Unogwaja has grown and evolved significantly since its inception in 2011. It is a journey inspired by the story of Phil “Unogwaja” Masterton-Smith who in 1933, was living in Cape Town and could not afford the train fare to get to the Comrades Marathon. It has now become the Unogwaja Charitable Trust with a focus on serving children within the South African primary and pre-primary school system in the belief that this is the one area that can change everything and empower our nation to create a great future. “Unogwaja has become a movement that unites people and ignites hope within them to serve our nation, to take responsibility, to listen and to see all our people. Since Unogwaja began, it has been defined by people who just want to serve, irrespective of background, colour, creed in any way they can. And this has driven the movement forward and will continue to,” said John McInroy of the Unogwaja Movement. The journey is between Cape Town and Pietermaritzburg and is an annual event that sees a group of ambassadors, chosen from all over South Africa and around the world, who cycle from Cape Town to Pietermaritzburg in 10 days and then run the Comrades on the 11th day. This year Unogwaja will host a procession in Cape Town’s city centre at midday on Wednesday 18 May. The movement invites the people of Pietermaritzburg to join in the final procession to the city hall on Saturday 28 May, the day before the Comrades Marathon.McInroy said the team was introduced to Umsilinga Primary School pupils by Michael Deegan and the Pietermaritzburg and District Community Chest, who have been a partner and benefactor of Unogwaja since the start. “The moment I met the pupils and saw the pride, perseverance and courage of the children coupled with the level of commitment and closeness to the community of the people already serving within this school and the community I knew this is where we had to be. “We are still a very small organisation and are extremely stretched so need to tackle growth step by step in an appropriate and sustainable manner, but we are fully committed to this long journey and hopefully creating a legacy and impact that will outlive us all. Just as the legacy of Phil Masterton-Smith who died on 5 June 1942 continues to grow and impact many people,” said McInroy. While Umsilinga Primary is one of the schools who have been approached to join the march, McInroy said that there is still an opportunity for other schools to come on board and join in the fun. “All 1 260 pupils from Umsilinga Primary will be part of Unogwaja for the final procession and we encourage schools, businesses and people to take part. It is open to all and promises to be inspiring and a special day in our history,” he said. To find out more about the Unogwaja Movement find it on Facebook where there is also an invite to the Pietermaritzburg procession. Join the conversation!
Johannesburg Jobs | 教育 |
2016-50/2785/en_head.json.gz/12867 | 2010 Outstanding Contribution Award Winner: Carlos Alvarado
Carlos S. Alvarado has been a member of the PA since 1983. Alvarado is known in parapsychology mainly for two lines of work: his articles about various aspects of the past literature of the field and his reviews and research regarding out-of-body experiences. In addition, he has contributed to other topics such as sources of information in parapsychology and discussions of spontaneous phenomena. Alvarado has a BA in Psychology from the University of Puerto Rico, an MS in Parapsychology from John F. Kennedy University, an MA in History from Duke University, and a Ph.D. in Psychology from the University of Edinburgh. During his career Alvarado has been associated with the University of Virginia’s Division of Parapsychology (also during its period as Division of Perceptual Studies), the Institute for Parapsychology (now Rhine Research Center), and the Parapsychology Foundation. He is currently Scholar in Residence at Atlantic University.
Published In: Outstanding Contribution Award | 教育 |
2016-50/2785/en_head.json.gz/12875 | higher education RISD’s Maeda to receive innovation award
RISD PRESIDENT John Maeda is slated to receive the "STEM to STEAM" award from the Tribeca Film Festival on April 26. COURTESY RHODE ISLAND SCHOOL OF DESIGN/JESSE BURKE Print
Friday, April 5, 2013 12:50 pm By PBN Staff
NEW YORK – Rhode Island School of Design President John Maeda will be honored with the “STEM to STEAM” award by the Tribeca Film Festival later this month.
As part of the fourth annual Tribeca Disruptive Innovation Awards, Maeda will be honored for spearheading RISD’s movement to add art and design to the national education and research agenda.
According to a Tribeca release, RISD’s initiative “fosters the true innovation that comes with combining the mind of a scientist or technologist with that of an artist or designer.” “RISD offers endless examples of how art and design education teaches the flexible thinking, risk-taking and creative problem solving needed to solve today’s most complex and pressing challenges,” said the Tribeca release. Maeda is one among many to be honored at the Tribeca Disruptive Innovation Awards on April 26. The event is hosted by the New York University Stern School of Business.
RISD, rhode island school of design, tribeca film festival '); | 教育 |
2016-50/2785/en_head.json.gz/12877 | Teacher's Guide: Suggestions for Active Learning
Monkey Trial offers insights into American history topics including regional differences, community standards in developing teaching curricula, the separation of church and state, freedom of speech, the judicial system, the media's impact on court cases, the reasons for individual or regional economic success, great speeches and the art of oration. You can use part or all of the film, or delve into the rich resources available on this Web site to learn more, either in a classroom or on your own.
The following activities are grouped into 4 categories: history, economics, geography, and civics. You can also read a few helpful hints for completing the activities.
History | Economics | Geography | Civics
1. View the images in the Monkey Music feature and the Gallery. Then create two cartoons about the Scopes Trial or the continuing controversy regarding the teaching of evolution in public schools. One cartoon should represent a pro-evolution viewpoint; the other should represent an anti-evolution viewpoint. Both cartoons must demonstrate respect for opposing points of view.
2. Read biographies of William Jennings Bryan and Clarence Darrow. Then choose a partner and write the dialog of a conversation that the two men might have had after the conclusion of the Scopes Trial. They might discuss their respective strategies in the trial, their views regarding the trial's outcome, and each man's expectation of how the issue of teaching evolution would be handled around the country after 1925. When your dialog is complete, perform it for the class.
1a. Read about the site of the trial: Dayton, Tennessee. Explain why certain business leaders in Dayton thought having a trial over evolution in the town would benefit the town economically.
1b. Countless other communities have held public events to bring attention -- and, they hope, prosperity -- to town. Find an example of such an effort that your community (or a neighboring community) has made or still makes, and create a poster about it. The event could be a parade, festival, or contest; it might also be the creation of a permanent site such as a museum or historical monument. The event could be sponsored by the local government itself or by a local civic or business organization. If the event is held regularly, you might prefer to attend it and prepare a video presentation on the event instead of creating a poster; the video could include a brief interview with one of the organizers of the event.
2. Read about the trial as a folk event and the WGN radio broadcast of the trial. Since the Scopes Trial, fears have grown that excessive publicity can create a "circus atmosphere" and turn a trial from a search for truth into a profit-driven media event. Examples of trials that have gained enormous public interest include the Lindbergh kidnapping of the 1930s, the Sleepy Lagoon murder trial of the 1940s, the Rosenberg spy case of the 1950s, and the Rodney King beating and O. J. Simpson murder trial, both of the 1990s. The teacher can divide the class into five groups and assign each group one of these trials. Each group should give a report to the class on the major events and issues of the trial, the trial's outcome, and the group's judgment on whether the publicity surrounding the trial helped produce an unjust verdict.
1a. William Jennings Bryan gained national fame as the Democratic candidate for president in 1896; he also was the Democratic candidate in 1900 and 1908. For each of these three elections, create a map showing the states Bryan won. (Maps of these elections are available on the Web.) What similarities do you see in the states Bryan carried in the three elections?
1b. How might the information in these maps help you predict how the people of Dayton, Tennessee, would likely respond to Bryan during the Scopes Trial?
2. Review a report (in PDF format) on recent developments in various states about the teaching of evolution. (This report is one of the links on Prof. Douglas Linder's Web site, Exploring Constitutional Conflicts: The Evolution and Creationism Controversy.) Using a map of the United States, color the states mentioned in the report. What conclusions can you draw from the map?
1. As the film notes, one reason Bryan opposed evolution was his view that it was linked to "Social Darwinism," the belief -- which Darwin did not share and which has been discredited -- that certain differences among people (such as their degree of economic success) can be explained by natural selection. Read a biography of William Jennings Bryan, in which Bryan contrasts what he saw as Darwinism's "law of hate" with Christianity's "law of love." Use the library and the Web to find out more about Social Darwinism and Herbert Spencer, a leading proponent of the theory. Then hold a class debate on the following topic: The United States economy is based on competition among businesses, and the government generally doesn't step in to protect the losers in this competition from going bankrupt. Yet the government does step in to protect people who "lose" the competition for wealth -- in other words, the poor -- by providing them with various kinds of assistance for food and shelter. Is the government right to treat businesses and individuals differently?
2. Read the interview with Stephen Lucas and the excerpt from Peggy Noonan's book on public speaking. Keeping in mind their views on what makes a great speech, select a speech (or portion of a speech) that you consider great and read it to the class. It could be a public address or part of a private conversation; the speaker could be a historical (or present-day) figure or a fictional character in a story or novel. After you have read the speech or excerpt, tell the class why you chose it. You must provide examples of what you liked about both the language and the message of the speech. Class members can provide comments or critique about each selection and vote for their favorites.
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2016-50/2785/en_head.json.gz/12990 | Mom-tested, Mom-OK'd: SD Central Library Kimberly Velediaz, 7, center, in pink, and Sylvester Velasquez, 6, make use of the computers in the children's area of the San Diego Central Library. Kimberly Velediaz, 7, center, in pink, and Sylvester Velasquez, 6, make use of the computers in the children's area of the San Diego Central Library. Kimberly Velediaz, 7, center, in pink, and Sylvester Velasquez, 6, make use of the computers in the children's area of the San Diego Central Library. By Nina GarinContact Reporter Arts and Culture Libraries Human Interest Architecture Lobbying Politics and Government It takes a lot of planning and effort to go on a daylong excursion with children. You have to think about snacks to pack, where to park, how much money to budget and, above all, how much energy to muster to get through it all. Sometimes the day goes beautifully and lifelong family memories are formed. But then there are the times you forget wet wipes, or a ride is shut down, and the day ends with everyone crying on the ride home, including you. But with our new series called Mom-Tested, Mom-Approved, we’re here to help.Every month, we’ll test popular San Diego attractions and activities from a parent’s perspective. The goal is to provide you with as much information to make the day as enjoyable as possible.We begin by checking out downtown’s new San Diego Central Library. Adults love its architecture and art installations, its sweeping views from the eighth-floor reading room and its modern design.But how kid-friendly is it? Let’s find out, rating it on a five-happy-face scale.ParkingThe library has underground parking that’s relatively easy to find. Just stay on Park Boulevard and follow the road (and the right turns) to the entrance. The first two hours are free with validation, though you’ll probably be there a lot longer. After two hours, the rate increases to $1.25 for each 20 minutes (or part of 20 minutes) with a $21 daily maximum. Cash is currently the only form of payment accepted, so plan ahead.After you park, there’s an elevator that leads right to the main lobby, cutting the chances of little ones wandering away, or stopping every few seconds to look at glitter specks on the sidewalk. There are also pay lots near the library with rates from $5 to $20.Meltdown probability: LowRating: 3 out of 5 happy facesView the photo gallery: San Diego Central Library Related Touring the new Central LibraryCentral Library: A smile-filled sneak peekBrowsing the new libraryCentral Library FAQsMain lobbyIt’s pretty spectacular stepping out of the elevator and into the main lobby with its beautiful, book-shaped windows and buzzing ambience. Plan for some time to just marvel and explore the open space, especially if you’re bringing roaming toddlers.Meltdown probability: Low to medium if you try to hurry past it.Rating: 5 out of 5 happy faces Denny Sanford Children’s Library Rebecca McCombs, 5, makes use of the computers in the children's area of the San Diego Central Library. — James Gregg The bright green, Dr. Seuss-themed children’s section is located on the first floor and is surprisingly clean. Sure, it’s a new facility, but there are lots of crumbs to be dropped and screens to touch, but there isn’t much evidence of it (yet).Dozens of kid-sized tables and chairs are spread throughout the 9,100-square-foot facility and really invite children to settle in and read. There are also 27 child-size computers loaded up with age-appropriate games.Because the area is so big, however, it doesn’t have the intimacy of a neighborhood library, and children can easily get lost or wander out. There’s also a lot of foot traffic, making it more stressful to let kids explore the bookshelves on their own. Meltdown probability: MediumRating: 3 out of 5 happy faces SelectionThere are rows and rows of books, and they’re divided into categories like picture books, early readers and chapter books. The picture books are plentiful, and there are some truly unique selections alongside old favorites.But if an older child is hoping to find some “Magic Tree House” or “The Kingdom Keepers” books, it may be a frustrating experience. Many titles have “storage” labels on them and were published between the 1930s and the 1950s, like “Marsh Island Mystery.” While it’s great for book collectors, it’s a drag if you’re a kid wanting to find what your friends are reading. The classic books on iPads, however, like Dr. Seuss’ “The 500 Hats of Bartholomew Cubbins,” published in 1938, are a highlight.Meltdown probability: Low, since the issue is for grade-school readersRating: 3 out of 5 happy facesRestroomsTo get into the children’s library bathrooms, you need to ask the librarian for a key. That’s a problem for potty-training tots who hold everything in until the last minute. Sometimes, though, you’ll find the doors propped open by fellow patrons.Once inside, the clean, white facility boasts a teeny, tiny sink and toilet just right for small children. It’s cute, but not so cute if you’ve got a tween, or if you, yourself have to go.If you’re looking for an easy-access, regular-sized, no-wait restroom, go to one of the less-busy floors like the third or fourth.Meltdown probability: Low to medium, depending on the wait.Rating: 4 out of 5 happy faces Elevator The main elevator of the new Downtown Central Library — James Gregg Because the elevator is also a colorful art installation by brothers Einar and Jamex de la Torre, it’s definitely worth a ride or two. Keep in mind that there are three elevators, but the middle one is where you’ll find the best view of the art, so you may have to wait a bit to ride it. Also, there are many tempting buttons to push once inside.Meltdown probability: High. Rating: 4 out of 5 happy faces FoodThere is no food to buy at the library, at least not yet. A cafe in the first-floor Garden Courtyard is scheduled to open sometime in the near future, but for now it’s up to you to bring snacks or lunch. Those who do bring food can also take it to the breathtaking ninth-floor garden terrace.Meltdown probability: Very highRating: 1 out of 5 happy facesEtc.Teens have a wonderful space, the Pauline Foster Teen Center, on the second floor filled with e-readers, study rooms and computer stations. Make sure to head to the top floor, too. It may be on the quiet side in the Helen Price Reading Room, but older children can relax on one of the comfortable blue chairs with views to Coronado. It’s also fun to explore the nearby baseball research center and the ninth-floor art gallery.Meltdown probability: LowRating: 5 out of 5 happy facesGift shopThere are so many unique books, toys and gifts in the Library Shop that it’s best just to avoid it unless you’re willing to spend some money. Explore the shop on a solo visit.Meltdown probability: Off the chartsRating: 5 out of 5 happy facesOverallThe San Diego Central Library is wonderful for exploring art, architecture and new experiences. But if you’re looking for actual books to read, it doesn’t beat the familiarity and personal touches you’ll find at the neighborhood branches.Rating: 3 out of 5 happy faces Copyright © 2016, The San Diego Union-Tribune ChargersLatestMost PopularJobsHomesCarsCustomer HelpToday's Paper | 教育 |
2016-50/2785/en_head.json.gz/13069 | Why the Nigerian kidnapping case matters to us
If we have learned anything since 9/11, it is that the fruits of ignorance and extremism can indeed fall far from their trees.
Jay Evensen
Benedicto Kondowe, a soft-spoken education expert from Malawi, met with me a few weeks ago to explain what it's like to get schools up and running in his home country.
Each class has about 200 or more students per teacher, he said. Rather than meet in some traditional school building, they assemble under a large tree somewhere to temper the heat and the rain.
And yet, despite conditions we would consider intolerable, he was passionate about the value of this effort. For the past six years, Kondowe has led 81 civil society organizations in his country in a joint effort to secure the right to a quality education for all his nation's children.
I thought about Kondowe as I read about schoolgirls being kidnapped in Nigeria by a group whose name, Boko Haram, translates to "Western education is sinful."
As African nations go, Malawi is not exactly close to Nigeria, and yet they share common struggles with poverty and ignorance that only education can solve.
In the United States, people take education for granted. But in these nations, children sometimes risk their lives to acquire basic skills that are absolutely essential to them and their nation's future.
And their heroism is vital to us on this side of the world, as well.
If we have learned anything since 9/11, it is that the fruits of ignorance and extremism can indeed fall far from their trees. Those who equate Western education with sin will not necessarily be content keeping their brand of hate local, and the ignorance and fear they spread destabilizes their own nations, as well as regional politics and international relations.
Kondowe came to me as a guest of Results, an advocacy group that focuses on ways to help the world's most impoverished people. In the interest of full disclosure, the group gave me an award three years ago for opinion pieces I've written on poverty.
Specifically, he was urging my help in getting Congress to appropriate $250 million over the next two years to the Global Partnership for Education, a tightly monitored program that directs funding to struggling nations that have identified specific targets and goals.
The good news is Congress seems of a mind to grant the request. The bad news is education has no shortage of enemies in the regions where it is most needed.
When officials from Results start listing the benefits of education in struggling Sub-Saharan countries, it's easy to see why Boko Haram considers little girls in classrooms to be such a threat to their form of power and thuggery. Citing figures from UNESCO, Results says that without at least 40 percent literacy, no country can hope for long-term economic growth.
More to the point, children are 50 percent more likely to live past the age of 5 if their mothers can read. And far from benefitting only girls, boys become 20 percent less likely to engage in violent conflict for every year they attend a formal school.
That last statistic comes from the 9/11 Commission, which noted, "The United Nations has rightly equated 'literacy as freedom.' "
Education also tends to promote a greater desire for democracy and stable government, just as it leads to higher wages for both genders.
Knowledge, like music, calms a bitter heart. Terrorism, on the other hand, demands ignorance and desperation.
As I write this, Boko Haram has admitted kidnapping 276 girls last month with the intent of selling them into slavery, followed by eight more abductions Sunday. The group is believed responsible for an attack on a village that killed 150 people.
Colin Smith, deputy director of communications for Results, told me Nigeria only recently became a partner in the Global Partnership for Education, but the country has yet to receive any money as it works out an acceptable spending plan.
Nigeria's official response to the kidnapping has been curiously tepid, which may be a reason to think twice about giving it money. On the other hand, as my friend Benedicto Kondowe knows, the only real answer to such a thing is an even deeper commitment to more education.
That's a commitment that ultimately will keep us safer over here, as well.%3Cimg%20src%3D%22http%3A//beacon.deseretconnect.com/beacon.gif%3Fcid%3D169028%26pid%3D46%22%20/%3E | 教育 |
2016-50/2785/en_head.json.gz/13073 | SCSU Publications
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OutlookScientific community plants name of SCSU professor on new speciesThursday, October 27, 2005"You'll never get rich in this profession," admits Biological Sciences Professor Jorge Arriagada, director of the SCSU Herbarium. But there are other rewards in the life of a plant systematist: he loves to teach, he loves to travel and, now, a newly-discovered species of plants found in Latin America and the West Indies carries his name.
"Clibadium arriagadae" is the newest one of 29 species within the genus Clibadium, of the sunflower family, which includes plants known for poisons commonly used by natives of Latin America to kill fish and for their potential medical uses. Arriagada collected his first specimen of the plant in Ecuador in 1992, when he was conducting research on the genus, but did not realize that it was an entirely new species. When that determination was made by the assistant curator of the Missouri Botanical Garden, he named the species after the professor in recognition of his research and publications on the plant and the genus as a whole.
"Not too many people have a species named after them," Arriagada admitted. Plants are usually named – in Latin or Greek – for their main feature or their locality (e.g., canadensis), only occasionally for a person who contributed significant knowledge to the study of that plant or species. After years of research in the field and at herbaria and universities, Arriagada joined the SCSU faculty because, he said, he missed the interaction with students and faculty that are not as frequent in research settings. He also appreciated the quality of the university's herbarium, which he found to be a small but excellent collection of plants largely native to Central Minnesota. The collection has more than 35,000 specimens representing more than 160 families of flowering plants. It includes samples ranging from the maple and milkweed families to the ginseng and dogbane families, as well as a unique collection of 333 specimens collected in 1887. This is not a glamorous area of science, Arriagada said. Though taxonomists "can't study plants behind a desk" and have the opportunity to travel, there are drawbacks: results are not immediate, the work can be tedious, it can be challenging to spend time in countries with different languages and dialects, and much of the work is done in tropical rainforests. "There are no hotels. You're getting dirty, you're getting wet, there are mosquitoes and leaches ..." In the classroom Arriagada teaches courses in plant taxonomy, wetland plants, cultural botany, organismal diversity and population biology. And, as time and student assistance allow, he works on the backlog of 6,000 specimens yet to be mounted and catalogued for addition to the 35,000 specimens already in the SCSU Herbarium. Learn more about the herbarium and Clibadium arriagadae, the October "plant of the month," at www1.stcloudstate.edu/herbarium- Marge Proell<< Previous | Contents | Next >> | 教育 |
2016-50/2785/en_head.json.gz/13105 | Four senior education civil servants resign
Four senior civil servants at the Department for Education have resigned their positions. Four of Michael Gove's top employees have resigned Photo: JANE MINGAY By Nick Collins
7:30AM BST 17 Oct 2011
They include permanent secretary Sir David Bell, who was appointed in 2006 and became the second-longest serving permanent secretary in any department, who will leave to become vice-chancellor of Reading University. He is understood to have told Michael Gove, the education secretary, as early as last year's election that he planned to stay on for another 18 months at the most, and is expected to clear his desk by the end of the year. Jon Coles, director-general for standards, is to start a new job running a large group of academies while Sue Higgins, director-general of finance, will move to the Department for Communities and Local Government. Lesley Longstone, head of infrastructure and funding, is understood to have told Mr Gove some time ago she would be leaving to take up a job at the top of the New Zealand education department. It is believed that Mr Gove will seek to appoint an outside figure, such as a business leader, to replace Sir David. Related Articles
With Liam Fox gone, Michael Gove will also be weakened
The Department for Education denied the moves had been engineered by Mr Gove, amid claims of a "clear-out" of mandarins appointed by the previous government. Sir David told the Sunday Times it was "simply not true that I have ever been marginalised in key decision-making during the past 17 months" and described the departure of his colleagues as "natural career progression". A DfE spokesman said: "Sir David has been a very effective and popular Permanent Secretary and led the department through huge change. He will be moving on to a great job at one of Britain's leading universities." Education News
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2016-50/2785/en_head.json.gz/13221 | UPD monorail project begins
July 27—Transportation in UPD is about to get more interesting as the UP System broke ground for an initial run of the AGT or Automated Guideway Transit System.
Groundbreaking ceremonies and the signing of a Memorandum of Agreement (MOA) were held last July 18 at the southern side of the campus, beside the College of Fine Arts led by President Alfredo E. Pascual and Department of Science and Technology (DOST) Secretary Mario G. Montejo and UPD Chancellor Ceasar A. Saloma for the first phase of the project that aims to test-run a train system that if found feasible, may be designed to run throughout the sprawling UPD campus.
First step. The MOA covers the laying down of 500 meters of elevated concrete track, which will carry two electrically powered, rubber-tired 60-passenger coaches running at 50-60 kilometers per hour. Installation of the track and facilities will take anywhere from 6-9 months. It is a follow up to the Memorandum of Understanding was signed between UP under then President Emerlinda R. Román and DOST in December 2010. An AGT is a fully automated, driverless mass transit system aimed at serving rider loads higher than those of buses or trams, but smaller than those of conventional large-scale trains. Among the more notable AGT lines found in different parts of the world are the Port Island Line in Kobe, Japan, the Yurikakome in Tokyo, the SkyTrain in Vancouver, the Morgantown PRT or Personal Rapid Transit in Morgantown, West Virginia and the Urban Light Transit or ULTra PRT in London’s Heathrow Airport. The University, through the Office of the Vice President for Development’s (OVPD) Officeof Design and Planning Initiative, headed by the College of Architecture’s Prof. Cristopher Espina, will provide technical assistance, such as the conduct of site survey and pre-implementation activities. DOST will provide funding and supervise this first phase as well as the design of the coaches and track to be used. Both institutions will conduct continuous 24/7 test runs of the 500-meter track, checking for things like economic viability, power consumption and materials strength. The results of the test run, if favorable, will determine the next phase of the project, a full 6.9-kilometer (approx.) intracampus loop. A bigger picture. The AGT project is part of an initiative by DOST to create an all-Filipino AGT system that will suit Filipino needs and resources. It is grade-separated, meaning it is designed not to hinder surface traffic. DOST previously created an earlier prototype, launched 4-5 months ago in Bicutan on a straight 150-meter track. The UPD campus is a chance to test the system on a curved and circular track. For UP President Alfredo Pascual, the project is a golden opportunity to demonstrate the University’s commitment to its role in nation-building. “When the time comes that the AGT will prove itself ready to extend its service to our people beyond the confines of UP Diliman, it will be the university’s great privilege to have been part of the realization of a mass transit system, conceived by Filipino minds and created by Filipino hands,” he said.
Saloma agreed and said the AGT project is proof of UPD’s commitment to set an example and become a “source of solutions to the problems of our society,” and that the he expects some of the research and output from the project to eventually become part of UPD’s curriculum. President Benigno S. Aquino III cited the project during his state of the nation address on June 25, saying it "could potentially provide a home grown mass transport solution that would cost us as little as 100 million pesos per kilometer, much cheaper than the current cost of similar mass transit systems."—Anna Kristine Regidor | 教育 |
2016-50/2785/en_head.json.gz/13254 | A Portrait of the Artist as a Grad Student
How Can Creative Writing Be Taught?
By David Garza
OCTOBER 25, 1999: If Emily Dickinson had learned to wrap her hands around a wooden bat and take a few clumsy swings on the baseball diamond with her closest poet-friends, or if she really loved the grunt and sweat of dashing toward home plate, could she have still conjured the coy persona who silently mothered American poetry? And if she had sat through weekly writing workshops and pursued a Master's in Fine Arts (MFA) degree, could she have endured the harsh weekly questioning of her fellow students: "But really, Emily, what is this damned punctuation?"
These are silly questions, perhaps, but they illustrate the legitimate concerns about the changing way that writers develop their craft and make their way to the presses in our country thanks to the rise of the university workshop as a breeding ground for new talent. Of course, it is now commonplace to hear of universities offering academic credit for creative work at both the undergraduate and graduate levels, but the growing popularity of such programs and their visible effect on American literature makes one wonder, at least, if a writer's blossoming years should be planned out on syllabus dates and if their unsettled drafts should be molded, in part, by the hands of peers and professors.
Tom Grimes, who earned an MFA from the University of Iowa in 1991 and currently directs the graduate writing program at Southwest Texas State University, thoughtfully explores these issues in The Workshop, his hefty study of the lives and creative work of students who have passed through the wildly successful and famous Iowa program. Focusing on the short fiction that has emerged from Iowa over the past seven decades, Grimes assembles a rich and diverse set of texts that illustrate the ability of writing workshops to set the tenor of American letters over the bulk of this century, for good and for ill. Also included is a generous section devoted to recollections of the writing students themselves -- some praising Iowa for its solitude and rigors, others questioning the idea of placing the country's best writers together in stark desolation. The pictures that emerge from his anthology are of lonely writers dreaming and typing far way from home, talking their rhyme and meter at the local bars, and heading out for the weekly poets-versus-fiction writers game of baseball. A rough and rewarding life for the writers and for American letters alike.
Today's Iowa workshop raises its fledgling writers on seemingly polarized principles -- solitude and camaraderie, creative fertility and barren landscapes, academia and the arts. Aptly, the origins of the program reveal that the split personality of the program has always existed; the radical movement toward a national, university-based literary establishment would begin as a radical thought with simply regional intentions at best.
The thought that provoked the University of Iowa to modestly begin the teaching of creative writing was this: Just as painting and sculpture could be taught, writing and the art of literary creation could also be taught. The romantic ideals of the writer as divine messenger or seer of the unseen were discarded for a more practical and practicable ideal: that of the writer as a skilled craftsman. If the writer were regarded as such, not only could writing be taught like painting; the techniques of writing could actually be honed like the skills of a carpenter or plumber.
Advancing this argument, Grimes makes a stunning jump in his introductory essay by linking the creation of the Iowa workshop with the rise of New Criticism in the USSR during the early decades of the century. The New Critics, whose tenets held that the literary text should stand on its own, that it should be analyzed and explicated without consideration of the author's intent, bias, or background, thus served as models for the basis of the function of the workshop. The author is removed from the text and reduced to the role of word mechanic, a worker whose duty it is to tighten the loose ends, polish the dull spots, and grease up the joints, as it were. No longer a messenger from the heavens, the writer is susceptible -- and reliant upon -- the criticism and second opinions of his fellow word mechanics.
"The New Critics insisted "that the author's intentions in writing, even if they could be recovered, were of no relevance to the interpretation of his or her text,'" Grimes points out in his essay. Though similar in spirit and intent, however, the Iowa workshop initially relied not as much on the beliefs of the New Critics as it did primarily on the regional interests of the university itself.
"It started as a local phenomenon," Grimes explained recently. "There's just an interest by some individuals like Edwin Piper, who's teaching undergraduate and graduate classes, to start teaching verse-making classes. And the creative writing classes actually met informally in people's houses and living rooms." Inspired by faculty member George Cook's 1896 "Verse Making" class, Piper and a colleague successfully convinced the graduate faculty to allow creative work to receive credit toward a graduate degree in 1922.
"It was almost like it was a response to the East Coast, to what was perceived as East Coast elitism," Grimes says. "The program itself came into existence largely because schools like Princeton and Yale and Harvard wouldn't take a chance on creative degrees, creative dissertations. And so it was a state school that was sort of looking to improve its reputation -- it didn't risk its stature as a world-class university because it wasn't one."
For all its affinity with the foreign literary theorists of the early 20th century, however, the very idea of the workshop as a means for perfecting literary texts has always shown a strikingly American democratic bent. One of the frequent complaints against writing workshops in general is that, by feeding the opinion of a group to an individual writer, the texts become flattened and sterile. In other words, there may be workshop writers who stop writing to please their own aesthetic and philosophical intentions and write, instead, to please instructors and the will of the larger community -- their classmates. At their very worst, then, these occasional workshoppers write to win elections. "They're so inoffensive, they're offensive," Grimes says.
The flip side of the "democratic" nature of workshops, of course, is their availability to anyone who can write well, regardless of class or stature in society. "It's very sort of American, and I guess probably a democratically fed or inspired phenomenon in that if you work hard and you apply and you get in and some native talent is noticeable, then you, too, can be a writer or literary artist. The rest of the world seems to not buy into that idea," Grimes says.
The accessibility of the writing life via the Iowa workshop blossomed in the 1950s with the swell of World War II and Korean Conflict soldiers returning to college campuses with the aid of the GI Bill. "By the Sixties it had become a well-known phenomenon. Because it was the only place, it was able to attract students because you could pay Robert Frost to go there and things like that. After the Sixties, the whole thing kind of exploded," Grimes says. Nowadays, so many young writers apply for admission to the Iowa workshop in the hopes of living high-profile literary lives that only approximately 3% of all applicants can be admitted. As Grimes points out in his book, even Harvard Medical School has a higher acceptance rate!
The good news for the 97% of writers who are not accepted into the Iowa workshop is that there are now over 300 creative writing programs in universities across the country, all fashioned largely after Iowa's maverick model. The programs are classified as either studio programs, in which students are solely responsible for participating in writing workshops and producing a creative thesis at the end of their two-year stint, or studio/academic, in which outside academic literary study accompanies the studio work. The best writing programs extend the learning environment by allowing opportunities for interaction with faculty members as well as with each other.
At the University of Texas' Michener Center for Writers, for example, students are required to begin their coursework with a broad-based introductory seminar which requires them to write in genres outside of their own concentration. Future poets may write screenplays, and novelists may try their hand at the tricks of villanelles. The discourse between poets, playwrights, and fiction writers who would normally never share academic space together is one of the earliest and most crucial learning experiences at the Michener Center, director Jim Magnuson says.
Another way of opening up this student-teacher dialogue is by offering one-on-one tutorials in the later stages of the MFA coursework. Grimes says SWT is considering allowing its graduate students to register for such courses. Additionally, Kathleen Peirce, a SWT poetry workshop instructor who also earned an MFA from Iowa, encourages communication between students by hosting weekly gatherings in her home.
"Basically, what we started out doing was just quilting -- now it's a standard Friday thing," she says. "Almost everybody brings something to read out loud, whether it's something they're working on or something they've read that week. Or somebody will cook something."
As important as it is for workshop teachers and administrators to facilitate the exchange between students outside of class, their in-class methods often decide whether students regard the workshop as successful and fair. Every creative writing student, of course, has heard more than one horror story about biased and agenda-pushing teachers.
"The best teaching a writer can do for other writers happens in two ways: one is to just be absolutely forward with your own aesthetic and make it clear to your students where you stand and how you got there -- and then cause them to read wildly across the discipline," Peirce says.
Peirce also recalls very clearly how difficult it is to be a graduate student in an MFA program, and "how much people give up to come and have this enterprise. It's not easy for anybody. These kids are broke, you know. They've left home. Some of them have put their relationships on hold. They're childbearing. There's not anybody who does it easily."
And while the MFA degree qualifies recipients to teach writing at the university level, even the University of Iowa's home page admits that open positions are rare. "There are 200 to 300 applications for every teaching job," Grimes says. Plus, those who dream of living the fabled writer's life walk into class knowing that only about 10% of those 3% who are admitted to Iowa will have high-profile literary careers in their lifetimes.
Despite all this, Grimes' anthology resoundingly proves that the rise of university writing workshops, and that of Iowa in particular, is by and large a healthy development. If MFA programs were truly guilty of churning out indistinguishable and sterile texts, an anthology this fat and varied would be impossible to put together (there's even a chance a second volume may be produced). And whether or not poets and fiction writers are nothing more than skilled workers, the New Criticism-based workshop method has succeeded in expanding the reach and flavor of a liberal arts education in this country. Critics of the workshop's reliance on group interaction and the "teaching" of something as esoteric as the art of writing ignore the fact that each student is an independent and curious explorer of his own mind and environment, not some fragile flower whose petals fall away at the lightest foreign touch. It is entirely conceivable that an Emily Dickinson could have prospered in a graduate workshop, brandishing her baseball bat and all.
Austin Chronicle's Book Feature Archives David Garza Archives Books: 1 2 3 4 5 6 7 8 9 10 11 12 13
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2016-50/2785/en_head.json.gz/13352 | News from the William Andrews Clark Memorial Library
Save the Date for the Clark’s Summer Exhibition Event!
The staff of the William Andrews Clark Memorial Library is pleased to invite you to an exhibition opening and talk on Tuesday, July 2nd. For An Exhibition in Six Courses: Testing Recipes from the Clark’s Manuscript Collection, Visual Resources Specialist Jennifer Bastian has curated a selection of manuscripts and books relating to 17th and 18th Century cookery. She has tested several recipes in her home kitchen and will be discussing the process and its results with attendees. Clark scholar and UCLA Phd candidate Alex Eric Hernandez, who spearheaded the brewing of an authentic Nottingham Ale especially for this event, will also be on hand to add to the discussion.
The library will be open for viewing of the exhibition from 4-7pm, and a short talk in the Outdoor Reading Room will begin at 5pm. During the reception, Jennifer and Alex will serve guests some of their Nottingham Ale.
The exhibition will be on view from June 30 until the end of September.
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Murmurs from the Montana Collection, Part Two: Idah Meacham Strobridge
From Nicoletta Beyer, Library Assistant.
“Chasms where the sun comes late, and leaves while yet it is early afternoon.” (Land of Purple Shadows, 2)
My favorite library experiences are born from the discovery of a new book and following its trail through history. The sleuthing can be more fruitful in some cases than others.
In the case of The Land of Purple Shadows (1909), I unearthed an unexpected history of terrible tragedy and personal rebirth. The author of Shadows was a woman named Idah Meacham Strobridge. Born in 1855, she was a wife, mother, and cattle rancher from the Great Basin desert of Nevada. As her parents ran a hotel that hosted many westward travelers, the landscape of Strobridge’s childhood was speckled with wagon trains, new railroads carrying homesteaders, Mexican vaqueros, Chinese placer miners and Native Americans from the Paiute and Bannock tribes. Come the 1880s, Idah met her husband Samuel Strobridge and they began a family together on a ranch not far from her parents.
The Strobridges’ first son died the day after birth. The severe winter of 1888 – 1889 brought blizzards that killed most of the family’s cattle herd and pneumonia took the lives of Idah’s husband and one other son. The following year her last son died as well, leaving Idah alone on a broken ranch in the solitary Nevada desert.
After such catastrophic devastation, Idah Strobridge carried on, working as a guide for prospectors of the mining industry while she maintained the cattle ranch. It was at this time that her identity as mother and wife ended and what remained was an empty slate of the future. She began writing under the pseudonym George W. Craiger and completed three novels; tales of a Nevadan love of desert life as well as painful solitude. She established a book binding business in the attic of her ranch house, the Artemisia Bindery.
In 1901, Strobridge left her Great Basin home behind for a fresh start in Los Angeles, California. Here in Southern California, she recreated her Artemisia Bindery and published her three novels, respectively featuring illustration by Maynard Dixon (see image above) and painting by Frank P. Sauerwen. She was welcomed into the local bohemian fine press and literary culture, becoming close with legends like Mary Austin and Charles Fletcher Lummis, and received awards for her book binding artistry.
Her works are now regarded as icons of the old western desert culture of Nevada, as well as artifacts of Southern Californian book arts history. The Clark Library came into these three limited editions by way of Ward Ritchie in 1996.
Published Works:
Strobridge, Idah Meacham. In Miners’ Mirage-Land. Los Angeles: Baumgardt Publishing Company, 1904.
Strobridge, Idah Meacham. The Loom of the Desert. Los Angeles: Artemisia Bindery, 1907
Strobridge, Idah Meacham. The Land of the Purple Shadows. Los Angeles: Artemisia Bindery, 1909
The Clark’s Night with Coffee: Thierry Rigogne on Myths and Histories of the French Cafe
Last night’s visitors to the Clark were full of merriment and nostalgia for cafe culture and coffee itself. We were thrilled to welcome Thierry Rigogne, Associate Professor, Department of History, Fordham University, to present his lecture, “Myths, Anecdotes, Petite Histoire and Some History, Too: Creating the French Café.” Further information about Rigogne’s lecture can be found on the Clark/Center calendar. Prior to the lecture, guests were treated to a coffee tasting provided by Verve Coffee Roasters of Santa Cruz, CA, and mingled on the front steps enjoying the late afternoon sun.
The Clark’s current exhibition also keeps close to the coffee theme. Shannon K. Supple and Benjamin Aldes Wurgaft curated the exhibition and more information on its contents can be found here. The exhibition will be on view through March 22, 2013. Please click-through the gallery below to enjoy images from last night’s event!
This Weekend: Eric Gill Exhibition Opening at Loyola Marymount!
From Jennifer Bastian, Visual Resources Specialist.
This Saturday, January 26th, an expansive exhibition of British artist Eric Gill’s work will be on view at Loyola Marymount University’s Laband Art Gallery. Over 100 works will be featured, including original drawings, engravings and paintings. The Clark Library is very pleased to be involved in this exhibition so soon after our own celebration of Eric Gill. We have loaned out one of our most prized Gill pieces: a 5-piece woodblock depicting Our Lady of Lourdes.
This block was originally separated into 3 pieces, which allowed for a 2 color print. At some point, Gill cut the block into 5 pieces, giving him the ability to create a 4 color print from it.
Here is an example of what the original prints from the full block looked like, and a photograph of our 4-color print.
From Eric Gills Book of Engravings, published by Douglas Cleverdon, 1929
As you can see, the carved block alone is a work of art to be appreciated. It will be on display at the Laband Gallery adjacent to original sketches and drawings created in planning for the carving and subsequent prints. While we will be paying special attention to our item on display, the dozens of other prints and drawings are a sight to behold.
For a preview of the exhibition, the press release and accompanying images may be viewed here. There are several public programs related to the exhibition that are not to be missed, including a lecture this Saturday. I will be there, soaking up Gill imagery that both complements and adds new meaning to the Clark’s own collection. I hope some of our Clark regulars will join us on the other side of town to support this wonderful event!
Laband Art Gallery Presents Extensive Exhibition of British Artist Eric Gill
On View January 26 – March 24, 2013
Opening: Saturday, January 26, 2013
Lecture by curator Thomas Lucas, S.J.: 3pm with reception to follow, 4-6pm
Vigilante Days at the Clark Library
From Reading Room Assistant Nicoletta Beyer.
Montana vigilantism was born unto a landscape of frontier mining towns in a territory yet to be incorporated as a state of the union. In the 1860’s while the rest of the nation was busy with a civil war, gold was discovered in the mountains of Montana. Towns like Butte, Helena, Virginia City, and Bannack saw the influx of newcomers arriving to scrape minerals from the land, many down-and-out vagabonds with nothing to lose. The roads that led to and fro mining camps for transportation of gold were often the scenes of bloody looting by a growing number of road agents. Law officials were few and far between, and in the year of 1863 tensions ran high between the rugged sojourners and the proud locals. These towns felt the coexistence of extreme survivalism and opportunism, paired with few places for a vagabond to spend newly acquired mountain riches other than the local saloon.
William Andrews Clark Sr., the Clark Memorial Library’s namesake and the father of the library’s founder, arrived at exactly this pivotal moment in Montanan history. In Bannack of 1863, he began establishing his placer mining fortune. It is his collection that we house today, well versed in the various accounts of these vigilante chronicles.
The Montana Collection is a golden hued arrangement documenting little-known historic moments of the Old West. I have happened upon such bold titles as Shallow Diggin’s, Leather Leggin’s, and How She Felt in her Corset. Then of course I came across a section that hinted at a deeper, darker tale of Montana’s past through titles mentioning “Popular Justice in the Rocky Mountains”, “Vigilante Days and Ways”, “the Story of an Outlaw”, and “Study of the Western Desperado”, among others.
From the years 1860 to 1870 alone, there were an estimated 50 lives lost to vigilante extra legal executions in these small southern Montanan mining towns, most of whom died by lynching. One of the most notable figures of this torrential time was Sheriff Henry Plummer of Bannack, MT. There are conflicting accounts of Plummer’s history, probably not by accident. Henry Plummer was a man who had relocated many times following various criminal allegations and violent exchanges. Most accounts mention him serving as sheriff in Nevada City, California and being involved in a string of pistol duels that led to incarceration in San Quentin State Prison for murder and possibly theft, before his arrival in the Rocky Mountain foothills.
Henry Plummer’s legacy in the Montana vigilante folklore is one of a corrupt sheriff who lead a band of vicious road agents by night and by day posed as a member of the vigilance committee who hunted these very same criminals. When his betrayal came to light, Plummer was hung from the gallows of his very own making.
The vigilance committees addressed local criminal activity from petty theft to child abuse to murder. At some point in the 1870’s the numbers 3-7-77 began to appear at scenes of vigilante aggression; sometimes painted on an accused criminal’s door in the night, and sometimes pinned on the back of a lynched man hanging from the famous Helena Hanging Tree. These tales of enforcing local law in the absence of a structured government have become inextricable from Montanan history and its present day identity. The numbers 3-7-77 became iconic and in 1920 state officials erected Vigilante Trail signage with the numbers showcased in the center. To this day the numbers adorn the car doors of the Montana Highway Patrol. A tourist can still catch a Vigilante Day Parade in Helena, not too far from its Hanging Valley.
This collection is one of our lesser known sets of bound histories here at the Clark, abundant in primary source tales of the tumbleweeds, gallows and pistol duels that remain influential in our present day collective western memory, no matter how distant they seem.
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Incomplete Binding, Completed Lecture
From Visual Resources Specialist, Jennifer Bastian.
Last month the Clark Library welcomed Nicholas Pickwoad from the University of the Arts London for his lecture, Unfinished Business: Incomplete Bindings Made for the Book Trade from the Fifteenth to the Nineteenth Century. The lecture and accompanying visuals were truly marvelous. We are so pleased to have hosted this event, which was co-sponsored by The Huntington Library, UCLA Library Special Collections, and UCLA Department of Information Studies, with support from the Breslauer Chair Fund. It was a great experience for all involved.
More information about this lecture can be found here.
New Acquisition: The 1932 Los Angeles Blue Book of Land Values and, of course, Mr. Clark
From Gerald Cloud, Clark Librarian.
The Clark has always been interested in its own history and the library maintains a substantial collection of letters, receipts, invoices, and other materials that document both the construction of the building and the formation of the collections (recall the earlier entry: “I’ll-bet-you-didn’t-know-it-was-at-the-Clark, part 1: an introduction to Mr. Tenniel” ). The Clarkive, as it is referred to locally, is a rich resource for the book trade as well as the building trades, albeit, at the higher end of the scale. IN keeping with our efforts to document the Clark, its building, and the contemporary period in which Mr. Clark lived in Los Angeles, we recently acquired the following book from local bookseller John Howell:
The title of the guide will be familiar to automobile-dependent Angelenos, but this Blue Book aims to provide a comprehensive survey of Los Angeles land values, circa 1932. The area it covers is shown in this key map:
Of greatest interest to the Clark is page 149, which shows how our West Adams neighborhood looked before the 10 freeway was built.
The guide is illustrated with various building types and a wealth of information on real estate and property values. Mr. Clark passed away shortly after the publication of this guide, so the Los Angeles shown here is the one he knew at the end of his life.
Not by Oscar Wilde: A Clark Quarterly Lecture
We were recently graced by the presence of a former Clark Fellow, Gregory Mackie, when he came to present his lecture Not By Oscar Wilde: Literary Forgery and Authorial Performance. This lecture was a part of the Clark Quarterly lecture series. Details about the lecture and upcoming Clark Quarterly lectures can be seen here.
Below is a gallery of images from the event – a great time was had by all.
Posted in Oscar Wilde, Uncategorized | 1 Comment »
Writing in books: the library of François-Louis Jamet
From Gerald Cloud, Head Librarian
For scholars and historians of the book, reader reception is one of the most difficult things to measure when evaluating how original or early owners responded to and interacted with the books they possessed. Frequently, one can draw some conclusions about a reader’s response to a book from examining a list of titles of books owned by a particular person. For example, one learns a great deal about the taste and sensibilities of book collector and New York attorney John Quinn (1870-1924) from reading the sale catalog of his personal library. An important patron of the arts, Quinn collected books by English, American, and Irish authors, including Oscar Wilde. Below is Quinn’s copy of Wilde’s Poems, London, 1882, autographed by Wilde:
Incidentally, the book sold at the Quinn sale (lot number 11058) in 1924 for $40.00, and Mr. Clark acquired it from A.S.W. Rosenbach for a ten percent commission.
The personal library of David Foster Wallace held by the Harry Ransom Center, Univeristy of Texas, Austin, and the Clark’s online database of books from Oscar Wilde’s Tite Street Library (beta site here) are two resource that offer an entry point into the libraries of authors who left marks in their books. Although Wallace and Wilde both expressed their response to the books they read through marginalia and annontations, they cannot hold a candle to the erudite bibliophile François-Louis Jamet (1710-1778).
Jamet was a renowned enlightenment era book collector, a compulsive annotator, and a critic of contemporary intellectual, political, and religious thought in pre-revolutionary France. The Clark recently acquired 17 volumes from Jamet’s library, the Claude Lebédel collection, and each volume contains marginalia, commentary, notes, extra-illustrations, and in a few cases the books have nearly as much manuscript material as they do printed text.
CAPTION: Shown here is the frontispiece to a volume of 20 different texts compiled and extensively annotated by Jamet, in which he comments on philosophy, religion, literature, medicine, natural history and more.
Most of Jamet’s personal library ended up in the Bibliothèque Nationale de France, although some volumes remain in private hands. The Lebédel collection ranges from an anti-Calvinist text of 1572, to two profusely illustrated adaptations of Aesop’s Fables (1678) and Ovid’s Metamorphoses (1679) by Isaac de Benserade, bound together by Jamet in 1766, to the prize volume of the collection, a clandestine edition of Voltaire’s Dictionnaire Philosophique, printed in Nancy, 1765, in which nearly every page is covered with Jamet’s remarks.
Jamet has added his own entries to Voltaire’s Dictionnaire, documenting his sources with citations from other texts, as well as identifying the correct location and printer of this edition in a manuscript note of the title page.
The scholarly richness of the collection is superb and will provide researchers with a multitude of entry points for understanding the thought, reading practices, and intellectual life of pre-revolutionary France.
Space Shuttle Endeavor peeks over the Clark’s roof!
We didn’t plan on viewing the space shuttle Endeavor on its flyover route today, but Librarian Nina Schneider recommended we head outside. It was quite a shock to see the giant shuttle so low to the ground! With a quick snap of an iPhone, we did manage to get one fun photo of the shuttle over our roof. Mr. Clark would have been so pleased.
The nose of the shuttle appears just above the center of the Clark roof.
We hope all of our Los Angeles friends had a great view as well!
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Dana Gioia on Granite & CypressAva on Marie Antoinette and Jacques-L…BRISTOW, JOSEPH on Clark Library receives grant t…Becky on Roads of ItalyRicky Pound on Roads of Italy Search the Clog | 教育 |
2016-50/2785/en_head.json.gz/13391 | We got the Wright stuff!
Posted on Fri, December 16, 2011 by Ambassablog You may have noticed that Ohio state license plates proclaim the Buckeye State to be “the Birthplace of Aviation,” while North Carolina plates say the Tarheel State is “First in Flight.” Their respective state commemorative quarters make the same, seemingly competing claims. So which is right?
They’re both right, because of the Wrights … two brothers named Orville and Wilbur. They are credited with having the first successful flights in a heavier than air, mechanically propelled airplane. They were from Dayton, Ohio, and developed all their concepts for flight in their home state. But when it came to a place to actually demonstrate their airplane in action, they chose what meteorological data told them was the windiest point in the United States: Kitty Hawk, on the Outer Banks of North Carolina.
From the sandy beaches along the Atlantic, the Wright brothers lifted themselves, literally and figuratively, into human flight and one of the greatest achievements of humanity. Aviation as we know it ultimately owes its origins to Orville and Wilbur Wright, and proper tribute is paid to these pioneers at the Wright Brothers Memorial in North Carolina.
I visited the memorial this year, carrying with me from one ocean coast to the other a sense of awe and appreciation for what they achieved. I certainly got to that location a lot faster by my own air travel! Every year, the date of December 17 is set aside for all Americans to celebrate the Wright brothers’ lift-off from the bonds of earth and gravity on that day in 1903.
San Diego is famous for a lot of aviation achievements in its own right, but we’ve never forgotten where it all began.
Charles Lindbergh may be prominent at airport, which now bears his name, but the legacy of the Wright brothers lives on in a pair of conference rooms at Airport Authority headquarters named for each of them, which can be and often are joined to host large meetings — especially those that welcome the public.
This pair of rooms on the second floor of the Commuter Terminal ensures that we have the Wright stuff, too, adding our own touchstone of respect to a pair of pioneers who did what was once considered impossible. In its own way, San Diego joins Ohio and North Carolina — and we can all be Wright!
Filed under: Airport Employees, Ambassablogmaster, Aviation education, Aviation History, ED (Airport Planning Department) « And the beat goes on … KIPP students visit SDIA and its Quieter Home Program »
Anonymous, on Fri, December 16, 2011 at 11:55 pm said: very cool – to know a little more about 2 Aviation greats – now we all got it Wright! Thanks, Ed. | 教育 |
2016-50/2785/en_head.json.gz/13408 | Posted by: Alexandre Borovik | March 10, 2011 Alison Wolf in her own words
TES, Alison Wolf on her report:
It’s back to the ’80s for many of our jobless young. But our pupils deserve better – and I’m proposing how.
I first got involved in vocational education way back in the last big recession. Unemployment had soared, apprenticeships were vanishing, and the government of the day was desperately trying to get its “youth training scheme” for 16 and 17-year-olds up and running.
Now, after the recovery of the 1990s and the boom of the Blair years, we have come full circle. England today has high and rising youth unemployment. And once again it is the young who have taken the brunt of the recession. Are we doing any better a job for our teenagers than we did a generation ago?
Back in the ’80s, I was angry that we were getting things expensively wrong. The young people who were steered on to training schemes had such reasonable aspirations: a job, a family, their own home. They hoped their training might help, but they didn’t actually expect it to. And we know now that they were right to be sceptical. Being “on YTS” did nothing whatsoever for them.
Today, far more 16 to 18-year-olds are in full-time education, and far more young people, from 14 onwards, are doing vocational courses in schools, as well as colleges. Are we giving them the skills they need for the moment the economy turns around? Or are we still letting many of them down?
As higher education has expanded, so too have the numbers and proportions who progress to degrees via a vocational route. And apprenticeship numbers have grown after years of decay and government neglect.
But in my report to education secretary Michael Gove, published yesterday, I also show that for many young people the situation is no better than it was in the 1980s. We have a system which rewards schools and colleges for piling up qualification numbers, regardless of quality. Too many of those qualifications are demonstrably valueless in the labour market. Far too many students are following programmes in which such qualifications play a major role. And far too many students leave school or college without good maths and English GCSEs.
Maths and English are the most important single qualifications for progression in education and in the labour market. Employers use them as a way of sifting and selecting. Top apprenticeships demand at least a C as a matter of course and so do universities. I was therefore shocked to discover just how few students pass maths or English GCSE in the sixth-form. Less than half our young people have good maths and English at the end of Year 11. Two years later, at the end of Year 13, it is still less than half.
Teaching mathematics and one’s own language through to 18 has been completely standard in other developed countries for decades. And they believe in a strong common core up to 16, including science and foreign languages; specialisation and apprenticeship only come later. I have recommended changes to funding and programmes which would ensure that maths and English are included and taught properly to anyone without A*-C GCSEs. But we also need to tackle the wider perverse incentives in our system.
Accountability and funding have been tied to qualification numbers. Schools have been judged on key stage 4 league tables where “points” are added up using a huge range of qualifications. And post-16, funding has been on the basis of qualifications taught and passed. Obviously everyone then has a strong incentive to enter students for qualifications they will pass easily.
Submissions to the review frequently expressed concerns about the attainment of students leaving KS4 with huge numbers of GCSEs from “equivalent” qualifications. These students expected to be able to start courses for which they were actually unprepared. It is quite wrong for 16-year-olds to end up in this situation. Worse, we know from repeated research studies that many low-level vocational qualifications have negligible value in the workplace. We are effectively putting 14 and 16-year-olds on different tracks without telling them, or even admitting it to ourselves. It is immoral to operate a school system on these lines.
There are some truly excellent vocational qualifications on offer. My report is clear that they need to be recognised as such, publicised and included clearly in performance measures; and that students should be encouraged to take them with, but not instead of, a common core of the sort that all our European countries offer.
Meanwhile, we should stop pretending that all qualifications are equal. No one is fooled. But students and families who are not experts on the current system can be badly damaged. And I have recommended changes which should change the situation post-16.
First, by giving more students access to really high-quality vocational resources and teaching; and far more of them proper workplace internships. Second, by making it easier for colleges to enrol students and much easier for schools to use qualified vocational teachers and professionals in their classrooms. Third, by changing the funding system so money is tied to students, not individual qualifications. This would allow schools and colleges to offer a more rounded curriculum and make it much easier for schools and colleges to collaborate in innovative ways.
Education cannot change the economy all on its own. But, come the next recession, we can and should have done better by its teenage victims than we did in the 1980s or are doing today.
« This is what I call science education
A prophecy » | 教育 |
2016-50/2785/en_head.json.gz/13516 | At the conclusion of this "conference" on Pearl's welfare, what is Chillingworth's chief interest? Download Answers
Asked on April 21, 2009 at 12:20 AM
by lubby167
timbrady
Chillingworth has only one interest --- to discover (and perhaps torture) the father of Hester's child. It is interesting that in this chapter he suggests that the analysis of Pearl's nature (not sure exactly how he would go about this) would lead to the identification of the father (imagine if he had DNA available to him ... no book :)). Dimmesdale warns him not to entertain notions of using profane science to find the father, but to let Providence run its course. It's hard to imagine that Dimmesdale actually wanted this to happen, but it bought him time and although it prolonged his suffering under the prying eyes of Chillingworth.
No matter where you ask the question, the only thing that Dimmesdale is interested in, here and elsewhere, is finding the father and exposing him. like
favoritethings
When the male higher-ups in town politics and religion meet at Governor Bellingham's house to discuss what should be done with Pearl in order to give her the best opportunity to have a productive and godly life, Chillingworth's chief interest in the conversation has to do with learning as much as possible about Pearl's father so that he can proceed with his plan to identify and torture the man with his sin. The narrator says, during this conversation, that Hester
turned to the young clergyman, Mr. Dimmesdale, at whom, up to this moment, she had seemed hardly so much as once to direct her eyes.-- "Speak thou for me!" cried she [....]. "Thou knowest, -- for thou hast sympathies which these men lack! -- thou knowest what is in my heart [...]."
Such an impassioned plea, especially when Hester had essentially ignored the minister's presence until now, cannot fail to capture Chillingworth's attention. Further, Dimmesdale speaks on Hester's behalf with such feeling that Chillingworth cannot help but mark his "'strange earnestness.'" By the end of the interview, Chillingworth likely feels that he has a clue as to Hester's co-sinner's identity, having observed their odd interactions. His only concern at this point, or any point in the novel really, is figuring out who has harmed both Chillingworth and Hester and then torturing the man with his own guilt. like | 教育 |
2016-50/2785/en_head.json.gz/13544 | Cookies on this website
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Our teamPaul Fenn
Paul Fenn
Paul.Fenn@nottingham.ac.uk
http://www.nottingham.ac.uk/business/people/LIZPF1.html
Professor and Deputy Division Head (Risk, Insurance and Banking), Nottingham University Business School
Aviva Chair of Insurance Studies
Paul Fenn is the Aviva Chair of Insurance Studies in the Business School at the University of Nottingham. He was appointed to the Chair in October 1993, prior to which he was a Research Fellow in Economics at the Centre for Socio-Legal Studies at the University of Oxford. During his time at Oxford he was associated with the major research programmes undertaken there on compensation for personal injury, and on health and safety regulation. He remains a Research Associate of the Centre for Socio-Legal Studies, and of the Health Economics Research Centre. He has written or edited four books and numerous articles in peer-reviewed journals on the general themes of personal injury litigation, liability insurance, health economics, and the economics of workplace risk. He has a longstanding interest in the methodology of economic evaluation, and has undertaken several evaluations of pharmaceutical products utilising modelling techniques.
Health Economics Research Centre | 教育 |
2016-50/2785/en_head.json.gz/13705 | Hundreds Attend Memorial Service for Tracy Riddle
See images and videos and read the tributes from Tuesday's moving memorial service for Tracy Riddle, Augustana's long-time associate dean of students. Riddle died on Friday, July 22, after a two-year-long battle with cancer. She was 54.
In the News: Augustana Students Recall Attacks in Norway
Augustana Peace Prize Forum scholars Thad Titze (Watertown, S.D.) and Michael Seeley (Spencer, Iowa) were in Oslo, Norway, during last week's terror attacks. In an interview with KELO-TV, they recalled the experience and recounted what life has been like in the shaken city since.
Tracy Riddle, Associate Dean of Students, Dies at 54
“Today we mourn the loss of a dear friend and colleague who touched the lives of countless students, families, faculty and staff members with her passion for life, tenacious spirit and gentle compassion,” said Rob Oliver, president. A memorial service and celebration of Riddle’s life is planned for 2 p.m. on Tuesday, July 26, at Augustana’s Chapel of Reconciliation.
Augustana Announces Opportunities to Host International Students
As more than 60 new international students get set to start classes here in the fall, Augustana is seeking Sioux Falls-area families who are interested in learning about new cultures, languages, traditions, faiths and global perspectives to participate in a pair of welcome programs for students from other countries.
Alexander-Alton Article Published in National Physics Journal
An article authored by Belview, Minn., native Tom Alexander, class of 2011, and Dr. Drew Alton, assistant professor of physics, is featured in the June issue of Physical Review D, a national scientific publication.
Augustana's Northlanders Jazz Band to Perform at JazzFest
On Saturday, student performers in Augustana's Northlanders Jazz Band will take the stage before a projected crowd of some 75,000 fans at JazzFest 2011, Sioux Falls' annual jazz and music festival, held at Yankton Trail Park.
Tupper Honored by Campus Law Enforcement Association
Rick Tupper, director of campus safety, has received the President’s Award by the International Association of Campus Law Enforcement Administrators, an honor bestowed on a member of campus law enforcement whose efforts go above and beyond the call of duty.
Forums to Discuss Energy, Vision, Confessions and Border Control
Three accomplished alumni and one iconic professor fill out the line-up for the Fall 2011 Augustana Thought Leader Forum series. First up, Doug Berven '91, POET's vice president of Corporate Affairs, will discuss "Revolutionizing Energy" on Thursday, Sept. 29.
Four Receive Sophomore Honors Awards
Rising juniors Kimberly Homan, Hannah Kuelbs, Brennan Olson, and Erika Zetterlund have been selected to receive the prestigious Sophomore Honors Award, an honor that recognizes outstanding achievement, scholarship and character.
Undergraduate Research Participation Jumps 54 Percent
This summer, 92 Augustana students are working alongside faculty members and mentors throughout the U.S., exploring and researching everything from platelet-biogenesis to the impact of ultrafast laser pulses on molecular fragmentation – an increase of 54 percent from last year. | 教育 |
2016-50/2785/en_head.json.gz/13727 | Get Outside Students and Nature UC-Irvine’s “Shut the Sash” Campaign Counts Inches to Save Energy
NWF | August 26, 2008 At the University of California-Irvine, an inch or two matters to the Green Campus Program. In fact, the program’s interns and volunteers spend a lot of time canvassing the campus measuring those inches, only to find that they add up to a lot of wasted energy and money.
Members of the Green Campus Program at UC-Irvine are concerned about their campus’s impact on the environment, and one way they monitor their energy usage is by measuring the distance by which laboratory fume hoods are left open when not in use. It’s all part of their award-winning Fume Hood Use campaign, also known as “Shut the Sash.”
“We have 1,041 fume hoods all over campus,” says Courtney Gill, lead intern for the program. “Their purpose is to cycle out the fumes scientists create when working with various pieces of lab equipment. But when they’re left open, the fume hoods continue cycling out all the air in the air-conditioned labs, wasting a lot of energy.” A typical fume hood, operating in a U.S. climate, uses 3.5-times as much energy as a house, according to the accredited Lawrence Berkeley National Laboratory Fume Hood Model, which Gill used to estimate how much energy was being wasted by the university. In fact, university research laboratories are the major “energy vampires” on college campuses, consuming as much as five to ten times more energy per square foot than a commercial building on campus. One study at the University of Wisconsin-Madison found that their research laboratories account for 60% of all electricity used on campus.
In order to get the fume hoods, or sashes, closed, the Green Campus Program uses a three-pronged approach. The first method is direct education, asking teaching assistants (TAs) to encourage their students to close the hoods before leaving the labs. The second approach is placing “point-of-decision” reminder stickers on the hoods themselves, explaining that a closed fume hood saves up to 50,000 lbs of CO2 a year.
Their third method, and perhaps the most successful, is organizing an incentive-based competition among three buildings on the UC-Irvine campus that contain fume hoods. This is why inches matter. Volunteers periodically audit the buildings’ fume hoods during the competition, noting the total number of inches each fume hood has been left open. The competition lasts three weeks and pits chemists against biologists, and biologists against physicists. The building with the fewest total number of inches at the end of the competition wins a catered luncheon for its professors and lab users, and an energy-efficiency certificate provided by the Green Campus Program.
UC-Irvine
The “Shut the Sash” campaign has also earned UC-Irvine some deserved recognition. In 2007, their Fume Hood Use campaign won an award for “Best Practices in Student Energy Efficiency,” given out at the sixth annual Sustainability Conference at UC-Santa Barbara, beating all other Green Campus Programs in the UC system. UC-Irvine’s group also picked up an Anteater Award from its own school for “Best Collaborative Program.”
UC-Irvine’s Green Campus club was officially formed in the fall of 2005, and since then the campus saves over 80,000 lbs of CO2 and $13,000 every quarter through their Fume Hood Use campaign alone. Similar Green Campus Programs are supported in 12 different University of California and California State Universities by the Alliance to Save Energy and California ratepayers under the auspices of the California Public Utilities Commission. UC-Irvine’s Fume Hood Use campaign has sparked similar successful campaigns on campuses across the United States, from UC-Berkeley to Harvard and Duke Universities.
“UC Irvine’s Green Campus interns were the pioneers of fume hood monitoring,” says Matthew St. Clair, sustainability specialist with the UC Office of the President, “and what they were brilliant at was being able to reach out directly to the students themselves in their own classrooms.”
Energy Efficient Berkeley Fume Hood Cuts Electricity Use in Half: Berkeley Lab Research News
Fume Hood Study: Tufts University [PDF]
University and utility partnerships in California lower emissions: ClimateEdu
Get Outside, Students and Nature | behavior change, ClimateEdu, energy campaign, energy efficiency, fume hood, UC-Irvine, University of California Share & Save Tweet
One Tree at a Time Never Miss A Story! | 教育 |
2016-50/2785/en_head.json.gz/13762 | 2010/06/14 Bridging the Gaps, Minding the Context: New perspectives for Young Researchers (17-18 March 2011)
full name / name of organization: Universidade de Vigo (Spain) contact email: bridging-the-gaps@uvigo.es Bridging the Gaps, Minding the Context is a conference hosted by and designed for PhD and Postgraduate students. It seeks to address a number of issues related to literary studies today, in an attempt to bring together early-career researchers from different disciplines. As the title suggests, this conference proposes to discuss the intersection between literature and culture, and how such connection can successfully reflect deeper changes at other levels: how can borders be crossed in literature? And, how do we cross them when encountering a written text? The fragility and ever-changing nature of meaning and textual veracity will also serve as the starting point from which to explore shifting perceptions of power and authority in the text. Delegates are expected to reflect on the present state of research in English literature and offer distinct pathways to challenge classical interpretations of literary works from a theoretical or analytical point of view. Therefore, this conference aims to provide a stimulating environment for postgraduate researchers and other students to present their work and get in touch with current avenues of research in the field of literary studies. We do hope to encourage researchers from a variety of disciplines, working across historical, theoretical and ideological borders to come together and discuss the direction of literary studies today while profiting from scholarly contact. Confirmed plenary speakers include Dr Francisco Álvarez-López (University of Manchester), Dr Teresa Prudente (Universitá di Torino), Marisa Fernández López (Universidad de León) and Dr Maggie Ann Bowers (University of Portsmouth). Suggested topics and interdisciplinary approaches include (although they are not restricted to): - (Neo)Medieval and Renaissance Studies - Children and Young Adult Literature - Victorian and Modernist Studies - Postcolonial and Diaspora Studies - Graphic Novels and Picture Books
200-word abstracts for papers not exceeding 20 minutes should be submitted before the 1st of December, 2010 and sent to the organisers at: bridging-the-gaps@uvigo.es . Abstracts should contain the title of the paper, full name and institutional affiliation as well as a 100-word biograpical note containing a summary of research interests. Notifications of acceptance will be sent by the 10th of January, 2011. It is envisaged that a selection of papers will form the basis of a co-edited volume.
categories african-americanamericanbibliography and history of the bookchildrens literatureclassical studies Last updated June 14, 2010 | 教育 |
2016-50/2785/en_head.json.gz/13793 | Community groups address school board
JOHNSTOWN – Community groups thanked the Greater Johnstown School District, and also donated to it, during the Board of Education meeting Thursday night at Pleasant Avenue Elementary School.
Representatives of the area Toys for Tots group and the Johnstown Music Support group addressed the board.
John Pradelski, area coordinator for Toys for Tots, thanked the district for allowing his Marine Corps League organization to use Jansen Avenue School for its holiday program.
“Without the use of the school, we would not be able to run this for the area,” Pradelski said.
Toys for Tots was established in 1947, with its goal to allow needy children the joy of opening a toy on Christmas morning.
Pradelski said the area’s 2013 Toys for Tots program processed over 4,100 toys, delivered to over 1,600 children. In particular, he thanked the district custodial staff for its assistance at Jansen.
Another member of the community to address the board was Sara Randolph, president of the Johnstown Music Support Group. She presented the group’s $1,500 donation to the district Music Department. She said money was raised through a cookie fundraiser. Later in the session, the board formally accepted the donation.
Retirements accepted by the district, effective June 30, were: Janet Bray, teacher assistant; Catherine Santangelo, mathematics teacher; and Susan Ackerbauer, elementary teacher.
The board granted a child care leave of absence to music teacher Jenna Davis from approximately March 4 through May 9. The board approved the temporary appointment of Christian Ritter to a full-time music teacher position to serve during the same period.
The board approved a calendar of events for the district’s annual election this spring. Potential school board candidate nominating petitions are due to district clerk by 5 p.m. April 30. A district budget hearing and Candidates Night is set for 6 p.m. May 13 in the Johnstown High School Lecture Hall. The board’s annual election will be held from 11 a.m. to 8 p.m. May 20. | 教育 |
2016-50/2785/en_head.json.gz/13864 | Print Share Share & Bookmark Press Releases To arrange a media interview with Ellie Smeal or other spokespersons at Feminist Majority Foundation, contact the FMF media department at 703-522-2214.
Current Press Releases | Archived Press Releases
Date: September-17-02 Contact: Emilie Karrick / Leesa Coble
Email: Students Mobilize In Support Of Title IX
Feminist Majority Foundation Leads Effort To Share Impact Of Law In Women�s Lives
CHICAGO � Two senior members of the Feminist Majority Foundation�s Campus Program Team mobilized dozens of students in the Chicago area to attend President Bush�s Commission on Equal Opportunity in Athletics� second set of hearings, taking place here today and tomorrow. Students on 15 campuses within a 200-mile radius of the Chicago area learned about the commission�s Chicago hearings from FMF while at least 10 students signed up to speak about the positive impact of Title IX in their lives.
�I wouldn�t have had a scholarship. I wouldn�t have had a team. I wouldn�t have had a community on my campus if it weren�t for Title IX,� said Kelly Kennedy, a former member of the varsity women�s volleyball team at the University of Wisconsin and now a professional volleyball player for the Chicago Thunder. The administration claims that the Commission on Opportunity in Athletics was formed to ensure that Title IX allows fairness for both sexes, while the Feminist Majority Foundation and other leading women�s groups are calling the commission the newest attempt to weaken a landmark federal law that eliminated gender discrimination in education.
�Despite the overwhelming successes and support that Title IX enjoys, despite the fact that participation in school sports has increased for boys and girls since the passage of Title IX, the Bush Administration has created this commission to undermine Title IX and all the opportunities it provides women in athletics,� stated Katherine Minarik, Director of Campus Programs of the Feminist Majority Foundation.
Title IX, which was passed in 1972, requires federally-funded educational institutions to grant male and female students equal opportunities in academics, athletics, funding and resources. Critics claim that it has done so in the athletic realm at the expense of men�s sports. In 1971, only 294,015 girls participated in high school athletics. Today, over 2.7 million girls participate in high school athletics, an 847 percent increase, according to the US Department of Education.
While co-chaired by former WNBA star Cynthia Cooper, the commission is stacked with representatives from NCAA Division I schools-- many of which are still not in compliance with Title IX after 30 years - and those who believe that women do not want to play sports, and thus should not be offered the opportunity, according to the Women and Sports Foundation.
The Feminist Majority Foundation (FMF), which was founded in 1987, is a cutting edge organization dedicated to women's equality, reproductive health, and non-violence. In all spheres, FMF utilizes research and action to empower women economically, socially, and politically. Our organization believes that feminists-- both women and men, girls and boys-- are the majority, but this majority must be empowered. | 教育 |
2016-50/2785/en_head.json.gz/13871 | The Fletcher School’s Institute for Business in the Global Context (IBGC) was founded in recognition of the need for a new approach to the study of international business and capital markets—one that prepares global business leaders with essential "contextual intelligence." Through four core activities—research, dialogue, education, and lab—the Institute provides an interdisciplinary lens through which global markets and the underlying drivers of change can be understood. This is also a forum where original thought leadership, professional education and conversations among peers can be fostered. Currently, the Institute engages in several activities: it addresses emerging and frontier market issues through its Council on Emerging Market Enterprises (CEME), trains future leaders through its Master of International Business (MIB) degree program, and is establishing an international network of peer institutions of higher learning through relationships with schools in Europe, Asia, and Latin America. The Institute is the first of its kind in the world and has been established at a time when such inter-disciplinary and international perspective is more essential than at any other time in the history of modern business. It is fitting that this pioneering initiative has been developed at Fletcher, the oldest exclusively graduate school of international affairs in the US.
Check out our global reach!
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Are you a Fletcher student interested in the work of IBGC? See all the ways you can get involved today!
Council on Emerging Market Enterprises (CEME)
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Fletcher Network of Sovereign Wealth and Global Capital (SovereigNET) | 教育 |
2016-50/2785/en_head.json.gz/13892 | Tour of burn areas helps teachers understand fire, forest ecology
By: Debbie Kelley
Updated: July 5, 2013 at 6:05 pm
Educators from around the state became the students this week during the Fire Ecology Institute for Educators by the Colorado State Forest Service. They will take what they learn back to the classroom, to teach the next generation about wildfire. The Blodgett Peak Trail has been closed since the Waldo Canyon Fire, but the educators were allowed to take soil samples to study on a burned hillside on Tuesday, June 25, 2013. (The Gazette/Jerilee Bennett) "Once the fire's out, it's a whole new kind of hell," booms Theresa Springer to her rapt audience. As the environmental education coordinator for the Coalition for the Upper South Platte - a nonprofit organization formed to help protect watersheds after Colorado's devastating Hayman fire in 2002 - Springer knows what she's talking about. Recently, she was glad to share her knowledge with a most important group - those teaching the next generation. Twenty-two educators from around the state came to southern Colorado to become students in a classroom of barren, blackened landscape. Participants studied fire science, forest health, flooding and other topics during the 12th annual Fire Ecology Institute for Educators, held June 23-28 at the Nature Place in Florissant.The aim is to send educators back to their classrooms armed with the background and resources needed to create lessons for students, said Shawna Crocker, coordinator for Project Learning Tree. The program of the Colorado State Forest Service provides activity guides, science experiments, fire ecology materials and other educational resources. "Children are agents of change. They will teach their parents and friends, who will teach their neighbors and families," she said. "The new buzzword is 'fire-adapted communities.' We've got to assume this is the new norm. We might as well figure out how to deal with it."Springer used the Hayman fire, the largest in Colorado history at 137,760 acres, and last year's Waldo Canyon fire, the second most destructive in the state with 347 homes destroyed, as the training ground for her presentation, which began in her organization's office in Lake George, near where the Hayman fire started. She matter-of-factly laid out the situation. "We're beyond defensible space - that should have been done years ago. We're into thinning the forest. But getting rid of slash is extremely hard. We have mountains of slash, 10,000 piles to burn. People see the smoke. Somebody invariably calls it in, and we stop burning. That's where teachers come in. You guys have got to educate the next generation how to create healthy forests and how get rid of forest debris," she said. "These hot fires we're experiencing were created by us. They're our fault, and we've got to fix it." Teachers gained access to burn areas that remain closed to examine the aftermath and learn about the ecological effects of wildfire and rehabilitation efforts. They heard from foresters, biologists, ecologists, geographers and firefighters. Atop Pyramid Mountain, above Cascade, they found insects and larvae in the trunks of dead trees, one year after the Waldo Canyon fire ravaged the area. Debby Penny, a teacher at Skyview Middle School in Falcon School District 49, said the workshop came at a perfect time, given that the Black Forest fire was still smoldering in her neighborhood. "I want to get a better understanding of the causes and effects of fires on the environment and explain that to my students, many of whom were evacuated in the Black Forest fire," she said. "They need to understand fire management and water management are important and what they can do to help."As the group looked down on U.S. 24 and Manitou Springs, Springer issued dire predictions. Asked about the probability of a catastrophic flood in the Waldo burn scar this summer, she answered, "One hundred percent." "After a fire, every flood is magnified. What's going to flood are places that never flooded before," Springer said. But emergency plans are in place, she said, with water gauges spread throughout the area. Once rainfall reaches trigger points, evacuations will be enacted, she said. "We're buying people time to get out alive and possibly come home to something they can salvage," Springer said. "Everyone up here is a weather-watcher. Every day this summer, they're on alert." Some 4,000 sandbags are in place to funnel water around homes beneath Pyramid Mountain, she said."It's shocking how little I knew," said Tricia Blomquist, who works for Academy School District 20's Home School Academy. "Until it hit close to home, it didn't seem like a reality. Now, it seems like we're going to lose more businesses and homes to flooding."Another D-20 teacher, Allison Apeland, from Eagleview Middle School, plans to incorporate what she learned into science classes to make the subject more interesting for her special education students. "I'll probably design my own lesson plan," she said. "The subject is so fascinating and compelling, and I want to learn every aspect about it."Participants hiked several miles to study the damage from the Waldo Canyon fire at Blodgett Peak Open Space. The popular recreation spot in Peregrine, near the Air Force Academy, has been closed to the public because of fire damage and is undergoing restoration work. Eric Billmeyer, a lecturer at the University of Colorado at Colorado Springs and a Rocky Mountain Field Institute researcher, led the group in testing fire-exposed soil to demonstrate how intense heat changes soil and does not let water penetrate its surface."This is the wildest place I've ever gone to do an experiment for school," said Sharon Majetich, who teaches at Rocky Heights Middle School in Highlands Ranch. "It's a great opportunity." Sponsors of this year's workshop included the Colorado State Forest Service, the Colorado Geographic Alliance, Project Learning Tree, the Coalition for the Upper South Platte and the University of Colorado at Colorado Springs. | 教育 |
2016-50/2785/en_head.json.gz/14050 | Simon Institute unveils Alexander Lane Internship
CARBONDALE, Ill. -- As the first African American male student at what would become Southern Illinois University Carbondale, Alexander Lane was definitely a trailblazer and a change agent.
Lane rose from meager beginnings in pre-Civil War Mississippi to become a school principal, physician, and an Illinois state legislator, in addition to attending Southern Illinois Normal University.
To honor Lane’s legacy, the Paul Simon Public Policy Institute today (Nov. 16) announced the Alexander Lane Internship Program. The paid internship will allow at least one student each spring to work with a minority member of the Illinois General Assembly toward a goal of carrying on Lane’s legacy of high achievement and public service.
“Not only is Alexander Lane an important, and overlooked, part of SIU history, but he serves as a role model for our students today,” said David Yepsen, Institute director. “To come from his humble beginnings in the post-Civil War south to then graduate college and become a medical and political leader in Illinois is an impressive story that needs to be told. An internship in his honor will be a living legacy for him that can inspire and help our students -- and provide a service to the community and policy makers today.”
The Institute is more than halfway to raising the $150,000 for the endowed internship. The first internship award will likely be in spring 2013, said Matt Baughman, Institute associate director.
Baughman directed the Institute’s research into Lane’s life earlier this year after he visited a presentation during Black History Month at Morris Library and learned there was still much to discover about Lane.
“I was immediately drawn to the Alexander Lane story and moved by the idea our University could have such an impressive and compelling account of its first black male student that was just waiting to be widely shared,” Baughman said.
The celebration of the history of diversity at SIU Carbondale included information on Lane, who lived in Tamaroa when he enrolled in the teachers college in 1876, just two years after instruction at Southern Illinois Normal University began. Historian Pamela A. Smoot, a clinical assistant professor at SIU Carbondale, along with students Michara T. Canty, and Andrew S. Barbero as research assistants, spent several months looking into Lane’s life and legacy. The Institute will release Smoot’s paper on Lane’s life in the coming weeks.
During her research, Smoot found varying dates for when Lane was born. Lane died Nov. 11, 1911, in Chicago. He is buried in Oakland Cemetery in Carbondale with his wife, Isabelle Holland, whom Lane met while a University student.
“He is one of SIU’s success stories whose story has not been told,” Smoot said. “He deserves his rightful place in SIU’s history, the history of the state of Illinois, and the medical profession.”
Lane’s history also is important for the University, she said. “It speaks to the fact that Southern Illinois Normal University engaged in diversity almost at its inception. From the mid-19th century through today, diversity is still a part of SIU Carbondale.”
Lane was the third African American student to enroll at the University; two females enrolled earlier, although their names are unknown.
Smoot’s research included Morris Library’s Special Collections Research Center, in addition to trips to Lane’s hometown in Durant, Miss., and Chicago, where Lane’s granddaughter and great-grandson now live. They also went to Springfield and worked with the Abraham Lincoln Presidential Library and Museum, Illinois State Library, and the Legislative Research Unit, in addition to the Chicago Public Library’s Woodson Regional Library, and historical societies in Chicago and Perry County.
Records indicate there were only 10 free blacks in Holmes County, Miss., while Lane was a child, and Smoot believes Lane was born into slavery. As a youngster, Lane spent time around a nearby Union Army camp, where he befriended a Union Army colonel, she said. The colonel, whose last name is Lyons, stayed in Mississippi during the early years of Reconstruction and asked Lane’s mother if he could take her young son when he returned to Illinois. Lane’s mother agreed to the proposal on the promise her son would receive an education, Smoot said.
The mother’s decision to allow her child to leave is poignant, Smoot said. Lane’s mother didn’t know whether she would see or hear from her son again, or whether the colonel would keep his promise of providing her son an education. During that time many former slaves would apprentice their children to others, and included education as part of the agreement, Smoot said.
“In her heart she really believed it would be better for him than being in Mississippi,” Smoot said.
The colonel returned to Southern Illinois, and met Joseph B. Curlee, a “substantial landowner” in Tamaroa, Smoot said. The colonel allowed Curlee and his wife, Margaret, to raise Lane as part of their own family, and Lane worked as a servant and farm laborer. Lane’s obituary notes he had two brothers, and Smoot believes that was a reference to the Curlees' two sons. Curlee was also a Civil War veteran.
“In one document I have it clearly says they were raised as brothers,” she said.
After attending Southern Illinois Normal University, Lane became the first principal of the black Carbondale primary school, later known as Attucks School. He moved to Chicago and graduated in 1895 from Rush Medical College, and then established his medical practice, becoming a prominent physician on the city’s south side, Smoot said. In 1906, Lane became the ninth African American elected to the Illinois General Assembly, and was re-elected in 1908.
A preference is that internship recipients are minority students. Internship recipients can major in any discipline. According to the Institute, interns will work with a member of the General Assembly’s black caucus on a variety of topics and assignments, which include reviewing and analyzing legislation, researching issues for proposed legislation, attending policy briefings and committee hearings, and establishing contacts with state agencies and other legislative offices “to develop a full understanding of how state government works to meet the needs of the public.”
The internship will provide students opportunities that embody Lane’s legacy, said Smoot, who speaks of Lane as a “change agent.”
“The internship program will be a wonderful tribute to Alexander Lane,” she said. “I’m hoping students will appreciate having such an opportunity to represent this icon that at some point, they will be interested enough to pursue a political career.”
Baughman said it was particularly fitting, given Paul Simon’s dedication to civil rights and diversity issues, that the Simon Institute hosts the Alexander Lane Internship.
“Paul Simon would have loved the Alexander Lane story,” Baughman said. “A major factor of his decision to create the institute at SIU Carbondale was to work with students who were first generation, disadvantaged or minorities.”
Donors can join the Alexander Lane Internship Founding Members Club by making a major gift or pledge by Dec. 31, 2011. Contributions of any amount are welcome and those making gifts by the end of the year will be considered a special part of the Alexander Lane Internship Endowment. More information on the internship endowment drive and the program is available at
paulsimoninstitute.org, or by contacting Baughman at 618/453-4009 or by email at baughman@siu.edu. Upcoming EventsVeteran Adventures Archery Hunt12/10/2016 | 教育 |
2016-50/2785/en_head.json.gz/14060 | The Aboriginal school at Purfleet, 1903-1965: a case study of the segregation of Aboriginal children in New South Wales, Australia
Ramsland, John
The University of Newcastle. Faculty of Education & Arts, School of Humanities and Social Science
By 1901 in New South Wales the blueprint for the relationship between Aborigines and Europeans had been established: Aborigines were 'in a far better condition when living in small communities comparatively isolated and removed from intimate contact with Europeans'. This article provides a study of the Purfleet School on the Aboriginal Reserve near Taree township in the Manning Valley until the implementation of the assimilation policy by the Aboriginal Welfare Board. The key questions asked are: what schooling for children was provided? How were they equipped for adulthood? How did they suffer from being isolated from the mainstream of public education? The Biripi Aboriginal people remain a strong community in the region today.
History of Education Review Vol. 35, Issue 1, p. 47-57
http://www.her-anzhes.co.nz/35_1.html
Australian and New Zealand History of Education Society
education; Aboriginal; segregation; Aboriginal Welfare Board; Biripi Aboriginal people | 教育 |
2016-50/2785/en_head.json.gz/14113 | Girls Of Steel Club Qualifies For Final Round Of Robotics Competition
By Dave Crawley
Filed Under: CMU Robotics Institute, Dave Crawley, FIRST Robotic Competition, Girls, Girls Of Steel, High School, Robotics Competition, Students
(Photo Credit: KDKA)
PITTSBURGH (KDKA) — Robotic arms corral a bouncing ball in a central arena as competitors give chase.
Area high school teams square off in what is known as the “FIRST” Robotic Competition. And no one works harder than the “Girls of Steel.”
The team is made up of 49 girls from 22 schools. One of them is cyber school senior Lynn Urbina. She says the Girls of Steel changed her life.
“I know that if I wasn’t on the team, I wouldn’t know that I like mechanical engineering,” she says. “I would have just thought, ‘I don’t know what I want to do when I get in college.’ But from this team, I’m able to say, I want to do mechanical engineering. I want to design. I want to make products that make other people’s lives better. So, I found what I really wanted. And I think that’s something powerful.”
George Kantor, of the CMU Robotics Institute, has been lead mentor of the Girls of Steel since they started four years ago.
“The idea of forming this team was to create an opportunity where girls could have a safe space to get their hands on these kinds of tools,” he says, “and get used to working with technology, and get comfortable with it; and hopefully, go on to careers in those fields.”
A total of 48 teams battle it out.
Only eight will go to the final round. One of those teams is the Girls of Steel, who eventually finish sixth.
Engineering is no longer just a boys’ club.
“I realized there’s this whole world of engineering I never knew existed,” Urbina says.
More Reports by Dave Crawley
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Dave CrawleyfacebookFollowDave Crawley joined KDKA in April of 1988 where he reports on the interesting stories of “KD Country.”
Throughout his career, Dave has visited many towns and has enjoyed learning about community activities and interests. He has taped more than...More from Dave CrawleyComments | 教育 |
2016-50/2785/en_head.json.gz/14152 | Milestone: Cocky’s Reading Express visits every county
By Megan Sexton, msexton@mailbox.sc.edu, 803-777-1421
Today’s a big day for Cocky’s Reading Express.
The University of South Carolina’s mascot-led literacy program rolls into Oconee County Friday (Jan. 11), ready to share the love of reading and free books with students at two elementary schools. It marks the 46th South Carolina county the program has visited since it started in 2005.
“Reaching all 46 counties underscores the reality that all of us benefit when children learn to read, and all of us pay a price if we ignore any part of the state,” said Charles Bierbauer, dean of the College of Mass Communications and Information Studies.
The literacy program features the Carolina mascot and USC student volunteers who travel the state in their own bus, visiting elementary schools and reading to students. More than 55,500 free books have been distributed to children since the program started in 2005.
“We go all over the state and each year we see more and more students. Now we’ve had the opportunity to see students and give out books in all 46 counties,” said Kim Jeffcoat, director of Cocky’s Reading Express.
While Cocky’s Reading Express is marking a milestone, it’s also ready to take new steps to combat literacy. Over the next year, Jeffcoat said the program will add evaluation tools and technology to its programming. Students will be tested before and after visits, and Cocky’s Reading Express hopes to leave some technology behind at schools, including iPads loaded with children’s books.
“We want to be able to evaluate not only if students are more excited about reading, but whether they spend more hours reading and if their reading level improves after our visits,” Jeffcoat said. “We have great scope. Now we’re adding depth.”
About Cocky's Reading Express
Cocky's Reading Express is a collaboration of the University of South Carolina Student Government and the university's School of Library and Information Science. USC students travel the state with Cocky, visiting elementary schools across South Carolina.
The students read to the children, and Cocky helps the children understand the importance of life-long reading.
• The program primarily serves students in 4K through second grade because research shows that if children acquire strong reading skills and a love of reading by the end of second grade they are more likely to succeed academically and graduate on time.
The program’s priority is reaching students in under-served public schools.
• Each child is given a book to take home, a reminder of the visit from Cocky and the USC students.
News and Internal CommunicationsPosted: 01/11/13 @ 8:00 AM | Updated: 01/11/13 @ 10:09 AM | Permalink | 教育 |
2016-50/2785/en_head.json.gz/14154 | Language Institute strengthens international students' English skills
By Netta S. Smith
Spectrum Volume 18 Issue 37 - August 8, 1996 In a classroom at 203 West Roanoke St., students from Japan and Korea and
their instructor read and discuss stories on the front page of the latest
Roanoke Times. Across the hall, a group of Thai students practices
English conversation.
For 48 weeks out of the year, these and other international students are
enrolled in intensive English-language study in the Virginia Tech Language
Institute. The students, varying in number from 20-75 per eight-week term, come
to the institute for a variety of reasons.
Some are planning to enroll at Virginia Tech as graduate or undergraduate
students and are working to strengthen their English-language skills before
they matriculate. Some are spouses or children of faculty members or currently
enrolled students. Others are members of the Virginia Tech community, such as
post-doctoral students, enrolled graduate students, and visiting staff
But more than 50 percent of the students enrolled at the institute have come
to Blacksburg specifically to study English.
About a third of the students coming this fall have relatives in Blacksburg,
and most of the rest have had friends or relatives who have been to Virginia
Tech as regularly enrolled students or students in the language institute.
According to Judith Snoke, director of the Virginia Tech Language Institute,
the university's reputation draws many students to the institute. "Virginia
Tech is known as a quality school," Snoke said. "And Blacksburg has a
reputation as a safe and welcoming community." Word of mouth is the institute's
best recruiting tool, she says.
To enroll as an undergraduate or graduate student at Virginia Tech (and most
other American colleges and universities), a student must score at least
550-600 on the TOEFL (Test of English as a Foreign Language). The language
institute helps them prepare for this test and also provides practice in
pronunciation and oral presentation, academic vocabulary, newspaper reading,
academic study skills, and more.
New students are able to work on listening and conversation skills until they
are comfortable in an all-English classroom. Part-time students can plan their
own program using a variety of classes. Intermediate and advanced classes focus
on developing students' ability to read and write fluently and accurately in
preparation for academic study.
"People come into our center and are able to go through a period of
adjustment," says Snoke. "They get not just English skills, but preparation for
living in a new country. They are ready after a term or two to start serious
studying."
A graduate student helps plan social and cultural events, including concerts,
bowling and ping-pong tournaments, dance parties, and amusement-park visits,
for institute students. Lower-level classes go on field trips around town. In
the past, several students have participated in university-sponsored
recreational sports activities and have gone on trips through the Venture Out
The institute has adopted a fluency-based approach to teaching reading and
writing, with students reading five to eight book-length works a semester.
"Most have never read a novel in English," Snoke said. "We're working to
increase their reading speed, which is crucial if they are going to be able to
keep up in their academic classes."
The program also includes a great deal of writing, with a computer-based
writing program. Most entering students are computer literate, Snoke says,
which is a big change from what she saw six to eight years ago.
All of the institute's teachers have master's degrees or the equivalent. One
has been with the program for 15 years and another for 10.
Snoke began the program at New River Community College in 1980. It moved to
Virginia Tech, under the Division of Continuing Education, in 1991. She started
working with the program because she had an opportunity to work with spouses of
international students who needed English skills to function in this country.
Now, she is working more with young people who are preparing for academic study
"There's a big change in who the students are," Snoke said. "There was a time
when we welcomed international students because we felt we were helping them.
Now, international students come in very well-prepared and go back to their
society with a lot of resources that can benefit Virginia Tech from the
linkages."
Many former institute students maintain research and business ties with the
university, Snoke said.
The age of institute students has ranged from 12 to 70, but the average age of
today's students is the mid to upper 20s. Snoke said she likes having a mix of
ages in the classes. "When someone who's 60 years old speaks, everyone
listens."
Nations of origin for students fluctuate depending on international political
and economic situations. "Right now, we have a lot of students from Korea,
which reflects that country's economic health," Snoke said. Many also are from
Thailand.
The graduate school has an arrangement with the Thai government to bring in
Thai students. There also is an agreement with the Turkish government. "These
students bring brothers and sisters and other family members to study at the
institute."
Visiting scholars can elect to take pronunciation and conversation classes
through the institute.
URL: http://scholar.lib.vt.edu/vtpubs/spectrum/sp960808/1c.html Last modified: 06/07/10 11:30:36 | 教育 |
2016-50/2785/en_head.json.gz/14168 | Schuberts to Receive Honorary Degrees
Barbara S. Schubert ’62, ’67G, ’80G, retired associate director of the Ohio Ballet and member of the John Carroll University Board of Directors, and her husband, John, will receive honorary doctorates for their unwavering dedication to JCU and its Jesuit mission at John Carroll’s Commencement Exercises on May 19, 2013.
Barbara and John Schubert’s long commitment to education and service is extraordinary. Both are retired educators who have served as volunteers to several Jesuit organizations and, in December 2012, were named Founders of the Chicago-Detroit Province of the Society of Jesus.
Mrs. Schubert has served as a member of the John Carroll University Board of Directors since 1990 and chaired numerous Board committees. She also served on the boards of Boys Hope Girls Hope and the Ignatian Volunteer Corps. Mr. Schubert serves on the board of the Ignatian Solidarity Network and tutors at Saint Martin de Porres High School in Cleveland. A former English teacher at Gilmour Academy and University School, Mr. Schubert taught freshman English and Composition at John Carroll during the 1969-1970 academic year. In addition, he served as a trustee of the Jesuit School of Theology in Berkeley, California. Both were inducted into Alpha Sigma Nu, the national Jesuit honor society, in November 2012.
Both Schuberts served on the advisory committee of the Freedom to Serve Campaign for the Detroit Province of the Society of Jesus Development Committee. With some members of this committee, the Schuberts traveled to Tanzania to visit Jesuit works throughout the country. They returned to Tanzania for the spring semesters of 2005 and 2006 to teach and tutor students at Loyola High School in Dar es Salaam, Tanzania, who were encountering difficulty with English.
A three-time alumna of John Carroll University, and 2007 John Carroll Alumni Medal honoree, Mrs. Schubert earned her bachelor’s degree in social sciences in 1962. She took classes entirely at night because women were not yet permitted daytime enrollment. In 1967, she earned a master’s degree in literature, and in 1980, she earned a master’s degree in remedial reading. She spent several years educating young people and was an English and speech teacher at John Adams High School, The School on Magnolia (now The Eleanor Gerson School), and Ruffing Montessori School, before joining the Ohio Ballet as the general manager in 1987. She retired from the ballet in 1999.
The Schuberts are exceptionally generous supporters of John Carroll University and its Jesuit values. In 2007, the couple announced a significant gift to support mission and identity programs at the University. In addition, they have provided leadership support for the Carroll Fund and have supported minority scholarships, diversity initiatives, the Institute of Catholic Studies, ethics seminars, science and technology campaigns, and many lectures and special projects.
John and Barbara Schubert are being honored for their support of John Carroll and the Jesuits, education, and the arts in our region and beyond. | 教育 |
2016-50/2785/en_head.json.gz/14208 | Home / Fayette County / Peachtree City / All Saints Anglican breaks ground for new church building All Saints Anglican breaks ground for new church building
The Citizen The congregation of All Saints Anglican Church of Peachtree City held a groundbreaking ceremony for their new church and fellowship hall last Sunday, Feb. 10, on their eight-acre campus at 149 Ebenezer Road between Fayetteville and Peachtree City. David Wardell, All Saints Building Committee Chairman, welcomed all attending on behalf of the congregation. Michael Murphy, senior warden, provided the history of All Saints, telling the story of the faithful people of All Saints’ desire to build a new house of worship, prayer, and service dedicated to the honor and glory of God.
The Rev. Michael Fry, rector, provided remarks focusing on the significance of the event and the building of this church. Other remarks of spiritual support were provided by the Rev. Canon Greg Goebel, representing the Anglican Diocese of the South. Celebratory remarks from community officials were given by Peachtree City Mayor Don Haddix and Fayette County Commission Chair Steve Brown, who welcomed the new church, and expressed their excitement about the new church complex as a positive contribution to the growing community. Fayette County Sheriff Barry Babb was also present to welcome the new Church.
The 12,000 square foot gothic style facility will feature a 300-person sanctuary, small separate chapel, fellowship hall, and multiple classrooms. The existing house on the property will be converted into offices, meeting rooms and administration space. A series of covered walkways joining the buildings will give the completed church complex a cloistered look.
All Saints Anglican Church was formed in 2007. The congregation presently meets in a temporary location at 225 S. Peachtree Parkway in Peachtree City. Additional information can be found at the church website, www.ptcanglican.org.
Topic: ChurchLocation: Peachtree City Log in or register to post comments | 教育 |
2016-50/2785/en_head.json.gz/14328 | Mission and Integrity
The University's Mission
Mission and Goal Statements of Offices and Units
Making Our Mission and Goal Statements Accessible
Study, Planning, and Budgeting
The University's Internal and External Constituencies A Commitment to Diversity
Diversity and the Learning Environment
Activities in Support of Diversity
Governance and Administrative Structures
Deans of Schools and Colleges
Articulation of Standards and Procedures Communication
Policy Review
Institutional Integrity
Policies Related to Integrity
Auditing and Monitoring the University's Integrity
Conflict Resolution and Grievance Processes
Planning and Decision Making
Unit Assessments
Partnerships for Planning and Innovation The University's Fiscal and Human Resources
Supporting Continuous Improvement
Student Learning and Effective Teaching
Mapping Assessment
Schools, Colleges and Departments
Learning Goals of Units
Curricular and Assessment Efforts
Centralized, University-wide Assessment Efforts
Individual Faculty Member Learning Assessment
Sharing Ideas and Practices for Assessment Support for Teaching
University-wide Support
School and College Support
Support for Graduate Student Instructors
Learning Environments
Michigan Learning Communities
Distinctive Academic Programs and Opportunities
Academic Services for Learning
Academic Resource and Learning Centers
Learning Facilities
Information Technology Infrastructure for Learning
General and Off-campus Facilities
Identify Our Common Goals
Draft Statement on Learning Outcomes
Adaptations of Existing Processes
Organizational Enhancements
Acquisition, Discovery and Application of Knowledge
The Undergraduate Connection
Focus on Inquiry
Engaging with Society
Research and Creative Mission
Academic Program Requirements
Students Engaging in Research
Interdisciplinary Activities
Examples of Other Intellectually Enriching Opportunities
Educational Impact and Integrity
Survey Instruments
Institutional Rankings
Intellectual Responsibility
Act with Integrity and Responsibly
Reflection and Dialogue
An Evolving Funding Environment
Accountability and Assessment
Conclusion Engagement
Engagement and Service
Types of Engagement and Service Activities
What We Hear From Our Students
Constituent Needs and Expectations
Central Units and Campus Groups
Support and Facilities
Funding and Related Resources Service and Engagement Activities
Broad-based Initiatives
Social Justice, Civic Engagement and Policy
International Impact
Strengthening the University's Engagement and Service
Catalog Faculty, Student and Staff Activities in Engagement and Service
Increase the Capacity for Engagement and Service
Increase Institutional Support for Engagement and Service Conclusion Internationalization
Global Engagement at the University of Michigan
The Internationalization Self-study
A Snapshot of Internationalization
Experiences Abroad
Example Activities
The China Task Force
Findings and Recommendations
People and Partnerships
The Organization Key Challenges and Opportunities
Centralized Support to Benefit a Decentralized Community
Measurement, Tracking and Accountability
Snapshots of U-M
College Portrait of U-M
The Michigan Experience 1: Seniors
The Michigan Experience 2: Alumni
Accreditation Working Groups
Provost's Forums
Supporting Reports
PDF of Printed Report (5MB)
HLC Team and March 15-17 Site Visit
HLC Assurance and Advancement Report
Contact Accreditation Team
Engagement:
Service and Engagement Activities
Core Component 5c: The organization demonstrates its responsiveness to those constituencies that depend upon it for service. In the previous section, we provided information that demonstrates the University’s capacity to identify its constituencies, to plan, and to undertake service and engagement activities. In this section we provide examples of the types of programs the University offers to some of its external constituencies, including broad-based activities, in many areas, such as K-12 schools, the arts, social justice, civic engagement and policy, business and industry, colleges and universities, continuing education, non-profit organizations, communities, health care, international initiatives, and student involvement on advisory boards. These categories illustrate the breadth of programs the University undertakes, many of which have overlapping goals that represent more than one category.
Broad-based Initiatives The Ginsberg Center’s SERVE program is a cluster of student-run programs that give students the chance to help address serious social issues through community service, leadership training, social justice education, and social action. Student leadership teams and committees work together to plan and implement six different SERVE programs: Alternative Spring Break, Alternative Weekends, ISSUES Education & Awareness, North American Summer Service Team, Volunteers Involved Every Week, and Pangea World Service Team. As an example of these options, Alternative Spring Break (ASB) offers a community service learning experience during the traditional Spring Break on the academic calendar. During the academic year leading up to the ASB experience, students learn about the culture and history of the particular area, community, or issue. During spring break, groups travel to selected sites to engage in activities that help them to increase their understanding of the root causes of social issues. The goal is for students to become aware of community needs and resources, translate their experiences into a better understanding of the social problems at hand, and foster their commitment to becoming part of the long-term solution. Through ASB, students have delivered meals to AIDS patients in New York City, repaired homes damaged in natural disasters, engaged with urban youth in Chicago, worked with members of the Sioux nation in South Dakota, learned about sustainable agriculture in Texas, and participated in community non-violence programs in Detroit. The Michigan Ross School of Business Enriching Academics in Collaboration with High Schools (MREACH) brings Detroit and other Southeastern Michigan high school students (urban and rural) to the Ross School of Business for a series of action-based learning experiences. MREACH is a long-term action plan for recruiting and retaining talented underrepresented high school students in both a school-based and campusbased program to encourage them to attend college and to study business and accounting. Educational programming introduces high school students to basic theories of business disciplines, with a special emphasis on accounting as the fundamental building block. MREACH also offer students insight into the college planning process and information about business careers. The program also allows current Bachelor of Business Administration (BBA) students to facilitate the on-site program and serve as mentors during the periods between on-campus events. In September 2001, the Center for Public Health and Community Genomics (CPHCG) was formed through a cooperative agreement between the Centers for Disease Control and Prevention and the Association of Schools of Public Health. The center received a 5-year National Center for Research Resources (NIH) Science Education Partnership Award to expand its activities to integrate information on genomics and public health into K-12 education. Through this effort, five high schools in Detroit and three high schools in Flint have developed and implemented a new curriculum addressing molecular genetics and genomics. Project participants have revised the curriculum based on teacher and student feedback, and have also developed professional education materials for teachers. Paralleling the curriculum activities, the schools engage parents and other community members in a series of activities. Through these activities they involve the community in helping to shape the curriculum to ensure its relevant to the lives of the students and their parents; in improving the community’s awareness and appreciation for genomic science and research and its applications; and in strengthening students’ learning and interest in science through joint activities in which students work together with their parents and other community members. Recognizing that a successful undergraduate support program is only possible after building the groundwork during students’ pre-college years, the Women in Science and Engineering Program (WISE) runs an active outreach program to secondary schools. The Girls in Science and Engineering program brings 7th and 8th grade students to campus for one week during the summer. While at the University, students participate in hands-on projects in engineering, the Human Genome Project, chemistry, physics, and space science, as well as sessions on computers, careers, and ethics in science. In addition, WISE offers the ENGAGE program, a nonresidential one-week program for 10th and 11th grade students, to encourage young women to consider careers in science and engineering. Students learn about women engineers and the contributions they make to society, the engineering process, and engineering problem solving. The Multicultural Engineering Programs Office (MEPO) in the College of Engineering serves students from all backgrounds. MEPO’s outreach and recruitment programs reach K-12 students who are traditionally underrepresented in the field of engineering. In conjunction with the Detroit Area Pre-College Engineering Program (DAPCEP), MEPO also offers a series of five Saturday classes per year to 7th and 8th grade students. Geared to this age group, the classes focus on confidence-building and hands-on activities. Various engineering departments sponsor courses. For example, The Glow Blue course, sponsored by the Department of Nuclear Engineering, introduces students to energy sources, exponential decay, hands-on reactor activities, spectroscopy, and virtual reality. The Michigan Louis Stokes Alliance for Minority Participation (MI-LSAMP) in the College of Engineering was initiated in 2005 with a grant from the National Science Foundation. Partners include the University of Michigan, Michigan State University, Wayne State University, and Western Michigan University. The goal of the program is to increase significantly the number of underrepresented minority students earning baccalaureate degrees in science, technology, engineering, and mathematics (STEM) fields from the participating universities, and to prepare them for entry into graduate programs. Support for students in the program begins with pre-first-year summer programs and continues through graduate school. As MI-LSAMP scholars, students participate in a variety of activities that include working with faculty members and professionals who conduct cutting-edge research in STEM fields, internships and co-op placements, and use of the various support services and programs on campus. The program also sponsors an All Students Day, where participants from all four campuses meet, network, and receive additional guidance for their first year of college. Teach for America is a national corps of recent college graduates who spend two years teaching in urban and rural public schools and become leaders in the effort to expand educational opportunities. Although this is not a University program, we include it here because University of Michigan students have historically been the largest number of graduates of any U.S. college or university to enroll in the program.
The Arts To foster public scholarship, the University’s Arts of Citizenship program offers a set of programs that brings University faculty, staff, and students into projects as collaborators with educators, cultural and arts institutions, government, and community partners. Among other goals, these endeavors engage faculty, staff, students, and community partners in ever-greater numbers of sustainable opportunities to enrich curriculum, research, and creative work, and to expand the social capital of community collaborators. The program also provides grants to support research, creative work, and intellectual conversation to advance the roles of the arts, humanities, and design in public life. For example, each year University faculty members may submit grant proposals with budgets of up to $20,000 through the Arts of Citizenship Faculty Fellows Program. Arts of Citizenship faculty fellows pursue collaborative scholarly, creative, and/or cultural projects with community partners such as schools, advocacy or arts organizations, museums, and community-based organizations. The Arts of Citizenship program encourages interested faculty members to propose collaboration among multiple units, staff, and students. Proposals are also reviewed for their plans for scholarly publications, creative projects, and tangible public goods. Grant funding may be used to hire project staff (student or non-student), purchase research materials, travel, pay for faculty release time, cover summer supplements, and pay for events. Begun in 2000, Detroit Connections is an arts outreach program that connects undergraduate students in the School of Art & Design with the city of Detroit by providing high-quality arts education programming to a resource-poor elementary school in the city. Since the program was created, the curriculum has evolved to meet the partnering school’s needs by working to support other areas of the school’s programming, and also by providing a much-needed opportunity for participating children to bring their interests and lives into the classroom. The children participate in activities that promote creativity, free-form expression, one-on-one collaborations with college mentors, and multidisciplinary processes such as measuring, planning, and creative writing.
Social Justice, Civic Engagement and Policy Created in 1995 as a domestic version of the Peace Corps, the federal AmeriCorps program is part of the Corporation for National and Community Service, which also oversees the Learn and Serve America and the Senior Corps programs. Through these programs, more than 2 million Americans of all ages and backgrounds engage in service each year. The Michigan AmeriCorps Partnership (MAP) began in 1995 as a partnership with the Michigan Neighborhood Partnership. It has since expanded to the point that students in seven graduate and undergraduate programs at the University annually serve over 30 non-profit organizations, most of them based in Detroit. MAP volunteers address the needs of local citizens through direct service in the areas of education, urban planning, social work, health, and economic development. By working on projects in partnership with nonprofit organizations, students and community members earn stipends and are eligible to receive educational awards. Founded by student activists in the 1960s, Project Community is one of the nation’s oldest service-learning courses. Early members of this student organization traveled to the South to participate in the Civil Rights Movement. Initially volunteering at schools, prisons, and hospitals in the Ann Arbor area, these students sought out faculty members who could support their community practice with academic theory through independent study. In the 1970s, Project Community became a formal course, a partnership between the Department of Sociology and the Division of Student Affairs. Each year approximately 500 students combine academic learning with service to the community.
Business and Industry In FY 2008, levels of industry sponsorships for University research reached $43 million, more than 11% over FY2007 and more than 25% above FY2006 levels. Beyond University research in conjunction with business and industry, this section of the report will describe a few examples of the ways in which the University serves this key constituency. Ann Arbor SPARK is a public-private partnership that advances innovation-based economic development in the greater Ann Arbor region. By identifying and helping to meet the needs of area businesses, SPARK aims to establish the region as a desirable place to locate and expand businesses. The University has an important stake in this partnership alongside the area’s business, government, entrepreneurial, and community leaders. Reflecting the University’s commitment to this initiative, the president of the University is a member of SPARK’s Board of Directors, while the vice president for research and the executive director of the Office of Technology Transfer are members of the Board of Directors and Executive Committee. The founders of SPARK see the colleges and universities in the Ann Arbor region as the foundation for human capital in the area. Specifically, SPARK cites the Medical School, Ross School of Business, and the Office of Technology Transfer as economic engines and as accelerators of business innovation in the Ann Arbor area. Contributions from the University, such as attracting federal research labs and new biotech companies, are featured on SPARK’s website, as are testimonials from the news media. The University Research Corridor (URC) is an alliance among Michigan State University, the University of Michigan, and Wayne State University to transform, strengthen, and diversify the state’s economy. The URC disseminates information to key stakeholders, including people in the business community, researchers and students, policymakers, and other investors. The goal is to enhance outreach and collaborative efforts, speed up technology transfer and development, and convey the advantages of doing business in Michigan. The URC website provides numerous examples of partnerships in five designated areas: Talent Attraction and Retention; Economic Development; Research Partnerships; Joint Life Sciences, Biotech, and Healthcare Projects; and Regional and Community Outreach Efforts. According to the “Second Annual Economic Impact Report,” commissioned by the University Research Corridor, in 2007 the URC universities generated 69,285 jobs, educated more students than any of the nation’s best comparable research and development clusters, and produced $13.3 billion in economic impact. The 2008 report, which was prepared by Anderson Economic Group, LLC, describes in significant detail the economic impact of the URC on the state. In 2001, Michigan State University, the University of Michigan, and Wayne State University established the Michigan Universities Commercialization Initiative (MUCI) to enhance technology transfer activities by working closely with venture capital and industry representatives. Since MUCI’s inception, six other Michigan universities have joined this effort, along with the Van Andel Research Institute in Grand Rapids. The MUCI Challenge Fund is a competitive, peer reviewed award program that provides essential gap funding for early-stage technologies with the potential for commercialization. An incubator liaison helped member institutions procure incubation space and facilities, which were not readily available prior to the SmartZone system’s development. MUCI also disseminated technology transfer educational materials and shared best practices through newsletters, a website, publications, and joint meetings. The URC website lists 23 start-up companies that have benefitted from this initiative. Collaborations with the Automotive Industry. The University of Michigan plays a major role in using its research expertise to support collaborations with partners who represent a core component of Michigan’s economy, the automotive industry. For example, General Motors has partnered with the University to conduct a wide range of automotive research from engine systems to manufacturing and materials processing. In addition, the University’s Transportation Energy Center, Automotive Research Center, and Lay Automotive Laboratory conduct research on new energy conversion options and alternative fuel infrastructures.
Colleges and Universities In 2006, the Jack Kent Cooke Foundation selected the University of Michigan as one of eight institutions to be part of its program to increase the opportunity for high-achieving, low- to moderate-income community college students to earn bachelor’s degrees from selective four-year institutions. With this support, the University reaches out to all 31 Michigan community college and tribal campuses to increase the number of transfer students. As one result of this effort, the Undergraduate Research Opportunity Program (UROP) has created the Jack Kent Cooke Summer Research Fellowship for community college students interested in transferring to the University of Michigan. The goals of the program are to increase participants’ skills and knowledge in a specific field, and to explore areas of interest for potential graduate work. In response to an invitation from the presidents of the University Research Corridor, 24 public and private colleges and universities across Michigan founded the Michigan Higher Education Recruitment Consortium (MI-HERC) in the fall of 2007. The MI-HERC member institutions are particularly interested in recruiting diverse applicant pools, and in helping the spouses and partners of prospective and current faculty and staff members to find jobs. A vital aspect of the Michigan HERC is a web-based search engine, which is free and open to all, that features faculty and staff job postings at all member institutions.
Continuing Education Continuing education, an activity that involves several units at the University, is also an important form of service, albeit generally not a free one, that the University provides to people across the globe. Through its Executive Education program, the Ross School of Business offers programs in seven topic areas: General Management, Leadership, Human Resources, Marketing, Sales, Operations, and Labor Relations. The Ross School’s executive education programs is the action-based learning in which participants co-create with the faculty their own personalized learning experiences. Through this action-based learning model, program participants develop the insight and confidence to size up a business situation, generate alternative courses of action, implement a successful solution, and directly apply their learning to real opportunities and challenges. Senior faculty members in the Ross School serve as instructors, with a focus on high-impact ideas they draw directly from proven, real-world success. Fully engaged and actively involved throughout, the faculty members deliver programs in a highly interactive, hands-on learning style. This results-driven approach to executive education attracts thousands of executives from more than 70 countries around the globe. Created in 1959, the Institute of Continuing Legal Education (ICLE) in the Law School is a nonprofit continuing legal education organization. ICLE is co-sponsored by the State Bar of Michigan, University of Michigan Law School, Wayne State University Law School, Thomas M. Cooley Law School, University of Detroit Mercy School of Law, and the Michigan State University College of Law. ICLE has a reputation for providing attorneys with high-quality, accurate, up-to-date, Michigan-specific products and seminars. Each year the Institute offers 70-80 individual seminars and more than 250 presentations. In addition to a regular staff that includes ten attorneys, ICLE has a network of volunteer speakers and authors who contribute to its publications and seminars. The ICLE also makes many of its seminars available to lawyers throughout the state as webcasts. The Office of Continuing Medical Education (OCME) in the Medical School annually plans and produces over 100 Continuing Medical Education (CME) activities for physicians and healthcare professionals. OCME provides services for planning and producing CME activities in a variety of formats. The office’s eighteen fulltime professionals have expertise in six topical areas: educational planning and research; managing business and industry relations; planning and producing meetings in local, regional, and national venues; designing, producing, and delivering promotional materials; financial management and accounting; and administering registration, records, and legal documentation. Annually OCME provides CME instruction for more than 2,000 University of Michigan Health System (UMHS) physicians and other UMHS clinical personnel, and also for more than 12,000 physicians and other health care professionals in the region and across the nation. In 2006 the Accreditation Council for Continuing Medical Education awarded the Medical School with its Accreditation with Commendation rating, reflecting the Medical School’s commitment to providing high quality educational programs that meet the needs of the University and external constituencies. Executive and Continuing Education programs in the School of Public Health enable working professionals to stay up-to-date on the latest developments in their fields and to expand and further their professional interests. Programs include the Michigan Public Health Training Center, Continuing Industrial Hygiene Education, the Michigan Center for Public Health Preparedness, the biennial Public Health Symposium, and the annual Health Management and Policy Symposium.
Communities PBS NewsHour's Patchwork Nation offers examples of the postitive relationship between the University of Michigan and the town of Ann Arbor in a December 2009 video segment. Other example actvities are:
The Nonprofit and Public Management Center (NPM), a joint effort of the Ross School of Business, the Ford School of Public Policy, and the School of Social Work, links the nonprofit community to the University. The center develops educational opportunities for students, creates a research environment for faculty members and doctoral students, and forges long-term, practical relationships with nonprofit organizations. Participating students learn about how societies mobilize resources to address a wide array of challenges, and how nonprofits can increase their ability to effectively lead and manage their organizations toward meeting their missions. The center partners with nonprofits to bring about a mutually beneficial experience for both the nonprofits and the University’s graduate students. Through hands-on experience, students have the chance to use the tools they’ve learned in the classroom and, in many cases, to be part of governance board discussions and decisions. Since 2002 the center has placed hundreds of students on the governing boards of more than 125 nonprofit organizations in southeastern Michigan. The center’s Domestic Corps, which offers Ross School of Business students paid summer internship in nonprofit organizations, has placed hundreds of summer interns in more than a hundred nonprofit organizations across the country. Through these internships, students help organizations to develop marketing strategies and to engage in strategic planning, finance, and other management-level projects. In addition, the center’s Student Advisory Board gives graduate students in the three sponsoring schools a chance to help the center set direction for student services. The Making of Ann Arbor project is a public collection of resources on the history and development of the Ann Arbor community that was created collaboratively by the Bentley Historical Library, the University Library, the Ann Arbor District Library, and local K-12 schools. These partners collected historical information and photographs for a narrative overview of Ann Arbor history, which is contained on the website of the Ann Arbor District Library. The Semester in Detroit program allows University students to put down roots in Detroit for a full semester, allowing them to become more deeply invested in the city in ways that aren’t possible while commuting. While living at Wayne State University, students learn about such topics as Detroit history, urban planning, non-profit administration, community development, and arts and culture. Funded by the Office of the Provost, with additional support from LSA, the Ginsberg Center, and the Residential College, the program invites students to take courses through LSA, the School of Art & Design, and the Taubman College of Architecture and Urban Planning. In most circumstances, students also may enroll in classes at Wayne State University. The program supplements formal classroom studies with opportunities for students to interact with community leaders and activists. Program staff members match students with Detroit community and cultural organizations, where the students select community projects to which they will dedicate 16 hours per week throughout the semester.
Health Care The University of Michigan Schools of Public Health, Nursing, and Social Work have joined the Detroit Department of Health and Wellness Promotion, eight community-based organizations, the Henry Ford Health System, and others to form the Detroit Community-Academic Urban Research Center. Developed in 1995, the center seeks to identify problems that affect the health of residents on the east, southwest, and northwest sides of Detroit, and to promote and conduct interdisciplinary, community-based participatory research that recognizes, builds upon, and enhances the resources and strengths in those communities. The Dance Marathon at the University of Michigan (DMUM) is one of the largest student-run, non-profit organizations on the University of Michigan’s campus. Through year-round events, the DMUM raises awareness about the needs of pediatric rehabilitation programs and also generates funds to support it. These creative and interactive therapies enrich the lives of children, their families, and their communities. Funds are used to support rehabilitation programs in C.S. Mott Children’s Hospital in Ann Arbor and Beaumont Hospital in Royal Oak. The organization’s work culminates in March when hundreds of students stand on their feet for thirty hours to show their dedication to the children, families, and hospitals they support. At this event, hundreds of individuals and groups from campus and the community come together to raise awareness about pediatric rehabilitation. Through the Community Outreach Rotations course in the School of Dentistry, dental students provide comprehensive and patient-centered oral healthcare to culturally diverse groups of people. In addition to providing oral healthcare to an underserved population, the course aims to help students appreciate the depth of unmet need in the underserved population and to have them work with practitioners who serve the underserved population; to “test drive” community healthcare clinics as a possible future career; and to get a feel for dental public health as a specialty. Students complete their assigned rotations at one of eleven community healthcare clinics, specialized programs, extramural rotations, or pilot programs. The Patient Family Education Resource Center (PERC) of the University of Michigan Health System links cancer patients to the most current information and resources. The center houses a full-service library with a comprehensive collection of print and audiovisual resources on all aspects of cancer, including disease and treatment information, coping and support resources, aids for discussing cancer with children, and information for survivors. Visitors may check out materials or use the center’s computers to search for information online. Upon request, PERC staff members conduct professional searches on specific topics. International
In 2006 and again in 2008, the presidents of the University of Michigan, Michigan State University, and Wayne State University hosted their counterparts from China’s top universities at the Michigan-China University Leadership Forum to explore ways to work together to advance trade, innovation, and economic growth. In both nations, research universities are major economic engines and creators of jobs. More than 25 members of the Chinese delegation, including university presidents, university council chairs, and officials from the Ministry of Education and National Academy of Education Administration visited all three Michigan research universities. Forum participants discussed numerous topics, including how to better contribute to their regions and communities, partnerships, research, strategic planning and governance, educating students, and developing and evaluating faculty. The forum strengthened Michigan’s ties with a new generation of higher education leadership in the world’s largest market and provided the means for the URC to give its faculty members and students greater access to China’s academic and business communities. Another leadership forum is being planned for May 2010. In 1993, the University of Michigan Health System (UMHS) created the Program for Multicultural Health to give underserved multicultural populations greater access to quality health care. Providing quality clinical care to culturally diverse groups is a vital part of the health system’s vision as a leading health care facility. The Program for Multicultural Health was created because of a growing awareness of the increasing diversity of UMHS patients and staff. The program has been recognized by local residents and nationally acclaimed health professionals for its innovative, theory-driven, and practical approaches to improving the health and health status of underserved ethnic and racial groups.
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2016-50/2785/en_head.json.gz/14372 | Diocese of Wichita Lenten Retreats
Lenten Retreat 2"That They All May Be One"Speaker: His Grace Bishop Basil
March 23-24, 2012St. Basil ChurchWichita, KansasDownload Flyer (PDF)
The retreat is gifted by our Bortherhood and meals will be provided through your love offering.
Lenten Retreat 3“Voices from the Crowd on the Via Dolorosa, The Way of the Cross”Speaker: Fr. Lester Michael Bundy of St. Columba Antiochian Orthodox Church
March 30-31, 2012The Benedictine Fellowship of St. LaurenceCanon City, ColoradoDownload Flyer and Registration Form (PDF)
Retreat cost is $49 per person though Sunday, $39 through Saturday. St. Laurence campus is a mountain valley ten miles west of Canon City on Hiway 50, then north eleven miles on Hiway 9 and then west on County Road 21. Call 303-722-0707 or go to saintlaurenceosb.org for directions.
afrishman's blog
Public Lenten Retreat at St. Vladimir's Seminary
Dr. Vigen GuroianMarch 7, 2012
[SVOTS Communications, Yonkers, NY] Dr. Vigen Guroian, professor of Religious Studies at the University of Virginia, will lead the annual public lenten retreat this year at St. Vladimir’s Orthodox Theological Seminary, Yonkers, NY, on Saturday, March 31, 2012. The retreat will begin with Divine Liturgy in Three Hierarchs Chapel at 9 a.m., followed by a lenten brunch, and two presentations by Dr. Guroian, to be held in the John G. Rangos Family Building.
Dr. Guroian has authored of a number of books, many on morality and ethics, and many that are meditative in content, such as Inheriting Paradise: Meditations on Gardening. Dr. Guroian will base the content of this year's retreat on his latest book, Melody of Faith: Theology in an Orthodox Key (Eerdmans, 2010).
The price of registration is $10 (with brunch) or free (without brunch), but all participants must register. See the seminary’s Website for more details: www.svots.edu.
Recent Ordinations and Elevations + March 2012
from the December 2011 issue of The Word:
ORDAINED HOGG, John, to the diaconate by Bishop Anthony on January 15, 2012, at St. John Chrysostom Church, Fort Wayne, Indiana, and to the priesthood by Bishop JOHN on February 5, 2012, at St. George Church, West Roxbury, Massachusetts. He is attached to the Church of St. Stephen the Protomartyr, South Plainfield, New Jersey while he completes his seminary studies.
SPENCER, Simeon (Jeffrey), to the diaconate by Bishop Antoun on January 15, 2012, at St. Elias Church, Atlanta, Georgia. He is attached to that parish.
Prison Ministry Awareness Sunday
The Assembly of Canonical Orthodox Bishops has appointed the Sixth Sunday of Pascha May 20, 2012, as Prison Ministry Awareness Sunday in all Orthodox parishes of North America. As the official prison ministry of the Assembly of Bishops, Orthodox Christian Prison Ministries is grateful for the designation of this important day, when all Orthodox Christians are called to unite in prayer for those in prison and their families. Please mark your calendar, pray, and consider supporting OCPM on Prison Ministry Awareness Sunday.
Kory Warr, Chairman of OCPM, writes:
"The ministry of OCPM continues to grow at an incredible pace. When I took over the correspondence ministry a couple of years ago, we received somewhere around 25 letters per month; now, we receive close to 200. Every two weeks, I send out a general letter to over 300 men who are in prison. I also correspond personally with around 70 men. Our correspondence is on substantive matters of faith; it is decidedly not small talk.
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Memory Eternal! + Sameeh Ramez El-Khoury
Sameeh Ramez El-Khoury, brother of Fawaz El-Khoury, passes away in Lebanon.
We are saddened to announce the passing into eternal life of Sameeh El-Khoury, the brother of the Vice-Chairman of the Archdiocese Board of Trustees, Mr. Fawaz El-Khoury. Sameeh passed away on February 29th in Lebanon. He is survived by his wife Afaaf and four children, Edgar, Hamid, Michel and David and their families, along with his mother Rose and brother Hamid and Fawaz and their families. The funeral will take place in the village church of St. George in Qalhat El-Koura on March 3. You may send condolences to Fawaz and Jo-Ellen at: mrkimpexp@aol.com.
May his soul rest with the saints and may his memory be eternal!
IOCC and OCF Partner for Unique Real Break Project
Real Break Houston offers college students and young adults a chance to provide relief to those who have lost their homes in recent natural disasters.
Orthodox College Fellowship (OCF) is teaming up with International Orthodox Christian Charities (IOCC) to build homes in Houston, Texas for families who have lost everything to the devastating hurricanes and flooding along the Gulf Coast.
This is also billed as a great opportunity to connect with other college students and young adults from across North America.
The trip cost of $550 covers lodging, food, transportation and materials while in Houston.
OCF Executive Director Jennifer Nahas urges, "please come to Houston and build a house!!! From March 24 through March 31st, OCF students and alum, along with Habitat for Humanity and IOCC, will be working on helping a family affected by the Hurricanes in Texas. Thanks to a donor, we can now offer this trip for $550. Please, chapter leaders, tell your chapter and your friends. WE NEED YOU!"
For more information, contact John Mahfouz at programs@ocf.net.
Special Olympics Fund Raising Goal Reached
Fr. Joseph Purpura, Antiochian Archdiocese Youth Director reports, "We have reached our fund raising goal--thank you!" The Special Olympics Awareness Day goal of $50,000 has been superceded, with the amount currently standing at $50,165.03.
"We thank all of you for the contributions that will make the August 2012 SOYO/SOPA Special Olympics Camp possible," notes Fr. Joseph.
View the complete list of parishes and donation amounts here.
Memory Eternal! + Diana Beattie
Kh. Suzanne Murphy writes:
Your Eminences, Your Graces, Reverend Fathers, and Dear Sisters in Christ:
I am sending out this e-mail to you with the sad news of the repose of Violet Robbat’s sister, Diana Beattie.
Diana had been bravely battling ovarian cancer, but yesterday (Wednesday, February 22nd) she was called by our Lord to end her temporal battle and to find eternal rest in Him.
Calling hours are scheduled for Sunday afternoon, 4:00pm until 8:00pm, February 26th, at St. John of Damascus Church in Dedham, MA; her funeral will be at the Church on Monday at 10:00am.
In lieu of flowers, Violet has said that donations may be made to St. John of Damascus Antiochian Orthodox Church (300 West Street, Dedham, MA 02026); or to the Foxboro Massachusetts Public School System, in care of “The Diana Beattie Memorial Fund” (60 South Street, Foxboro, MA 02035).
May her Memory Be Eternal!
Sincerely,Kh. Suzanne Murphy
Inter-Faith Relations Dept. Chair Fr. Olof Scott Attends CCT Annual Meeting
Memphis, TN (CCT)--Christian Churches Together in the USA has completed its sixth annual meeting (February 14-17, 2012) in Memphis, Tennessee. Some 85 church and organizational leaders (representing 36 African American, Catholic, Historic Protestant, Evangelical/Pentecostal and Orthodox churches and 6 Christian organizations: American Bible Society, Bread for the World, Evangelicals for Social Action, Habitat For Humanity, Sojourners and World Vision) met to discern together how CCT should respond to racism and poverty now.
V. Rev. Olof Scott, the Chair of the Antiochian Archdiocese Department of Inter-Orthodox and Inter-Faith Relations and Dean of the St. George Orthodox Cathedral in Charleston, West Virginia, attended the 2012 Annual Meeting.
A joint statement released at the gathering's conclusion, "One in Christ for the Sake of All," responds to the question: How might the Holy Spirit use the witness of Dr. Martin Luther King, Jr., and his Letter from the Birmingham Jail, to help the church live the Gospel more fully and proclaim it more faithfully?
Lenten Retreat + St. Mary Church, Brooklyn, NY
Theme: Reflections on the Prayer of St. Ephraim the Syrian Saturday, March 10th, 2012St. Mary’s Church 81st Street and Ridge Blvd. Brooklyn, NY Download Flyer (PDF)
The Fellowship of St. John the Divine invites you to a Lenten Retreat at St. Mary’s Church in Bay Ridge, Brooklyn. Featuring keynote speakers Dr. Anthony Bashir, St. George Antiochian Orthodox Church, Boston MA, Co-Chair, Department of Lay Ministry; and Dr. John Dalack, clinical psychologist and Co-Chair, Department of Lay Ministry.
Retreat begins at 10am with Morning Prayers followed by a Continental Breakfast. Session I with Drs. Bashir & Dalack followed by Lunch Session II followed by Dessert Q&A and ending with Closing Prayers around 4pm.
To register or for more information call the church at 718-238-8008 or email Jenna Zraick at: jennazraick@gmail.com For directions to St. Mary's, visit www.smaoc.org. There is no registration fee but donations are greatly appreciated.
Fr. Kenneth DeVoie appointed to the Department of Missions and Evangelism
His Eminence Metropolitan Philip has appointed Fr. Kenneth DeVoie to the Department of Missions and Evangelism as a full time mission priest. Fr. Kenneth was formerly the pastor of Emmanuel Antiochian Orthodox Church in Warren, Massachusetts. Fr. Kenneth has significant experience in “church planting” and the establishment of new church communities, and his expertise will certainly benefit the missionary efforts of our Archdiocese. We welcome Fr. Kenneth to the missions team of the Archdiocese.
Assembly of Canonical Orthodox Bishops: Year in Review
From the Assembly of Bishops:
In today’s secular society, which is often filled with meaningless rhetoric, it is encouraging to report that the Assembly of Canonical Orthodox Bishops of North and Central America is progressing toward its stated goals.
Recent achievements include the official incorporation of the Assembly on October 18, 2011 as the Assembly of Canonical Orthodox Bishops of North and Central America (ACOB). (It was formerly known as the “Episcopal Assembly” of North and Central America.) Last month an historic teleconference of the Assembly’s committee chairmen was held, bringing together representatives of all Orthodox jurisdictions in North America. On January 24 and 25, 2012, the Secretariat—which holds monthly teleconferences—held its second annual face-to-face meeting in Riverside, CA.
The Secretariat meeting in Riverside was hosted by Fr. Josiah Trenham of St. Andrew’s Church, and included Bishop Basil (Secretary of the Assembly of Bishops), Archbishop Antony (Treasurer), Bishop Andonios, Bishop Maxim, Fr. Mark Arey, Fr. Nicholas Ceko, Hierodeacon Benedict (Armitage), Protodeacon Peter Danilchick, and Messrs. Alexei Krindatch, Alex Machaskee, and Eric Namee.
Applauded at the Secretariat meeting was “Conversations With Our Bishops,” which is a series of audio interviews of the Assembly’s 53 member hierarchs conducted by Fr. Trenham. The interviews provide a broad swath of perspectives to the Church-at-large on the significance and work of the Assembly. Seventeen interviews have been completed so far, and new interviews are regularly made available on the Assembly’s website.
Preserving the Future of the Antiochian Archdiocese and the Legacy of Metropolitan Philip
The Archdiocese has another department? How much does it cost? What is it for? What’s in it for me?
Even before these questions, maybe you asked, “Why do we need an Archdiocese? Our church is doing just fine on its own.” This is the very reason and purpose for this Department – to “re-energize” the Laity of our Archdiocese regarding the Hierarchal nature of our faith and its relevance to our future viability in this country.
V. Reverend Economos Antony Gabriel, Chair of the Department offers the following:
“What is so unique about the Antiochian Archdiocese is that it was established by the Laity. In 1885 St. Raphael came to the United States, consecrated in 1904 in Brooklyn, and then proceeded to establish 30 parishes. He died young as did other Bishops that succeeded him. Metropolitan Philip is the longest serving Bishop in the history of the Archdiocese. The legacy of this Archdiocese will be that we have embraced the spirit of going forward; standing still is death. We must continue to do everything in our power which comes from God to continue our forward progress not for our own glory or the glory of the Metropolitan, but for the glory of God and in honor of our founders who came to this country penniless. When Metropolitan Anthony died in 1966 the Archdiocese consisted of 66 parishes. Now we have 265 parishes. If the Church is not a missionary Church then it is dead. The ministry of the Laity is more important than that of the Priests. The Priests are confined to the parish, but the Laity has the whole world as its parish.”
On October 6, 2011 members of the Department of Planning and Development met with Metropolitan Philip at the Archdiocese to discuss the strategy behind the Department’s exciting plans to re-energize the visions and legacy of the Metropolitan Philip and our God-protected Archdiocese. afrishman's blog
IOCC Race to Respond: Seeking Two Cross-Country Cyclists
Ten years ago, five determined and dedicated IOCC supporters cycled their way across the U.S. to celebrate IOCC's tenth anniversary of service providing humanitarian assistance worldwide. The Race to Respond riders raised funds for those in need and put IOCC on the map with the new Orthodox Christian supporters they encountered through cities and towns across California, Nevada, Utah, Colorado, Kansas, Missouri, Illinois, Indiana, Ohio, Pennsylvania, New Jersey and New York.
Lead rider, Jim Angelus, is ready to repeat this feat and is seeking a crew chief to drive the pursuit vehicle and two cross-country cyclists to join him again in honor of IOCC's 20th anniversary of humanitarian service. This time, the cross-country route will take the cyclists along the northern tier of the country from Seattle, Washington, through Idaho, Montana, North and South Dakota, Minnesota, Iowa, Illinois, Indiana, Ohio, Pennsylvania and New Jersey, covering approximately 3,000 miles in 33 days.
Cyclists must have prior experience in training and participating in strenuous long distance events. Much like the 2002 ride, cyclists will have to endure the psychological and physical demands of approximately 33 days of continuous cycling at approximately 90 miles per day.
The tentative timeline for this cross-country cycling event is June 26 – July 31. This timeline includes travel and time prep time in Seattle. Cyclists will be responsible for costs incurred on this cross-country trek, approximately $4,000. This includes travel expenses, equipment, accommodations and food, as well as the shared cost for a crew chief that will be providing SAG. Those interested should contact Jim Angelus at jamesangelus@verizon.net for more information.
Greek Archdiocese Appeal for Relief Fund for the People of Greece
Archbishop DemetriosFor I was hungry and you gave me food, I was thirsty and you gave me drink.
Matthew 25:35 – Judgment Sunday
Beloved Brothers and Sisters in Christ,
On behalf of the Holy Eparchial Synod of our Holy Archdiocese of America, I am writing to you, the faithful members of our Holy Orthodox Church here in the United States, this heartfelt appeal for our brothers and sisters in Greece. The financial crisis that has rocked Europe and deeply affected Greece has reached proportions where the suffering of innocents and the ordeal of common people cry out for urgent and substantive help. So many of our families have roots in Greece and many of us have relatives and friends who are now experiencing privation unknown in that country since the time of the harsh occupation of the Second World War. vnieuwsma's blog
FOCUS Board Appoints New Executive Director
The Board of Directors of FOCUS North America announces the appointment of Nicholas J. Chakos as its new Executive Director. Chairman Charles Ajalat said, “The Board of Directors is extremely blessed and excited to have found such a great leader to take FOCUS North America to the next level.”
Nick Chakos has over 15 years of experience and demonstrated success in Orthodox non-profit leadership, fundraising, strategic planning, and program development and evaluation. He is both an Archon of the Ecumenical Patriarchate and the recipient of the Miron Cross, the highest distinction given by the Romanian Orthodox Church to civilians for outstanding social service to Romania. Nick has been with International Orthodox Christian Charities (IOCC) for 13 years, occupying positions such as Interim Director of Development and as a member of the Executive Team. Prior to IOCC, Nick worked for Tanzanian Development Association, a division of the Orthodox Church in Tanzania. Nick is an Adjunct Professor at the University of Pittsburgh Graduate School of Public and International Affairs, and is passionate about domestic social action.
Mr. Chakos is expected to join FOCUS on February 16.
St. Vladimir's Seminary to Host Multimedia Concert in Historic Venue
[SVOTS Communications, Yonkers, NY] On Monday evening, May 7, 2012, St. Vladimir’s Orthodox Theological Seminary is hosting an evening of liturgical music sung in the traditional styles of Orthodox Christian churches worldwide. In a multi-media program that interweaves luminous icons, sacred texts, and a rich a cappella sound, the St. Vladimir's Seminary Chorale will perform ORIENT: Sacred Song and Image at the famous St. Malachy's,"The Actors' Chapel," in the heart of Manhattan, at 239 West 49th Street, New York City. The concert will begin at 7:30 p.m.
The concert program will include pieces from the broader Orthodox tradition sung in their original languages—Greek, Georgian, Estonian, Slavonic—as well as choral music by Orthodox composers written for the concert hall. Two visual projections—one of images of Orthodox icons and the other of translations of musical texts—will run simultaneously as the chorale sings. In this multi-media concert, icons, music, and text will expound one another and combine the best elements of a professional choral performance with the depth and authenticity of the Orthodox liturgical experience.
The chorale will be directed by Hierodeacon Herman, Lecturer in Liturgical Music and Chapel Choir Director at the seminary, and Matushka Robin Freeman, who created the concert format and conducted in its premiere at Indiana University’s Jacobs School of Music in 2010.
Tickets are $25, and may be purchased online. Limited seating will be available at the door (cash only) the evening of the concert.
St. Katherine College Hosts President's Gala in Inaugural Year
St. Katherine College hosted the first annual President’s Gala on January 28th. Approximately 300 guests enjoyed hearing the College chorale, readings from prize-winning poet and Visiting Professor Scott Cairns, and the first public performance of a piano composition by music Instructor Nazo Zakkak. The attendees represented clergy and people from all of the Orthodox Christian traditions as well as those of other faiths. Underwriters for the event included corporations, businesses, and individuals who are committed to the vision of an Orthodox Christian college. An Ancient Faith Radio audio summary of the event is available here. Saint Katherine College began its second year of operation on January 9, 2012. Classes resumed for 11 traditional and 4 part-time students. The first year was marked by continuing expansion of course offerings and facilities. Most students are taking courses in the College's Core Integration series, mathematics, biological science, and theology, as well as electives in areas ranging from music theory to business ethics. Recently the school was awarded competitive grants to fund original research at the College.
AFR Highlights the Work of IOCC in Syria
Syria is in the news a lot these days, but what kind of work is being done by the Church in light of the current circumstances? Listeners may be surprised. In this edition of Ancient Faith Presents, Samer Laham, the Director of the Department of Ecumenical Relations and Development for the Patriarchate of Antioch in Damascus, discusses the ongoing humanitarian work of the IOCC in the country.
Fr. Paul Tarazi's Old Testament Audio Commentary Released
The Orthodox Center for the Advancement of Biblical Studies (OCABS) announces it has released the second and final MP3-DVD volume in Fr. Paul Tarazi's groundbreaking Orthodox Audio Bible Commentary. Ordering information is available on the OCABS website.
As each verse of the Old Testament is read aloud and carefully explained, listeners can hear the story of the Bible unfold in its entirety, while learning relevant historical, linguistic, and literary facts. As attested to by Orthodox liturgical tradition, Scripture is meant to be read aloud to people of all backgrounds. Unfortunately, differences in language, culture, and historical circumstances often obscure the Bible for contemporary listeners. Throughout this series, the speaker repeatedly highlights poetic and literary connections from the original languages, overcoming the problem of translation and helping listeners to encounter the Old Testament as it was heard in its orignal setting.
The approximate running time is 75 hours.
Assembly of Bishops Protests Decision by United States Dept. of Health and Human Services
The Assembly of Canonical Orthodox Bishops of North and Central America has issued the following statement of protest:
The Assembly of Canonical Orthodox Bishops of North and Central America, which is comprised of the 65 canonical Orthodox bishops in the United States, Canada and Mexico, join their voices with the United States Conference of Catholic Bishops and all those who adamantly protest the recent decision by the United States Department of Health and Human Services, and call upon all the Orthodox Christian faithful to contact their elected representatives today to voice their concern in the face of this threat to the sanctity of the Church’s conscience.
In this ruling by HHS, religious hospitals, educational institutions, and other organizations will be required to pay for the full cost of contraceptives (including some abortion-inducing drugs) and sterilizations for their employees, regardless of the religious convictions of the employers.
The First Amendment of the U.S. Constitution guarantees the free exercise of religion. This freedom is transgressed when a religious institution is required to pay for “contraceptive services” including abortion-inducing drugs and sterilization services that directly violate their religious convictions. Providing such services should not be regarded as mandated medical care. We, the Assembly of Canonical Orthodox Bishops, call upon HHS Secretary Sebelius and the Obama Administration to rescind this unjust ruling and to respect the religious freedom guaranteed all Americans by the First Amendment.
Classical Learning Center Doubles Enrollment Again
Anne Van Fossen, M.A., of the Classical Learning Resource Center, writes:
"For the last three years, the Classical Learning Resource Center has focused on teaching live, real-time, online classes in Classical Greek and Latin. We’ve emerged as one of the best online sources available for Latin and Greek instruction. Our student body has approximately doubled for the third year in a row and our new students are just as engaged, inquisitive, and generally delightful as those continuing from last year!
The Classical Learning Resource Center is beginning to gear up for fall of 2012. We’re planning to offer several new classes and part of the purpose of this newsletter is to see how much interest there is in these new course offerings. We’ll continue with our full program of Greek and Latin classes with Latin 4 Kids classes for elementary school and the full 4 year sequence of Latin I, II, III, IV and Greek I, II, III, IV for middle school and high school students and adults. If you haven’t taken a Greek or Latin class with the Classical Learning Resource Center yet we encourage you to begin in 2012.
FSJD Young Adult Retreat in Livonia, MI
Download Final Retreat Schedule
The Diocese of Toledo Fellowship of St. John the Divine invites all young adults (ages 18-40) to our spring Young Adult Retreat hosted at St. Mary Basilica in Livonia, MI, the weekend of March 30-April 1, 2012. His Grace Bishop Anthony will be our guest speaker for the weekend leading us in workshops about our faith, along with church services, good food, activities and fellowship time together to enjoy each others company. We invite all young adults (married or single) from our diocese and beyond to join us for this retreat. It is going to be a fun and spiritually fulfilling retreat in which we hope all young adults from our diocese will participate.
The retreat will take place at St. Mary Basilica in (18100 Merriman Road, Livonia, MI). Out of town guests may book lodging at the Detroit Marriott Livonia (17100 Laurel Park Drive North, Livonia, MI) where a block of rooms is reserved under the group code: FSJFSJD at a special rate of $96 per night.
The weekend will begin at 7pm on Friday March 30 with the Akatahist/Madeyeh service at St. Mary's, and conclude with a light luncheon after Hierarchical Divine Liturgy on Sunday April 1. The final schedule is attached.
Archbishop Joseph Interviewed for Assembly of Bishops Series
His Eminence Archbishop Joseph of the Diocese of Los Angeles and the West has been interviewed as part of an ongoing series of interviews with the member bishops of the Assembly of Canonical Bishops of North and Central America. Listen to the interview here.
Fall/Winter 2011-2012 Issue of DIAKONIA Available Online
The Fall/Winter 2011-2012 issue of DIAKONIA is now available online. This issue highlights the North American Board. And The Diocese of New York and the Archdiocesan District, And the Diocese of Charleston, Oakland and the Mid-Atlantic, and contains:
A message from His Eminence Archbishop Joseph, Antiochian Women Hierarchical Overseer
A message from His Grace Bishop John, North American Board Spiritual Advisor
A message from His Grace Bishop Nicholas, Bishop of Brooklyn and Assistant to the Metropolitan | 教育 |
2016-50/2785/en_head.json.gz/14415 | Students survive ‘zombie apocalypse’
Mill Hill Zombies
Zombies roamed the corridors of a Ripley school – as visitors would have been forgiven for thinking they were on the set of hit TV show The Walking Dead.
Students at Mill Hill School donned fake blood and gore as they posed as zombies for the day, chasing pupils as part of a stunt to raise money for a cancer charity.The brilliantly thought out ‘zombie apocalypse’ raised more than £300 for Macmillan Cancer Research, making it the single most successful charity event to be organised by students at the Peasehill school.
Sixth formers came up with the innovative idea, which saw about 30 of them dress up as zombies – all the rage thanks to hit shows like The Walking Dead which tells the story of life for a group of survivors as flesh-eating zombies roam the Earth.
The Ripley zombies chased more than 120 students around the school – and reportedly opted not to eat their captives!Those taking part had to solve riddles to move from room to room and they wore a tag which the zombies had to grab.The stunt was held as part of Rag Week, during which a host of activities are organised by students to raise money for charity.So far, the overall total for the week stands at more than £500 and includes money raised from the zombie apocalypse, raffles and cake sales.
Student Amy Reeve, 16, of Ripley, said the zombie apocalypse proved to be much more successful than they had anticipated.She said: “We were trying to think of something original and we do sit around and sometimes think about what we would do if there was a zombie apocalypse so we thought we could try to re-create one.“We used the tag rugby belts and the zombies had to try to get the tag. Anyone who was playing and was caught could pay £2 for another tag and get back into the game. We were really pleased with the amount raised and it’s definitely something we would like to do again.”Students also organised a ‘survival room’ in which those taking part in the after-school event, which was supervised by teachers, could buy sweets and drinks.
Steve Richardson, director of learning for Years 12 and 13 at Mill Hill, said the event was a massive success.He said: “It was fantastic and has become the single most successful fundraising activity to be organised by students. It was really well organised and even the rain didn’t put anyone off.” | 教育 |
2016-50/2785/en_head.json.gz/14579 | Crookston School Board moves ahead, slowly, with Johnson Controls
$20,000 evaluation of buildings OK'ed, but board wants to keep its options open after that.
Mike Christopherson, Managing Editor
The Crookston School Board this week approved a resolution that will have the district paying performance contractor Johnson Controls $20,000 to evaluate the three school buildings and swimming pool in areas like their heating, water, air, mechanical and electrical systems, deferred maintenance, and roofs and walls. Even if the board eventually says thanks but no thanks when Johnson Controls, upon completion of its evaluation, pitches a multi-year project with the school district to upgrade and maintain the building's many systems, the district will still be on the hook to pay the contractor that works with districts and other entities across the state $20,000. Board members on Monday, before unanimously approving the resolution, wanted to make sure that the district wouldn't be on the hook with Johnson Controls for anything beyond the $20,000. Although in the end the board might approve another long-term, multi-million project with Johnson Controls, there appears to be a significant amount of trepidation among board members to enter into such a large commitment with the contractor, which completed a 10-year agreement with the district a few years ago and would like to ink another one. (In the years since the 10-year project expired, Johnson continued providing some maintenance oversight.) Board members are well aware that the swimming pool is in need of a new roof and that ventilation issues inside are damaging the building from the inside out. They also learned – thanks to a presentation by "building envelope" specialists The Garland Company earlier this month – that Crookston High School needs a new roof, too. "There's some hesitancy with Johnson Controls," board chair Keith Bakken said, stressing that the board, once it has the findings of Johnson Controls' evaluation in hand, will have many options at its disposal, including hiring a different contractor to do the work. "They've been overseeing the pool for 10 years and we're still dealing with these issues," Bakken added. Superintendent Chris Bates recommended that the board approve the $20,000 assessment of the buildings' systems. The board's approval came on the heels of two presentations by Johnson Controls in recent months, and another conversation with representatives of the firm at the recent Minnesota School Board Association Conference. "This is a big area, with a number of areas we need to deal with," Bates said. "This doesn't tie us to any particular contract with anyone; it's just an analysis of where our buildings are at, in terms of systems' efficiency. ...We need to know about these issues, and these are people who spend every day in school buildings." Whatever the board eventually decides to do, Bates continued, the entire scope of the work could be put up for bids, or it could be handled in piecemeal fashion. "This will give us an idea of what needs to be done and when, instead of us doing a bunch of other things and then realizing a few years down the road that we didn't do something we should have," he said. Bakken said his chief concern is a component of Johnson Controls' plan that relies on revenue from an operating levy referendum set to expire in 2014-15, beyond that expiration date. "I understand that things need to be done, but they were clear about extending that levy," he said. "We told the taxpayers during the last levy process that they'd get some relief when that other one expired." Bates said interest rates remain historically low and that the district could refinance some existing debt while still potentially providing tax relief to district residents. Either way, he stressed, it's early and the board has numerous options available to it. "Whatever comes out of this, it will be presented to the public and discussed at length," Bates said. Johnson Controls bases its business model on systems and efficiency improvement projects financed over a number of years with school districts and other entities. The idea is that the entity finances the project over a period of years and then pays for it with savings reaped by reduced energy and utility bills resulting from the improvements implemented by Johnson Controls. In the district's previous contract with the firm, the district paid around $200,000 a year for a decade and, with the budget extremely tight and annual spring reductions becoming the norm in those days, the board at that time breathed a sigh of relief when the final $200,000 payment came off the books. Still, board member Frank Fee said, it's worth $20,000 to get an updated analysis of the condition of the four buildings. "I think we all have some concern over Johnson Controls and the amount of money we've paid to them over the years and what we've gotten in return," he said. "This is $20,000 to find out what needs to be done in our buildings, but I don't think we're giving cart blanche to Johnson Controls at all. It would be nice to know exactly, whether it's good or bad, what needs to be done from a company that's familiar with our school district. I want to know, and I think district residents want to know." Bates said building needs are all part of needed long-term planning that the board must commence with, with the goal of coming up with strategies the "community can warm to." Everyone knows buildings, especially buildings in northwest Minnesota, need quality roofs, Bates continued. "We're very proud of our buildings and no one wants to see them fall into disrepair," he said. "This gives us a chance to maybe do some things and reduce the tax burden on our citizens. The community wants to see us look after the buildings they've paid for." | 教育 |
2016-50/2785/en_head.json.gz/14584 | State of the Union mystery: What do Obama's Race to the Top plans mean? Save for later
Obama called education key to 'winning the future' and wants to replace No Child Left Behind with a plan based on his Race to the Top initiative. But that left some experts scratching their heads. By
President Obama delivers his State of the Union address on Capitol Hill in Washington, Tuesday, Jan. 25. In his speech, he challenged Congress to invest in new research and education to meet 'our generation's Sputnik moment.' He proposed replacing No Child Left Behind, which is due for an overhaul, with a plan modeled after his Race to the Top program.
Pablo Martinez Monsivais/AP View Caption About video ads
of Education held a prominent place in President Obama’s State of the Union address Tuesday night, as he called for a re-commitment to "investing in better research and education" to meet “our generation’s Sputnik moment.” Obama declared, "To win the future ... we also have to win the race to educate our kids." His words deliberately echoed his administration's Race to the Top program, even as he sounded some familiar themes, including the responsibility of parents and communities, the need for higher expectations in schools, and the importance of excellent teachers. And he also put forth a few more specific proposals:
Prepare 100,000 more science, technology, engineering, and math teachers by the end of the decade.
Make permanent the tuition tax credit – worth $10,000 for four years of college – and expand the Pell Grant program.
Replace No Child Left Behind with a new, more flexible law, that he said should be modeled after his competitive Race to the Top grant program.
That last point had a few education experts scratching their heads, since Race to the Top is a totally different animal from the broader Elementary and Secondary Education Act (ESEA), the formal name for No Child Left Behind. The ESEA is the means by which the federal government delivers most of its money to schools and states – more than $100 billion, mostly determined by certain formulas, compared with the $4 billion of competitive grants that made up Race to the Top.
“He’s putting his chips on something that has limited usefulness, but it’s not a broad usefulness, and we don’t even know yet how well states will spend the money from Race to the Top,” says Jack Jennings, executive director of the Center on Education Policy in Washington, who otherwise liked the education themes Obama sounded in his speech. “With No Child Left Behind, he should have talked about [the need for] broader reforms and improvements and raising standards, rather than making the theme of competitiveness the main thing.” Race to the Top was widely seen as spurring big legislative changes in states, particularly around more accountability for teachers, as they vied for the pools of money. But it was also criticized by many who felt the priorities it emphasized were wrong, were disappointed in the selection of winners, or felt that a competition – that by definition left many states and districts out of the grants – was the wrong way to go.“I think he’s trying to say Race to the Top … is the way to get consensus between Republicans and Democrats for the reauthorization of the ESEA, and I don’t think it will play out that way,” says Grover “Russ” Whitehurst, director of the Brown Center of Education Policy at the Brookings Institution.Mr. Whitehurst also says he would have liked to have seen a more coherent, comprehensive education agenda laid out rather than a few pet proposals, and wonders what the federal role will be in goals like increasing the numbers of math and science teachers. “The devil will be in the details here, and we’ll need to see them in the budget proposal,” he says.Still, many education reformers were gratified to see education accorded such a prominent place in the speech and in Obama’s agenda, particularly at a time of economic hardship. “The themes were clichéd, but they were good clichés,” says Frederick Hess, the director of education policy studies at the American Enterprise Institute, who says he’s happy that Obama continued to emphasize the role of parents, the need for better teachers, and the need for funding to be attached to school performance.“If we take these steps – if we raise expectations for every child, and give them the best possible chance at an education, from the day they’re born until the last job they take – we will reach the goal I set two years ago: by the end of the decade, America will once again have the highest proportion of college graduates in the world,” Obama said.“These were strongly phrased sentiments, and something that would have been startling to hear a national Democrat say even four or five years ago,” says Mr. Hess. “Even as we’ve been wrestling with foreign challenges and economic difficulties, to his credit, he and his administration have continually tried to put education forward."
Can Obama, Congress meet minds to revamp No Child Left Behind?
Race to the Top promises new era of standardized testing
How Race to the Top is recasting education reform in America | 教育 |
2016-50/2785/en_head.json.gz/14589 | 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. | 教育 |
2014-35/4175/en_head.json.gz/23417 | Clock ticking on Jefferson-Houston renovation
Education News Schools — 20 December 2011
Top Alexandria City Public Schools officials have met with residents to discuss their plans for a re-imagined Jefferson Houston Pre-K-8 school as work on the project is poised to get under way.
ACPS staff, including Superintendent Morton Sherman, discussed educational and physical specifications for the proposed new building during a meeting with community stakeholders earlier this month. Officials included the project in the district’s capital improvement plan after the mention of a possible public-private partnership raised the ire of neighbors in the summer and fall of 2010.
While the project is not yet at the design stage, officials hope to reach a deal with an architect by January. A new, roughly 120,000 square foot building is slated to be built on the school’s existing grounds and open by the start of the 2014-15 school year.
Plans are also in the works to rebuild two other city elementary schools, Cora Kelly and Patrick Henry. | 教育 |
2014-35/4175/en_head.json.gz/23467 | About Archinect Advertising Contact Us Privacy Policy NewSchool of Architecture + Design
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NewSchool of Architecture and Design Student Wins First Place Award for Sustainable Design Concept
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Rendering by NSAD student Nick Wilson
San Diego—May 6, 2014— A NewSchool of Architecture and Design (NSAD) student received a first place Eco Innovators Award of Excellence during the Metropolitan Water District of Southern California’s annual ECO Innovators Showcase May 1. The organization gave high marks to the design by NSAD student Nick Wilson, and also recognized the school’s “innovative teaching philosophy that inspires…students to develop sustainable environmental solutions.”The competition, part of the Metropolitan’s annual Spring Green Expo, attracted projects from 20 universities and community colleges throughout Southern California in individual and team categories. Wilson’s project, which was one of three NSAD entries, featured examples of single-family sustainable “Eco Houses” for desert climates such as Phoenix, Ariz. The project incorporates wind flow patterns and a pond and fountain element to encourage the flow of cool air through the homes, resulting in greater energy efficiency. The concept was developed by Wilson, who is in the Bachelor of Architecture program, under the guidance of NSAD instructor Don Mirkovich.The other NSAD entries included a project by student James Darby that was also guided by Don Mirkovich, and a submission by student Joshua Nunnally that was guided by NSAD instructor Victor Navarro.A panel of judges from Metropolitan’s Engineering, Water Resource Management and External Affairs groups scored the entries for the ECO Innovators Showcase competition, resulting in a tie for top individual honors in the Eco Innovators Award of Excellence category that Wilson received. The event and competition serve to bring awareness to topics related to water conservation and sustainability, and includes exhibitions highlighting related technology, products, services and programs.Wind System Diagram by NSAD student Nick Wilson About NewSchool of Architecture and DesignLocated in downtown San Diego, NewSchool of Architecture and Design (NSAD) prepares students for career success in design fields through an emphasis on interdisciplinary and global design skills, industry collaborations and real-world projects. The school’s programs include architecture, construction management, product design and interior design. The school also offers programs in digital media arts, game art, game programming and animation. For the past two years, DesignIntelligence has ranked NSAD among the top 10 undergraduate architecture schools in the western United States in its publication “America’s Best Architecture & Design Schools.” The school’s design environment provides inspiration for the school’s students and faculty, recognized for their work regionally and internationally, and NSAD students are prepared to work in a global and diverse work environment through the school’s collaborations with award-winning schools around the world such as Domus Academy in Milan, Italy and Media Design School in Auckland, New Zealand. NSAD is accredited by the Western Association of Schools and Colleges (WASC) Senior College and University Commission, and the Accrediting Council for Independent Colleges and Schools (ACICS). NSAD’s Bachelor of Architecture, Master of Architecture and Executive Master of Architecture programs are accredited by the National Architectural Accrediting Board (NAAB). http://www.newschoolarch.edu/. | 教育 |
2014-35/4175/en_head.json.gz/23485 | Programs and Projects Subjects of Investigation ARS National Programs Search for a research project Title: NUTRITIONAL PROPERTIES OF RICE AND RICE BRAN
Submitted to: Rice Chemistry and Technology
Citation: Yokoyama, W.H. Book Chapter, 3rd Edition, Rice: Chemistry and Technology, 2004, Edited by E.T. Champagne. Chapter 20:595-609. Interpretive Summary: This book chapter is part of the new rice reference book, 3rd Edition of Rice: Chemistry and Technology, published by the American Association of Cereal Chemists. Our knowledge of the macronutrient nutrient properties of rice remains essentially unchanged since the previous edition. However, the nutritional status of people in developed countries has changed. The chapter focuses on the role of rice and rice bran in cardiovascular disease, colon cancer and diabetes.
The nutritional composition of rice and its fundamental importance as the major source of caloric energy and protein to most of the population of Asia remains essentially unchanged since the second edition of Rice: Chemistry and Technology published in 1985. However, our comprehension of the structure and organization of starch, protein and other components of rice as related to human nutrition has been extended to include health promotion and disease prevention, in addition to sustenance. As we begin the twenty-first century we recognize that obesity and problems of over-nutrition, rather than inadequate nutrition, have become epidemic in developed countries. A review of the literature concerning the glycemic properties of rice and its relationship to diabetes is included in this chapter, because diabetes is increasing as the living standards of rice-consuming Asian countries improve. In the past ten years, the role of plant sterols in reducing human plasma cholesterol has become widely accepted. This chapter provides an overview of rice phytonutrients and other components that contribute to the hypocholesterolemic properties of rice bran and its oil. These phytonutrients and structural features of the grain may also reduce the risk of cardiovascular disease, cancer and diabetes; this chapter highlights relevant research findings. | 教育 |
2014-35/4175/en_head.json.gz/23499 | Search Building the foundations for a UK university degree
By May 15, 2014 3:44PM UTC
The number of international students enrolled in UK undergraduate programmes rose by 3% last year, demonstrating British universities are still highly popular around the world and their reputation for excellence is still highly regarded.
And as the numbers of students grow, courses in a wide range of subjects are offered catering specifically for international careers. Students wishing to work in the engineering, business, or hospitality sectors for example relish the opportunity to learn in Europe with the best academics and professionals. Some programmes include internships and work experience as part of their requirements, enabling students to gain valuable real-world experience, start making contacts in the industry, and put their knowledge into practice even before they graduate.
Students at the Dublin Institute of Technology (pic: Jason Clarke)
Helpful services, career advice and personal tutors may not suffice to ensure academic success of all students, and as this Guardian article points out, many Chinese students actually fail to get as high results as their peers. While going to university may be an obvious choice for many students in the UK, going abroad to study is a challenge that international students shouldn’t take lightly.
Studying at university is about more than specialising in an area: it’s also about group work, academic writing, work experience, and networking – which can be very daunting for young students freshly arrived in the UK. Taking notice of these emerging challenges, many institutions are now offering preparatory foundation courses to international students who want to pursue a degree in the UK.
Foundation programmes are typically run over one year and are the equivalent of A-Levels. Students get to choose the area they want to focus on and gain extra knowledge to enhance their knowledge before going to university, often in subjects like business, finance, accounting, media and communications.
Unlike A-Levels, foundation programmes are designed with international students in mind, and offer a range of core modules that students take regardless of their specialty to ensure they have the right skills to go to university.
Pic: Graduation at York College
By learning about academic writing, study skills, and how to take notes in lectures, international students prepare themselves for the reality of higher education in the UK. English language modules help improve their level of communication, both written and oral. This is crucial to success in UK universities. Furthermore, cultural and societal classes introduce students from around the world to the British lifestyle.
Universities and colleges that offer foundation programmes also have partnerships with UK universities which enable students to plan a study pathway in advance; although they are also free to apply in the institution of their choice. Extracurricular activities and living in homestays with British families also contribute to a successful preparation to studies in the UK at university level.
Here are just a few foundation programmes that can help introduce international students to a UK university education:
Dublin Institute of Technology
Dublin Institute of Technology (DIT) has been pioneering technological education for the past 125 years and was the first technical education institution in Ireland. The Institute prepares students for further education in technical and scientific subjects and for successful careers. The International Foundation Programmes at DIT are one-year courses that prepare international students for further education in a variety of subjects including physics, biology, business, and accounting. The Institute has many international partnerships and student exchanges, fostering a diverse and welcoming student community. Read the full profile here… York College
York College is a leader in the field of further education and offers highly competitive foundation programmes for students wishing to step into a UK University. It recently achieved outstanding status from the UK Government and produces quality students ready to pursue their education at the higher level. The International Foundation Programme offered in partnership with the University of York is run over one year as an intensive course for students from all over the world. Read the full profile here…
Pic: Arts students at Falmouth University
Falmouth University is a renowned arts institution in Cornwall, England, that offers an International Foundation Diploma in Art & Design to prepare international students for further education and careers in the Arts. The Diploma is taught through a variety of lectures, seminars and studio time; visiting lectures; field trips; and one-to-one tuition. On top of the core skills in Art and Design practices, histories, and theories, students take a 23-week academic communication unit to build the language skills required to present their work and express their thoughts and opinions in English. When they graduate, students are guaranteed a place on the Falmouth University degree of their choice. Read the full profile here…
Henley College
Henley College is a vibrant and friendly college in Coventry in the West Midlands that welcomes approximately 5,000 part-time and 1,600 full-time students. Many international students attend the college to prepare for further education at a UK university in the subject area of their choice. The International Foundation Programme at Henley College includes core modules in English, Study Skills and IT to learn about research techniques, presentation skills, and academic writing. Students can specialise in one of five pathways: business administration, business information systems, law, media, and engineering. Past students have progressed to undergraduate studies at the universities of Aston, Nottingham, Durham, Portsmouth, Leicester, Reading and many others.
Bath Academy
The Bath Academy’s reputation for academic excellence attracts international students from all around the world each year, and with a University Foundation Programme that specifically prepares students for higher education at a top UK university, the Academy is a popular choice. Over one year, it provides students with the necessary English skills and academic knowledge to succeed at university and is recognised as one of the leading courses in the UK. Students benefit from small class sizes and private tutors and can decide to specialise in the area of their choice: business/economics/finance; science; law/social sciences; engineering/technology/architecture; or art. Request a Brochure for more information about these programs
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2014-35/4175/en_head.json.gz/23503 | Janet L. Duprey
District Office202 U.S. Oval
Duprey Records Votes for State Board of Regents Members
Assemblywoman Supports �Sunshine Week� EffortsMarch 16, 2007
Assemblywoman Janet L. Duprey (R,I,C-Peru) voted for James R. Tallon, Jr. (5th District), Milton L. Cofield (7th District), and Natalie M. Gomez-Velez (12th District) to be elected to the New York State Board of Regents in Albany. Duprey did not vote for Charles R. Bendit (1st District), who was also elected to the Board. �I fully support the public�s right to know about what occurs in State government. The Board of Regents makes important decisions about education policy, and the public should know who the decision makers are,� Duprey said. The Assemblywoman released her votes as part of her support for �Sunshine Week.� �Sunshine Week� is a program and overall movement by good government groups to allow the public more open access to government bodies, their meetings, and the votes that are cast. According to the state Board of Regents� own website: �The Board of Regents comprises 16 members elected by the State Legislature for 5-year terms: 1 from each of the State's 12 judicial districts and 4 members who serve at large. Regents are unsalaried and are reimbursed only for travel and related expenses in connection with their official duties.�
The Board�s website also states: �Established by the New York State Legislature on May 1, 1784, the Regents of The University of the State of New York form the oldest, continuous state education entity in America. The Regents are responsible for the general supervision of all educational activities within the State, presiding over The University and the New York State Education Department. The Regents are organized into standing committees and subcommittees whose members and chairs are appointed by the Chancellor.� Assembly Home Contact Webmaster | 教育 |
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form-button-pill-roll FINRA Investor Education Foundation Deadline: Rolling Funding: $50,000-$100.000 Through the General Grant Program, the FINRA Investor Education Foundation funds research and educational projects that support its mission of providing underserved Americans with the knowledge, skills and tools necessary for financial success throughout life.
In 2013, the FINRA Foundation welcomes applications for projects of approximately $50,000–$100,000 that advance understanding of the relationships among financial literacy, financial capability and financial well-being. Priority will be given to projects that use data from the National Financial Capability Study (see www.usfinancialcapability.org) and other existing data sets. Note that a second round of data from the National Financial Capability Study will be available beginning in the first half of 2013. The Foundation seeks to fund projects that advance its mission through:
Educational projects or programs. Funding is for programs that respond to an unmet investor education or protection need for a target audience.
Research. Funding is for research that expands the body of knowledge and offers solutions in the field of investor education and protection.
Combination of research and educational program. Funding is for initiatives that lead with a research element and follow with a high-impact investor education or investor protection project based upon the results of the research.
http://www.finrafoundation.org/grants/general/ John D. and Catherine T. MacArthur Foundation Program on Global Security and Sustainability Deadline: Rolling Funding: $100,000 and up Grants are awarded for research and policy studies, dissemination, and related activities. The foundation is particularly interested in supporting projects that reflect diverse national, institutional, professional, and cultural perspectives on global migration.
Grantmaking in this area is aimed at raising the profile of global migration issues on national and international agendas, helping to develop norms and standards for the effective governance of migration, facilitating the inclusion of civil society voices in policy deliberations at the national and international levels, and disseminating migration research to policymakers at various levels of government. Support for the Global Forum on Migration and Development - and for improvement of regional migration governance mechanisms - are important emphases of the foundation's work on migration governance. The foundation seeks to foster better understanding and policy-relevant analyses of the relationship between the movement of people and economic development in sending and receiving countries.Under the broad rubric of migration and development, the foundation will seek to produce better understandings and policy-relevant analyses of the relationship between the movement of people and economic development. The initiative supports research and policy analysis on two channels through which migrants impact the economies and the quality of life in their countries of origin: financial flows (including worker remittances), and diasporas and circular migration (and concomitant issues of brain drain). The foundation also supports work aimed at improving migration data. In addition to examining migration from an international perspective, synergies are sought in MacArthur's focus countries of Nigeria, Mexico, Russia, India, and China.
An organization wishing to approach the foundation may submit a letter of inquiry informing the foundation of the proposed project. Based on this information, the foundation may invite proposals from prospective projects and organizations. Open Society Foundation Deadline: Rolling Funding: $50,000 As part of an ongoing effort to engage young people in policy issues critical to their future, the Open Society Foundations has launched Global Debates, a $20 million funding initiative to strengthen debate programs at colleges and universities around the world.
OSF will provide up to three years of funding to colleges, universities, and other educational institutions to integrate debate across disciplines. The International Debate Education Association will implement the programs and help OSF identify and provide support to grantees.
Grants will be available for institutions that have either very small debate programs or none at all. Grants also will be made to institutions seeking to promote public debates within the broader communities that they serve and to increase the capacity of young people from marginalized communities to engage in debates concerning controversial issues affecting their lives.
Grant applications are invited in the following areas:
Debate Organized by Consortia of Colleges and Universities will provide support for consortia of colleges and universities working together to organize large-scale debate in national or global contexts. Pairs or small groups of colleges may apply for a maximum of $200,000 to develop, organize, and support debate consortia. Funding may be used to establish new consortia or enhance and/or expand existing consortia.
Debate Sponsored by Departments and Schools Within Colleges and Universities will provide support for debate as an extracurricular or co-curricular activity of departments and schools inside a college or university. Academic departments or programs may apply for a maximum of $25,000 to establish a debate program at a college or university where none currently exists, provide teacher debate training or instruction, host debate tournaments and public debates, and/or travel to public debates and debate tournaments.
Debate in Student Clubs and Societies will provide support for debate in student clubs and societies in ways that go beyond competition to encourage authentic civic engagement. Students, faculty, or staff may apply for a maximum of $50,000 to fund the creation of debate clubs or societies where none currently exist, provide student debate training or instruction, host intra-mural debate tournaments and public debates, and/or travel to public debates and debate tournaments.
Supporting Debate Events will provide funding for university debate events -- both new and existing — around the world in any language. Not-for-profit groups, including but not limited to public or private not-for-profit universities, private not- for-profit organizations, school debate clubs, or other incorporated or unincorporated groups organizing debates for undergraduate university students as part of their activities, are eligible to apply. Funding of up to $50,000 is available for new events. Funding requested for existing events may generally not exceed 25 percent of the total expenses relating to the event.
For each program area, concept papers/full proposals will be reviewed on a rolling basis until funding has been exhausted. Proposals for debate events should be submitted at least two months before the event.
Visit the Open Society Foundations website for complete program information and application instructions. http://www.soros.org/ Russell Sage Foundation Deadline: Rolling Funding: $25,000-$50,000 The Russell Sage Foundation is dedicated to strengthening the social sciences as a means of achieving more informed and rational social policy. The Foundation will support basic social science research within five program areas: Future of Work, Immigration, Cultural Contact, Social Inequality, and Behavioral Economics. http://www.russellsage.org/ IMAGE: Preloaded Image Facebook | 教育 |