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Beijing Academy of Artificial Intelligence 667

2014-52/2855/en_head.json.gz/15345

CIAS hosts regional cyber defense competition (April 11, 2005)--The UTSA Center for Infrastructure Assurance and Security (CIAS) hosts the first Southwest Regional Collegiate Cyber Defense Competition April 15-17 on the 1604 Campus. The competition features 40 participants representing The University of Texas at San Antonio, University of Texas at Austin, Texas A&M University, University of North Texas and Del Mar College. The eight-member teams will focus on the operational aspect of managing and protecting an existing network infrastructure. "We are pleased that our cyber security scholars can host a program in which students will demonstrate their problem-solving and leadership skills," said Joe Stafford, UTSA vice president for research and graduate studies. Each team will be given a fictional operational business network with e-mail, Web sites, data files and computer users. Scoring will be based on each team's ability to correct network problems, perform business tasks and defend their networks from hostile cyber attacks. "San Antonio has a rich history of cyber-security operations and research, and with the presence of the Air Force's Computer Emergency Response Team and Information Warfare Center, UTSA is a logical location to host a cyber competition," said Greg White, CIAS interim director. "This particular competition features security, but emphasizes maintaining the operational use of a network." The competition is sponsored by Cisco Systems, Northrop Grumman, Harcourt, Acronis and the Alamo chapter of the Information Systems Security Association. UTSA is the first Texas university and one of 59 in the nation with the "Center for Academic Excellence in Information Assurance Education" designation by the National Security Agency (NSA). The designation means UTSA's curriculum and faculty meet or exceed NSA standards to teach information-assurance security and makes the university eligible to apply for grants from NSA and the National Science Foundation. CIAS is part of UTSA's newly created Institute for the Protection of American Communities (IPAC), an institute established to provide technical expertise and solutions to security challenges faced by communities. "As an Hispanic-serving institution, UTSA is a leader in training the scientists of tomorrow who will provide a well-educated and technologically advanced work force to support San Antonio's growing $13 billion health-care and biosciences industry," said UTSA President Ricardo Romo. "Federal funding for programs like this is essential in the university's pursuit to become a premier research university." For more information, contact Greg White at (210) 458-6307. --Kris Rodriguez

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Utah's Clearfield High School wins CyberPatriot security competition By Christi Fish (March 12, 2010)--A team of five Air Force Junior ROTC students from Clearfield High School in Clearfield, Utah, won first place at CyberPatriot II, the nation's largest cyber-security competition for high school students. Co-founded by the UTSA Institute for Cyber Security and the Air Force Association, the national competition introduces students to cyber-security careers. The annual competition was Feb. 18-19 in Orlando, Fla., during the Air Force Association's Air Warfare Symposium and Technology Exposition. The Civil Air Patrol Burlington Composite Squadron from Burlington, N.C., and Civil Air Patrol Beach Cities Cadet Squadron 107 from Torrance, Calif., placed second and third, respectively. The three winning teams will share $25,000 in scholarships. Additionally, the Clearfield team was invited to observe the National Collegiate Cyber Defense Competition, April 16-18 in San Antonio. Targeting high-school students interested in computer science and security, the CyberPatriot teams are paired with mentors who train them to establish secure networks and ward off hostile attacks. The students are scored according to how quickly and effectively they establish and maintain secure networks. CyberPatriot began at the local level in fall 2009 with nearly 200 teams from 41 states and Japan. Through a series of local and regional competitions, eight teams emerged as finalists at the national championship. Along with the top-three finishers, the national competition included: Civil Air Patrol Seacoast Composite Squadron 010 (Portsmouth, N.H.) Civil Air Patrol Willie Composite Squadron 304 (Mesa, Ariz.) Air Force Junior ROTC Unit 952 (Springstead High School, Spring Hill, Fla.) Air Force Junior ROTC Unit 095 (Newburgh Free Academy, Newburgh, N.Y.) Air Force Junior ROTC Unit 20031 (Rome Free Academy, Rome, N.Y.) UTSA and the Air Force Association co-founded CyberPatriot in 2008 following the success of its collegiate counterpart, the National Collegiate Cyber Defense Competition, which was three years old at the time. Both competitions offer participants intense training in network security as well as the opportunity to meet and network with prominent cyber security professionals. "The United States is currently facing a shortage of qualified professionals in cyber security, and that shortfall has the ability to severely impede our nation's progress unless we can recruit and educate new talent quickly," said Dwayne Williams, associate director of special programs for the UTSA Center for Information Assurance and Security (CIAS), part of the Institute for Cyber Security. "Optimally, we want to recruit students while they are young and they can plan their programs of study at the university level. Ultimately, we are developing a pipeline of young individuals who will serve our community by protecting cyber space." CyberPatriot II was sponsored by the UTSA Center for Infrastructure Assurance and Security, Air Force Association, Science Applications International Corp., Microsoft and other industry partners.

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Food & Beverage Caterers Gameday Programs University Ridge Gift Card Vintage Posters Rebecca Blank, University of Wisconsin Chancellor Rebecca M. Blank became chancellor of the University of Wisconsin-Madison in July 2013. Blank�s experience blends a knowledge of economics with a history of leading through innovation, and a background as an educator and researcher. In taking the position, Blank spoke of two distinct agendas for UW-Madison: providing the next generation with the skills necessary to succeed in the world�s changing economy, and maintaining this university�s position as a leader in innovation and research. Leading Wisconsin�s flagship university represents a return to academia for Blank. From 2009 to 2013, she served in top positions at the U.S. Department of Commerce. She started as under secretary for economic affairs, and then was named deputy secretary and acting secretary of the agency, managing nearly 45,000 employees and a $10 billion budget. During her time at the agency, Blank not only led a large and complex organization, but also worked to promote economic development with an emphasis on connecting research and innovation with job creation and economic growth. Blank brings strong academic credentials to the position of chancellor. She served as dean and professor of public policy and economics in the Gerald R. Ford School of Public Policy at the University of Michigan from 1999 to 2008. In her role as dean, she launched such innovations as interdisciplinary graduate programs and an undergraduate public policy major. Before joining the Department of Commerce, she was a fellow at the Brookings Institution, a nonprofit public policy research think tank in Washington, D.C. Earlier in her career, she was a member of the faculty at Northwestern University and Princeton University, as well as an assistant visiting professor at the Massachusetts Institute of Technology. She also spent two years, from 1997 to 1999, as a member of the President�s Council of Economic Advisers. Blank is not a newcomer to UW-Madison. She was on campus in fall 1985 as a visiting fellow in the Department of Economics and the Institute for Research on Poverty and has attended many conferences and events here. Blank was born in Missouri and later moved to Minnesota. She earned an undergraduate degree in economics from the University of Minnesota, and a doctoral degree in economics from MIT. She is married to Hanns Kuttner, a senior fellow at the Hudson Institute, a Washington, D.C., think tank. They have one daughter.

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Home Home Archives 2005 Baptist Home names next president Baptist Home names next president By Vicki Brown, Word&Way News WriterChillicothe -- Steve Jones will become the sixth president of The Baptist Home when current president Larry Johnson steps down at the end of the year.Meeting at The Home's Chillicothe campus June 6-7, board members unanimously chose Jones after a transition committee presented its recommendation during a closed session.Standing with his wife, Kathie, when the announcement was made, Jones said she "deserves a lot of credit for my success." "I count it a privilege and an honor to be a part of this great family of caregivers serving aging humanity. We have a great heritage and a wonderful future together," he said. "I look forward to building on the heritage of Larry and Jane [Johnson]" and other directors."We believe that Steve reflects and embodies the spirit of The Baptist Home, and we look forward to his tenure," transition committee chairman Ron Mackey said.President since 1997, Johnson also voiced his approval. "I am so pleased with the work of the committee and the selection process. They have made an excellent choice," he said.Johnson noted that choosing a successor now would ensure a smooth transition and uninterrupted ministry at his retirement.Jones has served The Baptist Home since 1991 when he became director of social services and chaplain at the Chillicothe campus. He became Chillicothe's administrator in 1993. He accepted the vice president's position in 2002.In the past, he has served as pastor of Pleasant View Baptist Church, Garland, Kan.; minister of youth at Norfleet Baptist Church, Kansas City; and as pastor of First Baptist Church, Meadville.He received a bachelor of arts degree in religion from Southwest Baptist University and a master of divinity degree from Midwestern Baptist Theological Seminary. He is licensed by the Missouri Board of Nursing Home Administrators.In other action, The Home's trustees honored longtime donors Jess and Helen Flassing.The Flassings have been "teapot savers," using coupons, estimating the cost of hanging clothes outside rather than using the dryer and implementing other cost-saving habits. They estimate the cost savings and put that money aside for The Home. For years Helen Flassing placed the money in a teapot in her home.Larry and Jane Johnson will be honored at the Dec. 2-3 meeting in Ironton. The next board session is set for Sept. 12-13 at The Home's Ozark campus. (06-15-05) < Prev

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409. "Flirting and Flag-Waving: the Revealing Study of Holidays and Rituals." Chronicle of Higher Education (December 11, 2002) p. 16B. My colleagues in the social sciences may wish to bring along their laptops, or at least their notebooks, as they join family and friends during the winter holiday season. The ways in which holidays and rituals like weddings and funerals, confirmations and birthdays, are celebrated reveal volumes about cultures and how they change. The merit of using holidays and rituals as a research tool was driven home to me recently when I traveled to Iran as a guest of a group of reformers. I had long been deeply impressed by the religious fervor of hundreds of thousands of Iranians whom newsreels in the 1980s showed marching in the streets, flagellating themselves with heavy-duty, Hydra-headed whips, drawing blood to commemorate the martyrdom of Imam Hossein in 683 CE. When I found myself in Shiraz on the memorial day Arbaeen, which marks the 40th day after the martyr's death, I heard that self-flagellations were about to take place down the road, and I rushed there with my camera and notebook. What I found was a well-stylized dance. Young men were eagerly stepping in a circle to the tune of pleasant, if repetitive, music, gently waving slight whips, with which they symbolically touched their well-covered backsides. They did not even work up a sweat, much less draw blood. It was my eighth day in Iran. The gentle self-flagellation reminded me that I had heard fewer calls to prayer in Tehran than in any other Muslim city I had visited. During set prayer times, several of the mosques were nearly empty, and some were being converted for other uses. Indeed, one of the mosques in Tehran is now used as a political party's election headquarters. My Iranian colleagues explained, and the rituals demonstrated, that the overwhelming majority of young Iranians (two-thirds of the population is under age 30) neither fast during Ramadan nor pray at the five daily required times. It might not be practical to collect mosque-attendance statistics or conduct public-opinion polls, but there is strong evidence that the power of religion over the people of Iran seems to be attenuating. The reason that holidays and rituals are so revealing is that they have a very special place in the architecture of society. To put it succinctly, many sociologists hold that newborns are little savages who become socialized by being introduced to the values of their society. However, those values need constant reinforcement as our daily routines distance us from them. Holidays and rituals are the occasions on which our commitment to the values is shored up. Weekends, including, perhaps, religious services, are times set apart from our weekly business. Holidays, a tier removed from the whole weekly routine, serve as supra-weekends. Looking at holidays that way leads one to ask which values a given society, in a given historical period, seeks to reinforce. Thus, if we could find out to what extent Christmas, in a given culture, is centered on the love of God for his children, on relationships (especially family ones), or on giving gifts and sending cards, that information would cast light on the culture's values. It is common to observe that Christmas and other holidays have become excessively commercial, but as far as I can find out, nobody has shown that people's values have changed along with their retail spending. The same types of question might be asked about any other holiday. Is the Fourth of July a day of patriotism, or just another day at the beach? Is Memorial Day dedicated to remembering those we lost and what they stood for, or just an excuse for a long weekend? Comparing the findings of his 1976-79 study of Muncie, Ind., to data from 1890 and 1929, the renowned University of Virginia sociologist Theodore Caplow found that, over the past few generations, the focus of holidays has shifted away from rituals emphasizing civic loyalty, and toward family-centered celebrations. There have been few similar studies, however, beyond a scattering of dissertations on very select aspects of Memorial Day celebrations. Tell an experienced researcher what is being celebrated and how, and that observer will be able to derive some insight into the values a society seeks to uphold. You might object that while people sometimes say a given holiday exists to honor this or that value, their behavior belies what they tell you. Well, that, too, of course, is helpful information. If one concludes that they are merely paying lip service to values they no longer cherish, then it's natural to seek to find out when that happened, why, whether some new ritual has come to take the place of the waning one, whether it is deteriorating for overtly political reasons or more-mundane ones, and so on. In highly homogeneous societies, most people celebrate holidays in more or less the same way. In such societies, holidays and rituals often serve to assimilate people from different subcultures into the values of the prevailing culture. But other holidays may serve to mark the rise of pluralism and even opp

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Suffolk University - Advancing the Field College Alumni About the CollegeDean's OfficeMessage from the DeanHistory of the CollegeMission & GoalsAssessment of Learning GoalsAccreditationFaculty CommitteesResearch Centers & InstitutesCAS Speaker SeriesNewsEventsSocial MediaConference Room Reservations Home > About the College > News > Advancing the Field Advancing the Field 9/28/2012 Insightful, committed, and energetic. A true mentor. That is how Suffolk students describe Tryan L. McMickens, an assistant professor in the Administration of Higher Education Program, who has just been recognized as an Emerging Leader by Phi Delta Kappa (PDK) International, a global association of education professionals. The PDK Emerging Leaders program recognizes top educators under age 40 from around the world for their leadership. “I am most passionate about creating equitable conditions for all students to succeed in higher education,” says McMickens. “My primary goal is to continue exploring the racial and social justice issues that affect higher education and share those findings with my students as well as outside groups. I hope my work can shed light on disparities that still exist while offering solutions to help foster more inclusive learning environments.” McMickens and other honorees will be recognized in Washington, D.C. in November and will also engage in conversations about education with U.S. Department of Education officials. In addition, the class of leaders will be featured in upcoming issues of the Chronicle of Higher Education and Education Week. McMickens's research and teaching broadly examines race in educational and social contexts and undergraduate student development. At Suffolk, he teaches, mentors, and advises students in the graduate program in Administration of Higher Education. He is also the 2012 PDK Outstanding Doctoral Dissertation Award winner for his research on how historically black colleges and universities (HBCUs) prepare their students for cross-racial, post-collegiate environments. He received a $5,000 award from the PDK Educational Foundation and his work was published in Phi Delta Kappan (See: Vol. 93, No. 8), the nation’s leading magazine on education policy and practice. “Honoring these young leaders is one of PDK’s most important initiatives,” said William J. Bushaw, PDK International’s executive director. “We know the future of education is in good hands with leaders like these making a difference in the lives of our students.” PDK is one of the largest education associations in the world and has thousands of members dedicated to improving education, including teachers, principals, superintendents, and higher education faculty and administrators. Learn more about the award. Back to News » Campus Calendar

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High-Tech Training Programs Try Deferred Payment System Share Tweet E-mail Comments Print By editor Originally published on Mon March 24, 2014 12:25 pm Transcript DAVID GREENE, HOST: There are plenty of open jobs in the U.S. tech industry, but companies are struggling to find qualified people, even with so many Americans out of work right now. A number of private job training programs have popped up to capitalize on the opportunity here. The problem is, many of the programs cost tens of thousands of dollars, making it harder to diversify that industry. Alex Schmidt reports on one man's vision to eliminate that barrier. ALEX SCHMIDT, BYLINE: For years, Gregorio Rojas complained to his wife. The senior software developer was annoyed that he never got female, Latino or other minority candidates applying to his open software developer jobs. Then finally, one day... GREGORIO ROJAS: She just told me, look, why don't you just go do what you've been talking about doing and just go do it. SCHMIDT: So, six months ago, Rojas welcomed his first class, and now, students are wrapping up their training. ROJAS: I would start by extracting it, right? UNIDENTIFIED WOMAN: OK. So... SCHMIDT: This a 20-week long software engineering program based in Los Angeles, geared specifically to women and minorities. Rojas calls it Sabio, which is the Spanish word for wise. The inaugural class is really small, with just four graduates. But that was important in part because Rojas is trying an experimental deferred payment model. None of the students shelled out a dime upfront. ROJAS: In 20 weeks, you're going to have a great paying job. In 20 weeks, you're going to be able to start making those payments that you couldn't make 20 weeks beforehand. And so we consider that to be a really empowering aspect of the program. First things first. UNIDENTIFIED WOMAN: (Unintelligible) ROJAS: OK. Like get the view right... SCHMIDT: Among the students is Kevin Reevers, who is staring at his laptop intently. He graduated from Morehouse College a few years back but wasn't able to find a job in marketing. Reevers has a load of debt, and he would've liked to pay for Rojas's program upfront... KEVIN REEVERS: I would've if I could, but unfortunately, I did not have the means to. So this was an opportune moment for me to take advantage of. CHRIS KING: I think we're new at getting the innovative private sector kinds of ideas into the whole realm of workforce development skills building. SCHMIDT: Chris King is a professor of Human Resources at the University of Texas at Austin. He says one of the challenges for entrepreneurs is that careers don't happen overnight. KING: One of the things that people miss is that the rate of return on training really is as good as the long-term returns in the stock market. We just don't acknowledge it or respond to it very well. SCHMIDT: In San Francisco, another start-up is making that bet. App Academy had the same deferred payment idea, only it's been around about two years longer than Sabio. Kush Patel is the founder. KUSH PATEL: We turned a profit pretty quickly so we were happy about that, especially since our tuition model is a bit difficult to manage cash flow with that because we don't collect tuition on students until they have a job, but we're there and we're pretty happy that we've been able to achieve that. SCHMIDT: App Academy has placed 97 percent of graduates in software jobs, and they've grown from 20 students in the first class, to 250 in the second. So far, of Sabio's students, two have jobs, and the others are in final stages of interviews. Experts caution against holding these programs up as models until they have strong track records of job placement over many years. For Gregorio Rojas, placing his students in good jobs is about more than numbers. He tears up when he talks about the program. ROJAS: We're very excited and we're happy to be able to tell people - because they look at you crazy. I mean people look at you crazy. You can become a software developer in 20 weeks, you can get into a high paying job in 20 weeks? Yes, you can. SCHMIDT: Rojas believes the 10 grand Sabio costs will not be difficult for students to pay back. But unlike the App Academy founders, he's not independently wealthy. He's been holding down a day job while he waits for students to get hired, and it's just too difficult. So for the next class, he'll be asking for payment upfront. He knows that will put the program out of reach for quite a few people. ROJAS: We are leaving people out. We can't deny that. And that's the worst part of what we're doing. But we're going to get there. SCHMIDT: By get there, Rojas means saving enough capital so that he can go back to the deferred payment model, and make a real long-term investment in his students' careers. For NPR News, I'm Alex Schmidt in Los Angeles. Transcript provided by NPR, Copyright NPR.

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Essays on History and New Media Below are links to essays devoted to the theoretical and practical aspects of taking history into a digital format—many of them by people associated with the Center for History and New Media. We would like to expand this list and welcome suggestions of essays that might be added. All | Overviews | Scholarship | Teaching Digital History | Designing for the Web | Topics in Digital History | Archives | Research | History of the Internet Using 'History Matters' with a Ninth-Grade Class David Kobrin This article was originally published in The History Teacher 34, 3 (May 2001): 339-344 and is reprinted here with permission. I wander around the computer lab watching my ninth grade class, all of whom appear absorbed by what they are discovering on the Internet. Even the sometimes frustrating hunt for new information seems to fascinate them. Occasionally one student calls across the room to another when she stumbles on a new site that might be helpful to someone else. Or students ask me for help in making sense of what they are finding, or in determining whether a site is trustworthy, or in searching for sources on their topic. It's like a community of scholars, I think, except that they are ninth graders in a United States history class in a Jewish Day School in Rockville, Maryland, all of whom carry a double load of classes. (They must takes courses in Jewish subjects, like Rabbinics and Bible, in addition to the usual high school schedule.) If I forget to give a "two minute warning" before the bell rings so that they can save, log off, and figure out their homework for that night, they work through the bell. They have lost track of time. It's not exactly my doing as their teacher, much as it pleases me to create projects and watch them learn. It's the Internet; and sites like http://www.historymatters.gmu.edu that help make the Internet safe and accessible for ninth graders. When there is a limit on the amount of information available in a classroom, the students need to depend on the teacher as the master of information. Conversely, when accurate information is widely available, conveniently organized, and easily accessed, then the nature of the learning that takes place can resemble more what the AHA now advocates: students learn by "doing" history. Given a structure and guidance, students can generate their own questions based on their analysis of the historical record, and then form conclusions that they validate by the data that they analyzed. They can construct history–and know that's what they've done, and why. But the information must be accurate, organized, and accessible. For this reason, I have found History Matters most helpful as a portal sight. It is, along with http://www.loc.gov and http://www.archives.gov/index.html, the place where the students begin. Search engines such a Yahoo!, Ask Jeeves, and Google! can turn up hundreds of sights in response to a query about, say, the role of entrepreneurs, or immigrants, or those enslaved, 1790-1865. Those sites, however, have not necessarily been vetted by historians. History Matters, on the other hand, is safe, secure, informative, and always accurate. I tell students in my United States history classes that any site they find listed on History Matters, or any site that they can reach through a link from a site they reached through History Matters (and so on down the line), is valid and usable. Furthermore, History Matters includes descriptions of what can be found at the linked site. When high schoolers slow down enough to read carefully, these can be a great resource. My favorite example of a project from my classroom that used History Matters as the enabler for effective Internet use is a ninth grade United States history class, a class that insisted on following its own interests wherever that led. We were discussing Hamilton's plan to establish the credit of the United States after the Revolutionary War. Students were genuinely puzzled about how borrowing more–increasing the national debt–could improve the nation's credit. When, eventually, I attempted to bring the class back to our scheduled work, they wanted to know why we couldn't continue to learn about what interested them. The eventual result was an open ended unit that depended in significant ways on the students' interests to define our studies. We decided to investigate the contributions to the nation of a variety of "groups" that we identified as important to the "development" of the United States, 1800-1860. These groups included inventors and entrepreneurs; slaves in the South; immigrant laborers; women; and political leaders. The class worked collaboratively. They began by collecting information for oral presentations to each other. That way everyone would learn what others had uncovered. This was followed by a structured (and graded) debate on the question, "Who Built America? 1800-1860." Finally, the class was divided into work groups (see below) to create an interactive website that would allow visitors to explore the historical questions that the class had raised. The kids needed accurate information even though they were not entirely sure what they were looking for. In this situation, History Matters was especially helpful. It allowed them safely to surf the Internet, roaming around in secondary and primary sources. They could locate information, read it, put it into a growing context for their subject, or abandon it and move on when they lost interest. For example, in the project "Who Built America? 1800-1865," a student began by investigating the role that slaves played in "building" the American economy during the first half of the nineteenth century, only to discover that what she was really researching was the role of all those who contributed to economic development disproportionately to what they received as compensation. Her topic expanded to include, among others, the contributions of immigrant married women whose work at home may have made possible the payment of subsistence wages to male factory workers, thus allowing the accumulation of capital. Without such a portal as History Matters, I, as the teacher would have had to establish the basic questions and provide a limited number of materials that, in my view, would answer the questions posed. With the aid of History Matters, it became possible for students in my ninth grade class to follow their own leads wherever their research led them–even before they were entirely sure what they were studying. They developed questions based on their perusal of almost unlimited information. These questions then oriented their continuing search for more information. And their conclusions were validated by the accurate historical information that they found on the Internet. For the project "Who Built America? 1800-1865," the questions that the ninth grade students raised, developed and responded to eventually were turned into a website. You can visit the website at http://members.aol.com/nachamon. It also can be accessed through our school's website, http://www.cesjds.org (under "Student Projects"). The "rubrics" included below–the criteria by which to judge–will help you understand how the class was taught to do this activity. As many of you are aware, in high schools rubrics are often used both as directions for an activity and as a model of what the completed work should look like when it meets the teacher's expectations. That way students "work to high expectations" rather than "working to the test" (although the rubric also sets the criteria for evaluation). For our ninth grade project, the class was divided into three collaborative groups. The "Web Masters" held primary responsibility for developing the website. The "Archivists" principal assignment was to find appropriate primary sources. The "Writers" needed to address the historically significant issues and questions that the class's research had raised. Rubrics for the Three Groups Working on the"Who Built America?" Interactive Website Web Masters: An "A" site... Will be free of all commercial advertising. < Will be "user friendly" so that users can easily make their way around the site; it will include a site map and links to a search engine. Will be interactive; that is, hyper-linked. Will be well suited to the materials produced by the rest of the 9H class for this project. Archivists: An "A" project... Will include appropriate and historically accurate primary sources and artifacts, arranged and presented on the website so that they pose questions (or raise issues). Will allow visitors to the website to use the primary sources on the website to respond to the questions or issues raised by the sources. Will be diverse as to sub-topics within the larger subject (Who Built America?). Will be diverse as to type; for example, census tables, pictures, diaries, newspaper accounts. * Will have citations, as necessary, to any materials that have been found in other locations and therefore require citations. An "A" text... Will address interesting and historically significant issues and questions that you raise in the Web text and then respond to in the Web text. Will have all statements and conclusions supported by references to specific, accurate historical details. Will have citations, as necessary, to any materials that have been found in other locations and therefore require citations. < Will include at least some interactive elements; for example, giving the reader choices about where to go next; or, an interactive quiz as part of the text. For All Groups: Will work cooperatively with the other groups in the class. Arguing that a new technology can radically change the way students learn is a mistake that has been made often in the past. This time, however, with the Internet, I believe that we have the possibility of something radically different. And "http://www.historymatters.gmu.edu" is one reason why genuinely new possibilities are becoming reality in high school classrooms. Roy Rosenzweig Center for History and New Media Department of History and Art HistoryGeorge Mason University 4400 University Drive, MSN 1E7 Fairfax, Virginia 22030 703-993-9277 T | 703-993-4585 F | ude.u1419272869mg@mn1419272869hc1419272869

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Index for Jun Speakers for Jun Written Answers - Bullying in the Workplace.Wednesday, 21 June 2006 57. Mr. Ferris asked the Minister for Enterprise, Trade and Employment the reason it is necessary to wait for the results of the follow-up survey on workplace bullying before implementing the recommendations made by the expert group in their report. [23482/06] 101. Aengus Ó Snodaigh asked the Minister for Enterprise, Trade and Employment when the results of the follow-up survey on workplace bullying are due to be published. Minister of State at the Department of Enterprise, Trade and Employment (Mr. Killeen): I propose to take Questions Nos. 57 and 101 together. The Expert Advisory Group’s Report on Workplace Bullying was launched and published by me on the 17th August 2005. The 2005 Report follows on from a 2001 Report by the Taskforce on the Prevention of Workplace Bullying. The recommendations of the 2001 Taskforce were implemented; the main ones being, •the publication of the dignity at work charter •the formulation of codes of practice by the Health and Safety Authority, the Equality Authority and the Labour Relations Commission, and, •the designation of the Health and Safety Authority as the central coordinating State agency. The Authority established a specialist anti-bullying unit and recruited a psychologist for the work involved. Despite this, it became evident that the problem of bullying in the workplace has persisted. The Expert Advisory Group, which reported last July, although there was not full agreement within the group, made proposals to deal with the problem. An important recommendation contained in the 2005 Report was that a follow up survey on workplace bullying, similar to that commissioned for the 2001 Report, be conducted as soon as practicable to establish a baseline from which the effectiveness of the new structures and processes would be measured. I am implementing this Recommendation in order to have up-to-date information on which to base further action. The Department advertised in November 2005 for tenders to undertake the survey but only one tender was received. It was readvertised in January 2006 following which 4 tenders were received. The contract for the survey was recently awarded to the Economic and Social Research Institute (ESRI) following a competitive tendering process. I understand that it will take [197]the institute about 6 months to conduct the survey and report. I have already given a commitment to publish the results of the survey and to bring the results to Government along with the Report and the views of the Social Partners and other interested parties. The Government will then decide on how best to implement the Report’s Recommendations. When the report of the Expert Advisory Group was published 17 submissions were received in the Department from the Social Partners and other interested parties. The main elements recommended by the Advisory Group are that, •there should be a statutory provision which required all employers to set down a policy in their Safety Statements to deal with incidents of bullying which come to attention in all workplaces, which the Health and Safety Authority would be responsible for enforcing •the Labour Relations Commission would be responsible for providing the option of mediation or investigation, •if internal procedures did not bring about a resolution of a problem at the level of the workplace, even after mediation and investigation, then the State should legislate to provide the services of existing industrial relations machinery to investigate and bring a conclusion to each particular case, •the recommendations of the Advisory Group in this latter regard are that the services of the Rights Commissioner Service should be availed of; and in the event of an appeal the services of either the Labour Court or the Employment Appeals Tribunal should be used. The decision of either of these two bodies should be final and conclusive; and if necessary legally enforceable through the civil courts. When the results of the ESRI survey on the incidence of bullying in the workplace are reported the Government will decide on how best to implement the Advisory Group’s recommendations.

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Online Interpreter Certification Courtroom Interpreter: Salary and Career Facts How Can I Earn a Spanish Interpreter Certification? English-Spanish Interpreter Jobs: Salary & Career Facts How to Become a Court Interpreter in 5 Steps / Becoming a Law... / Educational Roadmaps By Career Research what it takes to become a court interpreter. Learn about degree requirements, salary and job outlook to find out if this is the career for you. Legal Studies degrees Career Information At a Glance Interpretation involves translating oral speech into another language, and court interpreters work within the judicial system. Mastery of English and another language is one of the most important skills to have. After earning a bachelor's degree, on-the-job training typically occurs. Discover the qualifications for this career, and review the typical salary for court interpreters. Degree Required Bachelor's degree; postsecondary certificate programs in the field may be helpful to those with a bachelor's degree Education Field of Study Translation studies, court interpreting Key Skills Speaking, writing, listening, interpersonal, fluency in English and a second language Certification Certification is optional Job Growth (2012-2022) 46% (for all interpreters and translators)* Median Salary (2013) $42,420 (for all interpreters and translators)* Source: *U.S. Bureau of Labor Statistics What Is a Court Interpreter? As a court interpreter, you are responsible for helping non-English speaking individuals communicate in a judicial environment. You must be fluent in a foreign language, and should also be well versed in both U.S. and international legal systems. You might be responsible for interpreting in depositions, arraignments, trials, legal meetings and preliminary hearings. No specific degree is required; however, most court interpreters have a bachelor's degree. Step 1: Earn a High School Diploma Several different educational paths can set you on your goal towards becoming a court interpreter. However, most employers will require you to have at least a high school diploma. High school courses that can prepare you for the career include those relating to English, communication and reading comprehension skills. If you were not raised in a bilingual household, you should also consider taking foreign language courses in high school. Step 2: Obtain a Bachelor's Degree According to the U.S. Bureau of Labor Statistics (BLS) most court interpreters hold at least a bachelor's degree (www.bls.gov). One undergraduate program you can enroll in is a bachelor's degree in translation studies. Such a program should allow you to concentrate on one foreign language, such as Spanish, French or German. Additional courses might cover diction, phonetics, composition and translation processes. Step 3: Complete a Certificate Program If you are already fluent in a foreign language, or have already completed a bachelor's degree program in translation studies, you may want to consider enrolling in a professional court interpreter certificate program. Such programs are designed to provide you with an understanding of U.S. law and the judicial system. They are often offered through 4-year universities, community colleges and professional organizations. Courses covered include simultaneous translating skills, court procedures, court interpreting and the penal code. Step 4: Work as a Translator or Interpreter Many employers only hire those translators who have a degree, 3-5 years of experience, or both, according to the BLS. You can gain the requisite experience by working for a translation company. You might also complete an internship or do volunteer interpreter work for a community organization. Step 5: Become a Court interpreter Although it is not a requirement, you can become certified as a translator or interpreter through the American Translators Association or the Translators and Interpreters Guild. According to the BLS, translators and interpreters held more than 49,060 jobs in 2013. About 2,500 of those individuals worked for local government agencies. The median wage in the field during that year was roughly $42,420. Courts & Legal Systems Court Interpreter Schools and Training Programs Federal Court Interpreter Training Programs and Careers What is Required to Earn a Court Interpreter Certification? Kaplan University responds quickly to information requests through this website. Popular programs at Kaplan University: MS in Criminal Justice: Law MS in Criminal Justice MS in Criminal Justice: Leadership & Executive Management BS in Paralegal Studies

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SU Gets Big Donation for New Library Complex Share Tweet E-mail Comments Print By Don Rush Patricia Guerrieri Credit Salisbury University Salisbury University is getting a gift of $8 million for construction of the new Academic Commons that will include a state-of-the-art library. The donation is being made in memory of Patricia Guerrieri, an SU alumna for whom the building will be named. Michael Guerrieri told a ceremony announcing the contribution that this was an opportunity to honor the very place where his month met his father. “Although tiny in stature and unassuming in manner, our mother’s life energy continues within our family and within those whose hearts she touched even though she is physically gone. She was always doing for others, never making a fuss about herself. Salisbury University President Janet Dudley Eshbach said this would be the largest such project in the history of the campus. "This will be the largest facility on campus. It will be the largest facility in the state of Maryland on any academic campus." She noted that, "The teacher education building, for example, is 165,000 square feet and this is about 240,000 square feet." She said that the design process has begun but that it will probably not be open until the summer of 2016. The total cost of the facility will be $115.8 million. www.delamrvanow.com Tags: Patricia Guerrieri Janet Dudley Eshbach Related Content: DPR Programming Notes Guerrieri Family Foundation Announces $8 Million Gift for SU Academic Commons- Audio

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Dialog Extra Submit Faculty Notes Educated Guesses for 2014 January 13th, 2014 | Posted in Cover Story, News | For the 33rd consecutive year, The University of Alabama’s Office of Media Relations offers predictions from faculty experts for the coming year. While these “educated guesses” don’t always come true, our track record over the years has been good. MySpace Returns, AR Social Media Spikes “Believe it or not, MySpace is back,” says advertising and public relations instructor Randall Huffaker. “Love or hate it, it will grow; Instagram and Snapchat will only get bigger.” But the biggest social media movement in 2014 will be in “augmented reality,” from apps like Junaio and Aurasma, which put the power of AR in individuals’ hands; to medical AR apps, which enable surgeons to see inside the body before/during surgery; to military apps, which manipulate AR for enhanced views/terrain details, and so forth; to Playstation 4, which has integrated AR as plain old fun activities for kids. BMW and Audi are both testing ARs that work with car windshields to assist the driver with traffic and weather reports. “Ultimately Google Glass is bringing augmented reality to a personal level, bringing our experience up and away from the smartphone to the world around us.” Fashion and Design Slip Dresses Among Fashion Resurgences If spring 2014 fashion month designs are any indicator, logo mania and slip dresses will have a resurgence, says Brian Taylor, an instructor in the department of clothing, textiles and interior design. Next year will see longer skirt and dress lengths, fringe, sheer fabrics and floral appliqués. Influences from sports and the gym will continue to be popular, as well as crop tops, metallics, pants worn under dresses, mixing florals with plaids and words/slogans splashed across sweatshirts, tees, jackets and dresses. Popular prints may include ginghams, bandana prints, artistic paintings, polka dots and Hawaiian florals, with neutrals, black-and-white combinations, yellows, blues and lavenders being the colors of choice, Taylor adds. Look for brands to mix pastels with bright saturated colors, a fresh approach to spring color combinations. As for shoes, expect a highly decorated flat sport sandal – an update to the 1990s version – to become fashionable. Open Kitchen-Shelving, Walk-In Showers Stephanie Sickler Bold, artistic colors in the fashion world will also make their way to the interior design realm in the coming year, says Stephanie Sickler, assistant professor of clothing, textiles and interior design. “I would expect to see bold colors with unexpected and new color combinations, with cobalt blue making a significant impact this year,” she says. “It would also not be a surprise to see these rich colors paired with raw and natural materials in the home.” In addition to color trends, Neil Kelly, an award-winning design-build remodeling firm, predicts a continued shift toward downsizing, eco-friendly materials and multigenerational living, Sickler says. “We could see more open shelving in kitchens, walk-in showers rather than deep stand-alone tubs and relaxed living spaces as a result.” Luxury Plug-in Hybrid Cars Take Off Dr. Bharat Balasubramanian Makers of premium luxury cars will introduce plug-in hybrid vehicles with the performance consumers expect from top-of-the-line autos coupled with better fuel economy than the most-heralded green compact cars in 2014, says Dr. Bharat Balasubramanian, a professor with joint appointments in mechanical engineering and electrical and computer engineering. On average, a car could achieve 60-80 mpg on a 2.5-ton car with a top speed of 150 mph, he says. “They will have acceleration better than a Ferrari with the fuel consumption better than a Toyota Prius,” he says. “Is this having your cake and eating it too? You bet! Only the cake is a bit more expensive.” 3-D Printing More Available, Still Not Widespread Additive manufacturing, commonly called 3-D printing, will be more available to those outside of research and industrial applications as prices on printers drop, but 3-D printers will not be a must-have product for consumers in 2014, predicts Dr. Andrew Graettinger, director of the University’s 3-D Printing Lab and associate professor in the department of civil, construction and environmental engineering. “We’re seeing really nice printers come down in price, but it’s not quite there yet for the general consumer,” Graettinger says. Stores are carrying 3-D printers for as low as $2,000, and tech-savvy people who need them for projects will continue to be early adopters. “Household printing is going to take more time to take off, but we may see some stores offering 3-D printing services in the coming year.” Mobile Phone Encryption to Increase As technology expands, so do the efforts of those hacking into databases, bank accounts and files. And after the federal government’s domestic spying program was made public by former NSA employee Edward Snowden, expect more people to encrypt their mobile phones in 2014, says Dr. Kathryn Seigfried-Spellar, assistant professor of criminal justice. “Due to concerns with privacy, we will see an increase in mobile phones being password protected or encrypted by the general public. This increase will cause a legal battle between our Fifth Amendment rights (right against self-incrimination) and the ability of law enforcement to compel a suspect to provide passwords or encryption keys.” Seigfried-Spellar says we haven’t heard the last from Snowden. “There will be more secret files leaked, and because of his notoriety and success, insider threat is even more inauspicious in the coming year.” Pressure to Change ‘Redskins’ Name Grows Dr. Andrew Billings One of the hottest topics in professional sports in 2013 has been the name of Washington’s National Football League team. With many sources pressuring team owners, could 2014 see a name change? “My guess would be that the Redskins do not change their name in the next year, but that pressure will build as some other entities will choose to change their Native American-oriented names,” says Dr. Andrew Billings, professor of telecommunication and film and director of the Alabama Program in Sports Communication. “Debate over the Redskins name will be higher than ever a year from now, but I don’t see change coming until economic interests are threatened, which will happen, but will take some additional time.” Sports Concussions to Prompt Federal Legislation Concerns over children suffering concussions while playing sports, particularly football, will prompt federal legislation in 2014, predicts Dr. James Robinson, endowed chair of sports medicine in the College of Community Health Sciences. Laws to prevent children from returning to a game or practice after showing signs of concussion already exist in 49 of 50 states, and the federal government soon will try to unify those rules. “If children show signs of a concussion, they should not go back into practice or a game until they’re cleared by a medical professional,” Robinson says. Robinson notes that most experts recommend limiting hitting in football practice for young athletes to two days a week, out of concern for children’s maturing brains, particularly among those younger than 13 or 14. Plant-Based Diet Trends to Strengthen Sheena Quizon Gregg Next year will prove to be another year of trendy eating that avoids certain food groups in aims of better health, says one University of Alabama registered dietitian. The Paleo diet will continue to be popular, but a large focus of 2014 will center on plant-based diets that are gluten-free and non-GMO, says Sheena Quizon Gregg, assistant director of health education and prevention for Health Promotion and Wellness. Food manufacturers will pick up on this trend and provide anything from almond-based yogurts to meat-free barbecue options. This “natural” focus will also include food products made with natural, low-calorie sweeteners versus their artificial counterparts, aspartame, saccharin and sucralose. “But don’t worry,” Gregg says. “These new plant-based diet trends will not affect the bacon industry.” Physician Shortages Milder in Alabama Dr. Lea Yerby Rural Alabamians may not be as affected by primary care physician shortages in 2014 as other medically underserved states dealing with the impact of health reform, says Dr. Lea Yerby, rural medicine expert. Yerby, an assistant professor in the College of Community Health Sciences’ department of community and rural medicine, says the population of people newly insured under the Patient Protection and Affordable Care Act will exacerbate the state’s primary care physician shortage; however, this stress may not be as dramatic in Alabama as in other areas. Since the state is not expanding Medicaid Enrollment, a large portion of uninsured Alabamians will not have options for insurance coverage and, therefore, will not be seeking a new primary care home. Economically, more residents in rural Alabama will qualify for tax subsidies to purchase insurance in the state marketplace, given their lower median income. Nationally, using midlevel or nonphysician providers will address the workforce shortage, but legislative changes would be required to facilitate this in Alabama, and that will not happen for a few more years, she says. ‘Common Core’ Political Battle to Continue Dr. Jeremy Zelkowski The Alabama College and Career Ready Standards – love them or hate them – have been the most divisive topics in K-12 education over the last year. Misinformation and misperceptions about the federal government’s involvement made the adoption of the new Alabama standards, which were derived from the Common Core Standards, a politicized tug-of-war. Don’t expect that aspect to change, at least not completely, in 2014. Dr. Jeremy Zelkowski, professor of math education, says the narrative has started to shift with the help of groups like Alabama GRIT (Graduate Ready. Impact Tomorrow), which, through K-12 teachers and higher-ed professors, has worked to clear mistruths about the standards. While a total repeal of the standards is highly unlikely, expect other efforts to halt progress, Zelkowski says. Pot Legalization Details to Delay Additional Movement Don’t expect marijuana-legalization floodgates to open in 2014. Despite citizens in Washington and Colorado voting to legalize small amounts of the drug for recreational use in their respective states in 2012, numerous hurdles remain for both states to effectively regulate the drug. “These two states now have to decide how much you can legally possess, what the concentration level will be of THC you can have in marijuana that’s purchased, and the amount of THC that can be in your system and still operate a vehicle,” says Dr. Diana Dolliver, assistant professor of criminal justice, who previously worked for the Drug Enforcement Administration. “These issues have to be reasonably hashed out before other states try to legalize it.” Additionally, legalization in Colorado and Washington violates international treaties, she says, and other countries have been critical of the lack of response from the U.S. federal government. Alabama Economy to Grow, but Slowly Overall, Alabama’s economic growth should be relatively better in 2014 compared to 2013, according to Ahmad Ijaz, an economic analyst for the Culverhouse College of Commerce. Ijaz says the state’s inflation-adjusted GDP, a key indicator of the state’s standard of living, is expected to grow by 2.0 to 2.5 percent in 2014. Transportation equipment manufacturing is predicted to be the fastest-growing industry. Other sectors of the economy expected to see relatively strong growth include professional and business services (mainly administrative services, waste management, etc.), healthcare-related services (primarily elderly care, social assistance, etc.) and leisure and hospitality (food services, restaurants, etc.). Ijaz says the U.S. economy is forecasted to grow by around 2.5 percent in 2014, compared to 1.7 percent growth seen in 2013, while spending on durable goods will rise by 2.3 percent, just slightly above the 2.0 percent rate of growth in 2013. Unemployment Rate to Remain High Ijaz also weighs in on the state’s unemployment prospects. Despite gains in payrolls in recent months, the unemployment rate is expected to remain relatively high in 2014 as more workers enter the labor force with a gradually improving economy. With consumer and business spending still remaining sluggish, most employers are expected to remain cautious about hiring new workers and making new investments. “The U.S. unemployment rate, currently at 7.3 percent, will remain around 7.0 percent in 2014, maybe 6.9 percent,” says Ijaz. “Alabama’s unemployment rate is already below 7.0 percent (6.3 percent), but if the economy begins to improve significantly, the unemployment rate will go up as more and more people who have given up on looking for a job enter the labor force.” News to Grow More Customized Dr. Wilson Lowrey The changes in the newspaper business in recent years have been fast and furious, particularly in 2013 with multiple large newspapers changing owners. Dr. Wilson Lowrey, chair of the journalism department, expects those new owners to be trendsetters in 2014, which will be a positive for the industry as a whole but will present challenges for journalists. “The news industry will follow the lead of Jeff Bezos, Amazon CEO and new owner of the Washington Post, by marketing news as a customized product,” Lowrey says. “More than ever before, news outlets will connect readers to information and services that are personally relevant, and the news you see will be less about the world and more about you and your own private circle. Technology that makes it easier to drill down to the details of peoples’ personal lives will drive this, as will the desires of advertisers to target individuals based on where they go, the things they buy, the media they use, and the people they interact with online. This trend will be good news for the news business, but it will further challenge journalists’ professional ethics and journalism’s public service mission. It will also encourage our growing tendencies to seek fragmented, ‘nichified’ and ideological camps.” Targeted Advertising Made Easier Dr. Joseph Phelps In the past year, the popularity of targeted advertising through platforms like Facebook and Google has grown exponentially. Social media users often consent to having their personal information used in such a way when they sign up for an account, and it’s likely this will only increase in 2014, according to Dr. Joseph Phelps, chair of the department of advertising and public relations. “As the ability to gather, store and manipulate huge amounts of data on individuals continues to increase, so too will the use of that data for developing persuasive messages and for efficiently delivering those messages. The only deterrent strong enough to inhibit this action lies in the voices and behavior of citizens and consumers, and, barring some trigger event, it is unlikely we will see such a mass movement in the coming year,” says Phelps. Film Industry Has Georgia on Its Mind With big-name movies and television shows now choosing to shoot outside of California, the decentralization of the film industry almost seems inevitable. But Dr. Glenda Cantrell Williams, chair of the telecommunication and film department, says to expect a big swing in 2014. “Next year, I foresee 80 percent of television dramas being shot outside of Los Angeles,” Williams says. “Production will also migrate toward the sunny South, away from Vancouver and New York. I believe Georgia will become the most production-heavy state outside of California. Louisiana is still slightly ahead of Georgia right now, North Carolina is doing great, and Mississippi just passed new incentives and is starting to recruit. The state of Alabama has a good incentives program, and could also reap the benefits of the decentralization.” Also in this Edition Dialog Extra for Jan. 13, 2014 Accolades for Jan. 13, 2014 Dialog Extra for Dec. 18, 2014 Campus Landmarks: Marr’s Spring Homecoming 2011 UA Hosts Board of Trustees at Institutional Meeting Campus Changes Reflect UA’s Growth With Quality Recent Events

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The rise and wane of the cremation ritual A thought occurred to me recently as I was reading about the Urnfield culture and the two components of the Andronovo horizon, the Alakul and Fedorovo cultures which contrasted in their practice of cremation vs. inhumation. It seems that the cremation ritual rose to prominence during the Bronze Age and then largely waned during the Iron Age. Of course, this did not occur everywhere, not was it an entirely linear process. For example, most of the patrician Roman gentes practiced cremation into historical times. The Greeks, on the other hand, who mostly practiced inhumation during the Bronze Age, seem to have adopted cremation during the Dark Age, and this was the custom immortalized by Homer. Of the Indo-Iranians, one branch leading to the modern Hindus adopted a cremation ritual, while another, leading to the Zoroastrian Persians adopted the well-known exposure ritual. But, nonetheless, it is a fact that the cremation burial first rose to prominence during the Bronze Age, and this requires an explanation. I don't know whether this hypothesis has been advanced before, but it seems to me that the most practical reason for the cremation burial is to facilitate transportation of remains. In modern times, the desire to be buried in familiar surroundings is often strong, and people are often buried in a different place than where they die. Of course, thanks to technological advanced related to preservation and transportation, this is often practical. But, this would not have been so in the past: cremation may have been devised as a way to dispose of the dead and carry their remains. I have argued before that a sort of "globalization" took place during the Bronze Age, as extensive networks associated with metallurgy, combining prospecting, mining, metalworking, distribution, and security were formed. The non-local nature of these natures was driven by the need to co-ordinate a range of activities that took place in geographically distant areas: sources of ore needed to be identified and mined; metal needed to be worked on by talented experts who could fashion it into useful instruments of high added value; the end products had to be protected (because of their high value) and transported to areas where it would be in demand. In the context of this theory, the rise of the cremation burial makes sense. In Paleolithic times, there was no concept of "home", as humans lived nomadic lives, endlessly driven away in search of resources. In Neolithic times, a strong concept of "home" emerged, as humans were tied to their crops and domesticated animals, and to the dwellings they had created. And, indeed, people were literally buried under their homes in the earliest Neoltihic. The revolution of the Metal Age was the rise of mobility. This was facilitated by advanced in transportation technology associated with wheeled vehicles, and was driven by the trade in metal objects and other specialized, high-value items. The segment of the population involved in this business formed the elite, because of their access to weaponry and wealth, and these elites were intrinsically mobile for the reasons enumerated above. They, like other Neolithic peoples, had inherited a "love of home" and were territorial, but their way of life demanded that they live and fight away from "home". Hence, the rise of the cremation ritual, which was then copied by others, due to its association with the elite, as well as its signalling effect, because a proper full cremation requires a large quantity of wood and is expensive to prepare and carry out. The intensification of warfare during the Bronze Age may have been an additional factor in the rise of the cremation ritual, because it is a convenient way to dispose of the dead at a battle site, or away from an established cemetery. My hypothesis may not capture all the complexities of the phenomenon, but I think that a utilitarian origin of the ritual, which later assumed ideological, social, or religious connotations may make good sense of at least the origins of the practice at a wide level during the Bronze Age. An obvious downside of the cremation ritual is its almost certain detrimental consequences for the preservation of ancient DNA. As more DNA evidence from the prehistoric past continues to accumulate, it is useful to remember that part of the puzzle may have been irretrievably lost, although I suspect that the transience of the practice in many parts of the world and its co-existence with inhumation in others may have left us with enough evidence to work out the larger picture. Bronze Age, Cremation, Indo-European, Metallurgy, That's a possibility, but the practice of burning corpses is also hygenic. It's a useful thing to do if you need to dispose of a body. If there is an important practical origin for cremation, it may be best to see it in hygiene rather than transportation of remains.Steppe burials were often preceded by cremations (I seem to remember your favouring an Anatolian origin for Indo-European, but, regardless, Indo-European traditions with clear origins/relatives on the steppe show cremation followed by burial). I believe that was the case for Vedic, archaic Greek, Scythian, and Germanic funerals (among many others). The remains were burned and then buried, rather than transported over long distances.Of course, burial under houses is also a 'hygienic' way of doing things. And it isn't possible to bury someone under a house if you don't have one, making cremation necessary. So cremation should correlate with transhumance, but not in the way you're proposing - it doesn't seem to have been about transporting remains, but rather not having a place to put them. Leaving a stinking dead body about the place is not sanitary, and so people have come up with different solutions for the problem of people dying - mummification, cremation, burial, and combinations of these.I agree with your view that cremation by fire - rather than at a modern crematorium - is a status symbol because it uses a lot of wood. And it also looks *totally badass*. Sure, there are probably practical reasons for it, but badassery in death seems like a good reason for doing it as well. Sunday, September 30, 2012 2:45:00 pm Steppe burials were often preceded by cremationsSome of them were and some were not. Some cultures practiced it, and some did not. Wood is a scarce commodity on the steppe. I believe that was the case for Vedic, archaic Greek, Scythian, and Germanic funerals (among many others).The Greeks only began using cremation during the Iron Age, although there are very occasional uses of the ritual during the Bronze Age. So, it is very clear that the hypothetical "coming of the Greeks", whenever it happened, did not involve a group of people who used cremation as the primary mode of disposal of the dead, as this fashion too hold long after plausible dates for this "coming of the Greeks". Leaving a stinking dead body about the place is not sanitaryDigging a hole and putting the body in it is the most sanitary way of disposing of the dead. Exceptions involve mass illness or warfare, where it might pay off to burn the dead prior to burial. Regardless, where cremation was common, at least on the steppe, it was often, if not usually, followed by inhumation. The people moving about the most do not appear to have used cremation as a way to transport human remains.Burial may be the most sanitary, but it isn't the only sanitary solution to the problem of dead bodies. The motives for cremation seem complex, and inter-related, but hygiene and status seem like better bets than wanting to move the remains about the place. Regardless, where cremation was common, at least on the steppe, it was often, if not usually, followed by inhumation. The people moving about the most do not appear to have used cremation as a way to transport human remains.What is the evidence for that? To prove that remains were buried at the same location that they were burned, one would have to have joint evidence of the funeral pyre and the tomb for the same individual at the same site.Also, the "people who move the most" are sometimes the ones who don't call any place home. A "travelling salesman" or "sword for hire" may have a home, even though his work leads him to travel around as an adult. A nomad does not really have a home, and every bit of steppe is as good as any other. Sunday, September 30, 2012 7:19:00 pm Evidently, either more evidence is needed or the existing evidence needs to be delved into again. Because at the moment, you're criticising my position on the basis of a lack of evidence, while similarly lacking support for your own. Yes, people in the 'Bronze Age' in Eurasia were more mobile, but you can't then go on to say that they practiced cremation in order to move human remains about without showing that this indeed occurred.Cremation in plenty of documented civilisations involved burning the individual and then burying them, either in an urn or otherwise. Look to myth for some examples: Beowulf's funeral involved a pyre and then burial in a barrow, alongside treasured objects. The same occurred for Patroclus. Hector is burned on the tenth day after his death and buried on the eleventh. Achilles is burned after seventeen days and buried in a tumulus immediately (if I remember correctly).Ibn Fadlan documented a Rus' funeral that involved cremation along with treasured goods, with a tumulus built over the pyre. Caesar says that the Gauls did the same with their honoured dead. Tacitus says the same of the Germans. Old Prussian and Lithuanian kings were cremated and interred in a tumulus with their valuables. In each case, they were burned and then interred soon after.You're right that cremation appeared late on, and dates only to the 13th century BCE or so, but in every civilisation of which I am aware in western Eurasia, the remains were seldom transported far and were buried where they were burned or shortly after.The ball is in your court, and I would be genuinely fascinated to find out that you were correct. But it seems to me that the hypothesis requires more evidence than you have given, and I believe the literary evidence tips the balance in favour of a different origin for cremation - perhaps in the desire for status or the fact that fires are awesome. Yes, I certainly don't claim to have empirical evidence for my hypothesis.I do think that it has an advantage over alternative hypotheses, however, because it explains why the ritual came into use at the same time as increased mobility, and why it waned later on. Certainly, but there's always the possibility that it was just a fashion - something expensive and unnecessary that displayed wealth and power so well that no other practical reason was necessary. Increased mobility could have allowed for the spread of the fashion more than anything else. There don't seem to be any examples of cremation preceding movement of the remains, so it seems to be an unnecessary step that hasn't been preserved in any known tradition, ancient or modern. But yes, it's still a possibility. Sunday, September 30, 2012 10:43:00 pm "What is the evidence for that? To prove that remains were buried at the same location that they were burned, one would have to have joint evidence of the funeral pyre and the tomb for the same individual at the same site."Almost at any location in eastern India you will find cremation burial mounds. Some of the more famous ones that have been excavated at Lauriya.http://books.google.com/books?id=OEZe-wAIiKIC&pg=PA204 Apparently just for the Buddha there were initially eight (one was in the west in Swat) and then 84000 mounds! http://www.buddhanet.net/e-learning/dharmadata/fdd64.htmhttp://www.buddhanet.net/e-learning/dharmadata/fdd64.htm There don't seem to be any examples of cremation preceding movement of the remainsWhat are you talking about? This was common practice during classical times. For example, there are remains of Athenian soldiers who were cremated during the Peloponnesian war and transported for burial to Athens.Another source:http://www.anthropology.uw.edu.pl/01/bne-01-02.pdf"Other possible motivations for cremation include the transport home of individuals who had died abroad, general attitudes toward the significance of death, the conferring of public honors, and the expression of wealth and status (Irion 1968). T" mr. Know When Interesting theory, but it as you mentioned it is a very complexAnyway since the late neolithic(megalithic sites) it is clear that peolple became attached to manmade burialsites and structures, These were literally ancestral landscapes/landmarks.All these necropoli/cemeteries were often located along rivershores and/or built on natural ridges - pure for visiblity. Therefore cemeteries are definately not randomly chosen places. These places were special. They were valuable in terms of ancestors and in terms spatial capacity. Besides cremation burials compared to inhumations don't use as much space as inhumations do. Another favouring factor is that Bronze age tumuli tend to be bigger than the smaller Iron age cousins. This had something to do with social status. And when it became more mainstream, people had to temper their burial ambitions if they wanted to be buried next to their ancestors. So this might be another reason why cremation became more populair during the metal ages. I stand corrected! That does make me more sympathetic to your proposition. But the Peloponnesian War took place nearly a millennium after the origin of the tradition. I don't think Homer mentions transportation of remains, and the rest of the European evidence suggests burning and burial on the same location. You're saying that traditions of the classical era preserve the core of a ritual that began nearly a thousand years earlier. It certainly caught on as a fashion in Europe, outside of Greece at least, rather than as a way of moving remains home. But I suppose the reasons things catch on are not necessarily the same as the reasons for which they begin, so perhaps you are right.Perhaps you should have mentioned that in your post, by the way - that there are bona fide examples of it. That would at least give an empirical basis. Per Wikipedia: "In the Middle East and Europe, both burial and cremation are evident in the archaeological record in the Neolithic. Cultural groups had their own preference and prohibitions. The ancient Egyptians developed an intricate transmigration of soul theology, which prohibited cremation, and this was adopted widely among other Semitic peoples. The Babylonians, according to Herodotus, embalmed their dead. Early Persians practiced cremation, but this became prohibited during the Zoroastrian Period. Phoenicians practiced both cremation and burial. From the Cycladic civilisation in 3000 BC until the Sub-Mycenaean era in 1200–1100 B.C., Greeks practiced inhumation. Cremation appearing around the 12th century B.C. constitutes a new practice of burial and is probably an influence from Minor Asia. Until the Christian era, when the inhumation becomes again the only burial practice, both combustion and inhumation had been practiced depending on the era, and area. Romans practiced both, with cremation generally associated with military honors. In Europe, there are traces of cremation dating to the Early Bronze Age (c. 2000 B.C.) in the Pannonian Plain and along the middle Danube. The custom becomes dominant throughout Bronze Age Europe with the Urnfield culture (from ca. 1300 B.C.). In the Iron Age, inhumation becomes again more common, but cremation persisted in the Villanovan culture and elsewhere. Homer's account of Patroclus' burial describes cremation with subsequent burial in a tumulus similar to Urnfield burials, qualifying as the earliest description of cremation rites. This is mostly an anachronism, as during Mycenaean times burial was generally preferred, and Homer may have been reflecting more common use of cremation in the period in which the Iliad was written centuries later. Criticism of burial rites is a common aspersion in competing religions and cultures, and one is the association of cremation with fire sacrifice or human sacrifice. Hinduism and Jainism are notable for not only allowing but prescribing cremation. Cremation in India is first attested in the Cemetery H culture (from ca. 1900 B.C.), considered the formative stage of Vedic civilization. The Rigveda contains a reference to the emerging practice, in RV 10.15.14, where the forefathers "both cremated (agnidagdhá-) and uncremated (ánagnidagdha-)" are invoked.Cremation remained common, but not universal, in both Ancient Greece and Ancient Rome."Cremation and iron smelting appear at various places in West Asia at around the same time and cremation could have gained popularity as a religious and cultural nod to the "amazing" powers of intense fire. Iron smelting and cremation, both spread by Indo-Europeans predominantly, may have been elments of the same culture. This would have been post-PIE, but the cultural leap that included both may have supplied the dynamism that lead to explosive and stable Indo-European growth thereafter. But the Peloponnesian War took place nearly a millennium after the origin of the tradition.You claimed that: " There don't seem to be any examples of cremation preceding movement of the remains, so it seems to be an unnecessary step that hasn't been preserved in any known tradition, ancient or modern."I don't think Homer mentions transportation of remainsThe events of the Iliad take place in one location, nine years into the Trojan War.Another famous example in a different Bronze Age tradition was that of the Hebrews who carried the bones of Joseph out of Egypt.There is ample historical evidence for the psychological need to bury people in familiar surroundings. The weight of proof is on those who think that this widespread historically-attested psychological impulse was any different for people who lived before the historical period. Monday, October 01, 2012 12:23:00 am Then, again, you should have said this in your post. You stated that you had no evidence on which to base your assertion - "I certainly don't claim to have empirical evidence for my hypothesis." It seems like this is an ad hoc exercise - which is fine, now the evidence seems clearer. But perhaps outlining the evidence rather than the simple correlation between cremation and movement would have been a good idea.And again, in Europe, the practice is found primarily as a burn-and-bury ritual. It may have begun earlier with different practices and for different reasons, but it is clearly found in most European traditions in the form of cremation and then burial at the same site.Joseph is different - he wasn't burned. The story wasn't written down until the middle of the first millennium BCE, so I'm not sure, again, how accurate a representation it is of Bronze Age life.I am sympathetic to the theory, but it would need a considerable amount of sleuthing to verify it. Much of the evidence seems contradictory and the issue seems complex. I recall a Time Team episode from some years ago (2008) that was looking at a settlement in the Outer Hebrides (Barra) from some 2000 years ago. This site had cremations and burials from a very similar time period, most probably the same family. It looked like death fashions in transition. Unfortunately I could not find a live link to post here, all the ones I looked at were inactive.This area would have been the backend of beyond 2000 years ago. Overall it looked like folk were burying the dead, recovering the skeletons for some purpose for a period of time, then cremating the bones and re-intering the ashes. At the end they seem to be skipping the skeleton-in-the-house stage and going straight to cremation. The ashes weren't going anywhere in this culture.The oldest stories in Europe talk about disposing of the dead by air exposure and cremations (eg in boats). This seems more practical in a cold climate where digging the ground would be difficult. An 11.5k old cremated child was found in Alaska a few years ago. The family cremated a child in the hearth and then abandoned the house. Leaving the ashes behind.http://www.washingtonpost.com/wp-dyn/content/article/2011/02/24/AR2011022405468.htmlOther interments seem to involve piling stones around the body or leaving them in caves. The Red "Lady" of Pavilland 33kya was a cave interment, but this was a prestige interment perhaps explaining the use of what had to have been valuable cave real estate. We have found the oldest human remains in caves like this but I dont think this reflects what was actually happening routinely, just what has stood the test of time. Even todayit is had to recover much from a cremation, or even a sky interment.Burial is I think a warm weather ritual that arrived in Europe later than the others, it is very imjpractical. Cremation IMO appears to be a practical measure used for many reasons (convenience, ritual, hygeine etc), with transport being one of the very recent reasons. I personally find that the ritual of cremating a Human is strange .The idea of actually completely destroying a body in its physical form is somewhat awkward in contrast to more common Oriental forms in which the Human body must be maintained in its Natural form. Dont ask me why, but on my list of ritual impure things Human-Ash is on top. "There is ample historical evidence for the psychological need to bury people in familiar surroundings."It's damned near universal. It is very well-established in China.One of the very first types of mutual aid societies that Chinese laborers formed in California during the Gold Rush was burial societies. You paid a little in each month and if you died, you were assured of having your remains transported to your ancestral district for burial.In Dream of the Red Chamber there is a whole long sub-plot having to do with the hugelyextravagant funerals of one of the grandfathers and how the body lies in state for however long and then finally one of the sons escorts the body back to the ancestral distrcit in Nanjing. I thnk anouther of the sons has ot get leave form his post to accompany the body. It was considered a very big deal and he would have been censured for not doing it. In China though it is the entire body, in whatever state of preservation, that is transported. Usually only rich people could aford that, but usually only rich people ever got very far away from their home districts, as with the official family in the Dream of the Red Chamber. Nomads would probably not have had anything like the necessary resources or technology.Something else to consider is some kind of change in religion. There is a lot of continuity in IE religious tradition, but there are some really abrupt discontinuities as well. That could also have fed into the adoption of cremation. Armenians as Phrygian colonists, or, rolloff analy... More on the surprising link between Africans and D... rolloff analysis of South Indian Brahmins La Bastida, Bronze Age Iberian fortified site A surprising link between Africans and Denisovans rolloff analysis of French as a mixture of Sardini... ESHE 2012 abstracts Structural stability and ancient connections betwe... ADMIXTURE analysis of Schlebusch et al. (2012) dat... 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More ASHG 2012 abstracts IE-speaking West Europeans are West Asian-admixed ... f-statistics are robust to differences in sample a... Estimating admixture proportions and dates with AD... ASHG 2012 abstracts are online! The remarkable landscape of polymorphism sharing i... Y-chromosome phylogeny using Complete Genomics dat... Our baby-eating ancestors Words denoting pulse crops in European languages East to West across Eurasia Progress in the Y-chromosome phylogeny Ancient DNA age/Mutation rate per annum, and signa... Population-specific SNPs and archaic admixture in ...

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Los Angeles College campus on Avenue 52 Reference URL Los Angeles College campus on Avenue 52 Loading content ... Description Identifier Centennial_00925 Title Los Angeles College campus on Avenue 52 Creator Unknown Date Created circa 1911 Subject (Topic) College campuses--California--Los Angeles Subject (Name) Los Angeles College Type Image Form/Genre Photographs Physical Description 1 photograph: black and white Institution Department of Archives and Special Collections, William H. Hannon Library, Loyola Marymount University Country of Creation US Copyright Statement http://library.lmu.edu/generalinformation/departments/digitallibraryprogram/copyrightandreproductionpolicy/#d.en.3004 Copyright Holder Loyola Marymount University Collection Identifier Loyola Marymount University Archives Item/Call Number Photoprints 10F01 Historical Background Loyola Marymount University traces its origins back to St. Vincent's College for Boys, founded in 1865 by the Vincentian Fathers. The first classes were held in the Lugo Adobe House at the southeast end of Olvera Street in Los Angeles. Two years later, the school moved to Hill Street. In 1887, St. Vincent's College moved again to a new campus on Grand Avenue and Washington Boulevard. When St. Vincent's College closed in 1911, members of the Society of Jesus opened the high school division of their newly founded Los Angeles College on Avenue 52 in Highland Park. Due to rapid growth, the college moved to Venice Boulevard in 1917. A year later the school was incorporated as Loyola College of Los Angeles. Graduate instruction began in 1920 with the foundation of a separate law school. In 1929, Loyola College was relocated to the Westchester campus, and the school achieved university status one year later, becoming Loyola University of Los Angeles. Loyola University and Marymount College partnered with St. Joseph College of Orange began affiliation in 1968, and officially merged into Loyola Marymount University in 1973. Additional Notes Title supplied by cataloger. Metacollection Identifier http://digitalcollections.lmu.edu Project note Centennial you wish to report:

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Hieroglyphic Typewriter Pyramids & Temples Gods & Mummies 3D Temples Mystery of the Rosetta Stone shop1 shop2 shop3 shop4 shop5 shop8 shop7 shop6 shop10 shop9 Beginning with the conquest of Alexander the Great in 332 BC, Greek was the language of the governing elite in Egypt. These Greek rulers could neither speak the language of the people nor read hieroglyphs, and this fueled resentment amongst the population. By Ptolemy V’s reign in 205 BC the country was in open revolt and the Rosetta stone was one of many that Ptolemy commissioned as a piece of political propaganda in 196 BC, to state publicly his claim to be the rightful pharaoh of Egypt. Without the Rosetta stone, we would know nothing of the ancient Egyptians, and the details of their three thousand years of history would remain a mystery. It was discovered by a French captain named Pierre Bouchard in AD 1799, during the Napoleonic wars. Captain Bouchard was supervising the restoration of an old fort near the town of Rosetta when he found a block of basalt 3 ft 9 in. (114 cm) high and 2 ft 4½ in. (72 cm) wide inscribed with three different types of writing. Captain Bouchard immediately realized its importance to the scholars who had accompanied the French army to Egypt. In fact theRosetta Stone is probably the most important archaeological artifact in the world today. After the French surrender of Egypt in 1801, it passed into British hands and is now in the British Museum. The content of the inscriptions is not what makes the stone important; the text is simply a decree listing benefits bestowed on Egypt by King Ptolemy V. But so that all the people could read and understand its content it was written in two languages, Egyptian and Greek. It was also written in three writing systems, hieroglyphic, demotic, and the Greek alphabet and this is what makes the Rosetta stone such an vital discovery. Since we have never lost our understanding of ancient Greek, the Greek inscriptions provided a key to decoding their Egyptian equivalents. The last sentence of the Greek text says, “Written in sacred and native and Greek characters.” Scholars were quick to figure out that this meant that the same text was set down in three scripts, and that the “sacred” referred to the hieroglyphic system, while the “native” referred to the demotic script of the ordinary Egyptians. Deciphering the stone was largely the work of two people, Thomas Young of England and Jean-François Champollion of France. Young was a physician, physicist, and all-around genius. He was the first to give the word “energy” its scientific meaning, and is remembered mainly for his study of light. Egyptology was one of his hobbies and he began studying the texts of the Rosetta stone in AD 1814. He correctly identified the cartouche, the oval loop containing hieroglyphs, as the name of King Ptolemy, by finding the corresponding name written in Greek. From this he determined which hieroglyphs spelled the name of Ptolemy. This, in turn, gave him the key to the hieroglyphs for p, t, m, y, and s; and, by examining the orientation of the Egyptians’ bird and animal characters, he also figured out the direction in which the hieroglyphs should be read. AnecdotesSlide1 AnecdotesSlide4 AnecdotesSlide3 AnecdotesSlide2 AnecdotesSlide5 AnecdotesSlide6 Young’s work was invaluable but he had many other projects on his vigorous mind, and it became clear that the job of cracking the hieroglyphic code called for someone who could focus entirely on the task. That person was Jean-François Champollion, the founder of scientific Egyptology. An historian and brilliant linguist, by the age of sixteen Champollion had mastered not only Latin and Greek but six ancient Oriental languages, including Coptic, the late form of ancient Egyptian that was written phonetically in Greek. In AD 1821, Champollion started where Young left off, and eventually established an entire list of Egyptian symbols with their Greek equivalents. He was the first Egyptologist to realize that the symbols were not only alphabetic but syllabic, and in some cases determinative, meaning that they depicted the meaning of the word itself. He also established that the hieroglyphic text of the Rosetta stone was a translation from the Greek, not, as had been thought, a translation from Egyptian into Greek. But more importantly, because he understood Coptic he was able to translate the meaning of the ancient Egyptian words. The work of these two men, especially Champollion, established the basis for the translation of all Egyptian hieroglyphic texts. He cracked the Hieroglyphic code and instigated the science of Egyptology; enabling us to know the lives of pharaohs as well as ordinary Egyptians who’s letters, written on papyrus, have survived thousands of years in Egypt’s dry climate. Hieroglyphs02 Hieroglyphs03 Hieroglyphs04 Hieroglyphs06 Hieroglyphs05 Hieroglyphs07 Hieroglyphs09 Hieroglyphs08 Hieroglyphs10 Hieroglyphs11 Hieroglyphs12 Hieroglyphs01 Egyptian Hieroglyphics You can now get the popular iPad app (with extra print features) for Windows There are more than 1000 Hieroglyphic illustrations including 400 Egyptian word examples and over 500 hieroglyphs from the Gardiner list. The app includes detailed information on the history of Egyptian writing and mathematics, the use of the different types of symbols, how to write your name, how to recognize kings names and the story of the scribe with a video showing how papyrus is made. Unlike Egyptian Hieroglyphs-iPad this version enables all the content to be printed including typewriter and calculator functions. There are also navigation and search text functions. The Hieroglyphic Typewriter The Hieroglyphics Typewriter and Math Calculator is included. The on screen QWERTY keyboard incorporates alphabet and number symbols together with a selection of determinative signs. The keys include Latin symbols together with their hieroglyph equivalents and descriptions, which allow you to type messages naturally and at a glance see the translations. Kids can quickly write names and short secret messages and then select print from the menu. You may use the material on this site for Educational, non-profit purposes provided I’m credited with a link back to this site. To use the materials on this site please eMail me and ask permission. All Text & artwork is © Mark Millmore. Discovering Egypt Website Established 1997 Discovering Ancient Egypt Eyelid Productions

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HOME » In The News UGA ecology graduate receives Graduate Student Excellence in Research Award Writer: Ben Benson, bbenson@uga.edu Contact: Judy Milton, 706/425-2953, jmilton@uga.edu The University of Georgia Graduate School honored Dr. Michael Strickland with its annual Graduate Student Excellence in Research Award in the Life Sciences. Strickland received his doctorate from UGA in 2009.“We are proud of Dr. Strickland for conducting quality research that is already challenging conventional assumptions in the field,” said Maureen Grasso, dean of the Graduate School. “Early into his research career, he is attracting national and international attention from both ecological and environmental science communities.”As a student in the UGA Odum School of Ecology, Strickland authored or co-authored 10 manuscripts that are currently published, in review, or in press. According to Sonia Altizer, associate professor in the Odum School, "Mike's publication record and awards for his work at such an early stage in his career are amazing. He has demonstrated a remarkable talent and drive in conducting his dissertation research, and is very deserving of this award."The first paper from his dissertation was published in Ecology, one of the leading journals in ecological sciences. This article received a national award from the Ecological Society of America in 2009. The paper found evidence contrary to the assumption that communities of soil microbes in a common environment will function in the same way. By comparing the decomposition rates of soil litter, he discovered that differences in microbial communities account for substantial variation in the production of carbon dioxide.“Mike's work shows that traits of these microbial assemblages – microorganisms that live in the soil – can have differential effects on processing carbon and thereby affecting global carbon balances,” said Amy Rosemond, assistant professor in the Odum School.These findings suggest that an implicit assumption in ecosystem models is incorrect and may assist scientists in accurately predicting the impact of global climate change on ecosystems.Strickland has also had success in securing grant funding for his research. While a student, he received a National Science Foundation Doctoral Dissertation Improvement grant.After graduating from UGA, Strickland accepted a position as a Post-Doctoral Research Associate in the School of Forestry & Environmental Studies at Yale University.The Graduate School began the Graduate Student Excellence in Research Awards in 1999 to recognize the quality and significance of graduate student research. The awards recognize research in five areas: Fine Arts, Humanities and Social Sciences, Mathematical and Physical Sciences, Life Sciences, and Professional and Applied Sciences. Odum School of Ecology140 E. Green St.The University of GeorgiaAthens, GA 30602-2202 USAPhone: (706) 542-2968Fax: (706) 542-4819GET DIRECTIONS

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Undergraduate ProgramsADP AdmissionGraduate ProgramsMinors & ConcentrationCourse ScheduleAcademic CalendarLibraryFindAboutServicesHelpResearch by SubjectDatabasesHonors ProgramStudy AbroadAcademic ServicesAcademic Policies & ProceduresCollege CatalogRequest for TranscriptIT Help Desk SupportInstitutional Research and AssessmentHilbert Reads ProgramHilbert Blueprint Newsline Hall of Famer Joe Hesketh Helps Hawks Baseball Contact:The Office of Sports Information(716) 649-7900 ext. 333 HAMBURG, NY - Joe Hesketh, a 2002 Greater Buffalo Sports Hall of Fame inductee, stopped by Hilbert College February 10th to help Coach Pernick and the Hawks refine their pitching skills from the mound. His incredible background and experiences as a former Major League player continue to mold and motivate current college and local high school players. Hesketh graduated from Frontier High School before matriculating at the State University of New York at Buffalo where he finished his 25 starts with 10 complete games (UB record) and an overall ERA of 1.77 (0.91 his junior year). After being named the 1980 ECAC New York-New Jersey District Player of the Year, he was drafted by the Montreal Expos and pursued every kid’s dream of playing in the major leagues. He was picked up by the Montreal Expos (1984) after being named the American Association Pitcher of the Year with a 12-3 record and a 3.05 ERA while dressing for the Indianapolis team. Joe made the big club in 1985, and made an immediate impact. For most of the summer, it appeared Hesketh would battle Cincinnati’s Tom Browning for National League Rookie of the Year honors with his 10-5 record and a sparkling 2.49 ERA. But, in late August, a home-plate collision with Dodger catcher Mike Scioscia broke Hesketh’s leg and ended his season. Hesketh never regained the level of excellence he achieved in 1985, and after several discouraging and injury plagued seasons, it seemed that he was headed towards retirement. But in 1991, the Boston Red Sox picked him up, and he rewarded them with a 12-4 record and a 3.29 ERA. Because of his resilience, the Sox fans honored Hesketh with the Tenth Player Award which marked only the second time in eighteen seasons that a pitcher was chosen.

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UNITE ‘Hope Wall,’ education classroom unveiled MANCHESTER – A sign along the Hal Rogers Parkway at Manchester welcomes visitors to “The City of Hope.”On Friday, 10 years after the launch of Operation UNITE, elected officials and community volunteers gathered to celebrate two new reasons for Hope in the fight against drugs: a wall celebrating those who have overcome addiction and a state-of-the-art mobile education classroom that will be used in schools across southern and eastern Kentucky.“It is time to start celebrating the lives that have been forever changed through your treatment and recovery efforts,” Fifth District Congressman Harold “Hal” Rogers told the nearly 250 people gathered for the announcement.“In the midst of those cries for help we’re beginning to hear more tears of joy and triumph,” Rogers said, noting that for the first time in a decade Kentucky drug-related overdose deaths declined last year. “It is because of your efforts.”“Today we celebrate victories, celebrate recovery and celebrate hope,” noted Clay County Pastor Doug Abner, whose efforts helped spark church involvement in the anti-drug fight a decade ago.Members of the Chad’s Hope Teen Challenge Center, a faith-based recovery program located northwest of town, unveiled the new UNITE “Hope Wall,” which features photos and brief statements about the individuals’ journeys to sobriety. Through “the word of their testimony,” Rogers noted, maybe others will realize there is a way out of the shackles of addiction.An example of a family’s struggles was shared by long-time educators John and Nancy Hale of Rockcastle County. Their son – a model student and athlete – became addicted on medication that had been prescribed for an injury. Through many ups and downs he eventually turned his life around, recently graduated from law school and has gotten married.“One of the things we’ve learned in the middle of the pain is that we are not alone,” Nancy Hale said, referring to their steadfast faith throughout the years-long process. “We had to choose life” to make sure no other parent goes through what their family has endured.Recovery is just a part of the picture.“I think we all agree that the best way to save our children from suffering through the pains of withdrawal, relapses in recovery, and the trials of drug addiction is through education,” Rogers said, introducing UNITE’s new “On The Move” mobile classroom.This latest initiative – funded through a three-year competitive Rural Health Outreach grant awarded through the U.S. Health Resources and Services Administration – features an interactive drug prevention program tailored to elementary, middle and high school students. In addition, youth will participate in three interactive training modules that focus on the consequences of distraction and impairment from alcohol and other drugs.“Education is vitally important, but the love of one person can make a huge difference,” said Dr. Michael Benson, president of Eastern Kentucky University, who shared his own family’s story of dealing with addiction.“I’m proud to be associated with this cause,” Benson said, pledging EKU’s support. “We want to be a part. We want to bring the power of education to the fight against drugs.”The interior of the mobile classroom features colorful hand-painted murals. Rogers presented the artist, Rebecca Arvin of Rockcastle County, with a “Difference Maker” award for donating her time and talent to the project.State Senate President Robert Stivers, whose 25th District covers seven Eastern Kentucky counties, credited Rogers for giving him “a lot of political courage” to take on the drug fight in Frankfort.Kentucky is frequently taking the lead in efforts to prevent and curb the effects of substance abuse, noted Mike Barry, director of People Advocating Recovery (PAR) in Kentucky.Speaking about the “joys of recovery,” Barry emphasized that it is important to remove the stigma and discrimination of addiction and recovery.Families “are afraid to reach out and ask for help (because of what others may think),” Barry commented, adding, “There is help. There is hope. And, there is healing.”“UNITE is now a national model thanks to each one of you,” Rogers said. “It is the grassroots efforts and your individual courage of conviction that has helped save countless lives through the partnerships you have committed to the three branches of Operation UNITE – law enforcement, treatment and education.”

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Chancellor's Honors Maps Interactive Archive Home 2013 September 16 Anne Mayhew Distinguished Honors Lecture Series featuring Abraham Verghese Anne Mayhew Distinguished Honors Lecture Series featuring Abraham Verghese Noted Physician, Best Selling Author Abraham Verghese to Give UT’s Mayhew Lecture KNOXVILLE—The first doctor to admit AIDS patients to Tennessee hospitals will talk about his experiences as a physician, professor and bestselling author when he delivers the fourth annual Anne Mayhew Distinguished Honors Lecture at the University of Tennessee, Knoxville, on Sept. 25. Dr. Abraham Verghese is senior associate chair and professor of medicine at the Stanford University School of Medicine. He is also the author of a novel and two non-fiction books, including “My Own Country: A Doctor’s Story” (1995) about his experience with AIDS patients in Tennessee, which was selected by TIME magazine as a “Best Book of the Year.” Verghese’s lecture, “The Search for Meaning in a Medical Life,” is free and open to the public. It will begin at 7:30 p.m. in Cox Auditorium in the Alumni Memorial Building. A book signing will follow the lecture, and Verghese’s books will be sold on site. Born to Indian parents teaching in Ethiopia, Verghese grew up near Addis Ababa and began his medical training there. When the Ethiopian emperor was deposed, Verghese and his parents fled to the United States where Verghese worked as an orderly before returning to complete his medical education at Madras Medical College in India. After graduating, he returned to the U.S. where he was a medical resident at East Tennessee State University in Johnson City from 1980 to 1983. He moved to the Northeast for a fellowship at Boston University School of Medicine, working at Boston City Hospital for two years as the AIDS epidemic was beginning. Returning to ETSU as an assistant professor of medicine, he began treating AIDS among the area’s rural population. “He cared for a seemingly unending line of young AIDS patients in an era when little could be done other than help them through their premature and painful deaths. Long before retrovirals, this was often the most a physician could do and it taught (him) the subtle difference between healing and curing,” according to his website. After chronicling his experiences, Verghese became interested in writing and attended the Iowa Writers Workshop at the University of Iowa, where he earned a Master of Fine Arts degree. His writing has appeared in publications including The New Yorker, Texas Monthly, Atlantic, The New York Times, The New York Times Magazine, Granta, Forbes.com, and The Wall Street Journal. Verghese also practiced medicine at Texas Tech Health Sciences Center in El Paso, Texas, and was the founding director of the Center for Medical Humanities & Ethics at the University of Texas Health Science Center San Antonio. He has been at Stanford since 2007. The annual Anne Mayhew Distinguished Honors Lecture Series is presented by the Chancellor’s Honors Program. The lecture series recognizes noted economic historian Anne Mayhew, who served at UT as chair of the Department of Economics, dean of the Graduate School, and vice chancellor for academic affairs. NEXT How to apply:Fall 2015 Entering Freshmen Meet Our Honors Students Julia Ross Julia is a member of the Haslam Scholars and Baker Scholars Programs. She is currently writing her undergraduate thesis on public funding schemes for prenatal care services under the guidance of Dr. Lisa Lindley in the College of Nursing. View all Connect with usFacebookTwitter Upcoming Honors EventsEvents cannot currently be displayed, sorry! Please check back later. Countdown to CHP Graduation Ceremony! Contribute to big ideas. Give to Honors. HONORS RESOURCES Haslam Scholars Program Honors Programs at UT Office of National Scholarships and Fellowships CONTACT US Chancellor's Honors Program Howard H. Baker Jr. Center for Public Policy 1640 Cumberland Avenue

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11:00 am Well Read "Domingo Martinez, "The Boy Kings of Texas: A Memoir"" First-time author Martinez' compelling memoir of growing up in the border town of Brownsville, Texas. A National Book Award finalist. D "Why Obsess About Free Will?" Free will probes consciousness, examines what it means to pick, choose, select, decide. But some say that 'free will' is just a trick of the brain. D 11:57 am 180 Days: A Year Inside An American High School This two-part special offers a first-hand view of what happens in a school that meets the needs of the most challenged students in new and sometimes non-traditional ways. Cameras go inside a Washington, D.C., school where only seven percent of students are deemed "proficient" in math and only 19 percent in reading. Principal Tanishia Williams Minor is determined to improve the odds for her students. Part 1 of 2G 2:00 pm Our Time Is Now OUR TIME IS NOW is a coming-of-age documentary following six New Mexico teenagers as they strive to finish high school, wrestle with personal challenges, and pursue their dreaMs.. D 5:00 pm 180 Days: A Year Inside An American High School A surprising and dramatic end to the school year sheds light on both the extraordinary challenges and opportunities today's public schools face. Part 2 of 2G 7:02 pm Tavis Smiley Reports "Education Under Arrest" This program looks at the efforts by those on the frontlines of juvenile justice reform and what programs are successful in breaking the school-to-prison pipeline. Tavis Smiley travels to Washington state, Louisiana, Missouri and California, meeting the educators, law enforcement, judges, youth advocates and the at-risk teens themselves who are working together to get kids out of the juvenile justice system, back into high school and through to graduation. D Tonight on Nightly Business Report, JC Penney closes out its worst week ever. What happens next to this troubled retailer, especially with the critical holiday season fast approaching? And, Ford's CEO is reportedly the leading candidate to get the top job at Microsoft. Is Alan Mulally the man who can get the stock moving again?. D 11:00 pm Skeletons of the Sahara University of Chicago paleontologist Paul Sereno, best known for unearthing new kinds of dinosaur bones around the world, found the largest known Stone Age human burial site on a sand dune in Niger. The oldest date from 8,000 to 10,000 years ago was during a time when the Sahara was green and lush. Filmmaker David Murdock follows Sereno and a team of archaeologists as they retrieve, date and identify the bones and the artifacts found with them.G <<Previous Month

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SCCTC expansion a go BY MICHAEL J. RUDOLF Expansion of the Susquehanna County Career and Technology Center will proceed. With construction bids coming in more than $2 million lower than anticipated, the Elk Lake School Board voted Tuesday to go ahead with the project. “We’ve got a great opportunity with what they’ve come in at,” said board President Chuck Place. School officials had anticipated the project costing about $8.6 million, with actual building construction costs amounting to around $7.4 million, said Superintendent William Bush. The actual bids totaled just over $5.4 million. Bush explained that the remaining $1.2 million in the estimate is for equipment and supplies to get the center operational, and will be bid later in the process. With the bids accepted, architect John Kropcho said construction should start in early December. He set a target completion date at the end of May 2012. The winning bids came from Mar Paul Construction of Jessup as general contractor at $3,787,000; Master Mechanical Corp. of McAdoo for heating, ventilation and air conditioning at $844,120; Bognet Inc. of Hazleton for plumbing at $258,686; and Leber & Bonham Inc. of Scott Township for electrical work at $548,000. That totals $5,437,806. The expansion project includes new facilities for existing educational programs as well as new programs that are planned. They include courses in auto body collision and repair technician; vehicle maintenance and small engine repair technology; security and protective services; electrical, electronics and communications engineering technology; health information and medical records technology, and criminal justice / police science. In addition to Elk Lake, six other school districts send students to the center, including Blue Ridge, Lackawanna Trail, Montrose Area, Mountain View, Susquehanna Community and Tunkhannock Area. Elk Lake owns and operates the career center, which is why it is responsible for the expansion. In the past, school officials noted that much of Elk Lake’s outlay would come back through tuitions paid by students from the other districts. Elk Lake’s only cost would be for its share of the students who attend the school, Bush explained. He said district taxpayers are not paying for the entire cost of the project. In April 2009, the board approved a funding plan for its share of the costs. The district plans to take out a 20-year mortgage, and pay it back with a one-time 1.1-mill tax increase. Also, Elk Lake expects to get much of its outlay back through reimbursement from the state Department of Education. Initially, district officials expected the state would return about 43 percent of the total cost. But with the low bids, Bush said the reimbursement could amount to 53 percent. “That will mean somewhat of savings for our taxpayers,” said board member Arden Tewksbury. In contrast to previous meetings where the expansion project was discussed, Tuesday’s session was sparsely attended. Only eight people were in the audience, and few of them had any comment. One resident, Craig Sprout, said he hoped the board was accurate in regard to the state reimbursement. He said with a new administration taking over in Harrisburg next year, things could change. “I get a little scared when I hear you’re going to get 53 cents on the dollar when it’s not guaranteed,” Sprout said. Kropcho said in more than 40 years of working on school projects, he has never seen the state fail to reimburse one once it has been approved by the state Department of Education. Expansion Timeline According to architect John Kropcho, construction work on the expansion to the Susquehanna County Career and Technology Center is expected to begin in early December. The project is scheduled to be completed at the end of May 2012. At previous meetings about the project, Kropcho said the expansion would more than double the space the career center has through a 37,000-square-foot addition. The plans call for the addition to be on the opposite side of the parking lot that is by the career center’s current entrance. It would be in a new building in the area of the pavilion behind the school, Kropcho noted. Elk Lake School District officials began looking into the expansion process in November 2008, when it hired Kropcho to begin feasibility studies. The expansion will provide additional space for existing programs, plus room and facilities to accommodate six new educational programs. The new programs were selected based on meetings between school officials and representatives of numerous businesses, both locally and out of the area. The new programs would be: Auto body collision and repair technician – Students are trained to repair damaged automotive vehicles such as automobiles and light trucks. Vehicle maintenance and small engine repair technology – The course trains students to repair, service, maintain and diagnose problems on a variety of small gasoline engines. Security and protective services – This program prepares students to perform entry-level duties as a police officer, fire fighter, paramedic and other safety services. Electrical, electronics and communications engineering technology – The program prepares students to apply basic electronic principles and technical skills to the production, testing, installation and maintenance of electronic equipment. Health information and medical records technology – Students learn to classify medical information and prepare records under the supervision of a medical records administrator. Criminal justice / police science – This program trains students to perform entry-level duties as a patrolman, corrections officer, juvenile officer, security officer and probation officer. Current programs offered at SCCTC include: automotive technology, carpentry and cabinetmaking, building and property management, business education, cosmetology, food services, health care technology, and cooperative education / diversified occupations. Students at SCCTC are involved in a number of hands-on projects, including the construction of two homes, operating a restaurant, running a branch of the Procter & Gamble Mehoopany Employees Federal Credit Union, and others. Tagged as: Elk Lake, SCCTC Scranton Daily Deals

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The Capitoleum was built in 1870 soon after the first group of Swedish settlers arrived. It was a community center and served as a place for new arrivals to camp before moving to their own lots. The building marks the area where the settlers arrived. It was used as the first school and as a store and post office.W. W. Thomas stayed here during the early days of the Colony. A town hall was built to the west and the Capitol School, which is used today as a museum and Scandinavian gift shop, was built to the east. Capitol Hill Cemetery is just east of the Capitol School. Later the Capitol was used as a museum. Interior shots of the museum’s furnishings and exterior elevations were taken by Robert Nylander prior to 1970. The original structure burned when lightning struck the adjacent town hall, but all of the artifacts inside the museum were saved as well as the front doors. A reproduction was built in 1970 and serves as the main museum for the New Sweden Historical Society. Pictured above is Everett Larsson in front of the building of the reproduction of the Capitoleum ca. 1970 Copyright 2012 Jean B. Duncan Email corrections or additions to

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Academics ⁄ ⁄ Centers of Excellence ⁄ ⁄ McDevitt Center for Creativity & Innovation ⁄ ⁄ History of the McDevitt Center The McDevitt Center for Creativity and Innovation History of the Center An Inspiring Story and a Transformational Gift The McDevitt Center for Creativity and Innovation is supported by a $50 million gift to Le Moyne College by Robert and Catherine McDevitt of Binghamton, New York. Catherine McDevitt passed away in April 2008 and Robert McDevitt died in September 2008. The McDevitts were of deep Catholic faith and were long-time friends of Le Moyne College and its Jesuit heritage. Robert McDevitt's cousin, the late Rev. Edward L. McDevitt, SJ, was one of five Jesuit professors who established Le Moyne's physics department after the College was founded in 1946. Robert McDevitt himself had been Regent Emeritus since 1972 and served as a member of the College's Board of Trustees from 1977 to 1980. In 1978, he was awarded an honorary degree - Doctor of Humane Letters honoris causa - from Le Moyne. Robert McDevitt was owner of McDevitt Brothers Funeral Home, a business his grandfather founded in Binghamton in 1880. Though the mortuary business is well-respected and successful, their financial fortune was not derived from it. Robert McDevitt's mother was the secretary to A. Ward Ford, founder of a company that ultimately became part of IBM. He inherited the shares of company stock his mother had acquired, and then spent 70 years accumulating more shares. Despite their quite considerable fortune, the McDevitts lived simple and unassuming lives grounded in the same Jesuit values taught at Le Moyne College and exemplified by its faculty, staff, students and graduates. The McDevitt Endowment and the McDevitt Center for Creativity and Innovation that it funds will help transform Le Moyne College. By establishing Le Moyne College as a dynamic center for creative research that addresses vital issues and is informed by enduring values, the McDevitt Center will accelerate the college’s move to a higher academic tier and dramatically enhance its standing among colleges and universities. CNY Cybersecurity Connections The McDevitt Center People Our normal office hours are Monday through Friday, 8:30 AM to 4:30 PM Office Location: 442 Reilly Hall (ph) 315.445.6200 McDevittCenter@lemoyne.edu Click Here to Subscribe to our Blog Follow @McDevittCenter

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How To Cook Everything: Basics How to Cook Everything Vegetarian How to Cook Everything Introducing the National Soda Tax 7|30|14 Get this: Rosa DeLauro, the brave and beloved 12-term congresswoman from New Haven, will be introducing a bill in the House of Representatives Wednesday that would require a national tax on sugar-sweetened beverages. And it’s about time. You know the big picture, even if you’ve forgotten the details, so I’m going to spare you the stats about obesity and diabetes that have been reiterated here and elsewhere ad infinitum. (If you want a refresher course, see this.) Suffice it to say that sugar-sweetened beverages are linked to obesity and diabetes, and that some form of control is needed. Many sugar-sweetened beverages contain more sugar per bottle than the American Heart Association’s recommended daily limit and the Department of Agriculture’s guidelines for sugar. (The Food and Drug Administration has not set standards for sugar consumption.) The Obama administration made a tiny bit of noise about a soda tax back in 2009, but quickly backed off and has been silent on the subject since. For the last few years, there have been numerous attempts to get a significant (I’d call 10 percent of the price meaningful) tax on soda and other sugary drinks in a variety of cities and states. Berkeley, San Francisco and Illinois all have current initiatives, and, predicts Randy Shaw of the online daily BeyondChron, “Berkeley’s soda tax will pass.” French Food Goes Down 7|23|14 Before my first visit to France, around 45 years ago, I was told that you couldn’t find bad food there if you tried. I was of limited experience, so even a hot dog jammed into a baguette bore witness to that “fact.” Nevertheless, a few visits later, it seemed justifiable to buy into the program: France had countless regions, each producing superior products that were handled well and (with notable exceptions) served at reasonable prices. I wish we could go back — we’d need a time machine, of course — and verify that experience. The VB6 Summer Produce Guide 7|21|14 A few months ago, I developed and sent out (to you!) a guide to winter fruits and vegetables. While I’m certainly a fan of tubers and citrus, now is the time of year when produce really starts to get good. It’s the best time of year to cook. So whether you find yourself with an abundance of zucchini or just want to take advantage of all that’s available now, refer to the guide below. I’ve included tips on preparation and some recipes you can try from The VB6 Cookbook and VB6. (Click the chart to enlarge the text.) 7 Sauces That Taste Better Homemade 7|18|14 Two weeks ago I provided nine nonbeef burger recipes. Consider these recipes an addendum: homemade alternatives to the bottled and jarred condiments that are lined up like summer’s foot soldiers on our refrigerator doors. Why spend time making your own condiments? A legitimate question, even for cooks who embrace the D.I.Y. mentality that yields things like homemade salad dressings, salsas and hummus, all of which could be considered “condiments” in their own right. But when it comes to ketchup and its brethren — relish, barbecue sauce and the like — most of us cave and revert to the store-bought versions. Resist that impulse. The reasons are the same as they are for countless other foods that you can readily grab at the store: controlling and customizing flavor and avoiding worthless (or harmful) artificial ingredients. Those are enough for me. The True Cost of a Burger 7|17|14 In 2005, the House of Representatives passed an act that forbade consumers to sue fast-food operators over weight gain. “The Cheeseburger Bill” (formally, “The Personal Responsibility in Food Consumption Act”) attempted to legislate the message that the costs of fast food are personal, not social, and certainly not a consequence of selling harmful food at addictively low prices. The reality is different, as we begin to understand the extent of the financial and economic costs wrought on our society from years of eating dangerously. That’s a different kind of cheeseburger bill; the butcher’s bill, if you like: The real cost. What you pay for a cheeseburger is the price, but price isn’t cost. It isn’t the cost to the producers or the marketers and it certainly isn’t the sum of the costs to the world; those true costs are much greater than the price. This is an attempt to describe and quantify some of those costs. (I have been working on this for nearly a year, with a student intern, David Prentice.) It’s necessarily compromised — the kinds of studies required to accurately address this question are so daunting that they haven’t been performed — but by using available sources and connecting the dots, we can gain insight. Giving Tofu the New Look It Deserves 7|8|14 It’s not likely that tofu will become anyone’s favorite food; this we know. Those who grew up in households where it was well prepared may relish it, but for the rest of us it’s a bit of a requisite, something we think we “should” eat in place of chicken or eggs whenever we can stomach it. However. With meat substitutes and even alternative animal protein like bugs surging in popularity — or at least media attention — it’s time to re-evaluate and finally embrace the original plant-based mock meat. (There are others, of course: seitan, or wheat gluten, which in the current anti-gluten climate is difficult to talk about, and tempeh, a fermented soy and grain product that I don’t cook with much. That could change.) 9 Worldly Ways to Make a Burger 7|3|14 Standing over a grill full of hamburgers with a spatula in one hand and a beer in the other is about as American as it gets. So patriotic is this summer ritual that it’s easy to forget how far burger culture extends beyond American soil. (The hamburger is named for a German city, after all.) Countless cuisines feature their own versions, which, in plenty of cases, are better, or at least more interesting, than our default. So, for the sake of mixing it up — and frankly, because you probably don’t need me telling you how to make a classic hamburger — here are nine burgers that move beyond beef. Rethinking the Word ‘Foodie’ 6|26|14 At a dinner party the other night where people were asked to say a word about themselves, one woman said, “My name is” — whatever it was — “and I’m a foodie.” I cringed. I’m not proud of that visceral reaction; in fact, I think it’s wrong. But I do wish there were a stronger, less demeaning-sounding word than “foodie” for someone who cares about good food, but as seems so often the case, there is not. Witness the near-meaningless-ness of “natural” and “vegetarian” and the inadequacy of “organic” and “vegan.” But proposing new words is a fool’s game; rather, let’s try to make the word “foodie” a tad more meaningful. As it stands, many self-described foodies are new-style epicures. And there’s nothing destructive about watching competitive cooking shows, doing “anything” to get a table at the trendy restaurant, scouring the web for single-estate farro, or devoting oneself to finding the best food truck. The problem arises when it stops there. Cherries Go Savory, Sweet and Boozy 6|19|14 I suppose most of us have missed out on the best cherries, the ones that grow in the backyard. Still, when cherries are good — juicy, fleshy, even crisp — even the supermarket variety can be irresistible. So I buy them by the sack, mostly for snacks. In June, it becomes impossible not to cook with them. Like most stone fruit, cherries are usually slated for pies, cobblers — maybe duck breasts — and not much else. To give cherries their due, here’s a whole meal made out of them — sort of. I’ve dished up four cherry-based courses, and the first is a boozy cocktail, pretty much rendering the next three enjoyable no matter what. You are certainly under no obligation to prepare them all on the same evening, but they’re different enough that it works. The Food Industry’s Solution to Obesity 6|18|14 You can buy food from farmers — directly, through markets, any way you can find — and I hope you do. But unless you’re radically different from most of us, much of what you eat comes from corporations that process, market, deliver and sell “food,” a majority of which is processed beyond recognition. The problem is that real food isn’t real profitable. “It’s hard to market fruit and vegetables without adding value,” says Marion Nestle, a professor of nutrition, food studies and public health at New York University. “If you turn a potato into a potato chip you not only make more money — you create a product with a long shelf life.” Potatoes into chips and frozen fries; wheat into soft, “enriched” bread; soybeans into oil and meat; corn into meat and a staggering variety of junk. How do we break this cycle? You can’t blame corporations for trying to profit by any means necessary, even immoral ones: It’s their nature. Pages:«12345678...84»

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Ousted DeKalb school board members sue over decision March 01, 2013 11:51 PM | 1633 views | 0 | 7 | | Gov. Nathan Deal ATLANTA — The suspension of two-thirds of the school board members in a troubled suburban Atlanta school district has rendered the board temporarily powerless and set up a legal battle over a state law that gives the governor the power to remove local school boards.Georgia Gov. Nathan Deal this week announced the suspension of six of nine of the DeKalb County school board members. The targeted board members have sued to challenge the 2011 law that allows him to take that action, saying they have a constitutional right to stay in office until voters say otherwise.The turmoil has left the board hobbled, unable to make decisions because it can’t muster the required five members for a quorum.“As elected representatives on the DeKalb Board of Education, we find ourselves in a unique and confusing situation,” the remaining three board members said in a statement this week.DeKalb County is the state’s third-largest school district, serving about 99,000 students. It was placed on probation in December by the Southern Association of Colleges and Schools following a six-month investigation.In a report, the accreditation agency cited long-term leadership issues including nepotism, fiscal mismanagement, inappropriate micromanagement and intimidation within the district.“Despite attempts of various experts and organizations to bring about sustained change in the culture and operation of the Board of Education, the extensive efforts, costs and resources expended in this endeavor appear to have been wasted,” the agency wrote in its report.The State Board of Education voted unanimously to recommend the removal of the six elected board members who were in office during the time when the alleged problems took place, but the three board members who took office in January have been allowed to stay. The Republican governor on Monday announced he was following that advice and appointed a five-member panel to choose potential replacement board members.The law allows the governor to suspend the members of a local board of education if a school or school system is put in a probationary status immediately preceding loss of accreditation. DeKalb is on probation through the end of this year. This isn’t the first time Deal has used the law to remove a board. He previously removed and replaced the entire 5-member board in Miller County.U.S. District Judge Richard Story heard arguments in the case Friday.Lawyers for the school district and the county board of education chairman argued the state Legislature overreached when it gave the governor the power to remove elected officials and said their removal represented a serious lack of due process.A lawyer for the state argued that the state Constitution allows legislators to enact such a law and that the governor is within his power to remove the board members and appoint replacements. The state’s lawyer also argued that due process was provided, as the board members were duly notified of all the steps and have access to recourse.Story said he would consider the arguments and decide whether to issue a preliminary injunction to freeze the process until the legal challenge to the law is resolved and that he would issue an order soon. Until then, an earlier order he issued remains in place and maintains the status quo — any replacements Deal appoints can’t take office and the suspended members remain in office but can’t take official actions.The board is likely to remain in a state of uncertainty as the legal battle and procedural steps play out.As the legal and political drama unfolds, DeKalb County’s interim schools superintendent, Michael Thurmond, said everything is going on as normal. Thurmond took the helm of the troubled school district about four weeks ago after the previous superintendent reached a “mutual understanding of separation” with the board, leaving the district halfway through her three-year contract. Thurmond’s appointment marked the third time in three years the board had to find a new person to lead the district.“We have 15,000 employees who reported to work. Our teachers are in the classrooms. Our bus drivers are transporting kids to school and back. Cafeteria workers are preparing the food,” he said. “We are going about our business of focusing on job No. 1, which his educating our children.”Still, he said, he’d like to see the situation with the board resolved sooner rather than later.“It’s time for us to pivot from the courthouse and judges and lawyers and focus on agenda item No. 1, which is earning full accreditation for the district and giving our full attention to improving academic performance,” he said.Education experts say the flap won’t have a noticeable impact on the ability to provide an education — at least immediately. Longer term, the situation becomes more urgent as time passes, said Jack Parish, a former Henry County superintendent and a professor of education administration and policy at the University of Georgia’s College of Education. Some important issues that boards might be considering this time of year include budgets for the coming fiscal year, approving personnel recommendations and actions, and looking at instructional materials for the coming school year, he said.Tim Callahan, a spokesman for the Professional Association of Georgia Educators, declined to comment specifically on the situation in DeKalb County, but he did say that problems with a school board can end up hurting students the most when they jeopardize a district’s accreditation.“A school district that is not accredited is graduating students who may or may not be able to get into the schools of their choice, who may have some problems advancing in their education and their careers as adults,” he said, adding that it can also affect property values in a community. “It’s sort of a black eye for everyone.Randy Faigin David, who has four children in DeKalb County schools, attended Friday’s hearing. She said she originally favored the governor’s removal of the school board members but said her thinking is evolving.“Now I don’t know, and I’m not even sure I care, as long as we take care of our kids,” she said. “We’re losing a lot of time focusing on this stuff and not focusing on our kids’ education.” Deal names new members to Education Advisory Board New school board should cut to chase, hire Ragsdale Plenty of swearing ... err, swearings-in, that is, slated for Cobb this week Ragsdale Future Could Hinge on Board Pick for Chairman

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Governor O’Malley Announces Stream Challenge Winners Grant program to seek second round of applicants Student tree plantings, such as this one, are one of the many projects to be funded through the Stream Challenge. Governor Martin O’Malley today announced the winners of the Stream Restoration Challenge, a new grant program through which the State and its partners plan to establish 1,000 acres of forested stream buffers in Maryland by 2015. The program will provide up to $6 million to help local governments, school systems, and non-governmental organizations carryout projects to improve Chesapeake Bay water quality and create service learning and environmental literacy activities for students. “I would like to thank the groups that submitted Stream Restoration Challenge proposals to help restore our streams, rivers and our prized Bay through on-the-ground projects and educational programs,” said Governor O’Malley. “This initiative also raises awareness on the importance of protecting our water quality by teaching all of us that making smarter, greener, more sustainable choices is vital to a better future.” The State selected 29 of 34 proposals submitted from across Maryland to receive funding, not only to establish critical streamside forests, but to engage and educate nearly 13,000 students in every phase of the restoration process. The proposals were chosen based on how effective, efficient and economical they would be ─ and which would support the most student participation. DNR plans to release a second request for proposals in early 2013 to continue to help interested organizations carryout projects that will meet Bay restoration and Maryland Environmental Literacy goals. The grant recipients have been notified and have expressed their excitement and enthusiasm in getting the projects underway. “In addition to the enhancement of the Sassafras River Watershed, the proposed restoration offers a wealth of environmental, science and service learning opportunities to both the students and communities of Kent County,” said Former Representative Wayne T. Gilchrest, program director of the Eastern Shore Land Conservancy, a grant recipient. “This grant will help us to continue to be pioneers in the State of Maryland in terms of the environmental education we provide to the 78,000 children we educate every day,” said Dr. Kevin M. Maxwell, superintendent of Anne Arundel County Public Schools, a grant recipient. “We will be addressing the most critical ecological need in the Chesapeake Bay watershed ─ healthy riparian stream buffers.” “We look forward to engaging more than 60 students in choosing appropriate native trees and shrubs for this project, measuring and marking the planting location, planting the buffer, and monitoring the health of the trees,” Christina Abrams, a Frederick County middle school teacher, said of the County’s proposal being chosen. The grant program has been established under Governor O’Malley’s Smart, Green and Growing Initiative (SGG), launched in 2008, to engage every Marylander in the State’s efforts to create a more sustainable future ─ one that recognizes the inherent connection between our quality of life, our economy and our environment. SGG brings together state agencies, local governments, businesses and citizens to create more livable communities, improve transportation options, reduce the state’s carbon footprint, support resource based industry, invest in green technologies, preserve valuable resource lands and restore the health of the Chesapeake Bay. The funding for the grants is made available through the Chesapeake & Atlantic Coastal Bays Trust Fund. More information on Governor O’Malley’s Stream Restoration Challenge, is available at dnr.maryland.gov/trustfund/streamchallenge. A list of grant recipients is located here. Be Sociable, Share! Read more from Chesapeake Bay, Children in Nature, News, Public Land, Smart, Green & Growing education, Funding, smart green & growing, Stream Restoration, water quality

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« New Ulm doctor charged with... Learning what ‘Our Heart Ne...» Fair share fee draws comment NUACS letter urges board to rescind the system February 15, 2013 Save | Comments (21) | Post a comment | NEW ULM - During a work session Thursday, the District 88 Board of Education heard an overview of a fair share fee system for extra-curricular activities, and an update on the six-period day at the high school. It also heard a report on what the community would like to see in a new superintendent. Fair Share Fee Activities Director Chad Eischens updated the board about the fair share fee system, implemented for the first time this year. The system concerns schools whose students participate in sports hosted by District 88 via co-operative agreements. The "major players," to quote Eischens, in such agreements, are New Ulm Area Catholic Schools, Minnesota Valley Lutheran School, Sleepy Eye Public and Sleepy Eye St. Mary's. Traditionally, the fees paid by participants in activities have not covered the cost, and the district has subsidized the difference. This year, the district is subsidizing the difference only for students in District 88 public schools. It is billing the other co-op schools the full per-participant cost. It is up to the co-op school how to pay (by billing participants, by subsidizing the difference, or any other way). Eischens also explained the mechanics of the billing. The co-op schools receive three invoices, he said. The first invoice is for same per-student amount that would be collected from District 88 students. The second is for the excess cost over that. The third is a "clean-up" billing. To put things in perspective, Eischens reported that if this system had been implemented last year, the co-op school bill would have totaled $20,049. If the co-op participants paid the same as District 88 students, the bill would total $8,820. These numbers were for 40 participants from co-op schools, in seven sports. (Last year's numbers were used because this year's are not final.) Eischens said it was premature to look at any impact of the new fee structure on participation numbers. Numbers went "down just slightly" but, then, fees went up, and variation is in any case not uncommon. "I wouldn't read too much into that," said Eischens. In connection with this issue, administrators shared with the board a letter from New Ulm Area Catholic Schools, urging the board to rescind the system. Among other things, the letter cited tradition, nearly $1,000 in costs for some families, and the recent passage of a local levy referendum. The letter says, in part: "The recent passage of a referendum will provide District 88 with more than $1 million a year, plus inflation dollars, for the next ten years. Taxpayers who live within the boundaries of District 88 will be taxed to provide these referendum dollars. Since all District 88 residents will be paying higher taxes, we are asking that beginning with the 2013-14 school year, the fair share fees being paid this school year be dropped." Six-period day High-school Principal Mark Bergmann, with occasional support from colleague Steve Weber, provided an update on the six-period day at the High School instituted this year. While originally conceived for financial reasons, the six-period day has been a vehicle for other change, noted Bergmann. It has provided longer lesson time in core subjects, which helps teachers better address increasingly more extensive state academic standards. It has allowed for transforming study hall into a more focused, 26-minute resource time (scheduled as part of the mid-day period that also includes lunch). The resource time zeroes in on specific student needs, especially in light of meeting state standards. It is too early to assess the overall impact of the change, noted Bergmann. But one early positive is a drop in the percent of students failing courses. On the flip side, with the early focus being on students needing extra help or remediation, not enough has yet been done to meet the needs of advanced students. Several parents and a staff member addressed the meeting after Bergmann's presentation, stressing issues they have observed with the new schedule. Objections focused on the limitation of choice. In the traditional seventh-period schedule, students who were not in study hall were able to take an elective, an option that has gone away, said parents. Some pointed out negatives to the music program. Some students are now forced to choose between band and choir, to the detriment of both. Choir switches between seventh and eight-grade on a semester basis, which will eventually erode the program, said a music teacher. Speakers also said that while advanced students have a chance to take an online course (and work on it during resource time), the cost is often prohibitive at this stage, and is shouldered by parents, which goes counter to the principles of public education. Superintendent profile Consultant Butch Hanson from the South Central Service Co-operative, who along with colleague Ed Waltman is facilitating the search for a new superintendent, shared the outcome of polling the community about what they'd like to see in a new hire. Superintendent Harold Remme is retiring at the end of this school year. Hanson listed characteristics, gleaned after polling administrators, teachers, business leaders, parents and others, and explained that these characteristics are a guideline to help rank candidates using a scoring rubric. Some candidates will be strong on some characteristics and weaker on others; this does not mean a candidate would be eliminated from consideration. About 10-12 candidates have applied for the job so far, and at least so many more are likely to apply, with the posting open until March 1, if past experience is an indicator, noted Hanson. The first round of interviews, with about six semi-finalists, will take place March 18. © Copyright 2014 The Journal. All rights reserved. This material may not be published, broadcast, rewritten or redistributed. Save | Comments (21) | Post a comment | Subscribe to The Journal I am looking for:

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NSF funds Clemson model CLEMSON -- Chemistry faculty and students at Clemson University will join industry leaders in pioneering a program to close a college-career gap. The one-year program, career success for science and engineering, is one of six proposals accepted by the National Science Foundation Discovery Corps Fellowship Program, a pilot project that supports new and promising educational models. "Professionals in industry often say that students graduating from engineering and science colleges around the country should have a better appreciation for industrial practices and procedures," said Tom Keinath, dean of the College of Engineering and Science. "This program addresses these specific desires, thereby helping bridge academia and industry." In the one-year program, students, faculty and industry leaders will collaborate to provide undergraduates with tools to view their research through an industrial lens. "When students leave universities, many have rarely worked on teams, have difficulties adapting academic skills to problem solving, struggle with the pace of industry and have never experienced performance reviews," said Clemson lecturer Earl Wagener. "These new dynamics tend to knock them off balance, and many struggle to adapt to their new environment. This is simply the result of the different missions and methods of the academic and industrial worlds." Participants in the NSF-funded program will develop team-building skills, take the Myers-Brigg personality test, learn how to lead and prioritize projects, present their work in 15 minutes, complain effectively and examine their research for marketability. "I'm delighted that the National Science Foundation has chosen Clemson to pilot the Discovery Corps Research program. Involving both students and faculty -- using their own research to understand science career opportunities in industry -- is unique," said chemistry department head Luis Echegoyen. "Our faculty worked closely with Dr. Wagener to design the program, which could qualify as a national model and further enhance Clemson's reputation as an innovator for student and faculty learning." Wagener, a 1967 Clemson graduate in physical organic chemistry, spent 36 years leading research and development activities with Dow Chemical, Stepan Company and Tetramer Technologies, LLC. In that time, he's guided 1,000 university graduates in their transition from academia to industry, where he watched them stumble into the same problems. The Discovery Corps Fellowship invests in programs that creatively encourage industry leaders to serve society as a whole. At Clemson, the $85,000 grant will help give students an insight into the school-to-work transition. Other pilot projects will take place at Texas Tech University, Loyola University, the University of Kentucky, Cornell University and the University of Colorado. I always like to know everything about my new friends, and nothing about my old ones. -- Oscar Wilde

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About Ray Peat www.RayPeat.com ©2006-14 Ray Peat A R T I C L E Intelligence and metabolism ================================ Appropriate stimulation is an essential part of the developmental process. Inappropriate stimulation is a stress that deforms the process of growth. Mediators of stress, such as serotonin, can cause persistent distortions of physiology and behavior. Education can either activate or suppress mental energy. If it is mainly obedience training, it suppresses energy. If it creates social dislocations, it disturbs mental and emotional energy. Stress early in life can impair learning, cause aggressive or compulsive behavior, learned helplessness, shyness, alcoholism, and other problems. Serotonin activates the glucocorticoid system, which can produce brain atrophy. Antiserotonin agents protect against brain atrophy and many other effects of stress. The brain-protecting neurosteroids, including pregnenolone and progesterone, which are increased by some kinds of stimulation, are decreased by isolation stress, and in their absence, serotonin and the glucocorticoids are relatively unopposed. Since excess serotonin can cause thrombosis and vasospasms, and the excess cortisol resulting from hyperserotonemia can weaken blood vessels and the immune system, a person's longevity is likely to be shortened if something doesn't intervene to alter the patterns induced by stress early in life. Baroness Blatch: �My Lords, the levels of achievement are well above the national average of our own state schools.� �This is a school which attained 75 per cent A to C passes in 1998, and 63.9 per cent in 1999. Those figures are well above national averages. There is no truancy; and there is the highest possible level of parental satisfaction with the school. When those parents are paying their money and know what they are paying for, who are we to take a different view about the philosophy of education in a private school?� Comment during debate in House of Lords, June 30, 1999, on Chief Inspector of Schools Woodhead's threat to close Summerhill, a democratic school which had been started in 1921. In 1927, the government inspectors had recommended that 'all educationalists' should come to Summerhill to see its 'invaluable' research, which demonstrated that students' development is better when they regulate themselves and are not required to attend lessons. ================================ Having written about animal intelligence, and the ways in which it is similar to human intelligence, now I want those ideas to serve as a context for thinking about human intelligence without many of the usual preconceptions. Intelligence is an interface between physiology and the environment, so it's necessary to think about each aspect in relation to the other. Things, both biochemical and social, that enhance intelligence enhance life itself, and vice versa. Psychologists have tried to give their own definitions to words like idiot, imbecile, moron, and genius, but they have just been refining the clich�s of the culture, in which �dummy� is one of the first words that kids in the U.S. learn. Many psychologists have tried to create �culture-free� tests of intelligence, making it clear that they believe in something like innate animal intelligence, though they usually call it �genetic� intelligence. Other psychometrists have transcended not only biology but even rationality, and have catalogued the preferences of people that they define as intelligent, and designed �I.Q. tests� based on the selection of things that were preferred by �intelligent people.� This behavior is remarkably similar to the �psychometry� of the general culture, in which �smart� people are those who do things the �right� way. About thirty years ago, someone found that the speed with which the iris contracts in response to a flash of light corresponds very closely to the I.Q. measured by a psychologist using a standard intelligence test. The devices used to measure reaction time in drivers' education courses also give a good indication of a person's intelligence, but so does measuring their heart rate, or taking their temperature. Colleges would probably be embarrassed to admit students on the basis of their temperature (though they commonly award scholarships on the basis of the ability to throw a ball). Colleges, to the extent that they are serious about the business of education, are interested in the student's ability to master the culture. The way a person has learned during childhood can shape that person's manner of grasping the culture. To simply accelerate the learning of a standard curriculum will increase that person's �I.Q.� on a conventional test, but the important issue is whether it is really intelligent to learn and to value the things taught in those curricula. Some educators say that their purpose is to socialize and indoctrinate the students into their discipline, others believe their purpose is to help their students to develop their minds. Both of these approaches may operate within the idea that �the culture� is something like a museum, and that students should become curators of the collection, or of some part of it. If we see the culture metaphorically as a mixture of madhouse, prison, factory, and theater, the idea of �developing the student's mind� will suggest very different methods and different attitudes toward �the curriculum� Even sophisticated people can fall into stereotyped thinking when they write about issues of intelligence. For example, no one considers it a sign of genius when a slum kid is fluent in both Spanish and English, but when some of history's brightest people are discussed, the fact that they learned classical Greek at an early age is always mentioned. No one mentions whether they were competent in idiomatic Spanish. One of the old cultural stereotypes is that child prodigies always �burn out,� as if they were consuming a fixed amount of mental energy at an accelerated rate. (This idea of burn-out is isomorphic with the other cultural stereotypes relating aging to the �rate of living,� for example that people with slow heart beats will live longer.) Some of the men who have been considered as the world's brightest have, in fact, gone through a crisis of depression, and Terman's long-term study of bright people found that �maladjustment� did increase with I.Q., especially among women. But the facts don't support the concept of �burn-out� at all. I think the facts reveal instead a deep flaw in our ideas of education and professional knowledge. In a world run by corporation executives, university presidents (�football is central to the university's mission�), congressmen, bankers, oilmen, and agency bureaucrats, people with the intelligence of an ant (a warm ant) might seem outlandishly intelligent. This is because the benighted self-interest of the self-appointed ruling class recognizes that objective reality is always a threat to their interests. If people, for example, realized that estrogen therapy and serotonin-active drugs and x-rays and nuclear power and atomic bomb tests were beneficial only to those whose wealth and power derive from them, the whole system would lose stability. Feigned stupidity becomes real stupidity. But apart from ideologically institutionalized stupidity, there are real variations in the ability to learn, to remember and to apply knowledge, and to solve problems. These variations are generally metabolic differences, and so will change according to circumstances that affect metabolism. Everyday social experiences affect metabolism, stimulating and supporting some kinds of brain activity, suppressing and punishing others. All of the activities in the child's environment are educational, in one way or another. Some of the famous prodigies of history illustrate the importance of ideology in the development of intellect. Family ideology, passing on the philosophical orientations of parents and their friends, shapes the way the children are educated. Some of these family traditions can be traced by considering who the child's godfather was. Jeremy Bentham was John Stuart Mill's godfather, Mill was Bertrand Russell's; Ralph Waldo Emerson was William James' godfather, James was W. J. Sidis's. Willy Sidis was educated by his parents to demonstrate their theory of education, which grew out of the philosophies of Emerson and James. His father, Boris Sidis, was a pioneer in the study of hypnosis, and he believed that suggestion could mobilize the mind's �reserve energy.� Willy learned several languages and advanced mathematics at an early age. After he graduated from Harvard at the age of 16, he tried teaching math at Rice Institute, but he was displeased by the attitudes of his students and of the newspaper and magazine writers who made a profession of mocking him. He attended law school at Harvard, and would have been imprisoned as a conscientious objector if the war hadn't ended. Antisemitism probably played a role in his sense of isolation when he was at Harvard and Rice. In 1912 Henry Goddard, a pioneer in intelligence testing (and author of The Kallikak Family: A Study in the Heredity of Feeble- Mindedness), administered intelligence tests to immigrants and determined that 83 percent of Jews and 87 percent of Russians were �feeble-minded.� By the standards of the time, it was highly inappropriate for the child of extremely poor Jewish immigrants from eastern Europe to be so bright. Sidis hid from the press, and worked as a bookkeeper and clerk, while he studied and wrote. During his years of obscurity, he wrote books on philosophy and American history. Eventually, the journalists discovered him again, and after prolonged lawsuits against the magazines for invasion of privacy and slander, he died of a stroke at the age of 46. Sidis is probably the culture's favorite example of the child prodigy who burns out, but people (Robert Persig, Buckminster Fuller) who have read his books have said favorable things about them. The journalists' emphasis on the fact that Sidis never held a prestigious job nicely illustrates their clich� mentality: �If you're so smart, why aren't you rich?� But throughout history, intelligent nonconformists have supported themselves as craft-workers or technicians--Socrates as a stone mason, Spinoza as a lens grinder, Blake as an engraver, Einstein as a patent examiner, for example. In conventional schools (as in conventional society) 10,000 questions go unanswered, not only because a teacher with many students has no time to answer them, but also because most teachers wouldn't know most of the answers. The parents of W. J. Sidis and J. S. Mill were remarkably well educated people who, because they dissented from society's ideology, chose to spend much of their time educating their children. Whenever a question about Euclidean geometry or Greek grammar occurred to the child, it could be answered immediately. It was only natural that progress would be fast, but there were more important differences. When questions are answered, curiosity is rewarded, and the person is enlivened. In school, when following instructions and conforming to a routine is the main business, many questions must go unanswered, and curiosity is punished by the dulling emptiness of the routine. Some schools are worse than others. For example, slum children were given I.Q. tests when they started school, and each subsequent year, and their I.Q.s dropped with each year of school. In a stimulating environment, the reverse can happen, the I.Q. can rise each year. Since the tests aren't �culture free,� their scores reflected the material that they were being taught, but they undoubtedly also reflected the increasing boredom and despair of the children in a bad school, or the increasing liveliness of the children in the stimulating environment. I have spoken with people in recent years who still held the idea of a fixed genetic mental potential, who believe that poor children fall behind because they are reaching their �genetic limit.� For them, the I.Q. represents an index of intrinsic quality, and is as important as distinguishing between caviar and frogs' eggs. The rat research of Marion Diamond and others at the University of California, however, showed that the structure, weight, and biochemistry of a rat's brain changes, according to the amount of environmental stimulation and opportunity for exploration. This improvement of brain structure and function is passed on to the next generation, giving it a head-start. It isn't likely that rats are more disposed than humans to benefit from mental activity, and in the years since Diamond's research there have been many discoveries showing that brains of all sorts complexify structurally and functionally in response to stimulation. Rats isolated in little boxes, generation after generation--the normal laboratory rats--were the standard, but now it's known that isolation is a stress that alters brain chemistry and function. Willy Sidis and John Stuart Mill were being stimulated and allowed to develop in one direction, but they were being isolated from interaction with their peers. When Mill was twenty he went into a depression, and later he wrote that it was because he discovered that he was unable to feel. He had developed only part of his personality. Bertrand Russell (1872-1970), orphaned at the age of four, went to live with his grandmother, who chose not to send him to school, but provided tutors. He didn't experience a sense of academic pressure, and was able to read whatever he wanted in his late grandfather's library. He didn't realize that he was unusually bright until he went to Cambridge. The unusual freedom of his childhood must have contributed to his willingness to hold unpopular opinions. In 1916 he was fined, and in 1918 imprisoned for 6 months, for opposing the war. In 1927, Russell and his wife, Dora Black, started a school. He later wrote that, although the average student at the school was very bright, an exceptionally bright student was likely to be ostracized by the less bright students. He commented on the harm done to the brightest students by their social isolation, probably thinking about his own education in relative isolation. A psychologist (Leta Hollingworth, 1942) has made similar observations about the isolation that can be produced by a large difference of I.Q. She did a series of studies of very bright children, beginning in 1916, including working with some of them in a program she designed in a New York public school. Her empathy allowed her to discover things that weren't apparent to her contemporaries. During this time Lewis Terman was studying bright children, and wanted to disprove some of the popular stereotypes about intelligent people, and to support his ideology of white racial superiority. In 1922 he got a large grant, and sorted out about 1500 of the brightest children from a group of 250,000 in California. He and his associates then monitored them for the rest of their lives (described in Genetic Studies of Genius). His work contradicted the stereotype of bright people as being sickly or frail, but, contrary to his expectation, there was an association between maladjustment and higher I.Q.; the incidence of neurotic fatigue, anxiety, and depression increased along with the I.Q. The least bright of his group were more successful in many ways than the most bright. He didn't really confront the implications of this, though it seriously challenged his belief in a simple genetic racial superiority of physique, intellect, and character. I.Q. testing originated in a historical setting in which its purpose was often to establish a claim of racial superiority, or to justify sterilization or �euthanasia,� or to exclude immigrants. More recently, the tests have been used to assign students to certain career paths. Because of their use by people in power to control others, the I.Q. tests have helped to create misunderstanding of the nature of intelligence. A person's �I.Q.� now has very strong associations with the ideology of schooling as a road to financial success, rather than to enrichment of a shared mental life. If a bad school resembles, on the intellectual level, a confining rat box, the educational isolation of Mill, Russell, and Sidis was emotionally limiting, almost like solitary confinement. Once when Willy Sidis was arrested for marching in a May Day parade, his father was able to keep him from going to prison, but Willy apparently would have preferred the real prison to life with his parents. None of these three famous intellects was known for youthful playfulness, though playfulness is a quality that's closely associated with intelligence in mammals and birds. (Russell, however, in middle age developed many new interests, such as writing short stories, and had many new loves even in old age.) Stress early in life, such as isolation, reduces the playfulness of experimental animals. Playfulness is contagious, but so is the inability to play. In schools like Summerhill, which was founded in 1921 by A. S. Neill, students aren't required to attend classes when they would rather do something else, but at graduation they usually do better on their standardized national examinations than students who have dutifully attended classes for years. For students, as for rats, freedom and variety are good for the brain, and tedious conformity is harm

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The Cleveland Area Reliant IRB Review Process The Cleveland Area Reliant Institutional Review Board (IRB) Review process includes participation by the Case Western Reserve University (CWRU) Social, Behavioral, and Educational Research (SBER) IRB, the Cleveland Clinic (CC) IRB, MetroHealth Medical Center (MHMC) IRB, and University Hospitals Case Medical Center (UHCMC) IRB. The process relies on executed IRB Authorization Agreements (IAA) between the institutions. These agreements document that all applicable human research subjects protection considerations will be made by one Institutional Review Board (IRB), which will be deemed the IRB of record. The IRBs of the other Cleveland area institutions will accept the approval of the IRB of record through the Reliant Review process. The goal is to eliminate duplication of effort and multiple applications for submission of the same protocol, and to encourage scientific collaboration among the affiliated institutions. What types of studies are eligible for the Reliant Review Process? Any type of human research study could be eligible for the Reliant Review process. These include but are not limited to investigator-initiated, federally-funded, foundation-supported, industry-sponsored, and non-funded studies. The fundamental requirement is that a collaborating investigator must be named at each site where the research will occur. It is important for the Principal Investigator at the lead study site to work with the IRB of record throughout the Reliant Review Process to initiate acceptance of IRB approval at each collaborating site. For further information, contact Kim Volarcik at (216) 368-0134 or kav6@case.edu. Did You Know? Grant proposals are due in the Office of Research Administration (or Office of Grants & Contracts in SOM) at least 5 working days before the sponsor’s deadline. This allows time for an institutional review and correction of errors or omissions. As soon as you decide to submit a grant, contact your designated ORA or OGC specialist to let him/her know to expect your proposal. All funding proposals are now submitted on-line through the Sparta system. Office of Research Administration: https://research.case.edu/index.cfm Office of Grants & Contracts in SOM: http://casemed.case.edu/grantscontracts/ Sparta System: https://sparta.case.edu/. The National Academies The National Academies has announced their 2015 Jefferson Science Fellows (JSF) competition. The Jefferson Science Fellows program, now in its 12th year, was established by the U.S. Secretary of State to engage the American academic science, technology, engineering and medical communities I the design and implementation of U.S. foreign policy. Jefferson Science Fellows spend one year at the U.S. Department of State or the U.S. Agency for International Development (USAID) for an on-site assignment in Washinton, D.C. that may also involve extended stays at U.S. foreign embassies and/or missions. The fellowship is open to tenured, or similarly ranked, academic scientists, engineers and physicians from U.S. institutions of higher learning who are U.S. citizens. The application deadline is January 12, 2015, and awardees will be notified in March. Up to fifteen Fellows are expected to be selected for the 2015 program year. Visit the Jefferson Science Fellowship website for more information on requirements and deadlines. NIH Requires New Biosketch Format for Due Dates on or After January 25, 2015 The National Institutes of Health (NIH) recently announced that a new biosketch format will be required for all applications submitted for FY2016 funding, which begins with due dates of January 25, 2015. The NIH has been piloting a planned modification of the biosketch since June 2012. The new format increases the page limit from 4 to 5 pages and increases the number of peer-reviewed publications from 15 to 20. The new format allows investigators to include a link to a complete listing of their publications in SciENcv or My Bibliography. Within the next few weeks, the NIH will update SciENcv to accommodate the new biosketch format. Visit the NIH website under the heading “Additional Format Pages” to obtain templates for the new biosketch format: http://grants.nih.gov/grants/funding/424/index.htm. Local Assistance Available with New Biosketch Formatting Contact Kathy Blazer, Interim Director, Cleveland Health Sciences Library, (216-368-1361 or kcb2@case.edu) if interested in having Kathy conduct a departmental information session, or to answer individual questions. Review the Health Sciences Library's slide presentation at: http://www.case.edu/chsl/library/NIHBiosketch.pptx. The Commonwealth Fund The Mongan Commonwealth Fund Fellowship in Minority Health Policy is a one-year, degree-granting, full-time fellowship at Harvard Medical School, Boston, beginning in July 2015. The program is designed to prepare physicians for leadership roles in transforming health care delivery systems and promoting health policies and practices that improve access to high performance health care for racial and ethnic minorities, economically disadvantaged groups, and other vulnerable populations. For more information and to download the brochure and application, visit the MCFF website. If you have news or information that you wish to have included in this update, please send it via e-mail to Tracy Wilson-Holden at tracy.wilson-holden@case.edu no later than

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MISSION AND SERVICES We Get It Done In order to view this movie trailer you need JavaScript enabled in your browser and the latest Adobe Flash Player. Entrusted with the immense responsibility of assisting people with intellectual and other developmental disabilities to live rich and fulfilling lives, the expectations of direct support professionals are demanding, complex, and always evolving. We Get it Done: Working as a Direct Support Professional clearly illustrates this real, everyday work for New Yorkers in a variety of residential and vocational settings and provides first-person stories and advice from real direct support professionals. For more information on this film and other New York-based resources for direct support professionals, please visit www.directsupportprofessional.org or www.nysacra.org. Questions/Feedback about this web site? E-mail the webmaster at: rtcweb@umn.edu The Research and Training Center on Community Living (RTC) operates with primary funding from the National Institute on Disability and Rehabilitation Research (NIDRR). It also receives funding from the Administration on Developmental Disabilities (ADD) and other federal agencies. The RTC is part of the Institute on Community Integration (ICI), in the College of Education and Human Development at the University of Minnesota. © 2005 by the Regents of the University of Minnesota The University of Minnesota is an equal opportunity educator and employer. Online Privacy Policy

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Home > Offices > News Office > News Releases FOR IMMEDIATE RELEASE Smith College Conference in Paris to Focus on Advancing Women's Leadership in Public Health Co-sponsored by Smith College and the U.S. Department of State, with the support of the French government and the European Parliament, the event will bring together emerging leaders from francophone Africa, France and greater Europe with experts in public service, global health and women’s NORTHAMPTON, Mass.—Under the aegis of the Women in Public Service Project (WPSP), a joint venture of leading U.S. women’s colleges and the U.S. Department of State, Smith College will host “Women’s Leadership: Public Service and Global Health,” a four-day conference in Paris designed to give emerging public service leaders deeper understanding—and broader professional networks—around issues of infectious disease, domestic violence, nutrition and hunger, and gender disparities in access to medical treatment and resources. The intensive four-day session, to be held Oct. 17 to 20, reflects the overall goal of WPSP: to increase the participation and influence of women in all spheres of public service. Participants will enhance their skills for attaining elected and appointed positions in the public sector while establishing networks within and outside their nations through which they can share strategies, tools and support. Participants were selected from the global health arena in countries across francophone Africa and greater Europe. The location and venues of the conference acknowledge the long—and at times complex—relationship linking France and francophone Africa, as well as Smith College’s near century-long presence in France, the site of its oldest study abroad program. Co-sponsored by Smith College and the U.S. Department of State, with the support of the European Parliament and the French government, this conference reflects the strides that France and greater Europe have made in women’s representation in government and public service. Admission to the program was highly competitive; more than 170 applications were received for 35 delegate opportunities. More than 15 countries will be represented among the delegates, who are physicians, epidemiologists, health educators, journalists, health policy officials, women’s advocates and NGO officials. The conference’s opening session will include an address by Nora Berra, former French Minister of Health and Member of the European Parliament. Mrs. Berra spoke at the WPSP launch at the invitation of U.S. Secretary of State Hillary Clinton in December 2011. She will be joined at the opening session by Farah Pandith, Smith Class of 1990, special representative to Muslim communities, U.S. Department of State, a key figure in the development of WPSP. Among the presenters throughout the four days will be Caroline de Haas, adviser to France’s Ministry of Women’s Affairs; Fatma Bouvet de la Maisonneuve, psychiatrist and women’s rights advocate; Saniye Gülser Corat, director of gender equality, UNESCO; Ambassador David T. Killion, U.S. Permanent Representative to UNESCO; and Denise Silber, Smith Class of 1974, international e-health consultant and recipient of the French Legion of Honor for her work in promoting the use of new technologies in health care. During the conference, delegates will attend a reception at the U.S. Embassy in Paris as guests of Susan Tolson, Smith Class of 1984, director, AMI-American Media Group, and her husband, Ambassador Charles Rivkin. Sessions will include keynote addresses, small group workshops, case studies and informal discussions centered on the broad topic of public service in public health. A number of sessions are open to the public. The program will be directed by Smith professor Robert Dorit, who has published extensively on public health issues. Dorit’s expertise includes the search for narrow-spectrum antibiotics, the genetics and epidemiology of antibiotic resistance, the biology and politics of breast cancer and the interaction between urbanization and human health. About Smith College Founded in 1875, Smith College, located in Massachusetts, is one of the largest women’s colleges in the United States. Its graduates are found in positions of public service and leadership around the world. About The Women in Public Service Project Developed by a founding partnership of the U.S. Department of State and five leading women’s colleges—Barnard, Bryn Mawr, Mount Holyoke, Smith and Wellesley—the Women in Public Service Project provides vital momentum to the next generation of women leaders who will invest in their countries and communities, provide leadership for their governments and societies, and help change the way global solutions are developed. The Project is a program of the Woodrow Wilson International Center for Scholars. About the Woodrow Wilson International Center for Scholars The Wilson Center provides a strictly nonpartisan space for the worlds of policymaking and scholarship to interact. By conducting relevant and timely research and promoting dialogue from all perspectives, it works to address the critical current and emerging challenges confronting the United States and the world. -30- Garrison Hall Kristen Cole Media Relations Director T (413) 585-2190 kacole@smith.edu

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Browse Story Topics News Brief, School of Music Jazz for Tots Christmas Concert Tonight The School of Music presents its annual “Jazz for Tots” Christmas Concert at 7 p.m., tonight, in the Music Hall Auditorium located at 1741 Volunteer Blvd. in the Music Building. The concert is in conjunction with the “Toys for Tots” campaign, a national U.S. Marine Corps program designed to provide Christmas presents for needy children by collecting new toy donations. Admission to the Jazz Christmas Concert is a new unwrapped toy, which will be a gift to a less fortunate child on Christmas morning. Cash donations will also be accepted, which will be used toward the purchase of a new toy. The concert, directed by Keith Brown, will feature UT student jazz ensembles, and the program will include traditional Christmas carols in jazz style. The concert is open to the public. For more information contact the School of Music Publicity Office at (865) 974-8935. NEXT Search for:

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UNH Today From Field to Classroom Text From Field to Classroom in Science A New Perspective On Teaching Soil Chemistry Thursday, April 10, 2014 Last summer, Stuart Grandy brought something unexpected back from Uganda: a new perspective on teaching soil chemistry. The soil biogeochemist and Assistant Professor of Natural Resources and the Environment in the College of Life Sciences and Agriculture (COLSA) at the University of New Hampshire (UNH) traveled to Africa in June to conduct research with his post-doctoral researcher Lisa Tiemann and Michael Casazza ’14, an undergraduate majoring in Environmental Conservation and Sustainability. There, the trio uncovered some of the properties of the clay minerals in Uganda that are very different from most soils in the U.S. Emboldened by this discovery, Grandy began developing the ideas that he expects will lay the groundwork for future projects in the region. Says Grandy, “I’m hoping to continue exploring the soil fertility issues that are limiting agricultural sustainability in Uganda. I want to more deeply understand the unique soil processes there, which are key to sustaining agricultural productivity and improving people’s livelihoods.” In 2013, Grandy was awarded the Roland H. O’Neal Professorship, established by Virginia O’Neal ’34 in memory of her husband, which recognizes an outstanding, untenured member of the UNH teaching faculty. The award’s supplemental allowance enabled Grandy to travel to Uganda and do the hands-on research that strengthened his ability to incorporate this new understanding of clay mineralogy into his teaching of soil chemistry. Grandy is a strong proponent of active and student-centered learning. “My students are given the opportunity to take an active role in how and what they learn,” says Grandy. “I use activities that involve an open dialogue between myself and the students.” In addition, Grandy guides dynamic small group discussion during which, he says, “a lot of learning occurs that has a tendency to be integrated into their knowledge more deeply.” Grandy also favors active debates in which students discuss their own perspectives and the ways in which they view soils in relation to the larger environment. “This is hands on, inquiry based learning where students are really responsible for taking an active role in their education,” says Grandy. “My classes are not ones where people come in and passively participate.” In addition to the benefits to his students, a new project arose out of Grandy’s opportunity to conduct research in Uganda. Grandy, Tiemann, Casazza, and their colleagues at SUNY ESF, the University of Colorado, and Georgia State University, have applied for a grant to study black carbon in Ugandan soil. Black carbon is not just charcoal, but results from fire. “In natural systems, the grasslands burn to keep healthy,” says Grandy, “while in agricultural systems burning is the result of a perceived need to keep fields clear when planting the next crop.” These fires produce black carbon that enters soil, but in Uganda, the atmosphere is also clogged with black carbon particles produced from burning grasslands and crops, as well as from cooking on open fires and vehicle emissions. The team plans to study the link between burning and its effects on soil processes from both the addition of charcoal and the consequences of changing climate patterns due to atmospheric black carbon (aerosols). “We’ll be examining plant productivity in agricultural crops as an indicator of the combined effects of charcoal and aerosol production from biomass burning in the region,” says Grandy. Meantime, the supplemental allowance from the Roland H. O’Neal Professorship will enable Grandy to return to Uganda to conduct additional research throughout the three-year term. The University initiated the Professorships program in 1990 to help support faculty members in their teaching, public service, and research. Grandy was nominated by Dean of COLSA, Jon Wraith, and subsequently awarded the Roland H. O’Neal Professorship by the Provost. Tweet Campus Journal: Faculty and Staff News Related Stories in Topic: Science In the News: Are Algae Blooms Linked to Lou Gehrig's Disease? Cloudy With a Chance of Copepods: UNH Student Forecasts Tiny Organisms’ Reactions to Changing Marine Environments Research professor, paleoceanographer...Hollywood collaborator? In Science We Trust? Cloudy With a Chance of Copepods 12.10.14

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| Iniciar Japan: Debate on Education Policies Has Barely Scratched the Surface the-japan-news.com:December 12, 2014 - Japan’s future development rests on its success or failure in nurturing talented human resources. More> Web Report: Online Surveillance and Censorship Are Getting Worse gigaom.com: December 11, 2014 -Mass online surveillance and censorship of what people see on the web appear to be getting worse. More> Digital Inclusion Report 2014 gsma.com:December 07, 2014- Mobile phones have become the most popular and widespread form of personal technology on the planet.More > Towards a More Inclusive Society Through the Use of ICT eff.org: December 07, 2014 -When state officials seek to censor online speech, they're going to use the quickest and easiest method available.More > 1 2014 Global City Informatization Forum Co-organized by RCOCI During 2014 Global City Informatization Forum co-organized by Regional Cooperation Office for City Informatization (RCOCI), participants from all around the world deeply discussed and actively brainstormed on the theme of “Smartness, Integration, Convergence”. We came up with a number of fantastic new concepts, ideas and approaches benefited from collective wisdom in terms of accelerating ICT innovation, deepening construction of smart cities, and informatizing a better life. Please click here to view the brief conclusion report. For more information about the forum, please click here. 24 septiembre 2014 Call for 2014 Top Ten Global Smart City Outstanding Cases To promote the cooperation and communication about smart city among the international society, the Organizing Committee of Global City Informatization Forum (GCIF) launches the activity to select “2014 Top Ten Global Smart City Outstanding Cases”, which is co-organized by Shanghai Academy of Social Sciences, Shanghai Smart City Construction Promotion Center, and the website www.people.com.cn. Please send the application materials to the Organizing Committee of GCIF before October 10, 2014 through email at houjiajia@sass.org.cn. Announcement Application Form Preliminary Agenda 10th Biennial Conference of the Commonwealth Association for Public Administration (CAPAM) The 10th Biennial Conference of the Commonwealth Association for Public Administration (CAPAM) will be held from October 19 – 21, 2014. This event which will be held in partnership with the Malaysian Administrative Modernisation and Management Planning Unit (MAMPU), will take place at the Putrajaya International Convention Centre, Putrajaya, Malaysia. For more information and to register, please visit, http://events.capam.org/. Call for Manuscripts International Journal of Civil Service Reform and Practice The Regional Hub of Civil Service in Astana seeks submissions to its journal, the International Journal of Civil Service Reform and Practice. The journal has successfully published two issues, and seeks to publish manuscripts of interest to participants of the Regional Hub. The Regional Hub was established in 2013. The Hub was initiated through a joint project between the United Nations Development Programme and the Agency for Civil Service Affairs of the Republic of Kazakhstan. The Hub has over 30 participating countries and 5 international organizations. RCOCI Signed New Strategic Cooperation Agreement On January 15, as backbones of RCOCI, Shanghai Municipal Commission of Economy and Informatization and Shanghai Academy of Social Sciences signed strategic agreement for future profound cooperation. The two parts will co-organize 2014 Global City Informatization Forum held in November, and the new website for the Forum was launched. For more information, please click here. Congratulations! News of United States Has Reached its 1000 Pieces Milestone! As an important part in the whole UNPAN system, Public Administration News has undergone steady development and the news of United States has reached another milestone, with its 1000 pieces of publication on North America Region, RCOCI is hereby happy to announce. Top 3 most "clicked" regions brought by PA news: Asia-Pacific, Africa, North America Top 5 countries with the largest number of PA news: South Africa, China, United States, India, Australia It should be noticed, compared with the statistics issued one year ago, the number of news of United States has a sharp rise, exceeding India and popping into the top 3 list. Meanwhile, Australia’s news amount also greatly goes up, replacing Japan on the top 5 list. UNPAN-AP Editorial Department Publishes Documents on e-Gov and ICT Development As a powerful tool for economic and social development, ICT aims at bridging the digital divide and aiding economic development by fostering equitable access to modern communications technologies. Recently UNPAN-AP Editorial Department collects and compiles about 150 documents on this specific topic, covering fields such as e-Gov, e-Commerce, e-Society, e-Security, Internet and Informatization Development. Please click here to read more. UNPAN-AP Editorial Department Publishes Documents of the 5th World Forum on China Studies To show the tribute to the successful completion of the 5th World Forum on China Studies, which was held on 23-24 March 2013 in Shanghai, China, with the theme of China’s Modernization: Road and Prospect, UNPAN-AP Editorial Department is authorized to select and publish in UNPAN the documents of the address at the opening ceremony and the keynote speeches. For details, please click here. Events Governance Asia-Pacific Watch, October 2014, Issue 155 An e-magazine with news about public administration, made up with the following main six catagories: policy≤gislation; government systems&civil services; innovation, management∩acity buiding; socio-economic development&ICT; public finance; private sector. ????????????????????The Overall Emergency Plan of Heilongjiang Province on Public Emergency (in Chinese) This plan is formulated with the aim to establish and improve a unified, efficient, scientific, standardized system which can command, prevent and control the public emergencies, and thus promote the economic, social rapid, coordinated and sustainable development of the province. Pres Zuma in Tanzania ahead of peace talks President Jacob Zuma has arrived in Dar-es-Salaam, Tanzania, where he will hold talks with his counterpart President Jakaya Kikwete. Kenya: High Court Blocks Thin SIM Technology Roll-Out Nairobi — The High Court has suspended the decision of the Communications Authority of Kenya (CA) to allow a mobile operator to roll out the thin SIM technology. Somalia: UNSOM Conducts Training of Somali Police Forces On Digital Communication The United Nations Assistance Mission in Somalia (UNSOM) completed an eight-day training programme for Somali police Forces. 11 members of the Somali Police Force (SPF) and two members of the AMISOM Police Component attended the training session. Thematic Websites Technical Project Highlights-UNDP Asia and the Pacific Centre for Good Governance (CGG) UN Economic and Social Commission for Asia and the Pacific (ESCAP) Asian Development Bank (ADB)

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TED Prize Winner: Free-Up Kids to Teach Themselves Posted by Andrew Howley of National Geographic Society on February 27, 2013 (1) More » Sugata Mitra started out as a physicist programming computers, but is now reprogramming education, finding new ways to get children to teach themselves. He is the recipient of the 2013 TED Prize, awarded last night at the TED Conference in Long Beach, California. In the video above he describes how he came to his innovative ideas and the amazing success he’s already seeing. For nearly a decade, the prize has been a $100,000 award to “an extraordinary individual with a creative and bold vision to spark global change.” This year, the prize has increased to $1 million. By also leveraging the connections made with the TED community of innovators and enthusiasts in technology, entertainment, design, and more, the prize aims to not just kick off the project, but to get others involved and really make it happen. Sugata Mitra’s vision has a surprisingly small footprint. He’s going to build a school in the cloud. “I’m basically a teacher,” he says. “Although I should mention at the start that I have no formal knowledge of education as a subject.” His vision is based on trials he did in India. He would put a computer in a slum and came back weeks later to find that local kids taught themselves how to use it, and even how to develop their English reading skills in order to do so. He would ask them a few questions and they would get right to solving it. This is what he wants to replicate. With his TED Prize award, Sugata will set up more computers, as well as a network of volunteer “grannies” who will be available one hour a week to skype the students and nudge them forward the way grandmothers tend to: by being impressed with their progress and curiously asking questions that will propel them forward. From his individual efforts so far, his model of encouraging students to participate in what he calls “self-organized learning” has spread to hundreds of schools so far. “It’s not about making learning happen,” he said. “It’s about letting learning happen.” Watch Sugata’s presentation above, and read all Nat Geo News Watch posts from TED 2013. NEXT: Explore Nat Geo Lesson Plans for Teachers, Families, and Kids March 1, 2013, 1:17 am Awesome! And to think, all it took was an Indian slum, a computer, and the internet to prove that Socrates had it right all along. Post a comment

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27 Jun 02 - 29 Nov 14 The Pyramid of Khafre The Pyramid of Khafre, called Great is Khafre, was designed by a rather ambitious young pharoh. He can be called ambitious because of the fact that he decided he was going to place his pyramid next to that of his father, Khufu, The Great Pyramid. While not as tall as his father's pyramid, he made it appear taller by placing it on a foundation of bedrock that was about 33 feet higher than that of his father. This above image shows the Pyramid of Khafre, which was built around 2558-2532 B.C. The image is taken from the Valley Temple, the massive complex that is located next to the pyramid and contains the Sphinx. The Dimensions of this pyramid are as follows: Angle of Slope: 53 degrees, 10 minutes Base Lenght: 705 feet This pyramid, while probably trying to say that the man who created this is just as great, if not greater, than the man who created the Great Pyramid, has one minor flaw in its design, there is a slight twist at the top that is due to the fact that the four corner angles were not aligned correctly to meet at the top. While it is very minor, it shows that there was a little less attention to detail than at the Great Pyramid. One feature that is very noticeable on this pyramid is the top, which has a different color and texture than the rest of the pyramid, and indeed, the other pyramids around it. The section is what remains of the casing stones that once covered the entire pyramid. The reason that the top is the only section that remains is the plunderers took the sections of fine limestone that made up the casing from where is was easiest to grab, the bottom, and worked their way up. The most remarkable thing associated with Khafre's pyramid is not a part of the pyramid at all, but part of the temple complex, the Sphinx. The Sphinx was cut directly from the bedrock at the base of the pyramid. The stones that were removed were probably used to build the pyramid itself. Above is a picture from the temple complex, looking at the Sphinx with Khafre's pyramid in the background. The face on this Sphinx is thought to be the face of Khafre, which would place the building of the Sphinx around the same time as the pyramid of Khafre. Learn about The Great Pyramid of Khufu Return to Giza Main Created: November 10, 2001 Updated: December 12, 2001

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Campus Life and Beyond Profiles in Leadership ABA Required 509 Disclosures Visit the College Recruitment Calendar of Events Why Willamette: 5 Reasons JD Requirements JD/MBA Joint Degree MLS Program Courses by Title J.W. Long Law Library Sustainability Law Clinical Law Program Clinical Practice Areas Clinical Law Faculty Professional Skills Training Simulation-Based Courses Pro Bono Honors Program Willamette Lawyer magazine Access Your Circulation Account Exam & Brief Samples Suggest a Law-Related Title Center for Dispute Resolution Center for Constitutional Government Center for Religion, Law and Democracy Oregon Law Commission Legal Research and Writing Faculty Distinguished Jurists in Residence Emeriti Faculty and Deans Loan Repayment Assistance Program Willamette UniversityLaw HomeAbout the CollegeAcademic ProgramsAdmissionInnovative StudyResourcesNewsCollege of Law NewsIn the MediaEventsCentersFacultyFor Graduates WillametteCollege of LawNewsLibrary2007Legal Research and Writing Instructors Receive Award of Excellence Legal Research and Writing Instructors Receive Award of ExcellenceThe College of Law’s four Legal Research and Writing instructors received an Award of Excellence at a university-wide faculty awards ceremony, held Jan. 30, 2007, on the Willamette University campus. Edward J. Harri JD'73, M.H. “Sam” Jacobson, Helen L. Mazur-Hart JD'83 and Jennifer B. Todd JD'83 received the Jerry E. Hudson Award for Excellence in Teaching, which is named in honor of former Willamette University President Jerry E. Hudson. College of Law Dean Symeon C. Symeonides presented the award, which celebrates distinguished teaching and leadership. In addition to teaching Legal Research and Writing, Edward J. Harri serves as assistant dean for student affairs. After earning his law degree from Willamette, Harri worked as a law clerk for the Oregon Supreme Court and the Oregon Court of Appeals. In 1977, he was deputy district attorney for Linn County and then entered general private practice in 1980. From 1988 to 1991, he served as a full-time and pro-tem hearings referee for the Oregon Workers' Compensation Board. Harri earned a Certificate in Dispute Resolution from the College of Law in 1986, the same year he began teaching at the college. M.H. Sam Jacobson joined the Willamette University College of Law faculty in 1989. She teaches Legal Research and Writing and Administrative Law, and she provides academic support to law students. Jacobson earned her law degree from the University of Iowa. From 1976 to 1981, she practiced with Dreher, Wilson, Adams, Jensen, Sayre and Gribble in Des Moines, specializing in legislative and administrative law. From 1981 to 1989, she was an attorney and assistant counsel for Standard Insurance Company in Portland. In the spring of 2006, Professor Jacobson taught as a Fulbright Scholar in the Law Department of the University of Sofia in Sofia, Bulgaria. Helen L. Mazur-Hart did graduate study at the University of California–Berkeley and then taught high school in Lincoln, Neb., and Saginaw, Mich. She later served as a community mental health advocate for patients. A graduate of Willamette’s law school, Mazur-Hart worked as a law clerk to Justice Wallace P. Carson Jr. JD’62 of the Oregon Supreme Court for three years before joining the College of Law faculty in 1987. She teaches Legal Research and Writing and coordinates the Oregon Supreme Court oral arguments held annually at the college. She also served as secretary-treasurer of the Willamette University Chapter of Phi Beta Kappa from 2001 to 2006. After earning her law degree from Willamette, Jennifer B. Todd focused the first 20 years of her legal career in the area of probate, wills, trusts and related matters. She has been an attorney in private practice and served as circuit court judge pro tem for the Marion County Probate Court from 1994 to 2000. After joining the College of Law faculty in 2003, Todd served on the study committee for the Uniform Trust Code in Oregon, which was enacted and signed into law in 2005. She also was instrumental in creating the Marion County Indigent Guardianship Program.02-01-2007Edward J. HarriRecent NewsProfessor among Willamette alumni honored by OSBSeattle tax lawyer joins facultyOWL Armonica Grants go to Willamette studentsNAPALSA convention caps string of firstsBusiness scholar joins law faculty Law HomeAbout the CollegeAcademic ProgramsAdmissionResourcesNewsEventsCentersFor Graduates College of Law Willamette University245 Winter Street SESalem, Oregon 97301 503-370-6282law-admission@willamette.edu

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Museum First To Offer Master of Arts in Teaching for Science The New York State Department of Education has selected the American Museum of Natural History to launch a pioneering Master of Arts in Teaching (MAT) program this fall.“The Museum is proud to be the first museum in the United States to offer a master’s degree program to prepare science teachers,” said Ellen V. Futter, President of the American Museum of Natural History. “The Museum’s new Master of Arts in Teaching program extends the Museum’s formal roles both in improving the teaching of science and addressing the national crisis in science education, and will be an important new component of the Museum’s longstanding graduate training, including, most notably, the Richard Gilder Graduate School, the only museum-based Ph.D.-granting program in the country.” More » Tags: Master of Arts in Teaching, Richard Gilder Graduate School Watch Time-Lapse Video of Blue Whale Cleaning at the Museum he Museum’s 94-foot-long blue whale received a good scrub earlier this week. Visitors who didn’t make it to the Museum’s Milstein Hall of Ocean Life on Wednesday to see the cleaning, missed the live stream on amnh.org, or want to see it again can check out the time lapse video. More » Tags: Tracking Baboons’ Behavior Wins Student Young Naturalist Award News posts Henry always loved to observe. “Walking through parks,” he would later reflect, “I have watched squirrels, birds and other animals, always curious to know what their actions meant.”So when given the chance to monitor the behavior ofhamadryas baboons at Brooklyn’s Prospect Park Zoo, 15-year-old Henry grabbed his journal and found a comfortable seat by their glass enclosure. He wanted to know how captive baboons differed from their relatives in the wild and which activities baboons performed most frequently in the zoo. Profiled in a recent New York Times article, Henry’s project, which he describes in the essay Hamadryas Baboons, Papio hamadryas: Captive vs. Wild, earned him a 2011 Young Naturalist Award. More » Tags: Young Naturalist Awards Museum Researcher Names Lizard Genus After Tolkien’s Dragon Smaug The villain of J. R. R.Tolkien’s The Hobbit–the fearsome dragon Smaug–dwells deep in a cavern with a massive hoard of treasure and terrorizes nearby villages.His real-world namesakes aren’t quite as fearsome. Smaug is the new name given to a genus of girdled lizards from South Africa by Ed Stanley, a doctoral candidate at the Richard Gilder Graduate School at the American Museum of Natural History, who reclassified the genus in a in a paper published in Molecular Phylogenetics and Evolution in January 2011. Stanley’s work is funded in part by the National Science Foundation.Smaug lizards live in tunnels in the highlands, including the appropriately named Drakensberg (Dragon Mountain) mountain range of southern Africa. But the inspiration for the name came from a connection to the author rather than the fictional character. “Tolkien was born in the Free State, South Africa, where this lizard was found,” says Stanley. More » Tags: Our Research, Richard Gilder Graduate School Museum Program Pairs Teens with Scientist Mentors Ailan Hurley-Echevarria removed a pebble-sized piece of dark amber from the variable speed grinder-polisher and looked at the now-smooth and clear surface under the dissecting microscope.“I think there’s something here in the corner,” he said.Hurley-Echevarria had uncovered an ancient biting midge (Ceratopogonidae) which had been trapped in amber about 52 million years ago, perhaps after feeding on an Eocene mole or other small mammal in the prehistoric tropical jungles of India. More » Tags: Children's Programs SELECT PAGE « Previous

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Topics Colleges and Universities University of Maryland Baltimore County University of Maryland Baltimore County The University of Maryland, Baltimore County, also known as UMBC, is a mid-sized public research university that was founded in 1966. UMBC is located on 500 acres in Catonsville, Md. - about 20 minutes away from Baltimore - and is a separate campus from the University of Maryland at Baltimore. The school is one of 11 University System of Maryland schools, and it is an "honors university" that offers an Honors College program and many research opportunities. UMBC offers 43 majors, 41 minors and 20 certificate programs.The university also offers 36 master's degree programs, 24 doctoral degree programs and 17 graduate certificate programs. Notable UMBC landmarks include the Joseph Beuys Sculpture Park; Pig Pen Pond, which is part of the campus and used as a teaching aid; the Commons campus center; and the Retriever Activities Center. The school's mascot is the Chesapeake Bay Retriever, and the school has 19 Division I sports.Student organizations include the Retriever Weekly newspaper, Bartleby literary magazine, WMBC radio station, Greek organizations, cultural associations, academic and honor societies, sports clubs, activist organizations, graduate student groups and service clubs. Famous UMBC alumni include CNN anchor Tony Harris, Charm City Cakes owner Duff Goldman and actress Kathleen Turner. University of Maryland, College Park Related "University of Maryland Baltimore County" Articles Relatives of Baltimore murder victims struggle with grief Andrea K. McDaniels When Alice Oaks' older son was shot to death in Baltimore in 2008, she said her goodbye at the Maryland Shock Trauma Center. He lay there, a tube still in his mouth, and it seemed to her that his body was glowing. She felt numb. She bent over and kissed...

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Pro-Rata Appointment Pro-rata faculty members are given an appointment equivalent to half-time or more, but less than that of a full-time faculty member. Compensation, and time in service toward tenure and promotion are directly proportional to the faculty member’s appointment. Find it in your Faculty Handbook Section 2.1.1.2 Pro-Rata Faculty Tenured or Tenure-Track Pro-rata faculty are faculty members who are ranked as defined in Section 2.1.3 and who are given an appointment equivalent to half-time or more, but less than that of a full-time faculty member. These faculty may be employed on probationary or continuous appointments. Such pro-rata faculty have rights to promotion, tenure, sabbatical leave, and fringe benefits as described herein on a pro-rata basis. They are full voting members of the faculty and have, on a pro-rata basis, responsibilities for advising, service on committees, and all other responsibilities of full-time faculty members as detailed herein. Throughout this Handbook, reference to "years of service" will refer to service equivalent years of full-time service (two semesters or three quarters, not including summer). Any pro-rating will be done accordingly. For example, whereas a promotion from assistant to associate professor requires six years of full-time teaching at the assistant professor level, a pro-rata faculty member with a half-time appointment would need twelve years of half-time teaching before becoming eligible for promotion. REQUIREMENT FOR THIRD-YEAR REVIEW Faculty members with probationary appointments are reviewed by the Rank and Tenure Committee in their third-year [or full-time equivalent in the case of pro-rata faculty] unless they have been previously reviewed by the Rank and Tenure Committee. The faculty member will submit their application file to their Department Chair by February 1. ELIGIBILITY FOR TENURE Faculty members having a probationary appointment are eligible for tenure provided they have completed six years of college teaching and ordinarily have compiled at least three years of service as a regular faculty member at Benedictine University (for pro-rata faculty, see Section 2.1.1.2). The precise terms of any credit given for previous teaching experience will be stated in writing at the time of the initial appointment and will be incorporated into the initial letter of appointment (see Section 2.4.3.1). "I appreciated the opportunity to work part-time at the university because it gave me the flexibility to pursue other interests at the same time. Also, it was a good way to become familiar with the institution before I moved into a full-time position.” -- Vicki Jobst Academic Leave Active Service-Modified Duty Civil Duty Family Care Leave Family Medical Leave Leave With Pay Paternal and Adoption Leave Personal Emergency Leave Sabbatical Leave Tenure Clock Stoppage

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Making a difference with young people drives Ed.D. student Galarza-Espino Benedictine University > News > 2010 > Making a difference with young people drives Ed.D. student Galarza-Espino Making a difference with young people drives Ed.D. student Galarza-Espino June 23, 2010 Phil Brozynski, Media Relations Manager Catherine Galarza-Espino is not letting the past get in the way of her future. Due to family and personal circumstances, the former Chicago resident and Lane Tech graduate needed 13 years to complete an undergraduate degree. She went on to earn a Master of Business Administration (M.B.A.) at a Chicago-area university, then took some time off to re-charge her batteries. Last August, Galarza-Espino returned to the classroom to pursue a Doctor of Education (Ed.D.) in Higher Education and Organizational Change at Benedictine University. “After taking a year off, I decided to invest in a doctorate degree,” Galarza-Espino said. “Both the degree and the accelerated program at Benedictine interested me, I met with the program director and here I am.” The Benedictine Ed.D. degree is a three-year, accelerated program that combines online and onground elements. It is intended for practicing professionals who wish to accelerate their career paths or who seek to join the higher education community as university, college or community college administrators. The program is under the direction of Sunil Chand, Ph.D., who served as president of College of DuPage (COD) from July 2003 through May 2008, and Eileen Kolich, Ph.D. It is delivered at the University’s main campus in Lisle and online. Students are organized into learning teams and progress through the program at the same pace. Teams at the University meet on designated weekends (8:30 a.m.-5:30 p.m., Saturdays and Sundays) approximately every third weekend for 16 weekends per year through the first two years. The rest of the coursework is conducted online. Students take one course at a time and each course lasts six weeks. Galarza-Espino opted for the accelerated three-year Ed.D. program so that she could move forward in her career as soon as possible. “I’m not a 20-something anymore,” said Galarza-Espino, 41, who is married with a college-aged son and works full-time while pursuing her doctorate. “I want to be able to finish faster, so I chose the accelerated three-year program as opposed to a five- or six-year program.” However, Galarza-Espino pointed out that “accelerated” does not mean that course material is abbreviated or the workload is lessened. “Anybody who decides to go into an accelerated program should be aware of what they’re getting into,” she said. During the first year of Benedictine’s Ed.D. program, students complete foundational courses that provide a strong knowledge base in the principles and practices of doctoral study, higher education and organizational change. In the second year, study advances to current issues in students and student services, curriculum, teaching, learning and resource management. Work begins on the internship and dissertation from the first year so that students may complete requirements in approximately 36 months. The internship may be completed concurrently with later coursework and the dissertation. By the third year, students are actively engaged in completing a dissertation. “The program is intended for people with the experience and ambition to lead and manage change, to build professional and personal networks, to expand the field of knowledge and to contribute to the continued strengthening of our fast-changing academic world,” Chand said. Galarza-Espino is presently employed as a manager of Program Services for a private Chicago-area university. Her previous positions included executive assistant for a non-profit organization and personnel officer for a state college. While she does not have a specific job targeted for her post-doctorate career, she wants to continue to work with students. “I do have a vision for myself,” Galarza-Espino said. “I don’t have a specific title or position in mind, but I want to stay in higher education and I want to be in administration, possibly in student services. “The part of my job I really enjoy involves working with students,” she added. “I get my energy from students. I want to work closer with students and make a difference for the better in higher education.” Galarza-Espino said that it is important to have a strong support system in place before beginning a doctoral program, particularly an accelerated program. “Any doctoral program is time-consuming,” Galarza-Espino said. “It’s important to have an understanding family. It is a huge financial commitment and a huge time commitment. But it is still important to find a balance between work, life and school. “Another part of the reason I am succeeding is the support I have received from my colleagues in the program,” Galarza-Espino said. “The camaraderie, the relationships I have been able to build and just having someone to whom you can vent makes a huge difference.” For more information about the Ed.D. in Higher Education and Organizational Change program at Benedictine University or to apply, call (630) 829-6280. ###

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An Online Reference Guide to African American History Main FeaturesAAH Index Page AAW Index Page GAH Index Page Perspective Articles User's Guide Site Map Special FeaturesPreserving King County’s African American History BlackPast.org: The United States BlackPast.org and the World 101 African American Firsts Dever Memorial Page on Afro-Britons Historic African American Churches Barack Obama Page Major Black Office Holders Black National Anthem BlackPast Blog Roll LGBTQ Page Robert Fike's Corner BlackPast.org in the Classroom BlackPast.org By the Numbers Af. Am. Historical Landmarks Civil War Memorial Page Historically Black Colleges and Universities BlackPast Video Academic Advisory Board Teacher Advisory Board Volunteer Content Contributors News About BlackPast.org BlackPast.org on Wikipedia How You Can HelpDonate Now Write for BlackPast Organize a Fundraiser Support BlackPast/Shop Amazon.com NOTE: BlackPast.org will not disclose, use, give or sell any of the requested information to third parties. Home › Geography: Global African › Latin America TransAfrica Forum (1977- ) Back to Online Encyclopedia Index TransAfrica President Bill Fletcher, actor Danny Glover and Other Delegates Attending Meeting in Venezula, 2004 Image Ownership: Public Domain TransAfrica was organized on July 1, 1977, as a non-profit organization that sought to give aid to predominantly black nations. Any concerns that dealt with the economy, politics, and society in nations, including Africa, the Caribbean, and Latin America, were monitored by the organization. It especially pooled its efforts against the apartheid in Africa, initiating letter-writing campaigns, hunger strikes, and protest marches. Randall Robinson, the executive director, Herschelle Challenor, and Willard Johnson, created the foundation of the organization and were the main figures who guided TransAfrica. The organization’s goal to help those nations varied from taking legal actions to raising the awareness of people around the world. In 1984, during the Reagan Administration, Robinson and other supporters founded the Free South Africa Movement, which resulted in over 5,000 people being arrested for protesting in front of the South African Embassy. Then in 1986, President Reagan, known for his support of the apartheid, had his veto of the Anti-Apartheid Act overturned, which resulted in the law of imposing economic sanctions on South Africa to pass. In 1991, with the military overthrow of the President of Haiti, Randall Robinson went on a hunger strike in 1994, protesting against Clinton’s policy of forcibly returning Haitian refugees to their country. At the same time as the incident in Haiti, Nigeria, too, was suffering from a military leader, who oppressed those who were pro-democracy. Haiti’s president was restored three years after the coup, while TransAfrica pushed for democratic reforms in Nigeria until 1999. More recently, now called the TransAfrica Forum, has focused on creating a cooperative body of peoples, coming from oppressed countries and educating them on the policies and news of their respective, as well as each other’s nations. The financial burden crippling most of these countries are also addressed. The organization promotes human rights and fair trade as opposed to the militarization and resource extraction as the answer to the growth of these nations. Sources:http://www.transafricaforum.org/; Randall Robinson, South Africa and the United States: the declassified history (New York: New Press: W.W. Norton, 1993); Nina Mjagkij, Organizing Black America: An Encyclopedia of African American Associations (New York: Garland Publishing, Inc., 2001). Contributor: Cho, Nancy University of Washington, Seattle Entry Categories: 20th Century Caribbean/West Indies Education/economic development Groups\Organizations Copyright 2007-2011 - BlackPast.org v2.0 | blackpast@blackpast.org | Your donations help us to grow. | We welcome your suggestions. | Mission Statement BlackPast.org is an independent non-profit corporation 501(c)(3). It has no affiliation with the University of Washington. BlackPast.org is supported in part by a grant from Humanities Washington, a state-wide non-profit organization supported by the National Endowment for the Humanities, the state of Washington, and contributions from individuals and foundations.

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Back to February 2014 home page STATEWIDE Triangle Region N.C. State wins a national title N.C. State University will be the headquarters of the first of three public-private manufacturing-innovation institutes. The Next Generation Power Electronics Institute is a $140 million consortium of 18 companies, five universities and two research labs. Its goal is to develop technology for energy-efficient electronic chips that will be used to make motors, consumer electronics and other devices faster, smaller and more efficient. These new wide bandgap semiconducters are expected to replace the silicon-based kind. President Barack Obama announced the selection, which followed a national competition, during a visit to Raleigh in January. Based at Centennial Campus, the institute will coordinate the research of consortium members and serve as a regional hub and teaching lab. The U.S. Department of Energy will invest $70 million in it, and Gov. Pat McCrory has committed at least $10 million in state funds over five years. The rest will come from the members of the consortium, which includes Durham-based Cree and Greensboro-based RF Micro Devices. The sites of two additional institutes, which will focus on digital and metals manufacturing, have not been announced. Obama wants to develop a network of as many as 45 such institutes, pending congressional approval. RALEIGH — Red Hat expanded its partnership with Round Rock, Texas-based Dell to co-engineer the next generation of its software for cloud-based computing. Enterprise Linux OpenStack Platform 4, which is being developed for corporate customers building secure private or hybrid cloud networks for internal uses, will be available later this year, and Dell will be the first to incorporate it into its products. RALEIGH — First Citizens Bank & Trust paid $10 million to acquire Hendersonville-based Mountain 1st Bank & Trust, though all but $2 million was used to pay back what Mountain 1st owed the federal Troubled Asset Relief Program. The acquisition gives First Citizens a dozen more branches in western North Carolina. RALEIGH — The N.C. Department of Justice sued online lender Western Sky Financial to stop it from lending money to North Carolinians and make refunds on loans with illegal annual interest rates as high as 342.9%. The Eagle Butte, S.D.-based lender, which has marketed itself online and through television ads since 2010, claims it is exempt from state banking laws because it is owned by the Cheyenne River Sioux Tribe. RALEIGH — Highwoods Properties sold $88.8 million of noncore assets, including eight office buildings that the real-estate investment trust owned in Greenville, S.C., an 82,000-square-foot building in Pinellas County, Fla., and its share of Lofts at Weston, a Cary apartment complex that was a 50-50 venture with Northwood Ravin, a Charlotte-based apartment developer. MORRISVILLE — Ziptronix, a Raleigh-based designer, developer and marketer of semiconductor-integration technologies, sold its 3-D laboratory here to Naperville, Ill.-based Tezzaron Semiconductor Corp. for an undisclosed amount. Tezzaron subsidiary Novati Technologies will use the lab to develop memory products for customers in the aerospace, defense, health-care, life sciences and telecommunications industries. RALEIGH — Richard Gannotta left Duke Raleigh Hospital, where he had been president since early 2013, to become president of Northwestern Memorial Hospital in Chicago. Duke Raleigh has 186 beds; Northwestern Memorial, 854. Gannotta joined Duke Raleigh as chief operating officer in 2006.

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MyCState About CS Facts and More Cincinnati State Foundation Emergency Numbers & Procedures Programs and Certificates Course Search Midwest Culinary Institute Workforce Development Center Taking a Course or Two? DACA Students Admission Testing Admission Forms Health, Fitness, Recreation & Sports Sign up for a Campus Visit Sports Schedules and Stats Support the Surge...Stay Connected Cincinnati State Recruiting Questionnaire Surge Athletics: Past & Present Tom Hathaway Tom Hathaway, a veteran sports administrator, enters his third year as Cincinnati State's athletic director. Hathaway has compiled a wide array of experience during his three-plus decades in athletic administration. Much of that was accumulated during his 27 years as assistant athletic director at the University of Cincinnati where he was responsible for sports communications and served in a variety of administrative roles. After UC, Hathaway has served as athletic director at Miamisburg High School before taking over at Cincinnati State in May of 2012. While at Miamisburg, he supervised more than $1.2 million in improvement projects to the school’s athletic facilities and developed a long-range plan for the development of sports programs and facilities. He also launched outreach efforts with area youth sports organizations and worked on a wellness coalition involving the school, the city of Miamisburg, township officials and employees of a nearby hospital. “Tom not only has the skills to manage Cincinnati State’s sports programs, he also gets them the attention they deserve,” said Cincinnati State President O’dell M. Owens. Cincinnati State competes in men’s and women’s basketball, men’s and women’s soccer, women's volleyball and golf. Over the past three years the golf team, the men’s soccer team, and the men’s and women’s basketball teams have competed in National Junior College Athletic Association national championships. Hathaway, a graduate of the College of Wooster, launched his career as assistant commissioner of the small-college Ohio Athletic Conference. He was the 2009 recipient of the Ohio Interscholastic Athletic Administrators Association (OIAAA) Horizon Award and was recognized for 35 years of service in athletic administration by the National Interscholastic Athletic Administrators Association (NIAAA).He is the author of seven publications and two highlights videos that have received national awards. He also co-authored a book on the history of UC basketball. Office of AthleticsRoom 162 Main Building(513) 569-1897 phone(513) 569-4799 fax CincinnatiState.edu Site Map Accessibility Privacy Statement Glossary Driving Directions Campus Map © 2009-2014 Cincinnati State Technical and Community College All rights reserved. The Plone® and the Plone logo are registered trademarks of the Plone Foundation.

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Clemson HomeCoES HomeSchool of ComputingCurrent Students WelcomeProspective StudentsCurrent StudentsGraduatesUndergraduatesAdvisingPrograms of StudyPrograms of StudyAccreditationDivisionsPeopleResourcesContactsResearchSeminarsInternshipsLinksVisit UsSupport the SchoolNews ArchivesJobsVisit Us on Facebook Programs of Study Graduate Programs Ph.D. in Computer Science Ph.D. in Human-Centered Computing M.S. in Computer Science M.F.A. in Digital Production Arts The SoC Graduate Handbook Undergraduate Programs The B.S. in Computer Science degree is accredited by the Computing Accreditation Commission of ABET, http://www.abet.org. The B.S. in Computer Science Program Educational Objectives: Graduates will be employed in the computing profession and will be engaged in learning, understanding, and applying new ideas and technologies as the computing field evolves. Graduates with an interest in, and aptitude for, advanced studies will have completed or be actively pursuing graduate studies. The B.S. in Computer Science Student Outcomes: Graduates will be able to apply mathematical foundations, algorithmic principles, and computer science theory in the modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices. Graduates will be able to analyze a problem, and identify and define the computing requirements appropriate to its solution. Graduates will be able to apply design and development principles in the construction of software systems that function in accordance with specifications. Graduates will be able to express ideas effectively in oral and written communications. Graduates will be able to function effectively on teams to accomplish a common goal. Graduates will be able to understand professional, ethical, legal, security and social issues and responsibilities. The B.S. in Computer Science Enrollment and Graduation Data can be found here: http://www.clemson.edu/ces/students/accreditation.html. B.A. in Computer Science B.S. in Computer Information Systems Minors Digital Production Arts Certificate Programs Clemson Links CoES Home Site Maintained by: School of Computing 100 McAdams Hall, Clemson, S.C. 29634 | (864) 656-3444

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Home>> TV Hosts >>Dorothy Hamilton Dorothy Hamilton Dorothy Hamilton, founder and CEO of The French Culinary Institute, is the host of the new television series, Chef’s Story. She established The French Culinary Institute in 1984 in New York City. In October 2006, The International Culinary Center was inaugurated to serve as the umbrella organization for The FCI, the new Italian Studies program, as well as for the Continuing Education and Amateur Courses programs. Hamilton is currently the Chairman of the Board of Trustees of the James Beard Foundation. In addition, she is on the board of Abraham House in the Bronx, which offers programs that represent an alternative to incarceration for select members of the prison population. Her distinguished career in vocational education and in creating innovative programs in gastronomy have earned her numerous tributes both in the United States and abroad. Included among the awards for her work in culinary education are the 2006 IACP Outstanding Vocational Cooking School award; Chevalier du M�rite Agricole (Agricultural Merit Award ) from the French government; an award by the Association Internationale des Ma�tres Conseil dans la Gastronomie Fran�aise; the Outstanding American Educator award from Madrid Fusion, the Dipl�me d’Honneur of the Vatel Club des �tats-Unis, and Dame de l’Ann�e of the Acad�mie Culinaire de France in 2006. In 2001, Hamilton received the prestigious Ordre National du M�rite (National Order of Merit Award) from the French government, a designation second only to the L�gion d’ Honneur. Hamilton has also received the coveted Silver Spoon Award from Food Arts magazine, recognizing her as a leader in the American restaurant community. Elected Chairwoman of the American Institute of Wine and Food (AIWF), Hamilton was soon appointed Chairwoman emerita for life in 1994. She has also served on the advisory boards of many national and international organizations including the National Association of Training & Technical Schools; the International Association of Women Chefs and Restaurateurs; and the U.S. Department of Education. From 1972 to 1974 she served in the Peace Corps in Thailand, where she lectured at Mahidol University, Bangkok, and taught at various teacher-training colleges in Thailand. Shows: http://www.lovewhatyoudo.com/

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Hotels & Attractions Welcome from the Mayor Maharishi Vedic Organic Products New Invincible Peace Colony Housing Development Invincible Peace Colony Townhouses Welcome to Maharishi Vedic City, Iowa, USA incorporated on July 25, 2001, as a model of ideal city life. The name “Vedic” comes from the Sanskrit word “Veda,” which means “knowledge.” The name “Maharishi” is in honor of Maharishi Mahesh Yogi who is renowned throughout the world for bringing to light in a scientific, systematic manner the complete Vedic science of consciousness. This includes 40 approaches to promote life supported by total Natural Law and enhance the quality of every aspect of life. What will you find in the Maharishi Vedic City? Vedic Architecture: Every building is designed according to Maharishi Sthapatya VedaSM design, to promote health, happiness, and good fortune. Each building faces east and has a central silent space called a Brahmasthan and a golden roof ornament called a kalash. Vedic Health Care: Probably the healthiest city in America, the City is the home to the College of Maharishi Vedic Medicine of Maharishi University of Management and The Raj, America’s flagship health center and spa based on the natural, prevention-oriented Maharishi Vedic Approach to HealthSM. Vedic Agriculture: The City recognizes the importance of healthy food for its citizens has banned the sale of all non-organic food from its city and has begun construction on the first of a planned 100 acres of greenhouses at Maharishi Vedic City Organic Farms which will grow organic produce for residents of the City and Midwest. Vedic Education: Recognizing that the solution to all problems is proper education-education that develops the total brain potential and cosmic creative intelligence of every student-the City adopted an ordinance on January 28, 2004, to establish Maharishi Vedic University to provide a public university, colleges, and primary and secondary schools for the city's residents. The City and the surrounding area is also home to pioneering Consciousness-Based universities and schools including Maharishi University of Management, Maharishi School of the Age of Enlightenment, Maharishi Open University, Maharishi Spiritual University, and Ideal Girls School. Vedic Administration: Under the enlightened leadership of The Honorable Mayor Dr. Robert G. Wynne, the City is a model of prevention-oriented, problem-free administration. To achieve this, the City has adopted as its constitution the Constitution of the Universe, which administers the infinite diversity of the universe with perfect order. Vedic Economy: The ideal currency of the City is the Raam-the development currency of the Global Country of World Peace. (You can still use dollars or your credit card.) The City is also planning to be the future home of Raam Bank. Vedic Defense: Founded to become a “lighthouse of peace” for America and the world. The City is working to establish a permanent group of peace-creating experts whose daily practice of Maharishi’s Transcendental Meditation™ and Yogic Flying techniques will promote coherent national and world consciousness and thereby prevent any negativity from arising in America or in the family of nations. ©2010 Maharishi Vedic City. ®Consciousness-Based, Maharishi Vedic City, Global Country of World Peace, Maharishi Sthapatya Veda, Maharishi Vedic Medicine, Maharishi Vedic Approach to Health, Maharishi Vedic University, Maharishi School of the Age of Enlightenment, Maharishi Open University, Maharishi Spiritual University, Ideal Girls School, Maharishi Transcendental Meditation, TM, Transcendental Meditation, TM-Sidhi, Maharishi Ayur-Veda, Maharishi Vedic Vibration Technology, Maharishi Vedic Observatory, Maharishi Jyotish, Maharishi Vedic Science, Maharishi Ayur-Veda Health Center, Maharishi Vedic Astrology, and Maharishi Gandharva Veda are registered or common law trademarks licensed to Maharishi Vedic Education Development Corporation and used under sublicense or with permission.

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Title IV, Part A - Safe and Drug-Free Schools and Communities Program Divisions > Student, Family, and School Support > Student Services and Alternative Programs > Safe and Drug-Free Schools OVERVIEW The Safe and Drug-Free Schools and Communities Program is designed to prevent violence in and around schools; prevent the illegal use of alcohol, drugs, and tobacco by young people; and foster a safe and drug-free learning environment that supports academic achievement. Without a safe and orderly learning environment, teachers cannot teach and students cannot learn. Students and school personnel need a secure environment, free from the dangers and distractions of violence, drug use, and lack of discipline to enable all children achieve to their full potential. To provide funds to support programs that: 1. Prevent violence in and around schools; 2. Prevent the illegal use of alcohol, tobacco and drugs; 3. Involve parents and communities; and 4. Are coordinated with related federal, state, school and community efforts and resources to foster a safe and drug-free learning environment that promotes student academic achievement. Principles of Effectiveness To ensure that recipients use the funds in ways that preserve State and local flexibility but are most likely to reduce drug use and violence among youth, a recipient shall: 1. Base its programs on a thorough assessment of objective data about the drug and violence problems in the schools and communities served 2. With the assistance of a local or regional advisory council, establish a set of measurable goals and objectives and design its programs to meet those goals and objectives. 3. Design and implement its programs for youth based on research or evaluation that provides evidence that the programs used prevent or reduce drug use, violence, or disruptive behavior among youth. 4. Evaluate its programs periodically to assess its progress toward achieving its goals and objectives, and use its evaluation results to refine, improve, and strengthen its program, and to refine its goals and objectives as appropriate. Authorized Programs and Activities include Age appropriate and developmentally based violence and substance abuse prevention programs; Professional development and training for school personnel, parents and community members in drug and violence prevention; Expanded mental health services related to illegal drug use and violence: Conflict resolution and peer mediation programs; Alternative education programs; Counseling, mentoring, referral services and other student assistance practices and programs; Activities that involve families and community prevention providers in setting clear expectations against violence and illegal use of drugs; Emergency intervention services following traumatic crisis events; Establishing or implementing a system for transferring suspension and expulsion records; Developing and implementing character education programs; Establishing and maintaining a school safety hotline; Community service and service-learning projects; Conducting a national background check for all employees; Programs to train school personnel to identify warning signs of youth suicide; Programs for students faced with domestic violence or child abuse; and School security, including surveillance cameras and other technology, security personnel, and supporting safe zones of passage. 2007 Maryland Adolescent Survey Contact Information Pete Singleton, Specialist, Safe and Drug Free Schools Email: psingleton@msde.state.md.us SDFSCA Websites

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Support Jones College Assurance of Learning Improvement Chairs of Excellence Programs, Centers, Endowed Chairs Upper Division Forms Following his graduation form Middle Tennessee State University in 1970, Bob Parks was employed as an underwriter for State Farm Insurance. A short time later he purchased his first home, the catalyst that landed him where he is today. In 1972, Bob became a licensed realtor and joined Clark Maples Realty in Murfreesboro. After spending three years as an affiliate broker, he decided to put some of his management philosophies to work as broker of his own real estate company. Bob Parks Realty opened on July 23, 1975. The guiding principles upon which Bob Parks founded and built his successful business are fairness, honesty and commitment. With only himself, two agents and a secretary, Bob Parks put into practice a style of management that positions the broker as a manager rather than salesman. Proving to be a man ahead of his time, Bob's cutting-edge approach in the 1970's is now a common practice in the industry. Sales from Bob Parks Realty's first year transactions totaled $1.3 million. Today Bob Parks Realty is Rutherford County's largest real estate company and ranks second in sales volume in Tennessee. The company's 400 full-time agents recorded sales in 2000 of $765 million. In addition to the corporate headquarters in Murfreesboro, the company has 12 additional residential offices. Bob says that the true measure of commitment is one's willingness to give not only of his resources but also of his personal time. That is why he has given his time to serve as president of numerous civic and community organizations including the Rutherford County Chamber of Commerce, the local Board of Realtors, Leadership Rutherford, Rutherford 20/20 (a project aimed at developing strategic plans for Rutherford County's future), and the Optimist Club. In recent years, he was chairman of the 1977 local United Way campaign and was bestowed Middle Tennessee State University's Distinguished Alumni Award in May 1998. "Christmas for the Children" is Bob Parks Realty's major community project each year. In 2000, $55,000 was raised to provide personalized gifts of toys and necessities, a meal and entertainment for over 400 underprivileged children. Leftover monies are used to fund the Rutherford County and Murfreesboro City School systems' indigent In late 1999, Bob Parks Realty became a corporate sponsor of the local chapter of Make A Wish, a national organization that grants wishes to seriously ill children. The firm has committed to make a donation with each real estate closing, guaranteeing a minimum annual contribution of $10,000. Presented April 25, 2001 Jennings A. Jones College of Business Academic Awards Banquet Return to Exemplar Award Page

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Gordon G. Parker Named First John and Cathi Drake Endowed Professor in Mechanical Engineering Last Modified 9:47 AM, August 24, 2009 jbdonova@mtu.edu 906-487-4521, By Jennifer Donovan Michigan Technological University alumnus John L. Drake received what he calls “a tremendous education at Michigan Tech, both in mechanical engineering and in business administration.” That education helped him succeed as the founder and chairman of Drake Manufacturing Services. Now he and his wife, Cathi Drake, want to help make a Michigan Tech education even better for future students.They have pledged $1 million to endow the John and Cathi Drake Endowed Professorship in Mechanical Engineering, including gifts to provide immediate funding of the professorship. “We have been most impressed with the current management and mission of Michigan Tech and the Department of Mechanical Engineering-Engineering Mechanics,” Drake said. “We trust that our support will play a small role in helping new Tech grads achieve the success that we have enjoyed.”Gordon G. Parker, a professor of mechanical engineering at Michigan Tech since 1996, has been named the first recipient of the Drake Endowed Professorship. Parker is an internationally recognized leader in control systems, particularly their application to naval technology. He has been recognized for his teaching as well as for his research.“Michigan Tech’s mission is preparing students to create the future,” said President Glenn D. Mroz. “Our vision is to grow as a premier research university of international stature, delivering education, new knowledge, and innovation for the needs of our technological world. This endowed professorship recognizes the inspired teaching and research of its first recipient and will help us achieve that mission and vision.”William W. Predebon, chair of mechanical engineering-engineering mechanics, agreed.“A strong, talented faculty is the lifeblood of a university,” said Predebon. “The very best teachers and researchers attract the very best students.“Outstanding teaching starts with faculty at the top of their profession, who can excite students to think beyond the lecture and text, and who know how to integrate their research into the classroom.” Predebon continued. “Gordon Parker is such a teacher.”Before coming to Michigan Tech, Parker worked as an aerospace engineer and a senior member of the technical staff at Sandia National Laboratory. He earned the Michigan Tech Distinguished Teaching Award in 2001 and the SAE Ralph R. Teetor Educational Award in 2003. Parker has received more than $4 million in research funding from government and industry.His BS in Systems Engineering is from Oakland University, his MS in Aerospace Engineering from the University of Michigan and his Ph.D. in Mechanical Engineering from the State University of New York at Buffalo.The Department of Mechanical Engineering-Engineering Mechanics is hosting a reception to honor Parker, from 5 to 6:30 pm Thursday in the Red Metal Room 105 of the Memorial Union Building. Refreshments will be served. Princeton Review Ranks Michigan Tech Among Top U.S. Universities Michigan Tech Hits Top Tier in US News Undergraduate Rankings Mechanical, Environmental Engineering Make Top 25 in US News Undergrad Rankings Global Warming Threatens Moose, Wolves NSF: Michigan Tech Research Up 12 Percent Categories Academics Administration Alumni Athletics Campus Life Entertainment Honors Industry Outreach Philanthropy Research Transitions Archives 2014 2013 2012 2011 2010 2009 2008 2007 2006 New Media iTunes U resources Media Kit Media Contact Services Experts Guide search 2006-Present Pre-2006 Experts Quick Links

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New Rochelle PTA Council Slams School Board for Inaction on Board President's Insurance Fiasco By Robert Cox on Wed, 04/30/2014 - 22:55 Board of Education ShareThisNEW ROCHELLE, NY -- At a meeting of the New Rochelle Board of Education last night, Stephanie Tomei of the New Rochelle PTA Council was highly critical of school board members for failing to act on reports of impropriety by Board President David Lacher with regard to a school district insurance program and the general dysfunction of the board. Tomei provided Talk of the Sound a copy of her prepared remarks: We are alarmed and concerned by the latest course of events involving this Board of Education. The lack of communication between the Board of Ed, the district, and the community has provided fertile ground for rumblings and insinuations throughout the community and has eroded our confidence and trust in the transparency and integrity of the process. We have entrusted you with our tax dollars, and the future of our children as well as our city. We expect you to approach your fiduciary responsibility with truthfulness and we expect a functional and functioning board of education. We regret that the attention drawn by the current situation tramples all the recent great things that have occurred under your direction. We elected you to serve us with honesty and honor. Tonight we are asking that this Board move forward now in that direction. This is your chance for effective leadership. We are encouraged by tonight's motion to discuss recent events at your next meeting. With several new principals and the imminent hiring of a new superintendent, we stand poised on the dawn of a new day in New Rochelle. We implore you to make that dawn one of renewed cooperation and transparency. Tomei added a disclaimer in her email "For clarification, our statement is in no way an endorsement of Mr. Hastie's motion to remove Mr. Lacher from his position. We were encouraged by our Board's willingness to work cooperatively in dealing with the issues at hand." Board Member Naomi Brickel similarly took the board task. Brickel provided Talk of the Sound a copy of her prepared remarks: Last week at the end of the meeting David Lacher made a statement to the community and closed the meeting before any on the board could respond. I feel it is necessary to share my own response in order that the community not misinterpret silence for consent, and wanted to take a moment to make a brief statement articulating some significant concern I am experiencing both as a member of this board, and community. I am extremely disheartened by the information that was recently put out in the community, as well as the lack of clarification provided to the community even upon request. I am also disheartened by the response and overall behavior of this board most recently. I am concerned, that as a governing body of this school district we have lost credibility as we have lost sight of two of our primary functions, policy and fiscal oversight. What example does recent news and our collective response signal in that regard? I am sad to have community members - no kind of lunatic fringe - ask me if, “Have I sold out?”. I, along with some of my colleagues, ran elections on platforms of transparency and fiscal accountability. I would lack credibility if I neglected at this turn of events to implore my colleagues to remember our role in that regard. I want to remind all of us that while it is nice to get along, and it is good to be friends with those we serve; our overarching concern should be our schools and our obligations to the citizens that elected us. Too frequently lately that is not the message we are sending out to the community by our actions.
This response is not intended as judgment on anyone. As David has articulated, it is not illegal or even uncommon to find oneself in fiscal distress. In this situation, however, such actions represent a lack fiduciary responsibility and a significant abuse of the power of the office, even without intent. I do ask all of my colleagues to think constructively, at the very least, of what mechanisms, or system of checks and balances, we can put into place to insure that we never find ourselves comprised in this way again. I will not be here this evening. I need to rush home now to catch a ride up to Albany for an early morning work obligation. I apologize for walking out before the rest of the meeting but did felt it was necessary to be here and at least share a response. Board Member Jeffrey Hastie then made a motion to remove David Lacher as Board President, request an investigation by the New York State Education Department into the circumstances of David Lacher's failure to make timely reimbursement to the district for his medical insurance and an internal investigation into who authorized a loan to David Lacher? Hastie later explained to Talk of the Sound his reasons for making the motion: I made a motion to remove David Lacher from the Office of President, to have the matter of his unapproved, interest-free loan brought to the attention of the State Education Department and to investigate who in the administration allowed this to happen. I, along with my board colleagues, have an explicit fiduciary duty to ensure that the funds entrusted to us by the taxpayer are used properly. School board members have three responsibilities: (1) provide fiscal oversight; (2) establish district-wide policies; and (3) hiring and managing a superintendent. The school board failed to provide fiscal oversight but in fairness, the board was deceived. Mr. Lacher withheld this information from his board colleagues even as he lobbied to become President of the Board. Mr. Quinn, our business manager, withheld this information from us even as the District initiated action to retroactively terminate Mr. Lacher's insurance, making him responsible to NYSHIP for all past due premiums and the full cost of past claims. David Lacher’s unapproved loan appears to violate the School District Code of Ethics (Policy #4150) which states "an officer or employee shall not directly or indirectly solicit any gift or accept or receive any gift having more than a nominal value (and in no event to exceed a value of $75), or more, whether in the form of money, services, loan, travel, entertainment, hospitality, thing or promise, or any other form, under circumstances in which it could reasonably be inferred that the gift was intended to influence him or her in the performance of his or her official duties or was intended as a reward for any official action on his or her part. In order for the school board to function with creditability, our actions, personally and collectively, have to be above reproach. We must avoid even the appearance of impropriety. Mr. Lacher, as he acknowledged in his public remarks last week, failed in that obligation. To do nothing as a board is to join Mr. Lacher in fostering the appearance of impropriety that he created. For our own personal reputation and the reputation of the Board as an institution, we have no choice but to remove Mr. Lacher as an officer of the board immediately and initiate an independent investigation to do what Mr. Lacher has flatly refused to do -- "sift the fact from the fantasy". Conspicuously absent was Board President David Lacher. Talk of the Sound has independently confirmed that David Lacher was at the planning board meeting representing a client. Also missing was Valerie Orellana and Rachel Relkin. The meeting, which took place at the Trinity Elementary, was the first meeting where the public had a voice since Talk of the Sound broke the story that Lacher was routinely failing to reimburse the school district for taxpayer dollars spent by Assistant Superintendent for Business & Administration John Quinn to provide Lacher medical insurance coverage he otherwise could not afford. By the time the issue was first raised publicly on February 26th, Lacher was nearly 8 months behind and owed well over $13,000. The previous board meeting on April 22nd was a special meeting, primarily to vote on the 2013-14 proposed budget. Lacher angered some on the board by improperly adjourning the meeting so that only he could speak at the end of the meeting. Lacher made a motion to go into Executive Session which was adopted, then spoke for several minutes about the medical insurance issue and then declared the meeting closed. The board then went into Executive Session. The sequence appears to be incorrect, that the public meeting should have ended when the motion to go into executive session was adopted. That Lacher then continued with the public meeting and then closed the meeting would be to not go into executive session so gaveling the meeting to a close without a new motion to go into executive session. The effect of Lacher's actions was to use board members as props for his speech while denying board members an opportunity to comment on his remarks so that they appeared to be silently endorsing a speech Talk of the Sound has called "self-serving" and "wallowing". In her remarks last night Brickel expressed her displeasure at Lacher's parliamentary tricks. We will have the full video of all the key remarks and board discussion when the District posts the video from the meetings but in the meantime we have a few brief notes that were live tweeted during the meeting. Hastie's motion is described correctly above but incorrectly in the tweet. [View the story "New Rochelle Board of Education Meeting April 29, 2014" on Storify] Below are prepared remarks delivered as written by Robert Cox. David Lacher has not been forthright about his failure to make timely reimbursement for medical insurance obtained through the district. He has apologized to his board colleagues, district employees and the community at large. Yet his apologies have been wrapped in an elaborate, self-serving, false narrative in which he portrays himself as an victim of private circumstances beyond his control. I wish to examine that here tonight. Mr. Lacher is fond of baseball analogies so let me make one here. It is a fact that Barry Bonds played 22 major league seasons, was a 14-time All-Star, 8-time Gold Glove winner, 7-time MVP, and holds the record for most home runs in a career and a season. Yet he is not in the Hall of Fame. Bonds never tested positive for steroid use, was never suspended by Major League Baseball and testified under oath that he never tested positive for steroid use. He was charged with perjury for making this claim but Federal prosecutors could not prove their case and dropped those charges. So, perhaps one day Bonds will be in the Hall of Fame. I neglected to mention that Bonds WAS convicted for obstruction of justice on the grounds that a factually true statement can be obstructive if it is misleading or evasive. In his public remarks last week Mr. Lacher listed a number of factually true statements. He said it is a fact that... Board members are entitled to participate in the district medical insurance, must pay the full premium when billed each month, that the cost of his insurance was $1,700 a month, that he fell increasingly behind, that the accruals became substantial, that there was no write-off of any part of his obligation and that the only open item is the April invoice. So, perhaps Mr. Lacher is the innocent victim he portrays himself to be. I neglected to mention that the payment for April was due on the first so that he was and is $1,700 in arrears right now and will be $3,400 in arrears this week unless he makes payment on Thursday. So when he claims he paid the entire balance “to the penny” that is false. He claimed on February 26th that not one dollar of his premiums were taxpayer subsidized. That is false. Taxpayers were subsidizing 100% of his premiums at that time. Lacher says that the first of several FOIL requests was made shortly after that meeting and that there were three FOIL requests. False and False. The first and only FOIL request for a list of all insured was made in November 2013. He says the list was recompiled and the second time around, his name did appear on the list. False. The list was compiled three times and Lacher’s name never appeared on the list and no such list was ever provided under FOIL. Mr. Lacher claims other current board members get the medical insurance. False. That PAST board members had gotten the medical insurance. False. He says the only his invoices were sought under FOIL when there were no other records to seek because he was the only board member to have ever gotten the insurance. Mr. Lacher says board members are obligated to pay 100% of their premiums. But Mr. Lacher was in arrears for 21 of the past 22 months, and continually since November 2012, and up to as much as 8 months as of February 2014, and he is in arrears right now. Lacher says the District threatened to go back six months and terminate his coverage but fails to mention he was sent a certified letter on February 7th stating that he was 7 months behind and that his coverage would be cut off retroactively on February 14th. Mr. Lacher has sought to portray this as a personal matter. The board’s own lawyer determined otherwise. Mr. Lacher refers to the District as a “creditor”. Public school districts are not private banks for board members. Mr. Lacher knows he is obligated to avoid the APPEARANCE of impropriety which even he admits he failed to do. But this matter is about ACTUAL impropriety. The issue is not that he had medical insurance but that Lacher failed to reimburse taxpayer funds on a timely basis, that he believed that no one would find out and that as Board President he could safely ignore payment demands and threats to terminate his coverage. And it never was. That is abuse of power. Mr. Lacher says he failed to inform Board members of his precarious financial situation when the issue is that he was secretly extended an unauthorized five-figure revolving line of credit opened by the District’s Business Manager — the conversion of taxpayer dollars for personal use. That is misappropriation. Mr. Lacher has oversight responsibility for Mr. Quinn yet placed Quinn in a position to retroactively terminate his insurance. That is conflict of interest. Barry Bonds was not elected to the Hall of Fame in his first year of eligibility and likely never will be due to the widespread belief that he was a cheater. Whatever factually true statements Mr. Lacher can muster, he has not been honest and continues to present a false narrative about serious public matters which go to the heart of his role as Trustee of this Board of Education. EDITOR'S NOTE: this story will be updated with video and transcripts once the official video is posted by the City School District of New Rochelle.

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Why Be Good? Samuel Freeman On What Matters by Derek Parfit Oxford University Press, Volume 1: 540 pp., $35.00; Volume 2: 825 pp., $35.00 1. Philosophers have long sought to formulate a theory that explains the purposes of commonsense moral rules and provides principles enabling us to resolve the frequent moral dilemmas we encounter. Thomas Hobbes wrote that familiar moral rules are not relative to one culture or another but are “articles of peace,” necessary to civilized social life. It is in everyone’s rational self-interest to obey these rules; the grim alternative is a “state of war.” Immanuel Kant said that we have an unconditional duty to obey morality regardless of our desires and self- interests. His second “categorical imperative” says that we ought never treat others “merely as means,” but always as “ends in themselves.” To do so, we should follow a general principle that we believe everyone should follow in circumstances like our own. Steve Pyke/Getty Images Derek Parfit, 1991 Kant held that his imperative justifies our commonsense duties to each other and provides a more fine-grained method of reasoning about what we ought to do when ordinary moral rules do not adequately address the complexities of life. For example, under what circumstances is it permissible to break a promise or deceive someone? To save innocent life or prevent great harm, surely, but not to benefit ourselves in minor ways; the hard cases lie in between.In The Methods of Ethics (1874), among the greatest works in moral philosophy since Kant, the British philosopher Henry Sidgwick countered that the rules of commonsense morality coincide with utilitarianism. The “principle of utility” says that our actions are right and our laws are just to the degree that they promote the greatest sum of “utility,” or happiness, in the world. Happiness, Sidgwick says, is basically pleasurable experiences.Contemporary utilitarians often identify happiness (now called “welfare” or “well-being”) with satisfaction of preferences, or of rationally informed desires. Until John Rawls’s influential social contract theory, expounded in A Theory of Justice (1971), utilitarianism remained the predominant moral theory in Anglo-American philosophy for over two hundred years. Utilitarianism remains highly influential among economists, in business and law schools, and in public policy institutes. In each it is common to hear arguments that a law or practice is justified because it improves overall well-being. Utilitarianism is the most prominent example of a family of positions called “consequentialism.” These positions hold that actions, laws, or other conventions are right to the degree that they produce the best consequences, effectively “maximizing” the good. Many consequentialists today consider utilitarian general happiness only one of the good consequences that right conduct ought to promote. Some say that equalizing the distribution of happiness is also important. Some consequentialists endorse, as among the “intrinsic goods” that ought to be promoted, goods such as knowledge, creativity, aesthetic appreciation, love and friendship, or individual freedom.Joining consequentialism and Kantianism is a third major position in contemporary moral philosophy, Harvard philosopher T.M. Scanlon’s “contractualism,” which reflects Rawls’s social contract theory of justice, the main influence on Scanlon. Rawls contends that justice requires that we act upon principles that would be unanimously agreed to among free persons equally situated behind an impartial “veil of ignorance” where they do not know particular facts that would bias their judgments.Modifying Rawls’s social contract to apply it to personal duties, Scanlon’s contractualism says that we owe to each other a general duty to act on moral rules—such as not harming others and honoring our promises—that it would be unreasonable for anyone to reject. Contractualism resembles Kantian views in that it sees the morality of right and wrong as duties we owe to one another in recognition of our equal status as persons. In this respect, both stand together in opposition to consequentialist views, which construe right and wrong as derived from an impartial duty to promote the best overall states of affairs in the world, even if in the course of doing so what contractualists see as moral duties to persons may not be fulfilled.2. Consequentialism, Kantianism, and contractualism are currently the three predominant positions in moral philosophy, and they are the primary subject of On What Matters, Derek Parfit’s enormous two-volume treatise.1 The book is divided into three main discussions: Part I, “Reasons,” argues for the objectivity of reasons for acting; Parts II–V are on the three main moral theories just mentioned; and Part VI, “Normativity,” defends the truth of moral and other normative judgments. There is also a helpful introduction by the book’s editor, Samuel Scheffler, and four critical commentaries by the philosophers Susan Wolf, Barbara Herman, Allen Wood, and Scanlon.Parfit’s treatise is driven by two overarching concerns. First, he hopes to show that moral philosophy’s three predominant positions converge into a “Triple Theory.” Parfit’s Triple Theory says, first, that right and wrong are determined by moral rules that, when generally accepted, “optimize,” or promote the best overall consequences in the world. Though this sounds like a form of consequentialism—indeed Parfit calls it “Kantian rule consequentialism”—he offers both contractualist and Kantian arguments for it, appealing to the idea that the rules are ones that it would be unreasonable for anyone to reject, and that we all have reason to consent to them. Hence the designation “Triple Theory.”Parfit’s second main concern is the truth and objectivity of morality and of reasons and values more generally. He argues that the statements we make about moral duties and valuable activities are not subjective or culturally relative, but are objectively true or false. Things are valuable, independent of whether we desire or value them. It is for Parfit an objective truth that happiness is good, suffering is bad, and that “no one could ever deserve to suffer.” If the reasons for moral and evaluative choices are objective and they justify true statements about duties and values, then moral and value relativism, subjectivism, and nihilism must be false. This is the main conclusion of Parts I and VI.Parfit uses these two concerns to address the question of “what matters.” He discusses some of the things that ultimately matter—primarily happiness and an absence of human and nonhuman suffering. But he is especially concerned with showing that something must matter, independent of our subjective and culturally relative beliefs and desires. If there are no objective reasons or values but only desires and beliefs about what matters, then there are no truths about morality and what we ought to do. But then, Parfit contends, nothing can truly matter—regardless of how much we care about it—and we are condemned to nihilism. On What Matters dryly sets forth countless arguments, but its author is passionate in his conviction that there must be objective values that give meaning to our lives in a godless world. It is rare to find an academic philosophical treatise that sincerely grapples with such cosmic questions as “whether human history has been worth it,” given all the suffering that has existed in the world.3. In Part I of On What Matters, “Reasons,” Parfit—challenging a fundamental premise of our consumer culture—denies that we have any reason at all to satisfy our own desires or preferences for their own sake. He argues the radical position that the mere fact that an action would promote the satisfaction of some desire is never in itself a reason for the person to do that action. People can and do desire most anything. For example, it’s conceivable, Parfit says, that a person could desire to be in agonizing pain. Surely this desire gives him no reason to satisfy it by putting his hand in the fire. In order for a person to have a reason to act as he desires, there must be some feature of the object of desire that makes it worth desiring. Practicing the piano in order to play better may be a goal worth desiring. Producing agonizing pain by burning your hand is not such a goal.The position Parfit attacks here is known as “the desire-based theory of reasons.” It has enormous influence in philosophy, economics, political science, rational choice theory, and other academic disciplines. Underlying the desire-based theory is the premise that, in order for us to have a reason for doing anything, we must be motivated to act; and this requires a desire that propels our behavior. For our capacities for reasoning and intellect are, as David Hume said, “inert,” incapable of moving people to act in the absence of some desire, whether for wealth or knowledge or power or others’ happiness, for example.The account of rationality implicit in economics and rational choice theory presupposes the desire-based theory of reasons for acting. In both, by definition it is rational for a person to maximize his individual utility: that is, to act to satisfy consistently ordered preferences for what he most wants. Parfit argues in effect that we have no reason to maximize our utility if we do so regardless of the objects of our desires. Whether we have reason to do what we most want depends, instead, upon the value of the objects of our desires, and the reasons these objects give us for acting. Pleasure, knowledge, love and friendship, aesthetic appreciation, justice and equality, and many other ends might be good reasons for acting and hence worthy of desire. But it’s these objective values themselves, and not the mere fact that we desire them, that provide us with reasons to pursue them.2Economists may say they are insulated from these criticisms, since their task is to explain, not justify, individual and group behavior. We often talk about “the reasons” a person had for acting (e.g., Caesar’s reasons for crossing the Rubicon), referring to the beliefs and desires that cause conduct, with no moral or evaluative connotations. Parfit and other critics recognize this causal usage. What they object to is the subtle transition from a causal to a normative use of “reason for acting,” which implies what people ought to do. Economists and rational choice theorists, wittingly or not, make this transition when they say that a person acts “irrationally” by not maximizing his individual utility.Parfit’s position implies that we often do not have sufficient reasons to act rationally by maximizing our own utility; and that acting nonrationally (if not irrationally) by refusing to satisfy certain utility-maximizing preferences (e.g., to steal, or cheat on taxes, knowing we will not be discovered) can be the best course of action. If Parfit is right, then ambitious economists perhaps should abandon their claim that economics is a “science of rational choice” and instead entitle it the “science of consistent, self-interested choice.”4. It is difficult to understand Kant’s second categorical imperative, that we are never to treat others “merely as means” but always as “ends in themselves,” when that imperative is isolated from the rest of Kant’s moral philosophy. Parfit nonetheless tries. He simplifies his task by focusing exclusively on treating others “merely as means,” disregarding the idea of treating persons as ends. Clearly Kant cannot mean we should never rely on others as means to achieve our purposes; for it would be hard to make it through life without the services of strangers (grocers, physicians, teachers, garbage collectors, etc.). But instrumentally relying upon others is different from treating them merely as means, with no regard for their rights and interests—as if they were slaves. To rob someone at gunpoint, or transplant her kidneys without her consent, is to treat her merely as a means. Parfit suggests, however, that even when we harm others, we do not treat them merely as means if we deprive them of no more than is necessary to prevent a greater harm to someone else. Suppose you sacrifice a person’s leg to save another’s life, while refraining from sacrificing his second leg to save your computer. Since the victim’s well-being is considered and is sacrificed only for a greater good, it cannot be said that the victim is treated “merely as a means.” There has been a revival of Aristotelian “virtue ethics” in recent years, though it is ignored by Parfit. ↩ Other philosophers also argue that reasons are objective and are not based in desire, notably Thomas Nagel, Joseph Raz, and Scanlon. ↩ In the Supreme Shrine Christopher de Bellaigue In the Heartland Joseph Lelyveld Storm Over Young Goethe J.M. Coetzee The Tenor on Stage: An Interview with Jonas Kaufmann Marie d’Origny

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Trinity eliminates electives by Published Nov 20, 2012 at 6:00 am (Updated Nov 20, 2012 at 12:26 am) Several high school courses for the 2013-14 academic year were eliminated by the Trinity Area School Board, which held a reconvened meeting Monday. Among those courses retained were Introduction to Family and Consumer Science as a one-year elective for freshmen, and one semester of Advanced Public Speaking. Superintendent Paul Kasunich said earlier this year that the cuts were recommended due to low enrollment or to reduce course redundancies. Those eliminated were academic courses in English, science and social studies. The honors courses and college preparatory courses will remain. The one-semester class of Personal Finance was removed. Although Tamara Salvatori, who chairs the education committee, said they had recommended it be kept because the coursework is not taught in economics, Kasunich said he had spoken with the economics department chair and was assured it could be included in the curriculum. Also eliminated was the one-semester Family Cooking and Nutrition. Kasunich said there is a two-week unit in the health classes that could be expanded to include the studies. Directors also voted to remove French I, II, III and IV from the curriculum. There are 27 students in the freshmen class of French I. Board member Penny Caleffe said students will now have to select another language as they are required to have two years of a language to enter college. “We offered French I this year and we shouldn’t have,” she said. But high school principal Donald Snoke said students were given the option of continuing French II through an online program.

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OC› News› AT&T continues to help OC Bridge Program students AT&T Oklahoma awarded $15,000 to Oklahoma Christian University to help fund the Bridge Program, which provides academic and emotional support for underprepared freshman students. The gift was made during a ceremony Monday afternoon on the OC campus. AT&T made a previous donation of $15,000 to OC’s Bridge Program in 2011. “We are incredibly appreciative of AT&T’s continued generosity to our Bridge students,” OC president John deSteiguer said. “We want every student to succeed, and this gift helps ensure they have the tools to do so.” At the ceremony, student Karissa Wheeler spoke of the positive difference the Bridge Program has made in her college experience. Wheeler will graduate in December with a degree in family studies/child development. She came to OC from Chicago and began as a student in the Bridge Program. She is now a mentor for other students in the program. “My high school advisor told me I would never make it in college. It only took a few weeks for me to fall behind in algebra. I remember going to see (Bridge Program assistant) Lannea Pemberton and telling her my advisor had been right. Thankfully, she never gave up on me, even when I didn't believe in myself,” Wheeler said. “I have also had the privilege to become a mentor with the Bridge Program and work with students who struggle like I did. Watching my students succeed is one of the most rewarding experiences I've ever had.” The university’s Bridge Program helps students whose secondary education has not fully prepared them for college. It provides students with special tutoring, developmental classes, instruction in time management and study skills, career counseling, guidance and mentoring. Many of the students are the first generation of their families to attend college, and others often come from low-income families. The program began in 2006 with 13 students and has more than 100 students today. Just a few years ago, OC was one of only two colleges in the state recognized in the Center for Student Opportunity’s College Access and Opportunity Guide, which highlights supportive college environments for low-income, first generation students. Oklahoma Christian, recognized as one of the best universities in the western United States by U.S. News and World Report and The Princeton Review, offers undergraduate programs in more than 60 fields of study and an undergraduate Honors Program, plus graduate programs in business, engineering, ministry, and divinity. In addition to its Oklahoma City campus, OC has study abroad opportunities in Europe, Honduras and the Pacific Rim. This year, the university opened a Learning Support Center in Kigali, Rwanda, allowing Rwandan students to study in OC's online MBA program.

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5 Ways to Raise a Grateful Child Life won't always gift your child with exactly his heart's desire. But there are ways you can make sure that, underneath it all, he learns to appreciate what he has. Tags: Manners and Values By Patty Onderko | Comments (0) Antonis Achileos I was 7 years old when I received a tiny Christmas present—about the size of an eraser—awkwardly wrapped and covered in tape. My sister's boyfriend, Jeff, was visiting and had considerately brought gifts for his girlfriend's three younger siblings. Mine, though, was by far the smallest. I remember opening it up to reveal a miniature ceramic dog—a cold, hard nothing that fit in the palm of my hand—and thinking how unlucky I was. I gave Jeff my best cold shoulder the rest of the day. And I've felt guilty about it ever since. Partly because, in hindsight, Jeff's gift was very thoughtful: I'd been obsessed with my dollhouse, and he had managed to find one accessory my dream home did not yet have—a pet. Still, I couldn't look past the size of the gift to be grateful for the amount of care that had gone into choosing it. In this, experts say, I wasn't an unusual kid: For distractible, still-developing children (and that's pretty much all of them), gratitude can be hard-won. While many can be trained to say "please" and "thank you" beginning at about 18 months, true appreciativeness and generosity take time to seed and blossom. "There's a difference between encouraging thankfulness in your kids and actually expecting it," says Claire Lerner, a child-development specialist at Zero to Three, a nonprofit organization dedicated to the healthy development of kids and families. "Raising a grateful child is an ongoing process." Vicki Hoefle, director of Parenting on Track, a parent-education program based in East Middlebury, VT (and the mother of five teenagers), concurs: "As nice as it is to think about having a five-year-old who appreciates and shows gratitude for everything, the truth is, parents can feel successful if they raise a thirty-five-year-old who embodies that grateful spirit." So, to Jeff Galvin I offer a long-overdue "Thank you." To everyone else, here's how to avoid getting derailed by five not-so-thankful-kid moments, both this holiday season and all year long: Your 9-year-old keeps a running—and growing—list of toys he has to have. He's up to number 23 this season. In-The-Moment Fix: "Emphasize that you appreciate there are many things he wants, but let him know it will only be possible to get a few of them," says Robert Brooks, Ph.D., a psychologist at Harvard Medical School and coauthor of Raising a Self-Disciplined Child. That way, you won't make him feel greedy or foolish for compiling a lengthy list, but you will set his expectations. Another idea: Ask him to make a second list, equal in number to the things he wants to get, of things or actions he is willing to give, suggests Maureen Healy, author of 365 Perfect Things to Say to Your Kids. For example: 1) Clean his room, 2) Help you find a charity that the family can donate to, 3) Pitch in when Dad starts wrapping presents, 4) Make a holiday card. Last, if you're in for belt-tightening this year, let him know. Be honest, but keep it simple and undramatic so you don't scare him. Instead of saying "Dad might lose his job, so we have to cut back"—which might make him sure you'll be losing the house next—say something like "Nothing major is going to change, but we'll have to wait until next year to go on vacation and we have to hold off on getting the new bike you wanted." It's likely your kid will think "Okay, I can live with that," says Lerner. Long-Term Strategy: Help him understand that gifts are thoughtful gestures, not just a way for him to score materialistic gain, says Lerner. Anytime he receives a present, point out everything the giver put into it. If a classmate makes him a friendship bracelet, for example, say "Oh, wow—Lucy remembered that you thought these were cool. She picked out colors she knows you like, and it probably took her a whole hour to make. That is so nice." Do this enough times and he'll get the "quality, not quantity" idea before you know it. Your 5-year-old grimaces at the stuffed Elmo her aunt gives her and says, "But I wanted a Barbie!" "The concept of hiding your own negative feelings to protect someone else's is way too complex for kids five and under," says Lerner. (Older kids get better and better but will still have frequent slipups.) So validate your daughter's feelings without responding critically, says Brooks. Say "I know you wanted a Barbie, but let's think about all the different ways we can play with Elmo." You can also step in and model the appropriate response—and defuse the uncomfortable situation—by exclaiming something like "Wow, that was so thoughtful, wasn't it, Alli? Aunt Karen remembered you needed mittens!" This trick works for all ages: If your older son receives a gift he already owns, for example, say "Oh, cool! That's your favorite game!" Write a little script for your child to follow when he gets a present, recommends Bette Freedson of the National Association of Social Workers. Come up with a stock line or two together, like "Thank you! I like it a lot!" He can also pick out one thing to specifically compliment ("This blanket feels really soft"). Before any gift-getting occasion, prepare your child for the possibility that she may not like all her presents, but at the same time, let her know that it's still important to show her appreciation. Remind her that people put effort into trying to find her the best thing. Then devise a special cue between the two of you, suggests Lerner, that reminds her to say thank you. When you see her mouth turning down, you can clap your hands and say "Great present!" to snap her back into good-manners mode. You can't even take your kid to get socks or lightbulbs without him whining for you to buy him something—seemingly anything. Before you go on any shopping trip, inform your child that you'll be hitting the mall to, say, buy gifts for his cousins. "Engage him in the process," says Lerner. "Ask him what his cousin Jane likes and which toy you should get her. Get him excited about buying for someone else." At the same time, make it clear that you won't be able to buy anything for him. Then, if your son throws a fit at the store, you can refer back to that conversation, and say something like "I know it's hard to be here when you're not getting anything, but that's the rule. Now, I really need your help finding something for Jane." Let's be honest: That might not be enough to stop his whining. But steel yourself and stay strong. Caving in will only teach him that he will eventually get his way if he complains loud or long enough. Your weekends may be errand time, but try to avoid spending all your family moments pushing a shopping cart. That way, your kids won't think acquiring stuff is the leisure-time norm. (Don't get us wrong, though: We know those flattering jeans are sometimes an absolute necessity!) Denver mom Beth Korin says she and her two boys, ages 7 and 9, frequently head to the library, an indoor pool or a rock-climbing gym instead. "We try to think of things we can do that don't involve hanging out in stores," she says. Prepare kids for these events the same way you would for gifts ("We're going to have a big, delicious meal with all of your favorite foods and then we're going to play games!"). The idea you want to get across is that having experiences can be just as exciting as accumulating things (if not more). Your 6-year-old gobbles down the Teddy Grahams that another parent at the playground gives him. But when you prod him to say "Thank you," he won't. It's easy to turn this "teachable moment" into a battle of wills—one where you're repeating "I didn't hear you say thank you!" to your tantrum-ing child while the person he's supposed to thank is backing away in discomfort. But, explains Lerner, the fact that your son doesn't always say the words likely just means they haven't become a habit for him yet. "And getting into power struggles actually impedes the process," she says. So while you should definitely remind your kids to give thanks, it's best not to make a big deal about it if it doesn't happen. Remind yourself to model grateful behavior. When your cookie-muncher goes silent, go ahead and say the necessary "Thank you so much!" for him. (At least until he gets older and can be counted on to follow your cues.) In your own everyday interactions, always offer warm thank-yous and praise to grocery store clerks, gas-station attendants, waiters, teachers—anyone who's helpful to you or him. You may think your child isn't paying attention to those small moments, but he actually is. When you say no to a DS that, according to your daughter, "everyone at school" has, she complains that all her BFFs get cooler stuff than she does. Sympathize with her frustration, but remind your daughter that, actually, many people don't have as much as she does. How? Begin a tradition of charity work and donating. Start simple: As young as age 3, children can be encouraged to go through their belongings and pick out items to donate, says Lerner. Every year after that, they can get more involved. Last year, Gabrielle Melchionda of Yarmouth, ME, and her two sons, ages 5 and 9, volunteered to decorate low-income homes for Christmas. "It was so nice to see all of the kids, mine and those who lived there, on their bellies coloring together," she says. "Later, my kids asked things like 'Was that the whole house?' It sparked conversation for months. It was an experience none of us will forget." Expose your daughter to people from all walks of life. "We often try to shield our children from those who are less fortunate, but it's important that kids know how lucky they are," says Dale McGowan, a father of three in Atlanta and coauthor of Parenting Beyond Belief. So the next time you see a homeless person, pass a shelter or read a story in the news about a needy family, he suggests, ask questions—"Where do you think that man sleeps?" or "Can you imagine what it would be like not to have a home?"—that get your kids to put themselves in someone else's shoes. (At the same time, assure them that your family will always have a place to call home.) You'll be surprised—and pleased—at how often kids are moved to want to help. Bonus mom advice: Don't diss yourself as long as your little one is around. In fact, make a point of talking about the redeeming qualities of even that hideous necklace from your mother-in-law—how shiny! "You have to model gratitude if you want your child to practice it, too," points out Janette B. Benson, Ph.D., associate professor of psychology at the University of Denver. 1. The Truth About Parenting: Being a Special-Needs-Style Parent 2. AAP: Snoring is One Sign of Sleep Disorders 3. 6 Big Kid Sleep Problems 4. 3 Ways to Get Your Tween Up in the Mornings 5. Grumpy in the Morning Connect with us

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Low state test scores reflect expectations ---- — PLATTSBURGH — Nearly 70 percent of the state’s third- through eighth-graders are not proficient in English language arts and math, according to this year’s state test scores. And the results just released from Clinton, Essex and Franklin county schools about match or exceed that figure. Although the State Education Department forewarned that this would likely be the case due to newly implemented state standards, it was still difficult for educators like Kathryn Brown to see the results for herself. “The wind still gets knocked out of you,” said the Chazy Central Rural School teacher. Commissioner of Education Dr. John King Jr., who discussed the scores during a media conference call Wednesday, said that just 31.1 percent of students in grades three through eight across the state met or exceeded the English-language-arts proficiency standard and 31 percent, the math proficiency standard. The numbers mark a dramatic drop in scores from last year, when 55.1 percent of students in those grades across the state met or exceeded the English-language-arts (ELA) proficiency standard and 64.8, the math proficiency standard. In Clinton County schools, 26.25 percent scored high enough to match or better the standard in English language arts, with 22.55 percent passing the math-proficiency tests. The ELA percentage for students in Essex County schools came in at 30.18 percent, with 22.1 percent meeting or exceeding the math standard. And in Franklin County, 19.2 percent of pupils who took the tests met or bettered the ELA standard, with 16.06 percent passing in math. Numbers were not available on Wednesday for individual school districts. NEW BASELINE “The first thing we need to realize is that it is not going to be productive to compare these scores to last year’s,” Elizabethtown-Lewis Central School Superintendent Scott Osborne said in an interview with the Press-Republican. “These tests are based upon new curriculum that other states are taking a year to become familiar with. In New York, we were the only state, I believe, to jump into the new assessments immediately.” The results, King said, establish a new baseline. That new curriculum, first implemented and tested during the 2012-13 academic year, is that of the Common Core Standards. “Its important to emphasize that the changes in scores do not mean that schools have taught less or students have learned less,” King said. The standards, he explained, are designed to better prepare students for success in college and career and are a much more rigorous curriculum than was taught before. “There is more of a focus on new skill sets needed in the workplace: writing more authentically, analyzing something that you read in a deeper fashion,” Osborne said. “There is also added emphasis on the skills that we believe are needed in the 21st century, such as collaboration and critical thinking.” CHALLENGES TESTS Still, King noted, the test scores “reflect what we have long known about the college and career readiness of our students.” While the state’s graduation rate is 74 percent, he noted, just 35.3 percent of those students are leaving high school college- and career-ready. Brown, however, feels the Common Core is not developmentally appropriate, especially for the younger grade levels. “We’re talking about tests that are for third-through-eighth graders ... No standardized test given to a third-through-eighth-grader determines whether or not they are college and career ready. “There is absolutely no way that 31 percent of the children are at grade level and everybody else isn’t,” she said. ‘SOBERING SCORES’ But the country and the state, according to King, have been reluctant in past years to acknowledge just how unprepared students really are for success after high school. “We have worked over the last four years ... to provide a more accurate view,” he said, adding that it is far better to give families a picture of their students’ performance in fourth grade rather than allowing them to enter college without the proper tools. At Elizabethtown-Lewis Central, according to Osborne, the low scores reflect the challenge the school faced in implementing curriculum changes ahead of the testing sequence. “Teachers have had to work particularly hard across the district to match the curriculum that was just being rolled out,” he said. “The scores are certainly going to be sobering, and it was tough when the Common Core was rolled out, and right after it, we’ve got the testing being changed,” added Donna André, superintendent of St. Regis Falls and Brushton-Moira central schools. ‘INSTRUCTION PROBLEM’ But allowing schools to give tests based on the old standards would have led to less Common Core instruction in the classrooms, according to King. “It would have made no sense to have an assessment based on a different set of standards than we’re trying to teach in our schools,” he said. This year’s low scores, the commissioner continued, are not a remediation problem, but an instruction problem. “Teachers need to spend time adapting their approach to instruction,” he said. Brown noted, however, that adapting instruction for 2013-14 will be difficult, considering that the test results have been released just three weeks before the start of the school year. Osborne and André are encouraged, though, by the state’s plans to release more detailed information about the results in the near future. “That will help us in our work to refine the curriculum,” Osborne said. “We’re going to slow down and look at the results and plan for our students,” André added. ‘GAME CHANGED’ At Malone Central School, Superintendent Jerry Griffin hopes to keep the focus on implementing the Common Core rather than on the poor test results. “We think our students will be better prepared to take these assessments at the end of next school year,” he said. This year’s dramatic decline in scores, King emphasized, should not be used to critique schools and their faculty and staff. “That would be wrong,” he said. “We have taken careful steps to ensure teacher accountability will not be affected by lower proficiency rates.” In addition, the 2012-13 test results will not be a factor in determining Focus Districts and Priority Schools. “I don’t think parents, at this point, should be worried about these scores,” Osborne said. “The state has changed the game. “It’s our job as a school to respond to that, not react. We plan to put more focus on aligning our curriculum to the Common Core.” Brown said she isn’t worried about the CCRS community lacking confidence in her school as a result of the scores, but she knows it will be difficult for families to comprehend how a student who was deemed proficient last year is no longer considered so. “My school has a reputation of academic excellence, and we’ve worked very hard to do that,” she said, “but I do think there’s going to be a significant amount of confusion.” ‘BE INFORMED’ King said the Education Department will be sending letters to parents explaining the new baseline, as well as the importance of knowing that teachers, administration and school boards have been working hard to improve their children’s academic success. In addition to utilizing the Academic Intervention Services and Response to Intervention programs that are available for struggling students, he noted, parents must also continue to talk with their children’s teachers and take an active role in their education. “There’s no simple answer here,” King said. “There’s just hard work ahead to make sure that all of our students get the skills that they need.” He recommended that parents and educators visit engageny.org for more information on the Common Core and state assessments. Brown stressed that parents, grandparents and community members need to speak directly with their schools’ administration and teachers to ask for help making sense of students’ test results. “Be informed about what that test is and what’s being asked of the student,” she said. — Staff Writer Kim Smith Dedam contributed to this report.

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Education HOME About Us ARTICLES BLOGS PRESS RELEASES VIDEOS WORTH A CLICK PUBLICATIONS Directions Magazine channels > education > articles Mapping tool used by Census Bureau has roots in NSF-funded project Monday, April 14th 2014 By Elizabeth Boatman and Maria C. Zacharias Summary: Census Explorer, a new online tool that displays demographic information on maps of states, counties, and neighborhoods, is powered by Social Explorer, a data visualization tool developed by NSF-funded sociologist Andrew Beveridge. In colleges and universities across the country, undergraduate students in the social sciences are using an online educational tool that goes beyond the traditional presentation of demographic data as numbers and tables. Social Explorer provides students with robust data visualization capabilities, allowing students to "see" and "play with" their data by generating maps. Social Explorer is now routinely used in undergraduate introductory and upper division sociology courses, as well as in topical seminars, where students design and research their own demography questions. Though Social Explorer was originally designed for teaching purposes, the utility of this tool today goes far beyond the undergraduate classroom. In fact, it was the basis for, a tool released by the U.S. Census Bureau late last year to give members of the media and the public a means to create maps displaying a range of demographic information, including median household income, educational level, and home ownership rate. The interface of SocialExplorer offered by Social Explorer with a "freemium" pricing model. (Click for larger image) Development of an undergraduate teaching tool In 1993, the New York Times hired Andrew Beveridge, a sociology professor at Queens College of the City University of New York, as a consultant to help with demographic analyses of New York City and the greater United States. During this work, Beveridge realized the potential value of using demographic mapping techniques as teaching tools in the sociology classroom. So in 1999, Beveridge turned to the National Science Foundation (NSF) with his idea, applying for and receiving a grant in the area of Course, Curriculum, and Laboratory Improvement through the Division of Undergraduate Education (DUE). The tool that Beveridge developed under this grant offered social science students the opportunity to visualize datasets. DUE Program Director Myles Boylan funded this initial grant for the project that would later become Social Explorer. Boylan recognized how Beveridge's proposed work fit well in the larger movement underway within the social sciences with respect to simplifying the presentation of location-related features, stating that "spatial data are inherently difficult to process and understand." Following the first iteration of his data visualization tool, Beveridge realized that the interface was proving to be beyond the capabilities of many students. The underlying datasets were inherently complex, and use of the tool typically required students to be proficient in sophisticated computer coding techniques. So in his next research grant application to NSF, Beveridge included a collaborative partnership with sociologist David Halle from the University of California, Los Angeles, to develop a more accessible user interface and expand beyond New York City to the Los Angeles region. "Our initial goal was to develop a tool easy enough for a freshman or a CEO to use," says Beveridge. A later award from the National Science Digital Library program allowed Beveridge to take his visualization tool nationwide, in part using material from the National Historical Geographical Information System. Then, in 2002, the collaboration launched the product known today as Social Explorer, which offers robust visualization capabilities for a massive dataset that is drawn from complete historical U.S. Census Bureau records, spanning the entire country and more than two centuries. "Little did I expect or even hope that a small-scale concept demonstration project would lead to an application used last year alone by more than 750,000 individuals, who made over 14 million maps, while helping to educate hundreds of thousands of students," says Beveridge. The full Social Explorer package is now distributed by a free limited edition, by subscription from Oxford University press, and as a student edition licensed by Pearson Higher Education for use with many of their textbooks. The current version of Social Explorer provides access to U.S. demographic data dating to 1790, in addition to religion, election, and business activity data. "The approach developed by Beveridge in creating Social Explorer has considerably facilitated the ability of students to understand social forces at the spatial level, particularly racial and demographic trends," says Boylan. With many more educators including the utilities offered by Social Explorer into their social science curricula, the tool's popularity continues to grow. Census Explorer a Census tool offered to explore American Community Survey data. (Click for larger image) Impact on middle and high school students More recently, Beveridge's research collaboration with Social Explorer has expanded to include Leilah Lyons, as well as continuing work with Joshua Radinsky, both faculty members at the University of Illinois at Chicago. This team is investigating how individuals comprehend complex geospatial data in various settings. While Lyons has extensive background in museum learning environments, Radinsky's work focuses mainly on K-12 classroom teaching and learning with complex data. As part of their work, the team is implementing Social Explorer in Chicago public schools' social science classes, an effort that entails not only developing appropriate, classroom-specific curricula for individual teachers but also supporting those teachers in the process of implementation. "Incorporating Social Explorer into a social studies classroom is as much about the teachers as the students. Every teacher is excited and loves it," states Radinsky. "But the biggest challenge is for teachers to develop clear objectives for why they're using Social Explorer." With a clear focus on learning objectives, teachers are more confident engaging Social Explorer and its extensive capabilities. Radinsky has also found that many teachers initially expect him to offer them a pre-existing map paired with pre-written questions, like a classic textbook activity. However, Radinsky is more interested in developing lessons that generate questions, instead of providing those questions. "When students can choose what they want to investigate, it's a very empowering experience," says Radinsky. "I want students to wonder and to question datasets and to think why certain types of data are or are not gathered." From a research perspective, the investigators are using this effort to study how pre-college students develop representational fluency, otherwise known as the ability to create and interpret visual representations of data. Using Social Explorer helps students understand a map as a representation of the world with colors and shapes that can represent people and historical time and with data that can be gathered in different types of units. In addition to supporting the educational experience, the researchers are engaging demographic groups that have previously been underrepresented in science, engineering, technology, and mathematics (STEM) fields. For example, the team utilizes the American Migrations Project, which is a teaching and research resource, to explore how African American and Latino migrations within the United States have shaped our collective history. Because the team works with teachers and classrooms in minority communities, as students reach out to local community members for help with their social studies projects, the effort continuously engages larger sectors of underrepresented communities. Supporting the scientific literacy of all Americans Radinsky, who is a self-described believer in "the democratization of data," says that the team's work with Social Explorer is much broader than serving the educational needs of K-12 students and undergraduates. He explains that, "historically, Census Bureau data have been perceived as only accessible to the most educated individuals, with few opportunities for the average person or student to engage with this data collection." By working to engage the public with Census Bureau data and the Social Explorer platform through various online and museum experiences, the research team hopes that nationwide demographic data will become increasingly accessible to every American. For example, the Social Explorer platform has already been adapted to create other publically accessible tools. In late 2013, the U.S. Census Bureau released Census Explorer. Built on the Social Explorer platform, this free, web-based tool functions very similarly, offering users access to demographic data from 1990 to the present. Because the data that Census Explorer engages were gathered at the resolution of census tracts, which are small geographic regions defined specifically for the purposes of census taking, users can analyze trends within neighborhoods, among neighborhoods, or even across states. Within the first week of its release, Census Explorer had more than 70,000 users, including 40-50 media outlets. After a few months, the technology had enabled more than 100,000 users to create 4 million data maps. Michael Ratcliffe, an assistant division chief of the Census Bureau's Geographic Division says, "Census Explorer leverages the power of both Social Explorer's functionality and the Census Bureau's expertise to provide easy access to the richness of Census Bureau data and maps. It is a tool that should be in every analyst's tool kit." Additionally, in the future, visitors to Ellis Island will find a new opportunity to learn about immigration within the United States. Beveridge and his team are working with the Ellis Island Immigration Museum to install an interactive kiosk that will allow visitors to investigate immigration patterns based on ethnic and racial data. Users will be able to see where certain groups settled within the United States, and how these patterns changed over time. Generations later, many of these patterns still significantly influence local culture. To date, Social Explorer has reached hundreds of thousands of undergraduates, in addition to many K-12 teachers and students, and via Census Explorer, a significant fraction of the American public. These impacts have promising implications for both the next generation of scientists, and the technological literacy of all citizens. Reprinted from The National Science Foundation website. Images and captions by Directions Magazine staff. More GeoSpatial Webinars Coming soon! Get the newsletter with the latest Education headlines and feature articles. Enter your Email. DO NOT fill-out this field if you are a human: Subscribe me! GIS: A World of Career Opportunities View more White Papers Advertise on this Channel Education Rate Card Publications: All Points Blog Conferences: Location Intelligence Conference | GEO Huntsville © 2014 Directions Media. All Rights Reserved

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ICADWT:2011 Camera Ready Posters Instructions Program Committees Be a Reviewer Organize a Special Session Key Note Speakers 1. Joe Hummel 2. Dr. Kasi Periyasamy Joe Hummel http://www.lakeforest.edu/academics/faculty/hummel/ Dr. Joe Hummel is interested in teaching and research in Data Structures, Programming Languages, and Object-Oriented design. The areas of Research include Compilers, and High-Performance Computer Architectures. Title: "Software Development in a Manycore World --- Is Anyone Using These Cores?" Abstract: My laptop has 4 cores. My desktop has 8 cores. And depending on how you count --- CPU + GPU --- these basic machines have over 100 cores. But is today's software actually taking advantage of all this hardware? Not even close. A few special cases aside, most software is not written to take advantage of so many cores. This keynote will discuss the current state of affairs with regards to parallel programming, and present future directions that hope to close the gap between manycore hardware and software. Affiliations: Dept. of CS, UC-Irvine and Technical Staff, Pluralsight LLC Bio: Joe is an author, consultant and tenured professor of Computer Science, specializing in parallel programming and high performance computing. He has a PhD in Computer Science from the U. of California, Irvine, specializing in the field optimizing compilers for parallel computing. He is currently a visiting professor at UC-Irvine, and a member of the technical staff at Pluralsight LLC. Joe resides in the Chicago area with his wife, daughter, and sailboat. Dr. Kasi Periyasamy Professor and MSE Program Director Department of Computer Science University of Wisconsin-La Crosse USA ; Verification of Software Systems using Formalized Methods Abstract: Software systems are increasingly used in almost every discipline. The demand for automated systems requires that those products function correctly at all times. Safety critical applications such as patient monitoring systems in hospitals and Avionic systems fall in this category. Although software testing can help ensuring the quality of products to some extent, correctness cannot be ensured unless a mathematical verification is performed. This, in turn, requires that software development process must undergo a formal verification before a software system is completed and released for use. This talk focuses on the importance of formalized methods to be applied during software development process, the different methods currently available and some industrial case studies illustrating the benefits of formal methods. The evolution of formal methods over the past two decades and their maturity to apply successfully to practical software development will be briefly described. Bio: Dr. Kasi Periyasamy graduated with B.Eng (Hons) in Electronics and Communication Engineering from University of Madras, India in 1981, M.Eng from Anna University, India in 1983, M.Comp.Sci in 1987 and Ph.D. in 1991 both from Concordia University, Montreal, Canada. He joined the University of Manitoba, Winnipeg, Canada in 1991 and moved to the University of Wisconsin-La Crosse, USA in 1999 where he is currently a Full professor. He is the Program Director for the Master of Software Engineering program at UW-La Crosse. He taught several courses at the graduate level both at the University of Manitoba and at the University of Wisconsin-La Crosse, including Formal Methods in Software Development, Software Verification and Validation, User Interface Design, and Software Metrics and Software Reuse. Dr. Periyasamy’s Ph.D. dissertation is on the application of formal methods to robotic applications. Since then, he has published a number of papers on formal methods and software engineering. Notable publications include ‘Behavioral Study of GUI for a CASE tool’ ( this paper won the third prize in ACM International Graduate Student Research Contest), ‘A Verifier for OO designs’ presented at the 23rd Annual NASA Software Engineering conference, and ‘A Method for Structural Compatibility in Software Reuse using Requirements Specification’ published in COMPSAC 1997. Dr. Periyasamy co-authored the book ‘Specification of Software Systems” published by Springer-Verlag first edition in 1998, and the second edition in 2011. In collaboration with Dr. Alagar from Concordia University, Montreal, Dr. Periyasamy developed a real-time extension of the specification language Object-Z; this language was called RTOZ. Several papers were presented on RTOZ including ‘Adding Real-Time Filters to OO Specification of Time Critical Systems’ presented at the Technology of Object-Oriented Languages and Systems (TOOL S 98) conference. Recently, Dr. Periyasamy has developed a GUI-based editor and type checker for Object-Z. This tool is being used in the graduate course on formal methods at the University of Wisconsin-La Crosse.

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Online courses re-shaping higher education Thursday - 4/25/2013, 6:31pm EDT Capital_Impact_0425 This week on BGOV's Capital Impact show hosted by Allen Scott: College costs have risen more than 400 percent in nominal terms in the past three decades, which makes the inexpensive and efficient nature of online education most attractive. As the transition to more online courses evolves, will our traditional brick and mortar institutions pay the ultimate price by eventually closing their doors? Bloomberg Government's Director of Research Robert Litan will discuss his findings in his latest study: Rise of Online Courses Promises to Reshape U.S. Higher Education. President Barrack Obama promised to tackle higher education costs by calling on Congress to consider "value, affordability and student outcomes" when authorizing $150B dollars in financial aid. What is the appropriate mix of affordable online courses with classroom work? Doctor Marie Cini is the provost and senior vice president of Academic Affairs at the University of Maryland University College. She joins the program to discuss the academic initiatives that have kept UMUC in the forefront of adult and technology-mediated education. Articles from BGov.com require a subscription. GUEST BIOGRAPHIES Allen Scott (moderator) specializes in customer on boarding and training at Bloomberg Government. Allen previously worked at Arbitron, Inc. where he served in a variety of roles from customer service to sales operations manager. Prior to Arbitron, Allen worked in radio for several years in the Washington and Baltimore areas. Most recently he spent six years at 99.1 HFS as co-host and news director. Robert Litan is director of research at Bloomberg Government. He was previously vice president for research and policy at the Kauffman Foundation and a senior fellow in economic studies at the Brookings Institution, where his research included topics in regulation, financial institutions, telecommunications, entrepreneurship and general economic policy. Between 1993 and 1996 he served as Deputy Assistant Attorney General in charge of civil antitrust litigation at the Department of Justice and then as associate director of the Office of Management and Budget. Marie Cini, PhD is the provost and senior vice president of Academic Affairs at the University of Maryland University College. Dr. Cini has published and presented extensively on the topics of authentic assessment and academic integrity, leadership development in adult learners, retention and adult learners, and curriculum design for adult students. Her current interest is focused on the next generation of technologically-enabled post-secondary education. Tags: acquisition, college tuition, colleges, online college, online learning, University of Maryland University College, online education, Robert Litan, Higher Education, Congress, financial aid, Marie Cini, technology mediated education, Allen Scott, Bloomberg Government, Capital Impact

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English (B.A.) Home Curriculum Map Tuition, Fees, and Financial Assistance MA Degree and Minors in English MA Degree Creative Writing Minor Medieval & Early Modern Studies Minor Cambridge Study Program English Honor Society Study Abroad in Brazil MLA Documentation and Citation Related Links Department of Language and Literature Mangrove Review Sanibel Writers Conference [Return to Directory Listing] Tatiana Schuss E-Mail: tschuss@fgcu.eduOffice: RH 213B A native of France, Tatiana Schuss studied at the Université de Perpignan, France, where she obtained her Licence (bachelor degree) in English Literature and Civilization, and French as a Foreign Language. She received a Master 1 in the Teaching of French as a Foreign Language at the Université de Bourgogne, in Dijon France. She also holds a Master of Arts in the Teaching of Languages, with dual emphases in French and TESOL, from the University of Southern Mississippi, where she taught the lower-level French program and upper-division courses in grammar and composition. In addition, she has worked as an interpreter for a private company and the US Department of State. She now teaches French at FGCU, and works on the development of the French program along with the foreign language division. In addition, she serves as one of the faculty advisers to the French Club whose objective is to promote French language and culture on campus. Her areas of interests include Second Language Acquisition, Sociolinguistics, communicative-language teaching, language learning strategies, and the development of the French program at FGCU. She likes traveling around the world with her family and wants to promote the learning of foreign languages and cultures.

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A Library Opens In The Bronx by Marcus Banks, Feb 22, 2006 TwitterIn the month since the opening of the Bronx Library Center on Kingsbridge Road, at least three times as many people have been signing up every day for computer training classes than at the old Fordham Library that it replaced. During a recent drive, the new library had registered 150 students for classes by noon. This makes sense of course, since there is so much opportunity at the library to use the skills they acquire. The Bronx Library Center is a technology haven, a focus that is clear as soon as you step beneath the swooping 80-foot-tall roof over an open-glass facade and walk onto the elegant terrazzo floor of the main entrance: there amid the Minnesota granite of the interior are large plasma screens and scrolling electronic announcement bars, both of which highlight forthcoming library events. There are 127 computers throughout the building wired for Internet access. The library also has wireless capabilities, and provides 30 laptops that patrons can use anywhere on the premises. Another technological innovation is self-checkout; there are still human librarians at the checkout counter, but their work is now made a little easier. The library offers state-of-the-art technology in other, less obvious ways as well. It is the first "green" public library -- indeed, the first fully green public building -- in New York City, according to the the U.S. Green Building Council. It is largely illuminated by natural light and equipped with passive solar energy devices; energy costs are expected to be 20 percent less than a standard code-complaint building. Also, as the library itself puts it: "Approximately 80 percent of the building's wood-based materials were grown in environmentally responsible forests; over 90 percent of demolition debris was recycled; and 55 percent of its construction materials were manufactured within 500 miles of the site." It is bracing to realize how long it took for the Bronx Library Center to be realized. The need for a new library was clear by the mid-1980’s. Officials say a new building did not become feasible until Con Edison closed its Kingsbridge Road facility in 1999. The library system acquired the land in 2001, and the new facility took five years and $50 million to build, with a combination of public and private funds. In one way, though, the birth of this new library is well-timed. Since the Bronx Library Center was first conceived, a technological revolution has occurred in how people access information -- and not just how, but who. If more than 95 percent of public libraries in the United States provided Internet access by 2004 (up from 28 percent a decade earlier), individuals with very low incomes --$15,000 or less -- make up the largest proportion of Internet library users. For many residents of the Bronx, which is New York City's least prosperous borough, the library is their best option for Internet access. At least half a million people are expected to visit by the end of the year. Many won't just be checking out the computers. Although its technological offerings are impressive, the Bronx Library Center continues to provide services associated with traditional libraries. The library has the largest public reference book collection in the Bronx, as well as 200,000 print and audiovisual materials available for checkout. It features a 150-seat auditorium for public performances, and a story hour room for readings to children. Individualized career and educational counseling is available, as well as instruction in reading and writing for adults. For all that, the library officials understand that the technology will be the main draw. But one of those officials, Gayle Snible, has already noticed a heartening trend: Many people have come to the library for computer training, and departed with books in their hands. Marcus A. Banks is a librarian at the Memorial Sloan-Kettering Cancer Center Tweet

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Franco-American Friendship Bridges Decades Friday, Dec. 3, 2010 12:01 pm What began as a course commemorating the bicentennial of the French Revolution evolved into a 20-year friendship. D.A. Smith, professor emeritus of history, first invited French historian Ran Halevi of the Institut Raymond Aron in the Ecole des hautes Etudes en Sciences Sociales in Paris to teach at Grinnell as the John R. Heath Visitng Professor of History in 1989. The two have kept in touch for more than two decades, and both say “it’s the mystery of friendship; that democracy of age” that transcends the differences and politics that may have been the genesis of the Franco-American scholarly relationship. “Don’s idea to teach a course and lead a lecture series was ambitious,” Halevi said. “The first class began as a challenge . . . to bring someone from France to Grinnell, which I knew nothing about . . . to speak about France . . .in English. It was my first time to the Midwest. The prospect of teaching in English was alarming.” Smith admits that he too was “anxious that it might not work out; 'what have I done?' I remember asking myself after everything was settled.” The experience proved rewarding for all concerned, and French historian and politician Alexis de Tocqueville may well have played a role in the long-term relationship. In the mid-'90s Smith attended a four-week-long seminar at Princeton on John Stuart Mill and Tocqueville, and occasionally taught a seminar on Tocqueville in the years before his retirement in 2006. His own interest coincided with Halevi's and they remained in contact on both sides of the Atlantic. “All good historians of politics are readers of Tocqueville,” Halevi said. “Don and I read Tocqueville differently for different perspectives and purposes, to nourish fruitful dialogue. We always find something new to say about Tocqueville. “What is so symbolic is that I taught The Old Regime and The Revolution in 1989,” Halevi said. “and now I teach Democracy in America,” referring to both Tocqueville’s prescient 1835 book about the equality of Western social conditions and the short course he taught Aug. 26-Sept. 16. Halevi's return to campus this fall as an international visiting fellow also marks the growth of international studies at Grinnell, supported by the Center for International Studies. When asked to compare Grinnell students over the 20-year period, Halevi says, “What I notice is that more students now are coming from elsewhere. They are well-trained and have profound perspectives. I came to know students better when assigned to a full semester, and I kept correspondence with several after the first big class of first-rate students. “There are two parallel things that make the experience at Grinnell memorable: the teaching experience and the great friendships,” Halevi comments. “What bridges the two parallel things is affinity that brings opportunities to shape and blossom beyond all differences.” Smith travelled to France last August where he visited Halevi and his family. “Through Ran, I have met two distinguished British historians. Those relationships have grown out of that first lecture in 1989. The contact with Ran has opened scholarly ties and associations I wouldn’t have had otherwise.” Tocqueville’s Democracy may not have foreseen this Franco-American friendship but the book and the scholarly friends have stood the test of time.

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You are hereHome » Academics » Centers and Programs Center for the Humanities Grinnell Lecture Physical Address Jesse Macy House1205 Park StGrinnell, IA 50112United States Mailing Address Grinnell College1115 Eighth AveGrinnell, IA 50112United States (641) 269-4384 Phone (641) 269-4718 Fax Center for the Humanities Connect to the humanities with research and scholarship, interdisciplinary studies, and more. Theme 2014-15: "A Century of War: 1914 and Beyond" These events will explore the social, political, and cultural transformations brought about by the First World War and the ways in which these have been debated, represented, and recorded in different humanist disciplines and fields of study. Our goal is to mark the centenary of the Great War, but also to discuss how the phenomenon of war continues to shape a culture of violence. We also wish to examine its consequences for global relations and the military-capitalist nexus that undergirds states and nations and for those domestic policies and attitudes towards weapons, which affect our understanding of the concept of 'freedom.' Letters Home Exhibition shows WWI and WWII through the eyes of two young Grinnellians as they wrote to loved ones at home. The Great War in the Middle East Historian investigates the tactics used by British agents in the Middle East during World War I. More News Events No Events items. Spaces Macy House More Spaces Grinnell College

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Key Differences between Programs Careers in and beyond the Professoriate Evidence of Change in the Job Market Field Specializations Mark Significant Differences Patterns by Gender and by Mobility While the selection of a subject for study correlated with a significant difference in the PhDs’ career outcomes, their choice of programs also correlated with substantially different occupational paths in the years after graduation. The rankings of history PhD programs are properly viewed with suspicion, since it is not clear what rankings truly measure—the type of students that programs admit and support, the quality of their preparation of graduate students, the productivity of their faculty, or simply the name recognition of a few departmental stars. Regardless of what they actually measure, our study found that the most recent rankings of history PhD programs from the National Research Council (NRC) correlate to outcomes on the academic job market.8 The program conferring a degree made a significant difference in the academic career opportunities of its students. We found 59.1 percent of the graduates from universities in the top quartile of the National Research Council’s 2007 rankings held positions on the tenure track, as compared to 57.8 percent of graduates from the second tier, and 41.9 percent from the third tier and below. The differences can be seen across the four largest subject fields, with tenure track employment about one-third lower among graduates from institutions in the bottom quartile (Figure 4). The quartiles’ broad averages can be deceptive. The top five schools in the NRC rankings all had placement rates onto the tenure track of around 75 percent. Conversely, all of the students from three of the sample’s smaller, lower-rated institutions (accounting for 26 students) were found on the tenure track. In the end, our findings suggest that a wide variety of variables come into play in the match between a specific candidate and the available jobs in any given year (or years) on the job market. Earning a PhD from a particular institution or in particular field of specialization neither guarantees success nor proves an insurmountable barrier to securing a tenured faculty position. A significant difference between the top tier and the rest lies in the proportion of PhDs working off the tenure track at four-year colleges and universities. While 13.1 percent of PhDs from top-tier programs were teaching in two-year programs or employed in non-tenure-track positions at four-year institutions, over 20 percent of the PhDs from institutions at the other ranks were similarly employed (Figure 5). The proportion of PhDs employed in non-faculty positions remained relatively consistent across the rankings at around 25 percent of students from each quartile. PhDs from top-ranked institutions were almost twice as likely to be employed in business as were those from other programs, while graduates from lower-ranked programs were more likely to be employed in government at the local, state, or federal level. Students from the lowest-ranked programs were also much more likely to be self-employed or independent researchers. Part of the difference between quartiles may be attributable to the types of students who complete different programs. A much larger proportion of PhDs from the lower-ranked programs were retired—nearly four times the proportion of PhDs from the top programs—suggesting that top-tier programs housed significantly younger populations, on average, than the others. The perceived quality of a program made a modest difference among field specializations. For instance, 54.0 percent of the specialists in North American history from top-quartile departments had tenure-track positions, more than 10 percentage points higher than the placement from programs in the bottom of the rankings (43.3 percent). Across most other subject fields, PhDs from programs in the ranking’s top quartile were significantly more likely to have tenure-track jobs at four-year institutions than their counterparts from institutions in the ranking’s bottom half—a difference of almost 75 percent among specialists in Asian and European history. The gap between the top- and bottom-ranked institutions in the proportion of their PhDs with jobs on the tenure track was less than 30 percent for specialists in Latin American, African, and Middle East history. The program conferring the degree also made a difference in the types of academic institutions in which history PhDs found employment—raising important questions about the varieties of career preparation students should receive. PhDs are prepared primarily for jobs with a heavy research component, even though academic institutions may have widely varying expectations about the proper balance between publication and teaching.9 Our findings show that graduates of top-ranked programs were far more likely to be working at a research university (Figure 6). While 34 percent of the students from top-ranked programs (just over half of those working in academia) found employment at institutions characterized by the Carnegie Foundation as supporting “high levels of research activity,” less than 21 percent of the history PhDs from other programs had positions at research-intensive institutions. 8. For this study, we used the R rankings in Jeremiah P. Ostriker, Charlotte V. Kuh, and James A. Voytuk, eds., A Data-Based Assessment of Research-Doctorate Programs in the United States (Washington, DC: National Academies Press, 2011), broken out into four quartile groups. Unranked programs tabulated separately, but averaged with programs in the bottom half of the rankings where appropriate. 9. On the primacy of publication in the preparation of history PhDs, see Thomas Bender et al., The Education of Historians for the 21st Century (Urbana: University of Illinois Press, 2004), which “found that graduate departments rank preparing students for research as their most important educational task.” On the differential expectations for faculty among particular institutions types, see Robert B. Townsend, “What Makes a Successful Academic Career in History? A Field Report from the Higher Ranks,” Perspectives on History (December 2012).

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Science, Medicine, and Technology Please click here for the Undergraduate Minor in History of Science and Medicine Graduate Program in History of Science, Medicine, and Technology IntroductionFacultyFundingRequirements for DoctorateRelated UCLA Centers and ProgramsSelected UCLA CollectionsLos Angeles Resources The History of Science, Medicine, and Technology Program at UCLA offers graduate students the opportunity to work with leading scholars in the field. Please consult the faculty homepages for the research interests of individual professors. Several of our faculty members have affiliations with other research centers or departments: Center for Society and Genetics, Department of Women’s Studies, Center for Health Services and Society, Center for 17th- and 18th-Century Studies. Students accepted into the history of science, medicine, and technology field at UCLA will also work with professors in other fields of history and often with faculty in other departments as well. There are many faculty members at UCLA interested in various aspects of science studies, in a wide range of departments and programs including information studies, sociology, law, and women’s studies. Students in the history of science program are encouraged to work with them and attend the many interdisciplinary events on campus related to historical and social studies of science. The program runs a regular colloquium series on the history of science, medicine, and technology, on Monday afternoons throughout the academic year. Talks range from presentations by outside speakers and visiting faculty to works-in-progress papers by local faculty and graduate students. In addition, the Southern California Colloquium in history of science organizes occasional day-long workshops. There is also a Research Forum in Medical History and the Medical Humanities that meets monthly for informal presentations of faculty and student research. Graduate students have the opportunity to participate with faculty in organizing events and inviting speakers to the colloquium. Specific directions for application for the graduate program may be found on the history website. Amir Alexander: history of mathematics Joel Braslow: history of psychiatry Soraya de Chadarevian: history of modern biology Robert Frank, Jr.: history of biology and biomedicine, including neurosciences Margaret Jacob: British, French and Belgian early mechanization Theodore M. Porter: history of 19th- and 20th-century science; history of statistics; history of social science Mary Terrall: history of early modern science; gender and science Sharon Traweek: history of 20th century physical science (U.S. and Japan); cultural studies of science; gender and science Dora Weiner: history of 18th- and 19th- century medicine and psychiatry M. Norton Wise: history of physical sciences, 18th-20th centuries Christopher Kelty (Center for Society and Genetics and Information Studies): anthropological and historical work on computer science, software, and operating systems; ethics and politics of nanotechnology Hannah Landecker (Center for Socient and Genetics and Sociology): social and historical study of biotechnology and life science from 1900-present Marcia Meldrum (Center for Health Services and Society): History of pain research and management; history of mental health services; oral history of the biomedical scieneces The History Department has five-year fellowship and teaching assistant packages and the science, medicine, and technology field has additional funds to support graduate students. The field also offers an undergraduate minor in the history of science and medicine. We teach a four-course undergraduate sequence (History 3A-D) as well as more topical lower-division classes (2B, 2D), all of which are taught with discussion sections led by teaching assistants. Graduate students in the field have the opportunity to teach in these courses, as well as in other departmental offerings. The field also has some funds for supporting graduate student conference and research travel. Two fellowships for research in the UCLA collections are available to graduate and medical students: the James and Sylvia Thayer Short Term Fellowship and the new Ahmanson Graduate Student Research Grant in History of Medicine. Requirements for Doctorate Course Requirements for History of Science Students Students in the graduate program in the history of science, medicine, and technology are expected to take History 200o – Advanced Historiography in History of Science – twice, in the fall quarters of their first and second years. The course is taught in a two-year cycle as part of the preparation for the graduate written exams. The syllabus for this seminar alternates between the history of early-modern and modern history of science. The two-year sequence thus provides a solid basis for the preparation of the core field in history of science. In addition, in their first year students are strongly encouraged to audit at least three lower or upper division undergraduate courses taught by our faculty and by March of the second year to produce an annotated bibliography in the general history of science. In the second year, students should request teaching assignments in the lower-division courses taught by faculty in the history of science field. Students are also required to take at least two 2-quarter research seminars in the first two years of study, and they must pass two foreign language exams. One of these must be completed before the written examinations, and both must be completed before the oral examination in the third year unless the student's research field is one where only one foreign language is relevant. (This must be approved by the relevant faculty.) Written Qualifying Examinations The written exams are administered after six quarters of residency, normally in June of the second year. Students are examined in three distinct fields. The core field is a general overview of the history of science, medicine, and technology from the ancients to the present, integrated with an informed sense of relevant historiography and historical methods. There is a core reading list to guide preparation for this portion of the examinations. The second examination field is more specific to the student’s research interests, and more tightly focused. This field provides the in-depth background for the future dissertation project. The specific field will be defined by the student in close consultation with relevant professors, and appropriate bibliography will be selected in the context of this consultation. Some examples of such fields: English and French science in the seventeenth century; science and industrialization; life sciences 1600-1800; political economy and science; physics in 20th-century Japan, medicine in the era of Enlightenment and Romanticism, history of heredity. The third field must be outside the history of science, in an area taught in the other fields of the history department (European, Japanese, medieval history, etc.). In some cases the outside field may be in another department. The outside field should be chosen in consultation with the student’s adviser. The general field exam will be set by the entire faculty within the field; the second field is set by the relevant faculty with research interests in the area, the third is offered by the other fields in the department. Students are responsible for arranging with the relevant faculty for preparation of and examination in the outside field. Related UCLA Centers and Programs UCLA and the broader Southern California offer exceptionally rich resources for the History of Science, Medicine, and Technology. What follows is but a selection of related centers, programs, and resources at UCLA and beyond. Center for Behavior, Evolution, and Culture (BEC)- unites scholars exploring the connections among evolution, culture, the mind, and society. BEC provides a framework to facilitate research and training on the interaction among natural selection, cultural transmission, social relations, and psychology. Center for Medieval and Renaissance Studies - promotes interdisciplinary and cross-cultural studies of the period from Late Antiquity to the middle of the seventeenth century. Center for Oral History Research - has an extensive collection of interviews that document various aspects of the history of Los Angeles. Center for Seventeenth- and Eighteenth-Century Studies - provides a forum for the discussion of central issues in the field of seventeenth- and eighteenth-century studies. It organizes academic programs, bringing together scholars from the area, the nation, and the world, with the goal of encouraging research in the period from 1600 to 1800. Center for Society and Genetics - studies the co-evolution of science and humanity by promoting innovative and socially relevant research and education. History of Mental Health Services History of Neuropsychopharmacology Oral History of Human Genetics Programs in Medical Classics - is a series of presentations designed to enhance an appreciation of the links among key medical writings, clinical practice, basic research, and humanistic scholarship. The Study of History of Medicine at UCLA - is an interdisciplinary program which encompasses the activities of a variety of faculty and staff drawn together from the general and medical departments of the campus. Selected UCLA Collections Biomedical Library History and Special Collections for the Sciences - support the study of the history of medicine and biology. Collections consist of books, journals, manuscript, prints, portraits, and medical artifacts. Department of Special Collections, Young Research Library - repository for one of the country's leading collections of rare books, manuscripts, historic photographs, and other special materials - many of which are related to the History of Science, Medicine, and Technology. John C. Liebeskind History of Pain Collection - promotes and ensures the study of the history of pain research and pain therapy in the post-World War II era, in particular, the origins, growth, and development of the international, interdisciplinary pain field. Neuroscience History Archives - identifies and preserves the papers of living neuroscientists and records of their professional organizations; assists neuroscientists in finding appropriate repositories for their papers; promotes access to this documentary evidence through the preparation of finding aids and other guides; facilitates scholarly use of the collections; and carries out research and education in the history of neuroscience. Willliam Andrew's Clark Memorial Library - is one of UCLA's major libraries. It is a rare book and manuscripts collection, with particular strengths in English literature and history (1641-1800). It is located thirteen miles off campus and it is adminstered by UCLA's Center for Seventheenth- and Eighteenth-Century Studies. Los Angeles Resources for History of Science, Medicine, and Technology Caltech Einstein Papers Project - selects from among more than 40,000 documents contained in the personal collection of Albert Einstein (1879-1955), and an additional 30,000 Einstein and Einstein-related documents discovered by the editors since the 1980s, to eventually create a complete series of The Collected Papers, which will provide the first complete picture of a massive written legacy that ranges from Einstein's first work on the special and general theories of relativity and the origins of quantum theory, to expressions of his profound concern with civil liberties, education, Zionism, pacifism, and disarmament. Caltech Institute Archives - serves as the collective memory of Caltech by preserving the papers, documents, artifacts and pictorial materials that tell the school's history, from 1891 to the present. Researchers will also find here a wealth of sources for the history of science and technology worldwide, stretching from the time of Copernicus to today. Dibner Fellowship Program (scroll down link for description) - offers long- and short-term fellowships which are designed to further study in the Burndy Library and the other history of science and technology resources at The Huntington. The Getty Research Institute - photographic collection of post-1850 period. The Huntington Library - is an independent research center with holdings in British and American history, literature, art history, and the history of science and medicine. The recent acquisition of the Burndy Library makes this a premier center for research in the history of science. For a UC - wide STS network of people and resources click here.

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Chuck Bino: Inspiration from children of immigrants A summertime visit to an old neighborhood back in the early 1950s comes to mind. It was the “Chrome” section of town, which hundreds of laborers at the “Copper Works” factory in Carteret, N.J., called their home. Chrome and copper seemed like appropriate names. As was the custom for social visits to their homes with friends and co-workers, particularly on Sunday afternoons, my Dad took me along this time. I was 10 years old, and the Toth brothers in our host’s family were easily six years my seniors. Their basement really impressed me. One of them controlled the front part with shelves of chemical samples, beakers, test tubes, and strange odors which were pungent and unwelcome. The other boy’s half had a selection of electronic parts, cables, meters, radio equipment and soldering irons. The vapor from the hot resin when soldering components together was rather pleasant, almost like pine oil. After he showed me how to build a crystal set (primitive radio), I was hooked on a new, nearly lifelong hobby. Many years later, they both graduated from Rutgers University, one as a chemical engineer and the other an electrical engineer. Though radio electronics became a hobby, color chemistry (less smelly) became my vocation and lifelong meal ticket. As a young married couple about 15 years later, Sue and I lived our first years together in that same town. Anthony, the 9-year-old boy next door, watched quietly at times as I installed antennas and equipment to make radio contacts around the world with other amateur operators. I made him a simple crystal diode radio, about the size of one’s little finger, with three soldered components and an earbud. My final years in the work force were at Target in Minneapolis, where I had the distinct pleasure to help hire and train a young Indian named Simon, whose parents still lived in southern India. He was an immigrant who enjoyed dual citizenship. Simon became one of the most energetic and effective colorists I ever knew. Before I retired to N.C., I got a letter from Anthony, who had tracked me down after 43 years. He explained that his fascination for electronics began with that crystal radio, led to a degree in electronics, a career as a microwave engineer with Bell Laboratories, and a happy retirement soon to begin in Florida. Though it is humbling now, he considered me an inspiration. It doesn’t take much introspection and analysis to conclude that we can succeed with the help and inspiration of others, perhaps in spite of our ancestries and familial shortcomings. Our parents’ sacrifices to immigrate and work here, followed by eventual citizenship made all the difference, and they knew that. In reality, almost all of our notable statesmen, businessmen, inventors, teachers and farmers were either immigrants or their kin. Laborers, as my father, left homes behind to find work and a future for themselves and their heirs. Why, then, is it surprising that some hopeful people are willing to risk death doing that? The Toth boys, Anthony, my brother and I, were born in the U.S. of immigrant parents. Thankfully, while we were growing up, this was of zero concern or personal cost to us. Why should it be of concern or anxiety to any child born here today regardless of parent’s citizenship status? If your answer is “It shouldn’t,” then how is it different for any child living here not yet a citizen? If your antagonism is with open borders and lax enforcement, petition to change that. Chuck Bino lives in High Point with his wife, Sue, after technical and management careers in manufacturing and retail. Representations of fact and opinions are solely those of the author.

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M&S Seminar Series Dr. A. Louis Medin M&S Seminar Series M&S Colloquium Series About the Medin Series: Named in recognition of former director Dr. Medin's contribution to IST, UCF and Modeling and Simulation, this series of seminars features authorities on the theory and practice of M&S, with special emphasis on topics that show how to bring theory into practice. Speakers are experts from throughout the simulation community, including academia, government and industry. Seminars at IST are free and open to the public. Sometimes we even throw in refreshments. Unless indicated otherwise, Medin seminars are held at IST's Partnership II building, 3100 Technology Parkway, Central Florida Research Park Map or Partnership III, 3039 Technology Parkway Map (Flash required) Map (Google Map) Need a different Map? Sponsored by the Modeling & Simulation Graduate Program Go here for upcoming and past lectures this year. Past M&S Seminar Series and Lunch n Learn seminars from earlier years are � here � Medin Seminar Series Keep watching this space for the next Medin Seminar Series lecture. Go here for upcoming and past lectures in the series. for more information on the Medin Series, please contact Sabrina Kalish Stay tuned for the next M&S Seminar. Summer Lecture Series The IST Seminars Series... The "M&S Seminar Series" (formerly IST Lunch n' Learn) fosters communication about the considerable amount of research taking place at the Institute for Simulation and Training. The series is sponsored by the M&S Graduate Program. Our goal is to foster an exchange of ideas and cultivate possibilities for collaboration. For more information please contact Sabrina Kalish. Click on "More" to see past L-'n'-L and M&S Seminar Series talks. � More � IST Research Grant Series previous talks Summer Lecture Series2012 talks Recent Lectures (or click here for previous years) Medin Series Lectures Metrics and Methods for Improving Performance and Capability Across the Basic and Applied Research Divide Cali Fidopiastis, Ph.D. 3:00 � 4:00 p.m. Partnership III Building, Room 233 3039 Technoogy Parkway, Orlando, FL 32826 Presentation Overview: The charge for the field of Cognitive Psychology has always been to understand how the brain works in real world settings. The development of portable neurosensing tools and simulation based training environments has brought us closer to bridging the gap between laboratory based testing and operational environments. Today's talk outlines current work in health and military applications that allows for the creation of new metrics and methods for assessing performance in real and simulated settings. Speaker Biography: Cali M. Fidopiastis, PhD, is an Assistant Professor in the School of Health Professions at the University of Alabama, Birmingham. She is the Director of the Interactive Simulation (iSim) Laboratory where she uses virtual reality technologies and applied neuroscience approaches to study human performance and brain function within natural and simulated environments. The lab employs the use of neurosensing devices such as near infrared imaging and electroencephalography to capture both temporal and spatial aspects of brain activity while persons perform real world tasks. Cali's expertise also includes integrating psychophysiological measures such as eye tracking within simulation based training systems to create novel perceptual user interfaces. Her current work combines the understanding of head-mounted displays, neuroscience techniques, computer graphics, and user perception to create optimal virtual environment training solutions for military, surgical, and rehabilitation applications. Emergency Informatics at Texas A&M Robin R. Murphy, Ph.D. 10:30 - 11:30 a.m. University Tower Building, Room 602, 12201 Research Pkwy, Orlando, FL 32826 This talk will discuss the spectrum of research in emergency informatics at Texas A&M, concentrating on the lessons learned about human- system interaction through concept experimentation at Disaster City®. Emergency informatics is the emerging interdisciplinary, socio-technical field that addresses the information processes (real- time collection, analysis, distribution and visualization) for prevention, preparedness, response and recovery from emergencies. Texas A&M is in a unique position to study emergency informatics as it also serves as the state agency for urban search and rescue and trains over 280,000 emergency professionals a year. In order to better understand the critical, real-time data-to-decision processes that can be influenced by information technologies, A&M researchers have developed the RESPOND-R open-source test instrument for collecting data on the state of unmanned systems, sensor networks, wireless networks, and human measures. RESPOND-R has been used at the annual Summer Institute concept experimentation exercises on chemical and radiological incidents. The results include uncovering bottlenecks in the data-to-decision processes with UAS, debunking the assumption that ground and aerial robots will require tightly coupled coordination, and uncovering an instance where human error was actually sensor error. Extensive video will be shown. Robin Roberson Murphy (IEEE Fellow) is the Raytheon Professor of Computer Science and Engineering at Texas A&M, Director of the Center for Robot-Assisted Search and Rescue and of the Center for Emergency Informatics. She received a B.M.E. in mechanical engineering, a M.S. and Ph.D. in computer science in 1980, 1989, and 1992, respectively, from Georgia Institute of Technology. She has over 150 publications on artificial intelligence, human-robot interaction, and robotics including the textbook, Introduction to AI Robotics, and Disaster Robotics (2014). Her insertion of tactical ground, air, and marine robots at 15 disasters including the 9/11 World Trade Center disaster, Hurricanes Katrina and Charley, and Fukushima has led to numerous professional awards, such as the Motohiro Kisoi award, as well as being declared an "Innovator in AI" by TIME, an "Alpha Geek" by WIRED Magazine, and one of the "Most Influential Women in Technology" by Fast Company. In 2002 she co-chaired the DARPA/NSF Study on Human-Robot Interaction that is credited with creating the HRI community. In 2012 co-chaired the NSF/CCC Workshop on Computing for Disasters and the DSB study on the Role of Autonomy for DoD Systems, which has identified the need for new metrics and methods for testing and evaluating autonomy. Objective and Subjective Assessments of Soldier Cognitive Load Susannah Whitney, Ph.D. 3039 Technology Parkway, Orlando, FL 32826 Military personnel frequently operate in demanding and complex environments. It is important to be able to accurately assess their workload. Researchers at the Defence Science and Technology Organisation (DSTO), Australia, have adopted a multi-method approach to cognitive load assessment, using a variety of subjective and objective techniques. This presentation provides an overview of the work conducted by the Command and Control team from Land Division at DSTO. Dr. Susannah Whitney is a Cognitive Scientist employed in the Australian Defence Science and Technology Organisation. DSTO is the Australian Government's lead agency charged with applying science and technology to protect Australia and its national interests. As a member of DSTO's Land Human Systems team, Susannah is part of a multidisciplinary group conducting human systems integration analysis and experimentation. The team works to support the Australian Army from the individual soldier through to integrated combat vehicles and electronic systems. Susannah holds a Ph.D. in Psychology from the University of Queensland, and an Honours degree in Psychology from the University of Newcastle. Advanced Technologies for Assessment of Sports Concussion: Virtual Reality and Neuroimaging Semyon Slobounov, Ph.D. Director, Penn State Center for Sports Concussion Research and Services; Director, Virtual Reality/Traumatic Brain Injury research laboratory 10:00am � 11:00am Partnership III Building, Room 321A Concussion in athletics is a growing public health concern with increased attention focused on treatment and management of this puzzling epidemic. A critical decision confronting health care practitioners is determining the proper and safest time frame for clearing athletes to resume participation, as premature return-to-play after concussion may put injured athletes at high risk for recurrent and more severe brain injuries. There is still no definitive diagnostic tool prognosticating "true return to normal" at this time. In this talk Dr Slobounov will outline the current controversies in the field of sports-related concussion research and clinical setting and postulate that both functional and structural brain alterations in "clinically asymptomatic" athletes may be detected via Virtual Reality tools incorporated with advanced brain imaging technologies such as functional MRI, Magnetic Resonance Imaging (MRS), Diffuse Tensor Imaging (DTI), and Electroencephalography (EEG). VR/Brain Imaging research conducted at the Penn State Concussion Center addresses the critical clinical challenge of distinguishing whether an apparent return to baseline shortly after the injury truly reflects restoration of pathophysiological processes (true return to normal and safe return-to-play) or if an apparent recovery is a consequence of compensatory mechanisms that instigate chronic brain damage. Dr. Semyon Slobounov is a Professor in the Department of Kinesiology College of Health of Human Development, Professor of Neurosurgery with Hershey Medical College and Adjunct Professor of Orthopedics and Medical Rehabilitation with Penn State Milton S. Hershey Medical Center. He is the director of the Penn State Center for Sports Concussion Research and Services and director of the Virtual Reality/Traumatic Brain Injury research laboratory. His teaching responsibilities include instructing undergraduate and graduate students in the areas of psychology of injury, neural basis of motor behavior, and psychophysiology. Dr. Slobounov has been conducting clinical work with numerous injured athletes for more than 25 years. His research focused on neural basis of human movements with special emphasis on rehabilitation medicine, psychology and neurophysiology, including traumatic brain injuries. Dr. Slobounov is an adjunct investigator with the National Institutes of Health, National Institute of Neurological Disorders and Stroke. He has published more than 150 papers in refereed journals, including Experimental Brain Research, Clinical Neurophysiology, Psychophysiology, Brain Research, Neurosurgery, NeuroImage, Journal of Neurotrauma, Neuroscience Letters etc. He is the author of two recently published books by Springer: "Foundations of Sport-Related Injuries" and "Injury in Athletics: Causes and Consequences." His third textbook: "Concussion in Athletics: from Brain to Behavior" is currently in press with Springer. Dr. Slobounov is an active member of Society for Psychophysiological Research, American Academy of Neurology, American Society of Clinical Neurophysiology and a fellow of American Academy of Kinesiology. He received his first Ph.D. from the University of Leningrad, Department of Psychology, USSR in 1978 and his second Ph.D. from the University of Illinois at Urbana-Champaign, Department of Kinesiology in 1994. Visioning Studies: A Socio-Technical Approach to Designing the Future Diane H. Sonnenwald, University College, Dublin, Ireland Partnership III, Room 233 Overview: It is increasingly important to understand the potential impact of future technology in complex contexts as early as possible in the R&D cycle. This informs the design of new technology, enhancing the technology's adoption and reducing its unintended negative consequences. It also uncovers potential conflicts with current social structures, facilitating the identification of enhancements to social structures and/or practices to derive additional benefits from the technology. To discover the potential impact of future technology we have been developing a research approach called "visioning studies." The goal is to understand the perspectives of potential stakeholders and develop socio-technical design recommendations in collaboration with computer science researchers. I will discuss two complementary approaches to visioning studies that have emerged. One investigates task performance using an experimental design involving task simulation, observation, questionnaires and interviews. The other explores domain implications using a qualitative design including a video depicting the technology vision and semi-structured interviews. To date visioning studies have focused on 3D telepresence technology in collaborative emergency health care and future mobile technology in collaborative police work. Speaker Bio: Diane H. Sonnenwald is Professor, Chair of Information and Library Studies at University College Dublin (UCD), Ireland, and Adjunct Professor in Computer Science at the University of North Carolina at Chapel Hill. She is the first person working outside North America to be elected President of the Association for Information Science & Technology, and is currently serving as Immediate Past President. Diane also served as Head of School in the School of Information and Library Studies at UCD from 2009-2012. She conducts research on collaboration and collaboration technology in a variety of contexts, including inter-disciplinary and inter-organizational collaboration in emergency healthcare, academia, police work and industry. She has published over 80 papers and book chapters, and has been awarded over 20 research grants from national and international foundations, corporations, and funding agencies, including the National Science Foundation, National Institutes of Health, National Library of Medicine, the European Science Foundation, and most recently the Motorola Foundation and HW Wilson Foundation. Professor Sonnenwald has a PhD from the School of Communication and Information, Rutgers University. Future Collaboration between UCF and the Florida Space Institute Alan Stern, Ph.D., Florida Space Institute Partnership II, Room 208 The Florida Space Institute (FSI) is rebooting, with its central mission focused on growing space applications around UCF. The FSI is moving from near NASA Kennedy Space Center to the UCF Research Park. In this talk Dr. Stern will describe FSI's history, vision, and goals, as well as some of the first steps FSI is taking to build UCF's space portfolio. SPEAKER BIO: Dr. Alan Stern is a planetary scientist, space program executive, aerospace consultant, and author. In 2011, he was appointed Director of the Florida Space Institute. Since 2009 he has been an Associate Vice President at the Southwest Research Institute and has, since 2008, had his own aerospace consulting practice. Dr. Stern's current and former consulting clients include Jeff Bezos's Blue Origin, Richard Branson's Virgin Galactic, Naveen Jain's Moon Express Google Lunar X-Prize team, Ball Aerospace, the NASTAR Center, Embry Riddle Aeronautical University, and the Johns Hopkins University. Dr. Stern also serves on the board of directors of the Challenger Center for Space Science Education and the Commercial Spaceflight Federation. He is currently training to fly a series of suborbital space research missions with Virgin Galactic and XCOR Aerospace in 2012-2013. Dr. Stern also serves as the Chief Scientist and Mission Architect for the Moon Express Google Lunar X-Prize Team. In 2007 and 2008 Dr. Stern served as NASA's chief of all space and Earth science programs, directing a $4.4 billion organization with 93 separate flight missions and a program of over 3,000 research grants. In 2007 he was named to the Time 100's list of most influential people. Dr. Stern is the Principal Investigator (PI) of NASA's $720M New Horizon's Pluto-Kuiper Belt mission, the largest PI-led space mission ever launched by NASA. In 2010 he became a suborbital payload specialist trainee for the Space Shuttle, and is expected to fly several space missions in 2012-2013. Near-Earth Objects: Targets for Future Human Exploration, Solar System Science, and Planetary Defense Paul Abell, Lead Scientist for Planetary Small Bodies, NASA Johnson Space Center, Houston Partnership II Building, Room 208 3100 Technology Pkwy, next to Campus U.S. President Obama stated on April 15, 2010, that the next goal for human spaceflight will be to send human beings to a near-Earth asteroid by 2025. Given this direction from the White House, NASA has been studying various strategies for near-Earth object (NEO) exploration. This mission would be the first human expedition to an interplanetary body beyond the Earth-Moon system and would prove useful for testing technologies required for human missions to Mars and other Solar System destinations. Missions to NEOs would undoubtedly provide a great deal of technical and engineering data on spacecraft operations for future human space exploration while conducting in-depth scientific investigations of these primitive objects. In addition, the resulting scientific investigations would refine designs for future extraterrestrial resource extraction and utilization, and assist in the development of hazard mitigation techniques for planetary defense. This presentation will discuss some of the physical characteristics of NEOs and review some of the current plans for NEO research and exploration from both a human and robotic mission perspective. Dr. Paul Abell is the Lead Scientist for Planetary Small Bodies assigned to the Astromaterials Research and Exploration Science Directorate at the NASA Johnson Space Center in Houston, Texas. His main areas of interest are physical characterization of near-Earth objects (NEOs) via ground-based and spacecraft observations, examination of NEOs for future robotic and human exploration, and identification of potential resources within the NEO population for future resource utilization. Paul has been studying potentially hazardous asteroids and near-Earth objects for over 15 years. He was a telemetry officer for the Near-Earth Asteroid Rendezvous spacecraft Near-Infrared Spectrometer team and is a science team member on the Japan Aerospace Exploration Agency (JAXA) Hayabusa near-Earth asteroid sample-return mission. Paul was also a member of the Hayabusa contingency recovery team and participated in the successful recovery of the spacecraft's sample return capsule, which returned to Woomera, Australia in June 2010. Since 2006 Paul has been a member of an internal NASA team that is examining the possibility of sending astronauts to NEOs for long duration human missions circa 2025 and is currently the lead committee member of the Small Bodies Assessment Group chartered with identifying Human Exploration Opportunities for NEOs. In 2009 he became a science team member of the Large Synoptic Survey Telescope (LSST) Solar System Collaboration tasked with identifying NEOs for future robotic and human space missions, and is also the Science Lead for NEO analog activities and operations of the NASA Extreme Environment Mission Operations (NEEMO) 15 project. Advances in Behavioral Science Using Automated Facial Image Analysis and Synthesis Jeffrey Cohn, Ph.D. Professor of Psychology, University of Pittsburgh, Adjunct Fculty, Robotics Institute, Carnegie Mellon University Thurs., June 30, 2011 10:00 – 10:45 a.m. Partnership II Building, Room 209 3100 Technology Pkwy, next to Campus Significant efforts have been made in the analysis and understanding of naturally occurring interpersonal behavior. Active appearance models are an especially exciting approach. They may be used both to measure naturally occurring facial behavior and to synthesize photo-realistic real-time avatars with which to experimentally perturb interpersonal dynamics to identify mechanisms. Dr. Cohn's interdisciplinary group of psychologists and computer scientists uses and extends both of these capabilities in combination with conventional approaches. He will present recent studies and the opportunities they offer. Using facial image as well as acoustic analysis, achieved among the first automated measurements of physical pain and depression severity from expressive behavior; using image synthesis, researchers achieved real-time rendering and manipulation of face identity and dynamics. Findings inform behavioral science and raise new challenges for computer vision, machine learning, and human-robot interaction. Jeffrey Cohn received his PhD in psychology from the University of Massachusetts at Amherst. Dr. Cohn has led interdisciplinary and inter-institutional efforts to develop advanced methods of automatic analysis of facial expression and prosody and applied those tools to research in human emotion, interpersonal processes, social development, and psychopathology. He co-developed influential databases, Cohn-Kanade, MultiPIE, and Pain Archive, co-edited two recent special issues of Image and Vision Computing on facial expression analysis, and co-chaired the 8th IEEE International Conference on Automatic Face and Gesture Recognition (FG 2008). M&S Seminar Series 2014 (formerly Lunch 'n' Learn Series) Older Lunch 'n' learn Enduring Themes in Military Training Research Stephen Goldberg, Ph.D. 2:00pm � 3:00pm Dr. Goldberg started to work for the Army Research Institute almost 40 years ago. Over that time he has noticed a number of research topics that come up over and over again. Skill retention, rifle marksmanship, how much fidelity is enough?, and training effectiveness evaluation are a few of them. The talk will discuss within the context of past research findings what is it about these topics that makes coming to lasting conclusions difficult and how changes in doctrine, policies, equipment, and training methods bring them back for another round of research. Speaker Biography: Dr. Stephen Goldberg is the former of Chief of the Army Research Institute Research Unit in Orlando. He retired from government service in 2012 after a 37 year career. He has since been employed by the Institute for Simulation and Training working on Army projects. In 2013, Dr. Goldberg was appointed a UCF Faculty Scholar. He is also a Fellow of the Society for Military Psychology, American Psychological Association and its former President. Dr. Goldberg has been co-chair of three NATO Research Study Groups and was the Chair of the Training Technology Technical Panel of The Technical Cooperation Program. Breaking the Chains of Stigma Associated with Post Traumatic Stress CSM Samuel M. Rhodes Sam Rhodes is Ft. Benning's Maneuver Center of Excellence (MCoE) Comprehensive Soldier and Family Fitness (CSF2) Program Manager. CSF2 is a key component of the Army's Ready and Resilient Campaign and the Squad Overmatch Study, which Mr. Rhodes supports. Squad Overmatch is an Army Study that is developing an instructional training program that leverages CSF2, advanced situational awareness, and high fidelity combat simulators (Training Aids) to implement stress exposure training for the Army Squad. After a brief introduction to the Squad Overmatch Study, Sam will speak about his new book Breaking the Chains of Stigma Associated with Post Traumatic Stress. Speaker Biography: Command Sergeant Major (CSM) Samuel M. Rhodes SR. was born in Ringgold, Georgia, and entered the United States Army on April 27, 1980. He has served in numerous enlisted leadership positions to include Squad Leader, Section Leader, Platoon Sergeant for an Infantry Platoon as well as an Armor Platoon, First Sergeant of an Infantry Company as well an Armor Company, Squadron Operations SGM, Brigade Operations SGM, Regimental Operations SGM, Squadron CSM, 2nd/11th ACR located at Fort Irwin, California and CSM, 192D Infantry Brigade at Fort Benning, GA. He served in Operation Iraqi Freedom 1, 2 with 2nd Armored Cavalry Regiment as the Regimental Operations Sergeant major and 2nd Squadron 11th Armor Cavalry Regiment as the Command Sergeant Major for 2nd Squadron with a total of 44 months combat experience during his career. He graduated from Trident University, Cypress, CA with a Master's Degree in Business Administration He also has a Bachelor Degree in Business Administration from TUI and an Associates Degree in General Studies from Central Texas College. He is author of Changing the Military Culture of Silence. Recognized across the Army as the first Senior Leader to openly state he was suffering from Post Traumatic Stress, he travels and speaks across the country. In 2008 he founded the Wounded Warrior Horsemanship Program, which, in 2012, he converted into Warrior Outreach Inc. (a Georgia Non-Profit Organization). He is currently supporting the community as president of the Fort Benning Sergeants Major Association. He is also on the House of Heroes board of directors, Invictious Foundation board of directors, and president of Trident University Alumni Chapter for Columbus, GA. He is married to the former Catherine Carney from Lebanon, Ohio. They have seven children, ten grandchildren, and one great grandson. Introduction To Chemical Reaction Systems Joseph Brennan, Ph.D., UCF Department of Mathematics This talk will serve as an introduction to the topic of Chemical Reaction Systems. We will examine the representation of mass-action chemical reaction networks. The role of Algebraic Geometry will be featured in the discussion of the stable locus of the system. The main problem of the current theory, the question of the existence of a stable point for every trajectory, will be examined in the context of nanoparticle based biological assays. Joseph Brennan is Professor of Mathematics with a Joint Secondary Appointment in the Nanoscience Technology Center at the University of Central Florida. He received his Ph.D. at the University of Illinois in Urbana Champaign in 1984 under the direction of Professor Robert M. Fossum with a thesis on the products of lambda (λ) rings. He has taught at Michigan State University, Seton Hall University, the University of Mississippi, Rutgers University-New Brunswick, and North Dakota State University before arriving at UCF. He was a Program Manager in the Division of Mathematical Sciences at the National Science Foundation for two years as a faculty rotator. Professor Brennan's main area of research interest is in homological properties of rings and modules, particularly those arising from combinatorial structures. He also has a strong interest in the mathematics surrounding nanoparticle assembly. He is also Vice President of NanoDiscovery, Inc. A Usability Comparison for Scenario Development Task Crystal Maraj, M.S., IST ACTIVE Lab 12:00pm – 1:00pm Simulation scenario developers create scenarios within a virtual environment (VE). In the military domain, the scenario development process evolves dynamically at times due to operational tempo, requiring the design or redesign of scenarios using VE software tools. The purpose of this experiment was to understand scenario development tradeoffs between two commercial simulation software platforms. Typical scenario development focuses on the "end user" to assess platform capability and functionality. However, this research initiative focused on the scenario developer as the "user" to assess the usability of each platform and estimate quantitative Operation and Maintenance (O&M) cost savings. Speaker biography and full flyer available online. Overview of Virtual World Research at the Simulation and Training Technology Center (STTTC) Douglas Maxwell, MSME Pesentation Overview: Virtual Worlds are a distinct subset of virtual environments and our current research focus with the technology is to find a way to properly insert simulation based training (SBT) technology into the Infantry Soldier training cycle. A soldier will be able to experience a realistic mission in a virtual environment that exercises their classroom training and get a pass/fail grade from a training officer (TO) based on their performance instead of a paper exam. The theory is we can create virtual environments with the richness and fidelity needed to properly exercise critical thinking skills and allow soldiers to exercise their classroom training. We are performing research in two areas, one technological and one human performance oriented. The technology thrust involves partners such as Intel Corporation and the human performance thrust involves the University of Central Florida Institute for Simulation and Training. The human performance element seeks to define quantitatively the training effectiveness of simulation based systems vice traditional classroom instruction. The technology thrust seeks to solve basic game engine limitations such as how to scale to hundreds or thousands of human participants in the same simulation at the same time. When the two research thrusts converge in the future, we will have a usable training platform that can accommodate a wide range of mission training objectives. We will also discuss the role of a US Army Civilian Science and Technology Manager, what a Cooperation Agreement is, and how the STTC works with UCF/IST to accomplish research and development goals. This information may be of interest to new professionals interested in learning how to look for research support. Agent-Based Computational Modeling of Innovation Ecosystems: Towards a Better Understanding of the Impact of Business Incubation on Economic Ecosystem Dynamics Ivan Garibay, Ph.D. 3039 Technology Pkwy, Orlando, FL 32826 Event flier: Garibay Presentation The recent financial crisis has prompted a reconsideration of some of the most fundamental assumptions made by widely used mainstream macroeconomic models. This has led to a renewed interest on alternative economic modeling that can accommodate a more flexible set of assumptions. Ivan Garibay presents an agent-based computational model of a minimal innovation-driven economic ecosystem. He shows that this minimal model exhibits properties of real economic systems, and uses this model to study real-world policy questions: Is business incubation beneficial or harmful for the long-term economic wellbeing of a region? What types of business incubation programs are more effective? Can injection of resources into an economic ecosystem produce a permanent improvement on its economic output? Ivan Garibay has over fifteen years of experience in the information technology sector combining industry and academic environments. Dr. Garibay earned his Ph.D. degree at the Computer Science Department at UCF, where he holds a joint appointment: Director of Technology and Innovation at the Office of Research and Commercialization, and Assistant Professor at IST. He is also Joint Faculty at the Department of Electrical Engineering and Computer Science, Electrical and Computer Engineering Division. He is a member of AAAI, AAAS, IEEE, and ACM and serves as a reviewer for multiple journals including Genetic Programming and Evolvable Machines Journal, the Evolutionary Computation Journal, the IEEE Transactions on Evolutionary Computation, IEEE Transactions on Parallel and Distributed Systems, and the Neural Networks Journal. In addition, Dr. Garibay is currently serving as the founding director of the UCF Complex Adaptive Systems Laboratory and his current research interests include agent-based modeling, network science, evolutionary computation, complex systems, economic and social complexity, and technological innovation and its impact on innovation ecosystems and economic growth. Summer Lecture Series� Understanding Social Signals in Human-Robot Interaction: Effects of Robot Gaze and Proxemic Behahior Travis J. Wiltshire, Graduate Research Associate, Cognitive Sciences Lab, IST Overview: As robots are increasingly deployed in settings requiring social interaction, research is needed to examine the social signals perceived by humans when robots convey certain social cues. In this talk, Mr. Wiltshire will first provide a brief overview of perspectives from social cognition in humans and how these processes are applicable to human-robot interactions. He will then discuss the need to examine the relationship between social cues and signals as a function of the degree to which a robot is perceived as a socially present agent. Discussion of a recent experiment in which social cues were manipulated on the Ava� model robot, designed by iRobot�, in a hallway navigation scenario will conclude the talk. Results are reported in terms of the effects social cues had on perceived social presence as well as emotional and interpersonal attributions to the robot. The discussion focuses on implications for the design of robotic systems and future directions for research on the relationship between social cues and signals. Speaker Bio: Travis Wiltshire is pursuing his Ph.D. in Modeling & Simulation at UCF and works as a graduate research associate in the Cognitive Sciences Lab at IST. He has an M.S. in Human Factors & Systems from Embry-Riddle Aeronautical University and has worked as an instructional systems designer in the simulation and training industry. His current research includes: theoretical and experimental aspects of social cognition with modeling applications for understanding human-robot interactions, complex collaborative problem solving in NASA's Mission Control Center, external team cognition, embodied and enactive music learning processes, and educational practices facilitating the development of adaptive expertise in Air Traffic Control. Cognition and the Classics: Examining the Limits and the Potential of Interactive Technologies for Traditional Narrative Texts Said Jardaneh, Texts & Technology RESCHEDULED: Friday, July 20, 2012 Summer refreshments will be served The written word has existed for thousands of years as a primary means of passing down and internalizing stories from generation to generation. Although stories are expressed in many forms, those expressed through books may be unique in their transformative qualities. In this presentation Said Jardaneh will discuss how technology is increasingly incorporating narrative into interactive environments in a variety of ways and often immersing the user in ever more realistic experiential scenarios. He will discuss the positive and negative aspects of these changes and question what is potentially lost with these advancements. Jardaneh will describe how concepts from cognitive science, including theories of self and identity along with narrative transportation and transformation, must be taken into account when adapting narrative to the medium of interactive technology. SPEAKER BIO: Said Jardaneh teaches the Interdisciplinary Studies Cornerstone and Capstone courses at UCF, and has taught American Government. Said is a true interdisciplinarian at heart, having served for a number of years as an intelligence analyst for the U.S. Navy in Europe, and as a registered representative in the brokerage industry. He holds a B.A. in Political Science (HIM) and an M.A. in Interdisciplinary Studies (earned concurrently with the Cognitive Science Certificate here at UCF). Said continues to be fascinated by the correspondence between the inner subjective world and the external objective realm of physical reality. As such, classical history, philosophy, and theology continue to be an inexhaustible source of inspiration for Said. He is currently preparing for his candidacy exams in UCF's Text & Technology doctoral program. His research explores the digital-analog dichotomy of technology as relates to thought and behavior (i.e. consciousness) in the digital age, and he is working with UCF's Center for Digital Humanities and Research on the Charles Brockden Brown project. The Summer Lecture Series is co-sponsored by IST, the Cognitive Sciences Program, and UCF's Cognitive Sciences Student Association. For more information, please contact Dr. Stephen M. Fiore. for Simulation & Training 3280 Progress Dr., Orlando, FL 32826 407-882-1300 This page was last updated on May 22, 2014

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laurinburgexchange.com Kids schooled on tree care during Arbor Day celebration By Abbi Overfelt aoverfelt@civitasmedia.com LAURINBURG — Students at I.E. Johnson Elementary School stepped away from their classrooms on Friday to learn how to properly care for — and replenish — the source of their textbooks, construction paper and pencils.“Trees have to be cut down,” Rodney Byrd, arborist and beautification supervisor for the city of Laurinburg, told three classes which had gathered in the school’s gym. “You have to have resources. But, you have to plant them back.”The city of Laurinburg has been designated as a “tree city” by the Arbor Day Foundation for the past 34 years. According to Neal McRae, with the state Forest Service, that’s no small feat.“There are only 10 other cities in the nation that have that designation,” he said. “It’s very special for Laurinburg to still be in the program.”The city plants two trees for each one it removes, Byrd said, in an effort to maintain, if not grow, the total of 8,000 that live within the city’s limits. A popular program revived just last year provides trees for Laurinburg residents free of charge, as long as the tree is planted where it can be seen from the nearest road.The city has planted a tree every year in recognition of its designation as tree-friendly, but Byrd brought the program to the schools three years ago. A casual ceremony has been held so far at Covington and North Laurinburg, making the program a first for I.E. Johnson.“We have to get kids to understand how important trees are,” Byrd said. “They’re pretty knowledgeable already, you can tell they’ve been studying trees because they’ve done their homework for sure. I just want them to remember that as they go on … carry it with them their whole life.”Students were given the important task of keeping the tree watered regularly and keeping the bark — what Byrd called the tree’s “skin” — safe from any punctures that could lead to disease. The maple, Byrd’s favorite tree, will grow up surrounded by decidedly less than exotic varieties which have surrounded the courtyard for an estimated 60 years.“About the only thing you have to do is keep it watered and it will grow,” Byrd said. Link:http://www.laurinburgexchange.com/apps/pbcs.dll/article?AID=/20140425/news/304259978/

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E-mail this page Review of The Sociolinguistics of Sign Languages Reviewer: Guido Josef Oebel Book Title: The Sociolinguistics of Sign Languages Book Author: Ceil Lucas Publisher: Linguistic Field(s): Applied Linguistics Discourse Analysis Sociolinguistics Language Family(ies): Sign Language Book Announcement: 13.1851 Discuss this Review SYNOPSISCeil Lucas: Introduction (pp 1-7).Benice Woll et al.: Multilingualism -- The global approach to sign languages (pp 8-32). This chapter provides an estimateof the number of sign languages in existence (ranging from 4,000 to 20,000) describing the diversity of Deaf communitiesusing sign languages. The different factors are outlined for considering the description of any language in existence, thusshowing why it is that difficult to provide an exact description of the distribution of sign languages. As these estimatesmight be based on either linguistic judgments about lexical or structural similarities, or on social attitudes to thelanguages many of the tools used for such studies derive from research conducted on spoken language. Despite all efforts,it will probably never be possible to reach a figure generally agreed upon for the number of sign languages worldwide.Another aspect of this chapter deals with the difficulties trying to describe the sign languages of the world. Deaf peoplein communities in different parts of the world use different sign languages. Furthermore, there are many deaf people who either do not have contact with other deaf people or even are not part of a Deaf community in any way. That is why they may develop their own communication system with hearing people using their own, however, very limited gestures, so-called home signs.Jean Ann: Bilingualism and language contact (pp 33-60). In this chapter, Ann discusses several language contact phenomena in both spoken language and sign language communities. According to her, outcomes within the typology and distribution of bilingualism in both communities are in general largely parallel in spoken language and sign language situations.In the further course of the chapter the creation of loan vocabulary is examined in two sorts of languages: those with fingerspelling, and those without fingerspelling but with a form of representing written language called character signs. The so-called mouthing occurring in sign languages which is connected to speech is another topic of discussion within this chapter. It concludes presenting and investigating pidgins and creoles and their relevance to sign language speech, as well as the phenomena of code switching and code mixing.Ceil Lucas et al.: Sociolinguistic variation (pp 61-111). Lucas's chapter on 'Sociolinguistic variation' supports findings proving true the predictability that users of a language belonging to particular social groups generally use more of one variant than users belonging to other social groups, and that some variants appear more frequently in certain linguistic environments than in others. Variation is constrained by both social factors (e.g. class, age, gender, ethnicity, educational level, region of origin) and linguistic factors. In this regard, Lucas cites Labov's (1963) pioneering study on Martha's Vineyard, which sought explanations for language change in the local meanings ascribed to linguistic variables.Concerning studies of linguistic variation, e.g. the apparent time construct has made it possible to model ongoing change by examining the language of people of different ages. The remainder of the chapter deals with three studies on variation in sign languages: (1) Hoopes' study of pinky extension/1998, (2) Collins and Pretonio's study of variation in Tactile ASL/1998, (3) Lucas et al's study of variation in the form of the sign DEAF/2001, reflecting changing perspectives on sign language structure and use.Lucas concludes that the variation observed in all human languages,be they spoken or signed, is for the most part systematic. While many social factors that condition variation are the same for spoken and sign languages, there are some other factors, such as language use in the home, that are unique to sign language variation. Despite the many similarities between the variable units and processes in spoken and sign languages, fundamental differences between the respective structures due to the context of deaf education are reflected in variation.Melanie Metzger / Ben Bahan: Discourse analysis (pp 112-144). According to Metzger and Bahan, discourse analyses of sign languages make clear the necessity for examination of sign language discourse at levels above the sentence, for the improved understanding of sign language structure as well as for the understanding of language in general. Sociolinguistic research by discourse analysts about visual languages and the deaf communities using them is increasing worldwide. The two co-authors of this chapter are quite confident that it is likely the analysis of signed discourse will contribute immensely in future to the understanding of both sign languages and language in general.Timothy Reagan: Language planning and policy (pp 145-180). Reagan discusses both the positive and negative effects of language planning and language policies for spoken languages and sign languages. According to Reagan creators and advocates of manual sign codes may have been sincere in their efforts to help deaf children. They, however, also failed to take into account the complexity of the issue surrounding the language rights of the deaf, and to recognize that both of the communities to which the language planning activities are directed must be involved in that language planning activity. Reagan claims language planning efforts have to entail the active involvement and participation of those for whom they are intended for only when emerging in such a context language planning efforts can contribute to 'the creation of more just, humane and legitimate social and educational policies'. Quoting James Tollefson as saying 'the foundation for rights is power and (...) constant struggle is necessary to sustain language rights' (1991: 167) Reagan emphasizes that this is true in the case of sign languages as well as for other languages.Sarah Burns et al.: Language attitudes (pp 181-215). This chapter deals with exploring the nature of language attitudes and how they have been studied so far. According to the co-authors, it is clear that there is a great need for further empirical research into attitudes toward sign languages and their users, and theconsequences of these attitudes. According to Burns, innovative methods of collecting and analyzing data addressing the factors that have coloured results in the past need to be developed. As at the beginning of the 21st century society is changing at an unprecedented pace it remains to be seen what impact these changes and technological advancements will have on attitudes toward sign languages and their users worldwide.Bibliography (pp 217-248).CRITICAL EVALUATION'The Sociolinguistics of Sign Languages' is an accessible introduction to the major areas of sociolinguistics related to sign languages and Deafcommunities. Clearly organized, its contributing authors survey the field covering topics such as variation, bilingualism, multilingualism, language attitudes, discourse analysis, language policy and planning. The essays deal with both macro-variables related to broader situations external to the community and micro-variables focusing on specific factors affecting particular language events and interactions. The book examines how sign languages are distributed worldwide, what occurs when they come in contact with spoken and written languages and how signers use them within different situations. Each chapter introduces the key issues in each area of inquiry and provides a comprehensive review of the relevant literature. Furthermore, at the end of each chapter further reading is suggested and helpful exercises are offered, concluding with 31 pages of an extensive and comprehensive bibliography.In my opinion, this volume enriches the general study of sociolinguistics as well as informs the specific study of sign languages in their social context. According to the editor, the outstanding book's readership is to be recruited from students in deaf studies, linguistics, and interpreter training, as well as spoken language researchers, and researchers and teachers of sign language.REFERENCESCollins, S. and K. Pretonio (1998) What happens in Tactile ASL? In C. Lucas (ed.), Sociolinguistics in Deaf Communities, Vol. 4: Pinky Extension and Eye Gaze: Language Use in Deaf Communities. Washington, DC: Gallaudet University Press, 18-37.Hoopes, R. (1998) A preliminary examination of pinky extension: Suggestions regarding its occurrence, constraints and function. In C. Lucas (ed.), Sociolinguistics in Deaf Communities, Vol. 4: Pinky Extension and Eye Gaze: Language Use in Deaf Communities. Washington, DC: Gallaudet University Press, 3-17.Labov, W. (1963) The social motivation of a sound change. In Word 19, 273-307.Lucas, C., et al. (in press) Location variation in American Sign Language. Sign Language Studies.Tollefson, J. (1991) Planning Language, Planning Inequality: Language Policy in the Community. London: Longman. ABOUT THE REVIEWER: ABOUT THE REVIEWER Guido Oebel has a PhD degree in linguistics, is a native German and is currently employed as an associate professor with Saga National University and as a visiting professor with Private University of Kurume, both situated on the southern island of Kyushu, Japan. His main areas of research are: FLL, particularly German as a Foreign Language (DaF), sociolinguistics, bilingualism, and adult education. Amazon Store: Choose country

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/ A&S - Math + Computer Science Department Kresge Foundation supports new Lawrence Tech design center in Detroit The planned new building at the corner of Woodward and Willis will provide increased visibility to Lawrence Tech programs in Detroit. The Kresge Foundation has awarded a $300,000 grant to Lawrence Technological University to consolidate four programs that it already has in Detroit and add additional programs at a new design center in Detroit’s Midtown area.The LTU Center for Design + Technology will anchor a new commercial building that Midtown Detroit Inc. will build at the corner of Woodward Avenue and Willis Street. Construction will begin later this year for a three-story commercial building that is scheduled to open in fall 2014.LTU’s College of Architecture and Design has long-standing relationships in Detroit’s urban core, and currently has four programs operating in the city:• Detroit Studio, located in the New Center area, has been providing design support for neighborhood and community-based projects in Detroit since 1999. The latest student project is the development of a master plan for Rouge Park on the west side of Detroit.• detroitSHOP is an urban design studio in the renamed Chrysler House in downtown Detroit. Most recently, the studio, working in cooperation with Quicken Loans and Bedrock Ventures, has undertaken projects in the central business district and along the M-1 transit corridor. • Studio Couture is a storefront exhibit space on Woodward Avenue in downtown Detroit. It exhibits the work of LTU design students, as well as artists in the Detroit region and national exhibitions. Additionally it offers lectures and panel discussions surrounding the topics of architecture, design and urban issues.• A satellite classroom located in Ponyride, a design studio, recently converted an underutilized parcel into an urban miniature golf course built with reclaimed materials. “Having all LTU’s Detroit projects and academic programming under one roof will provide synergies that will make all of the programs stronger,” said Amy Green Deines, associate dean of LTU’s College of Architecture and Design. “This new prominent location on Woodward Avenue will lead to more opportunities to engage organizations and groups that are working to rebuild and rejuvenate the city.”The first phase of approximately 8,000 square feet will provide space for these four programs, as well as Studio[ci], an LTU research lab that draws on the expertise of professional architects, urban designers, and civil, mechanical, and environmental engineers. Additionally, this phase will implement a K-12 educational outreach program.The second phase of approximately 6,000 square feet will provide space for other LTU programming, such as the makeLab, which provides digital fabrication services for a wide range of design projects.Lawrence Tech has a long history of student engagement in projects in Detroit and many other southeast Michigan communities. Frequently, the student work helps community groups, businesses, residents and civic leaders evaluate and develop new ideas and solutions.“We continue to work with professional partners to facilitate positive community change. We have educated and will continue to educate designers and innovators who will change the course of Detroit and the region,” Deines said. The Kresge Foundation is a $3 billion private, national foundation that seeks to influence the quality of life for future generations through its support of nonprofit organizations working in its seven program areas: arts and culture, community development, Detroit, education, the environment, health, and human services. In 2012, the Board of Trustees approved 410 awards totaling $130.5 million; $150.3 million was paid out to grantees over the course of the year. For more information email Associate Dean, Amy Deines adeines@ltu.edu.

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/ Admissions BACK 5 LTU students compete in math marathon Daniel (Orlando) Anderegg and David Inwald formed a team that competed in the international Mathematical Contest in Modeling. It’s that time of year again! Five dedicated Lawrence Technological University (LTU) students participated in this year’s Mathematical Contest in Modeling (MCM). The 96-hour math marathon took place from Jan. 31-Feb. 4 on campuses all over the world. Professor Emerita Ruth Favro was the principal faculty advisor for this competition at LTU. The LTU students were divided into two teams. They could choose between two math problems to solve, and both teams chose Problem A – modeling the heat flow in a convection oven in order to efficiently bake the maximum number of brownies and designing the best pan for doing so. Both teams’ weekend was filled with intense research that involved math, computer science, physics, chemistry, and engineering in order to reach the end result of a well-written research paper. The teams also had to create an ad for their brownie pans. Favro said, “Some elegant math and physics went into their papers.” While Eric Beyer, Bob Gandolfo, and Brandon Lentz took over S115 for that long weekend, Daniel (Orlando) Anderegg and David Inwald set up camp in the Science Building lobby. Plenty of food was provided in S115 for both teams, including Favro’s homemade brownies. The students’ majors in this interdisciplinary group range through mathematics, computer science, computer engineering, electrical engineering, and mechanical engineering. Bob Gandolfo, Eric Beyer, and Brandon Lentz (L-R) teamed up to compete in the international Mathematical Contest in Modeling. The two LTU teams competed against 3,500 teams around the world. Last year, three fourths of the papers submitted were from China. Favro said, “The key to rising to higher levels in the judging of the research paper is good writing and editing, with clear organization throughout, from executive summary on page 1 to the conclusion at the end.” The LTU Math Club and the Department of Mathematics and Computer Science sponsored the contest. Extra help was given by Assistant Professor Guang-Chong Zhu and Associate Professor Chris Cartwright. Many thanks go to everyone who helped coordinate this production, including the College of Arts and Sciences dean’s office, New York Bagel for bagel donation, and LTU Security for weekend help with rooms. The results will be announced at the end of April.

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« Lincoln visits Marietta Belpre board hears about pla...» Pulitzer Prize winner to speak at MC Thursday Save | Comments (2) | Post a comment | Marietta College will observe the 178th anniversary of its charter and continue this year's theme of "Leadership and Social Justice" Thursday with a speech by Pulitzer Prize-winning columnist Eugene Robinson at its Founder's Day celebration. Robinson, a longtime Washington Post columnist and political commentator who has appeared on shows like "Hardball" and "Meet the Press," won the Pulitzer Prize for commentary in 2008 for his columns on the election of the first African-American president. "We're trying to use this as an opportunity to engage the entire campus community," said Mark Miller, the college's associate provost. Article Photos Miller said some professors have incorporated Robinson's writing into their courses and are encouraging students to attend Thursday's presentation and discuss it in class. In addition, some faculty and staff members, including Miller, have read and plan to discuss Robinson's book, "Disintegration: The Splintering of Black America." Miller said he enjoyed the book, particularly its look at education and the role it plays in transforming lives. "It talked about the ways (the) sort of economic migration has happened in the African-American community, particularly the role some of the historical black colleges have played in that," he said. Fact Box If you go What: Marietta College's 178th Founder's Day ceremony. When: 7 p.m. Thursday. Where: Alma McDonough Auditorium. Keynote speaker: Eugene Robinson, Pulitzer Prize-winning columnist for The Washington Post, author and political commentator. Admission: Free and open to the public. Overall, the book deals with the changes in African-American socioeconomic structures in the country, which Miller said fits with the college-wide topic of "Leadership and Social Justice" for the 2012-13 school year. Robinson's presentation will be held in the Alma McDonough Auditorium on campus. It is free and open to the public. MC Student Senate President Connor Walters said he's looking forward to the event because he is a journalism major. "I'm excited for what Mr. Robinson has to say," he said. He also plans to attend to join in the celebration of the college's "long, storied history." Founder's Day marks the reception of Marietta College's charter on Feb. 14, 1835. Tom Perry, executive director of college relations, said the date of the event sometimes shifts to accommodate certain factors, such as lining up with the board of trustees meeting so they can participate. In addition to Robinson's speech, the event is a time when faculty members are honored for their work. Among the presentations will be education Professor Cathy Mowrer as the 2013 McCoy Professor. The McCoy Professor title is a four-year recognition, plus a stipend. Peers nominate a professor and a group of nationally recognized teachers from outside the college review the individual's work and observe two classes. Among the factors cited by the committee in Mowrer's selection were engagement of students, knowledge of content, rapport with students, classroom management skills and innovative teaching. Save | Comments (2) | Post a comment | Subscribe to Marietta Times I am looking for:

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SEED School of Maryland Programs > Residential Education Program The SEED School of Maryland – a statewide opportunity for students from disadvantaged circumstances The SEED School of Maryland is a statewide college-preparatory public boarding school that opened in August 2008 with the first class of 80 sixth grade students. The Maryland General Assembly passed legislation to establish the program which is publicly funded through state and local sources. All SEED students live on campus from Sunday night through Friday afternoon and return home each weekend. For the 2013 - 2014 school year SEED will serve up to 400 students in grades 6 to 11. By enrolling a new 6th grade class each year, SEED will educate up to 400 Maryland students in grades 6 through 12. The school offers a 7-year opportunity for eligible students. Students are expected to graduate SEED high school and go on to attend a 4-year college. Students from throughout Maryland who are about to enter the 6th grade may apply. Please note that enrollment for the 2013-2014 school year is now closed. Enrollment is determined each year through a lottery held in mid-May for all eligible students, with admissions applications due in April. The lottery is designed to ensure that at least two eligible students from each school system have an opportunity to enroll. This year SEED will serve students from up to 16 different Maryland school systems. SEED Maryland's Head of School is Dr. Khalek Kirkland and its Director of Academics is Jallon Croskey. For further information about the school program, enrollment, campus, and leadership, visit the SEED School of Maryland by clicking on the link below or calling SEED's main telephone number 410.843-9477 . See below for a link to a school directory. The Maryland State Department of Education (MSDE) oversees the school and holds it accountable to state and federal standards. The Contract Monitor to the SEED School of Maryland from MSDE is Dr. Rhona Fisher. You may email her at SeedProgram@msde.state.md.us or call Dr. Fisher at 410.767.1007 for further information. Enrollment criteria for all incoming students are described below. To qualify for admission, students must: Be a Maryland resident entering the sixth grade, in the 2013-2014 school year; No older than 12 years and 7 months as of September 1, 2013; Have experienced academic and environmental challenges that hinder their ability to complete high school and attend college, and Meet other eligibility criteria specified in the law. [Click Here for law] Is my child a good fit for the SEED School? Families and school staff will want to be sure that any student applying to SEED is a good fit for the program being offered. Students must be capable of being safe and healthy within a boarding school program, and should be personally motivated to pursue and prepare for a college education. Although SEED is a boarding school, it should not be confused with a therapeutic residential program. SEED does not offer this type of highly specialized treatment. The dedicated and talented SEED School staff is equipped to work with students on the full spectrum of academic and behavioral successes and challenges. Are students' prior academic performances a factor in determining eligibility? SEED recognizes that a student's academic performance prior to applying to SEED may not determine students' academic capabilities or potential and is not the determining factor for eligibility. SEED wants families and students who are committed to working hard and challenging themselves to achieve the goal of graduating from high school and going to college. Does the SEED School of Maryland offer Special Education Services? SEED is an inclusion model school offering special education services for a broad range of needs. www.seedschoolmd.org The SEED School of Maryland Directory 2013 -2014 School Year The SEED School of Maryland SEED Program, Contract Monitor Email: seedprogram@msde.state.md.us

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MD Technology Report MSDE IT Master Plan National Research USDE Publications Programs > Technology/Library Media > Publications In 1995, the State of Maryland began implementation of the Maryland Plan for Technology in Education, a blueprint for effective utilization of technologies in schools statewide. The Plan was developed under the leadership of the Maryland Business Roundtable (MBRT) by key stakeholders throughout Maryland that represented not only the educational community but the public and private sectors as well. The Plan serves as the foundation for development and funding of educational technology programs on both the State and local levels. In 1997, the U.S. Department of Education approved the Maryland Plan, but also made suggestions which prompted the State to reexamine the Plan in light of new data and national goals. The Plan was revised and presented to the Maryland State Board of Education in 1998 for adoption. In keeping pace with the rapid changes in technology and technology education, the Plan has undergone two other revisions, the latest being accepted by the Maryland State Board of Education on April 24, 2007. Click on the link below to view this latest revision. Maryland Educational Technology Plan for the New Millennium: 2007-2012

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Firearms Education for Maine Schools Proposed in Legislature Reported By: A.J. Higgins A Republican lawmaker from Sangerville has proposed a bill requiring high schools to offer firearms education as an optional program. Rep. Paul Davis said he believes kids need training in the use of guns, but critics see the bill as an unfunded mandate and a potential recruitment tool for the NRA. The murder of students in Newtown, Conn. has sharpened the focus on gun violence in America, but it's not the reason Rep. Paul Davis brought his firearm education bill before the Legislature's Education Committee. "I want to assure you that I don't come to this willy-nilly or it's not a knee-jerk reaction to what happened in Connecticut and other places," Davis said. Davis, a former state trooper, said he's seeing increasing evidence of a real lack of understanding among young people of how firearms should be handled. His bill would require high schools to offer firearms training course that students could enroll in, if they chose. Davis said it simply an opportunity for students to learn more. "I'm not asking you to have teachers armed and I'm not asking that signs saying gun-free zones be removed, I'm not asking for any of that," Davis said. "I only want the children and the students to have a chance to learn about guns and how they work as well as how to be safe with them." Davis said that when students have a better idea of what guns can do and are taught to respect them, accidents can be prevented. His co-sponsor, Sen. David Burns, a Republican from Whiting, agrees. "I think we need to be responsible about this, we need to take the steps to make sure that those who want to can have an understanding," Burns said. Sportsman's Alliance of Maine executive director David Trahan told the panel that the National Rifle Association already has an education program available that could serve as a state-wide model and that local gun clubs could also offer their expertise on proper firearms handling. Democratic committee chair Rep. Bruce MacDonald, of Boothbay, questioned Trahan on using the NRA model and whether a line would be drawn between education and politics. Bruce MacDonald: "I guess I wonder whether there's an assurance that we might have that safety training does not evolve over into advocacy." David Trahan: "Actually I appreciate that issue because I think the way to get around that is I don't think anybody cares, I don't think I care or the NRA instructors about the politics of it as much as getting the information to the kids." "I taught my children the rules that we heard earlier by one of the proponents, if there is a gun you need to find an adult right away, stop don't touch it find an adult," said Maureen King. She is the Maine School Board Association and she told the panel that there were already numerous organizations in Maine to promote proper firearms handling and that the state's high schools did not need another unfunded mandate from the Legislature. Her view was supported by Sandra MacArthur, the deputy director of the Maine School Management Association. "In a state like Maine with such a long hunting tradition, we believe the students who are going to use firearms need to be trained on how to safely handle them, the law requires training for any child 16 years or older who wants a hunting license," MacArthur said. "It's not the responsibility of the school districts to provide that training where the parents will make the decision on whether they want their children to attend classes that are already available in the community." The Education Committee is expected to hold a work session on the bill later this month. Photo by A.J. Higgins.

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Home > For Researchers > Collections > Textual Materials > White House Central Files > Subject Files FG 160 (National Advisory Council on Extension and Continuing Education) Guide to Holdings Textual Materials White House Tapes Audiovisual Materials Research Bibliography Links to Learning These Presidential historical materials are in the custody of the National Archives and Records Administration under the provisions of Title I of the Presidential Recordings and Materials Preservation Act of 1974 (44 U.S.C. 2111 note), and implementing regulations. In accordance with the act and regulations, archivists reviewed the file group to identify private or personal as well as non-historical items. Such items, if found, have been withdrawn for return to the individual with primary proprietary or commemorative interest in them. Materials covered by this act have been archivally processed and are described in this finding aid. Items that are security classified or otherwise restricted under the act and regulations have been removed and placed in a closed file. A Document Withdrawal Record (NA Form 14021) has been placed in the front of each folder describing each withdrawn item. Employees of the National Archives will review periodically the unclassified portions of closed materials for the purpose of opening those which no longer require restrictions. Classified documents may be reviewed for declassification under authority of Executive Order 13526 in response to Mandatory Review Request (NA Form 14020) submitted by the researcher. Linear measurement of materials: 7 in. Number of pages: 1,727 The National Advisory Council on Continuing Education was originally established November 8, 1965, by P. L. 89-329, as the National Advisory Council on Extension and Continuing Education under the Department of Health, Education, and Welfare; name changed and transferred to the Department of Education, October 3, 1980, by P. L. 96-374, the Education Amendments of 1980. It was a Presidential advisory council under the Department of Education and was terminated in 1987. The Council examined all federally supported continuing education and training programs and recommended policies to eliminate duplication. The Council also coordinated programs under the Education Amendments of 1980 and other federally funded continuing education and training programs and service. The Council consists of eight representatives of federal agencies with postsecondary continuing education and training responsibilities, including at least one representative from the Department of Education, Agriculture, Defense, and Labor, and the Veterans Administration; and twelve non-full-time government employees who were knowledgeable and experienced in continuing education (including state and local government officials, representatives of business, labor and community groups), and adults whose education needs have been inadequately served. The records consist of correspondence, memorandums and annual reports. Primary correspondents include the President, Daniel P. Moynihan, James Cavanaugh, William Timmons, Stephen Bull, Henry Cashen, William Casselman, John Ehrlichman, Robert Finch, Peter Flanigan, Edwin Harper and David Parker. There is correspondence with Peter P. Muirhead, Commissioner of Education and Robert F. Ray, Chairman of the National Advisory Council on Extension and Continuing Education. The terms "Executive" [Ex] and "General" [Gen] are used before the code FG 160 to identify the source of the materials within a specific file. The files designated [Ex] are communications between national, foreign, state and local governments and their agencies, members of Congress and other prominent people. Files designated [Gen] are communications between government officials and private citizens, institutions and other private interests. Folder Title List Not yet available online The Nixon Library and Museum is part of the Presidential Libraries system administered by the National Archives and Records Administration, a Federal agency. View our Privacy Statement. View our Accessibility Statement. 18001 Yorba Linda Blvd., Yorba Linda, CA | 8601 Adelphi Rd., College Park, MD

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Community NJDOE News For More Information Contact the Public Information Office: Kathryn Forsyth, Director Deputy Commissioner Pfennig Appointed Superintendent in NE Pennsylvania Deputy Commissioner of Education Dwight R. Pfennig announced today that he has been named superintendent of the Pocono Mountain School District in Swiftwater, Pennsylvania, and will be leaving his current position on June 30. Dr. Pfennig has served as Deputy Commissioner since February, 2002. For 14 years prior to joining DOE, he served as superintendent of schools in three New Jersey districts: The Morris School District (seven years), North Plainfield (four years) and Keyport (three years). "The Pocono Mountain school district is extremely fortunate to have selected a new superintendent with such an exceptional level of experience and such strong leadership credentials," said Commissioner of Education William L. Librera. "Dwight has played a key role in every initiative undertaken by this department over the past three years, and I have been very proud to work with him. His dedication and commitment to improving the quality of education in this state is unparalleled, and his presence will be sorely missed on this side of the Delaware," Commissioner Librera As Deputy Commissioner, Dr. Pfennig also oversaw the offices of the State Board of Education, the State Board of Appeals and DOE Information and Educational Technology, Human Resources and Administration, and Public He was the DOE Liaison to the New Jersey Task Force on Domestic Security Preparedness and served on the department’s intervention planning team that assists districts in developing solutions for critical fiscal, educational and governance issues. During his 30-year career in education, he has worked as a middle school principal, elementary school principal, high school vice-principal and teacher of English at the high school level, and served on his local Board of Education. Dr. Pfennig, 56, received his Masters Degree and Doctorate in Educational Administration from Seton Hall University. He has participated in seven Harvard University Superintendent Seminars and is a trainer in the Harvard School of Business model of negotiations. He has also served as an adjunct professor at Seton Hall University and the College of St. Elizabeth. The Pocono Mountain School District includes eight municipalities and covers 305 square miles in northeastern Pennsylvania. More than 11,700 students are enrolled in 12 schools. With enrollment increases averaging about four percent each year, it is one of the fastest-growing districts in Pennsylvania.

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How to Usethe Readings Determining the Facts Reading 3: We Shall Overcome The following text is taken from President Lyndon Baines Johnson’s nationally televised speech to a joint session of Congress on March 15, 1965: Mr. Speaker, Mr. President, Members of the Congress: I speak tonight for the dignity of man and the destiny of democracy. I urge every member of both parties, Americans of all religions and of all colors, from every section of this country, to join me in that cause. At times history and fate meet at a single time in a single place to shape a turning point in man's unending search for freedom. So it was at Lexington and Concord. So it was a century ago at Appomattox. So it was last week in Selma, Alabama. There, long-suffering men and women peacefully protested the denial of their rights as Americans. Many were brutally assaulted. One good man, a man of God, was killed. There is no cause for pride in what has happened in Selma. There is no cause for self-satisfaction in the long denial of equal rights of millions of Americans. But there is cause for hope and for faith in our democracy in what is happening here tonight. For the cries of pain and the hymns and protests of oppressed people have summoned into convocation all the majesty of this great Government—the Government of the greatest Nation on earth. Our mission is at once the oldest and the most basic of this country: to right wrong, to do justice, to serve man. In our time we have come to live with the moments of great crisis. Our lives have been marked with debate about great issues; issues of war and peace, issues of prosperity and depression. But rarely in any time does an issue lay bare the secret heart of America itself. Rarely are we met with a challenge, not to our growth or abundance, or our welfare or our security, but rather to the values, and the purposes, and the meaning of our beloved Nation. The issue of equal rights for American Negroes is such an issue. And should we defeat every enemy, should we double our wealth and conqu

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News Sports Legals Opinion Forums Food Sections Public Records Extras Ads Jobs Local Classifieds CU Customer Service New Ulm Brown County Fair / New Ulm « Schultz gets new handicapped... Obesity, nutrition are keys...» District 88 Board approves conference merger Audit gives district high grades, paras request mediation November 22, 2013 Save | Post a comment | NEW ULM - The District 88 Board of Education on Thursday unanimously approved a resolution to authorize the superintendent to formally withdraw New Ulm Public Schools from membership in the South Central Conference effective at the end of the 2013-14 school year. The resolution also authorized the superintendent to formally join the Big South Conference effective at the start of the 2014-15 school year. The Big South Conference is the name for a new high school league in the making, comprising schools now in the Southwest and South Central Conferences. The merger would increase the number of schools for New Ulm to play to 13, from the current six in the South Central Conference. The change is motivated by a need to achieve cost and scheduling efficiencies and ensure the vitality of programs, say officials. Four of the South Central Conference school have voted unanimously to withdraw from the South Central Conference and join the new Big South Conference, reported Superintendent Jeff Bertrang. Fairmont and Blue Earth voted last week, and St. Peter and St. James voted last Monday. Waseca was scheduled to hold a vote on Thursday, the same night as New Ulm. The merger has raised concerns among supporters of the New Ulm hockey program who worry that insufficient opposition at the JV level may weaken the varsity program. While the merger would not significantly change things for most sports, hockey would see "a double round robin effect." New Ulm has traditionally played schools to the east and filled the remainder of its schedule with games against non-conference but similarly-sized programs, explained officials. Under the proposed change, however, it would play schools to the west, many of which do not have JV programs. Bertrang reported that he and Athletic Director Chad Eischens discussed the issue with counterparts from other Big South schools. The officials agreed to change the proposed by-laws, specifying that such issues, in any sport, would be addressed by an ad-hoc AD committee. Since then, four ADs, including Eischens, have met and agreed to schedule hockey jamborees and tournaments next year, providing extra-opportunities for JV games. The games will include conference schools but may also be extended to include others. Audit The board approved a financial audit for the fiscal year that ended June 30, 2013, prepared by CliftonLarsonAllen. The auditors gave the school district a very positive review, praising its financial reporting, internal controls, compliance with state and federal regulations, etc. The auditors also provided a brief summary of substantive findings: The district had revenues of approximately $20.3 million and expenditures of approximately $20.2 million last year. Its total general fund (operating) fund balance decreased from approximately $2.3 million to roughly $2.2 million. The unassigned fund balance dropped from about $1.5 million in 2012 to roughly $1.3 million in 2013. The money that remains would fund 26.5 days of operation; the recommended number of days is 30-60. The reduction is, in part, a result of a board decision to minimize program cuts by spending down the fund balance and did not draw strong censure. District spending on core instructional programs compares favorably to spending in similar-sized districts. Para negotiations Board negotiators met with the support staff team Oct. 30, reported Board Chair Duane Winter. It was the third session to work on the 2013-15 contract. After a back-and-forth discussion, the support group stated they wanted to go to mediation, summed up Winter. Since then, a mediation request has been filed, and the support group would like to meet again. The next negotiation date is set for Nov. 26. The other union contracts were settled last year. Save | Post a comment | Subscribe to The Journal I am looking for:

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Governing BoardAdministrationPrincipalsAdministrative Organizational Chart Elementary SchoolsMiddle and High SchoolsRegistration and Immunization Business OfficeEnglish Language Acquisition ServicesFamily Resource CenterGrants DepartmentHuman ResourcesInformation TechnologySchool ImprovementStudent ServicesSupport ServicesFood ServicesTUTV Channel 20 Helpful Web LinksTax Credit Search Judith Mendoza Principal, Nogales High School Judith Mendoza-Jimenez is an example of how someone growing up in the Ambos Nogales area in a rural border town can achieve great heights. She was born and raised in Nogales, Sonora; she attended school there up to the fourth grade before immigrating to Nogales, Arizona. Mrs. Mendoza-Jimenez is a product of a warm caring family and the Nogales Unified School District. After graduating from Nogales High School in 1996, she attended and graduated from the University of Arizona in May of 2000 with a Bachelors of Science in special education and rehabilitation. She joined the NUSD family in July of 2000 by taking a teaching position at Nogales High School where she taught special education. While at Nogales High School, she was a curriculum leader and served on the School Improvement Team, Safety Committee, as a class sponsor, and created the Successful Kids Improving Life Long Skills (SKILLS) Club where students with special needs were integrated into the school’s community. She received a masters of arts from the University of Arizona in May of 2005 in special education and rehabilitation. In 2008, she earned a masters in education in educational leadership from Northern Arizona University and joined the Nogales High School administration as assistant principal in July of 2009. She was very instrumental in the implementation of a school-wide professional development intervention and in helping NHS achieve its site goals by meeting Adequate Yearly Progress (AYP). In March of 2011, she took the reins as interim principal and applied and was subsequently accepted for the position of school principal for the 2011-2012 school year. Mrs. Mendoza-Jimenez will continue working diligently with her administrative team to raise student achievement and to make Nogales High School a great place to learn, teach, and work. Principal, Pierson Vocational High School Joel Kramer is proud to serve as the principal of Pierson Vocational High School. According to Mr. Kramer, “PVHS is a place that is focused on technology and real life experiences. The staff and teachers have truly worked on creating the idea of family with the students. The PVHS staff believes that young adults can reach their full potential through hard work, creativity, and differentiated instruction.” This year, PVHS is offering more computer-based activities and lessons during school and after school that will challenge students. Through the use of positive computer instruction plans and 21st century skill building activities, the PVHS staff will continue their efforts to improve academics, school climate, and job and college opportunities for students. Mr. Kramer supports, facilitates, and takes responsibility for this focus and determination! As the principal of PVHS, Mr. Kramer is serving his 20th year in the Nogales Unified School District. Prior to becoming the principal at PVHS, he was an administrator and athletic director at Nogales High School for eight years and served as a co-director of adult education for two years. Before becoming an administrator, he spent nine years teaching at the Alternative High School, which was part of NHS, and coached baseball and golf. He also spent a year riding horses with Vision Quest from Billings, Montana to Elfrida, Arizona and to Evanston, Wyoming where he worked as a teacher/principal. Mr. Kramer received his B.S. in education from the University of North Dakota in 1987 and a masters degree in educational administration. His administrative credentials were earned at the University of Phoenix in 1995. In addition to his principalship at PVHS, Mr. Kramer also served as a school board member in the Santa Cruz Valley Unified School District in Rio Rico through December 31, 2008. Liza Montiel Principal, Wade Carpenter Middle School Liza Montiel has served as principal of Wade W. Carpenter Middle School in the NUSD for three years. One of her major management responsibilities is school safety. Another responsibility includes school reform to raise academic achievement. She is a major advocate for having a clear vision of how schools could serve its students, parents, and community in empowering all stakeholders to achieve success. Liza was born and raised in the community of Nogales and is a product of the school district. After graduating in 1983 from NHS, she attended the College of Santa Fe in New Mexico and received a B.A. in elementary education with a minor in Spanish. She then moved to Dallas, Texas and started her career as a teacher in an elementary school. After earning her M.A. in bilingual education from Southern Methodist University in Dallas and receiving her certification in educational administration from the University of Texas, she moved back to Nogales and started her administration career as Title I and Title VII director with the NUSD. She served as principal of Lincoln Elementary School for several years before moving to Wade W. Carpenter Middle School. Joan Molera Principal, Desert Shadows Middle School Joan Molera is the principal at Desert Shadows Middle School. Her responsibilities at Desert Shadows includes: curriculum, instruction, supervision, teacher and staff evaluation, professional development, budget, retention and promotion, parental involvement, community relations, co-curricular activities, facilities and maintenance, state reports, library services, and health services. Ms. Molera's focus is student achievement in reading, writing, math, and character education. Committees meet regularly to review data and refine instructional practices based on these goals. Under Ms. Molera’s leadership in the past five years, Desert Shadows Middle School has made AYP and has been identified as a performing school by AZ Learns. Ms. Molera is loyal to the school and community; she has high expectations for herself, students, teachers, and staff. Ms. Molera has been committed to NUSD #1 for over 20 years, with 14 years as an English teacher and coach (tennis and pom poms) at Nogales High School and six years as an administrator. Earning a bachelors degree from Cornell College in Iowa, Ms. Molera moved to Nogales in 1987. She earned a masters in English at the University of Arizona and her principal certification from Northern Arizona University in 1999. Currently, she is enrolled in a doctoral program in educational leadership at the University of Arizona. Her dissertation will be on effective programming, curriculum, and instruction that best meets the needs of the gifted and talented population. Dr. Lucina A. Romero Principal, Lincoln Elementary School Dr. Lucina A. Romero recently began as principal at Lincoln Elementary School in the Nogales Unified School District. As the new principal, Dr. Romero is charged with keeping kids as the focus of every decision and being the key change agent to ensure that changes are introduced and sustained in an effort to raise the academic achievement levels for all students at Lincoln Elementary. Lucina is in charge of the administration of all affairs of the school within district policy and procedures including: implementation and evaluation of instructional and operational programs, budgeting and fiscal responsibilities, personnel, student and staff supervision, listening to the stakeholders, providing opportunities for staff to make the transitions during the time of change, facilitating parent involvement, and creating positive community relations. Dr. Romero has dedicated 30 years of services to the community of Nogales in various capacities. She is a true Nogalian, born and raised in the community along with eight brothers and sisters in a Mexican-American household that valued hard work, education, and most of all, family. Lucina is a product of the Nogales school system and after earning a Bachelors of Science in early education at the University of Arizona in 1979, she started her career as a teacher at A.J. Mitchell Elementary School. In 1982, she earned a masters of arts in education degree with a concentration in special education from the University of Arizona. Throughout the years, Dr. Romero advanced to the position of assistant principal at the elementary level for six years, to principal for eight years, assistant superintendent of Nogales Unified School District for two years, and now principal at Lincoln Elementary. She earned her doctorate from Northern Arizona University in 2006. Aissa Celeste Bonillas Principal, Mary Welty Elementary School Aissa Bonillas was born in Nogales, AZ. She attended Mary L. Welty Elementary, Wade Carpenter Middle School, and Nogales High School. Ms. Bonillas graduated from NHS in 1999. She went on to continue her education at the University of Arizona, graduating in 2003 with a double major in Political Science and Secondary Education and a minor in Spanish. Ms. Bonillas began working at Nogales High School in August of 2003, teaching Spanish for five years and AP Government for one year. While teaching at Nogales High School, she also coached the dance team from 2003 to 2005. Ms. Bonillas received a Master’s degree in Educational Leadership - Administration and Supervision from the University of Phoenix in 2007. She also served as the Honors Coordinator from 2007 to 2009, overseeing the Advanced Placement and International Baccalaureate program. Ms. Bonillas then became the Assistant Principal at Nogales High School in 2009. Wil Arias Principal, Challenger Elementary School Mr. Wil Arias has an extensive background in education. He has served as an instructional assistant, classroom teacher, and administrator in Tucson area schools for 17 years. As instructional assistant, Wil worked with a literacy team focused on interventions for struggling readers. Upon receiving his teaching degree, Wil taught history, social studies, and health at the high school and middle school level. In addition to teaching, he coached middle school wrestling and cross- country. Mr. Arias’ administrative experience includes having served as a middle school assistant principal, middle school principal, and director of transportation for Sunnyside Unified School District in Tucson, Arizona. Mr. Arias thoroughly enjoyed his time working with students and families and, as a result, joined the University of Arizona in 2011 to further his work in education, youth, and families. Wil served in the capacity of curriculum specialist for the Arizona Center for Research and Outreach in the College of Agriculture and Life Sciences. He supported research projects focused on employing best practices for engaging students in learning. In addition, he collaborated with his colleagues to create professional development resources focused on positive youth development. Mr. Arias received his bachelor of arts degree in secondary education from the University of Arizona and earned his master's of education in educational leadership from Northern Arizona University. Mr. Arias is currently a member of the doctoral program at the University of Arizona, majoring in educational leadership with a minor in higher education. His studies focus on strategies that support teachers with instruction by providing a format for reflection and introspection. His areas of expertise are establishing and maintaining a professional learning community based on collaborative planning and examination of student work. Wil firmly believes that quality instruction will assist students in their journey to higher education, career, and life. Annette Barber Principal, Coronado Elementary School Annette Barber, Coronado Elementary School principal, joined the Nogales Unified School District more than 30 years ago. She started her career as a special education teacher and later became a Title I director, assistant principal, and principal at A.J. Mitchell and Mary L. Welty Elementary Schools before opening the doors for the first time at Coronado Elementary in 1989. As principal, she has used “Back to Basics,” strategic planning, and the development of action plans to improve student achievement. Mrs. Barber believes that the underlying foundation of the education of her students is to educate each child in a safe and productive learning environment. Maintaining an open door policy allows students, faculty, parents, and other school affiliates to communicate with her openly at any time. Mrs. Barber graduated from Arizona State University with a bachelors degree in elementary education with a minor in special education. She later completed two masters degrees; one in special education and a second one in administration followed by an educational specialist in administration degree. Michelle Olguin Principal, RM Bracker Elementary School Michelle Olguin is the principal at Robert M. Bracker Elementary School. Mrs. Olguin strongly believes that every child has the ability to learn and grow. As principal, she ensures students experience a nurturing environment so that they can grow academically, socially, and emotionally. She knows that teachers are the key to having a successful school and does whatever she can to support their miraculous daily efforts. Working with parents as partners in the education of the Bracker DOLPHINS is a large part of how she supports her teachers and students. Mrs. Olguin earned a bachelors degree in elementary education from Purdue University in West Lafayette, Indiana in 1990. She began her career in Nogales Unified as a student teacher at AJ Mitchell. After graduating from Purdue, she worked for eight years as a primary grade teacher in the bilingual programs at AJ Mitchell. She went on to get a masters degree in administration from the University of Phoenix in 1998. Afterwards, she transferred to RM Bracker in 1999, where she worked as a second grade teacher and reading specialist until 2003. In the fall of 2003, she became the district coordinator for the highly successful Reading First program. Michelle worked with the principals, teachers, and students at four RF elementary schools. She is very proud of the awesome accomplishments of her staff and students. In 2008, the school was named a No Child Left Behind Blue Ribbon School, based on the tremendous academic growth of the students over a five year period. Dr. Molly Cassidy Principal, AJ Mitchell Elementary School Dr. Molly Cassidy recently began her work as the principal of AJ Mitchell Elementary. In this role, she is dedicated to serving the students, families, and teachers at AJ Mitchell and does so by maintaining high expectations while supporting and celebrating success and diversity. Dr. Cassidy also commits to providing a safe, rigorous, and mutually respectful environment where students can reach their highest potential. Dr. Cassidy was drawn to AJ Mitchell Elementary for several reasons, one of which is her passion for quality education. This passion has been the driving force of both her educational and professional accomplishments. Dr. Cassidy attended the University of Arizona and dedicated herself to her personal education which resulted in her earning a bachelor of arts degree in elementary education, a masters of arts degree in language, reading, and culture, and a doctor of education degree. Furthermore, Dr. Cassidy has earned a principal certificate, K-8 teaching certificate, structured English immersion endorsement, and English as a second language endorsement. Although Dr. Cassidy is proud of these educational accomplishments because of their personal significance, she is even more enthusiastic about them because they have empowered her with the knowledge, skills, and abilities to create and sustain successful educational opportunities within the communities she works. In addition to her educational achievements, Dr. Cassidy has developed a solid foundation in many areas that are essential for success as a building administrator. Recently, she created and established a local school district’s first alternative high school program. During this experience, she managed and coordinated the alternative high school program, implemented and monitored the curricular programs, and implemented a Positive Behavior Interventions and Supports model for behavior management. Dr. Cassidy has been a K-6 English language development teacher and a fourth grade teacher. Additionally, she serves on the board of directors at the United Community Health Clinic of Southern Arizona. Copyright ©2010-2014 Nogales USD | Site designed and maintained by School Webmasters

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Your browser does not support iframes. Read a digital copy of the latest edition of The Oldham Era online. Upchurch announces retirement -A A +A By Tracy Harris Monday, December 12, 2011 at 6:10 pm (Updated: December 12, 6:47 pm) After 28 years in the Oldham County school district, Superintendent Paul Upchurch has announced he will retire in June. Upchurch announced his decision Monday during the board of education meeting. Upchurch became superintendent in 2005 after seven years leading the Elizabethtown Independent School District. Prior to Elizabethtown, Uphurch was both a teacher and principal for Oldham County Schools. One major factor in the timing of his retirement are the changes coming with Kentucky Senate Bill 1, Upchurch said. With one year remaining in his eight-year contract, Upchurch said it is logical to leave now so a new superintendent is in place from the beginning of the Kentucky Senate Bill 1 changes. Kentucky Senate Bill 1 is a major reform, he said, even bigger than the Kentucky Education Reform Act in 1990. The bill is changing academics, assessments and accountability. State officials are adopting new academic standards and placing stronger emphasis on college and career readiness. "I think the board is in agreement that we would want to continue with the path that we're on," said Oldham school board chair Joyce Fletcher, making student needs and academic achievement top priorities. Board members will be looking for a superintendent to meet the needs of 21st Century learners, Fletcher said. "We're preparing students for a future (when) we don't even know what that future holds," she said. The board will appoint a selection committee to recommend a new superintendent. Gayle Johnson, assistant to the superintendent, will lead the committee. Johnson also led the committee in 2005. He is the secretary/treasurer for the Oldham County Educational Foundation, a non-profit organization which solicits support from businesses and community members for Oldham’s public schools. Johnson began his teaching career in 1968 as a science teacher in Scott and Oldham counties. He's been a principal, assistant superintendent and deputy superintendent in Oldham County, and was interim superintendent in 1992. Fletcher said the committee will have community and district representatives. Upchurch said applications will likely be due sometime in January. The committee will narrow down applicants to a handful of finalists around March, with a decision likely by the end of May. Upchurch said he always wanted to retire while he still enjoyed the work. His wife retired a year ago. "It's just better this way," he said. Upchurch believes the district will continue to improve not because of what he has done as superintendent, but because of what all the district staff have done. "I don't feel like I've done anything," he said. "It's been a 'we' approach." While superintendent, Upchurch encouraged district administrators to look at what they could do to help teachers improve. "It's not a top-down approach," he said. "It's, 'What do you guys need?'" His emphasis on collaboration is noted by many in the district, including North Oldham High School Principal Lisa Jarrett. The district has become less competitive and more collaborative, Jarrett said — something she attributes to Upchurch's leadership. "We've realized we can grow from other people," Jarrett said. Assistant Superintendent Rick McHargue agrees. McHargue is in his 36th year with the district, and like Upchurch is a former teacher and principal. McHargue was one of three finalists for the superintendent position in 2005 when the school board hired Upchurch. Upchurch focused on showing that not only did schools have to get better, so did every individual classroom, McHargue said. "All superintendents have their strengths," he said. "Teaching and learning (are) Paul's." During his tenure, Upchurch has emphasized increasing literacy by adding a literacy coach position to each school and adding the Reading Recovery program, which provides one-on-one help for first graders struggling to read. The district also greatly expanded its gifted and talented services in recent years, Upchurch said. There are now four people on the Gifted and Talented Educational Services administrative staff and coordinators at each school. Upchurch also pointed out major technology and infrastructure improvements he's overseen. The new bus compound accommodates the district's 180-bus fleet, he said, including indoor service bays for 19 buses. Upchurch said it is the combination of students, staff, board members and parents that make the district successful. "We attract phenomenal principals and teachers," he said. "And there's an extraordinary group of families out there." Jarrett said Upchurch should be included in that list. "If I could summarize one reason why Oldham County is as successful as it has been, it's people like him," she said. "I'm only going to work as hard as he is, and he sets the bar high." When asked if he feels he failed in any area, Upchurch points to teacher salaries. With assessment scores amongst the state's highest, revenue remains one of the state's lowest. Due to restrictions on revenue, only 45 cents of every tax dollar goes to the district's general fund, Upchurch said, limiting how much is available for payroll. "I wish we could've done better (with salaries)," he said. The revenue challenge will outlast Upchurch's tenure, however. McHargue and Fletcher both agree it will be a primary issue for Upchurch's replacement. Jarrett said she hopes the board finds someone who can "pick up the torch and keep running with it." "It sounds like it'd be an easy task," she said, "but it's a heavy, heavy torch he's been carrying."

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Books on Presbyterian Polity Danny E. Olinger The lead articles by Stephen Doe and Larry Wilson in this issue deal with submission to leadership, or office, in the church. If you are interested in reading more about church government, here is a brief annotated survey of some books by Presbyterian authors. This listing is not definitive or exhaustive, nor is it intended to favor one stream of thought within the Presbyterian tradition. Order in the Offices, edited by Mark Brown (Classic Presbyterian Government Resources, 1993). The push of two-office Plymouth Brethren (elders and deacons, but no preaching office or ministers of the Word) motivated OP pastor Mark Brown to edit classic articles and to organize new articles articulating the three-office view of the nineteenth-century Presbyterians Charles Hodge and Thomas Smyth. This symposium, now a text at several Reformed seminaries, has essays by these current and past OPC and PCA ministers: Steven Miller, Robert W. Eckardt, Charles Dennison, Jack Kinneer, Leonard Coppes, Greg Reynolds, Jeffrey Boer, Robert Rayburn, and Edmund Clowney. Particularly valuable is Clowney's biblical-theological study distinguishing the gift of rule from the gift of preaching. Included also is Smyth's Ecclesiastical Catechism, which clearly defines and distinguishes the offices of the church in a practical question-and-answer format. Elders of the Church, by Lawrence Eyres (P&R, 1975). Originally appearing as a series of articles in the Presbyterian Guardian, this book is a practical and popular exposition of eldership by the late Lawrence Eyres, one of the founding fathers in the OPC. He develops six main propositions, among which are the beliefs that elders are made by the Holy Spirit of Christ and that they hold the key to the health of the congregations under their rule. He argues for the two-office position, maintaining that there are distinctions of labor within the office of elder, but that the office itself is but one. However, he distinguishes his view from the Plymouth Brethren position. He declares that the teaching elder alone has the right and responsibility of the pulpit. The Church of God: An Essential Element of the Gospel, by Stuart Robinson (out of print). A nineteenth-century Southern Presbyterian, Robinson puts forth a defense of Presbyterianism from the vantage points of the eternal decree, redemptive history, and the threefold office of Christ. The church would be well served if a Reformed publishing house made this wonderfully instructive book available again. Paradigms in Polity, edited by David Hall and Joseph Hall (Eerdmans, 1994). Combining primary documents and articles, Hall and Hall have put together in this book a collection of essays and chapters from important works. One of the most significant chapters is a reprinting of Thomas Witherow's The Apostolic Church: Which Is it? Witherow argues for the Presbyterian form of government as biblical over against independent systems and hierarchical systems. Church Polity, by Charles Hodge (Westminster Publishing House, 2002). Recently reissued, this volume contains Hodge's teaching on the subject of church polity. OP minister Alan Strange writes in the preface that Hodge saw the genius of Presbyterianism as consisting in a form of government that is neither hierarchical, as in episcopacy, nor egalitarian, as in congregationalism. Clergy rule in the episcopal system; the laity rule in the congregational system. In the Presbyterian system, members of the clergy (ministers) are joined with rulers of the people (elders) in the governing of the church. Pressing toward the Mark, edited by Charles G. Dennison and Richard Gamble (Committee for the Historian, 1986). Included in this collection of essays from OP and PCA pastors and elders are numerous articles on Presbyterian polity. Among the most noteworthy is George Knight's "Two Offices and Two Orders of Elders." Knight puts forth an argument for the two-office position. He argues that the New Testament uses only two titles for church officers, but describes officers by way of three functions-teaching, ruling, and serving. His solution is that there are two titles for church officers, elders (or bishops) and deacons, but that within the office of elder there are two functions, teaching and ruling. Also included is RPCNA theologian Wayne Spear's "The Westminster Assembly's Directory for Church Government." Spear provides a brief summary of the Directory's history, followed by a reprinting of the Directory itself. The author is general secretary of the Committee on Christian Education of the Orthodox Presbyterian Church. Reprinted from New Horizons, May 2004.

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Executive Women Recognize High Achievers With Scholarships Seven Palm Beach Atlantic University students have received scholarships from the Executive Women of the Palm Beaches. The students were recognized at the 31st annual Women in Leadership Luncheon. Palm Beach Atlantic University President William M. B. Fleming, Jr. and Women in Leadership Awards Luncheon Honorary Chair Frances Fisher congratulate scholarship recipients Megan Human (second from left) and Jessica Monteiro (third from left) on receiving the Executive Women of the Palm Beaches Public Policy Scholarship. Fisher provided the grant for the endowed Executive Women of the Palm Beaches Public Policy scholarship, which benefits Palm Beach Atlantic students. Angelica Peralta of suburban Lantana received the Executive Women of the Palm Beaches scholarship. Peralta is a sophomore who is majoring in nursing and minoring in Spanish, and she has served as a volunteer at her church. Her other involvements include volunteering as a tutor for music students at Lantana Middle School and volunteering as a note taker for students with disabilities. She also has participated in a local clean-up at a nature preserve. After graduating, she plans to work as a nurse in a hospital before going back to school for a master’s degree to become a certified nurse midwife. She eventually would like to open her own clinic. Victoria Vartan of Jupiter received the Executive Women of the Palm Beaches scholarship. Vartan is a junior who is majoring in journalism. She has been a staff writer and web editor of The Beacon, the University’s student newspaper, and she has completed more than 500 hours of community service at the Jupiter Branch Library, where helps the librarians train 12- to 18-year-old volunteers. She is a tutor for PBA students in math and English, and she packs food for the Food for Families program at her church. She also serves as a volunteer for local beach clean-ups. Her career goal is to obtain a position at a major television station in New York City as a scriptwriter, editor or web editor. Eileen Gonzalez of Boynton Beach received the Kathryn C. Vecellio Scholarship. Gonzalez is a senior majoring in elementary education. She has volunteered in various children’s ministries and Head Start classrooms assisting teachers with instruction and creating lessons and activities. She has participated in various homeless outreach programs, such as Love Bags, Love Out Loud and Food Share. She hopes to teach in either a public school or private institution in Palm Beach County, and she also would like to teach overseas. She plans to pursue a master’s degree in education leadership. “God has placed the desire to teach in my heart and I am happy to take on this fulfilling and life-changing career. I aspire to lead, mentor and challenge my future students to help them achieve social and academic success in their school career.” Emily Pain of West Palm Beach received the Kathryn C. Vecellio Scholarship. Pain is a junior who is majoring in elementary education. She has worked with the homeless feeding/ministry at First Presbyterian Church and a children’s ministry for inner city children. She also has served as a classroom leader at Shoreline Kids and as co-leader of the Shoreline College Women’s Discipleship program. Her career aspirations are to teach in a public school in Palm Beach County, preferably at in an inner-city school. “I believe that teachers have a beautiful opportunity to love children and believe in them, to inspire and challenge them. I want to be the teacher that sees the child no one else sees and hears the child no one else hears. I believe that children will change the world if we only take the time to believe in them,” she said. Third-year pharmacy student Julienne Brown Pauly of West Palm Beach received the Graduate Health Scholarship. In 2012, Pauly was an asthma educator in Belle Glade with the American Lung Association Open Airways Program, and in 2013 she volunteered at Quantum House to prepare food for and visit with patients who were awaiting bone extension surgery. This year she participated in a health fair at Woodlands Middle School to counsel families about proper medication usage. She was a member of the pharmacy school’s 2012 medical mission trip team that traveled to Guatemala, and this year she is a member of a team headed to Honduras. She is an active member of numerous professional organizations, and she is the president of the graduating class of 2015. She demonstrated her care for the success of her fellow classmates by serving as a mentor to new pharmacy students in 2012 and 2013, and by managing the new student mentor match program in 2013 to ensure proper communication was established between pharmacy student mentors and new students. Megan Human, a Longmont, Colo., native who now lives in West Palm Beach, received the Public Policy Scholarship. Human is a junior majoring in public relations and minoring in political science. She serves as president of the Public Relations Club at PBA, and she is a member of the President’s Lyceum, an academic forum at PBA featuring distinguished guest speakers who are leaders in their industry. She is completing an internship at Community Partners, where she has worked on the organization’s annual report, crisis management plan and fundraising events. She also has volunteered more than 500 hours at her church as a youth leader. Her career goals are to work in the field of public policy using the skills she learned from her internship at Coudert Institute hosting the world’s most influential minds for intelligent conversation. Jessica Monteiro of Coral Springs received the Public Policy Scholarship. Monteiro is a freshman majoring in pre-law and minoring in biblical studies. She volunteers at a Brazilian church translating the sermon for the English speakers. “My job goes beyond translating words but communicating ideas and truth,” she said. “I am the ‘middle man’ between the pastor and the audience members who do not speak his language.” Her career aspirations are to pursue a degree in law and to be a voice for those who cannot speak up for themselves. 05/2014, News, General News, Pharmacy

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Our Core Purpose and Values City Manager's Initiatives Awards and Recognition Biography of City Manager Bob Bell the Staff of the City Manager’s Office Archived News Release from 2003For Immediate Release A Tale for All Ages at Redwood City Public Library's Kick-Off Program Redwood City, CA - September 17, 2003 - Fall is in the air, the children are back to school, and the Redwood City Public Library is inviting the community "back to the Library." Its first program of the fall season is a free performance of "The Wonderful Story of Zaal," on Wednesday, September 24 at 7:30 p.m. in the community room of the Main Library, 1044 Middlefield Road. The Friends of the Library bring back the ever-popular theatrical troupe, Word for Word in a re-enactment of a traditional Persian tale appropriate for all ages. Word for Word is a San Francisco-based professional theater company that stages short stories or portions of books, performing every word the author has written. Their goal is to "excite children and adults about the written word, to inspire them to read more and to share the world's diverse cultures and stories". They bring "literature to its feet," combining written, spoken, and physical action to make the stories come alive. More than 20,000 people a year attend their public performances in the Bay Area. "The Story of Zaal," an ancient Persian legend retold by M. and N. Batmangli, features a baby banished by his father because of his unusual white hair. The child is rescued from death by a magical bird and grows up in the bird's castle, high on a magic mountain. Also in September, the book group meets on Thursday, September 18 at noon to discuss Harper Lee's To Kill a Mockingbird. The book group is free and all are invited to come and discuss the classic, set in the deep South of the 1930's. Redwood City Public Library is located at 1044 Middlefield Road and offers many free programs for children and adults, helping the community to "understand the past, prepare for the future, and thrive in the present." For more information about this and other library events and services you may access the library's home page at www.redwoodcity.org/library or call 780-7026. Visit Redwood City's main website at www.redwoodcity.org for information about the City and its services, the community, recreation programs, education, City government, and local business. Contacts: Celia LaRiviere Resource Development Supervisor 650-780-7045 © Copyright 1996-2011 Please email any comments or suggestions to webmaster@redwoodcity.org

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Friday Harbor art students bring home the 'Gold' Feb 19, 2014 at 1:10PM 'Why?' by Alaina Scheffer. — image credit: Contributed art The Winter Olympics isn't the only place gleaming with gold. In Friday Harbor, two high school students are sporting gold medals of their own—for art. Friday Harbor High School seniors Alaina Scheffer and Ellery Von Dassow won top honors at the 2014 Western at Large Regional Scholastic Art & Writing Awards Competition, a juried competition featuring works or art submitted by students from 10 western states, including California, Colorado, Oregon, Hawaii, Nevada and Washington. The portfolios submitted by Ellery and Alaina, with eight works of art in each, were selected "Gold Key" award winners at this year's regional student art and writing competition. Nearly 900,000 original works of art and writing have been judged as part of the competition in the last five years alone. Only a small percentage receive the designation of Gold Key, Silver Key or Honorable Mention. As two of only five 2014 Gold Key winners, Alaina and Ellery's portfolios will advance to the national competition (results are expected to be released online March 17). "I thought it was very astonishing that two of the five came from our little school," Ellery said. In addition to the Gold Key portfolio award, Ellery earned another Gold Key for a drawing entitled "But On Paper, Ma'am," and a Silver Key for a drawing which he titled "Arrested." In addition to her Gold Key portfolio, Alaina received Honorable Mention for two drawings and for a painting entitled "Why?" "This is a tremendous honor and recognition of the hard work and dedication of our students," art instructor Andy Anderson said. Anderson noted that groups like the Island Museum of Art, local parent-teacher associations, the state arts commission and private donors have stepped in to help keep the public school art program alive at a time when school districts are hard-pressed to pay for such programs. "Talented kids like Ellery and Alaina are clearly worth supporting," he said. The two AP art students, both of whom earned state awards a year ago, solidified their spot on a growing list of award-winning Friday Harbor High School art students. Last year, six AP art students earned the highest possible score of “5” for 24-piece portfolios reviewed as part of the annual College Board Advanced Placement Art program. Top Ten for Friday Harbor: ‘Art Town’ Foundations, IMA help restore art classes in Friday Harbor schools Friday Harbor art student earns top award at state competition

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Global Poverty Training Offered at UST 10/16/2013The Center of International Studies at University of St. Thomas hosted CARE’s first regional training on campus in Ahern Room, Crooker Center, 3909 Graustark St., from Friday to Sunday, Oct. 18-20. CARE is a leading humanitarian organization fighting global poverty. It places special focus on working alongside women in economically disadvantaged communities. CARE also delivers emergency aid to survivors of war and natural disasters and helps people rebuild their lives. Philippe Nassif ’07, Central Regional Advocacy Coordinator at CARE, along with Terence O’Neill, director of Mayor Annise Parker’s Office of International Communities, will lead the training. “The objective of the workshop is to train a new group of CARE advocates to work within their community and educate constituents on the importance of international aid,” Nassif said. “We also will train them to work with members of Congress on the importance of supporting U.S. efforts to eradicate poverty from the world by empowering women and girls. “We will speak on political topics such as CARE’s legislative agenda, grasstops vs. grassroots organizing, how to write and pitch an op-ed and organizing constituencies in your community,” Nassif said. Nassif chose UST as the location for the training because St. Thomas has a strong program in international studies, and students and faculty understand the importance of eradicating global poverty. Nassif served as a field organizer in Florida for the Obama for America Campaign during the 2012 presidential election cycle. He earned a bachelor’s degree in international studies from UST and Master of Arts in international conflict resolution from St. Mary’s University.

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All NewsCampaign for TCCommencementCurriculumInternationalIn MemoriamMessagesNow Playing: TC VideoNYC SchoolsOpinionsPolicyThe President's CornerResearch / PublicationsTC CommunityTC EntrepreneursTC NewsMakersTC PeopleViews on the NewsOnline Courses Aren't Just for Home-Schoolers AnymorePublished in 3/31/2006Once considered the domain of home-schooled students, K-12 online learning is a fast-growing option for public school students in rural, urban, and suburban areas. Education researchers are just beginning to seriously study K-12 online learning, says Susan Lowes, director of research and evaluation at the Institute for Learning Technologies at Columbia University's Teachers College. She says existing research typically focuses on whether online learning is as good as classroom learning. "I think we now have gone way beyond that, or should have gone beyond that, to try to understand how it's different, both positively and negatively."This article, written by Kate Moser, appeared in the March 30th, 2006 publication of The Christian Science Monitor.previous page

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Democratic legislators put forth pre-K program and funding Published April 09. 2014 12:30PMUpdated April 10. 2014 6:51PM Hartford — Democratic leadership announced a proposal Wednesday to spend $200 million over 10 years on enhancing pre-kindergarten programs at public schools throughout the state.Half of the funds would come from bonding and half from the state’s Tobacco and Health Trust Fund, which was created after a 1998 settlement with the tobacco industry over health risks associated with smoking.The initiative, called Connecticut Smart Start, would give 50,000 children access to high-quality early education with the goal of closing the so-called achievement gap that leaves many children at an educational disadvantage.“We know that the earlier we can get children, the better,” said Karen List, superintendent of West Hartford Public Schools. “We know that the achievement gap starts at nine months old.”Public school professionals spoke of children who showed up on the first day of kindergarten full of joy and ready to learn only to feel humiliated because they are missing basic knowledge, such as how a book opens right to left.This investment would help prepare more children for grade school, they said.Towns and cities would have to apply for the funding to operate programs for five years, with the chance for renewal for an additional five years if benchmarks are met.Municipalities would have to demonstrate an unmet need for preschool and show that they would give priority to students who are eligible for free and reduced-price lunch. Teachers would have to be certified and the preschool programs would have to obtain the National Association for the Education of Young Children accreditation within three years of receiving funding. The classroom size must also not exceed 16 children.The funds could be used for capital costs such as classroom renovation, operating expenses such as hiring teachers and purchasing supplies and materials.The program would build on the governor’s proposed initiative to create 4,000 pre-K slots for children over five years at a cost of $51.1 million.“This is an opportunity not just to improve children’s education as they go through life but to lift them out of the achievement gap to give them a far better start so down the road we are lifting many of them out of poverty as well,” said state Sen. Andrea Stillman, D-Waterford.Senate President Pro Tempore Donald Williams, D-Brooklyn, said the proposal was the opportunity that Connecticut’s children needed.“Children who experience high-quality pre-K arrive at school ready to learn, are less likely to need remedial or special education services and have higher rates of high school graduation. Connecticut Smart Start will help level the playing field for tens of thousands of children — it’s the best educational investment we can make.”State Rep. Andy Fleisch­mann, who is the co-chairman with Stillman on the Education Committee, thanked Stillman and Williams for leaving a legacy of supporting children’s education. Both are not seeking re-election.“To put your imprint on this and to say this is critically important for Connecticut is so right,” Fleischmann said.

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COMMENTS Exit interview: A Q&A with outgoing ABSS superintendent Lillie Cox Published: Wednesday, July 2, 2014 at 04:51 PM. The Times-News sent a list of questions to former Alamance-Burlington School System Superintendent Lillie Cox on Monday, her last day, on the job. The Board of Education accepted Cox’s resignation May 30. Her contract had been extended last fall to 2017. A resignation agreement between Cox and the board paid her $200,000 in severance and limited public comments by both parties. Here are Cox’s responses to the Times-News’ questions: TIMES-NEWS: What are your plans for the immediate or long-term future? Do you know where you are going next? COX: I am currently looking for another educational leadership opportunity where I can work to improve the quality of public education for children. It is my passion and life’s work. I am from this area and hope to stay; however, I may have to leave for another opportunity. TIMES-NEWS: What developments are you most pleased with in ABSS since you have been superintendent? COX: All of our measurable indicators were moving in a positive direction and were the combined outcome of a focus on students. We increased the number of rigorous classes, and therefore students in those classes, and vastly increased the number of minorities. We have increased the graduation rate again, and this year’s preliminary results are even higher. Our dropout rate is at an all-time low as well. TIMES-NEWS: What would you most wish you could have gotten done? What would you most like to see happen in ABSS? COX: I was looking forward to the implementation of the strategic plan. I am pleased that we accomplished the Vision for Public Education and strategic plans, and am very appreciative and proud of this community for their interest and involvement. I hope the community interest and support for ABSS continues. TIMES-NEWS: What would ABSS, the county, the state, need to do to get ABSS to the level it needs to be? What level of investment would it take? COX: ABSS needs resources and innovative leadership. Our funding levels are reaching a point where we can always improve, but we will hit a ceiling and will become increasingly less competitive if we are unable to recruit the best leaders, teachers, and implement the most innovative programs and processes. The world is moving forward, and ABSS can’t afford to stand still for the sake of the children. TIMES-NEWS: What do you consider the turning points in your tenure at ABSS? COX: I am most proud of the culture that I worked to improve and develop in ABSS. I worked to empower all employees and members of our community on making the right individual decisions for children. This is only possible in a culture where professionals are empowered and respected to use their training and skills to create opportunities for each and every child to be successful. I feel that some great strides were being made in this area during my tenure here. TIMES-NEWS: What do you hear from teachers about what they would like to see ABSS do in the future? COX: I believe that teachers want to feel respected and empowered to do their jobs. They want guidance, direction and support while at the same time being given the opportunity to be innovative and creative so they can learn and grow as professionals. TIMES-NEWS: What do you hear from parents about what ABSS needs to do? COX: Parents want strong communication from our district and schools about their children. They want to know what their children should be able to do, and they want support systems in place for them to be successful. The parents want to know that their children are attending a world-class school system that is being led by world-class leaders. TIMES-NEWS: Would you consider coming back to ABSS in the future? COX: I returned to ABSS because I love these schools. I am from this area and grew up not far from here. This is my home and where my family and friends live. I will always want to come home. TIMES-NEWS: What advice would you give your successor? COX: Continue to focus on the children. There are great people working in ABSS. TIMES-NEWS: What advice would you give new members of the school board? COX: Hire the best people and let them do their jobs. Garner resources for children. TIMES-NEWS: According to the school board’s legal invoices, there have been a lot of questions about Race to the Top funding. What does the public need to know about that? COX: The Race to the Top funding follows the Race to the Top plan that is approved at the federal and state level. This funding is monitored closely at the federal, state and local level. There has never been any misuse of Race to the Top funds or any other funds during my tenure in ABSS. We used the funds as stated in the plan, and this was confirmed. TIMES-NEWS: Will you be supporting any candidates in the school board election this year? COX: My political choices are personal. TIMES-NEWS: What can you say publicly about what has happened between you and the board of education in the past few months leading up to your resignation? COX: I received an email from the board attorney that the majority of the board wanted to go in a different direction. No concerns were ever discussed with me. The board attorney asked me to continue all responsibilities and duties as superintendent through June 30th, and I did that. The board paid me the maximum payout amount allowable in my contract.

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Business Q & A Submit an event notice theweekextra Aurora offers pastoral education program Program begins Jan. 3 (Published Sept. 26, 2007, 4:43 p.m.) Aurora Lakeland Medical Center's pastoral care services team recently announced the formation of a new congregational-based clinical pastoral education program. The program is designed to support pastors and other parish professionals in their ongoing ministries. According to Rev. Sue Ott-Holland, supervisor of clinical pastoral education, the class will explore leadership amid change, conflict management, spiritual leadership renewal and various family systems concepts. It will continue to use an action/reflection model of learning, but the learning will emerge from the challenges faced within the local congregation. "The health and wellness of our communities is central to the mission of Aurora Health Care,'' Ott-Holland said in a news release. "We recognize that our faith communities provide significant spiritual support that enhances people's health and well-being. Leaders of these congregations merit our gratitude and our support for what they do.'' The program will begin Jan. 3, 2008, and continue through the end of April. Group meetings will be held on Thursdays with clinical work coming from the student's professional setting. Tuition will be $500. Applications and additional information may be attained by e-mailing Sue.Ott-Holland@aurora.org or by calling 741-2046 or going to www.acpe.edu. Clinical pastoral education is an accredited program of the Association of Clinical Pastoral Education. Programs are designed to enhance students' continuing pastoral formation, competence and reflective processes. Aurora Health Care is a not-for-profit Wisconsin health care provider and a nationally recognized leader in efforts to improve the quality of health care. Aurora offers services at sites in 90 communities throughout eastern Wisconsin. News Blogs | The Guide | | Site Map Copyright �2007 Bliss Communications Inc. All rights reserved. Use of this material and this site are subject to the TheWeekExtra Terms of Use and Privacy Policy. Content may not be published, broadcast, re-distributed or re-written..

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February 20, 2007 > EPCOT in Fremont? EPCOT in Fremont? By Karthik RamanSpain, France, England, India, Japan... How much do you know about these countries? An International Exhibit will be held at Centerville Junior High School's Multi-Use Room on February 27 and February 28, from 8:30 a.m. to 3:00 p.m, The exhibit will provide visitors with an opportunity to learn about these countries and many others! Principal Garo Mirigian has been hosting this event for the past 11 years in which students from countries throughout the world, with others interested in those countries, create exhibits representing area geography, cultures and lifestyles. Information, games, activities, food, and more will be available at the tables. This year, 40 countries will be represented at this free and open to the public event. The first international exhibit was held in 1996 as the result of visit by Dr. Mirigian to EPCOT Center in Disney World where a lake is surrounded by pavilions of a dozen countries. "You literally go from Paris to London to Tokyo," said Dr. Mirigian. As he visited these pavilions and experienced the different food and cultures, he thought that it would be interesting to host an event similarly structured in the new Multi-Use room at Centerville Junior High School. When he returned to Fremont, the Diversity Task Force of the school was wondering how to demonstrate the growing diversity of the students. Dr. Mirigian suggested an approach similar to Epcot Center.The task force liked the idea, and decided to make it an annual event, not realizing the enormity of the task. It soon became evident that trying to create this event every year would be too much strain on their resources and it was decided to host the International Festival once every two years. In this way, all classes of the two year school would experience the festival once. It has been hosted once every two years ever since with an attendance of approximately 3,000-4,000 students, parents and community members.This will be Dr. Mirigian's last International Exhibit since he has scheduled his retirement as principal next year. Therefore he wants to make this year's event as special as possible. Usually there are only 24-25 countries participating but this year there are 40 exhibits representing countries from all six populated continents of the world. This is an event that should not be missed!International ExhibitTuesday, February 27 and Wednesday, February 288:30 a.m. - 3 p.m.Centerville Junior High School Multi-Use Room37720 Fremont Blvd., Fremont(510) 797-2072 Home Protective Services

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Email to a friend Oaxacan Teachers Challenge the Test Thursday, 09 May 2013 10:49 By David Bacon, California Federation of Teachers | Report font size (Photo: Benjamin Chun / Flickr)Recently an American Federation of Teachers resolution declared that U.S. public schools are held hostage to a "testing fixation rooted in the No Child Left Behind Act," and condemned its "extreme misuse as a result of ideologically and politically driven education policy." AFT President Randi Weingarten proposed instead that "public education should be obsessed with high-quality teaching and learning, not high-stakes testing." In Seattle teachers at Garfield High have refused to give them. Many Mexican teachers would find these sentiments familiar. The testing regime in Mexico is as entrenched as it is in the United States, and its political use is very similar - undermining the rights of teachers, and attacking unions that oppose it. In Michoacan, in central Mexico, sixteen teachers went to jail because they also refused to administer standardized tests. But the teachers' union in the southern state of Oaxaca, Section 22 of the National Union of Education Workers (SNTE)., has not only refused to implement standardized tests - it has proposed its own reform of the education system, one designed by teachers themselves. Tranquilino Lavarriega Cruz, coordinator of the union's Center for the Study of Educational Development, has taught for 11 years in primary schools in poor communities. Today he works full time coordinating the Program for the Transformation of Education in Oaxaca (PTEO). "The PTEO is a product of the vision of all the teachers in Oaxaca," he explains. "It covers the infrastructure of schools, conditions of the students, evaluation, teachers' training, and compensation. The program is more than a written document. It seeks to transform people's lives." Nationalist governments after the Revolution of 1910-20 started Mexico's public education system. Today children start preschool at three, and move to a six-year primary school at 6. At twelve, they start secondary school, which ends when they're fifteen. These twelve years are mandatory. The Department of Public Education administers the national school system, while each state also has its own department. All Mexican teachers belong to the SNTE, the largest union in Latin America, and each state has its own section. The national union's leaders were loyal supporters of Mexico's ruling Institutional Revolutionary Party (PRI) for over 70 years, but teachers' movements in many states fought to change what many viewed as a repressive bureaucracy. Today "this internal movement fights for the democratization of the union and for educational reform," according to Manuel Perez Rocha, former president of the Autonomous University of Mexico City and one of the country's most respected educators. Over the last two decades, however, corporate influence has grown over Mexico's educational system. "They started creating mechanisms for controlling the ideology of both teachers and students," Lavarriega says, "trying to certify education in the same way they'd certify a product - to sell it." Perez Rocha sees parallels with the U.S. "The Mexican right always copies the United State's right," he laughs. "The politics of merit pay and the correlation with standardized exam results is identical between the two countries. The right wants to convert education into a commodity and students into merchandise -- 'Let's fill their heads with information and put them to work.'" Nevertheless, he notes, there are important differences, because the national union in Mexico is an entrenched part of the power structure. In 2008 the recently-removed leader of the teachers union, Esther Elba Gordillo Morales, signed an agreement with then Mexican President Felipe Calderon called the Alliance for Quality Education (ACE). Just weeks after taking office, Mexico's new president, Enrique Peña Nieto, ordered her arrest on corruption charges, shortly after the Mexican Congress gave its final approval to an education reform program based on ACE that is hated by most of the country's teachers. Gordillo may prove to be guilty of the embezzlement charges leveled against her. But what placed her in the cross-hairs of Mexico's corporate elite was more likely her inability to keep teachers under control as protests against testing and U.S.-style education reform spread across the country. The ACE is based on a national standardized test for students called ENLACE. Pedro Javier Torres Hernandez, a biology teacher since 1989, has been working for twelve years on the union's alternative reform plan, most recently on its proposal regarding evaluations. He criticizes the ACE and the ENLACE test because "they don't take context into account. A school in the city isn't the same as one in a remote community. Sixteen languages are spoken in Oaxaca, and in Mexico there are great differences between communities. Some schools function very well because they have resources while others don't. That shouldn't justify bad conditions, but to think that teachers are the only ones responsible is wrong." The impact of the testing regime on curriculum is similar to that in many U.S. schools. Humanities, art and philosophy have all but disappeared from the curriculum, Perez Rocha charges. History and literature are drastically reduced and placed in other programs. "Under the ACE," Torres says, "if students at a school don't achieve good test results, the Secretary of Public Education declares their teachers incompetent, and they're removed. They have to go to a private school and pay to take courses, and later take tests. If they don't score well, they're fired." The ACE also incorporates a previous reward system, called Teaching Careers, where teachers accumulate points based on their own test results, and can qualify for salary increases. "However those who have been given awards are not necessarily the best teachers, and it divides teachers against each other," he believes. So teachers in Oaxaca refused to implement the ENLACE test. There is resistance in other states as well. Sixteen teachers were arrested in Michoacan for refusing. "But Oaxaca is the stone in the shoe," Lavarriega says. Section 22's alternative to the ACE proposes programs for infrastructure, student needs and financial incentives, and systems for evaluating and training teachers. For Lavarriega, "Education must be diverse because Oaxaca is an extremely diverse state. Schools in the heart of the city should be equal to those in marginalized communities. Communities should be able to generate their own educational process, and teachers should be part of it." To critics who claim this sounds like deemphasizing education standards, he responds, "We're not saying that all knowledge is contextual. A five is a five, no matter what part of the world you're living in. There are universal elements of the curriculum that we shouldn't modify. But many of us look at the textbook almost like God, not just in Oaxaca but everywhere in the world. We believe we can't function without one. Isn't reality around us also a great opportunity to develop content?" In indigenous communities Torres says "you hear parents saying they want more instruction in their own language, as well as better instruction in the sciences. What the PTEO tries to do is to harmonize things. The fundamental linchpin of this plan is forming groups or collectives. You could, for instance, set up a collective in a school, or one for an entire community in which there are various schools. These collectives bring together teachers, students, and their families, and they work on educational projects." The PTEO's main difference with the ACE is its approach to evaluation. Instead of a standardized test, "evaluation should be a process," Lavarriega asserts, "a means, not an end. ENLACE simply gives the test, and that's it. Evaluation should be a process of dialogue, should be global and holistic, and should evaluate everything. It should be multidisciplinary, where teachers to work together to evaluate a student." In place of the test, the PTEO proposes that teachers and students keep diaries, and maintain portfolios of work. "While we don't discard totally conventional tests, we should also have interviews and surveys," Torres says. "Teachers and families should sit down together and analyze what they find in the diaries and portfolios. Teachers of biology, for instance, can ask each other, how did you explain a certain idea? How well did it work?" Proponents of standardized exams allege that teachers and schools can't be relied on to impartially evaluate themselves. "We don't reject external evaluation," Torres continues, "so that someone outside can understand what we're doing. But we need to combine external and internal evaluations to make decisions and obtain information, not just to compare schools or students. What's important isn't just the achievement of the student but the process of learning." One of the most hotly debated questions in Mexico involves how teachers themselves are trained, and in particular the role of the "normales" -- the teacher training schools. These schools have been hotbeds of activism, where students have challenged the government and educational authorities. Just a year ago police killed three students from the Ayotzinga Normal School in Guerrero, after a student march left the campus and blocked a public highway. The normal schools have also been a way for the children of poor farming families to get better jobs as teachers. Under neoliberal economic reforms this role has eroded, however and Oaxaca is the only state left where students are still guaranteed jobs when they graduate. Leftwing politics and class demographics make them a target for conservative reformers. In June 2011 SNTE President Gordillo joined Claudio X. Gonzalez, a wealthy rightwing businessman who heads Mexicanos Primero, the country's corporate education reform lobby, to condemn them. Gonzalez demanded that the schools be replaced with private ones, calling the normales "mediocre, and a mess of politics and complainers." Gordillo said they were graduating "monsters" instead of "ducklings." The PTEO envisions "a training program that sees a teacher as an agent of social change," Lavarriega counters, "someone who has roots in a community, is interested in all the problems of the children, is familiar with the culture of the people, who can promote education projects with parents. In other words, a teacher the ruling class doesn't want." In the PTEO vision, teacher training should develop critical thinking and creativity, rather than dependence on rigid curriculum and a textbook. "But it won't happen just because we give a workshop or some five-day course," he cautions. "We ourselves are too much the product of the training we want to change. Nevertheless, if we start a gradual process, I think that in several years we can create new teachers." Those new teachers will join a workforce with a reputation for stopping work every spring to fight with the government over salaries. Ninety percent earn between 3000 and 3500 pesos ($240-280) every two weeks. Many interns make as little as 1500 pesos, on six-month contracts with no Social Security benefits. "In a marginalized community," Lavarriega says, "teachers can spend 10 to 15% of their salaries on supplies for the students -- crayons, markers, binders." However the PTEO would actually end the individual bonuses given under the Teaching Career system. In its place it proposes financial rewards for schools and collectives that develop effective educational projects. This would encourage collectivity, the union believes, and ties with the community. More than 26,000 of Mexico's 223,144 basic education campuses have no water and more than 100,000 no connection to sewers. Four-fifths of the furniture doesn't comply with safety standards. The PTEO proposes that teacher collectives, and groups of parents and community authorities, design buildings appropriate to the local environment, using resources that come from the federal government. But the PTEO and the state of Oaxaca don't control those resources. "In Oaxaca alone there's a documented budgetary need for 16 billion pesos, and each year they only appropriate 180 million," Lavarriega charges. The existence of a state program like the PTEO that differs from the federal ACE is a product of Oaxaca's intense political turmoil. Teachers there were bitter enemies of the PRI governors who ruled the state for 70 years, and a teachers' strike became a virtual insurrection in 2006. But in 2010 Section 22 joined with other independent political forces and defeated the PRI, electing Gabino Cue governor. That opened the door to the union's reform proposals. "Because the money comes from the federal Department of Public Education, we need their agreement to implement the PTEO," Lavarriega explains. "The state helped form a joint committee of the Institute of Public Education (Oaxaca's state education department) and Section 22. We agreed on our proposal, and Governor Cue and [then] union president Chepi signed it. The next step is to present it to the federal Department of Public Education and the national union. There has been a change with this new government in Oaxaca. There's greater flexibility, and more willingness to work together. We still lack a lot, but the door is opening." Section 22 set up the first work groups to design alternatives to the federal reforms in 2008. It organized assemblies and distributed a booklet at the start of every school year describing the developing proposals. When it established the first school collectives, it included the families of students. Finally last May and June the first parts of the PTEO were implemented in 280 pilot schools. Each was responsible for setting up a collective, analyzing the needs of students and the community, and developing an educational project. Torres' school wasn't chosen as a pilot, but he says the PTEO has affected it nonetheless. "My school has a lot of very marginalized families," he explains. "They want their school to get a lot of awards, to be very beautiful, and their students to get straight As. But a better school is also one that can help those who need it most - single mothers, families with lots of economic problems. Our parents are beginning to ask, what is the function of a school? It's more than shining floors, with all the teachers wearing ties. Our school should be changing reality. That's what helping students really means." Coming in 2013 from Beacon Press: THE RIGHT TO STAY HOME: Ending Forced Migration and the Criminalization of Immigrants For more articles and images, see http://dbacon.igc.org This piece was reprinted by Truthout with permission or license. It may not be reproduced in any form without permission or license from the source. David Bacon David Bacon is a writer and photographer. His new book, The Right to Stay Home: How US Policy Drives Migration, was published by Beacon Press. His photographs and stories can be found at http://dbacon.igc.org. Show Comments By Amy Goodman and Juan Gonzalez, Democracy Now! | Video Interview Oaxacan Teachers Challenge the Test

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About Meet the ProvostStaffSearchesInitiatives Cluster Hiring Initiative Creating our Third CenturyDistance LearningDiversityDual Career Assistance ProgramStudent Excellence & HonorsVeterans UCForwardStudent Information SystemFacultyStudentsColleges College DeansResourcesNews & EventsContact Us Event Request Form Pam Person Director, Nationally Competitive Awards Pamela.Person@uc.edu Pamela F. Person was named the first permanent director of the University of Cincinnati’s Office of Nationally Competitive Awards in January, 2012. She previously served for 10 years as UC’s inaugural director for the Center for First-year Experience and Learning Communities. During her tenure the programs under her leadership emerged from fledgling, pilot initiatives to become large-scale, integral components of the UC undergraduate experience. Pam was a key contributor to the development of UC’s signature approach to undergraduate education which encourages a comprehensive curriculum design connecting FYE with mid-collegiate and graduation capstone experiences. She is a recipient of the Outstanding First-year Student Advocate Award, presented by the National Resource Center for The First-year Experience and Students in Transition, recognizing her for the impact of her efforts upon UC’s culture and the success of our students. Pam earned both her bachelor’s and master’s degrees from Radford University and completed additional graduate work at Southern Illinois University at Carbondale. Prior to her work at UC Pam held the directorship of the Career Center at The University of Alabama at Birmingham as well as leadership positions at Southeast Missouri State University, Southern Illinois University at Carbondale, Virginia Tech, and Radford University. Pam is an active contributor to applied research and scholarly practice in the field of higher education, particularly curriculum development and student transitions and success. She has authored articles on the University of Cincinnati’s first-year experience program that have been published in various conference proceedings, monographs, journals, and newsletters and has served internationally as a consultant to colleges and universities. Office of the Senior Vice President for Academic Affairs and Provost University of Cincinnati | Van Wormer Hall 2614 McMicken Circle, Cincinnati, OH 45221 | P.O. Box 210097 Phone: 513-556-2588 | Fax 513-556-7861

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Read More UMBC News Blog Stories On a Collision Course with the Future New! A break from the monotony of the everyday routines of life is a necessity in today's world. Taking time to regroup and rediscover your passion for your calling is important. This need is something that dance professor Doug Hamby acknowledged recently with a much deserved sabbatical. After taking some time off to recharge, Hamby has returned to the studio with new pieces and renewed drive.During his sabbatical, Hamby stayed in London and spent two months learning yoga, which he now teaches the RAC on Monday evenings. But his creative energy is focused in the dance studio, with the creation of his first new dance in two years, Interplay, which makes its debut at Phoenix Dance Company's concerts at UMBC."My idea for the dance is really to make up a lot of movement and mix and match it," Hamby says. "This dance is very energetic, it is constantly redefining movement." The music for the piece is composed by Philadelphia native Robert Moran and offers a challenge to the veteran dancer. "The music is very demanding," he says, adding, "There's a lot spewing forth."This summer, Hamby plans to collaborate with a videographer on a new work. The videographer will film a dancer and that edited film will be projected on a big screen while another dancer is on stage. "It will show what is going on in the dancer's head, kind of like a superego," Hamby says.He will also work with UMBC dance students preparing for the upcoming American College Dance Festival, held at North Carolina State. During the festival, student dances are professionally performed and the burgeoning choreographers receive feedback on their work.Hamby is enthusiastic about his next project with visual arts faculty Tim Nohe and Deborah Gorski. "One of my favorite things is collaboration," Hamby says. "You've got it all set in your mind and it's a challenge to relinquish your control and merge with other people." The collision of ideas as seen in the final product is something that Hamby enjoys. "That's part of the fun because it's only partly what you envision," he says. "It's the diversion that is where the interest is."Phoenix Dance Company performs in the UMBC Theatre February 12 through 15. Click here for more information.- Jennifer Leigh Gibson Posted by dwinds1 at February 12, 2003 12:00 AM © University of Maryland, Baltimore County • 1000 Hilltop Circle, Baltimore, MD 21250 • 410-455-1000 • email questions/comments

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Home / Odd News Student: $180 textbook filled with errors TAMPA, Fla., April 11 (UPI) -- A University of Southern Florida student who paid about $180 for a statistics textbook said he was dismayed to find the tome is riddled with errors. Jason Richardson, a junior at the Tampa school, said he discovered "The Joy of Statistics" is filled with errors concerning both the content of the math and the English used to explain it, WFTS-TV, Tampa, reported Wednesday. Richardson said he "noticed a lot of things that didn't make a lot of sense" shortly after purchasing the textbook. "The sentence reads 'A random sample of 50 pieces of plastic are being used 6mm these pieces of nylon rope are taken and the breaking strength (KN) is measured," Richardson said. He said he discovered numerous other language problems in the book, as well as many errors in the math it purports to teach. He said his teacher, one of the authors of the book, blamed the errors on the publisher. Chad Chandlee, the president of publisher Kendall Hunt, acknowledged the book has several errors. "It's human error. It's an unfortunate part of publishing, and it sounds like in this case from what I'm being told there were a significant amount of errors," he said. However, he defended the book as still being a useful resource for learning. "My question would be, did the book advance their ability to learn the subject matter? I think our answer to it is it did," Chandlee said. Comments Topics: Jason Richardson Recommended

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Producer Daphne Valerius to present documentary, The Souls of Black Girls, Feb. 27Media Contact: Jhodi Redlich, 401-874-4500URI Center for Student Leadership Development & Alpha Kappa Alpha Sorority host this premiere for the 20th Annual Women of Color Conference KINGSTON, R.I. -- FEBRUARY 16, 2008 -- The Souls of Black Girls, a provocative news documentary written, edited and produced by Daphne S. Valerius, will have its South County debut on Wednesday Feb. 27, 2008 at the University of Rhode Island. Valerius will attend this screening at 7 p.m. at the Ballroom of the Memorial Union on the Kingston Campus. The presentation of the film is part of the 20th Annual Women of Color Conference, a program of the Rose Butler Browne Leadership and mentoring program, offered through partnership with URI's Center for Student Leadership Development, and the Women�s Center. This presentation is also co-sponsored in part by the President�s Office, the Office of the Vice President for Student Affairs, and the College of Human Sciences and Services. Ms. Valerius� appearance is sponsored by the Theta Psi Omega Chapter of Alpha Kappa Alpha Sorority Incorporated. Valerius produced the documentary as a fulfillment of the broadcast journalism graduate program she completed at Emerson College in 2006. It builds upon her undergraduate research as a Ronald McNair Scholar at St. John�s University titled "Self-Esteem and Self-Confidence: The Effects of Mass Media on Women of Color�Forgotten." The Souls of Black Girls addresses many of the issues that were raised in the national discussion of racism and sexism in the media last year after the on-air remarks by Don Imus concerning the young women of the Rutgers University basketball team. The Souls of Black Girls examines how media images are established and controlled and features candid interviews with young women discussing their self-image, including actresses Regina King and Jada Pinkett Smith, PBS Washington Week Moderator Gwen Ifill, rapper/political activist Chuck D, and cultural critic Michaela Angela Davis, among others. The film also examines the relationship between historical and current media images of women of color and explores the possibility that Black women today are suffering from a self-image disorder as a result of trying to attain the beauty standards that are celebrated in media images. The name of the documentary film derives from the seminal W.E.B. Dubois book, The Souls of Black Folk. �The film addresses a critical issue in the black community and recognizes a significant contribution by an emerging black female producer and documentarian. We are particularly proud that she is a product of Rhode Island schools and a resident of Rhode Island,� said Beverly E. Ledbetter, President of Theta Psi Omega Chapter of Alpha Kappa Alpha Sorority, Incorporated & Vice President and Legal Counsel at Brown University. Valerius said growing up as a young Black girl, she felt �very much like an ugly duckling compared to my peers as a result of not looking a certain way, much like Pecola Breedlove of Toni Morrison�s The Bluest Eye. Putting together this documentary allowed me to uncover and examine why I, along with many other women of color, feel the need to manipulate our physical appearances.� The Souls of Black Girls has been showcased on AOL Black Voices and featured exclusively at the Apollo Theater�s �HealthTime at the Apollo� event commemorating Women�s History Month. The Souls of Black Girls has been overwhelmingly well-received by audiences at film festivals and private screenings throughout the country and has gone on to win numerous awards, most recent being honored with the Audience Choice Award for Best Documentary at the Martha�s Vineyard African-American Film Festival. For images, clips and more information about The Souls of Black Girls and screening updates, please visit the official website at www.soulsofblackgirls.com or www.myspace.com/soulsofblackgirls. For more information about the screening at URI, please contact Ana Barraza, 401.874.2561, abarraza@uri.edu at URI's Center for Student Leadership Development. NOTE TO MEDIA: WE INVITE COVERAGE OF THIS EVENT AND WELCOME REQUESTS FOR INTERVIEWS WITH THE FILMMAKER. ABOUT aLPHA KAPPA aLPHA sORORITY INCORPORATED: Founded on the campus of Howard University in Washington, DC in 1908, Alpha Kappa Alpha Sorority is the oldest Greek-letter organization established by African American college-trained women. To trace its history is to tell a story of changing patterns of human relations in America in the 20th century. Since its inception, the sisterhood of Alpha Kappa Alpha has responded to the world�s increasing complexity. It continues to empower communities through exemplary service initiatives and progressive programs. e-Campus | Sakai | my.URI.edu |

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US Youth Soccer joins leading youth organizations on launch of Healthy Kids Hub website to support millions of children New website from ChildObesity180 helps programs implement healthy principles Boston (April 8, 2013) – Healthy Kids Out of School, an initiative of ChildObesity180, today launches the Healthy Kids Hub website (www.HealthyKidsHub.org) to support out-of-school programs in promoting healthy snacks and physical activity through customized, evidence-based tools and resources. The website was launched at the National Afterschool Association Convention in Indianapolis with more than 2,000 out-of-school-time leaders in attendance. Healthy Kids Out of School is one of the high-impact, integrated strategies created by ChildObesity180 to reverse childhood obesity. Founded on three key principles – Drink Right, Move More, and Snack Smart – Healthy Kids Out of School has united some of the country’s leading organizations around these simple principles so that children experience consistent, healthy messages across out-of-school-time activities. Together, these organizations represent millions of children nationwide and include Boy Scouts of America, Girl Scouts of the USA, National Council of La Raza, National Council of Youth Sports, National Urban League, Pop Warner, US Youth Soccer, YMCA of the USA, and National 4-H Council. Through the new Healthy Kids Hub website, all out-of-school-time programs—from sports leagues to extracurricular activities—will now have access to resources that support healthy habits. "With millions of American children participating, out-of-school-time programs are effective environments for building healthy foundations in children’s lives," says Christina D. Economos, PhD, Vice-Chair and Director of ChildObesity180, Associate Professor at the Gerald J. and Dorothy R. Friedman School of Nutrition Science and Policy at Tufts University, and a leading researcher in the field of childhood obesity prevention. "The Healthy Kids Hub is designed to support volunteers, coaches, and leadership of these programs with free or low-cost resources that fit naturally into their programs’ missions. We are grateful for the support provided by the Harvard Pilgrim Health Care Foundation to foster healthy environments for children." The new Healthy Kids Hub website features a collection of hundreds of educational resources developed by leading universities, afterschool organizations, and other non-profits. Visitors can browse through resources on their own or complete a brief survey to get resources tailored to their specific needs. The Healthy Kids Hub also features products, discounts, and other special offers that encourage healthy habits. Visitors to the Healthy Kids Hub website have the opportunity to demonstrate their commitment to a national movement of out-of-school-time leaders supporting healthy programs by signing a pledge to support the principles. "As the nation’s largest youth sports organization, US Youth Soccer strives to foster the physical, mental and emotional growth and development of America's youth through the sport of soccer at all levels of age and competition," said Jim Cosgrove, Executive Director of US Youth Soccer. "We know the many benefits associated with children being active and participating in sports such as soccer, and the impact they can have on their family. US Youth Soccer is pleased to partner with ChildObesity180 in the launch of the Healthy Kids Hub, a great resource that will assist in the improved health of young people all across the nation." To mark the launch of the Healthy Kids Hub, visitors who take the pledge before May 8, 2013 will be entered for a chance to win one of 100 $50 gift cards (see full contest rules at www.healthykidshub.org/giveaway-rules.pdf). Later this year, the Healthy Kids Hub plans to launch an online social network for leaders and volunteers to connect and share ideas for offering healthy choices. Visit the Hub at www.HealthyKidsHub.org. ​

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PRO: Summer jobs teach responsibility, goals By Jennifer Lee Preyss June 16, 2013 at 1:16 a.m.Updated June 17, 2013 at 1:17 a.m.Kaelyn Diaz, 18, doesn't have to work. She chooses to.Diaz recently graduated from Victoria West High School but said she's been working since she was 16 years old.In the fall, Diaz will begin her first semester of college courses at Victoria College.But in the meantime, she's working at Chick-fil-A to save money for the future."I got the job at Chick-fil-A because my job at American Eagle wasn't giving me enough hours," she said. "I want to have a job, and since getting a job, my parents have not paid for a thing."For a graduation present and commitment to hard work, Diaz said her father gave her a 2013 Honda Civic.She doesn't have any personal bills. She spends her money as she chooses."I think it's good to work because you have money to go do things," she said. "Eventually, your parents are going to get mad because you keep asking for money to buy clothes or go out with your friends."Diaz said working during high school is teaching her important life skills that she can one day use in the future."I'm learning how to manage everything right now, especially money," she said. "Now that I'm 18, I definitely have to work. I'd feel like a bum if I didn't."Diaz isn't alone in her desire to work during the summer.Kayley Smith, 18, said she's also been working since turning 16, and she's been working through the school year to pay off her new Jeep Liberty.She graduated from Industrial High School in recent weeks but said while she was in school, she was working 30 hours per week while maintaining high grades."I graduated fourth in my class," said Smith, of Edna. "I find it pretty easy to balance work with my studies."The University of California-San Diego and CollegeBoard.com report that studies show students who work up to 30 hours a week perform as well or higher academically than unemployed students.Working teens also report higher confidence, better time-management skills and a sense of independence.Now that she's free for the summer, Smith said, she will continue to work at the Edna Sonic, so she can save a little more money before going to Texas State University as a pre-medicine student."Work is good. I've never had a summer where I didn't have to do something," she said. "Teenagers that don't work rely on their parents too much. They don't learn responsibility when they go off to college, and they're being handed everything."CON: Teens should focus on studying, being youngSHAREComments

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Environmental Sustainability an Integral Part of Curriculum and Operations at Laureate Education’s U.S. Institutions Environmental Sustainability an Integral Part of Curriculum and Operations at Laureate Education’s U.S. InstitutionsEmailPrintShare Baltimore—April 21, 2009—Every day is Earth Day for Laureate Education's U.S. campus-based and online institutions of higher education, all of which share a commitment to inspire students to embrace environmental stewardship in their careers and daily lives. “Environmental sustainability is core to the curriculum and operational practices of all our U.S. institutions of higher education,” said Paula R. Singer, president and chief executive officer of the Laureate Higher Education Group. “Our mission is to prepare and inspire students to become industry leaders and responsible global citizens.” Kendall College’s School of Culinary Arts integrates principles of sustainability throughout its curriculum and operations. Areas of focus include water and energy conservation; waste reduction through recycling and composting; and food sourcing from local, sustainable operations. The first U.S. culinary school to have its restaurants green certified, Kendall is also the only culinary school to receive the Green Award from the Foodservice Consultants Society International. Additionally, the National Restaurant Association named Kendall College an official education partner for its Conserve: Solutions for Sustainability initiative. The NewSchool of Architecture and Design is one of the first architecture schools in the world to offer a sustainable design program. Sustainability is core to the school’s required curriculum, and is not limited to elective study. Within their course content, students learn about sustainable design principles and materials, bio-climatic design principles, and renewable energy applications. NewSchool has renovated campus buildings’ heating and cooling systems to improve energy conservation, and “re-use/recycle” is standard procedure throughout the school’s operations. At Walden University, the M.B.A. and the M.S. in Leadership programs both offer a specialization in Sustainable Futures. Students in these specializations focus on creating large-scale change that creates value, contributes to a sustainable future, and is responsive to organizational and societal needs. Students develop the ability to practice social responsibility and learn to build new organizations that respond in sustainable ways to the community and the world. About Kendall College’s School of Culinary Arts Founded in 1985, the School of Culinary Arts at Kendall College is among the premier culinary-training programs in the United States, offering associate and bachelor’s degrees and certificates in culinary arts as well as associate degrees and certificates in baking and pastry. The American Culinary Federation has accredited the Culinary Arts Associate and Baking & Pastry Associate programs since 1988. Celebrating its 75th anniversary in 2009, Kendall College also operates schools of hospitality management, business and education. Since 1962, it has been accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. Kendall College is a member of the Laureate International Universities network. For more information, visit www.kendall.edu. About NewSchool of Architecture and Design NewSchool of Architecture and Design, founded in 1980, is fully accredited by the National Architecture Accrediting Board and the Accrediting Council for Independent Colleges and Schools. The school, with more than 470 students, offers both a bachelor’s degree and a master’s degree in architecture. For more information, visit www.newschoolarch.edu. About Walden University Since 1970, Walden University has offered working professionals the opportunity to earn advanced degrees through distance learning. Today, this comprehensive, accredited online university offers master’s and doctoral degrees in public health, education, psychology, management, public policy and administration, and health and human services, as well as master’s programs in engineering and IT and bachelor’s programs in business administration, psychology, child development, computer information systems, interdisciplinary studies, instructional design and technology, nursing, communication and criminal justice. Walden University is the flagship online university in Laureate International Universities—a global network of accredited campus-based and online universities. Walden University is accredited by The Higher Learning Commission and a member of the North Central Association, www.ncahlc.org. For more information, visit www.WaldenU.edu.

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