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The History of Nearly 250 Years of School Shootings in America
Theophanes Avery
Theophanes is a New-England-based blogger, traveler, writer, photographer, sculptor, and lover of cats.
Memorial dedicated to the children of the Pontiac School Rebellion Massacre of 1764
The Back of the Bath Schoolhouse after the 1927 bombing.
The three victims of the Orangeburg Massacre 1968.
Charles Whitman - Texas Tower shooter - 1966
Student reacting to another student being shot dead by National Guard at the Kent State Massacre in 1970.
Brenda Ann Spencer - 16 year old shooter of the Cleavland Elementary School - 1979
America is now seeing an obscene amount of school violence. Conservatives are blaming a lack of prayer in school, liberals are blaming a lack of gun safety laws, but did you know we have been battling this issue since the 1700’s? We have seen not only students go crazy and kill each other but an overwhelming amount of lover’s quarrels gone wrong, teachers shooting teachers, random strangers shooting children, bombs being detonated on school property, and even accidental shootings! No sex, age, race, or creed of person has avoided this dilemma. Even our own government has been responsible for the shooting deaths of students as well as the civilian casualties of war on our own grounds! Below are some of the more interesting shootings, many of them were first at something.
The first public school in America was founded in 1635 and for almost 130 years there was the longest stretch of peace in the schoolhouses that we have ever seen. At the time only boys could attend school. There were no gun laws at all and many of these boys came off of farms and rural areas where guns were a necessity. It’s not clear if no one ever got hurt or if there just wasn’t anyone recording it when they did.
Either way the first reported school shooting happened on July 26, 1764. It was a normal day for the students in this Pennsylvanian school house in what is now known today as Greencastle. No one would have suspected anything was about to go down. The shooting took place during the French and Indian War when four Lenape warriors stormed in and commenced in a wholesale slaughter. The schoolmaster Enoch Brown was the only adult to lose his life in the tragedy along with ten children. Only three students survived and of them one had already been partially scalped.
Upon return to their chief the Lenape warriors were far from considered war heroes. Here they were publicly called cowards for killing innocent cornered children and the settlers at the time reinstated a price on Native American scalps. Many Native American women and children were killed in retribution. As you can see the first school shooting was caused by bad politics and warfare, not the cold merciless heart of a sociopathic teenager.
The first child to cause a school shooting was Mathew Ward, a 13 year old attending school in Louisville Kentucky. On November 1, 1853 he was disturbed by the excessive punishment of his brother by schoolmaster Mr. Butler. The next day he shot Mr. Butler at point blank range, killing him on school property. Later he would be acquitted for his crime.
The first child on child shooting occurred in June 8, 1867 when a thirteen year old boy shot another classmate. Details of this crime have been impossible to find. I do not know the names of these boys, the motives, if the shooter was punished, or if the victim died.
The first female shooter was Ms. Emma Connelly on July 4, 1886. She felt that whipping was not a good enough punishment for another student at her Sunday school, John Steedley, for gossiping about her and spreading slanderous rumors. His injuries were fatal.
On April 12, 1887 the first suicide took place when Edwin Bush shot himself in the head at the Potsdan Normal School in Watertown New York.
April 9, 1891 marked the first mass school shooting were more than one victim was targeted. However it was not a student that caused the melee it was a 70 year old man by the name of James Foster who decided to take his shotgun out to a playground of St Mary’s Parochial School in Newburgh New York. Five male students suffered minor injury while the rest got away without a scratch.
February 26, 1902 was an unusual case as it was the first teacher on teacher shooting. Fletcher R. Barnett made a fateful visit to Eva C. Wiseman, who was teaching a class at the time. He shot her dead and injured a student who ran to her aid before eventually killing himself later that day. The shooting was thought to have been caused by Ms. Wiseman’s rebuttal of Mr. Barnett’s romantic advances.
Another short tempered male teacher, Reuben Pitts, shot and killed one of his 17 year old students after the boy allegedly tried to take a rod from the teacher’s hand to avoid another beating. Corporal punishment at the time was very common and completely legal. Mr. Pitts never paid for this deadly snap decision as he was acquitted.
By now finishing schools for girls had been set up and of course there was much drama to be seen amongst the all-female students. The Laurens School in Boston Massachusetts was the one to first show how dramatic this could get when on March 11, 1908 Sarah Chamberlain Weed drew a gun and shot her close friend Elizabeth Bailey Hardee before turning the gun on herself. Their bodies were both found in their beds. News reports at the time blame the crimes on Sarah’s “melancholia,” something probably diagnosed today as a mixture of clinical depression and mental illness, which she had already been previously sent to sanitarium for. Records there said she suffered from “nervous prostration” (currently known as a nervous breakdown) due to overwork.
Dr. C. O. Swinney was probably the first parental school shooting as he went to his 16 year old daughter’s school Normal and Collegiate Institute in Ashville North Carolina and shot and killed her. He committed suicide later that day, April 15, 1908.
May 18, 1927 marks the deadliest school shooting. With one shot school treasurer Andrew Kehoe was able to kill 42 people. How is that even possible, you must be asking. Well earlier that morning, after beating his wife to death and torching his farm, he came into the school and loaded the basement with dynamite. The one shot was to light the dynamite which exploded and instantly killed 38 people. Survivors who had fled outside approached his car as he drove in and it was in this way that he managed to lure four more people into a death trap when his car then exploded taking him and the last victims with it. In the wake of the tragedy the Bath township of Michigan mourned the deaths of thirty-eight elementary students, two teachers, four other staff members, and Andrew Kehoe himself. Firefighters who may have aided in the explosion were already trying to put out the flames that were engulfing the recently foreclosed upon Keyhoe farm. Keyhoe blamed the raise in property taxes (intended to pay for the building of the new school) for his dire financial problem and took revenge as he saw fit.
On September 19, 1934 drive-by shootings came into school life as Headmaster Elliott Speer of the Northfield Mount Hermon School in Gill Massachusetts was shot through a window in his study. He died from the shotgun blast and since no one came forward to confess or add clues to the crime it went unsolved.
Schools were not exempt from disgruntled employees either. After learning about his dismissal at the end of the semester Professor John Weller shot and injured Professor Harry Kurz in the University of Nebraska on April 27, 1936. Later after being surrounded by cops he shot himself in the chest.
Gang violence entered a Brooklyn New York School on June 26, 1946 as a 15 year old schoolboy was found dead in the basement at 11:30AM, killed by seven other students who were trying to extort pocket money out of him.
December 24, 1948 was the first accidental school shooting. 17 year old Robert Ross was shooting a target near the lake on school property. His .22 caliber rifle shot a 14 year old boy in the head.
Twenty year old Bob Bechtel had had enough of fraternity hazing when on January 11, 1955 he returned to Swarthmore College toting a rifle. Bechtel accused Holmes Strozier, as well as several other students, of pissing on his mattress. I am guessing this was the last straw in a series of unpleasant events that ended in Strozier paying the ultimate price.
August 1, 1966 was probably the first shooting that got national media attention on an enormous scale, even getting TV coverage. Charles Whitman had killed his wife and mother earlier that day before climbing to the top of an observation tower and showering gunfire down at the campus below. His first shot was made at the belly of a heavily pregnant woman who survived but lost her baby. In 96 minutes he killed 16 people and wounded 31. He only stopped when police officers climbed the tower and snuck up on the shooter delivering several fatal blows from their own guns. An autopsy shows that Whitman had a tumor on his brain. Some suggest this may have been the reasoning for his increasingly violent nature while others point to his methodical planning, leaving his domineering father alive to talk about the whole tragedy, as more likely the cause of his own personality and possible mental illness.
Likely the youngest born victim of a school shooting was killed at the tender age of three years at the Rose-Mar College of Beauty in Mesa Arizona on November 12, 1966. Shooter Bob Smith first took 18 people hostage before killing four women and the three year old. Another woman and her baby were injured but did not die. He was later arrested.
Samuel Hammond, Delano Middleton, and Henry Smith all died during the first riot related school shooting. They were killed on February 8, 1968 by police officers who were shooting into the crowd under the belief they were under threat by small arms. The students were protesting the segregation of a local bowling alley and several fires had already been started. Twenty-seven additional students were injured by the gunfire during this Orangeburg South Carolina incidence.
May 4, 1970 was “the day the war came home,” or more specifically to Kent State Ohio. Four students were shot dead by the National Guard after protest demonstrations against the Vietnam War went sour. A fifth person shot was paralyzed for life from the waist down. Some of the students were protesting the American invasion of Cambodia but some of them were just passersby.
On June 12, 1976 the stakes grew higher as the first semi-automatic shooting was caused by a mentally ill janitor. He gunned down seven students in the California state University Library in Fullerton California. Two others were injured. Thirty-seven year old Edward Charles Allaway claimed his motives for the shooting were because pornographers were forcing his wife to appear in adult movies on rent at the library. His wife was never actually featured in any pornographic films and he was later diagnosed with paranoid schizophrenia.
On January 29, 1979 press were in a frenzy over the first female school mass murderer. Her name was Brenda Anne Spencer. She was sixteen years old and had decided not to go to school the day of the shooting, instead she looked out her window across the street where an elementary school was being attended. Then she took the rifle her father had recently given her and started to pick her targets out. This sixteen year old girl turned out to be a deadly sharpshooter. She killed two people and injured nine others. After the shooting she holed herself in her home for seven hours, threatening to shoot more people if she came out. When the telephone rang and asked her why she had done these things she replied, "I just did it for the fun of it. I don't like Mondays. This livens up the day. I have to go now. I shot a pig [policeman]. I think and I want to shoot more. I'm having too much fun [to surrender]." To this day she has shown no remorse for her actions.
Cokeville Wyoming probably had the first school shooting/ransom attempt. On May 16, 1986 David and Doris Young walked into the Cokeville Elementary school and took 168 children and adults hostage. They strapped a gasoline filled bomb to themselves and threatened to detonate it unless they were given $300,000,000. The farce ended two and a half hours after it started when a sharp movement on Doris’ part set off the bomb. She was only injured until her husband came back into the room and shot her along with himself. Everyone escaped though many had burns.
By the time the Columbine shootings happened we’d already seen almost everything, though this may have been the first school shooting in which more than one person claimed the shooting role. Fourteen students and one teacher were killed while twenty-seven others were injured. Bombs set around the school did not go off and casualties were kept fairly low in comparison to what it could have been if they did.
Many more shooting have happened since then. The United States remains the number one country for school shootings. The statistics are unpleasant at best. In the 2000’s there were 142 deaths caused by school shootings. Just by comparison Canada has only had nine school shootings ever, resulting in 26 deaths starting in 1902. Fourteen of those deaths came from one incident at the University of Montreal in December 6, 1989. Twenty-five-year-old Marc Lepine claimed his reasons for killing were a hatred for feminists. He killed himself before anyone was able to question him further.
So why does the US have so many school shootings? And so many deadly ones at that? It can’t be blamed on the lack of prayer in schools as for the majority of our school history, as well as the shooting history, prayers were taught and read at schools, not to mention at least one of these shootings was at a Bible school and several others were at various other forms of religious school. I think one of the biggest reasons is the ease at which disgruntled and disturbed students can get guns. Guns are not only legal in the United States they can be found in abundance and children with a strong enough will or negligent enough relatives can get their hands onto firearms pretty damn easily. Most European countries do not have this freedom; gun ownership there is illegal for the average citizen so their children would have to search pretty hard for a firearm. I’m not saying the US should make firearms illegal but perhaps we should do a better job at keeping them away from children and the mentally disturbed, and maybe, just maybe, we don’t have to have semiautomatics around quite so often either. You can do enough damage with a tiny handgun; do we really need semiautomatics and bomb making materials??
I Don't Like Mondays, Tell Me Why: Brenda Spencer and the Story of a School Shooting
by Finnegan Williams0
Another Day, Another Shooting - Gun Violence in America
by Sherrie Weynand8
Here's How School Shootings Can Be Stopped
by Leland Johnson15
The Shadow of Sandy Hook: School Security Part III
by Dan Demland0
Why the Education System Has Failed to Succeed
by Sarah C Nason28
Arguments For and Against the Use of Corporal Punishment in Schools
The Pros and Cons of School Uniforms
Evelyn Cullen
We are living in a time where children don't feel safe going to school and parents pray they will be safe there. Today another school shooting in Los Angeles
CA. Your article on the history was very enlightening and depressing as well. This is a country of rules and laws but law makers are stopped by a Senate and President beholding to the NRA who lobby and donate to the campaigns of the Republican party. If you want to see change in gun laws your vote in the next election could make that change possible. Your not going to agree with everything that one party or another is running on but on this the Democrats agree that gun laws and loop holes and a society ready for changes to protect the lives of children, and families
effected by not just school shootings, domestic abuse, suicide, drivebys, or extremist factions are too common in our lives. Something has to happen and it is
hi dere
how many school shootings have there been since 1764?
6 years ago from New England
That really depends on the school and what they feel their risks are. Some of the schools in "bad areas" like the inner cities have had metal detectors for years, trying to keep gang violence, and now the threat of a shooting down. Most schools have a "no tolerance" policy for any student found to have a weapon - meaning they generally get suspended or face additional punishments. This relies on other students telling their teachers one of their peers has something they shouldn't though - and is notorious for punishing students trying to do the right thing (for instance if I student turns in a gun or knife saying they've taken it from another student in order to turn it in then both students get equally punished despite the noble intentions of the second student.)
All schools have fire drills where they practice getting out of a building in case of a fire. I think most schools hope this same routine can be used to get them away from a shooter (and outdoors to safety.) There's been a lot of talk about arming teachers but as far as I know no school has publicly announced this is what they're doing and I doubt any of them are. On the other end of the debate there is talk of tightening gun laws so that less crazy people can get such obscenely easy access to them. But as of now I am afraid nothing on a national level has changed... most schools do not have metal detectors or mandatory backpack checks, or armed teachers, or psychological testing of their students, or security guards, and our laws have not changed to make guns harder to possess either. As a nation we're really good at watching these things on the news, thanking God it wasn't our kids, and then doing absolutely nothing.
oelgod
Oh, I see, that's okay :)
Do you know what schools is using to protect the pupils and teachers? I've read about metal detectors, but is there anything else? Do you know about their safety plan if a school shooting should happen?
Hello oelgod,
I got the information from this article from all sorts of internet sources. I wish I could be of more help there but I wrote this a long time ago and didn't bother to write that bit down!
I do not know if I could be of help or not - depends what you need help on. :)
Hello Theophanes!
Thank God I found this page.. I'm a girl from Denmark who is writing about school shootings. It really helped to read all your information. But I have to ask, where did you get all your information?
And do you have any kind of help to my? Besides the huge help you've already giving me?
Sorry if it's hard to understand.. my english is not always very good :)
Thank you ssingam! I wasn't aware of LA's buy back policy but that sounds good. Were they imitating Australia? I hear they're doing well with their harsher gun control laws - haven't had a mass shooting since they instated them. It makes sense.... we can't drive a car legally without the state knowing who we are and putting us through a test, why should guns be any different?
Guns have their place but some of these hardcore gun nuts are exactly the kind of people that we should be worrying about. I mean using a gun for hunting, for farm purposes, or for protection is one thing but stock piling high-powered military grade weapons because of your own paranoia or belief that Armageddon is almost here? Pardon me but I wouldn't want that person as a neighbor. I've been in a neighborhood called affectionately "drive-by shooting street" and have felt safer. SIGH.
ssingam
Theo, great hub! Absolutely embarrassing to have so many school shootings. You have to excuse Jack and his small town backwoods mentality. He clearly hasn't travelled or been to a major city like Los Angeles enough to know there are guns laying around all over the place. The LA Sheriff Dept/LAPD has implemented a gun buy back program with great success, recently buying several RPG launchers, no questions asked. I stand with law enforcement and support gun control. I gave you a thumbs up. Be well.
Mike: That is good news but we could make it better. Just because something is improving doesn't mean we should ignore it and hope it continues to. We're still loosing 9 children a day to guns - accident, suicide, and homicide. That still seems high to me....
Thank you for your kind comments LongTimeMother. I think your articles didn't gain any heat because you're Australian.... American gun activists focus their attention on other Americans because they're paranoid the government is going to come in and take all their guns away (which is never going to happen - mind you, very few people here believe in all-out gun banishment, most of us just want less nutjobs, suicidal people, and children to get their hands on them.)
I continue to watch the issue. I shook my head in shame when 90% of Americans wanted the new background check laws (which would make it illegal to buy a gun at a show or online without a check) to go through and it got mysteriously voted down! It's... a bleeding shame so many of our government officials have been bought by NRA lobbyists whose only goal is to sell more guns to line their own pockets, going so far as trying to antagonize the victims of gun crimes and smear their name. They routinely hold rallies at the sites of these mass shootings and spout BS like, "If everyone had a gun, this guy wouldn't be able to shoot anyone without getting shot himself!" Yes, because that's the answer... make sure all the grade school teachers are packing and hope they don't accidentally slaughter one of their children while trying to get said suspect without any training. Uh-huh. I hear gasoline is a GREAT thing to douse a fire with to try to make it go out. SIGH.
Just today I woke up to this article in the news, "A Connecticut gun lobbying group on Wednesday personally attacked the father of a Sandy Hook school massacre victim, accusing him of "profitting off of the tragedy" and saying a decade-old drug arrest makes him a "poster boy" for background check ineffectiveness." -- I cannot comment on the depths of depravity these greedy amoral nutjobs are showing. That sort of behavior is NOT OK.
I just learned yesterday that the rate of new gun owners has been plummeting for ten years leaving the biggest chunk of buyers being collectors who already have many guns. I think this is largely what this whole issue is all about - manufacturers and dealers don't want to loose any more business but even they can have morals! Here in New Hampshire there's a man who owns a gun shop who learned one of the guns he sold was used in a suicide and now he's campaigning to have personnel trained to find the warning signs in buyers and displaying pamphlets in the shop. It's a noble effort and no matter how loud the zealots scream they are quickly losing ground....
Did I read your article? I know I did read one with an Australian perspective. I'll go check it out. It sounds interesting.
LongTimeMother
6 years ago from Australia
Theophanes, hello. I returned to this hub to reacquaint myself with some of your historic points because I was struggling to recall them during an interesting discussion with another Australian. What a shame to see the comments section became so 'heated'.
There are plenty of hubs and forums established to discuss and debate the politics of gun control. Personally I view your hub as one individual's attempt to provide some historical perspective. No more or less than that.
Interesting to note, I wrote a couple of hubs offering an Australian gun owner's perspective and thoughts after the Sandy Hook shootings when gun control debate was high. Despite a constant flow of visitors to those hubs, very few comments were left. In fact one of those hubs has not one comment. Any points I raised remain unchallenged, and any questions I asked are unanswered. Clearly I was open to discussion about the politics and issues behind gun control ... but perhaps my article was not viewed as an easy target, despite my obvious efforts to 'sway public opinion'.
I am one reader who was impressed enough by your initial hub to disregard any attempts to high-jack the historic theme of your hub. I am confident I am not the only one.
I am voting this hub up again. :)
Study: Gun homicides, violence down sharply in past 20 years
http://www.cnn.com/2013/05/08/us/study-gun-homicid...
Sorry, I'm not the woman who gets repeatedly knocked around and then goes back to her guy to get another round. I have this thing called self-worth, it tells me I don't have to put up with other people's bullshit.
You want me to answer you like an adult then talk to me like you are one. Don't come back here like a child yelling, "ME ME ME! YOU MUST PAY ATTENTION TO ME NOOOOW!"
I dealt with you politely... for a while... until you proved to do nothing but warp my words and try to drag my readers over to your side. You don't even know my political views! I am NOT in favor of gun bans! I AM in favor of background checks, denying guns to people with a violent criminal record, a history of domestic abuse, and to people who show a likely reason to hurt themselves or others. I am also in favor of mandatory gun safety classes given to anyone purchasing a gun. I am favor of not letting civilians own guns *that were designed to kill people* for the use of our soldiers. I do NOT have a beef with responsible hunters, people who own handguns and what not to protect themselves, or even people who go out into the middle of the desert to blow shit up. They're not harming people so I couldn't give a flying fuck what they're up to. Besides even if I was in favor of bans I know the US is so saturated with guns that it'd be like taking the piss out of a swimming pool. It'd be futile to try.
So thank you for putting words into my mouth and giving me a political system you think I believe in. I love it when a man tells me what to think. It's sooo sexy!
PS. Although I completely against censorship you have proven to be such a wonderful pain in the ass that I am denying all future comments posted by you, your droogs, and your other imaginary friends who don't have a profile on Hub Pages but still manage to comment.
So good night. You will always be my favorite wanker. Love ya!
6 years ago from The Midwest
Theo, do you ~really~ in your heart think that this is impressing the readers and swaying them to your side of the fence on gun control, or do you think there is a possibility that they see the bankruptcy of thought behind your responses?
I know you want to communicate what you believe, that is why you are on hubpages. So why don't you? Why don't you answer the questions raised instead of becoming all defensive and breaking down into almost hysterics? The readers see this and react accordingly. They weigh your responses and decide upon the merit of your arguments based upon how you defend them. If you are just going to hurl insults about "fwends" the readers rightfully judge accordingly.
Up to you, big guy. Deal with the snark and defend your statements or don't and allow the readers to know how empty the statements are. At which point you ~have~ successfully communicated something of great importance... just not what you planned to get across to the readers.
Awe, you are SO CUTE. I didn't respond to you in time (because I actually have a life outside of HubPages) so you called in a fwend? Awwwwwwwe. I love you guys. You fill that whole void I have not having children.
I have an idea... let's make chemistry illegal. The laws of nature concerning atomic reaction are now repealed.
[quote] and maybe, just maybe, we don’t have to have semiautomatics around quite so often either. You can do enough damage with a tiny handgun; do we really need semiautomatics and bomb making materials??[/quote]
I could believe you weren't trying to sway public opinion if it weren't for the last lines of your article. That is why you are being challenged by those who do not want to lose anymore Constitutional Rights than we have already.
How do we get rid of bomb making materials when everyday household items can be used? At some point we have to stop blaming the materials and start making the people who use them accountable.
Did you agree with the ban on guns in Chicago?
Did you agree with the ban on guns in Washington D.C?
Do you agree with "taking away" the right of people to buy guns you don't like such as the AR?
Do you agree that people should have guns that can shoot 100 rounds or would you like to see them "taken away"?
And silly me... I thought the hubpage comment section was to "comment"... not to "agree with the hub author in all ways."
Shouldn't the readers have access to correct information other than what you provide them?
Having a different viewpoint is not harassment. Coming back to comment an article you know you disagree on repeatedly for no other reason then to ruffle the feathers of the author is. I mean I can tap away all day back and forth but why bother? You are not going to believe my actual statistics mean anything and I am not going to be razzle dazzled by the statistics you pull out of your ass. I have stated here repeatedly I am not trying to take everyone's guns away, nor do I want to.... so why are you fighting me and not someone more suitably radical? Find someone who actually wants to bite back. You'll both be happier.
Lot's of people have "different views" they have the right to express anytime, anywhere they desire. Some people believe the earth is flat. Others believe the moon landings never took place. Some even still believe that OJ was innocent.
It's good that they have the right to express their views on those subjects, and even gun control. It helps separate out those who know what they are "viewing" and those who don't.
And there ya go... someone disagreeing with you becomes "harassment" in your mind. No wonder college kids today think they can go thru life with no one ever daring to counter them... why, THAT'S harassment and we can't have that, eh..
And thank you for admitting that you are content in your unwillingness to entertain a point of view from someone who actually knows about the subject under discussion. I could not have put a better cap on the thread if I had all the time in the world to post.
You do realize there are people who have a different point of views than your own and they are free to do so right? We're also free to write whatever we want without the harassment of others.
You are not showing yourself to be a decent character coming back to this article to harangue me every time someone has the audacity to agree with my viewpoint. Notice how I have never visited your profile to click obviously titled Hubs I know I will not agree with just so I can troll you. It's called common decency. You should learn how to use it.
PS I didn't bother to read your above comment at all. Quite frankly you have come to bore me, my dear. Good night. Sleep tight. Don't let the bogeyman kill you while you sleep.
a LOT, right. Such as 0.0001 percent of the guns? And 99.9999 percent of the guns do no harm to innocents.
And ~this~ is the "common sense" of the gun controllers. When far less than one one hundredth of one percent misuse a product.... why, the natural thing to do is to put the blame on the 99.9999 percent who had nothing to do with it... and somehow find them at fault and make them change their constitution rights.
That the "mentally disturbed" get to set the limits of freedom for all. If there is ~any~ chance that someone off his rocker can hurt someone by any means at all, then we all lose our freedom in that area.
BTW... having been around guns for a while in many different areas, I can attest that I personally have not seen guns generally lying about on lawns, sidewalks and the streets. I think you'll find that most guns are "locked away" behind doors just the same as all valuables are.
No, I am claiming whoever bought the guns was trying to protect themselves from the bogeyman. But I may be wrong in that case - I don't know where that particular individual got his guns.... I do know however that there are a LOT of shootings that are exactly what I said - people buying guns to protect themselves, not keeping them properly locked away, the mentally disturbed get a hold of them and innocent civilians pay for their lack of responsibility.
So you're trying now to claim that the shooter at Sandy Hook was somehow trying to "protect" himself from the children. Boy, are you messed up.
The children at Sandy Hook were law abiding citizens. They paid because someone had a gun, which they did not keep away from a crazy person. Now if you don't mind I am going to continue doing the useless things I am so good at. Night dear.
How can someone "protect themselves" against another "law abiding citizen"? Just what is that law abiding citizen doing that I need protection from? And if I do, then why do you call him law abiding?
If I protect myself against a criminal then how is that at the expense of a "law abiding citizen"? Unless you want to claim that the bad guy going to jail somehow puts an extra burden on other citizens. Surely you're not arguing that it is better in the long run for the bad guy to stay out of jail and continue to prey on innocents?
Is this an an example of the "common sense" that is always bragged about when it comes to gun control? Seems pretty silly to me.
Yes, people have the right to protect themselves but not at the expense of other law abiding citizens. Thank you for your kind comments MelonieGilchrist. I do believe we should be a little more aware of our own pasts too.
Gamrgurl
This was such a detailed and insightful article. Although this is a very scary subject, if it isn't discussed history will just keep repeating itself. I totally agree with your closing statements that something needs to be done about the ease at which people can get guns in the U.S. I understand that they have a right to bare arms, but at what cost to their citizens.
Oh, I am sorry. You're right - it is a continuing issue that needs something to be done, at this point anything would be an improvement. SIGH.
Thank you for your kind comments. They're *very* appreciated. Happy hubbing! :)
Levertis Steele
6 years ago from Southern Clime
Theophanes,
I wrote, "And how many school shootings have occurred since this hub was written?"
You responded, "Levertis Steele: Sorry I did not add recent shootings. I felt that not enough time had passed to be tactful. I will add them soon though and yes, it is a tragedy."
My question was meant to be rhetorical. I tried to draw attention to more shootings and put emphasis on the severity of school shootings since you published. I am sorry that I did not make that clearer.
Great and worthwhile hub!
Levertis Steele: Sorry I did not add recent shootings. I felt that not enough time had passed to be tactful. I will add them soon though and yes, it is a tragedy.
Mitch Alan: That is just not true. There was an armed guard at Columbine and a few other events here that failed to do squat. Just because someone has a gun does not mean they will be able to stop anything (or even shoot the right person!) Even cops have to go through INTENSE training to avoid "tunnel vision" and potentially shooting innocent people that might be around the target.
I am not for taking everyone's guns away but I am for keeping it away from crazies and people who just can't seem to keep their arms out of reach of crazies and children. These people should not be allowed the privilege of having a gun (and yes, it is a privilege not a right as the 2nd amendment is not something written for hunters and recreational shooters - it was written to protect trained militias should there ever be a need for them - I know a lot of gun owners - none of which are participating in trained militias!)
Mitch Alan
6 years ago from South Jersey
Theophanes, I agree mental health issues are a part of the problem. That being said, if the law abiding citizens do not have their 2nd Amendment rights infringed, then they would be better protected. The point about the location of these shootings is that they all happened where the law abiding citizens were disarmed.
And how many school shootings have occurred since this hub was written? How could anyone go into a school and shoot innocent babies? Cold bloodied.
LongTimeMother - I can understand your desire to home school.. you just can't trust anyone these days. It's a sad reflection of our society. Thank you for commenting.
Mitch Alan - All these shootings were in homicide free zones. We have failed our children- both by failing to keep them safe and by not getting the ones that need mental help what they need. Unless we address these issues it doesn't matter what we say or do.
Sadly, all but one of the public mass shootings in the U.S. in the past 35-50 years have been in "gun free zones". In which case, only the criminals were armed. They sound good in theory, if we were to assume that everyone would obey the signs. But, by there very nature, mentally ill or not, criminals do not.
Well written hub on listing these horrific accounts.
Theophanes, I learned a lot from this hub. I was not aware of most of these historical events. If I lived in the US I would certainly be home schooling. There is clearly no way of anticipating which schools become targets.
I found this hub very disturbing, but I voted it awesome. You did an incredible job of presenting the facts.
Oh boy, that sounds pretty scary, dud or not. I greatly respect the work of teachers but man I don't envy your job - it must be one of the toughest out there. I've come across a lot of both gifted children and mentally ill adults in my life and wow... they can really throw you for an emotional roller coaster. Sometimes an emotional tidal wave. I couldn't do a job like that. I'd burn out so fast. With all that being said there is an epidemic of mentally ill people in this country not getting what they need. I am happy to see some people can recognize this.
Thank you for stopping by and commenting.
whonunuwho
6 years ago from United States
A sad commentary, and if you understand that many of the guilty parties that did these terrible acts, were mentally ill, or had grave social issues that drove them to do the misdeeds. A case in a college shooting proved that the shooter had a brain tumor that had a great influence on his behavior. As a teacher of many years, my closest to disaster at school was when a boy brought a hand grenade to my class to share at talk time. Luckily after taking up the grenade, it was learned that it was a dud.
Thank you nameless commenter for your criticism but this article is for educational purposes not political ones. I am not out to take you or anyone else's guns. As for the Canada thing... You have a fair point, not sure why I wrote that. I am aware its legal to own guns in Canada. Must have had a tired slip up. I apologize for any confusion.
Please, if you respond to anyone else's hub learn to do so with curtsey. Thank you.
Uh, guns are not illegal in Canada. In fact, gun ownershil in Canada is HIGHER than the U.S. due to the large amount of hunters. Make sure your information is correct before trying to use it as a persuasion to have our rights taken away.
The Casual Reader
A couple of notes about the Bath, Michigan disaster... The part of the incident that took place at the school actually consisted of two explosions. The first was a bomb detonated by a timer and killed the majority of the victims. It was a second bomb in Kehoe's truck that he detonated with a rifle shot. This bomb killed five adults (including Kehoe) and one child. He also set off explosions at his farm, burning down several structures there, after beating his wife to death. It seems a bit of a stretch to count this as a school shooting as the only shot fired was simply to detonate the final bomb.
Nick Hanlon
7 years ago from Chiang Mai
This is great stuff.Mass suicide bombing first occurred in the 1920s?Didn't know that.i'm going to follow you now.
You should definitely include the shootings that occurred at Jackson College (now Jackson State University) in 1970 soon after the Kent State killings. Theses were no less important than the Kent state shootings.
Dennis L. Page
7 years ago from New York/Pennsylvania border
Voted up, useful and interesting. It is obvious you did a lot of research in putting this informative article together. On April 3, 2009, in my small community of Binghamton, New York we had a man named Jiverly Wong barricade himself in the American Civic Association (an immigrant/English learning center)and subsequently shot and killed 13 people before committing suicide. 90 shell casings were found at the deadly scene and they were from only 2 guns. One gun, a Beretta has a high capacity magazine holding 30 rounds and the other weapon was a 45 - caliber automatic. We live in a culture of violence and yes, guns are easy to come by. The shooter I mentioned purchased his weapons at Gander Mountain. There are so many guns in this country, I don't know how it can be curtailed. It would almost be like trying to stop a tornado when it was already over a city.
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Tim Goulet
Struggling against all odds
Teamsters Local 810 member Tim Goulet reviews the third installment of the radical working-class history documentary Plutocracy by filmmaker Scott Noble.
"Your violent chaotic state always bears within it war as a sleeping cloud bears the storm."
-- Jean Jaures, French socialist, assassinated on the eve of the First World War
THESE WORDS are the opening salvo to filmmaker Scott Noble's Plutocracy III: Class War, the third installment of a non-for-profit, five-part film series intended for free viewing online. Reviews of parts one and two by Ruth Hurley can be found here and here.
Noble's latest addition is a powerful rejoinder to the anodyne version of U.S. history we're typically taught in grammar school--the popular narrative that tells us the motive force of history is great men, with even greater ideas; that those who suffer must be patient, for social progress comes slowly; that progressive reforms are the product of benevolent politicians; and while there are certainly flies in the ointment, the wondrous free market will sort it out, if only left to its own devices.
As Noble shows, however, the experiences of working people throughout U.S. history have run far afield of this description.
Survivors of the 1914 Ludlow Massacre survey the ruins of the strikers' protest camp (Library of Congress | Wikimedia Commons)
The "chaotic state," so pregnant with war, that Jaures poetically describes alludes to the class nature of capitalist society. Capitalism pits a minority of powerful elites who control the nation's wealth against a laboring majority that produces it, creating the basis for social struggles and upheavals. It's a logic built into the fabric of the system.
The gains working-class people have made in the U.S. have come through intense struggles, and even loss of life.
Plutocracy III: Class War, in the best tradition of Howard Zinn and other "people's historians," is a sobering, compelling and inspiring look at U.S. history from the bottom up, centered around the fiery struggles of the working class and the downtrodden.
The film includes fascinating commentary from movement activists, writers and labor historians such as Roxanne Dunbar-Ortiz, Brian Jones, Justin Akers Chacon and Peter Rachleff, juxtaposing analysis and anecdotal, with stirring imagery from past struggles.
Today, when the labor movement has been in retreat for a number of decades, mainstream politics is so openly reactionary, and socialism is just beginning to gain a new hearing, it can be difficult to visualize the working-class combativity that Plutocracy III: Class War describes.
Review: Documentary
Plutocracy III: Class War, part three of a five-part documentary by Scott Noble. Available online at FilmsForAction.org.
But throughout history, American workers have often been among the most tenacious. They have organized themselves collectively into unions, identified openly with socialist politics, braved extraordinary levels of ruling-class violence and have often transcended deep divisions inherent to the American experience, such as racism, sexism and nativism.
But none of this has come without contradictions or limitations. Noble's film realistically portrays the social forces that unite the working class, while simultaneously showing those that divide it.
CLASS WAR centers mainly on the period stretching from the profound economic transformation and social ferment following the Civil War, through the post-Second World War class confrontations of 1919.
The Civil War (1861-1865) profoundly transformed the U.S. economy. An explosion in manufacturing and infrastructure dotted the land, as the federal government passed pro-business legislation and awarded lucrative contracts to industrialists.
The banking system was modernized, and a national network of railroads were built connecting it all.
With this increase in industrialization and finance came great concentrations of wealth, and with it, massive inequality. This era became known as the "Gilded Age."
By 1890, the wealthiest 9 percent of the population owned 71 percent of the nation's wealth. Names like Andrew Carnegie in steel, J.P. Morgan in banking, John D. Rockefeller in oil and Jay Gould in rail were the so-called "captains of industry." But to the industrial workers who toiled in their employ, they were nothing but "robber barons."
As the film explores, the working class had to reckon with certain factors in the American context that made it difficult to organize and fight back.
One was the legacy of slavery, which left a virulent level of racism and segregation in its wake, dividing workers against themselves.
Secondly, the political system left barely any room for an alternative to the two parties of capital, the Democrats and Republicans, who both represented the interests of big business and high finance, with the Democrats posing as an ally of the oppressed and exploited.
There was also a massive influx of immigrants. From 1880 to 1900, the population increased 51 percent, while the urban population increased 174 percent. Immigration, coupled with the transformation and reorganization of the economy meant a working class in a perpetual state of fluidity, making stable organization difficult.
Lastly, the ruling class used an extraordinary level of violence and repression to beat back oppositional movements that threatened the status quo from the left.
This took the form of state violence--from the everyday discipline of the police and prisons, to the strikebreaking function of the National Guard. And it also included an unprecedented utilization of private armies and thugs that the capitalists employed themselves.
As labor historian Stephen Norwood writes,
The United States during the early 20th century was the only advanced industrial country where corporations wielded coercive military power. In Europe, employers did not hire armed mercenaries...Paradoxically, the nation that never experienced feudalism and that pioneered in introducing civil liberties allowed corporations to develop powerful private armies that operated outside the law, denying workers basic constitutional rights...During the 1930s, Ford Motor Company's Service Department, directed by ex-pugilist Harry Bennett, formed to suppress union organizing and strikes, constituted the world's largest private army, numbering between 3,500 and 6,000 men.
Yet despite what sounds like impossible odds, workers fought back--and won.
THIS DOCUMENTARY examines some of the most remarkable examples of class struggle in U.S. history where these obstacles were overcome.
Miners braved the vicious violence of the Pinkerton Detective Agency at the 1914 Ludlow Massacre; and dockworkers braved the extreme racism down South when they united across racial boundaries in the 1892 New Orleans General Strike.
The film also covers the often overlooked Green Corn Rebellion, which Roxanne Dunbar-Ortiz refers to as "the most important event in U.S. history no one knows about." In August 1917 in rural Oklahoma, a coalition of white, Black and Native Americans, led by the Muskogee, rose up in defiance of the First World War.
Dunbar-Ortiz describes Oklahoma at the time as a "cauldron of activism." The Socialist Party had been organizing sharecroppers and tenant farmers there for a number of years. The International Workers of the World (IWW), or "Wobblies," and other trade unions were also a force in the area.
Sharecropping was backbreaking work. It required the entire family to labor in in order to survive. This made the able-bodied 18-year-olds, who were targets for conscription, absolutely essential for their way of life. This was a driving force in the rebellion.
Most of the landless farmers were illiterate. Dunbar-Ortiz describes Karl Marx being read aloud, ministers preaching the "social gospel" and the preparation of a political manifesto that was explicitly anti-capitalist.
The plan was to go to Missouri, Louisiana and other outlying areas, and gather forces where other large-scale organizing had been taking place. After this a mass force would march on Washington and "overthrow the government." But the formation was repressed by force instead. An army of police were deputized, made up partly of wealthy owners in the area. Three were killed and hundreds arrested.
Although the rebellion failed, it's a powerful example of interracial organizing and solidarity that is worth studying today. An elderly Seminole Muscogee Creek woman said after the uprising:
It was not easy to persuade our poor white and black brothers and sisters to rise up. We told them that rising up, standing up, whatever the consequences, would inspire future generations....That has been the Indian way for centuries.
THE FILM gives extensive focus to the tumultuous 1919--a year in which 4 million, or roughly 22.5 percent of all workers, went out on strike following the First World War.
The high-water mark of this working-class upsurge was the 1919 Seattle General Strike. The strike was put down when Seattle Mayor Ole Hanson called in federal troops, who, along with the National Guard, occupied the city.
But for six days, some 65,000 workers in 110 union locals formed a 300-member strike committee, taking full control of the city. Labor historian Jeremy Brecher described the committee as a virtual "counter-government."
Through various subcommittees, workers handled the city's sanitation, food delivery and medical services. Veterans of the First World War replaced the city police with a Labor War Veteran's Guard. Public dining halls served over 100,000 meals in six days to strikers and their families.
Incredibly, workers called the strike at the height of the postwar Red Scare in the wake of the 1917 Bolshevik Revolution in Russia. The federal government was in the midst of leading a massive campaign against leftists, workers and immigrants, imprisoning and deporting tens of thousands.
The response among workers in Seattle was to declare solidarity with the Russian Revolution. In the fall of 1919, longshoremen refused to load arms destined for counter-revolutionary white armies in Russia.
Plutocracy III: Class War is highly recommended viewing. It gives us a sense of how modern capitalism was formed and how wealth was accrued on the backs of the working class and the most oppressed in society.
Most of all, it shows us that workers are capable of heroism under the seemingly worst of circumstances. What labor history tells us is that workers do not fight because they necessarily want to, but because their lives depend upon it.
Felipe Bascunan Simone
What do we mean when we say democracy?
A new documentary by Astra Taylor is at its best when it asks ordinary people about what they think “democracy” looks like.
Zakiya Khabir
Race, class and friendship in Oakland
Blindspotting is about a Black man trying to get past a felony conviction and his best friend, a volatile white dude with a chip on his shoulder.
Khury Petersen-Smith
Let this movie bother you
The film Sorry to Bother You, made by Boots Riley of The Coup, is radical, hilarious and every bit as dark as the times that shape it.
Laura Durkay
Change was most definitely in the air at the 2018 Academy Awards, and there's even more to come in Hollywood as a whole.
Krystal Kara
Believe the hype about Black Panther
The blockbuster film Black Panther has the potential to bring political questions and arguments home to a whole new audience.
Eric Ruder and Danny Katch
He made America protest again
A torrent of humanity flooded through cities around the country to express their anger at Donald Trump--but also their joy at finding one another.
Why we remember 1917
One hundred years ago, the final act of the Russian Revolution shook the world--by setting an example of mass democracy that still inspires today.
Alan Maass
The left-out and left-behind economy
The plague of unemployment that took hold during the Great Recession is still upending the lives of millions of U.S. workers--with no end in sight.
Interview: Jesse Hagopian
Witness to a nightmare
A Seattle activist and writer who was in Haiti when the earthquake hit talks about the desperate situation gripping the country, and how the U.S. made things worse.
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From breaking the silence to building resistance
Simmering discontent with U.S. society is finding new ways to bubble to the surface. The question is whether the eruptions will be connected with an ongoing resistance.
DONALD TRUMP just wants us to shut up.
He made that message loud and clear to NFL players protesting during the national anthem when he told owners they should "Get that son of a bitch off the field right now. Out! He's fired."
But instead of shutting up, dozens of players took up the take-a-knee protest--both to show solidarity with Colin Kaepernick and others who started the anthem demonstrations, and also to raise their own voices around the original issues of police racism and violence.
The symbol of protest spread throughout the sports world and well beyond: college football players, cheerleaders, women's volleyball teams, swimmers--they all have taken a knee in defiance of Trump.
There's a similarity with the women who had been silent for decades about Hollywood producer Harvey Weinstein and his sickening record of sexual assault and harassment--and who stepped forward to tell their stories in October.
They ranged from well-known Hollywood actors and celebrities to lower-level staffers at Weinstein's company, but they shared a common experience of violence and humiliation. When the call went out for other women to tell their #MeToo stories of sexual assault and harassment on social media, more than half a million did so in the first 24 hours, and many more after that.
Protesters take a knee at the March for Racial Justice in Washington, D.C. (Anne Meador | cool revolution)
As Jen Roesch wrote at SocialistWorker.org, "This is how a dam bursts."
#MeToo was a public expression of what women endure in isolation. For many, this spontaneous outpouring was an act of solidarity with others like them who have faced sexual assault--and an act of defiance against a society that often treats survivors with indifference and even suspicion.
Though #MeToo has been largely limited so far to individuals speaking out on social media, the left would be missing something if it discounted the significance.
DEEP ANGER brews just beneath the surface of U.S. society around issues like sexism and racism--and the Trump administration does something almost every day to stoke the bitterness.
Even before he took office, Trump showed his utter contempt for women by calling his taped comments bragging about being a sexual harasser just "locker room talk."
And after the far right's horrifying rally in Charlottesville, Virginia, this summer--which culminated in a white supremacist murdering an anti-racist protester and injuring many more in a car attack--Trump expressed sympathy for the white supremacists and their cause of defending Confederate statues.
Trump's nonstop stream of insults and right-wing prejudice can sometimes make it feel like the resistance will never be big enough or happen fast enough to slow down the steamroller.
But the fact remains that people have spoken out against Trump and the right--and they will continue to do so. Along the way, strategies need to be developed and tested to see if they make the resistance stronger.
As Karl Marx famously wrote, people "make their own history, but they do not make it as they please; they do not make it under self-selected circumstances, but under circumstances existing already, given and transmitted from the past."
The resistance developing under Trump isn't just shaped by one hateful bigot, but by the struggles that took place before it--and those that didn't take place. By and large, the left is in a process of rebuilding today--and while the prospects are encouraging, there is a lot of work to be done and many lessons to be learned.
The Trump administration isn't about to let up on its attack on a number of fronts, from immigrants to Muslims to women, and there are certain to be more explosions of opposition and anger--some organized and others not.
On Day One of Trump's administration, the largest day of demonstrations in U.S. history took place. The Women's Marches weren't called by large established organizations like unions or women's rights groups, but by concerned individuals who found each other, often on the Internet, and decided to take action.
The vastness of the Inauguration Weekend demonstrations spoke to the willingness of people to go out and protest Trump. But doesn't mean the organizations and ongoing tradition of resistance that we'll need to push back Trump developed automatically.
FOR MANY Black NFL players, taking a stand against police brutality is personal--you only need to ask those who have spoken out about being humiliated and brutalized by the police. But it was a movement beyond the players themselves--Black Lives Matter--that opened the way for them to take their message to the field.
So while many people may be inspired by the NFL players' protest--or at least their defiance of the despised Donald Trump, with his racist scapegoating--they may not immediately connect this with the influence of the Black Lives Matter protests or the importance of making sure anti-racist activism continues beyond the playing field.
As Dave Zirin wrote in the Nation, "If players are going to keep up the fight, it will only be because we are doing the hard work of building anti-racist movements in the streets. This is one instance where watching pro athletes absolutely cannot be a spectator sport."
Likewise, in the absence of an activist movement for women's rights, it's little surprise that opposition to injustice takes the form of individual expression like #MeToo. So #MeToo reflects the potential for people to form the networks and organizations we need to push back against the Trump administration and the wider climate of sexism--but also the fact that those organizations have yet to be built.
As Jen Roesch writes:
It is not a small thing that millions of women are finding their voices--and that millions of men are starting to listen. This is particularly true for a form of oppression that is experienced individually and often in secrecy and silence.
But if this is to be a beginning, then it can't stop at the level of individual behavior--even if that is where we so often experience it. We need to find ways to raise our voices against the institutions and entrenched inequalities that shape and distort our lives--and to demand that they change.
WE CAN say something more about these eruptions of struggle: Each of them reveals something bigger to a growing number of people, including how removed the supposedly democratic political system in the U.S. is from the majority of people.
In many ways, the fact that someone like Trump could barrel his way through to the very top of the so-called "world's great democracy" reveals how little democracy there was to begin with.
In the Trump era, people are yearning for ways to speak out against injustice and have their voices heard. Taking a stand is an important first step. From there, we need to build the kinds of organization and engage in the political dialogue that will both strengthen our struggles, but also defend our side from attack.
We can build on each of these current struggles by having a sense of how fights for justice have unfolded historically. For example, what can we learn from the experience of the lunch-counter sit-ins of the early 1960s, when the action of four students in Greensboro, North Carolina, was copied across the South by tens of thousand of people in a matter of months?
What can we learn from past workers' movements that challenged and overthrew state authority, like the Russian Revolution of 1917?
The publisher of SocialistWorker.org, the International Socialist Organization, is sponsoring regional Marxism Conferences in nine cities across the country to bring people together to learn from this history and tradition.
You're invited to join us in a city near you--and be part of building opposition to the Trump onslaught today, but also a long-term vision for a different kind of society: socialism.
The bitter fruit of Trump’s China-bashing
Donald Trump’s new cold war rivalry with China has put Chinese foreign students at U.S. universities squarely in the crosshairs.
By a federal worker
Will labor learn the lessons of the shutdown?
With the threat of another shutdown coming later this month, federal workers and their unions have to get ready for another fight.
Who shut down the shutdown?
It wasn’t the Democrats, but federal workers, who finally put real pressure on the Trump administration to reopen the government.
No more food banks, we need paychecks
Hundreds came out to protest the government shutdown, holding up empty plates to symbolize the workers who are going hungry.
No paychecks, no peace
With Trump’s lockout entering its fifth week, federal workers need to look for solutions to bring the government shutdown to an end.
Elizabeth Schulte
A voice for socialism for 40 years
The first issue of Socialist Worker was published 40 years ago in April 1977, and the need for a revolutionary socialist press is still key today.
Ferguson is fighting back
SocialistWorker.org writers report from a Missouri city that is rising up against police murder, despite every effort by authorities to silence them.
Gary Lapon
What caused the Obamacare fiasco?
The disastrous rollout of the Affordable Care Act is a direct consequence of a byzantine law that was bent to fit the needs of the health care industry.
SW contributors
A day in Gaza
Our Viva Palestina convoy was finally allowed into Gaza for just 24 hours to bring badly needed humanitarian supplies. We made the most of the time.
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Open days Nursery/ Reception 2020-21
Open Days – In-year places 19/20
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We welcome your comments or feedback about any aspect of school life, and will endeavour to respond to you in a timely manner. You can contact the governors by email here
Mark Dailey – Chair of the Governing Body
I was appointed governor by the St Michael’s Parochial Church Council. I am an ex-warden at St Michael’s Church and have lived in the Highgate area with my wife and two children for 17 years.
I am a partner in a public relations firm after spending ten years as a head of communications for four global banks in the City. I worked for the Hong Kong Government during the handover back to China and before that had a 12 year television career in Canada and Hong Kong.
I was born in Canada to a Scottish mother and Liverpudlian father and still wave the flag for Liverpool FC. I feel it is a huge privilege to be a school governor and enjoy supporting the school.
Geraldine Gallagher – Head Teacher
I became Headteacher of St. Michael’s School in April 2013. I have always worked as a teacher,after training and working in Liverpool for two years I returned home to North London. I spent sixteen fantastic years working in Islington with parents and governors. I will continue to work closely with all members of the school community to ensure the children have the best facilities and resources to learn.
When not at school I enjoy spending time with my young family, reading, swimming and travelling.
Cordelia Brown
My son is in Year 5 and my daughter, who also attended St Michael’s, is now at a local secondary school. I am a Senior Educational Psychologist in a neighbouring local authority, supporting schools and parents to meet children’s learning, emotional and developmental needs. For the last three years I have been seconded to work strategically across the authority, leading on the implementation of the Government’s Special Educational Needs and Disability Reforms, the conversions of Statements into the new Education, Health and Care Plans, and secondary transfer for pupils with special educational needs. I have been an Educational Psychologist for 17 years and have been involved in the professional doctoral training programme for Educational Psychologists at the UCL Institute of Education. I am a qualified teacher and previously worked as a class teacher and specialist support teacher in two local primary schools.
I am delighted to be a parent Governor at St Michael’s and love having school lunches with the children when I visit. I am Lead Governor for Inclusion.
Fran Sorapure
I am the Assistant Head for KS1 and Early Years as well as supporting teaching and learning across the school. When I first came to St Michael’s I began teaching in Reception moving on into Years Two and Four.
Before my teacher training, I worked as a professional actress for television, theatre and radio. I am passionate about drama and have taught drama workshops across all year groups and taken a role in all of the SMSA’S annual pantomimes. My own two children thrived here at St Michael’s and have now successfully moved on to University and Fortismere Sixth Form. I thoroughly enjoyed being a parent here, making long lasting friendships to this day. I have seen the school grow from strength to strength and feel proud that I can part of that journey as a staff Governor as well as a Senior Leader and Teacher.
Reverend Kunle Ayodelji
I am Vicar of St Michael’s Church, Highgate and father of two children at St Michael’s school. As Vicar, I am interested in ensuring that the close links that exist between St Michael’s, the church, and St Michael’s, the school, are nurtured and maintained. As a parent, I believe that children are best served when they are taught moral values that stand them in good stead for the rest of their lives. As Governor, I believe it is particularly important that St Michael’s, as a Church of England primary school, maintains its strong Christian ethos for the good of the children, staff, and community. It’s a great privilege to serve as School Governor at St Michael’s.
Vidhi Gupta
I have recently been appointed as the Local Authority governor of the school. I live in Highgate with my husband and we both work in the City. I work as a strategy consultant and advise banks and other financial institutions in areas of growth, cost and regulatory compliance. Before my time in London, I was at INSEAD in France and Singapore studying for my MBA, and before that I worked in a bank in Singapore and Delhi, India.
I am passionate about travelling and learning about new cultures and foods and enjoy cooking for family and friends.
I am excited to support the progress of such a wonderful primary school and feel it a great privilege to be here.
Claire Southern
I am delighted to have been appointed as a governor by the West Haringey Deanery Synod. I have two daughters at St. Michael’s and am committed to supporting the school reach even greater heights.
I’ve lived in Highgate for over 15 years and am an active member of St. Augustine’s Church on Archway Road. I’m a solicitor and partner of a large city law firm where I specialise in pensions law. My work involves advising corporates, pension scheme trustees, banks and government agencies on their duties and liabilities. I’m heavily involved in my firm’s commitment to promoting diversity and equality – with a particular focus on ensuring that more women progress to the top.
I’m excited to be able to use my professional skills for the benefit of the school and also to learn more about the great work that goes on here!
Charlotte Allen
I joined the Governing Board in February 2019. I have a son is in the nursery at St Michaels and have enjoyed living in Highgate for 10 years.
I work for a major advertising agency, specialising in creative communications strategy. I understand what motivates different audiences and help develop creative ideas that connect with them. My experience has spanned both big global brands and public sector, including Government social change campaigns. I hope this experience to help St Michaels communicate even more effectively with its many stakeholders, including the most important – parents and children.
I am excited to join the Governing body and look forward to helping drive the progress of such a special school.
Adel Burgess
I have lived in Highgate for over ten years. I have two young children; a son in Reception at St Michael’s School and a daughter who attends a local nursery.
Professionally, I am a solicitor with higher rights of audience, a senior partner and practice manager of a legal aid firm in north-west London.
I am very proud to use my skills to support St Michael’s School as a parent governor.
St Michael’s is a fantastic school and I embrace the opportunity to be involved in its future development.
Lisa Maguire
I have recently been appointed by St Michael’s Parochial Church Council as one of the PCC governors of the school. I’m a parishioner at St Michael’s and have lived in the Highgate area since 2008, with some large chunks of time working overseas.
I work for the Foreign Office with recent postings including Sudan, South Sudan, Libya and the UK Mission to the United Nations in New York. I’ve also spent some time working for the UN in peacekeeping missions overseas. My current role in London involves working on conflict and post-conflict countries. Outside of work, I volunteer with Westminster Befriend a Family and with the Sunday school at St Michael’s church. It’s a privilege to join the Governing body and I’m really looking forward to making a contribution to the school over the next four years.
Stephen Bethel
My two children are pupils at St Michael’s and in the short time they have been there I have become deeply invested in the school and passionate about its success and the positive role it has in the Highgate community. I was appointed as a parent governor in April 2019 and I am delighted to be able to contribute to the further success of the school.
In my professional life, I am corporate affairs director at the British Retail Consortium. I have extensive experience in communications and lobbying, have held executive committee positions in global businesses and served on the board of an educational charity. I’m excited to be able to use these skills to support St Michael’s.
The Governors’ Fund is a pool of assets controlled by the school governors and raised from voluntary sources, primarily the parents. It is operated entirely independent of the SMSA’s funding raising activities; the assets are not co-mingled.
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Rashaun McLemore
Raymond Cody
Vinnie McGhee
Men’s basketball: CSUN ends regular season up north to face UC Davis and Pacific
WHO WANTS IT?: CSUN is on a two-game winning streak and now heads north for last two games of the regular season. Photo Credit: Tessie Navarro / staff photographer
Check out bottom of story for Senior Night highlights
Cal State Northridge won’t admit to overlooking Thursday’s matchup against last-place UC Davis, but it’s tough not to when the third seed in the Big West Tournament could be up for grabs on Saturday to close out the regular season versus nemesis Pacific.
“It’s kind of hard not looking over UC Davis, but we have to get by them in order to play Pacific for a big game,” said redshirt junior Vinnie McGhee about the upcoming road trip to northern California.
The Matadors, who are on a two-game winning streak, are tied for third place with the Tigers. However, Pacific (16-12, 8-6 Big West) holds the tiebreaker after beating CSUN on Dec. 28.
Even though it’s a long shot, the Aggies (9-19, 3-11 Big West) will be fighting for their postseason hopes against the Matadors (12-16, 8-6 Big West) as they need to win the final two games and hope either Cal State Fullerton or UC Riverside lose their last two games in order for UC Davis to clinch a spot in the conference tournament.
CSUN recorded its first Big West win of the year over UC Davis in an 87-81 victory at the Matadome on Dec. 28. The Aggies leading scorers Mark Payne and Joe Harden combined for 35 points.
Senior guard Raymond Cody said the key to beating the Aggies is containing Payne and Harden.
“We have to shut down their two main scorers,” Cody said. “For Harden, are post players need to do a good job and with Payne we need to keep him in front of us and not give him angles to the basket.”
If CSUN, which won the Big West regular season and tournament title in 2009, somehow captures the third seed, they will avoid facing the No. 1 seed Long Beach State until the final round. The 49ers swept the season series over the Matadors.
“I know we want to play Long Beach for the championship, we owe them. Just like how we won (the Big West Tournament in 2009), we played Pacific in the championship game and they swept us (in the regular season),” McGhee said.
That championship game, which went into overtime and propelled CSUN into the NCAA Tournament, was the last time Northridge beat the Tigers. The Matadors have dropped five out of the last six meetings with Pacific.
The last time the Matadors faced the Tigers they relinquished a second half 10-point lead en route to a 74-64 loss at home to open the Big West schedule. The setback dropped CSUN to a 3-9 record, which led to seniors Lenny Daniel and Rashaun McLemore showing frustration in the post-game interview.
The Matadors did manage to turn the season around as they have a 9-7 record since falling to the Tigers.
Cody explains why Pacific is a tough team to beat.
“They are disciplined and they stick to what they do. They know their strengths and they do it well,” he said. “The senior group, we are 0-3 against them and we had them here (Matadome). I felt we should have won that game, so we owe them one.”
Senior forward McLemore, who scored 24 points in the last meeting with UC Davis, said the Matadors need to play the final two games as if they are fighting for a playoff berth.
“We need these wins, even though we have a spot in the tournament, we need to go in with momentum,” McLemore said.
With the basketball season now in the month of March, McLemore knows it’s his and the other four Matador seniors’ last chance at getting into the NCAA Tournament.
“That’s every college players dream, going into the NCAA Tournament and winning it. We are trying to get to March Madness, but we have to take it game-by-game,” he said.
Reporting by Gilberto Manzano and video courtesy of Victor Corona
Women’s basketball rallies back to beat Hawai’i in conference opener
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Stanislav Costiuc
← Assassin’s Creed: Revelations and the Importance of Cutting Features
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Open-world mission design learnings from Assassin’s Creed III
Posted by Stanislav Costiuc
Assassin’s Creed III was the game that essentially kickstarted me blogging, as I talked about the design of its different levels. That series of posts was pretty popular among the Assassin’s Creed community, though to be honest I tried to reread it and I think it’s just better if I don’t open up my writings from several years ago, because it makes me want to faceplant myself into the table (even if from outside perspective there’s no real reason to). On the plus side, that impulse at least shows that I’ve gained experience over the years.
Now I come back to Assassin’s Creed III in this ongoing blog post series I write based on the whole franchise, and the topic of mission design as well (though not any single mission in particular). I think the game is very suited for studying the principles of open-world level design, and not because it excels at it. When you take the game as a whole – it doesn’t. But it does have plenty of both positive and negative examples of open-world missions, which means their analysis provides very useful learnings that I’m going to share with you right now.
0 – It’s OK to break the rules as long as it makes sense to do so
Before I start, I would like to mention that each learning that I defined is more of a guideline. It’s fine to not follow it, as long as it makes sense for the player. So for each principle I’ll try to find an example when it’s ok to ignore it.
1 – Allow the player to reach a destination the way they want
In an open-world game, if you want the player to go from point A to point B, all you have to do is just put a marker on point B and tell to reach it (well, that, and make the world itself have plenty of navigation possibilities). This may seem like something obvious, especially considering that previous Assassin’s Creed games do this a lot, but in Assassin’s Creed III this doesn’t happen all the time.
Let’s take for example the Battle of Bunker Hill mission, where your first objective is to reach Putnam. Not only you have to be close to a random continental soldier who will lead you to the objective, he also won’t move unless you’re on a horse. If you don’t follow those conditions and try to get to Putnam by yourself, then it’s mission failure and restart from checkpoint. This is incredibly restricting. If you want the player go through a certain linear path, then provide a classical linear environment. Like the Tomb levels from previous games do, or in case of Assassin’s Creed III, the Treasure Map levels. Fort Wolcott, for example, is a linear level, and it’s very enjoyable. But open-world environment and strict linear pathways kinda don’t mix.
That said, same Battle of Bunker Hill mission also has an example of where it makes sense to not let the player go the way they want. I’m speaking about the massive British forces and their firing lines that stand between you and your assassination target. They kill you if you get too close. Now in my post from years ago dedicated to this same mission I’ve mentioned the opposite, that the player SHOULD be able to approach them and go through them. But, really, it was mostly the desire to see the event from E3 CGI trailer happening in the game proper.
Technically I don’t think it would be possible as there’s just too many damn NPCs to worry about. In Assassin’s Creed: Unity with the next-gen technology – yeah, but Assassin’s Creed III uses tricks and mirrors to show massive amounts of people. And, purely from the player perspective, it makes sense that a lone person charging straight into an army would die. Even if it’s our awesome Assassin.
2 – Have NPCs adapt to the player, not the other way around
In Assassin’s Creed it happens from time to time that you have to walk to a certain location with a friendly NPC while a conversation is going. Or just to follow an NPC somewhere. And you either follow the pathway of the NPC, or you risk failing the mission. In general, you’d want there just to be a marker like in previous point, and have NPCs that accompany the player adapt to his behavior.
The exception can be the moments when player HAS to see some particular location, like for example a tutorial tour around the home base. Also, of course, if it’s an antagonistic NPC, like a tailing target, then yes, it’s the player who should adapt to the NPC as that’s part of the goal.
3 – Optional Objectives should fit with the character and preferably not define playstyle
Ah, optional objectives. Assassin’s Creed III has the whole range of all the different kinds of them.
There are the arbitrary ones that make absolutely no sense. Like in the Conflict Looms mission, there’s an optional objective to air assassinate a grenadier on one of the ships. The tricky part is that you also have an optional objective to not get detected by anybody. So to complete this objective, you need to clear the ship first before setting up an air assassination. But the main objective requires you to light the powder and destroy the ships anyway, so both the detection and air assassination constraints just feel arbitrary.
Then there are ones that conflict with the character. In the mission The Angry Chef we must assassinate in low profile five guards (non-lethal knockouts don’t count). All while Connor tries to tell the angry chef from the mission name that violence is not the answer. Those are two contradicting things. This is made more complicated by the fact that in Assassin’s Creed, optional objectives are justified as achieving ‘full synchronization’, i.e. doing missions the way the ancestor has done them. And Connor comes up as quite a hypocrite when in cutscenes he’s against unnecessary violence, but optional objectives in a number of missions have unnecessary violence. And the Animus justification of ‘this is not necessarily how it happened’ doesn’t work in this case.
There’s also objectives that force the player to go through the mission a certain way. For example, in Battle of Bunker Hill, there’s an optional objective to air assassinate our target. The problem is, this instantly makes the player go through the area a particular way without trying to improvise and find their own path, in a game where freedom of choice and approach are supposed to be important.
There are good optional objectives though as well, like in Battle of Monmouth mission during the retreat section there’s a side objective to prevent patriot executions. This fits the character – Connor wouldn’t let his allies be executed in battle. This adds to the challenge – there’s a time limit for the whole retreat and the player needs to make sure he completes both the main and side objective in time. And it doesn’t define the playstyle, the objective doesn’t say ‘kill executioners with your bow’ or something like that. In fact, the player doesn’t even have to kill the executioners, just distract them so the patriots would escape.
In terms of exceptions, there’s a good example in the mission Broken Trust, where the optional objective is to stop people from your tribe with non-lethal methods. Yes, completing this objective defines a playstyle for the player, but it also is in line with Connor’s character – he wouldn’t kill his kinsmen.
In general, though, I think a good approach to making optional objectives is to design a side goal rather than a method of completing a main goal.
4 – Mission Failures should serve as a last resort
Ideally, as much as possible you’d want player’s death to be the only way to fail a certain mission. Getting far from an ally, getting detected, all this shouldn’t lead to a game over state, but to a change of context. If you’re detected then you engage in combat and situation changes (let’s say your objective becomes more heavily guarded), if you’re far from an ally then if he doesn’t follow you then he at least waits for you.
A good example in Assassin’s Creed III is the mission Hostile Negotiations. It’s an assassination level where you have to kill William Johnson. You don’t fail the mission if you get detected on approach (although you do fail the optional objective to get to Johnson undetected). You don’t fail the mission if Johnson sees you, in that situation he will start running away and you have to chase him. Similarly, you don’t fail the mission if all the natives are killed in the fight that might occur (although you will fail an optional objective).
Forced failure should be a situation where change of context is not possible. If an ally is dead, for example. Or, if we talk about detection, if getting detected is not something that is narratively feasible. Perhaps it’s not ideal, but understandable from player perspective why it happens.
5 – Make sure the missions are designed to utilize as many tools as possible
Assassin’s Creed III provides quite a lot of tools for the player, both in terms of items that you have, as well as in terms of Assassin Recruit abilities. The problem is, most of the time missions don’t account for those tools to be utilized.
For example, there’s an Assassin Recruit ability which makes them dressed in guard uniform and you fake imprisonment. It’s a cool play on the Monk/Courtesan blending from previous games. The problem is, this ability, introduced in the second half of the game, is effectively used only in the side mission where you get it. After that, well… it can still be used for capturing Forts, but none of the main missions have any instance where it could be useful, so it just… sits there as an ability.
A mission which does have pretty cool tool usage capabilities is The Tea Party. In the first part of the level you have to clear the area from Redcoats. You can of course do this simply by engaging into group close combat, but you also can use smoke bombs and poison darts to make it all easier. Weirdly enough, the Riot assassin recruit ability that you get slightly earlier in the main storyline is deactivated here, but abilities from other Boston recruits are present, and the Marksman can be used to help you clear the area.
The second half of the level is based on defending the area on ships while your allies throw away tea, and you can utilize combat Assassin recruit capabilities like Bodyguard or calling to assassinate attacking redcoats. This is also I think the only mission in the game where I used Tripwire Bombs, as you can strategically place them on boarding planks so it’d take care of boarding redcoats while you’re fighting on another side of the area.
When it comes to exceptions for this principle, there’s no real way to define it I think. Because you can’t design every mission to utilize absolutely every tool under player’s disposal. But what you should do, I think, is try to make sure that any given tool has enough reasons created in levels to be utilized over the course of the game.
Now, of course, there are more learnings that can be taken from Assassin’s Creed III, but they’d also apply to level design in general I think. The ones I’ve listed is something that I feel is important for open-world missions in particular, though now that I think about it they also can apply to level design in games in general. With these principles listed, I want to do a quick rundown of which section of Assassin’s Creed III has positive open-world mission design and examples, and which section has negative.
Positive Mission Design examples: Sequence 6
While Sequence 6 missions do have a few blunders, mainly in the optional objectives department, they’re a very good positive example of open-world mission design.
You have On Johnson’s Trail, which is a mission that allows you to explore Boston and complete side objectives as you go to an open restricted area with smuggled cargo that you need to destroy, and you travel around the area and complete the objective as you see fit.
Then you have The Angry Chef which is a nice follow and protect mission. As you were provided quite a bit of freedom in the previous level, the more linear approach does not ruin the experience.
After that goes The Tea Party, starting out as an open-ended clear out the area scenario, and then transitions into an intense combat/enemy management situation where you have to throw out tea crates while protecting your allies from oncoming British soldiers. This and the previous mission are less open-ended overall, but they still provide variety and choices in the context of their goals, which is important.
This whole sequence concludes with a classic Assassin’s Creed open-world assassination in Hostile Negotiations. You have your starting location and the location of your target, you get there whichever way you want, assassinate the target, and escape.
You play through this sequence, and you feel it – this is what Assassin’s Creed is about, a narrative-driven open-world experience. It’s thoroughly enjoyable and probably my favourite sequence of the whole game.
Negative Mission Design examples: Sequence 8
Then we have Sequence 8, which I would call my least favourite sequence of the whole game.
The first mission is Something on the Side, which marks your absolute first visit to New York, only you can’t explore the city at all. As soon as you enter it, you have to follow your ally throughout a predetermined path (or fail the mission). Straight after that, you have to tail a target on a predetermined path (or fail the mission). And then you have to chase another target through the city, or, well, fail the mission. And after you catch the target, you don’t get to explore the open-world, you get to prison.
Which is the focus of the Prison Bridewell mission. It’s long, it’s boring. You have to eavesdrop from inside your cell, then go to sleep, then go to talk to a guy, then play a board game with him, and it’s an errand after an errand in the same area. And you don’t even get to escape after all the trouble.
The next mission is Public Execution. Which is an assassination mission, but it consists of a linear pathway through the crowd that you have to go to first, and then after a cutscene, a quick charge and run to your target. And straight after you complete the mission, you get teleported to an absolutely different location entirely, out of New York.
This sequence introduces you to a whole new city but doesn’t let you explore an inch of it, it’s a linear pathway after linear pathway after linear pathway, you get robbed of all your tools and mostly have just one way to do certain thing or another, and in my opinion, an example of how not to handle missions in an open-world environment.
In conclusion, the overall main principle of open-world mission design that I’ve learned from Assassin’s Creed III, is to provide players the ability to express themselves within the context of the mission. Ideally that context is as open-ended as possible, but to add variety you can define its limits and other additional restrictions where it makes sense and in a way that doesn’t fully rob the players of their agency.
Thank you all for reading, hope you enjoyed it. Feel free to leave any comments below. If you’d like to keep an eye on my future blog posts, feel free to follow me on Twitter
@farlander1991 🙂
Posted on July 28, 2016, in Game Design and tagged Assassin's Creed, Level Design Analysis. Bookmark the permalink. 11 Comments.
Hammer and Sickle XIII | July 29, 2016 at 3:25 PM
Excellent analysis.
Stanislav Costiuc | July 30, 2016 at 10:01 AM
Vassili | July 31, 2016 at 5:00 AM
Hi Stan,
I discover your blog today and read with attention all your posts on AC.
I’m a big fan of the franchise and played all the canonic episodes (AC, Ezio trilogy, ACIII, rogue, BF, Unity + Liberation, and I’m actually finishing Syndicate).
I’ve noticed that BF is your favorite, just like me.
But you never wrote about it, and I would appreciate to know why you like it so much, and what critics regarding the gameplay, and more broadly its “special place” in the franchise, you could do.
Notice that I also really liked Rogue, and I think that it bring me to attention why I loved BF. In fact, I liked AC franchise because it’s somehow a pioneer experience: a space travel one in fact. And both Rogue and BF extend the way you travel on a wide variety of places and landscapes. I enjoyed too the Frontieer in ACIII.
Unity and Syndicate are strictly delimited in a city, which hasn’t happened since Revelations (interesting that I preferred the St-Denis DLC than the game itself in Unity), but in Brotherhood and Revelations, even if the experience was also located in only one city, there were some pauses in the game (such has using the da Vinci machines on see combats, or crypts exploration).
I hope that with the next episode we will experience again adventures on several cities in one game, with more traveling situations). What do you think?
Stanislav Costiuc | July 31, 2016 at 8:56 AM
Thanks for reading the blog, glad you’re enjoying it 🙂
In my current blog post series I will write a post per game, so there will be one focused on Assassin’s Creed IV soon.
But, in short, I think Assassin’s Creed IV is just a very well crafted game. It takes all the best elements from the previous games, adds some new ones, combines it all with an emotional story and character arc into one well-delivered cohesive package.
Speaking of cities, I honestly don’t mind if AC games will take place in just one city. The thing about games like Unity and Syndicate is that cities there are very close to a 1 to 1 scale, there’s more landmass than in any of the previous games, and to me honestly the scale of cities and crowds provides such a different experience to other AC games that something doesn’t necessarily feel right when you play them.
Crowds especially. After playing Unity, streets in other AC games feel so empty, in Syndicate as well which toned down the amount of crowds.
But, I’m fine with any choices the developers will make as long as games provide a wholesome experience (you might’ve noticed I mention that a lot in my blog posts, and I do consider it to be the most important part of any game).
Vassili | August 1, 2016 at 2:58 PM
Thanks for your answer. I see your point better now as your post embrace all the games of the serie. Indeed Unity and Syndicate have amazing crowds effects, and cities are huge.
I currently live in Paris, and I’ve experienced and amazing moment in the Place des Vosges which is near to my location. Walking among the trees was exactly as in real life experience as the scale of the buildings was accurately respected. A really strange feeling of Deja-vu in fact that only an open-world gameplay can provide.
I’m waiting for your post on ACIV 😉
Jon | October 7, 2016 at 4:32 PM
Hi! I may be to late , but I just discovered this awesome blog and wanted to share something you may or may not agree with.
I was dissappointed with the game when it came out (I like it tho) and to this day it still makes me kinda upset when I see so much wasted potential.
From the poor level design , to the uninspired Side missions (most of them lacking context , wich to this day still bothers me, and the plotholes).
But what I really don’t like about the game is how every sequence starts with a cutscene that shows you Connor about to go somewhere with someone , and then , the game just leaves you there to do whatever you want.
It takes away the sense of freedom as it makes no sense for Connor to go on a sea adventure, for example , after the game showed him going for a templar hunt. I don’t get why they couldn’t leave you starting in , idk , the homestead , and when you wanted to advance just go to the mission mark and show that same cutscene (and teleport the place Connor is supposed to be).
It may be something stupid , but it really kills the inmersion for me , what do you think? Keep the great work!
Stanislav Costiuc | October 8, 2016 at 12:59 AM
Hi! Thanks for the feedback, glad you enjoy the blog 🙂 It’s never too late to write comments, btw 🙂
It’s a really tricky question, because on one hand:
a) At the beginning of each sequence you want to tell the player what is his main goal
b) But you also don’t want to remove freedom of choice from him, otherwise stuff like Sequence 8 happens, which is really not good
It’s sometimes called ‘the chicken problem’, a question inspired by Zelda games, why does our main character goes around chasing chicken when he’s got to save the world?
That said, I don’t consider what you say an issue in AC series in particular, because the games have their solution for the chicken problem: the Animus. Everything we do in the game is not reality, but simulation, in which we view different memories. So just because we decide to race with thieves before going to save Caterina Sforza, for example, doesn’t mean that Ezio has done it in that way. Just because we kill 5000 people in the open-world, doesn’t mean the ancestor has done it.
But I can also see how that can be annoying because a lot of AC games start a sequence in the open-world itself rather than with a cutscene. So I guess there’s pluses and minuses to different types of approach. In the end, though, personally because of the Animus I don’t mind.
Daniel Reed | October 14, 2016 at 2:29 PM
The main reason why Sequence 8 is linear is due to the Great Fire of New York.
Originally, the fire was going to be a dynamic event, with the sequence set during the fire. However, due to time constraints, the fire was never completed, so in the final game Connor has to stay on a fixed pathway to avoid entering the areas burnt down, otherwise Ubisoft would have to create a pre-fire New York, only for it to be destroyed after the one sequence.
Stanislav Costiuc | October 16, 2016 at 9:05 AM
Hi, thanks for the comment 🙂
Is it the main reason, though?
If the Great Fire of New York happened during the sequence, if it happened after those three levels, then the Sequence would still be linear, if at the beginning – then there’s no reason for these to be linear. If we presume that the Sequence 8 levels are the same as they were before Great Fire of New York gameplay wise, then nothing would’ve changed and it’s still a bad sequence.
The matter can’t be in historical accuracy. Since Sequence deals with Thomas Hickey, either Great Fire would happen long before it happened, or Thomas Hickey’s death would happen long after it happened. AC isn’t always historically accurate and it can change things depending on its needs (it does so in pretty much every game).
If the goal is to avoid entering the areas burnt down, then you can go the classic AC route and block the burnt down areas with synchronization walls and let free roam the rest of the city – that’s much better than to keep player on a fixed pathway. And even then, there’s nothing really preventing to just put the sequence after the events of the fire.
And speaking of pre-fire New York, wouldn’t the team would have to create a pre-fire New York anyway if Great Fire wasn’t cut?
At any rate, I don’t think that Great Fire is a good reason to keep in very faulty open-world design. Understandibly, not always you can do things the way you want to do in games, so I don’t blame the developers of course. In the end product this is still one of the least qualitative sequences in the whole game, and both Assassin’s Creed 3 and other Assassin’s Creed games have done much better sequences.
Jack Kelly | December 16, 2016 at 12:06 PM
Reblogged this on Slightly Intelligent and commented:
Excellent analysis on the strengths and failings of the Assassin’s Creed formula.
Pingback: Don't Miss: The dos and don'ts of open-world game design - Arcade Bulletin
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Kalamaki village & beach
Studios Dimitra is built in Kalamaki by our father Manolis Rigakis. The name Dimitra is dedicated to our mother and hotel owner Dimitra. The hotel has four sea view rooms (suited for two people) and two without sea view (suited for three people). Our new studios are located just on the water line of the deep blue waters of the Libyan Sea, on one of the most beautiful and popular beaches in Crete, Kalamaki. Kalamaki is considered as one of the most privileged in Crete due to the long sunny seasons and the ideally balanced climate. Our spacious and relaxing rooms are elegantly furnished providing a true home atmosphere. Air-conditioning and other comforts are included for your convenience.
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The Board of Directors was formed by the original co-founders of Surfing Medicine International, Dr. Summer Austin Ragosta, Guy Ragosta, and Steve Bogle after verbal consultation with our team members and during the filing of our Articles of Incorporation.
Steve Bogle was selected to the Board for his inspiration to find natural treatments to help treat his son, pro-surfer Jason Nalu Bogle’s cancer, and for his knowledge and pioneering of surfing big waves in Hawai`i in the 1970’s.
Dr. Summer Austin Ragosta was selected to the Board for her connection and efforts with Jamaican and Ghanaian traditional healers as an Ethnobotanist, her PhD in Botany from the University of Hawai`i, her service in Jamaica as a Peace Corps Volunteer, and her experience as a co-editor of the book “Common Medicinal Plants of Portland, Jamaica”.
Guy Ragosta was selected to the Board for his experience working on watershed monitoring and restoration, environmental education, nutrient, fecal bacteria (Enterococci and Escherichia coli) and pathogenic (E. coli O157:H7, Salmonella) surface water quality research and management of marine and fresh water ecosystems from 1999-2014 in the Caribbean (Hispaniola) and Pacific (Micronesia) as a Peace Corps Volunteer; in the Hawaiian Islands of Kaua’i and O’ahu with University of Hawai’i at Manoa, Ko’olau Mountains Watershed Partnership, Hawai’i State Department of Health, and Pikoi Ke Kaula Kualena; in Florida with the MacArthur Agro-Ecology Research Center; and at the University of California Davis School of Veterinary Medicine Western Institute for Food Safety and Security. Guy aims to have SMI research long-term watershed epidemiology issues, specifically how surface water quality and land use associate to human health issues (e.g., illness incidence rates) in countries we work where communities suffer from the effects of extreme pollution.
The other Board of Directors include Chad Durkin, Lanie DuPont Jilg, Michael McMahan, Jane Moore, Marcello Parisi, and Jay Oku. Board members were selected from the wider community and voted on by the original founders of Surfing Medicine International (Dr. S. Ragosta, S. Bogle, and G. Ragosta). Board members reflect interests and experiences from a wide range of American culture, demographics, and expertise.
Chad Durkin was selected for his involvement in the community, culture, and environment of Hawai`i and his commitment to improving water quality in coastal areas world wide through a cooperative ecological approach. Chad is currently the director of The Green Machine, an O’ahu based constructed wetland project. He also works with a local non-profit company the Malama `aina Foundation, which means “to care for the land” training teachers of public Charter schools to integrate science in their project based curriculum activities. He has written grants in collaboration with the Hawaii Nature Center, the State of Hawaii, the US EPA, USDA, and the US Department of Education for bioremediation systems designed to use locally valuable plants to filter out contaminants from sewage effluent, and reclaim the water to an R2 status that can be used for agricultural purposes. He also is actively involved in the community, offering tours of his facilities to local K-12 schools as well as college level courses. Summer Austin has brought classes from UH to tour and write about Chad’s innovative and sustainable systems. Surfing Medicine International has selected Chad Durkin to be a Board of Directors member because he has already accomplished many of the goals we are striving for. We look forward to his guidance and direction in bringing us closer to our mission.
Lanie Dupont Jilg has been working as an LPN in Brevard County Florida for ten years. She was selected for her staunch commitment to quality health care and her first hand experience in medical issues such as wound care, neurology, geriatrics, diabetes, and home health care. Lanie will impart philosophies and world-views shared by the health-care community in the United States today, and we look forward to her direction and suggestions considering the goals of Surfing Medicine International.
Michael McMahan currently sits on the Tualatin River Watershed council (complete mission statement, list if stake holders and accomplishments, can be viewed on the website www.trwc.org). Michael also serves as Chair for the Natural resource Committee of the Oregon Association of Nurseries (www.oan.org), and works as the Horticulturist for Fisher Farms in Portland, Oregon. Surfing Medicine International feels that Michael McMahon will bring to the table the necessary people skills and non-profit management capabilities necessary for competent, unbiased, and informed decision making.
Jane Moore, RNMS, CS, SRN works at the Department of Veterans Affairs in California and is highly experienced in the areas of Gerontology and Adult Medicine. Jane has an MSN in NursingAdmin/Geron, she is a Clinical Nurse Specialist and is licensed as such. Jane Moore also taught at the University of Hawai`i and Hawai`i Loa College in the nursing program. She has extensive experience working in the political realm with the Hawaii Nurses’ Association for which she still maintains many contacts. Surfing Medicine International is pleased to have Jane Moore as a Board of Directors member and we are confident she will greatly enhance both the ability of Surfing Medicine International to represent the interests of the broader US community as well as facilitate the attainment of our goals and mission.
Max Parisi was selected for his interest in non-profit development and his experience with managing a business. Marcello Parisi started his own computer consulting company called PCFive O and is in the process of developing a non-profit organization with the intent of providing second-hand computers to K-12 classrooms in Hawaii.
Jay Oku was selected for his work on the North Shore O’ahu Chamber of Commerce, and his dedication to North Shore Disaster Preparedness.
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Economics Of Funding JNU: Educating A JNU Student Costs A Whopping Rs 6.95 lakh Per Year. Does India Benefit?
by Anurag Singh
- Nov 20, 2019, 10:32 am
18.5 K Shares
Indian activists of the DISHA Students Organistion hold placards against the February 15, 2016 attack on JNU students and teachers at Patiala House court, during a protest in New Delhi on February 16, 2016. Indian students,teachers and activists are protesting against the arrest of a top university student leader after he was charged with sedition, and demanding his immediate release. AFP PHOTO / Prakash SINGH / AFP / PRAKASH SINGH (Photo credit should read PRAKASH SINGH/AFP/Getty Images)
There are around 8,000 students at JNU, says data available in the public domain.
And the university spends about Rs 556 crore per year on its functioning.
That works out to a princely Rs 6.95 lakh per student annually. With no cutting-edge research or patents being obtained, how does the nation benefit?
Caution: Please be objective while reading this. I still know that I would be trolled. I’m no expert on the politics of JNU. But we all can understand basic numbers and information that JNU has on its website and other public media.
Trouble, however, is that this data is extremely unorganised, as if nobody cares to know about it. At-least that is what I observed. You can draw your own inferences. I’ve tried to compile some critical information at one place, which poses certain questions.
The Student Strength & Courses: What Do They Teach At JNU
Let’s go one step at a time. Do you know how many courses there are at JNU and what is the student strength? Here is how it looks.
Now we see that there are a total of 8,000 students at JNU. Of this, the lion’s share of 57 per cent of students is of social sciences, language, literature and arts (4,578 students) and International Studies (15 per cent at 1,210 students). So, between the two categories, we have 72 per cent of the campus covered.
There is another interesting statistic here. Almost 55 per cent of the total student strength i.e. 4,359 students are doing M.Phil. or Ph.D.
At any campus across the world, the strength of students declines as we move from undergraduate courses to postgraduate, and there are very few who pursue doctorate- level courses.
This is also driven by financial compulsions as people need to get back to the earning workforce fast and get on to a career track. I couldn’t find specific information about why did JNU chose to have such high strength of M.Phil. and doctoral-level students. Anyways, we’ll use this number once again to derive some conclusions, and hence do keep this in mind.
Cost of Running Such A University: Just How Much Does The Government Spend On JNU?
Look at the profit and loss account of JNU for 2018. This is from the 600-page annual report, and this one page, which should possibly be the first section on any annual report, is hidden somewhere in the middle.
Probably, this was not very important in the overall scheme of things. So what do we observe here:
So, JNU spends about Rs 556 crore per year on its functioning. This is apart from the fixed assets it has such as the huge land base, the infrastructure and building it owns, courtesy government money. I see that some depreciation is accounted for.
So, what is the cost per student at JNU? We can calculate. Rs 556 crore/8,000 students, which gives us Rs 6.95 lakhs per student annually. Although the university calculations somewhere quote this number as Rs 2.33 lac per student (Rs 170 crore/7,304), this calculation is seriously flawed.
The real numbers have to divide the entire university expenses by the number of students. There can be no university without students, so all expenses eventually have to come from the student body and other income.
Even if we exclude “other income” and count only the government subsidy and grants, we have a total expense of Rs 352 crore over 8,000 students. We can safely assume that each student consumes Rs 4.4 lakh of government subsidy at JNU every year. Shocking how public money can be misused at scale. What talent are we producing at this high-cost subsidy ? This is competing with the fees at IITs and IIMs.
Research, Publications And Patents At JNU
Now, the students would say that JNU is an academics focussed institution and it should not be compared with commercial institutions. Fair point. I tried to dig into the kind of work and research papers JNU publishes. You would be surprised that for an institution which claims to be a centre of academics on social sciences, the claims on the website seem pretty sketchy.
Read for yourself as I quote from the website:
Publications : The faculty of the university has been regularly publishing many research journal articles, books; contributed chapters in books; presented papers in national and international conferences/workshops and delivered several lectures outside the university.
Research: JNU has been promoting research by students and faculty. Faculty members have been able to attract competitive research grants from many national and international funding agencies. Currently, more than 300 research projects are running in the university. Research grants are also received from DST, DBT, ICMR, CSIR, UGC, ICSSR, ICHR, ICCR, Ministries, European Union, European Commission, Ford Foundation, Welcome Trust etc.
In addition to research projects, faculty members are also encouraged to undertake consultancy projects. The university has also set up an Advanced Instrumentation Research facility where state-of-the-art equipment have been installed to meet the requirements of many science schools/special centres. The university has also set up an Intellectual Property Management (IPM) Cell to facilitate filing of patents and technology transfers.
As you can see, there is no specific mention of any numbers or concrete claims on research & publications, no names of journals or publications worth mentioning.
Perhaps, JNU doesn’t need to publish this information as nobody cares to read this. At-least, not the students who study there or those who want to join JNU.
But there should be some patents at least? All that we find for patents is the below information:
Patents by faculty:
• R. Bhatnagar (2001-2002). A Process for the Preparation of Non-Toxic Anthrax Vaccine. Indian patent (1222/Del/2001) accepted. International PCT application (PCT/IN2002/00048; WO-03-048390A1, June 12, 2003) published. R. Bhatnagar (2001). A process for constitutively preparing anthrax protective antigen. Indian patent (1127/Del/2001) accepted. R. Bhatnagar (2001). An Anthrax Protective Antigen. Indian patent (1074/Del/2002) accepted.
• Aparna Dixit (2007). Anti-diabetic recombinant protein. Indian patent and International PCT applications filed. Aparna Dixit (2007). Recombinant vaccine against Aeromonas hydrophila. Indian Patent application filed.
• R. Bhatnagar (2008). An immunodominant B cell epitope based protein vaccine against Anthrax. Indian Patent application (2947/DEL/2008) filed. R. Bhatnagar (2008). A pharmaceutical composition of vaccine against Rabies…..its preparation thereof. Indian Patent (1449/DEL/2008) and International PCT (PCT/IN2008/000578) applications filed.
• K. J. Mukherjee (2006). A process for getting high yields of xylanases (patent application filed). K.J. Mukherjee (1999). A process for getting high yields of streptokinase. K.J. Mukherjee (2002). Process technology for production of human alpha interferon in E.coli Application No. 212080 (1276/Del/2002) Indian Patent Accepted.
• Santosh K. Kar, (2006). Method for Identification and/or Diagnosis of REM Sleep Loss from Blood Samples. Indian Patent. Date of Issue: 24 October 2006.
So, barring some four names of Mr. Bhatnagar, Ms. Dixit, Mr Kar and Mr. Mukherjee, there are no patents by any other faculty.
Any patents by students? Try searching.
I did not find any results. So much for the 57 per cent students doing doctorate-level courses.
You want to know the best claims about the research JNU publishes ? You’ll find that in the placement brochure (yes, they have one, although very superficial and doesn’t disclose any statistics about past placements).
Here is what you’ll see in the name of research at JNU:
Some inferences from the data above:
1) With 4,360 students in M.Phil. and Ph.D. courses, there are hardly 1,000 research “articles” published in journals. The university doesn’t name any notable journal while making such claims. This implies that there is just One “article” published for every 4.5 students each year.
This, when there are 600-plus Ph.D.s granted annually. Would you consider this any worthwhile research work? May be JNU has more “liberal” standards for us to understand this.
2) There is huge participation in international conferences. So, about 2,000 international conferences are attended every year. Again, not sure what materialises in those conferences. Certainly not the research papers or patents.
Is The Fee Hike Justified ? Why Punish The Meritorious Students?
Firstly, in view of the data above, it doesn’t appear that there is much focus on output or getting laurels for the nation at JNU. There is absolutely no data point to believe that is the case.
Now, let’s look at the “fee” the students pay to study at the university.
Let me clarify. The numbers you are looking at are not in thousands or lakhs. These are what they are in INR.
So, Rs 240 is the entire tuition fee paid by a JNU student.
Aside, they pay a generous Rs 6 for library and Rs 40 as refundable security deposit. How a university was allowed to run with this fee structure and without any hike for decades is itself a research paper in the making.
Of-course, nobody at JNU would have time to research on this. IIT Delhi, which is located close by, charges about Rs 2.25-odd lakh annually and IIMs charge about Rs 5 lakh to Rs 10 lakh per year.
We don’t see any strikes at those places. Students know they need to jump into the job market, start their earning life and also repay the student loan that they carry.
JNU is free of any such thoughts or troubles. Probably, the reason why students have much time left to create new troubles of their own.
Ideology or idle mind, you decide.
Is The Fee Hike Justified At JNU?
I don’t want to conclude any political thoughts here. But the data from official sources of the university help us infer a lot of ideas. JNU is a perfect example of bad socialism. If you give something for free, people have no incentive to work and earn. Why would anyone at JNU be in a hurry to find jobs or even publish research.
In a nation where we’re hardly able to educate our children through primary schools, JNU stands tall as an example of socialist elitism at its best. This must stop. The students may have all the time for doctoral courses, but the nation is certainly running out of patience and money to pay for these scholars.
I’m surprised that this social reform idea never came out from the university that claims to be the biggest study centre on social sciences? Irony died a quite death!
Note: This piece wrongly carried an image of Mr Nadeem Khan implying him to be a protestor on behalf of JNU when he was not. The image has now been replaced and the error is regretted.
Anurag, an alumnus of IIM Lucknow, has over 15 years of experience in banking, insurance and investing.
leftist academia,
Communism,
Jawaharlal Nehru University (JNU),
Protests,
Fee Hike,
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Baja California Sur for many centuries has been an inspiration for those who have walked this earth, like the Jesuits and the building of the XVII century missions. Stories full of adventure and tenacity from the conquest of the peninsula to the XXI century, now with cities prepared to be the best host of domestic and foreign tourists.
Our main mission is to promote Baja California Sur to weave the culture and the pleasure of traveling by this peninsula.
Tendencia, El Arte de Viajarwill show the natural resources, will present the characters who have made tourism development possible and that testify of the passion that has awakened in them the nobility of the desert, beaches, sunsets and people.t is a journey through the history of La Paz, Loreto, Santa Rosalia, San Ignacio, Todos Santos, San Jose del Cabo, Cabo San Lucas and corners of the Baja California Sur that deserve to be rediscovered, that give our guests the opportunity to learn its nuances and enjoy new experiences.
Baja California Sur is a region of mountains and coastal plains in an area of approximately 73,475 km2 – 45,655 mi2. It is surrounded by the Pacific Ocean and the Sea of Cortez, also known as the Gulf of California. It has the longest coastline of Mexico to 2230 km – 1386 miles of coastline, including the attractive bays Vizcaino, San Juanico, Magdalena, La Paz, Asuncion, Concepcion and San Carlos.In the Pacific Ocean the Natividad, Magdalena and Santa Margarita islands are located. They are part of the Sea of Cortez Islands San Marcos, Coronado, Danzante, Carmen, Montserrat, Santa Catalina, Santa Cruz, San Diego, San Jose, San Francisco, Partida, Espíritu Santo and Cerralvo.
DOCUMENTS To travel to Mexico, visitors must have a valid passport is also accepted as official identification within the country. Most travelers from Western countries are not required to have a visa to enter only a valid passport.
WEATHER & CLOTHING With 365 days of sunshine, the average mean temperature for the year is 24 ° C (75 ° F). Between October and April, the nights are cool. During the summer, temperatures can reach 32 ° C (90 ° F), but low humidity prevails and the sea breeze is very nice.
TIME ZONEBaja California Sur has a Mountain time zone, which is one hour behind Mexico City. Most banks are open from 9am to 4pm, Monday to Friday and Saturday. Most shops are open daily from 10:00am to 10:00pm
NATIONAL AND INTERNATIONAL DIALING From inside Mexico to Los Cabos dial: 01 + (624) + 7 digit From United States and Canada dial: 011 + 52 + (624) + 7 digits.
ELECTRICITY 120 cycles, 60 volts, as in the United States.
CURRENCY Most banks are open from 9am to 4pm, Monday to Friday and Saturday. Most shops are open daily from 10:00 am to 10:00 pm.
CONSULATE Los Cabos has consulates of the United States and Canada that offer their citizens assistance during your visit.
TAXES & TIPS There is a 16% tax on purchases.
UNITED STATES CONSULATE Plaza Nautica Cabo San Lucas Phone (624) 143-3566 Hours: Monday to Friday from 10:00 am to 1:00 pm
CANADA CONSULATE Plaza Jose Green, Local 9 Boulevard Mijares San Jose del Cabo Phone (624) 142-4333 01 (800) 706-2900 Hours: Monday to Friday from 9:00 am to 1:00 pm
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Commentary on horse racing and politics
RACING PARTNERSHIP
Republicans want to talk the real issues?
Posted by noonante on April 29, 2012
Posted in: Political/Social commentary, Politics. Tagged: Barack Obama, GOP, Mitt Romney. Leave a comment
If there is any agreement among the polarized factions in the current political spectrum, it is that this year’s crop of Republican candidates for the Presidency is one of the weakest in years. That Mitt Romney could not immediately dispatch the likes of Herman Cain, Rick Perry, Rick Santorum and Newt Gingrich leads one to question his strength in the general election. Whatever you think of Barack Obama, he has demonstrated that he is one tough, savvy politician. GOP characterizations of him as a “Chicago politician” would only seem to underscore that point.
So we should expect that the eventual GOP nominee is going to deal with an opponent who will not favor colonizing the moon, banning contraception or being able to identify agencies of the United States government or countries where American service people are involved. It is becoming apparent that any effort by the President to raise an issue will be met by the rote response that it is not a “real issue,” an argument that may not be that far removed from the efforts to suggest that Obama is not a “real American.” Here are some of the issues that are not “real:”
Rights of women: If memory serves (and it often does not), when the “Tea Party Congress” came to office in 2011, one of their main issues was limiting the right of women to choose an abortion. While they had not campaigned on this, preferring instead (and inconsistently) to focus on too much “big government,” abortion rights became a major matter. We have since seen a flurry of activity on this, including the repulsively intrusive requirement that women undergo vaginal ultrasounds before exercising a Constitutionally-protected right to terminate a pregnancy. Then there was the flap over whether an employer (not just those affiliated with a religious institution) could prevent insurance carriers from covering contraceptive services, which 98 per cent of American women of child-bearing age have received. What was the GOP response? John McCain, as quoted by Irin Carmom in Salon, said this “distract[s] citizens from real issues that really matter.” Upset about vaginal intrusions? Romney backer Pennsylvania Governor Tom Corbett of Pennsylvania advised women to “close your eyes.” (From Evan McMorris-Santoro in Talking Points Memo.)
Fairness of tax code: While there may be universal agreement on the need to change our tax code, there are sharp differences between the parties on the best way to do that. The President has proposed the “Buffet rule” that would ensure that millionaires pay at least as much as middle-income tax payers now do. When confronted on PBS’ NewsHour with the statistic that the top 400 earners in America pay an average rate of 18% — less than many middle-income earners — Republican strategist Douglas Holtz-Eakin who was a top adviser to George W. Bush and the McCain campaign — decried the “pointless battle about fairness.” And let us not forget Mitt Romney’s statement that the growing inequality among Americans is a matter best discussed in “quiet rooms.”
Interest rates on college loans: I found it remarkable when I learned that the total indebtedness on college loans now exceeds that of credit card obligations. It is well-established that the unemployment rate for recent college grads exceeds that of the population in general, so the notion that interest rates would double on July 1 would seem to warrant some discussion. Not to House Speaker John Boehner who referred to the President’s speeches at college campuses last week as a “fake fight,” “pathetic” and “beneath the dignity of the White House.” Speaking to voters on an issue that affects them is “beneath the dignity” of the President? Perhaps he shares Romney’s concern that such matters only be discussed in the “quiet rooms” frequented by Republican donors.
There is, of course, a raft of nonsense that passes for political discourse in our country. While selection of Romney’s choice for the Vice-Presidency is a significant matter — just look at the last two Republican nominees — there is no news about it, just pointless speculation. That beats, however, the complete foolishness about who will be the parties’ nominees in 2016. Chris Matthews was positively giddy in raising the possibility that Hilary Clinton would face off with Rick Santorum. All of this is much easier than an informed, fact-based discussion of real issues, even those Republicans would like to ignore because they are inconvenient.
Which Mitt will it be?
Posted in: Political/Social commentary, Politics. Tagged: Mitt Romney. Leave a comment
Since the general election campaign began several weeks ago following Rick Santorum’s concession to reality, the speculation has been rife over what face Mitt Romney will wear. The answer to that question is as simple as it is obvious: whatever it takes for him to win.
A more interesting inquiry is how the Obama campaign will seek to portray him, with there being two camps within the reelection effort. One view is that Romney should be portrayed as an endless flip-flopper who can be expected to shake the Etch A Sketch in order to appeal to an electorate not as ideologically right-wing as the Tea Party Republicans. The other view, championed by Bill Clinton, is to put Romney in a corner surrounded by the right-wing rhetoric from the Republican primaries. It is interesting that Clinton, who was borderline nasty during the 2008 Democratic primaries, has emerged as Obama’s most effective surrogate and perhaps even his most valued adviser.
Romney has already started walking away from his primary positions. After being the most strident GOP voice on immigration during the debates, he now thinks that Marco Rubio’s version of the DREAM Act is worth looking at. When the President took to college campuses to speak out against increasing the interest rate on student loans, Romney agreed quickly even though he was opposed to such notions earlier this year. Romney did not mention how the government should make up the $6 billion annual expense of keeping the interest rates at their current level, but we know from prior statements it will not be from increasing tax revenue or cutting defense spending. When he does mention cutting specific programs, it has always been from small-bore items such as the National Endowment for the Arts and, of course, Planned Parenthood.
The Silly Season is upon us
Posted in: Political/Social commentary, Politics. Tagged: Barack Obama, Hilary Rosen, Mitt Romney. Leave a comment
While there are those benighted souls who think the ensuing general election campaign will be about issues such as economic policy or foreign affairs, the real campaign began last week with Hilary Rosen’s comment that Ann Romney “never worked a day in her life.” The Romney campaign, true to its long standing policy of never letting reality get in the way of an opportune political shot, erroneously described Rosen as a Obama “advisor,” and attempted to ratchet up the debate by saying it was Obama, not the Republican Party, that had launched the real “war on women.” Let’s set aside for a minute whether an ill-advised comment by a previously unknown Democrat is equivalent to a potential Romney Vice-Presidential candidate being in favor of mandating vaginal probes prior to a woman exercising a constitutionally protected right to an abortion, Ann Romney’s lack of work outside her home is not one of our nation’s most pressing problems.
This week brings us the next great issue. The Daily Caller, a right-leaning site revealed the startling information that Barack Obama has eaten dog. This revelation, jumped on with considerable gusto by the Romney campaign, is intended to deflect criticism of the Republican nominee-to-be’s driving from Boston to Canada with the family dog riding on the roof of the car. What’s the source for this scoop? Uhh … actually it is Obama’s book Dreams from My Father in which he described living in Indonesia as a child. Again, setting aside the inanity of this factoid as newsworthy, why is the Romney campaign reminding (or informing) people of one of the true embarrassments from their candidate’s personal life? Unless you are a reader of Gail Collins’ column, this is a topic you may never have encountered. And how does a meal of a child living in a foreign country equate with the actions of an adult engaging in behavior that borders on animal abuse?
Stay tuned for next week’s dramatic news story.
Derby preps wrap-up
Posted in: Horse Racing. Tagged: Kentucky Derby. Leave a comment
With the Kentucky Derby less than four weeks away, the recent round of prep races has done little to clarify a decidedly murky picture. Only two major preps remain: next weekend’s Arkansas Derby and the Blue Grass Stakes. Although I have opined that the Blue Grass should no longer be considered a major prep, it has attracted Hansen, winner of the Breeders’ Cup Juvenile. To add to the confusion, two horses that had been well-regarded before their last prep races, Mark Valeski and El Padrino, are not on the top 20 list of graded stakes earnings that will determine entry into the field if the race is oversubscribed as it undoubtedly will be.
Union Rags has long been regarded as a top contender with a record that was only a head away from being a perfect 5-for-5, the only defeat being after a difficult trip in the Breeders’ Cup Juvenile. He had another less-than-desirable journey in the Florida Derby in running third behind Take Charge Indy and the unheralded Reveron. If you cannot overcome difficulty in an eight horse field, how are you going to deal with the chaos that so often ensues in the 20-horse field that is the Kentucky Derby? Add to that the fact that his Beyer top of 95 was first run in August at Saratoga (matched by the same number in the Fountain of Youth), and there are several reasons to not regard this guy as the favorite. Take Charge Indy‘s winning figure of 95 is a tick below his career top, and he has a jockey named Calvin H. Borel as his expected rider in Louisville. The second and fourth finishers, Reveron and El Padrino, may also being going to Churchill Downs but will have to wait for horses above them on the graded stakes earnings list to not enter, since they are 24 and 23 on that list respectively.
The UAE Derby was run the same day as the Florida event, and produced the highest speed figure run by any Derby hopeful. Daddy Long Legs earned a Racing Post Rating of 117 which, by my calculation, is the equivalent of a 105 Beyer. Despite this win, he is unlikely to be viewed as a leading Derby contender since the Dubai race, now run on a synthetic surface, has never produced a top Derby finisher. More to the point, in the colt’s only dirt race, he finished 12th by almost 20 lengths in last year’s Juvenile at Churchill Downs.
On the following day, Hero of Order upset the Louisiana Derby at odds of 109-1, beating the well-regarded Mark Valeski who finished second. It was not, however, as much of an upset as it appeared. Yes, the winner had a career record of only one win and one second in 13 career starts, but his Beyer top of 87 in the Risen Star stakes fit in with this largely mediocre group. Mark Valeski had earned a 98 in the Risen Star, beating the fourth-place finisher Hero of Order by six lengths, but that race looks like a negative key race given that the winner, El Padrino, showed nothing in the Florida Derby. The winning Louisiana Derby Beyer of 90 suggests that the Kentucky Derby winner will not be coming out of this group.
Last weekend we saw the Wood Memorial, Santa Anita Derby and the Illinois Derby. The mid-Western race is only considered a prep because the winner came back and won at Churchill in 2002. Other than that, I think the race has a record similar to that of the UAE Derby. This year’s version was won by Done Talking, a colt who finished 20 lengths behind Hansen in the Remsen. His winning Beyer of 86 was better than the last race Beyer of any entrant save one, and is unlikely to produce much of a bandwagon going to Louisville.
The other two races were unique in this season of preps in that the top two choices in each race ran to form, producing exciting finishes. The still undefeated Gemologist held off Godolphin’s Alpha in winning Aqueduct’s Wood Memorial. His winning Beyer of 98 is near the top for this year’s final prep races. At Santa Anita, I’ll Have Another, a 43-1 winner in his prior start, held off Creative Cause, the winner of three graded stakes and third-place finisher in the Breeders’ Cup Juvenile. The winning Beyer of 94 was below the figs run by this pair in their last outing.
“But we love our horses….”
Will New York be next in the spotlight?
California made right call on Justify’s drug positive
New York is oblivious to the efforts to protect horses
Belmont Stakes Analysis is up
Political/Social commentary
Saratoga thoughts
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Let Us LAUNCH "U" into Research!
Dillon Jones: Challenge to Accomplishment
LAUNCH: Undergraduate Research, Texas A&M University December 17, 2018 April 25, 2019 Former Student, General Interest, Graduate Students, Recognition, Spotlight, Undergraduates
Dillon Jones ’18 served as an Undergraduate Research Ambassador with a passion for conservation biology. Dillon graduates this December as an Undergraduate Research Scholar with a Bachelor of Science in Wildlife and Fisheries Sciences and a minor in Psychology, but to characterize him by his academic credentials alone is to miss much of the man.
Dillon Jones, UGR Ambassador, photo by Annabelle Aymond
After dropping out of high school and home-schooling himself, Dillon ran away from home and lived in an abandoned house for several months. Only a week before starting his freshman year at Texas A&M, the house was broken into and all of Dillon’s worldly belongings were stolen, leaving Dillon to arrive in Aggieland with only the clothes on his back. From that rocky start Dillon has channeled perseverance, intellectual passion, and an uncommon intellect to emerge as a leader on campus and a voice for conservation biology that is heard nationwide if not world-wide as the “Contemporary Conservationist”.
The Contemporary Conservationist in South Texas, Instagram: contemporary_conservationist
As a freshman Dillon worked in the lab of Dr. David Baumgardner in the Department of Biology where he cared for the reptiles and amphibians that had always captured his imagination. As a student worker in LAUNCH Dillon was exposed to the wide variety of undergraduate research opportunities and programs that LAUNCH represents. Through his involvement as an Undergraduate Research Ambassador and Undergraduate Research Scholar, Dillon has taken advantage of an extraordinary range of opportunities to further his professional and intellectual growth. An interdisciplinary collaboration with Dr. Kimberly Kattari in the Department of Performance Studies examined whether factors commonly used to analyze music could also be used to characterize animal sounds. This study was chosen for publication in Volume 8 of Explorations: The Texas A&M Undergraduate Journal. A project in his home department of Wildlife and Fisheries Sciences led to an Undergraduate Research Scholars thesis with Dr. Lee Fitzgerald that combined citizen science and Dillon’s own studies to paint a picture of the reptiles and amphibians in the Edith L. Moore Nature Sanctuary. An internship at the T.R.E.E.S. Research Station took Dillon to Belize where he spent a summer participating in multiple projects ranging from the rearing, analysis, and habitat preference of multiple amphibians to radio-tracking turtles through flooded rivers. In the meantime Dillon has served as President of two student organizations and been recognized as the Wildlife and Fisheries Outstanding Senior for 2018.
Blue Spotted Tree Frog from Belize, Instagram: contemporary_conservationist
Dillon has documented his adventures, thoughts, and educational outreach via an Instagram account with over ten thousand followers and a website linked to a blog and Facebook page as the Contemporary Conservationist. So sophisticated and scientifically mature are these public-facing media outlets that an interviewer for BeProvided Conservation Radio was astounded to hear that Dillon was not an established full-time professional, but in fact had yet to graduate from college! Worry not, continued development of his knowledge and further exploration of core ecological concepts as they relate to his favorite reptiles and amphibians is at the top of Dillon’s list in the form of graduate school and a PhD. Dillon’s plan for a lifetime of “learning, doing, and teaching” is well on its way.
2018, graduate, undergraduate research, undergraduate research ambassadors, Undergraduate Research Scholar, Undergraduates
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Published by LAUNCH: Undergraduate Research, Texas A&M University
Texas A&M University is renowned for its highly motivated students and faculty as well as its world class research facilities. We have long been recognized for the strength of our undergraduate programs. It is the goal of LAUNCH: Undergraduate Research to help bring these ingredients together to further enhance the undergraduate experience for our students through undergraduate research opportunities. LAUNCH: Undergraduate Research promotes, coordinates, creates, and assesses undergraduate programs involving creative scholarship, inquiry, and research in all academic disciplines at Texas A&M. As a recognized “high impact practice,” undergraduate research experiences increase undergraduate student learning and success, not only while students are at Texas A&M University, but long after graduation. View all posts by LAUNCH: Undergraduate Research, Texas A&M University
UGR Events
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and there’ll be all these rellies!
All these and more
Let me explain at the outset that Dr B’s ancestry is Italian but, like many Italians, that means a lot of things that aren’t Italian at all. However, his is immediately and obviously that (after all, he was born there). Mine is largely Irish. Indeed, on my father’s side, it’s entirely so. My mother’s side is more mixed, with a predominance of Irish but also including Scottish and English, a mix to be found in many Australian ancestries. It’s all several generations back in my case. Nonetheless, Dr B and YoungB will insist on calling me the Little Leprechaun. I know they do it because they love me. 🙂
Dr B sometimes reckons the Italians have dibs on large families and clannishness. Personally, I think the Irish could give them a run for their money! For example, his father was one of a family of four, mine one of a family of six. (That puts the Irish in front there.)
In his father’s family there were Mario, Armando (Nonno), Franco and Maria. Only Nonno made the move to Australia, so most of Dr B’s family is still in Italy. Dr B certainly has no first cousins here, though YoungB has six (two on Dr B’s side and four on mine, though there are three siblings in each family; what was that we were saying about the Irish?). When you work out that Mario had two sons, each of whom has two offspring and some of those also have offspring; that Franco had four offspring, each of whom has procreated; and that Maria’s two daughters have children and some grandchildren, it’s easy to see how quickly you can get lost and tangled up in trying to work out who’s who, particularly when (in YoungB’s case) you’ve met only one of them. Then there are Nonno’s first cousins and their children, grandchildren and great-grandchildren, with many of whom we still maintain contact and with one of whom YoungB will stay for a few days at the beginning of his sojourn (those cousins met YoungB when he was about a year old, an occasion they remember but he doesn’t). More complexity. As you’d doubtless appreciate, this has all become suddenly very relevant and pressingly important because of YoungB’s imminent year in Italy: he needs to know who fits where!
As to Nonna’s side of things, that’s even more muddled because her mother married three times. Well, in a border zone where conflict was reasonably constant and with the odd global disagreement thrown into the mix, it’s perhaps not surprising that life was often short and you grabbed your chance when it presented. Nonna, who is Daniela, is also one of four (my mother was one of five; are the Irish still winning?), having two elder half-brothers Mito and Ennio and a younger brother Nestore. The naming patterns are quite different, aren’t they? Nonno was insultingly referred to as “the Italian” when he first moved to the area (although, to be fair, that probably wasn’t because of his name but the fact that he was dark, therefore obviously not a local, and came from somewhere considerably farther south)! There are children, grandchildren and great-grandchildren and Dr B maintains contact with some of them. As you’d expect, there are also first cousins and their children, grandchildren and great-grandchildren.
When Dr B and I lived in Nonno’s village, which I often describe as being a bit to the right of Rome on the map, I met a lot of the rellies who lived there. Mostly they were on Nonno’s mother’s side of the family but there were plenty on his father’s side. Someone once recognised Dr B as belonging to that clan, merely because of his head shape. Or that’s what they said and, you know, that’s probably right since Dr B often looks like a clone of Nonno, specially as he gets older and wrinklier (says YoungB)! We calculated that, in a village with a population of about 800 for most of the year but swelling to nearly twice that in summer, he was related to two-thirds of them, and quite closely related to perhaps one-third. Scary! YoungB will visit that village as well as the one across the valley – the cousins have promised us that already – where there aren’t quite so many rellies but most assuredly they are there: children, grandchildren and great-grandchildren of Nonno’s first cousins.
Posted by Felicity from Down Under on April 30, 2014 in Family history
an SOS from a young friend
One of YoungB’s mates sent out a call for help. To be precise about that, he sent out a request for a large, plain, long-sleeved white shirt. I was able to find one of Dr B’s old business shirts that met those requirements. It was clean but very crumpled but I said I’d be prepared to iron it (the sacrifices we make for our friends). And how is that at all relevant to sewing or knitting or anything else? I had to practically dismember the sewing room to get to the shirt.
I knew where it was: safely stashed in a bag, ready for some sorting and tossing that Dr B wanted to have a say in – and which, truthfully, was therefore never going to happen! – but because it was so safely stashed away and the bag was close to the bottom of the pile of bags, I had to move my sewing table, a basket of fabric, a couple of PDF patterns that take up altogether too much room, four suitcases (of varying sizes and usefulness) several bags of stored out-of-season sheets and the like plus a few other things that don’t really matter. In the meantime, the mate’s Dad had lent him a shirt, so there was no longer that immediate urgency. It’s still going off with YoungB tomorrow for him to hand it over, though, so that the mate can have it for emergency use (he has a bar and waiting job, so you’ll understand the panic that provoked his SOS when the sleeve on his present shirt ripped).
And now? My sewing room? Oh. My. Giddy. Aunt. There’s no way in creation I’ll be able to do any sewing in it for at least a week, while I put things away – and sort out some other things while I’m at it – so, you know, there are downsides to being helpful! But what would you have done? I like to think of it as helping a mate AND getting rid of some of the clutter at my place (and I bet Dr B will never know). I reckon that’s a win, really, despite the work I seem to have made for myself. 🙂
Posted by Felicity from Down Under on April 26, 2014 in Knitting, Sewing
Tags: sewing room, white shirt
Fitness station or playground?
When we at Penrith and while there were no races of immediate interest to us, Dr B and I did a bit of walking. On the non-grandstand side of the course, there are a couple of fitness stations. Too good an opportunity to miss, you’d reckon? He thought so!
Posted by Felicity from Down Under on April 24, 2014 in Health, Rowing
Tags: fitness, Penrith, Sydney International Regatta Centre, Sydney International Rowing Regatta
Croweaters but not Crows
Footy fans will recognise them as Crows colours. They’re Croweaters, certainly!
Variations of that image and others like it have been plastered all over the web, so I think it’s safe to assume I don’t need their individual permission. That’s near the end of the 2000-metre race so, if you think they’re looking a bit tired, you’re right.
In order for most of that to make sense, let me explain that by footy, I definitely mean Aussie Rules. The Crows are a South Australian footy team. And Croweaters is a term for South Australians. There. Has that helped? 🙂 That’s the official state uniform for South Aussie rowers.
(Also, apologies for the less than stellar image but they were rowing in the lane on the far side of the course. Even our 500 mm lens wasn’t doing much of a job at getting spectacular photos at that distance.)
Posted by Felicity from Down Under on April 23, 2014 in Rowing
Tags: Penrith Cup, Rowing Australia, Rowing South Australia, Sydney International Rowing Centre, Sydney International Rowing Regatta
singing our way out of the gloom
You know how there are days when you just can’t lift your spirits above the gloom, no matter how nice the weather – ours presently isn’t particularly, because winter is clearly on its way – or congenial the company or anything else? You know those days when you can’t get enthused about the chores (well, I suppose that’s why they’re chores) and even the usual things that help to cheer you up just don’t? I’ve had a few like that lately. They’re minor enough, if also real enough in the sense that while our income has dwindled to practically nothing, our expenses seem to be escalating and, well, you know, it would be less gloomy all round if there were a way to make ends meet. Ours are never going to overlap but the gap between them seems to be ever-widening. (I do not for a minute imagine or suggest that we’re the only people in this situation; it’s fairly universal, I know.)
Ours weren’t precisely like this, but close. Copyright remains with merci-mama.com
Easter proved to be a delightful time to forget about the gloom. We baked – okay, Dr B and YoungB made strucolo and crostoli; I just pottered around and dealt with all the laundry and lots of cleaning – and we tidied up a bit so that we could have Easter Sunday lunch with Nonna at our place. This time, with the assistance of songbooks and a stricter adherence to which of us would set the key, we managed to have a very jolly and quite tuneful singalong even without guitar accompaniment (not for nothing are we musicians, it must be said). YoungB was interested to read the words for songs he’s been hearing all his life but hadn’t always understood. Now that he’s able to read and understand the Italian for himself – oh, yeah, did I say these were all Italian songs; because if I didn’t, they were – he’s much better able to join in, which he willingly did.
So, even if you needed some assistance to stay in tune and you, too, were struggling to sing with full tummies, I hope you had a cheerful and musical Easter celebration, whatever form it took.
Posted by Felicity from Down Under on April 22, 2014 in Food, Musing
Tags: crostoli, Easter food, Italian songs, strucolo
along these lines
Eldest Son might have coped with pink but he’d never have worn green
I said I’d share some photos of the Noro Silk Garden scarf. It’s perhaps the most expensive scarf I’ve ever made. It has long been a WISP that, you might recall, started life as a 40th-birthday present for Eldest Son. I was howled down when it came to the colour choice and ended up knitting him something much plainer. It’s true that perhaps the green would have been a turn-off for him. The difficulty, of course, was knowing quite how much green was in the mix, since both were described as predominantly blue. It’s not an exciting knit – it’s a long, straight, striped scarf when all’s said and done! – but the colours play nicely together. I blocked it, so it has softened and bloomed very nicely. The thick/thin nature of the yarn has made for some bumpy bits of edging here and there, but I personally think it adds interest.
I used four balls of yarn, two in one dye lot and the other two in a close but not identical dye lot. I couldn’t tell you the dye lot numbers, I’m sorry (I seem to have lost the ball bands). I can tell you that I cast on 42 stitches and, using size 4mm/UK8 needles, worked a 1X1 rib till I ran out of yarn. I did a crochet-hook cast on so that the ends would match, slipped the first stitch of each row and worked two rows from each ball, carrying the spare yarn tidily behind the slipped stitches, but that’s about it. The most interesting thing about this whole project, apart from the “Who’s going to get it?” saga, is that the needles I used were the first pair of knitting needles I ever owned. They were good then and, 50-or-so years later, they still do a fine job.
I hope you’ve been able to finish some of your WISPs this weekend?
Posted by Felicity from Down Under on April 21, 2014 in Knitting
Tags: knitted scarf, knitting, Noro Silk Garden, Noro yarn, Silk Garden yarn, striped scarf
how hard could it be?
Colour-matching stripes as well as aligning them? It’s harder than you might think.
Do you ever find yourself asking that question? How hard could it be for someone else to clean the loo or change the toilet roll or do any of the dozens of domestic chores that evidence suggests can only be done by one person and that would never be either of the males about the house? Yep, me too. All the time!
Sewing can have those sorts of moments as well. By way of background, let me explain that YoungB has a 21st-birthday party to attend shortly (there’ll be a few of them in the next couple of years) and, given that it’s late autumn and the mornings are darn chilly, we reckoned that a long, knitted scarf would be an ideal gift. Remember the Noro Silk Garden scarf? Yep, we decided that that would do the job nicely. When I said recently that I’d finished it, I wasn’t entirely fibbing. The knitting was certainly completed, but there were still the ends to deal with and it hadn’t been blocked. Those details have now been taken care of. The intended recipient is a young woman whose idea of a great birthday present is some homemade muffins or something equally useful and not wasteful. Therefore, we decided that a reusable shopping bag would make ideal gift wrapping.
Really, making a shopping bag should be easy and why not throw in a couple of matching lavender bags?
How hard could it be to make a foldable, reusable shopping bag? It’s not. It’s just kind of fiddly and when you’re attempting it with minimal measuring tools, getting your lines plumb is more of a headache than you might think. And when you’re trying to cut it out late at night – that’s about the only time I ever do things! – sometimes the difficulties associated with making sure your stripes match are insuperable. I lined up the pieces beautifully but not in the correct order, so although the stripes align from front to back, they don’t match. The handles have the same problem (obviously; and there the stripes don’t even align). Never mind, it’s lightweight, made with bright, cheerful fabric (acceptable for the party theme of 80s or lots of colour), suitable for purpose and if I had half a dozen of them on hand to use instead of gift wrap, I’d be extremely pleased with myself. (Yes, you’re right, that’s certainly something to aim for; but let’s not call it a plan. Okay?)
Handmade fibre gifts from our household generally include a lavender bag. In this case, we decided on two because the leftover bits of yarn are part of the gift, just in case there’s ever any mending required, and they’re in a separate little bag of their own (plastic, in that case, for mothproofing purposes) along with an instruction card detailing the yarn’s fibre content and care. The lavender bags are made with the same striped fabric as the shopping bag and I made them without a hanging loop. All YoungB has to do now is get a card and nut out a suitably 80s costume. With Dr B’s wardrobe available for raiding, how hard could that be?
Tags: knitted scarf, knitting, lavender bag, Noro Silk Garden, sewing, shopping bag, single-rib scarf, striped reusable shopping bag, striped scarf
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Dem Majority Whip Says He Expects 'to Lose Some' Votes on Impeachment
Posted: Dec 06, 2019 8:50 PM
Source: AP Photo/Cliff Owen
During a CNN appearance on Friday, House Majority Whip James Clyburn (D-SC) acknowledged that Democrats will not be whipping votes when it comes to impeachment and said that he expects to lose some Democratic members when it comes time to vote.
The majority whip was asked exactly how many Democrats he was expecting to lose. "Well," Clyburn said, "we do expect to lose some, and that's why I said it's a conscious vote and it's with their constituents. We have a very diverse caucus."
Clyburn used fellow South Carolina representative Joe Cunningham as an example of a House Democrat who may be voting differently than Clyburn when it comes to impeachment. "He is probably talking to his constituents," Clyburn said. "He knows where they would like to see him stand on this question, and I expect that's the way he would vote. I am not going to urge him to vote the way I'm going to vote. ... I think that when it comes to something so divisive as impeachment, we have to leave members up to their own consciences, their own constituents, and what they think is in the best interest of their love for country.”
Back in June, before the whistleblower complaint, Clyburn told CNN's Jake Tapper that he believed Trump would be impeached and it was just a matter of timing.
"All it takes is 218 votes to effectively impeach the president," Clyburn told Tapper back in June. "What Nancy Pelosi is trying to do and the rest of us in the House of Representatives is to develop a process by which we can efficiently move on this issue so that when we get to a vote it would be something that she calls 'iron clad,' I call 'effective.' And that's why we're trying to take our time and do this right."
Not sure what happened to the Democrats' whole take-our-time-and-do-it-right approach, but they have seized upon the whistleblower complaint and now want to impeach the president before support for impeachment can fall any further in the polls. But how can Democrats expect the American people to buy into their phony hysteria over Trump's phone call to the president of Ukraine when impeachment is something Democrats have been planning ever since they took back the House?
James Clyburn
impeachment proceedings
Warren: I'm the only one running with executive experience
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Paths of Origin
The Horton’s and the Hamilton’s
By: Will Johnson
Checking out family history.
For a number of years I have been intrigued by a story told to me by a cousin (Carl L. Johnson) who lives in New York and who is nearly twenty years my senior.
According to him our great uncle Peter George Simmons nicknamed “Unc” used to tell him that we were related through the Horton’s to Alexander Hamilton of Nevis. “Unc” is also the great- grandfather of Commissioner Bruce Zagers.
My search thus far has been directed to the Hamilton’s with no firm results. The relationship could have been via the Simmons’ to the Fawcett’s, his mother’s side of the family and I am still looking at that.
You must take oral history seriously and many times I have solved questions of local history through listening to old timers telling stories they had heard from grandparents. Peter George Simmons was born on October 1st 1858 and died April 30th 1946. His mother Alice Eliza Simmons born Horton was born in 1831. He would have known his great-grandfather James Horton Sr. who died in 1869 at the age of 94 (born on St.Eustatius 1775). He would have also known his grandfather James Horton Esq. born 1801. He was the “Kings Attorney” and died February 6th 1877 and his wife Catharine Hassell died on March 3rd, 1873.
Thus growing up between 1858 and 1877 he would have heard stories around the old coal pot or oil lamp about his mother’s people. She (Alice Eliza Horton) born 1831 would in turn have heard stories from her mother, grandparents and other family members about their people on St.Eustatius and why they had moved to Saba.
They are descended from Mark Horton and Martha Adriaansen (see population list 1728). Sometime before 1750 the family moved to St.Eustatius and was prominent there in the old English church and as business people. They were married into some of the prominent families there, the Hills, Clarancieux, Mussendens and so on. There is still a building on the Bay in Statia known as the” Horton Building” (See Steve Kruythoff’s history of the Windward Islands.) This building used to belong to Mark Horton.
Two native St. Eustatius historians Mr. Arthur Valk and Mr. Irvie Mussenden.
The Horton family being a small one is well documented through my research. I have not yet been able to verify with any degree of certainty the relationship between the Horton’s and Alexander Hamilton. However I have found a lot of interesting things along the way.
Alexander Hamilton did have an important connection to Saba via his mentor the Reverend Hugh Knox.
In Ron Chernow’s book,” Alexander Hamilton”, he has the following to say about the Reverend Hugh Knox and Alexander Hamilton.
“ The next year, Hamilton published two more poems in the paper, now recreating himself as a somber religious poet. The change in heart can almost certainly be attributed to the advent in St. Croix of a Presbyterian minister named Hugh Knox. Born in Northern Ireland of Scottish ancestry, the handsome young Knox migrated to America and became a schoolteacher in Delaware. As a raffish young man, he exhibited a lukewarm piety until a strange incident transformed his life. One Saturday at a local tavern where he was a regular, Knox amused his tipsy companions with a mocking imitation of a sermon delivered by his patron, the Reverend John Rodgers. Afterward, Knox sat down, shaken by his own impiety but also moved by the sermon that still reverberated in his mind. He decided to study divinity at the College of New Jersey (later Princeton) under its president, Aaron Burr, an eminent divine and father of the man who became Hamilton’s nemesis. It was almost certainly from Knox’s lips that Alexander Hamilton first heard the name of Aaron Burr.
1996. MY SON Peter Charles Albert Johnson and me at the tomb of Alexander Hamilton in Manhattan.
Ordained by Burr in 1755, Knox decided to propagate the gospel and was sent to Saba in the Dutch West Indies. This tiny island near Nevis measured five square miles, had no beaches, and was solitary enough to try the fortitude of the most determined missionary. Rough seas girded Saba’s rocky shores, making it hazardous for ships to land there. As the sole clergyman, Knox resided in a settlement known as the Bottom, sunk in the elevated crater of an extinct volcano; it could be reached only by climbing up a stony path. Knox left a bleak picture of the heedless sinners he was assigned to save. “Young fellows and married men, without any symptoms of serious religion…but keepers of negro wenches…rakes, night rioters, drunkards, gamesters, Sabbath breakers, church neglecters, common swearers, unjust dealers etc.”
An erudite man with a classical education, Knox was starved for both intellectual companionship and money. In 1771, he visited St.Croix and was received warmly by the local Presbyterians, who enticed him to move there. In May 1772, he became pastor at the Scotch Presbyterian church at a salary considerably beyond what he had earned inside his old crater,
After the lonely years in Saba, the forty-five-year-old Knox felt rejuvenated in St. Croix. It is there that Alexander Hamilton became his student and protégé.
Much has been written about the Reverend Hugh Knox and his stay on Saba. Dr.Johan Hartog mentions that after 16 years on Saba he moved to St. Croix, due to some accusation by some inhabitants of Saba, probably of a moral nature.
However Governor Peter Simmons and prominent Burghers as well as members of the congregation, provided him with a letter of introduction, which expressed their confidence in him.
There is also confusion as to who was his wife. One historian claimed that he was married to Christina Love daughter of the Governor of St.Lucia. Another claimed that he was married to the daughter of the Governor of St.Croix. However the author Henry B. Hoff in and article in National Genealogical Society Quarterly (March 1986:31) entitled “Some Americans in the Danish West Indies” confirms that he was married to Mary Simmons, daughter of Governor Simmons of Saba. He had a daughter Rebecca who died on December 29th, 1773. She would have been named after Rebecca Correa, her grandmother who was the wife of Governor Peter Simmons. Even if he had taken up the lifestyle of the Sabans and taken on a wench as a result of a mid- life crisis, his father-in-law would have given him a letter of recommendation.
Mary his wife died on St.Croix on January 24th, 1778. Hugh died on St.Croix at the age of 63 on October 9th, 1790. After his wife Mary died he may have taken on a new wife.
Whereas Nicholas Cruger exposed Alexander Hamilton to material realities, the Reverend Hugh Knox provided him with a strong spiritual and intellectual grounding. Knox… who took Hamilton under his wing shortly after Rachel’s death…. Was a Scottish Presbyterian Minister at odds with the mainstream of his faith because of his firm belief in free will over the Calvinist doctrine of predestination. For someone like Hamilton who was otherwise predestined to a life of obscurity, we can see how Knox’s philosophy would have appealed to him.
The Reverend’s encouragement and influence undoubtedly led Hamilton to dream big dreams. Knox a brilliant sermon-writer and occasional doctor, took the young orphan under his wing and tutored him in the humanities and sciences.
When he was able to get away from the office, Hamilton further expanded his intellect in Knox’s library, where he read voluminously in the classics, literature, and history. Hamilton, who had early fancied himself a writer, published an occasional poem in the local paper, and impressed the residents of the island with a particularly vivid and florid account of the great hurricane of 1772.
On August 5th, 1779 Governor Thomas Dinzey of Saba in a letter to His Excellency General Clausen of St.Croix concerning runaway slaves refers to the reverend Hugh Knox as attorney to himself and Isaac Simmons, so that the reverend remained in contact with Saba even after he had moved to St.Croix.
In 1790 when the Reverend Dr. Thomas Coke of Methodist fame visited Saba he wrote that there was a church but no preacher. The last preacher Dr. Hugh Knox had left the island in 1771 (Knappert p.115)
Mention is also made of the English Presbyterian Church on Saba and the Rev .Hugh Knox in 1755 and 1758. In a letter from G.van Essen dated 26 February 1756 and 18 January 1758, which is to be found in the old classical archives in Amsterdam section St.Eustatius p.20 -2l, he refers to Rev. Hugh Knox on Saba.
Hamilton’s grandmother, Mary Fawcett was already married in 1718 and had a daughter Ann. In all she had seven children including Rachel(born 1729). Only Ann and Rachel survived. In 1740 Mary divorced and moved first to St.Kitts and then to St.Eustatius. Her husband John died in 1745. In Ron Chernow’s book page 17 he states: “ In 1756, one year after Hamilton was born, his grandmother, Mary Faucette, now residing on the Dutch island of St.Eustatius, made out her final will and left “my three dear slaves, Rebecca, Flora and Esther”, to her daughter Rachel.” The Horton’s and the Faucette’s would have been on St.Eustatius at the same time and would certainly have known each other.
I was helping two young archaeologists recently. They found in the archives of the Roman Catholic Church a printed sermon from 1792 dedicated to the people of Saba. It was a eulogy for the 29 year old Reverend John Elsworth delivered at Ellington, Connecticut, parts of which I will quote from.
Not long after he finished his studies at Yale College and commenced a preacher, he was invited to the Church of Christ in the Island of Saba, formerly the charge of the great and good Doctor Hugh Knox.
Warmed with love to Christ and zeal to promote the salvation of men, he received solemn ordination to the work of the gospel ministry, as the pastor of the church of Christ, in that distant region.*
*The island of Saba, contains about 120 European families – is in the vicinity of St. Eustatius and belongs to the United States of Holland. It enjoys a salubrious air, and is esteemed the healthiest of the islands.
That eminent divine, the Rev. Doctor Knox, member of the Presbytery of New York, was minister of the church there many years. He removed from thence to the island St.Croix, where, lately by death, he finished the labors of a long and useful life.
In consequence of application from the church in Saba, for one to succeed him, Mr. Ellsworth was ordained in September 1789, at East-Windsor, by the Ministers of the Church in the Vicinity. Letters from respectable characters on the island, with which the writer has been honored, express the highest and most affectionate esteem of him, during his ministry there.
To the Church and Congregation in the Island of SABA
Honorable and Christian Friends
When, at your request the late Mr. Elsworth received ordination, with a view to his settlement with you as your spiritual pastor, it was the hope of the friends of religion that his life and usefulness would be prolonged, and that you might long rejoice in his light. But the sovereign arbiter of life, is sometimes pleased to call from their labors, those who appear to be best qualified, by natural and gracious endowments for extensive usefulness; perhaps to teach us that he is not confined to means, to us apparently best fitted to carry on the purposes of his grace, and also, to raise them to sublimer scenes, and more exalted employments in heaven.
The church of Christ sustains a loss by the death of so good and promising a Minister of Jesus. We sincerely sympathize with you in this bereaving providence. May a double portion of the spirit of this ascended servant of Christ, rest on his successor, who is now with you; and may his faithful labours for your spiritual interests, be crowned with abundant success.
After his return to the continent, he frequently expressed a cordial regard for you, as a people whom he sincerely loved, and whose salvation he ardently desired; and with whom had his health permitted, he would have chosen to have spent his days; and a grateful sense of those respectful attentions shewn to him, and kindnesses received from you, and particularly from His Honor Governor Dinzey, and his worthy family, in whose family he lived, during his residence in the island.
Accept, honorable and Christian brethren, the following discourse, as a tribute of respectful remembrance from the afflicted parents of the deceased, and from your sincere friend and servant, in our common Lord,
David M’Clure
East-Windsor
The sermon of 31 pages I will not serve up for your benefit, however it is interesting to read of the great interest in the salvation of the group of night rioters as described by Doctor Knox in 1772. By the way I passed this along to some of the younger folks and they had a good laugh and one said ;”My God, it is true, the more things change the more they remain the same.”
A sermon made at the funeral of Governor Peter Simmons by the Rev. Dr. Hugh Knox is supposed to be in the Library of Congress. To any of you computer experts who can find that sermon for me I would be deeply grateful.
And the search for the relationship with Alexander Hamilton goes on. To those who do not know him I will end with the following quotation:
“ I consider Napoleon, Fox and Hamilton the three greatest of men of our epoch, and if I were forced to decide between the three, I would give without hesitation – the first place to Hamilton. He divined Europe.”
Charles Maurice de Talleyrand.
So far for now this bit on information on Dr.Hugh Knox and John Elsworth.
This article was published in 2008 in The Weekender of The Daily Herald. Since then I was able to obtain a copy of the sermon made by the Rev. Hugh Knox for his mother-in-law. Hugh Knox was married to Mary the daughter of Lt. Governor (Commander) Peter Simmons. When I find everything I will update this article.
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AudioHealthcareDEVELOPING: Recovering Texas Woman Facing Removal from Life Support Due to Red Tape
Hospital administrators at Memorial Hermann Southwest have invoked the government-sanctioned 10-Day rule for a woman recovering from a stroke.
Drew WhiteMay 10, 2019
A recent photo of Carolyn Jones
UPDATE: Recovering Beaumont Woman’s Life-Sustaining Treatment to End Due to 10-Day Rule
Carolyn Jones, a 61-year old resident of Beaumont, has lived in health care facilities since she suffered a severe stroke in late 2017. And unless the administrators at her hospital reverse their decision to follow the so-called 10-Day Rule, she may very well face death come Monday.
The 10-Day Rule is a result of the Texas Advance Directives Act (TADA), a bill signed into law in 1999 by then-Governor George W. Bush. The legislation was supposed to be a conflict resolution attempt, outlining ways for patients and health professionals to settle disputes, in particular about end-of-life issues.
The rule stipulates that if doctors deem life-sustaining treatment futile, an ethics committee comprised of hospital employees reviews the decision for final determination. Should the committee concur, a family is provided written notice and has 10 days to secure treatment in another facility before basic care ceases.
For the Jones family, the 10-Day Rule is a nightmare that may very well end the life of a loved one. The Texan spoke with Carolyn Jones’ daughter, Kina, earlier this afternoon. She and the Jones family–including her father Donald–say Carolyn has shown signs of improvement since her stroke.
Nevertheless, a committee of administrators at Memorial Hermann Southwest Hospital in Houston has decided to follow through with the 10-Day Rule.
Only adding to the family’s pain is the fact that three facilities in Houston have agreed to care for Jones, who is responsive, conscious, but cannot speak due to intubation.
However, moving Carolyn to another facility requires substantial financial cost and the daunting task of navigating additional layers of bureaucracy–this time of the government variety–through Medicaid. It remains doubtful that the Jones family can secure Medicaid approval in time to help pay for the transfer.
The Texan will have additional coverage of this story in the days ahead. Until then, here is Tony Guajardo’s gut-wrenching interview with Kina Jones earlier this afternoon.
10-Day Rule
Carolyn Jones
Kina Jones
Texas Advance Directives Act
Drew White
Drew White is the Senior Editor for The Texan. Most recently, he worked as the senior federal policy analyst at the Texas Public Policy Foundation after spending two years in the U.S. Senate serving as domestic policy advisor for Senator Ted Cruz (R-TX). He also worked as a legislative strategist for Heritage Action for America, the political arm of the Heritage Foundation. He received his Bachelor’s degree in political science from Auburn University and attended graduate school at Tel Aviv University. He currently resides in central Texas with his wife, son, and golden retriever, Emmie.
Midnight Deadline Spurs Take Down of High-Profile Bills
UPDATE: Recovering Beaumont Woman's Life-Sustaining Treatment to End Due to 10-Day Rule
Justin Berry, Candidate for HD 47, on The Texan’s Podcast
Ben Billups
Texas Speaker’s Race, Obamacare Battles, and School District Takeovers: Here’s What to Look for in 2020
Green Acres Baptist Church Pays Off Millions in Medical Debt for Thousands in Smith County
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SOMETIMES WE TELL THE TRUTH by Kim Zarins
I met Kim randomly on Facebook, and found out that we live really close to each other. I'm excited to go to her book launch for SOMETIMES WE TELL THE TRUTH on September 11, but until then, here's a taste (and a giveaway if you pre-order by September 6!).
Jeff boards the bus for the Civics class trip to Washington, DC, with a few things on his mind:
-Six hours trapped with his classmates sounds like a disaster waiting to happen.
-He somehow ended up sitting next to his ex-best friend, who he hasn’t spoken to in years.
-He still feels guilty for the major part he played in pranking his teacher, and the trip’s chaperone, Mr. Bailey.
-And his best friend Cannon, never one to be trusted and banned from the trip, has something “big” planned for DC.
But Mr. Bailey has an idea to keep everyone in line: each person on the bus is going to have the chance to tell a story. It can be fact or fiction, realistic or fantastical, dark or funny or sad. It doesn’t matter. Each person gets a story, and whoever tells the best one will get an automatic A in the class.
But in the middle of all the storytelling, with secrets and confessions coming out, Jeff only has one thing on his mind—can he live up to the super successful story published in the school newspaper weeks ago that convinced everyone that he was someone smart, someone special, and someone with something to say.
Buy: BookPassage ~ Amazon.com ~ Barnes & Noble ~ IndieBound
And here are Kim's answers to some interview questions:
In addition to writing books, you teach medieval literature and children’s literature. In what ways do these subjects continue to inspire your writing?
When I was a new PhD student of medieval English literature and attended my first SCBWI NY conference, Jane Yolen said in her keynote that you don’t need a PhD in medieval studies to be a writer. I might have had a mini identity crisis. Okay, she’s right, but it doesn’t mean my PhD was overkill or a useless hurdle. In fact, I don’t think I could have written SOMETIMES WE TELL THE TRUTH without earning that PhD and teaching Chaucer for years. The classroom is such a wonderful place, where I can basically tell a room full of people to go read the things I want to read and talk about…and then we do! Because I knew the Chaucer’s characters and did everything possible to make Chaucer fun and funny and relevant to my students, the modernized adaptation came together quickly and with such delight. So, yes, I was definitely inspired by my teaching—not just the subject matter, but the community of smart people to talk to, from mentors to students. The PhD helped get me there!
It makes sense then, that your upcoming book, SOMETIMES WE TELL THE TRUTH is a YA contemporary version of Chaucer's Canterbury Tales. What fascinates you most about the medieval?
Definitely the chickens. I’ll explain, but basically, I think what I like best is the way the familiar becomes unfamiliar, and the unfamiliar becomes familiar. So, you think you know about chickens, right? They peck at the ground, say bawk, etc. But in the medieval nonfiction (haha) travel narrative, Wonders of the East, which can be found in the famous Beowulf manuscript, we learn the chickens on the other side of the world CAN IGNITE PEOPLE INTO FLAMES. Think Otherworldly Poultry meets red-shirted Star Trek men. Now those are chickens. What I’m saying is not that Weekly World News was hot in the medieval period (though I guess it was) as much as medieval people lived in a world where anything could happen, anything, even chickens and dragons capering in the same mystic space, which is pretty awesome. Whoa, I’m getting a fantasy novel concept THIS VERY MOMENT involving chickens and dragons and red-shirted men. Sweet.
To add an evil teaser, I do have chickens in SOMETIMES WE TELL THE TRUTH, and I don’t use the fiery variety, but I do have to warn you that medieval-inspired chickens are very fiery in terms of the romance scenes. Passions ignite. Feathers fly...
And our interest is sparked! If you could pick a character from The Canterbury Tales to have lunch with, who would it be and why?
The Pardoner won me over with this project. He’s this feminine-looking guy with thin, pale hair and a high voice and a smooth face that’s never needed a shave. He’s also a con-artist, and he’d probably swindle me from all the money in my wallet, but even so, I’d buy him a really nice lunch. I’d want him to tell me the story he really wants to tell—not just the ‘clean’ story all the pilgrims insisted on, probably because they were scared of his sexuality or appearance, and this censoring was just one more micro-aggression to add to his daily life. If he wants to tell me his secrets and how he really feels, I’m here, but it’s really up to him. And if I were feeling brave, I’d tell him that I wrote about his teenage self in 2016, hoping to find a way to make him feel accepted and loved, and that I was trying to catch him as a teen so he wouldn’t grow up to feel the rejection he experiences in Chaucer’s version. I’d want him to know he’s not just a marginalized sideshow to the cast. He’s central, the real deal.
I can't wait to read him! What are some of your current projects?
I have a draft of a novel about high school sweethearts whose relationship becomes strained during the first semester of college. That’s what I’m revising in my free time. I’m also doing some academic writing on (you guessed it) Chaucer’s Pardoner. I’d like to go back to a Norse mythology novel I’ve been working on for a long time. And I have a few other projects that come in starts and stops, waiting to become real.
Bio: Kim Zarins has a PhD in English from Cornell University and teaches medieval literature at Sacramento State University. Her YA contemporary retelling of Chaucer’s Canterbury Tales, Sometimes We Tell the Truth, will be released on September 6, 2016. When she isn’t reading, writing, or teaching, she hangs out with her family in Davis, CA, and coaxes a scrub jay named Joe to take peanuts from her hand. You can find her at www.kimzarins.com, on Twitter @KimZarins, and on her public page on Facebook at Kim Zarins.
Posted by Karen McCoy at 6:00 AM No comments:
Pacing, Part Deux: Hamster Wheels, Arrows, and Progress...
Since I focused on pacing in novels last time, this week I decided to hone in on pacing in life. Too often, people can feel like they're behind where they want to be, especially when things don't always turn out the way they're planned (or expected). Sometimes, this can feel like a hamster wheel--you work, and work, and work, but at the end of the day, it doesn't feel like you've gone much of anywhere. I felt this way a lot when I worked in academic libraries--it was very enjoyable work, but at the end of the day there was always more to be done.
Fast forward a few years, to now, when I'm circumstantially unemployed. Being unemployed has a fair number of disadvantages, of course, but one of them is the feeling of stepping backward in life. Suddenly, the career choices you made seem like they weren't actually useful, and it can often feel like having to build again from scratch.
Writers experience both of these. Published writers work their tails off only to be stuck in the midlist or, worse, see their books slowly dissolve out-of-print. And still, the hamster wheel goes. Or, with the loss of an agent, or a critique partner, or perhaps a draft that hasn't developed as much as was hoped, it can feel like a step backward.
As much as I'd like to offer solutions to both of these scenarios, I've realized that every problem, while it might look similar to someone else's, has its own form of clothing. Instead, I'd like to leave you with two memes that I found especially helpful. To everyone stuck on a hamster wheel, and anyone who has had to take a few steps backward down the stairwell, here are some memes for your Monday:
Courtesy of Barbara Lane
Posted by Karen McCoy at 3:43 PM No comments:
THE POSSIBILITY OF NOW by Kim Culbertson
I met Kim Culbertson during Barnes and Noble's Teen Book Festival in June, and she gave a great writing workshop that transformed my writing process and how I thought about craft. Her newest book, THE POSSIBILITY OF NOW is out now from Scholastic:
Mara James has always been a perfectionist with a plan. But despite years of overachieving at her elite school, Mara didn't plan on having a total meltdown during her calculus exam. Like a rip-up-the-test-and-walk-out kind of meltdown. And she didn't plan on a video of it going viral. And she definitely didn't plan on never wanting to show her face again.
Mara knows she should go back, but suddenly she doesn't know why she's been overachieving all these years. Impulsively, she tells her mom she wants to go live with her estranged dad in Tahoe. Maybe in a place like Tahoe, where people go to get away from everyday life, and with a dad like Trick McHale, a ski bum avoiding the real world, Mara can figure things out.
Only Tahoe is nothing like she thought. There are awesome new friends and hot boys and a chance to finally get to know Trick, but there is also still massive amounts of schoolwork. Can Mara stopping planning long enough to see the life that's happening right now?
Currently, you are at work on your third novel for Scholastic. What has been your experience juggling different projects and what ways have you found to prioritize your work?
I’m sure it’s the same for many writers but, for me, the biggest “juggle” has been trying to find time for writing while working another job, having a family, being a friend, and generally just fitting life into each week. Recently, I committed to my writing full-time and that has obviously helped with the scheduling, but, before that, I was a high school teacher for eighteen years, some years full-time and some years part-time. I loved my years teaching and therefore had two jobs to which I was deeply committed (which made the juggle more complex than it is now). I’m grateful for my years teaching. Those years deeply informed my writing and they taught me that writing was a priority because I continued to make time for it. Writing time has always been sacred for me and I have attempted to create space for it as much as I could. Sometimes, it meant the laundry didn’t get done or I had to miss out on an evening with friends or I didn’t exercise as much as I probably should, but that’s true for any creative pursuit. You only have so many hours and some of them have to be for the life stuff and some have to be for the creative work. The key for me was actually scheduling the blocks of time during my week and then sticking to them. It’s so easy to say “it’s just writing time” and shove it to the side. I had to treat it as a priority in order for it to become one.
Makes sense. In THE POSSIBILITY OF NOW, you confront perfectionism (something many of us struggle with). What do you hope readers might gain from Mara's story?
It’s funny – I’ve been asked this question a lot and I always sort of freeze up. I worry about not saying the right thing. Ha! Talk about perfectionist issues. I think ultimately I spent many years worrying too much about things being perfect and I watched so many of my teenage students doing that in their lives – trying to have a big, elaborate, perfect vision or plan, and it has caused so much pain and stress. As a young person I was told to “do my best” quite a lot and I certainly said it to students at times, but somewhere along the line, it has morphed culturally into something really damaging because the “best” isn’t always possible. We can’t all be the best at everything. And it’s impacting our kids. As a writer, I was interested in exploring this cultural obsession with “best” but I also really wanted to explore the idea that even when we do our best, we can still fail. And that is fine. It’s good, actually. Failing is good. My daughter’s teacher says fail stands for First Attempt in Learning. I like that. So often, we are afraid to try anything new for fear of not being any good at it, which is a recipe for never trying anything! It’s just a vicious circle. I started skiing in my mid-thirties. I was awful (I’m still pretty awful), but I have so much fun doing it. I used to tell people I didn’t like to ski, but the truth is I didn’t try it for so many years because I was afraid of being bad at it. Thank goodness my daughter told me to just have fun with it. She looked at me with her seven year old eyes and basically told me that being good wasn’t the point. And she was right. This culture is obsessively goal-oriented, which, don’t get me wrong, I think goals are great, but when we get so fierce about them, so competitive, I wonder if that’s taking something away from the daily experience. Wow, that was a really imperfect answer. I’m going to leave it that way.
It was a perfect answer, as far as I'm concerned. I loved that you referred to a story's title as its "North Star." How have you used this tip in your own writing?
I want to give credit to that saying where it’s due: David Levithan, who is the senior editor at Scholastic and a brilliant author himself, is the one who introduced me to the idea that the title is the “North Star” – for a writer but also for your readers. I love that concept – that the title is there in the sky of the writing and reading experience, glowing, lighting the way. I also love that as you write and rewrite a novel, the title can keep shifting and changing shape on you. My titles change a great deal over the course of writing a novel – and that’s a good thing – because as a book evolves, so does its central focus. But the North Star is there, all along, guiding you, and at the end of the process, it truly comes into focus.
A beautiful way of putting it, and yet another reason to love David Levithan! What are some of your current projects?
Scholastic will publish my next novel THE WONDER OF US in May of 2017. The book is the story of two friends, Abby Byrd and Riya Sharma-Collins, who have always been inseparable despite (or maybe because of) their dynamic differences and they spent a childhood thoroughly devoted to each other. But the summer after their sophomore year of high school, everything changes. Riya moves to Berlin, Germany with her parents and Abby is left in their small Northern California town. After a falling out, the girls end the year barely speaking to each other. The novel opens on the cusp of the summer after this ruined year. Abby sits on a plane bound for Florence because Riya has invited her on a “multi-city grand tour” to rebuild their teetering friendship. I love travel and road trips and stories with multiple points of view, so I had a great time writing this one.
Can't wait. Thanks for sharing such wonderful insights with us!
To grab THE POSSIBILITY OF NOW, or Kim's other fabulous books, feel free to click the links below:
The Pitfalls of Overcompensation and the Scraps Left Over
Pacing. Le sigh. It's always been one of my challenges. It's especially hard to master in the beginning of a book, when you have to include enough clarity and detail to keep the reader interested, while not bogging them down with so much detail that they're like this:
I've gotten feedback, time and time again, that my beginnings have too much detail. And it wasn't until this morning that I figured out why.
When I submitted my first novel to query, I got the same feedback over and over--people would say, "I don't know who you character is and I don't know what she wants." So in the time since, I've been fighting to explain this by including ALL THE THINGS on the first page to let the reader know, "SEE?! THIS IS MY CHARACTER, THIS IS HER WORLD, THIS IS WHAT SHE WANTS."
Cue above meme.
So, here's what I've learned. I don't have to overcompensate based on the feedback I receive. It's okay to entice the reader, and let them pull more of the weight.
Someone who does this well is Lindsey Klingele. Her book, THE MARKED GIRL, is not only an amazing read, but the pacing is spot on, especially in the beginning. She gives you just enough detail to want to read on--and the world she creates is amazing.
And, in general, overcompensation is a bad idea anyway. Chances are, things will evolve the way they're meant to, no matter whether you try and contort yourself into a pretzel in the process. And it's too much pain and effort to try to bend yourself that way anyway. All it does is cause exhaustion, and the energy you spent doing it can be much better spent in other places (like karate chopping those book sections you don't need).
It's hard to part with words and sections you've worked hard on, I know. But here's my solution: I have an ordinary Word document that I call my "scrap" file. Any words or turns of phrases that I have to cut go in there.
But here's what surprised me. I only go back to this document 5% of the time. Maybe. And some of these documents are so long they might be considered novels themselves.
So, take heart. Use the feedback that works for you, but don't let it paralyze your process. Keep going. Keep moving forward. Or as Dori says, "Just keep swimming!"
Just...keep...swimming!
(Image courtesy of fandomloveer on Tumblr)
HEART OF THE GOBLIN KING by Lisa Manifold
I had the fortune of meeting Lisa Manifold at this year's UTOPiAcon. I was immediately intrigued by HEART OF THE GOBLIN KING, the first in her The Realm Trilogy series, especially the large cardboard cut-out of The Goblin King by her booth! See below for more:
Brennan,the King of the Goblin Realm finds himself facing his greatest challenge he's faced since he came to the throne. A rogue sorcerer is raising an army of Brennan's own subjects against him threatening the peace Brennan has worked so hard to create for his people. Since he's already engaged to a perfectly suitable lady, there's no room or need for love in his life. Which is a good thing, because he has other things to worry about. Love is the farthest thing from his mind.
Iris never expected to be whisked away to the Goblin Realm from a stadium bathroom. All she wants is to get away from the obviously crazy man with the sword. Iris has her own problems and being trapped in a land she still can't believe isn't helping any of them. Her goal is to get back to her family and her potential new boyfriend.
Though Brennan and Iris try to ignore the attraction between them, when they must make a choice will they continue to deny their feelings or will they take the step that will change their lives and the lives of everyone around them?
Lisa also answered some interview questions:
I'm interested your offended cat. What offends the cat most?
EVERYTHING offends Ms. Lolly. She likes to be around you, almost, but not quite, underfoot. Should you dare to move, she meows at you in what sounds like a complaint. If you pass her going through the house, and it's too close for her liking, ComplaintMeow. If the dogs look twice at her, ComplaintMeow. She is always, always annoyed. She follows me through the house, and if I am walking back and forth, she doesn't care for it. She does like to sit up above you--on the back of the chair or couch, and nuzzle your head. But if you pet her too much. she scoots away, ComplaintMeowing all the while.
I love her to pieces, but she is very unwilling to suffer in any fashion, and everyone in the house, even me, offends her sense of space and self. It's funny, I'm her person, but there are limits for me just like everyone else. I do think my limits with her are not as hard and fast as others, but they are there.
Sounds like the limits are relative to her anyway. And you didn't limit this story either! I love how Brennan's and Iris's story is told from dual points-of-view. What about their interplay was most challenging to write?
Keeping their voices separate. When I would switch from one to the other, I'd have to take the time to get in the head space of the one on stage. I developed a distinct point-of-view for both of them, and had to make sure I was there when I wrote it. As well, I found myself telling Brennan to get over himself, and take the stick out of his....you get the point! He's much more formal than Iris - all the fae are. Iris is pretty comfortable in her own skin, and she likes who she is, so she's not changing for anyone, not even him.
In the end, they both change. They take on aspects of one another, as most couples do when they commit to each other. But her ease and his formality are two of the aspects they love about one another, because they are so different. It's appealing to be with someone who is not like you. Maintaining their differences has been the most challenging aspect. I never want them to sound the same on the page.
He is also stiff in the literal sense--his cardboard cut-out was epic! What sparked the idea for this, and was it expensive to make?
I'm going to blame this on my author friend Lisa Brown Roberts. I saw some of the pictures she posted from the RT Booklover's Convention this year. A couple of them had her posing in cutouts of the 1980's book covers - the ones with women wearing ripped bodices, and lifted skirts, and the men looking like Fabio. I'm a complete nerd, so when I saw that, I thought, What a great idea! I would totally pose with that.
And the idea for the cut out of Brennan and Iris was born. It was about $175.00, because I decided to get the more durable cut-out. Brennan has to be able to travel, and make it through checked luggage! He did, too, along with a lot of bubble wrap. I took him through security on one leg, and the TSA folks had fun cutting open my package. BUT - they were fabulous, because they helped me tape him back up. He's one of the best marketing ideas I've done so far.
Excellent! What are some of your current projects?
Right now, I'm finishing up a short story for my newsletter, and working on Book 2 for both The Realm Trilogy, and the Heart of the Djinn series. Those will be out in the fall, and then I need to get right to work on both of the third books. I have a stand alone I am trying to schedule for around Thanksgiving, and then I have plans for new series after that. I am pretty ambitious with my schedule, but things get in the way. So I give myself a little slack. But not much! I love these books, and am anxious to get them done!
Thanks for the questions! These were great! And thank you, Lisa, for your great answers!
To grab a hold of the Goblin King for yourself (you know you want to!), links are below:
Buy: Amazon.com ~ Barnes & Noble
Posted by Karen McCoy at 12:35 PM 2 comments:
Book Review: UNRIVALED by Alyson Noel
I didn't know Alyson Noel had a new book out (shame on me) until I saw her at this year's Bay Area Book Festival. I bought it right away, and devoured it immediately. UNRIVALED, the first in the Beautiful Idols series, takes a unique look at the darker side of Hollywood, fame, and partying.
Here's the book cover and blurb:
Everyone wants to be someone.
Layla Harrison wants to leave her beach-bum days for digs behind a reporter’s desk. Aster Amirpour wants to scream at the next casting director who tells her “we need ethnic but not your kind of ethnic.” Tommy Phillips dreams of buying a twelve-string guitar and using it to shred his way back into his famous absentee dad’s life.
But Madison Brooks took destiny and made it her bitch a long time ago.
She’s Hollywood’s hottest starlet, and the things she did to become the name on everyone’s lips are merely a stain on the pavement, ground beneath her Louboutin heel.
That is, until Layla, Aster, and Tommy find themselves with a VIP invite to the glamorous and gritty world of Los Angeles’s nightlife and lured into a high-stakes competition where Madison Brooks is the target. Just as their hopes begin to gleam like stars through the California smog, Madison Brooks goes missing. . . . And all of their hopes are blacked out in the haze of their lies.
As someone who is into pop culture, this title had definite appeal for me, and I can see why it made the New York Times Best Seller List. This multiple-POV story follows Hollywood teens who are diverse, strong-willed in different ways, and hungry for opportunities. They find one in Ira Redman's stiff nightclub competition--where getting "gets" will lead to possibilities none of them anticipated. Awesome page-turning plot aside, the writing in this book is absolutely gorgeous. There were way too many examples of unique turns of phrases, but one of my favorites was, "In a city that feeds off youth and beauty, Hollywood Boulevard more closely resembles a former screen siren who's seen better days." In addition to the wonderful writing, the fully fleshed-out characters were still compelling despite not always being likable. A difficult feat for any author, and Alyson Noel not only ensures that we'll follow them wherever they go, but she seamlessly weaves their stories together into a whirlwind plot--I'm still reeling from the surprise ending! I won't give away any spoilers, but suffice to say this book was beautiful in its unpredictability. I can't wait until the next installment comes out!
To grab a copy of UNRIVALED for yourself, feel free to click the links below:
ARTIFICIAL by Jadah McCoy
I first met Jadah at UTopYA, and got to know her more at this year's UTOPiAcon. We bonded first over our common last name (even though McCoy is my married name) and I was excited to buy her book, ARTIFICIAL, the first in the Kepler Chronicles, at the Curiosity Quills Press booth. It has an amazing premise:
In 2256, the only remnants of civilization on Earth’s first colonized planet, Kepler, are the plant-covered buildings and the nocturnal, genetically spliced bug-people nesting within them: the Cull. During the day, Syl leaves her home in the sewers beneath Elite City to scavenge for food, but at night the Cull come looking for a meal of their own. Syl thought gene splicing died with the Android War a century ago. She thought the bugs could be exterminated, Elite city rebuilt, and the population replenished. She’s wrong. Now she must find a cure and stop the person responsible before every remaining man, woman, and child on Kepler is transformed into the abomination they fear.
For Bastion, being an android in the sex industry isn’t so bad. Clubbing beneath the streets of New Elite by day and seducing the rich by night isn’t an altogether undesirable occupation. But every day a new android cadaver appears in the slum gutters, and each caved-in metal skull and heap of mangled wires whittles away at him.
Glitches—androids with empathy—are being murdered, their models discontinued and strung up as a warning. Show emotion, you die. Good thing Bastion can keep a secret, or he would be the next body lining the street. Now Bastion must help Syl escape before he becomes victim to his too-human emotions.
What first acquainted you with the UTOPiAcon and what do you love most about it?
I love Utopia!! Actually, my friend Crystal Bryant was telling me I should attend UtopYA 2014 several years ago, but I was working through some social anxiety issues at that point, so I didn’t. But I am SO glad I decided to attend last year’s con! I met so many amazing people. I love that it’s a huge group of people I can just be myself around. I’ve never met a group of people so understanding, welcoming, and nurturing. It feels like home! I definitely recommend the con for all writers, readers, bloggers, and BookTubers!
It is a great con, and I've found so much inspiration there. Speaking of inspiration, I love the Terry Pratchett quote in the beginning of ARTIFICIAL: "Maybe the only significant difference between a really smart simulation and a human being was the noise they made when you punched them." In what ways, if any, did this influence the story as you wrote it?
I think Mr. Pratchett’s quote kind of sums up the deeper theme of ARTIFICIAL. What is the difference between man and machine, especially when the machine itself is so human? The quote basically says to me that maybe there is no difference. Maybe the only difference is the sound of a fist on flesh versus the sound of a fist on metal. And if you’ve reached the point as an abuser where you know the sound of each, does it matter if the thing you’re abusing is human or simulation?
An excellent question, and one your book addresses very well. I also love the cover! How much collaboration was involved in the design?
Thank you! Regina Wamba with Mae I Design did my cover. A lot of collaboration was involved, actually! I filled out a few inspiration sheets, mapping out my thoughts on what I liked, didn’t like, wanted, and envisioned. We came to the final design fairly quickly, because from the first mock up I knew I was going to love it!
I'm so glad you were able to see your vision realized. What are some of your current projects?
Book 2 in the Kepler Chronicles is in the pipeline for May 2017, and Book 3 will be out sometime in 2018! I’m also currently working on a contemporary novel, the first I’ve ever written! It’s a very ambitious project, dealing with depression, suicide, and world travel. But it’s a story I felt I had to write, no matter how difficult it would prove to be. Lots of good things coming!
Can't wait! Thanks, Jadah, for such a great interview!
Posted by Karen McCoy at 11:50 AM No comments:
I'm not a novel, I'm a short story!
That moment when...your novel tells you it's a short story and that 15,000 word project tells you it's a novel. That happened to me last week, after I finished first-draft edits on the novel, which was, as all first drafts are, a hot mess. I realized that there was nothing holding it together, because there were no underlying themes and my protagonist didn't really have a purpose.
Underlying themes can go a long way within a novel. I touched on this a bit with my post here, but I really figured it out with the messy hand-edits of the dregs of that first draft. So, with that in mind, I tried to find ways to shorten it down, and with those re-writes, something strange happened--the themes started to reveal themselves and I found a way to incorporate them back in. So, with any luck, it will be a novel after all--after a lot of painful surgery. And, I figure, I might as well make it a short story too.
So, a brief but helpful reminder. Just because something doesn't look the way you expected doesn't mean you should give up on it. Sometimes stories are more than what they seem, and as the vessels of those stories, we have a chance to explore them to their depths and see how far down they really go. Remember, it's not the shape of the iceberg that matters, but what direction it's going.
Stay tuned for another author interview on Wednesday and a review next week--I've been reading tons of amazing stuff!
THE MARKED GIRL by Lindsey Klingele
I was so intrigued by the premise of this book that I had to get it immediately. It even has a great heading at the beginning: "The Night That Started Out Normal." Have a look for yourself:
When Cedric, crowned prince of Caelum, and his fellow royal friends (including his betrothed, Kat) find themselves stranded in modern-day L.A. via a magical portal and an evil traitor named Malquin, all they want to do is get home to Caelum—soon. Then they meet Liv, a filmmaker foster girl who just wants to get out of the system and on with her life. As she and Cedric bond, they’ll discover that she’s more connected to his world than they ever could’ve imagined…and that finding home is no easy task…
On your website bio, you listed The Babysitters Club series as one of the stories that shaped you and keeps you going. As a fellow fan of that series (I wouldn't be a writer without it) what about it do you think spoke most to its readers and fans?
I love that series so much! I think it spoke to a lot of girls like me who grew up in the 90s. There were so many distinct, interesting characters in The Babysitters Club, and I think a lot of readers had favorites that spoke specifically to them – I was a total Mary Anne who aspired to be a Claudia. I also loved how engaged the girls were with each other and with their business. I tried to get my group of friends to form our own babysitter’s club, but we had nowhere near the commitment needed (and no one wanted to step up and be the Kristy). Plus, it turned out I kind of hated babysitting. Whoops. But I also loved that series for just its sheer volume of stories – long-form storytelling is my very favorite, which is why I secretly hope all my favorite TV shows will have twenty seasons.
I'm a total Mary Anne, and I wish the same thing. What I love most about THE MARKED GIRL is its fish-out-of-water elements. How did the story come to you, and what did you love most about writing it?
Thanks! I initially got the idea when my family came out to visit me in LA for the first time. I got to see the city again through their eyes, and started wondering how Los Angeles would look not just to Midwesterners, but to someone really, really far away. Like Westeros far away. Those fish-out-of-water elements were also some of my favorite to write. All of the lighter, comedic elements and banter were the most fun for me.
That level of fun definitely comes through in the story too. You had a few launch events this year, right after the book's release. What did you enjoy most, and what did you learn?
I learned that I can survive them! I was pretty nervous, but the support of people I know and readers who stopped by made it a lot easier. I also learned that having one glass of wine before speaking in public can calm the nerves enough to stop your voice from shaking :)
Good advice! What are some of your current projects?
I’m currently just finishing up the sequel to THE MARKED GIRL. It’s called THE BROKEN WORLD, and it will be out next summer. Liv and Cedric’s story will wrap up with that sequel, and after that I'll be working on a different stand-alone for HarperTeen.
BIO -- Originally from Michigan, Lindsey Klingele moved to Los Angeles and has since worked in the writers' rooms of television shows such as ABC Family's The Lying Game and Twisted. The Marked Girl is her first novel.
Trust, Reboots, and Magic
Insomnia. The joys. In case my sarcasm isn't already apparent, it's 5:49 AM and Microsoft Word 2013 won't open because Windows 10 is being an asshole. So now, you get me, venting to the ether, because I really want to finish my novella and my computer is like, "no." Kind of like this printer:
And now, the computer is blacking out, yay...let's save this post while I reboot...
Reboot successful, and now Word is behaving after some virtual slapping around.
All this, of course, brings me to the issue of trust. Do I trust my PC right now? Absolutely not. But I also know that I don't always trust myself when it comes to my PC, either.
It reminds me of something I read in Elizabeth Gilbert's book, Big Magic: Creative Living Beyond Fear. If you haven't either bought this book or checked it out from your local library, I highly recommend it. Look how pretty the cover is:
In it, she talks a lot about trust with the external. For example, she asked her students if they loved writing, and all of them raised their hands. But when she asked if writing loved them back, all the hands dropped.
It got me thinking about whether I have a reciprocal relationship with my writing, and how often I can lose track of the fun in it if I'm not too careful. It's enough of an issue that I've posted about it multiple times, even on other blogs.
Sometimes, the writing will come, like water, and those times are the best, because it's like I have superpowers--much like the first time I swam in a pool at sea level after living almost a decade at high altitudes. I could swim forever!
And then there are the days where writing (or editing, for that matter) is inexplicably stubborn, and I'd rather go out and try and pull those weeds out of the garden because that would cause less sweat and toil. It is then, like my fickle computer (which I've had to reboot again, hooray), that making progress feels like a journey worthy of Sisyphus.
Of course, the easiest thing to do when the world seems insistent on working against you, is to despair. It's a natural inclination for all of us, and nothing at all to be ashamed of. But the important part is, once we're through that despair, we're offered a chance to reassess. No, we cannot control the external forces that force us to shut down. But we can always reboot (and in my case, hope to all things holy that I saved everything first).
Everyone reboots in different ways. Some of us need to introvert from the world, hide under a comfortable blanket. Others, like me, vent to anyone listening, though this method of coping can become destructive if not kept in check. For example, I try not to vent about something without offering a possible solution (though, often, these solutions come from the very wise and wonderful people who have consistently been there for me over the years). If I have no solution, I can at least concentrate on what I can do in the moment. Breathe, for one, because despite everything, keeping that up is first and foremost for us all. Sometimes it means making myself take a break, which I'll do today after this post. Regardless, as Elizabeth Gilbert says, it is possible to have a give-and-take relationship with the external, even when it seems to fight you every step of the way.
So, keep fighting my friends. Find the small pockets of sanity within our chaotic world this week, if you can, and await the magic on the horizon. After all, just because you can't see it yet doesn't mean it's not there.
Sunday Writing Tip: A Trick for Finding Overused Words in Your Manuscript
Pacing, Part Deux: Hamster Wheels, Arrows, and Pro...
The Pitfalls of Overcompensation and the Scraps Le...
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Wrestling Flashback – WWE Hell in a Cell 2012 Review
When I first started with blogging, I was really first experimenting with a bunch of other websites. Among these efforts, I started a Tumblr account featuring wrestling, football and music among other things. It was during this time when I started doing wrestling reviews and viewing wrestling from a critical standpoint. Anyway, I figured I’d upload this because it’s always nice to go back and look at how I did business back then.
To give a bit of background, Hell in a Cell was a PPV WWE had six weeks to build. There was an ongoing saga on RAW about who’d face CM Punk for the WWE Championship. Ryback eventually was chosen (as John Cena had gotten injured) and there was a lot of pressure on this match to perform. Also, the finish of the match was really up in the air. Would the WWE sacrifice the historic championship reign of CM Punk or the undefeated streak of Ryback?
NOTES: The paragraphs in italics are what was written at the time, back in 2012.
Anyway, so I started things off by talking about my expectations of the main event…
“Well, Hell In A Cell 2012 – an event which I stayed up to watch last night. In the UK, Hell In A Cell started at Midnight, and didn’t finish until 3:00am. It was a risk I was going to take, because I thought it’d be better than I expected it to be. I thought that Ryback vs CM Punk would be a hell of a main event, and I thought some of the lower card matches would have been really good.”
It’s kind of weird going back to this review and talking about watching this PPV live. I honestly stayed up to watch it live because there was a lot of anticipation about how this match was going to go. Also, Skip Sheffield had been working mostly short matches since he returned repackaged as “Ryback” in 2012. It was interesting to see if he could deliver a top main event match with someone like CM Punk. The reasons all this is funny is because I watched RAW live THIS WEEK with high expectations and being a bit let down! By the way, you can check out this week’s RAW review at this link. You can read all about what I felt about Seth Rollins, Sting and everything.
“It was sort of a card of two halves if you will. A really good first half, and a really bad second half. That’s not good news, because the 2nd half should really be the better half, considering them matches are supposed to be the big draws of a PPV. Considering they had six weeks to build up an Hell In A Cell Pay-Per-View, surely they could have done a better job at doing it. I understand why hyping up the WWE Title Match would have been awkward considering the circumstances, but the rest of the card should have had a lot more advertisement. A quarter of the matches showcased were unadvertised matches. For me, that’s not on.”
To be fair, WWE has improved a bit in terms of the promotion of its PPVs. Back then though, it was really lackluster. There were a few instances where a completely random match would be shot on the card to make up time. The reason this annoyed me is because these were usually matches we might have wanted to see. This PPV in particular featured the likes of Rey Mysterio and US Champion Antonio Cesaro wrestling in “bonus matches”. However, I think there’s been a lot more effort put in towards PPV promotions nowadays. With this year’s Night of Champions, the majority of the matches have been announced with weeks to spare. The only title match that hasn’t been announced so far has been the Intercontinental Championship. However, they’ve been hyping up the program on that title match to a degree anyway. They’ll probably just announce that match on RAW.
“Now on the PPV itself. We kicked things off with Randy Orton defeating Alberto Del Rio after Orton countered an enziguri by Del Rio into an RKO for the win. While that was a pretty cool finish to the match, it is also the 2ND PPV in a row that saw Randy Orton defeat an up-and-coming heel. Orton should have let Del Rio beat him on the PPV, especially if they want the feud to continue. The match was a lot more quicker paced than I expected, but there were a few botches during the match that dampened it’s quality. I think this match should have been slightly longer, but it was good for the amount of time it was on. I hope this feud continues, and Del Rio wins the next round.”
This was the second time in a PPV that Randy Orton had beaten a heel clean. He beat “Mr Money In The Bank” Dolph Ziggler at Night of Champions 2012 and followed it up by defeating Del Rio. This match I think was the second best match of the night, looking back now. There’s one botch which I never mentioned which I think took away from the match itself. Del Rio tried to jump off the top rope and ended up landed in front of Orton and then just started punching him. With that botch in mind though, this was a great match. At least JBL actually mentioned the botched, calling out Del Rio’s decision to jump off the top. Great recovery by JBL.
“Next on the agenda is the WWE Tag Team Championship match, which saw Cody Rhodes and Damien Sandow defeat Kane and Daniel Bryan by disqualification after Kane wouldn’t stop hitting Cody Rhodes (I think it was Cody anyway). Seriously, a DQ FINISH on a PAY PER VIEW? That was definitely not necessary for this match. On RAW or SmackDown! YES, but not a Pay Per View. It devalues the tournament beforehand, considering Rhodes and Sandow, who went through 3 tag teams just to get the title shot, won the match but not the titles, because the other team got themselves DQ’d. It kinda gives you the feeling that Sandow and Rhodes got screwed. Nevertheless, the match was pretty good. I’ve been noticing improvements in tag team match qualities as of late, which is definitely a good sign. They played off Kane and Daniel Bryan not working together, with Daniel Bryan accidentally hitting Kane with the high knee, and stuff like that. I think it was a good match, other than the finish.”
I totally stand by what I said here. The thing about this match was that this was around the time where the Team Hell-No team were at their peak. They won the tag titles on the PPV before and were having great segments on RAW and SmackDown! The feud itself between the two teams was really good. I like how Damien Sandow and Cody Rhodes had to win a tag team tournament in order to get this title shot. However, their title shot ended in a DQ. It wasn’t really like a legitimate DQ either. Kane was, to quote Vinny from the Bryan and Vinny show, disqualified for kicking too much ass. Considering all of the build with the Team Hell-No segments and the tag team tournament, the finish was pretty much a let down. However, I do remember it being a good match despite the finish.
“Match of the night goes to the Intercontinental Championship match, where Kofi Kingston defeated The Miz to retain the title. This was really fast paced match, and the two put on a hell of a show. These two really work well together, and given more time, that match could have been one of the matches of the year (no kidding). I thought it was good when Miz started focusing on Kofi’s leg. Miz targeting a body part and attacking it, actually brought a bit of realism into play. Miz started ripping of Kofi’s boots and did leg DDTs and really showed off the amount of pain Kofi was supposed to be in. Really good. The match has done wonders for the title’s prestige as this was a really good back-and-forth match, and this match will only benefit both guys. One minor complaint – DON’T GIVE KOFI THE MIC. He was interviewed after the match, and I swear, he can not cut a good enough promo, which is a shame because it has held him back in the past, just like it held John Morrison back in the pass. Miz could move on to bigger and better things following this loss, if utilized correctly.“
I think, looking back, I gave this match a lot more credit than I should have. I think, compared to everything else on the show, it was probably decent. However, it was certainly not the best match of this show. It was above average at best. I said that given more time, this could have been a contender for match of the year. I realize now I was wrong. I don’t think this match was as good as I said it would be. Kofi’s not as bad on the mic as I made him out to be. If the New Day is any proof, Kofi can be great on the mic if given the chance.
“Also, there was a funny segment with Kane and Daniel Bryan arguing. Good humor. What I think they are missing is Dr Shelby. Whatever happened to him? He need to be brought back.”
I think what happened to Dr Shelby was that WWE didn’t feel the need to use him. To be fair, Daniel and Kane were awesome by themselves. However, I just loved Dr Shelby’s role in their entire storyline. He was the peacemaker in this funny and he was just amazing every time I saw him. I wish there were something for him to do in WWE right now, because I miss him dearly!
“Next, in the first non-advertised match of the night, Antonio Cesaro defeated Justin Gabriel to retain the US Championship. Essentially a squash match. The fans kept chanting “We Want Ryder” during the match (which shows how well they were into the match). For what it, was the match was OK. The spot with Gabriel diving to the outside only to fly into a shoryuken from Cesaro was pretty cool. However, the ending of the match was predictable. Cesaro needs some serious competition for the US Championship, in order to bump up it’s credibility. Maybe R-Truth, or Christian when he comes back. Cesaro and the US Championship needs to be built up better. He can’t be beating up these jobbers all time.”
This was actually a lot better of a match than I made it out to be. It was just infuriating seeing Cesaro’s competition at the time. In hindsight, it was a rare chance to see Justin Gabriel get a chance to shine on PPV. However, Cesaro’s title reign was not helped with who he was going up against. It was very difficult for Cesaro to ascend into stardom at the time.
“Non-Advertised Match Number Two – Rey Mysterio and Sin Cara defeated the Prime Time Players in a tag team match. Another good tag team match. I thought they did well considering there differences in style. The match was decently paced. Sin Cara performed really well (NO BOTCHES!) and the match was given a good amount of time to showcase all the talent available. I think both tag teams will benefit from this match. Maybe if they did a Fatal Four Way Tag Team Match, with Team Hell-No, Rhodes-Scholars, Prime Time Players and Mysterio and Sin Cara at Survivor Series, then the tag team division would be given a really good boost. However, during the match, Sin Cara attempted an Asai DDT (the move Ultimo Dragon used to do) on Titus O’Neil but he landed on his head (ouch). He’s apparently doing fine now though, so good news coming off that. It’s nice that Sin Cara’s finally getting some momentum in WWE. It’d be a shame for it to end like that.”
I can’t really remember this match too well but I do remember the spot with Sin Cara’s Asai DDT. It looked naughty at the time and thankfully, he was OK after it happened. I did like the Rey Mysterio and Sin Cara tag team they had going on. I feel that it was a shame that WWE didn’t do the Lucha dream match of Mysterio vs Sin Cara. At least AAA did it recently…
What followed this was Big Show defeating Sheamus for the World Heavyweight Championship. At the time, I thought this match was boring. I loved the finish but I just was not into this program. I thought the promotion they did for this program on SmackDown! was lame and I didn’t think it lived up to the build. Looking back… I was wrong.
I was amazed by how wrong I was when I first wrote it. The reason this match was so good is because I was going into this match not expecting a great deal with regards to the in-ring action. However, these two big guys put on a clinic. The near falls for the Brogue Kicks and WMDs were amazing. I got a chance to rewatch it before this review and it was a quality match. It was probably one of, if not the, greatest matches Sheamus has ever had in WWE. It was probably one of the greatest matches Big Show has ever had in WWE.
“Next, a backstage segment involving Eve Torres and Teddy Long arguing, before Zack Ryder came in, dressed as a witch, and effectively calling Eve a bitch, before she stormed off for her title match (more on that later on). Santino Marrella then showed, dressed like Lady Gaga. And then one of the most WTF moments of the year happened with Santino singing some Lady Gaga song. Ron Simmons then came in to deliver the verdict, which all of us were probably thinking… DAMN.”
I remember this! It was a REALLY whacky segment! I was however hyped that Ron Simmons was there!
“Divas Title match next. Eve defeated Layla and Kaitlyn to retain the title in a triple threat match. Kaitlyn stood out from the crowd. Good signs of improvement from her. But other than that, it was a pretty sloppy match. Didn’t care a lot about this match.”
Yeah, the Divas Division WAS NOT strong during this period. This was a part of the “Who Attacked Kaitlyn?” angle which was one of the worst divas angles of all time. This match was very hard to enjoy for me. I think I was probably justified with my analogy of this match.
“NOW it’s time for the MAIN EVENT! Ryback vs CM Punk for the WWE Championship inside Hell In A Cell. Right, they started off the match with a little game of cat and mouse – Ryback chasing Punk inside the cell. Ryback would proceed to get some attacks in, and Punk ended up getting some digs in as well, which included CM moving out of the way to allow Ryback to run in the steps which I thought was pretty good. It was pretty evenly matched, and Ryback then got some momentum which would lead to Ryback quoting Shao Kahn, and saying “FINISH HIM”. Shell-Shocked was about to delivered, before the referee Bard Maddox, stopped Ryback in his tracks, low-blowed him, and did a fast count as Punk rolled up Ryback for the win. Wow.”
“Not happy with the match being as short as it was. The match was ended way to early, and not a lot happened during that match. Ryback did show us a bit more to him than usual, and he did use the cell as a weapon. However, that ending was terrible. It was an abrupt end, and it was a cheap way for Ryback to lose his streak. A roll-up? It didn’t make look CM Punk look good and it doesn’t make Ryback look good either. Neither did the post-match beatdown on CM Punk and the referee, which was slow paced, and the only noticeable incident was when Ryback threw the ref into a side of the cell. Also, the anti-climatic ending with Ryback performing Shell-Shock to CM Punk on top of the cell didn’t help things. Really? I was hoping for something really big to happen, but no. A Shell-shock on top of the cell really? A really disappointing main event, with a really disappointing finish. I don’t think that Ryback and CM Punk are done either. Urgghh.”
Yes. This really was a bad match. Considering the six week build up to this match and what was at stake for both gentlemen, WWE really dropped the ball. Ryback was white-hot in this period of his career and the WWE just threw his undefeated streak away like it was nothing. Ryback was just never able to recover after he lost that streak. I remembering arguing just before this PPV that it was more important for WWE to preserve CM Punk’s title reign than Ryback’s undefeated streak. I was wrong.
Looking back in hindsight, WWE’s plan with CM Punk was to have him hold onto the title until Royal Rumble. At the Royal Rumble, he was going to lose it to The Rock. If that was the plan anyway, then he should have just dropped the title to Ryback here. If Punk was going to drop the title anyway AND lose to the Undertaker, it was going to hurt all the momentum Punk had built. It wasn’t necessarily a bad thing for him to face Rock and Undertaker, since it WAS Rock and Undertaker. However, they could have made a star out of Ryback. He could have beaten Punk and then dropped the title back to him in the triple threat match at Survivor Series. Cena would have been pinned, so Ryback’s undefeated streak could still continue since he wasn’t pinned.
This match in general was just a REALLY bad main event. I think in the history of Hell in a Cell matches, this was probably one of the worst. I think that’s mostly due to all the hype they put into this and everything that was on the line. This match had a big impact on future programming and they ended match like that?
This sucked.
“Like I said earlier, this was a PPV of two halves, the matches like the IC Title matches, and the tag team matches were really good, but the World Title matches and the divas match were really bad. Really disappointed. Expected a lot more of the event. Survivor Series had better be an improvement. Because WWE are starting to get some competition from Impact Wrestling. TNA have been on fire lately, while WWE have been stinking up the place recently. WWE really has to impress, otherwise they are going to lose a lot of fans to the other show. There only a few things in WWE that are making the show tolerable these days.”
I think I was a bit TOO critical of WWE around this time! WWE was bad but it wasn’t “stinking up the place”!
I was wrong about the World title match being “really bad”. However, this really was a PPV of two halves. There was a lot of good action but there was a lot of bad action too including a horrible main event. I was right about one thing… TNA really was stepping up its game around this time. This was really a great period to be a TNA fan, as they were putting on some quality shows. They had some great storylines in place. Meanwhile, WWE were really off their game. I think as soon as The Shield debuted and they hit 2013, WWE started to gain some momentum. However, this Hell in a Cell was really not good enough.
This entry was posted in Review, Wrestling Flashback, WWE and tagged 2012, 2013, Brad Maddox, CM Punk, Hell In A Cell, John Cena, Paul Heyman, Review, Ryback, Vs, WWE 2K15, WWE Championship. Bookmark the permalink.
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Are we naming too many species?
After studying hundreds of specimens of Ichthyosaurus, Dean Lomax believes many 'new' fossil species could be variants of existing ones
The Biologist 65(3) p6
From deep under the sea to the treetops of unexplored forests, numerous new species of living animals and plants are found and described each year. Similarly, hundreds to thousands of new fossil species, ranging from insects to dinosaurs, are also discovered each year.
With less than 1% of prehistoric life estimated to be represented in the fossil record, each new fossil discovery is important and contributes to our understanding of past life. However, in one of my recent studies with professor Judy Massare (SUNY College at Brockport, New York, US), we question the practice of naming new fossil species on the basis of fragmentary material.
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Navid Najmabadi
SportsSpring SportsCross Country
Cross country team reigns victorious at meet
This Halloween, one of the scariest, most dominant monsters of all reared its head over the Crystal Springs cross country course and devoured everything in its path. The girls cross country team finished first, and the boys team finished second.
The varsity girls team secured a spot in Central Coast Section (CCS) after finishing in first place out of the seven teams who participated in the three mile race.
Junior Julie Meng was the top runner for the Vikings, finishing at 19:37, followed by sophomore Kai Douglas and freshman Gretchen Berndt, who finished with times of 19:45 and 19:58, respectively. Sophomore Miranda Jimenez also finished in seventh for the girls varsity race, clocking in at 20:04.
“Even though we were missing many runners, we were able to pull through and win SCVAL which was something we haven’t done in a very long time.”
Senior Maya Akkaraju.
The boys team also claimed a spot in CCS as they finished second, despite missing top runner Henry Saul and senior captain Reed Foster.
Nonetheless, senior captain Sam Craig stepped up for the Vikings, finishing in first place with a time of 15:29 among 49 participants, surpassing Los Altos runner Owen Mackenzie by eight tenths of a second.
Senior Aashai Avadhani and junior John Tayeri both placed in the top 10, completing the race with times of 16:41 and 16:44 respectively.
“There were some very close races throughout the event and the people who raced really had to step up in order to fill in and performed outstandingly,” said junior Alex Evans. “Every single placing mattered to the team.”
The junior varsity boys and girls also impressed, as the boys finished second, while the girls claimed first place. Junior Sufi Kaur finished in first place for the girls race finishing at 20:58, followed by junior Maya Wilson, who held the sixth place spot at a time of 21:32.
The varsity team is keeping their eyes on the prize, as they need to place top two CCS in order to qualify for states.
“The last couple of years, we’ve tried to beat Bellarmine, and this year it’s definitely possible based on the depth we have on the varsity team,” said junior Donald Taggart.
The varsity team hopes to keep its hopes alive as its season continues for the CCS event in Toro Park, Salinas on Nov. 11.
Taggart said, “As long as we are all healthy, we should be able to finish top two in the division one event.”
High-ranked teams to miss 2018 World Cup
Varsity football dominates in Homecoming matchup
Cross country stays strong throughout invitationals
Rebekah Limb
Cross country hopes for success
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70s Sons of Champlin Band 1975 Album Cover Ringer t-shirt Medium
Chest 19 in.
Length 28 in.
Content: 50/50 Cotton/Polyester
Tag Brand: Unbranded
This cool vintage band tee is for the Sons of Champlin and features the artwork for the cover of their 1975 self-titled album. This was the band's sixth studio album, and it was originally recorded in their own studio and released on the their own record label. The album was later purchased and re-released by Ariola America. Songs on the album included "I'd Like to Get To Know You", "Without Love", "Rainbow's End", "Queen of the Rain", and "Goldmine".
The Sons of Champlin were founded in the late 1960s in the San Francisco Bay area. Their music spans the genres of rock, psychedelic, funk, and folk and is characterized by a soulful horn section and jazz-based guitar. The band is named after vocalist, keyboardist, and guitarist Bill Champlin, who spent several years singing and playing keyboards for the band, Chicago.
The group recorded their first album, Fat City, in 1967 for Trident Records. This album included the single "Sing Me a Rainbow" which was played locally but never managed to break into national charts. They intended to release a second single, "Shades of Grey" but the Monkees released their version of the song before they got the chance. The band left Trident and eventually signed with Capitol Records. During their early years Sons of Champlin performed at local San Francisco music venues like the Avalon Ballroom and Fillmore West alongside bands like the Grateful Dead, Jefferson Airplane, and the Youngbloods. They appeared as the opening act for The Band in the first concert in which the group used the title, The Band.
This shirt fits like a modern unisex adult Medium. There is a repair on the shoulder, see pics.
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Magic mushrooms may be therapeutic
Rave-goers and visitors to Amsterdam before December 2008 may be intimately familiar with magic mushrooms, but there's little scientific knowledge on what happens to the brain while tripping.
Now it appears that more research is warranted. A growing number of studies suggested that perhaps the mushrooms' key ingredient could work magic for certain mental disorders.
New research in Proceedings of the National Academy of Sciences sheds light on why one of the mushrooms' hallucinogenic chemical compounds, psilocybin, may hold promise for the treatment of depression. Scientists explored the effect of psilocybin on the brain, documenting the neural basis behind the altered state of consciousness that people have reported after using magic mushrooms.
"We have found that these drugs turn off the parts of the brain that integrate sensations – seeing, hearing, feeling – with thinking," said David Nutt, co-author of the study and researcher at Imperial College London in the United Kingdom.
Nutt is also Britain's former chief drug adviser, who has published controversial papers about the relative harms of various drugs. He was asked to leave his government position in 2009 because "he cannot be both a government adviser and a campaigner against government policy," according to a letter in the Guardian from a member of the British Parliament.
Psilocybin is illegal in the United States and considered a Schedule 1 drug, along with heroin and LSD. Schedule 1 drugs "have a high potential for abuse and serve no legitimate medical purpose in the United States," according to the Department of Justice.
But in the early stages of research on psilocybin, there's been a bunch of good news for its medicinal potential: psilocybin has shown to be helpful for terminally ill cancer patients dealing with anxiety, and preliminary studies on depression are also promising.
Nutt's study is also preliminary and small, with only 30 participants. His group used magnetic resonance imaging (MRI) to look at how the brain responds to psilocybin, from normal waking consciousness to a psychedelic state.
The study found that the more psilocybin shuts off the brain, the greater the feeling of being in an altered state of consciousness, he said. It's not the same as dreaming, because you're fully conscious and aware, he said.
The medial prefrontal cortex, the front part of the brain in the middle, appears to be crucial - it determines how you think, feel and behave. Damage to it produces profound changes in personality, and so if you switch it off, your sense of self becomes fragmented, Nutt said. That's what happens when psilocybin decreases activity in it.
"Some people say they become one with the universe," he said. "It's that sort of transcendental experience."
Another brain region that psilocybin affects is the anterior cingulate cortex, which is over-active in depression, Nutt said. Some patients with severe depression that cannot be treated with pharmaceuticals receive deep brain stimulation, a technique of surgically implanting a device that delivers electrical impulses directed at decreasing activity in that brain region. Psilocybin could be a cheaper option, Nutt said.
It's counterintuitive that a hallucinogenic drug would de-activate rather than stimulate key brain regions, although other studies have shown a mix of results regarding psilocybin turning brain areas on and off, said Roland Griffiths, a professor of psychiatry and neuroscience at the Johns Hopkins University School of Medicine. Griffiths was not involved in Nutt's study, but has also researched the effects of psilocybin.
Even if this drug gets approved some day, don't expect to be able to pick up a prescription for psilocybin at your local pharmacy, Griffiths cautioned. There's too much potential for abuse, he said.
Although scientists have found many positive effects of psilocybin in experimental trials, there are of course potential dangers. Some people have frightening experiences while on psilocybin. The fear and anxiety responses of magic mushrooms can be so great that, when taken casually in a non-medical setting, people can cause harm to themselves or others. They may jump out a window or run into traffic because of a panic reaction.
The drug would have to be administered in a controlled setting in a hospital, if found in further research to be an effective and safe therapy for certain mental illnesses, Griffiths said. It would not be appropriate for people who already have psychotic disorders such as schizophrenia, since psilocybin can exacerbate those symptoms.
But among healthy volunteers, Griffiths and others have found that people may have long-lasting positive effects from the vivid memories of being on psilocybin (in a controlled, experimental setting). People report mystical experiences of feeling the "interconnectedness of all things," which can be life-changing.
"People claim to have an enhanced sense of self, more emotional balance, they're more compassionate, they're more sensitive to the needs of others," he said. "They have more well-being and less depression, but they're not 'high' in any conventional sense. They feel like their perceptual set has shifted."
The memories of the psilocybin experience, and positive outcomes that users attribute toward them, can last as much as 25 years, research has shown.
Still, there's just not enough known yet about the long-term safety of psilocybin to say whether it could also do damage to the brain, Griffiths said.
"There’d have to be changes in the brain for these long-lasting memories and attributions to occur," Griffiths said. "We don’t know how those changes occur, and why."
Filed under: Brain • Depression • Psychology
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Reblogged this on Josh Bosley's and commented:
Haha. Science.
I took mushrooms years ago and the experience rates among the most important experiences of my life. I am not at all surprised to see that these recent studies are finding such powerful and long lasting therapeutic effects. I am surprised by how sloppy the reporting is in this piece though. Psilocybin has almost no potential for "abuse." No study has ever indicated that it is addictive. In spite of how powerful and positive and wonderful my experience was, I didn't feel any need to revisit it. A curiosity, perhaps, but I never sought it out again. And flatly stating that people may jump out of windows or run into traffic? If such things occur, it must be exceedingly rare. This substance does not make you insane, it makes your childlike sense of wonder more accessible. If anyone has run into traffic, they were insane to begin with, or on more than just mushrooms. In any case, there is no evidence that anyone has died as a direct result of consuming psilocybin mushrooms. It is absolutely ridiculous that psilocybin is a schedule 1 drug.
Liz Tuffelmire
When I did shrooms it was life changing. As if I my soul was no longer connected to my mind, the world was seen from an unbiased view. First I thought I was dying because I had been so depressed for so long, I was literally drowning in my tears. My best friend basically removed my mask. She asked me what was wrong. Everything poured out. While I felt like I was literally dying, I thought I was going to hell. In my mind I was dying. Therefore, my whole life flashed before my eyes and in that instant I realized I needed to change. I was sick of being a fly on the wall my whole life. I didn't want to keep being a coward. My personality has changed and I believe it has been perfected. Not that I'm perfect. I am content with who I am now. It cured my depression. It made me feel like I do have a purpose in life. It made me realize that my whole life I have been waiting for a perfect moment, I've been afraid, I have been waiting for the world to move. But I can make the world move. Life truly is what you make it. 🙂 Maybe someone else who had a near death experience can say the same thing. The only difference is that their experience was physical and my near death experience was only in my head. Either way, when you face death you have nothing else to be afraid of. You're left with appreciation for life.
Anyway, my brother is schizophrenic. I want to try this. I believe he'll be who he used to be... normal, funny, likeable. After all, everything is in the mind, even your perception. And since your brain chemicals are constantly changing, who's to say that his brain is permanently "imbalanced"? Maybe its not. This chemical imbalance thing is ONLY a theory. One that hasn't been proven at that.
"The drug would have to be administered in a controlled setting in a hospital"
Sounds like a good way to increase anxiety while tripping.
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about 40 yrs ago I was a kid growing up in the pscilocybin era. Interesting that the mushroom effects seeing as that is what happened to me, I went blind for a few minutes, that was enough experimentation for me, I never touched them again.
As well people do jump out of windows & have bad trips if they take too much in the powder form, I know this has happened.
So there's been instances where someone has died because they've eat eaten a bunch of mushrooms and thought they could fly. How frequently do we hear of fatal instances where somebody has drunk a bottle of whiskey and thought they could drive a car?
Professor Nutt is quoted as giving this amazingly candid explanation regarding the very similar LSD in a recent article for The Independent:
"When I [asked Professor Nutt] why LSD was prohibited, he has a surprisingly simple three-word answer: "the Vietnam war". Essentially, when its use spread to the general population in the mid 1960s, "Young Americans realised they didn't want to fight any more. That brought a huge tension into society. So they had to create reasons for banning the drug. Everyone knew the arguments were totally specious. But no one stood up.""
http://www.independent.co.uk/news/people/dr-robin-carhartharris-is-the-first-scientist-in-over-40-years-to-test-lsd-on-humans–and-youre-next-9667532.html
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https://pt.wikipedia.org/wiki/Usurio(a):Tabarato
Janice Wells
Annabel's schizophrenia’s story
My daughter (Annabel) suffered schizophrenia for 5 years. I had no idea what was happening and didn’t know where to turn for help. It was hard then because I really didn’t understand the symptoms earlier until she was diagnosed. There was a time she decided to get away from everyone, I was not excluded. I had to sit and cry almost every day because I felt helpless as a single mother (she is all I have got). The anguish I went through taking care of her alone is beyond explanation because there was no support of whatsoever from the dad or family members. I fought for proper medical care and humane treatment; I did everything within my reach to get her cured but all to no avail. Countless different medications was prescribed (Zyprexa, fluphenazine, Risperdal, quetiapine, etc.) that she was taking but all we could get was myriad of side effects such as rigidity, drowsiness, dizziness, tremors and restlessness which tends to worsen the already damaged situation. Frustration was the order of the day. I wrote couple of messages to Ontario Mental Health Foundation for help because watching my daughter go through such was devastating. It was at this foundation someone shared a testimony about VEEMEON herbal medicine, how effective it is and how she went through the most difficult times of her life trying to help her mom fight Schizophrenia. Being that I was already at the verge of giving up because I just couldn't imagine waking up every morning to fight the same demons that left me so tired the night before. I had to contact the doctor, from our conversation; I was relieved and convinced that the result is going to be positive because I was made to contact people with worse cases. Today, the awful situation of my daughter has gone by. Her happy life is back. She is now a schizophrenia survivor and I am glad because my daily routine activities can now kick off without obstructions. Don't let Schizophrenia hinder you from living a desired life and also, never allow anyone decide for you especially when they don't know what you have to go through to get to where you are. I was almost discouraged by the doctor but then, I remembered that: I have to shield my daughter’s destiny with courage, faith and perseverance because she is not in her right state of mind and that the bravery and freedom from fear is found in the ‘doing’. Her life is now a testimony. After my daughter got cured, she said, Mom “I just thought, ‘Well, I’m a weirdo, I’ll never be normal, then I said, my daughter, life itself is a misery and we get stronger in the places we have been broken. Thanks to you Dr. Austin for your excellent counseling, no more psychotic symptoms for the past 3 years and 4 months now. To know more about Dr. Austin and the effectiveness of his Herbs, You can view his blog: schizophreniacures.blogsopt.com. I believe you will testify just like me.
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January 25, 2019 at 22:15 | Report abuse | Reply
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Calgary - History
Introducing Calgary
There’s a reason they call it Cowtown. This rodeo-mad city is one of the last frontiers of cowboy culture, and the Calgary July rodeo – the Calgary Stampede – is an obsession for locals and visitors alike. But there’s more to Calgary th...More
What to do in Calgary
Calgary is devoted to sports, with a passion for the rough-and-tumble. Hockey, football, lacrosse and wrestling all have deep roots in the city; favorite sons include NHL Hall of Famer Lanny McDonald and former WWF champion Bret Hart. The city hosted the Winter Olympics in 1988; the Canada Olympic Park in western Calgary is a must-visit destination. If you’re an animal lover but want a break from the bulls of the rodeo, you can lose yourself in the enormous Calgary Zoo, which features over 270 species of animals.
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What We D0
Social Meetings
More Photo's
The Deeping Men's Group Charities Fund Ltd
The Deeping Men’s Group was formed in 1954 by the local Vicars of Deeping St. James and Market Deeping for the purpose of social meetings and it gradually developed into helping the local community by raising funds to purchase wheelchairs and other medical equipment for use by those in need.
The Group continued over the years confining its activities to the Deepings to maintain an identity with the local population. As charity fund raising annual income rose, the group decided in 1996 that it needed to become a Registered Charity to comply with the Charities Act. This was proposed and registered status was achieved in December 1997 (Registered No 1111361). In July 2005 the Group became a Limited Company ( Registered No 5516478 England).
During 2006 The Group was presented with The Queens Award for Voluntary Service. This was presented by the Lord Lieutenant of the County of Lincolnshire at a ceremony at The Deepings Community Centre. As a result of this two members and their wives attended the Royal Garden Party at Buckingham Palace and the following year two other members attended a Royal Reception at Buckingham Palace where they were presented to The Queen and other members of the Royal Family.
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Welcome New Section Members!
We welcome new section members:
· Ellen Brinkman of Briggs and Morgan in Minneapolis, Minnesota,
· Belinda May Arambula, a partner with Burns, Anderson, Jury and Brenner LLP in Austin, Texas
· Larry W. Johnson from Cobb Martinez Woodward PLLC in Dallas Texas, and
· Lara Zaroski, Senior Vice President of Law Firm Practice with Gallaher in Chicago, Illinois
We look forward to working with you this year!
2019 Vice-Chairs
Our 2019-2020 Vice Chairs are Neil Ekblom, Beth McMillan, Jodi Briandi, and Angie Cameron Smith. Lee Hall will continue to serve as the section chair in 2019. Please reach out to me (Lee) any of our vice-chairs if you are interested in getting involved in our section!
2019 Insurance Industry Institute – November 6-8, 2019
The 2019 Insurance Industry Institute in November 6-8, 2019 in New York. We already have over 90 attendees registered, 50 of which are industry members. The I-3 is a program for insurance leaders, professionals and attorneys. This can’t miss event will equip, empower and offer you new solutions to the challenging issues you face each day in the insurance industry. Space is limited at this event so register now!
Like many FDCC events, there is no registration cost for industry members; please spread the word about this outstanding event to all of your colleagues in the insurance industry. Some highlights from the program include keynote speaker Dr. Steven Weisbart, Chief Economist of the Insurance Information Institute; Randy Maniloff, author of the book Insurance Key Issues and monthly newsletter Coverage Opinions; Todd Presnell, author of Presnell on Privileges; and a roundtable discussion on regulatory issues between four state insurance commissioners.
If you are an outside lawyer who represents insurers (or you have partners in your firm who do such work), please consider attending. Attendance is not limited to FDCC members, so feel free to invite others in your firm to join us. I-3 is a great way to introduce people to our organization.
The complete program brochure and PDF registration form are attached, or you may click here for electronic copies. Click Here
For Online Registration: Click Here
Hotel Reservations: A limited number of rooms still available under the FDCC I-3 room block at The Wagner Hotel for $339 per night (plus tax). Reservations will be accepted at this rate through October 4, 2019 or until the room block is filled. For reservations, please call The Wagner Hotel at 212-344-0800. To make your hotel reservations online, please click this link: The Wagner Hotel FDCC Online Reservations (Access code: FDCCG)
Settling Professional Malpractice Claims: Be Wary of Agreements to Not Report Alleged Violations to Licensing Boards
Frank Gassler
Banker Lopez Gassler P.A.
It is not uncommon for an individual facing a professional malpractice claim to request that there be some agreement that no complaint may be lodged with a state licensing authority if a disputed matter is amicably settled. However, may a lawyer draft such an agreement on behalf of a client who may face discipline if a violation be reported? Maybe not.
It is somewhat well-established that agreements to waive professional grievances in legal malpractice cases “are against public policy, unenforceable, and unethical.” Noah Jon Kores, The Ethics of Threatening, 43 No. 3 Litigation 42, 46 (Spring 2017). The Florida Supreme Court, for example, has held that agreements seeking to prevent someone from filing a bar complaint are unenforceable and unethical. Florida Bar v. Fitzgerald, 541 So.2d 602, 605 (Fla. 1989); Florida Bar v. Frederick, 756 So.2d 79, 86 (Fla. 2000). In Frederick, the court held that these agreements violate Florida Rule of Professional Conduct 4-8.4(d) (“A lawyer shall not … engage in conduct in connection with the practice of law that is prejudicial to the administration of justice”). Frederick, 756 So.2d at 86. The Florida Supreme Court has interpreted rule 4-8.4 to apply to “conduct that prejudices our system of justice as a whole,” not just conduct that affects a specific proceeding. Id. at 87 (quoting Florida Bar v. Machin, 635 So.2d 938, 939-40 (Fla. 1994)). Rule 4-8.4 “certainly includes [a lawyer’s] coercive dealings with his clients in an effort to preemptively thwart the Bar’s disciplinary involvement in this case.” Frederick, 756 So.2d at 87.
The Supreme Court of South Dakota cited Florida Bar v. Frederick favorably when disciplining an attorney for asking opposing counsel to withdraw a bar complaint if the attorney promised not to file an appeal. In re Discipline of Eicher, 661 N.W.3d 354, 357-59 (S.D. 2003). “Attempting to bargain away a disciplinary complaint also constitutes ‘conduct that is prejudicial to the administration of justice.’” Id. at 365 (citing S.D. Rule of Prof’l Conduct r. 8.4; Frederick, 756 So.2d at 86).
While Fitzgerald, Frederick and Eicher pertain to bar complaints, could the same reasoning be applied to disciplinary complaints involving other professionals, such as architects, engineers, accountants, appraisers and real estate agents?
Commentary, case law, and statutes addressing or distinguishing other professionals from lawyers in these circumstances is difficult to find. Guidance on this issue may be found in rules dealing with an attorney’s ethical obligations to act with fairness and not to engage in conduct prejudicial to the administration of justice.
Model Rule of Professional Conduct 3.4(f) prohibits an attorney from requesting that a person other than a client (or a relative or agent of a client) “refrain from voluntarily giving relevant information to another party unless . . . the lawyer reasonably believes that the person’s interests will not be adversely affected by refraining from giving such information.” Model Rules of Prof’l Conduct r. 3.4(f) (Am. Bar Ass’n 2018). Model Rule of Professional Conduct 8.4(d) states that it is professional misconduct for a lawyer to “engage in conduct that is prejudicial to the administration of justice.” Model Rules of Prof’l Conduct r. 8.4(d) (Am. Bar Ass’n 2018). (Rule 8.4, as adopted by Florida and South Dakota respectively, was discussed in Frederick and Eicher.) It appears that both rule 3.4(f) and rule 8.4(d) could serve as justification for prohibiting non-reporting provisions in settlement agreements. Nearly all the states and U.S. territories have adopted some form of the ABA Model Rules. See, American Bar Association, Alphabetical List of Jurisdictions Adopting Model Rules, https://www.americanbar.org/groups/professional_responsibility/publications/model_rules_of_professional_conduct/alpha_list_state_adopting_model_rules/ (last visited Aug. 12, 2019).
California has not adopted the Model Rules, but its Bar has enacted rules similar to Model Rules 3.4 and 8.4. More significantly, the State of California clearly prohibits the types of agreements that seek to prevent someone from making a disciplinary complaint. California law provides that settlement agreements cannot include a provision “that prohibits the other party in that dispute from contacting, filing a complaint with, or cooperating with the department, board, bureau, or program within the Department of Consumer Affairs that regulates the licensee or that requires the other party to withdraw a complaint.” Cal. Bus. & Prof. Code § 143.5(a). The Code states that such provisions are “void as against public policy, and any licensee who includes or permits to be included a provision of that nature in a settlement agreement is subject to disciplinary action by the board, bureau, or program.” Id. California appears to be the only state that has enacted legislation that unequivocally and directly addresses this issue.
Like many states, the State of Illinois has adopted Model Rule 3.4. In response to questions regarding a confidentiality provision in a proposed settlement agreement, the Chicago Bar Association has informally interpreted Rule 3.4 to prohibit these types of agreements. Chicago Bar Ass’n Informal Ethics Op. 2012-10 (2012). (This Opinion is not binding on the members of the Illinois Bar, and merely represents the judgment of the members of the committee.) The Professional Responsibility Committee of the Chicago Bar Association suggested:
[W]hen negotiating a settlement agreement, a lawyer cannot ethically request that the opposing party agree that it will not disclose potentially relevant information to another party. The Committee believes that “another party” in Rule 3.4(f) means more than just the named parties to the present litigation. Rather, it should be interpreted more broadly to include any person or entity with a current or potential claim against one of the parties to the settlement agreement. A more narrow interpretation would undermine the purpose of the rule and the proper functioning of the justice system by allowing a party to a settlement agreement to conceal important information and thus obstruct meritorious lawsuits.
There is minimal commentary on waivers of nonlawyer professional complaints in settlement agreements. California law prohibits such provisions. Model Rules 3.4(f) and 8.4(d), which have been adopted by most states, may provide rationales for excluding these waivers from settlement agreements. Non-reporting provisions could be interpreted as requesting a person other than a client to refrain from voluntarily giving relevant information to another party or engaging in conduct that is prejudicial to the administration of justice. These provisions could also be compared with confidentiality agreements, which may violate ethics rules in certain circumstances.
Assuming that you do not practice in California, it may be advisable to consult with your local bar association before you are asked to draft an agreement to not report to a licensing authority. Perhaps your bar association takes a different view. However, at a minimum, an ethical practitioner may want to carefully consider this issue before being confronted with a request. Hopefully, you will be well-advised before meeting with a professional liability client, engaging in settlement negotiations or attending a mediation.
*This article was prepared by FDCC Professional Liability Section Member, Frank H. Gassler, Banker Lopez Gassler P.A., with the assistance of an Associate at his firm, Sarah Papadelias.
1. We are offering a 2-for-1 special within our section programming at the Annual Meeting.
Thursday, August 1, 2019 at 8:00 and Friday, August 2, 2019 at 8:00
Professional Liability members Neil Ekblom and Caroline Berdzik will be presenting a two-part session involving the impact of private equity investment in healthcare. At the outset of these relationships, careful attention must be paid to the terms of any agreement and how the new ownership structure impacts service, reinsurance, insurance policies, rates and the corporate structure. Litigation risks and handling of cases by defense counsel are also impacted with potential bigger pockets to handle losses and working with financial entities that may not be familiar with the day-to-day operations of a healthcare provider. This session will discuss the private equity transaction, the structure, and the “cashing-out”, what in-house counsel, insurance professionals and defense attorneys need to know about these emerging issues.
2. NEW MEMBER! Meet Tom Oliver, from Birmingham, Alabama, our newest section member.
Tom defends clients in professional liability actions throughout the Southeast. Fortunately, we had a chance to catch up with him and question him about some hard-hitting legal issues!
1. Twitter or LinkedIn? LinkedIn
2. Music or Podcast? Music
3. IOS or Android? IOS
4. Netflix or YouTube? Netflix
5. DC or Marvel? Marvel
6. Dogs or Cats? Dog
7. Text or Call? Call
8. Bohemian Rhapsody or Rocketman? Bohemian Rhapsody
9. Best Music Decade? 80s
10. Best Superpower? Flight
11. Favorite Podcast? 13 minutes to the Moon
12. Favorite App? ForeFlight
13. Binge-worthy recommendations? House of Cards
3. Plenary Program- Annual Meeting
Changing Times: Does #MeToo Affect #YouToo?
Our section program on whether #MeToo affects #YouToo received an upgrade to the big tent! Join Stuart Simon, Helen Holden and Lee Hall as they explore jury opinions, research and verdicts post #MeToo. Stuart Simon will be sharing the results of his original research into the opinions of potential and actual jurors, as we explore how the developments over the past two years have translated into filings, settlements and verdicts. Spoiler Alert: while the backlash may be coming, we haven’t seen it yet…
4. Professional Liability Section Happy Hour 2.0
If you missed our section happy hour in Austin, don’t despair. We are planning one for Sun Valley and it promises to be bigger and better than ever! Stay tuned for details on where and when. As with before, I have to actually arrive in Sun Valley and find a spot before I can send details.
5. Do you want your name in lights?
We will feature you in our next section email blast with an introduction, picture and your take on hard-hitting issues similar to those that Tom addressed above. Just email me at lmh@jenkinsfenstermaker.com and I will include you in one of our upcoming section updates!
Greetings from your Professional Liability Section! We have two logistical updates, a timely article with practice management (or non-management) advice from Vice-Chair Ashley Campbell (Raleigh, N.C.) and a case summary from Vice-Chair Gerry Toner (Louisville, Kentucky) about a case arising out of medical care rendered in 1997.
Winter Meeting – March 25, 2019 at 9:00
If you have not already registered for the Winter Meeting, sign up now! We have a terrific section program lined up for Austin. We have teamed up with the Law Practice Management and Reinsurance, Excess and Surplus Sections to present on (what we hope will not become) a trend of legal malpractice claims asserted by carriers against retained defense counsel. Gray Culbreath has been handling a claim in South Carolina, so he, Oscar Cabanas and Lauren Curtis are going to talk about this trend, the legal theories used to support or state a claim, and best practices for avoiding a claim. Please join us Monday, March 25, 2019 at 9:00 for our program.
Social Hour – Winter Meeting - Monday, March 25, at 5:30
One of FDCC’s 2019 Goals is Fellowship, which we ALWAYS support! Not that we don’t love Visibility and Membership (our other goals), but Fellowship has a special place in our hearts. So, in furtherance of this stated goal, we are going to meet for a Section Happy Hour on Monday at 5:30, immediately before the President’s Reception. So if this is your first meeting or your 50th, please come and say hello and join us for a little Fellowship.
The Best Management Decision You Ever Make May be to Let Someone Else Manage
By: Ashley Campbell, Raleigh, N.C.
Ragsdale Liggett PLLC
“Those who build great companies understand that the ultimate throttle on growth for any great company is not markets, or technology, or competition, or products. It is one thing above all others: the ability to get and keep enough of the right people. The management team.” ― James C. Collins, Good to Great: Why Some Companies Make the Leap... and Others Don't (2001).
Lawyers are often notoriously bad managers. Business journals and bloggers love to write about this. They correctly note that many lawyers have never been trained to lead or manage others. The skills that produce a successful lawyer do not always make a successful manager.
“Most law firms are led by attorneys who have never been formally trained to manage others. According to Riskin, even the best lawyer can turn out to be a terrible leader. ‘You can’t manage using lawyer skills,’ he says, adding that partners need ‘to accept that the approach to management is entirely different than the practice of law. The best engineer isn’t necessarily the best manager or team leader.’ As these professionals climb the ladder, they have to rely more on other people to help them and ‘that’s a different set of skills.’ Deena Shanker, Why are lawyers such terrible managers?, Forbes, January 11, 2013.
Despite this, almost all law firms are managed by lawyers. This occurs in part due to ethics rules that prohibit the corporate practice of law. Also, lawyers are, in some cases, excellent managers. See Todd Henderson, Do Lawyers Make Better CEOs than MBAs, Harvard Business Review, October 30, 2018. Oftentimes, however, firms default to the idea that the manager of the firm must be a lawyer.
Law schools and scholars are beginning to challenge this idea. They are asking the profession to re-imagine the future of law firm management.
The George Washington College of Professional Studies is leading the way. It offers a Master’s Degree in Law Firm Management, meant to provide students with “the perspective of senior partners” and prepare them “to take leadership roles in the management” of law firms. Students admitted into the program must have a bachelor’s degree and “professional administrative experience in a law firm or related setting.” Students graduating from the program will “help law firms maintain their edge” and lead around issues related to strategic planning, consensus building and business development.
The benefits of this management structure are obvious. Hire a professional manager to manage. Delegate operational decisions to her. Allow her to plan and execute employee reviews, oversee the development and implementation of the strategic plan and handle the financials and audits. Allow her to focus exclusively on growing the business, without the burden of managing her own client files.
But, there are challenges as well. Law firms are heavily regulated, and nonlawyers may not hold an equity position in the firm. This creates compensation challenges especially in a plaintiffs’ firm where revenue is based on contingency fees. Also, will lawyers ever truly cede authority to manage their practices to someone who never went to law school?
Apparently, they will. Scott Green, a Harvard Business School graduate and certified public accountant, was hired as CEO of Philadelphia law firm Pepper Hamilton in 2012. His appointment, called a “shrewd business move” by some, was believed to be the first time a nonlawyer was selected to run one of the country’s largest law firms. Although Green stepped down some years later, the trend continues. The ABA Journal noted this month that Angela Hickey was named CEO of Chicago-based Levenfield Pearlstein in 2018 allowing “the lawyers at her firm [to] stick to legal work while the nonlawyers handle the nonlegal stuff.” Daniel Braff, Law firms hiring CEOs without law degrees reignites debate about turning over the reins to business professionals, ABA Journal. March 2019.
There is no way to know now how professional liability claims against law firms could be impacted by nonlawyer management. But it is certainly something to be aware of as legal practice grows and modernizes.
Ries v. Oliphant, Et Al.
By: Katherine Kerns Vesely
Gerry Toner
O’Bryan, Brown & Toner
On February 14, 2019, the Kentucky Supreme Court effectively ended a malpractice case involving the 1997 birth by emergency C-section of a baby girl that went to trial in 2010 following years of discovery. The medical emergency presented was that of a vasa previa with a velamentous insertion of the umbilicus, and one of the ultimate factual/causation questions was whether the bleed/rupture occurred before or after the mother arrived at the hospital.
Four and a half weeks of trial ended with a defense verdict after approximately forty-five minutes of deliberation—yet appeals would last for another nine years. Why? First, all appeals stemmed from a co-defendant’s expert neonatologist’s (Dr. Jay Goldsmith) testimony about a human fetus’s rate of equilibration following a hemorrhagic blood loss—and whether it was comparable to that in sheep fetus studies. Plaintiff raised two issues on appeal: 1) a Daubert challenge to this expert’s testimony, and 2) a challenge to the trial court’s decision to not allow plaintiff to use a rebuttal expert to address this equilibration testimony. While this issue and this expert were not part of Dr. Oliphant’s defense, plaintiff chose on appeal to voluntarily dismiss the defendant (a neonatologist) and to appeal solely against Dr. Oliphant (Ms. Ries’ OB/GYN). The Court of Appeals reversed the jury verdict effectively substituting its own ad hoc Daubert assessment for that of the trial judge. Dr. Oliphant petitioned for discretionary review (ordinarily rejected), which was granted by the Supreme Court. Subsequently, in a 7-0 opinion, the Supreme Court reversed the Court of Appeals on the Daubert issue, BUT then referred the second unaddressed, unresolved appellate issue back to the Court of Appeals.
That issue involved the adequacy of a CR 26.02 expert witness disclosure, when combined with two subsequent discovery depositions of Dr. Jay Goldsmith, the expert in question. While the mathematical calculation of a fetus’s blood equilibration (following a hemorrhagic event) was first raised in the deposition of plaintiff’s neonatology expert, Dr. Carolyn Crawford, it was subsequently discussed by defense expert neonatologist, Dr. Jay Goldsmith, in two lengthy depositions that were completed four months before trial. Plaintiff still complained of prejudice and surprise.
At trial, Plaintiff’s counsel did not choose to address equilibration with either her neonatology expert, Dr. Crawford, or her maternal-fetal expert, Dr. Zane Brown, though this would have been permissible by the court. Instead, plaintiff gambled on the trial court permitting her late-announced and surprise rebuttal expert neonatologist—the ubiquitous Dr. Jeff Phelan—to address this issue. The trial court denied her permission to address equilibration with Dr. Phelan.
This denial was held as “error” by the same Court of Appeals panel that had already once reversed the trial court, although one of the Court of Appeals’ Judges strongly dissented.
Dr. Oliphant was granted discretionary review a second time and for a second time, just a few weeks ago, the Supreme Court again reversed and this time reinstated the defense verdict rendered almost a decade before. The Supreme Court determined that the defense expert’s equilibration opinions were no surprise to plaintiff as the opinions has been thoroughly explored in two discovery depositions completed months before trial. Under these circumstances, a supplemental expert disclosure following this expert’s depositions was simply not necessary.
Beyond the courtroom appellate drama of the case—along with a cast of expert witnesses familiar to anyone engaged in malpractice defense—the two Supreme Court opinions are extremely helpful in defining the nature of scientific evidence permitted in a medical malpractice case and the breadth of discovery required to comply with the need for full and adequate disclosure.
Thank you, and we hope to see you in Austin!
lmh@jenkinsfenstermaker.com
Professional Liability Applications: You are only as Strong as Your Weakest Link
Lee Murray Hall
It is that time of year, or so says ALPS, our professional liability carrier. Like many of you, I spend my evenings with prebills, year-end associate reviews, collections and professional liability applications. Our 2019 renewal application contained a new question that caught my eye – the FICO score of each attorney seeking coverage. Now, most of us have long appreciated that our FICO scores are used to establish our automobile, homeowners and umbrella rates. On an individual basis. I am going to go out on a limb and speculate that most FDCC members are not terribly concerned about their individual FICO scores. In fact, many of us may benefit from lower premiums as a result of excellent credit ratings.
However, this application must be completed by each attorney in our firm, so I started thinking about our young, often debt-laden attorneys and wondering whether even completing the application would create an issue. We followed up with ALPS and learned that the FICO score question is optional for the 2019 renewal, but will be mandatory beginning in 2019. Our broker told us to expect other professional liability insurers to follow suit within the next year or two and include this question on their applications. At least in a firm of 30 attorneys in West Virginia, I suspect that our bargaining power with ALPS regarding its application and underwriting process is pretty low. We have, however, alerted all of our attorneys that this question is coming. If our firm’s professional liability rates depend in part on their FICO scores, this is a good opportunity to get their financial houses in order and improve their credit scores, if necessary.
Longstanding Relationship Standing Alone is Not Sufficient to Establish a “Special” Relationship with Insurance Broker
Caroline Berdzik
cberdzig@goldbergsegalla.com
In Hefty v. Paul Seymour Insurance Agency, 163 A.D. 3d 1376 (3rd Dep’t 2018), a New York appellate court reaffirmed that a special relationship is necessary to give rise to a duty to advise an insured on coverage limits. Here, the insureds, Kenneth Hefty, et al, sued Hefty’s insurance broker, Paul Seymour Insurance Agency, for breach of contract and negligence for failing to recommend higher coverage limits under a homeowner’s policy.
The insureds had spent a Hefty $200,000 on home renovations of the subject property without any increase in their homeowner’s coverage. The insureds testified that they had informed their broker of the improvements to the property and requested a reassessment. The insureds acknowledged, however, that at no point did they ever make a specific request for an increase in coverage.
Citing longstanding precedent, the appellate court held that, absent a special relationship, “to set forth a case for negligence or breach of contract against an insurance broker, a plaintiff must establish that a specific request was made to the broker for the coverage that was not provided in the policy.” American Bldg. Supply Corp. v. Petrocelli Group, Inc., 19 N.Y.3d 730, 735 (2012). Here, the appellate court held that, at best, the insureds expressed a general interest in increasing coverage on the subject property, which is insufficient as a matter of law.
With regard to whether a special relationship existed that may give rise to a duty to advise or direct an insured to procure additional coverage, the appellate court held that this could not be established on the facts of the case. The insureds owned Hefty 10 properties, and secured coverages for their properties as they saw fit, sometimes rejecting their broker’s advice and intentionally procuring insurance in an amount less than what their broker recommended. Although the broker handled nearly all of the insureds’ insurance needs for over decade, that fact alone was insufficient to raise an issue of fact as to the existence of a special relationship.
Hefty illustrates that under New York law, the “specific request” from an insured must be explicit to constitute a specific request for coverage. The decision also makes clear that the insured has a Hefty burden to establish this relationship: a special relationship will not likely exist where an insured regularly rejects the advice of its broker, despite a longstanding relationship.
The Professional Liability Committee is off to a good start with great input from Vice-Chairs Oscar Cabanas, Caroline Berdzik, Ashley Campbell, Beth McMillan, Neil Ekblom and Gerald Toner. For those of you who will be at the I-3 Meeting in Philadelphia, we are planning to grab drinks after the cocktail reception Sunday evening, just to say hello and talk about plans for our section. Please join us!
On October 5, 2017, less than a year ago, the New York Times first published detailed allegations of sexual harassment against Harvey Weinstein. Five days later, the New Yorker followed with its own story, which included allegations by 13 more women. Within weeks, the Weinstein scandal snowballed into a global trend: a cascade of allegations against powerful men in media, politics, business, and law. The trend continues: CBS CEO Les Moonves resigned today and CBS agreed to donate $20 million dollars to organizations that support the #MeToo movement.
The legal community has responded to this increased awareness of workplace harassment. We developed and taught presentations, recommended more robust reporting mechanisms and hotlines, and initiated mandatory training seminars for ourselves and our clients. I question, however, whether we, and our clients, need to do more to be fully equipped to respond to this movement. The ripple effects of #MeToo may require a fundamental pivot in our defense strategy, not just in employment and sexual misconduct cases, but in any case in which we need, however delicately, to suggest complicity on behalf of the plaintiff or claimant. This movement originated in the media and entertainment industry, so in this media and entertainment obsessed age, it affects people that our jurors know, or at least think that they know. Regardless of how many CEOs, priests, physicians, or congressmen are forced to resign, their resignations and scandals will never resonate with and empower jurors the way allegations against once-beloved celebrities like Matt Lauer or Kevin Spacey do. What does this have to do with Professional Liability? Spoiler Alert: we are planning a program on this issue and the broader implications of the #MeToo movement for the Idaho seminar next July.
#MeToo also raises insurance coverage considerations for our firms, our clients, and the agents and brokers who advise them. We should review of employer liability policy terms for sexual misconduct exclusions, and consider whether those exclusions contain non-imputation clauses. It requires a review of the policy limits and the associated SIR or deductible, and an understanding of “loss”, batch and “related wrongful acts” clauses. If a single person harasses multiple employees, will this be considered a single act or multiple wrongful acts, and are these acts related or unrelated for purposes of limits? How will insureds and carriers respond if the SIR is $25,000 and will the response differ if the SIR is $250,000 or more? In addition, because many EPLI policies are claims made policies, which include a defense within limits, the defense costs could easily erode the entire policy limit, particularly if multiple claims are asserted. Does the policy contain a defense outside limits endorsement?
Clients purchase EPLI coverage with the assumption that a single claim would be a rarity, and multiple claims within a single policy year would be unheard of. Are these still valid assumptions? Finally, most EPLI policies have retroactive dates, so expect an inquiry about early knowledge or notice of the claim. Coverage may be affected if evidence developed in the underlying case reveals early reports of misconduct, particularly if the reports predate the retroactive date in the policy. Expect a comparison of the retroactive date with the alleged reports of misconduct and a critical review of the policy application and accompanying questionnaires for accuracy. D & O policies have also been triggered by the corporate liability, stock drop, and securities claims that can result particularly from sexual harassment claims against high-profile officers or employees. Board members face increased pressure to identify patterns of conduct within the company and take corrective action.
These are but a few of the coverage issues that our clients may face in the next year. We will be exploring these and other issues within the next few months, so stay tuned for our section meeting in Sun Valley. Meanwhile, welcome to our section – we look forward to working with you in 2018-2019!
Submitted by: Michael J. Denning
FDCC lawyers are defense lawyers and defense leaders. FDCC lawyers are trial lawyers. Fundamentally, we are story tellers. I was reminded of that while attending the FDCC’s inaugural Tech-U program in Philadelphia over the weekend of April 6-8, 2018. Tech-U was an ambitious project, with the goal of teaching its students to learn to use the most advanced technology in trial presentations, mediations, depositions and other presentations in a compressed time period of just a few days. Led by Bob Christie, and with the assistance of instructors Jack Delaney, Steve Embry, and Scott Kreamer, the group learned to master presentation by iPad. As students, we prepared opening statements and closing arguments in a fictional case, using no fewer than 7 pieces of technology for each. The students learned to use 3D timelines, TrialPad, advanced PowerPoint and Keynote applications, document management applications and numerous other “tech” to deliver compelling presentations, which were later broken down and studied by the whole group to foster an intense but valuable educational process. The power of the collective experience of the lawyers, paralegals and other support personnel was, in this writer’s experience, unmatched by any other educational program. The program was intense, hands on and valuable. Each student left on Sunday afternoon having completed the course work and earning the coveted FDCC certification of Technology Master Advocate. We are certain that this program will grow into another “can’t miss” FDCC event.
Many of the most seasoned trial lawyers handle professional liability cases, and many of those cases pose significant financial and professional exposure to the clients. These cases also attract the best-of-the-best Plaintiff’s lawyers. If you aren’t using technology to tell your client’s story, you’re not communicating with your jurors as effectively as you could be. Also, it’s not true that you can’t teach an old dog (or horse) new tricks, as many of the Tech-U students had more than 30 years of experience in practicing law.
Until the next Tech-U is announced, do yourself a favor and spend time on the FDCC’s Evolve website.www.FDCCEvolve.com
Primarily built by tech guru Bob Christie, the subjects presented for consideration on the Evolve website will give any lawyer a decided advantage over their opponent. Begin mastering the concepts there, and plan to attend the next FDCC Tech-U. You, and your clients, will be glad you did.
Submitted by: Clark R. Hudson & Michael J. Denning
FDCC, Civility and Mentors
Lack of civility has been a popular topic at most legal conferences. It is debatable whether civility in the legal profession is improving, staying the same or getting worse. Lack of civility is certainly not an issue isolated to the legal profession. Poor behavior in our communities seems to headline nightly news. Indeed, over the recent holiday season, multiple news outlets were featuring a psychologist who had left a box of horse manure on the walkway to a public official’s home. While the box of manure was more about making a political statement, the act certainly lacks civility.
In the legal profession, a lack of civility is not isolated to any specific area of practice. It is not unique to men or women. The State of California included an affirmation of acting civil in the language for new admittees to be sworn into the California Bar. In May of 2014, following lobbying efforts from the American Board of Trial Advocates, the California Supreme Court adopted Rule 9.4 of the California Rules of Court to supplement the attorney oath. The oath to be taken by every person on admission to the California Bar is to conclude with the following: “As an officer of the court, I will strive to conduct myself at all times with dignity, courtesy, and integrity.” And yet, civility continues to be an issue. (Don’t get me wrong it is a nice step – but we can do more).
If a child or adolescent is acting up in school, that poor behavior often is attributed (right or wrong) to “his parents not raising him/her right.” That sentiment is supported by a rather strong belief that our environment, and those that we associate with, impact how we turn out as individuals. It is not always the parents that provide a child the leadership and guidance. Brothers and sisters, relatives, neighbors, family friends, church groups, teachers and coaches also provide mentorship that mold young adults into who they will become, and how they will behave, as they mature.
So, what does any of this have to do with the FDCC? Borrowing a phrase from President Reagan, “Some people spend an entire lifetime wondering if they made a difference in the world. But, the Marines don’t have that problem.” The members of the FDCC don’t have that problem either. Not only do our admission criteria weed out individuals with less than desirable behavior, those same admission criteria search for individuals that conduct themselves with dignity, courtesy, integrity and respect for the legal system. Great attorneys typically make for great mentors. Great mentors typically show a fair amount of respect for those they mentor, and receive a great deal of respect in return.
The FDCC prides itself on a membership of the preeminent defense lawyers throughout the United States, and internationally. What is the motivation for preeminent defense lawyers to associate? That is a question that has been asked time and time again by our leadership, membership committees and convention planning. Consistent responses in terms of why members seek to associate are due to the fellowship and camaraderie with other members.
After I became an FDCC member, I attended my first meeting with the excitement of associating with individuals who were the best of the best in the defense industry. I have continued to attend nearly every meeting since because of the opportunities to learn from other outstanding members in the defense industry. After the conferences, I have an obligation to take information from the conference back to the firm. Not only does it enrich me as an individual, but the law firm practice as a whole also improves. In a way, the FDCC is helping to mentor the entire practice.
When you think about it, mentorship occurs at all levels of an individual’s career. It does not end simply because an attorney has gained a certain number years of experience. In the legal profession, mentorship can be a two-way street – with seasoned attorneys learning from younger attorneys, and vice versa.
The FDCC stands at the forefront of the legal profession in providing mentorship opportunities. In addition to our annual meetings, Litigation Management Conference, Corporate Counsel Symposium and Insurance Industry Institute - we now are intimately involved in the Ladder Down Program, Professional Women’s Forum, Deposition Boot Camp’s and FDCC Evolve. There are a lot of moving parts in the FDCC organization, and our membership deserves every opportunity the organization provides.
I would hope many of us made a New Year’s resolution for 2018 to become better mentors. Not only mentors to our family, our law firm, but our communities in general. Think about this: If an attorney is acting badly during a deposition, does that mean the individual is a bad attorney? He/she may just need a better mentor. Better mentors will help improve the practice of law more efficiently than simply adding text to an attorney oath.
Submitted by: Neil H. Ekblom, Esquire
SEXUAL HARASSMENT:
WHEN IS THE EMPLOYER LIABLE?
Our client businesses may call us any day now asking for an opinion on whether they are liable in an employee’s sexual harassment claim. To answer this question, you need to know the two general fact patterns used to analyze harassment in the workplace, whether the employer’s sexual harassment program installed at the workplace provides an affirmative defense and whether any unique state laws are applicable.
Sexual harassment is recognized as actionable discrimination under Title VII. Civil Rights Act of 1964, Sec. 701 et seq., 42 U.S.C.A. Sec. 2000e et seq. An employer is liable for a supervisor’s actions under two fact patterns. In the first, called quid pro quo or economic harassment the victim is presented with an ultimatum of sexual favor by a supervisor in return for action affecting the victim's employment status, position or compensation. An example would be an offer of promotion in return for sexual favor or sexual favor as a condition of a recommendation for advancement. This type of harassment can be more secretive and therefore more difficult to prove for the victim, but once proven the employer is vicariously liable for the supervising employee's actions.
The second type of harassment has been referred to as hostile work environment sexual harassment, where there are multiple instances of bad behavior offensive to those of reasonable sensitivities. Bad behavior here includes off-color sexual jokes, comments on dress, unwelcome touching and/or exposure to explicit or suggestive images. The behavior is actionable if severe or pervasive, regardless of who is offended, man or woman. The distinction as to the type of sexual harassment dictates whether a defense is available. In quid pro quo harassment the supervisor is an agent of the employer, which is vicariously liable for the employer’s actions regardless of harm, whereas hostile environment harassment can be defeated by showing that the employer’s actions were reasonable in response to a negligence-based claim.
Employers can avoid liability in state or federal court Title VII cases for hostile work environment-type harassment by installing a program for dealing with this type of activity and then utilizing that program. In the summary judgment motion or proof at trial the employer must show (1) that no employment-related action was taken against the accuser as retaliation; (2) the employer acted with reasonable care to prevent and correct the harassing behavior; and (3) the plaintiff failed to utilize opportunities provided by the employer to correct or prevent the offensive behavior. Burlington Industries, Inc. v. Ellerth, 524 U.S. 742, 118 S.Ct 2257, 141 L.Ed.2d 633 (1998) See Also Faragher v. Boca Raton, 524 U.S. 775, 118 S.Ct 2257, 141 L.Ed2d 662 (1998). In order to comply with the proof needed to avoid liability, employers would need to have a sex harassment program installed at the workplace before the claim arose and the allegations commenced. An effective program includes notice in writing to all employees of what constitutes offensive behavior, written confirmation of receipt of that notice, periodical sexual harassment training, and a publicized grievance procedure that is beefed up with investigation and corrective action.
While employers are liable for sexual harassment by supervisors, courts are not strict on the definition of “supervisor”. Essentially an employee who has the authority to influence employment-related decisions or is a senior employee who has authority to change employee assignments can be termed a supervisor.
Accusations of sexual misconduct most often in the press relate to hostile work environment. This would include most of the current news fact patterns alleged against celebrities such as Harvey Weinstein, Matt Lauer and more recently Garrison Keillor. According to various press releases each of these individuals exhibited sexually harassing behavior on multiple occasions while in front of other employees. In the case of Lauer, who works in New York, quid pro quo harassment may have also occurred. However, New York requires a plaintiff pursuing a discrimination claim under Title VII to file charges with the Equal Employment Opportunity Commission (EEOC) within 300 days of the date harassment occurred. We may see new case law and statutes to enhance sex harassment claims as a result of the current climate at the state and federal levels.
State case law must also be examined to determine if a Faragher and Ellerth defense is available in the workplace harassment context. In New York State plaintiffs can sue under either the Civil Rights Act of 1964 or under New York's own confusingly drafted New York City Human Rights Law (NYCHRL). This law imposes strict liability on an employer for discriminatory acts of supervisors regardless of the employer's knowledge and vicarious liability for non-supervisor co-workers if the employer knew or should have known of the coworker's actions. According to state case law, reasonable actions in the form of abstaining from employment retaliation and a working compliance program do not provide a defense to the NYCHRL where supervisory harassment is found. Zakrzewska v. The New School, 14 N.Y.3d 469, 902 N.Y.S. 2d 838, 928 N.E.2d 1035 (2010).
Sexual harassment is only one type of actionable harassment against employees. Other categories include race, religion, sexual orientation and disability. Effective employer harassment programs deal with all forms of harassment and it is often up to attorneys, particularly those in-house, to keep their programs current and meaningful.
Submitted by: Beth McMillan
Expanding Claims Against Insurance Brokers and Agents
As most people involved with the insurance industry have observed over the past five to ten years, claims against brokers and agents are on the rise and there is no indication these types of claims will decrease in the near future. One of the primary defenses posited in many cases has been that the agent or broker does not have a duty, let alone a fiduciary duty, to advise a plaintiff about the specific types or limits of insurance coverage to obtain absent a showing of some special request or special trust placed by the plaintiff in the broker or agent. This defense argument is being eroded by the continuing quest of brokers and agents to expand their market share and to advertise about their abilities to service their clients. The more they advertise their unique abilities to place the right coverage, the more they open themselves up to claims that they are professionals or trusted advisories who owe their customers a heightened duty.
An even more alarming trend, however, is the growing number of claims against brokers or agents when the carrier does not pay the full limits of a policy after they have adjusted the claim. These claims often appear when plaintiffs’ counsel are primarily targeting the carrier for breach of contract and bad faith claims, but also bring in the insurance agent or agency as a co-defendant to defeat diversity jurisdiction so that the case cannot be removed to Federal Court. The negligence theory asserted against the agent is that he failed to advise the plaintiff that the carrier may not pay out the maximum amount of coverage or that he did not obtain a policy that would guarantee full payment of the policy limits. Thus, when an adjuster evaluates a claim and fails to offer the maximum amount of coverage, plaintiffs’ counsel will assert claims against the agent for failing to obtain a guaranteed amount of policy limits.
Although these types of claims appear to be patently deficient and not likely to survive a motion to dismiss, there are some courts that are allowing these types of claims to gain traction. Just recently, plaintiffs filed suit in South Carolina state court against a carrier for breach of contract and bad faith in failing to pay the total replacement cost of their home after it burned down in a fire. Plaintiffs’ counsel also filed a claim against the agent for negligence, negligent misrepresentation, and breach of fiduciary duties, among other claims, for advising them that he had obtained full replacement coverage for their home. Defendants removed the case to Federal Court arguing the plaintiff had brought in the agent as a sham defendant to defeat diversity jurisdiction. On the plaintiffs’ motion to remand, the Federal judge rejected the agent’s arguments that the he did not owe any duty to guarantee the amount of coverage that would ultimately be paid on a claim. The court held that although there may not be a general duty on insurance agents to procure a policy that guarantees the insurer will pay to the insurance limit, there is, in some circumstances, a duty to procure a policy in which the insurer guarantees it will do so if the agent undertook to procure such a policy on behalf of the insured.
This decision is cause for concern about the ever evolving and expanding nature of what is accepted by the courts as the duties owed by a broker or agent to a customer. Attorneys who represent brokers and agents need to be on the alert for these types of claims and be prepared to argue against the expansion of the duties owed by brokers and agents to their customers.
By: Lee Hall
I recently had the opportunity attend the Fall 2017 Keeneland meet with the CEO and General Counsel of a regional healthcare system and posed the same question to both: What keeps you up at night? They responded immediately, and in unison: “Mass (fill in the blank).” Fires, shootings, sexual misconduct, events that involve a large number of potential patients or victims pose a unique challenge, from a patient care, public relations, insurance coverage, and cost standpoint. The following day, Steven Paddock killed 58 and injured 490 concertgoers in a mass shooting spree in Las Vegas. Consistent with the concerns expressed by the CEO two days earlier, all of the businesses nearby face the same issues: victims’ medical care, public relations, costs, and ongoing operations. Most business are set up to deal with a single shooting, a single incident of disease, a single incident of sexual misconduct, but when a large number of people are affected, the impact on the organization can be crippling.
The last five years have seen record high mass shootings. 2016 saw a record 366 shootings, surpassing the 333 mass shootings in 2015 and the 227 recorded shootings in 2014. Most of the mass shootings have resulted in some form of civil litigation in an effort to recover compensation for the victims. Because the perpetrator generally has few assets, counsel explore alternative targets.
After the Columbine massacre, parents brought 17 lawsuits against the school district, law enforcement officials and parents of the shooters. Similarly, after the shootings at Virginia Tech, families brought suit against the administration. The jury returned a verdict in favor of the plaintiffs, though it was subsequently overturned on appeal. Similar suits have been filed against school districts in Marysville (18 million dollar recovery), Springfield, Bremerton (1.2 million), New Mexico (2 million) and numerous others. A jury awarded $46 million in compensatory and punitive damages against Kraft Nabisco and its security firm after two women were shot in a plant in Philadelphia in 2002. Similarly, counsel recently filed suit against UPS and Allied Universal, its security company, for the death of 28 employees in a San Francisco shooting in July.
Attorneys have become more creative in determining who to sue. Parents of children killed in Newtown, for example, brought suit against gun manufacturer Remington, challenging its claim of legislative immunity. They also included firearm distributors and retailers as defendants. Although the case was dismissed, it is currently on appeal before the Connecticut Supreme Court nearly 5 years after the shooting. Plaintiffs in Aurora brought suit against Cinemark, the premises owner and theatre operator. The claims against Cinemark were also dismissed at the trial court level based upon the lack of foreseeability.
In response to the Pulse Nightclub in Orlando, Florida, claimants did not sue the nightclub or its owners, but instead elected to sue the wife and the employer of the shooter for failing to disclose the shooter’s mental health issues. Plaintiffs have recently amended their complaints to name Google, YouTube, Facebook and Twitter as defendants on the theory that social media platforms offered terrorist organizations an opportunity to recruit and train new members, all with the social media hosts’ knowledge. The first plaintiff has filed suit in the Las Vegas shooting on October 11, naming Paddock, MGM, the owner of Mandalay Bar, Live Nation Entertainment, Inc. and Slide Fire Solutions, LP, a company that manufactures bump stock devices to convert semi-automatic into fully automatic weapons. Counsel have similarly filed suit against the building owners and managers of a Power Ultra Lounge nightclub in Little Rock, Arkansas, where 28 people were shot on July 1, 2017.
Even where there is no recovery, the emotional and physical toll on the communities, organizations and families involved are impossibly challenging. The Newtown school was demolished and rebuilt in a new area of the property four years after the shooting; the Cinemark theatre remained closed for nearly 6 months following the attack.
The emerging theories and increasing number of claims raise almost immediate coverage issues. Coverage issues range from the fairly straightforward issues, such as whether there is an occurrence, the applicability of the criminal actions exclusion, the assault and battery exclusions, the intentional injury exclusion, the terrorism exclusion to more unique issues such as the and issues regarding the number of occurrences to more challenging issues, such as the interpretation of “terrorist” as defined by a liability policy. Terrorist, for example, can be groups or individuals with a demonstrated link to an extremist organization, but could also be the increasingly common solo actor who swears his allegiance to an organization in the moments before death, or more recently, a person who leaves no manifesto and has no known affiliation with any organization.
In addition, liability policies do not address first party coverage issues and business interruption losses that follow the downtime after mass shootings. In Aurora, for example, the theater was closed for nearly six months following the incident. Most speculate that the Mandalay Bay suite where Paddock staged his attack will never be used again. Moreover, many business interruption policies do not respond unless the event results in damage to a building or the contents. While there may be superficial damage to some of the buildings, the damage could be easily repaired long before the building is in a position to reopen from an emotional or public relations standpoint.
Coverage issues associated with worker’s compensation issues are also thorny. While most states provide that workers compensation is an exclusive means for recovery for workplace injuries, there are numerous exceptions for management misconduct, management knowledge of specific risks, claims of dual capacity, and intentional misconduct.
The insurance market has responded by offering programs specifically targeted to active shooter or workplace violence risks. While each program is unique, they have common features. Most provide elements of both first and third party coverages. The liability coverage acts as primary coverage for workplace violence/active shooter/deadly weapon events. The first party coverage provides business interruption and extra expense coverage. Some also provide remediation expenses and coverage for public relations consultants.
Many programs feature coverage for expenses related to hiring additional staff, counseling, crisis management, burial and body returns, forensic analysis and extra security measures. Many also provide benefits for employees and victims such as counseling, psychiatric care, rehabilitation expenses and emergency medical care. Many of these programs also include broad definitions of weapons to include firearms and explosive devices, knives, medical instruments and corrosive substances. While the programs overlap with some aspects of a CGL policy, they provide a comprehensive approach to managing the overall health of the insured in the days and weeks following an attack.
By now, every experienced defense lawyer has been introduced to “The Reptile” strategy at trial. The authors of these tactics advertise that by appealing to the concept of safety and protection from danger, Plaintiff’s lawyers can convince a jury to award outstanding verdicts in their favor, because doing so keeps the jurors and the community safe from harm by eliminating dangerous or unsafe conduct or actors. These methods are being taught by plaintiffs’ lawyers and jury consultants to plaintiffs’ lawyers in trial advocacy courses around the country.
The professional liability defense lawyer must be aware of these tactics so that defense witnesses are not tricked into agreeing with these safety/danger concepts that lack specificity and any real relation to the applicable standard of care. In fact, the failure to address this strategy both in witness preparation and in pretrial motion practice is the real danger.
Defense practitioners should be on the lookout for authority – any authority – holding that these tactics are inadmissible. The West Virginia Supreme Court of Appeals recently provided the defense with another arrow in its quiver to use to attack Plaintiff’s deployment of these tactics at trial.
In Brown v. Berkeley Family Medicine, the court affirmed the trial court’s limitation on the use of certain terms used in common reptile strategies. Although court did not refer to the “reptile” at any point in the decision, it is clear that that is exactly what was at issue. Brown was a medical malpractice case involving alleged misdiagnosis leading to the patient’s death. The case was tried before a jury to a defense verdict. The court in Brown affirmed the trial court’s decision to grant a motion in limine restricting the plaintiff from using common reptile strategies. Specifically, the defendant moved to prohibit the plaintiff “from arguing that jurors had the power to improve the personal and community safety of jury members by reaching a verdict that would reduce or eliminate allegedly dangerous or unsafe conduct.” The trial court actually denied the motion, but allowed the defense to raise the issue by way of objection at trial.
During his opening, the plaintiff’s counsel compared the standard of care to a “rule.” Defense counsel objected and the court ruled that the standard of care must be described to the jury, by both parties, simply as the standard of care, not as “a rule.” Additionally, in response to another objection made by the defense, the plaintiff’s lawyer was cautioned by the court to refrain from using the term “danger” or “dangerous” to describe the decedent’s medical condition.
The Supreme Court of Appeals found that the trial court did not abuse its discretion by placing “limits on petitioner’s ability to present her case by arbitrarily selecting words and phrases petitioner’s counsel could not use, such as ‘rule,’ ‘danger,’ and ‘dangerous.’” The court further held that “the circuit court did not err in prohibiting petitioner from using certain terms that were potentially confusing and misleading to jurors. Petitioner was not prejudiced and manifest injustice did not result from the circuit court’s ruling. Petitioner was afforded the opportunity to present her arguments and her case in a fair and impartial manner, free from arguably confusing or misleading inferences.”
The case is Brown v. Berkeley Family Medicine Associates, No. 16-0572, 2017 W. Va. LEXIS 629 (Sep. 1, 2017)
Service on a Non-Profit Board of Directors
"I don't know what your destiny will be, but one thing I do know: the only ones among you who will be really happy are those who have sought and found how to serve." - Albert Schweitzer
Service on a non-profit board of directors can be a transformative professional experience. Although we all have the benefit of a law degree and the educational and experiential benefits that come with practicing law, board service requires us to learn and develop new skills – governance, fundraising, performance measurement and strategic planning among others.
Board service builds strong leaders. I often say that I got my law degree from UNC Chapel Hill and my PHD in leadership from StepUp Ministry, a non-profit in Raleigh, North Carolina, that helps low income people find employment, where I served as board chair for two years. That experience changed my life, and I constantly encourage others towards board leadership.
But lawyers who are board leaders must be careful not to take on the role of “board lawyer.” Naturally, other board members will look to the lawyer on the board for legal advice, just as you would look at the accountant for financial advice and the insurance professional for insurance advice. The lawyer on the board, however, faces liability exposure if she gives legal advice that the board then relies upon to take board action.
What exposure does the lawyer board face? First, if there is a claim that implicates a directors and officers liability policy, the D&O policy covers may exclude coverage for professional malpractice of the board lawyer. The board lawyer’s professional liability policy may then be implicated, and, depending on the insurer, the professional malpractice policy may limit coverage for advice that the lawyer has provided to the non-profit board. Although a lawyer on a non-profit board is rarely compensated for his service, thereby making it difficult to bring a negligence misrepresentation claim against him, a professional malpractice claim could easily lie where it is shown that the lawyer had a fiduciary duty to the organization, provided legal advice and was negligence in doing so.
To avoid these risks, a lawyer serving on a non-profit board should do the following:
When recruited for board membership, make it clear that you are not agreeing to serve as the board’s legal counsel, but rather, you intend to serve in the same capacity as all other board members;
If the board asks that you serve as legal counsel, share this information with your law partners and your insurer – ensure that you have sufficient professional liability coverage for the engagement;
Determine what, if any, conflicts may arise with your firm’s current or future clients; run conflicts checks as appropriate; and
Recuse yourself from all board action, and wall yourself off, for any matter that could pose a professional conflict for you and your firm.
Service on a non-profit board is deeply meaningful. It undoubtedly makes us better people, better citizens and better leaders. Just approach the role with the understanding that other board members and non-profit staff will instinctively look to you for legal advice, and prepare appropriately.
Don’t Underestimate The Jurors Personal Bias, Or Overestimate Your Ability To Persuade Change
By: Clark Hudson:
All of us during jury selection are typically looking for a jury that will hopefully be sympathetic to our client’s defense. During the voir dire process, we attempt to develop a rapport with the jury, gain some level of credibility, and to some extent pre-condition the jury on issues surrounding the claims and defenses involved in the trial. If during the voir dire process we identify a juror’s potential bias that may be against our client’s case, the normal response is to strike that juror by either developing a challenge for cause, or using a peremptory challenge. However, should we ever consider keeping that prospective juror in our panel, and try to persuade them from a stated bias through the evidence presented during trial? As described more thoroughly below, my answer is NO!
Several years ago, I was involved in a jury trial where the defendant was accused of causing an injury to a minor plaintiff as a result of prescribing a therapy device following surgery. The device was offered to most patients following surgery, but it was by no means mandatory. The device was rented to the patient for $5 to $10 per day, with the patient being told to use the device as long as they felt it was beneficial. The physician acknowledged during his deposition that the price point for the rental was intended to cover his costs for the device, the cost for his staff keeping them on hand and maintaining the devices and a profit for his business. While the profit was not very large, the doctor’s position was that it was a service he was providing to his patients, for a fee.
The minor patient alleged that she was injured as a result of her use of the device. There were certainly issues of whether the injury was caused by reasonable use of the device. However, there was no denying the fact the patient’s injury was indeed related to the therapy device. One of the plaintiff’s counsel’s themes, therefore, was the doctor was placing profit over this patient’s welfare in prescribing the device.
The defense position was essentially that nothing in medicine is done for free. When a doctor is providing services, those services (whether in consultation, in surgery or post-operatively) are performed so the doctor and his staff can make a living. Similarly, if the doctor is renting equipment to his patients, the money paid for rental is likewise being used to cover the costs of the medical practice, and if there is any excess, it is profit for the medical practice.
During voir dire, the jury panel was questioned about whether any of them would have an issue with a doctor renting therapy equipment to his patients, and receiving a profit for that service. Most of the prospective jurors appeared to have no issue with the circumstances; several indicated they would simply need to have more information. However, one particular juror who was an extremely well-educated and successful business man, stated that he may have an issue with the doctor making a profit when providing a service that was not fully explained to the patient, or to the patient’s parents.
The prospective juror’s background in business, and education level, made him extremely attractive for the defense. In all other respects, he appeared as though he would have a conservative attitude in evaluating the plaintiff’s claims. The only mark against the prospective juror was the fact the juror acknowledged he may have a problem with the undisclosed profit from the therapy equipment.
The decision was made to keep the juror on the panel for trial. The belief was that the juror would understand after listening to all the evidence that all of the physician services that were billed, including the rental, were done so the physician and his staff can earn a living. Further, while the rental equipment was a service to the physician’s patients, it was not a huge money maker. Rather, the amount of the rental was done at a price point which would ensure the doctor was not losing money in providing the service. In other words, we believed in the course of the trial that we could sway the juror’s mind on whether it was appropriate for the doctor to rent equipment to a patient while not disclosing that he may be making a profit from the rental.
Needless to say, after weeks of trial, the juror’s perspective did not change. In retrospect, we should never have expected that we could change the juror’s perspective while listening to a contested case in the courtroom. Assuming the defense witnesses and defense arguments could change a juror’s perspective that had developed over a period of years was simply not a reasonable belief.
While the juror appeared to be ideal in every other circumstance, in retrospect, he had an innate bias on a key issue that we had identified in advance. Rather than presuming your abilities of persuasion will be able to convince jurors that acknowledge a bias, the more prudent course is to challenge the prospective juror in hopes that you will end up with a replacement that does not have a pre-conceived bias on the issues involved in the litigation.
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Confessions of a Cinephiliac
A forum for cinema and pop culture.
No strings attached when Disney releases PINOCCHIO: SIGNATURE COLLECTION on DVD & Blu-ray Jan. 31
William D. Lee / November 29, 2016
At D23’s Destination D: Amazing Adventures event at Walt Disney World Resort, Tyler Slater and Nicole Nalty announced the addition of Disney’s triumphant animated classic Pinocchio to the celebrated Walt Disney Signature Collection and gave members of D23: The Official Disney Fan Club the first look at the film’s all-new trailer. Pinocchio, which inspired the world to wish upon a star, arrives for the first time on Digital HD and Disney Movies Anywhere on Jan. 10, and on Blu-ray and DVD on Jan. 31 with hours of new and classic bonus features.
Pinocchio is considered one of the greatest animated films ever made, with two Academy Awards — for best original score and best original song “When You Wish Upon a Star” – and a rare 100% rating on Rotten Tomatoes. Now, it will delight a whole new generation of dreamers with its masterful animation, unforgettable characters and award-winning music.
The Walt Disney Signature Collection release includes hours of classic bonus material and exclusive features including a reinvented rendition of “When You Wish Upon a Star” created and performed by music influencers from Disney’s Maker Studios; never-before-seen artwork from the film’s Pleasure Island sequence; archival recordings of Walt himself during Pinocchio production; and a recently restored and scored 1927 short featuring Oswald the Lucky Rabbit.
Pinocchio tells the tale of wood-carver Geppetto’s beloved puppet who embarks on a thrilling quest – with faithful friend Jiminy Cricket – that tests his bravery, loyalty and honesty, all virtues he must learn to fulfill his heart’s desire: to become a real boy.
D23 is the official Disney fan club named in honor of the year 1923, when Walt left Kansas City, headed for Hollywood and founded what would become the Disney Studios. D23 celebrates Disney’s stories, characters, songs, and experiences that have captured imaginations the world over, offering members behind-the-scenes exclusives, member events, discounts and special offers.
Bonus Features:
BLU-RAY, DIGITAL HD* & DISNEY MOVIES ANYWHERE:
· Walt’s Story Meetings: Pleasure Island – The Pleasure Island scene in Pinocchio had much more development than what is seen in the film. Join Pixar’s Pete Docter and Disney historian and author J.B. Kaufman as they explore artwork recently discovered in Disney’s animation research library revealing some of the attractions, gags and games, which Disney animators created for this iconic location of the film, that never made it on screen.
· In Walt’s Words – Pinocchio – Hear Walt himself discuss the making of Pinocchio through archival recordings and interviews.
· The Pinocchio Project: “When You Wish Upon a Star” – Music influencers Alex G, Tanner Patrick and JR Aquino from Disney’s Maker Studios, a global leader in short-form videos, gather in a creative workspace to create their rendition of the film’s signature song, “When You Wish Upon a Star,” and produce a fresh new music video.
· Oswald the Lucky Rabbit in “Poor Papa” – This recently restored and scored 1927 short features Oswald the Lucky Rabbit who gets multiple visits from the stork and is forced to attempt various methods to help stop the onslaught of baby deliveries.
· Classic Bonus Features – These offerings from prior home entertainment releases include hours of bonus material, such as the making of Pinocchio, deleted scenes, sing-alongs, storyboards and theatrical trailers.
*Bonus features may vary by retailer
November 29, 2016 in Movies, News. Tags: animation, Cliff Edwards, Dickie Jones, Disney, Mel Blanc, Pinocchio, Walt Disney
Walt Disney Studios presents upcoming film slate from Disney, Walt Disney Animation, Pixar, Marvel & Lucasfilm at D23 EXPO 2019
Come along on a magic carpet ride when Disney releases ALADDIN: THE SIGNATURE COLLECTION EDITION on Blu-ray & 4K Ultra HD Sept. 10
Walt Disney Animation Studios and Pixar bring three days of film sneak peeks, engaging presentations, major announcements & immersive show floor experiences to D23 EXPO 2017
← Sony Pictures shows you the money when JERRY MAGUIRE: 20TH ANNIVERSARY EDITION hits Blu-ray Jan. 3
Get stupid rich as MASTERMINDS arrives on DVD & Blu-ray Jan. 31 →
Categories Select Category Comic Books Conventions Movies News Reviews Television Uncategorized Wrestling
Daniel Radcliffe has guns bolted to his hands (no, seriously) in the official trailer for GUNS AKIMBO
DVD Review: AAAHH!!! REAL MONSTERS - THE COMPLETE SERIES
Hope is a dangerous thing in a brand new trailer for Universal Pictures' WWI epic 1917
Marvel Studios Annotations: IRON MAN
Lionsgate will release the dark comedy THE PROFESSOR, starring Johnny Depp, on DVD & Blu-ray July 9
True heroes will fly when the WWII drama MIDWAY arrives on DVD, Blu-ray & 4K Ultra HD Feb. 18
Keanu Reeves stars in the sexy thriller KNOCK KNOCK on Blu-ray, DVD & Digital HD Dec. 8
She’s cool. He’s hot. She’s from the Valley. He’s not. The 80's classic VALLEY GIRL will debut on Blu-ray Oct. 16
It's wits vs. smarts between Kevin Hart and Tiffany Haddish in NIGHT SCHOOL coming to DVD, Blu-ray & 4K Ultra HD Jan. 1
Revenge is a dish best served cold in COLD PURSUIT on DVD, Blu-ray & 4K Ultra HD May 14
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Armed agents invade Maxam Nutraceutics and steal natural health products in shocking FDA raid | the US Food and Drug Administration (FDA) has decided instead to make it a personal mission to destroy the businesses and livelihoods of those trying to help people through natural medicine
Ethan A. Huff
Amidst all the destructive activities taking place in our world today that deserve attention, the US Food and Drug Administration (FDA) has decided instead to make it a personal mission to destroy the businesses and livelihoods of those trying to help people through natural medicine.
On Thursday, April 14, 2011, dozens of agents from the FDA, the Internal Revenue Service (IRS), and the US Federal Bureau of Investigation (FBI) conducted an unprovoked, full-scale raid on Hood River, Ore.-based Maxam Nutraceutics, a company that produces and sells nutritional supplements primarily for autism spectrum disorders (ASD) and Alzheimer’s disease.
Back in October 12, 2010, the FDA sent a warning letter to Jim Cole, Founder and CEO of Maxam, notifying him that several of his company’s products were not labeled in accordance with the US Food, Drug and Cosmetic Act. The letter also stated that Maxam had fifteen days from the receipt of the letter to notify the FDA compliance officer of the specific steps it planned to take in order to correct the violations.
You can view a copy of the FDA warning letter here, complete with the name of the FDA compliance officer to whom Jim and his company were instructed to respond, and the FDA district director who sent the letter: http://www.fda.gov/ICECI/Enforcemen…
Oddly enough, the vast majority of the “unapproved labels” in question were not actually labels at all. They were merely customer testimonials about the products that had been accumulated over the years from satisfied customers, and posted online alongside product descriptions on Maxam’s website. Nevertheless, the FDA considered the testimonials to be marketing violations that automatically rendered the products as drugs.
According to Jim, his company immediately responded to the FDA letter by calling the compliance officer and telling her “it was [the company’s] intention to come into full compliance as quickly as possible.” This included removing all the offending testimonials from the company website after being told by the FDA compliance officer that they were not permitted.
“I contacted a patent and copyright attorney, and he had written [the compliance officer] a letter that it was our intention to come into full compliance,” said Jim, noting that his company responded within two days of receiving the FDA warning letter, long before the 15-day deadline period. “So we took down the testimonials, and we thought that was good. And I hired an FDA copyright person [who] went over all the offending verbiage through the website.”
Jim cooperated with every demand that the FDA made of him, and was convinced that all was well. But apparently the FDA had different ideas when out of nowhere, the agency, along with the IRS and the FBI, sent as many as 80 armed, SWAT-style agents to both Maxam headquarters, the company’s “Big Gym” training center, and even Jim’s daughter’s house, to confiscate all the products, company documents, and even personal files and computers.
“They took all our products, all our paperwork, all our files — we’ve been doing this since 1992 and they pulled everything,” said Jim. “They brought in three big moving vans, they had their guns on, their bullet-proof vests — they came prepared for war.”
The armed agents also stole 27 TurboSonic machines, which is a sound-actuated vibration plate device that Jim invented to stimulate growth plates in the body, improve circulation, energize the lymphatic system, and improve muscle strength. The TurboSonic machines were not even mentioned in the FDA warning letter.
“We also have a big Olympic training center up here called the ‘Big Gym’ — they went into the gym, they took all the paperwork, all the computer, hard drives, downloaded all of our servers, and trashed a couple of our servers going out,” added Jim. “They took products that were not on the list. I had an old bodybuilding line that went back to 1992, they took all of that. They pretty much just had a free-for-all.”
According to Jim, the agents stole “hundreds of thousands of dollars in products” as part of the raid, as well as personal files, insurance policies, non-printed checks, and even unopened packages of manila filing folders from an office supply store. Clearly, the FDA’s intent was to terrorize and intimidate this small company that, from all available accounts, did absolutely nothing wrong.
Maxam is currently “waiting for the dust to settle” as it pursues legal action against the offending agencies. Until then, the world must know about this terrible injustice and crime against humanity. The FDA has clearly shown itself to be a terrorist organization that has no respect for the rule of law, or for common decency. To perform a SWAT-style raid against a company that was doing everything it could to follow the law and conduct business honestly and legally is a travesty in this supposed “land of the free.”
You’re currently reading “Armed agents invade Maxam Nutraceutics and steal natural health products in shocking FDA raid | the US Food and Drug Administration (FDA) has decided instead to make it a personal mission to destroy the businesses and livelihoods of those trying to help people through natural medicine,” an entry on Truth11
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HAYES, REBECCA HENRY
Jessica Brannon-Wranosky
Portrait of Rebecca Henry Hayes. Image courtesy of the Austin Public Library. Image available on the Internet and included in accordance with Title 17 U.S.C. Section 107.
HAYES, REBECCA HENRY (1843–1924). Rebecca Henry Hayes, suffragist, journalist, inventor, artist, clubwoman, and public speaker, was born Hannah Rebecca Henry in December 1843 in Illinois to Thomas Henry and Lucretia (Furr) Henry. Little is known of her early life other than she was one of five children and that her brother, Thomas F. Henry, died in May 1862 while serving as a corporal in Company G of the Tenth Illinois Volunteer Calvary during the Civil War.
In 1866 a Rebecca F. Henry along with 200 other women petitioned the Kansas legislature to provide women with the right to vote. The following year, Elizabeth Cady Stanton and Susan B. Anthony worked alongside Kansas suffragists in an effort to get a state amendment passed. The 1867 efforts were unsuccessful. Decades later as a suffrage leader in Texas, Rebecca Henry Hayes repeatedly publicly claimed a connection with Anthony from the campaign in Kansas, and it is possible that she was the one involved in petitioning the 1866 legislature.
Starting in 1868 Rebecca served as an engrossing clerk in the Kansas legislature. In 1869 Rebecca Henry married Charles Waldo Hayes, who was born in Lancaster, Pennsylvania. Sometime between 1870 and 1871, the couple’s first son, Gerald W. Hayes, was born.
On May 4, 1871, in Topeka, Kansas, Rebecca Hayes introduced famed author, speaker, abolitionist, and women’s rights activist Anna Elizabeth Dickinson at a lecture to a packed house at the Opera House, for which Charles served as the booking agent. Dickinson spoke on a number of topics including woman suffrage. The month before, Charles was also successful in getting national woman suffrage leader Mary Livermore to speak at a number of venues in Kansas. These connections with reform networks likely later served to identify Rebecca as a candidate for leading suffrage work in Texas during the 1890s. In the meantime, it appears that Rebecca and Charles focused on the growth of their family and his career.
In 1874 the couple’s second child, Charles T. Hayes, was born. The same year, Rebecca’s husband began working with a number of Galveston businessmen and visited Nebraska, Kansas, and Missouri to promote trade partnerships between Galveston businesses and those in the midwestern states and to urge railroad companies to set lower rates for travel to Galveston. At the time of his 1874 trip to the Midwest, he was the business reporter for local newspapers, but by his death in 1905, he had worked his way up to leadership positions in the state's press. After moving to Galveston with his family in 1875, Charles Hayes became a full-time professional journalist, leader in the Texas Press Association, and author of Galveston: History of the Island and the City.
In September 1876 the couple’s third child, Genevieve H. Hayes, was born. In 1887 Rebecca’s mother died leaving her children equal portions of her estate and requiring that her home in Springfield, Illinois, be rented to provide an income for her husband, who died the following year.
By late 1892 and early 1893, Rebecca Hayes corresponded with national suffrage leaders, including Laura Clay of Kentucky, who worked to recruit Hayes to serve as the National American Woman Suffrage Association (NAWSA) vice president for Texas in the 1890s. Hayes subsequently led the first statewide suffrage organization in Texas. At the time, she was not sure that she wanted to affiliate the state suffrage association with NAWSA and inquired into money she might ask of the national organization to serve and set up in Texas. There is no record of whether national suffragists paid Hayes anything, but due to financial limitations that consistently plagued the suffrage organizations through most of the movement, it was unlikely.
In April 1893 she along with ten other Texas women issued a call for a convention to organize the first statewide woman suffrage organization in Texas, the Texas Equal Rights Association (TERA). The inaugural meeting of the TERA convened on May 10, 1893, in the Grand Windsor Hotel in Dallas for three days of events; this was the same day and the same location as the formation of the Texas Woman’s Press Association (see TEXAS PRESS WOMEN). Hayes was elected as the inaugural president of TERA along with an entire slate of officers. In multiple newspaper interviews, Hayes expressed that she supported limited suffrage, meaning that she supported restrictions on who could vote.
At the second annual convention of the TERA in June 1894, Hayes was re-elected president of the association but only after she agreed to submit to the wishes of the delegates who wanted representatives of the organization to lobby each of the state’s political parties for suffrage planks in their platforms. Following the officer elections, a fight broke out in the convention over the possibility of Susan B. Anthony coming to Texas during a forthcoming planned southern tour. Hayes was adamantly against Anthony’s visit and argued at different times that TERA did not have funds to bring her. Hayes insisted that Texas women led by her should be allowed to do their own state canvasing. She also pointed out that, because Anthony was an abolitionist, she might not receive a welcoming reception if she came to the state. A number of members and TERA officers, led by Belle Burchill and Grace Danforth, asserted that Hayes was wrong and that Anthony should be invited.
When TERA’s executive committee met the following November, Hayes continued to refuse to support the Anthony tour. In response, the majority of other officers demanded her resignation and then voted for her removal. Hayes refused to resign, but the majority of TERA’s executive committee voted Elizabeth Fry in as president, and for a time the state association had two women who claimed that office. NAWSA executives, including Anthony, discussed the issue in detail and responded with their ruling that since the TERA delegates voted Hayes in as president, only they could remove her. Thus, at the following annual convention in 1895, Hayes was not re-elected the association’s president and instead was replaced by Sam Houston’s daughter-in-law, Elizabeth Good Houston. Additionally at the meeting, Hayes read a communication from NAWSA leaders stating that Anthony was unable to come to Texas after all. The split over who should lead TERA, while on the surface focused on Anthony’s tour, revealed deeper divisions within the organization that were more along political party lines and pre-TERA cliques.
After her parting with TERA, Hayes became increasingly active with the Texas Woman’s Press Association and the Texas Woman’s Council, both of which she was a founding member. For the press association, Hayes served as the Galveston delegate at the state convention in 1896 and served on the board of directors in 1897 and 1898. During the 1890s Rebecca Hayes also successfully filed and received multiple patents for inventions, including an outdoor cooking stove in 1894 and a cushion tire in 1896. Further, in 1894 she was one of the original nine directors of Galveston’s Society for the Help of Homeless Children which created and ran the Home for the Homeless Children, and she was a founder of a mutual benefit association with a worth of $3,000 for Galveston women in 1897.
The first few years of the twentieth century were full of tragedy for the Hayes family. On January 6, 1900, while hanging an advertisement on a building in Galveston, Rebecca’s son Charles T. Hayes was electrocuted when he accidently came in contact with a high voltage wire. He died a few minutes after the accident. By July 2, 1900, when the census was taken in Brazoria County, Texas, Charles, Rebecca, and their daughter Genevieve were listed as living on a farm; Charles was still listed as a journalist, and Rebecca was listed as a farmer for her occupation. In early September 1900 a devastating hurricane hit the Texas Coast at Galveston and neighboring Brazoria County. The Galveston Hurricane of 1900 destroyed many homes and businesses, damaged most others, and took years for the communities on the coast to recover. On December 29, 1902, the Houston Post reported that Genevieve Hayes died that morning in Alvin. A few years later, on November 18, 1905, Charles W. Hayes died. Rebecca started to receive a widow’s pension the following January for her husband’s service in the Civil War and moved from the family’s farm to a house in the town of Alvin.
During these years, marred by family tragedy, both Rebecca and her husband had remained active in Galveston, and it seems they split their time between there and their home in Alvin approximately thirty miles away. Charles kept his office in the Alvey Building in Galveston. In 1904 Rebecca petitioned the Galveston mayor and county commissioners for a deed to property to rebuild and expand the Home for the Homeless Children (renamed the Lasker Home for Homeless Children in 1913) to also include a kindergarten and school that also offered industrial training. In 1907 she was the state president of the Texas Woman’s Educational and Industrial Association and attended the Texas Farmers’ Congress that year to participate in the association’s sixth annual session. Because of her presidency, she also served as a member of the Texas Farmer’s Congress Executive Committee.
In 1910 the United States census listed her with the occupation of a “portrait painter” and living in a rented house in Alvin. In 1913 Rebecca proposed that the Texas Farmer’s Institute consider passing a resolution in support of woman suffrage, but the president of the group ruled the proposal out of order. The following year, she was part of an initiative for the Texas Farmers’ Congress to start a better baby contest.
By 1920 Rebecca lived with her only surviving child, Gerald, and his wife Bertha in Alvin, Texas. On March 19, 1924, after a week’s illness, Rebecca Henry Hayes passed away in her home in Alvin. She was buried in Lakeview Cemetery in Galveston.
Jessica Brannon-Wranosky, Southern Promise and Necessity: Texas Regional Identity and the National Woman Suffrage Movement, 1868–1920 (Ph.D. dissertation, University of North Texas, 2010). Laura Clay Papers, Special Collections and Digital Programs, Margaret I. King Library, University of Kentucky, Lexington, Kentucky. Dallas Morning News, May 10, 1893; June 30, 1894; September 2, 1894; October 21, 1894; November 4, 18, 1894; December 16, 1894; October 16, 1896; March 12, 1898. Galveston Daily News, January 7, 1900; March 10, 1904; April 3, 1904; April 18, 1905; July 22, 26, 1907; March 21, 25, 1924. Jane Y. McCallum Papers, Austin History Center. Elizabeth Hayes Turner, Women, Culture, and Community: Religion and Reform in Galveston, 1880–1920 (New York: Oxford University Press, 1997).
Activists and Social Reformers
Clubwomen
Suffragists and Antisuffragists
Progressive Era
Handbook of Texas Online, Jessica Brannon-Wranosky, "HAYES, REBECCA HENRY ," accessed January 19, 2020, http://www.tshaonline.org/handbook/online/articles/fhacl.
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The New York Knickerbockers, more commonly referred to as the Knicks, are an American professional basketball team based in the New York City borough of Manhattan. The Knicks compete in the National Basketball Association as a member of the Atlantic Division of the Eastern Conference. The team plays its home games at Madison Square Garden, an arena they share with the New York Rangers of the National Hockey League. They are one of two NBA teams located in New York City; the other team is the Brooklyn Nets. Alongside the Boston Celtics, the Knicks are one of two original NBA teams still located in its original city. The team, established by Ned Irish in 1946, was one of the founding members of the Basketball Association of America, which became the NBA after merging with the rival National Basketball League in 1949. The Knicks were successful during their early years and were constant playoff contenders under the franchise's first head coach Joe Lapchick. Beginning in 1950, the Knicks made three consecutive appearances in the NBA Finals, all of which were losing efforts. Lapchick resigned in 1956 and the team subsequently began to falter.
Arena/Stadium: Madison Square Garden
Owners: The Madison Square Garden Company
Head Coach: Mike Miller
Mascot: Dancing Harry
Championship years: 1973 and 1970
Elfrid Payton
Damyean Dotson
Power forward and Center
Ivan Rabb
Power forward
Frank Ntilikina
Point guard and Shooting guard
Small forward and Shooting guard
Wayne Ellington
Kadeem Allen
Marcus Morris
Small forward and Power forward
Reggie Bullock
Ignas Brazdeikis
From Rocket Mortgage FieldHouse in Cleveland
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From Vivint Smart Home Arena in Salt Lake City
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From Chase Center in San Francisco
From Moda Center in Portland
New York Knicks on YouTube TV.
Sign up to watch New York Knicks
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Lauren Graham Sings in First Footage From Zoey's Extraordinary Playlist
By Kimberly Roots / November 28 2019, 7:59 AM PST
The Good Place Stars Explain Why This Week's Final Scene Wasn't the 'Disney Storybook Ending' It Seemed to Be
Ratings: Perfect Harmony Eyes Lows, Evil Rises, Deputy Dips Again
“One second I’m getting an MRI, and the next second, people are singing to me!” Jane Levy (Suburgatory) cries in the first promo for Zoey’s Extraordinary Playlist. And now that that succinct summation of the series’ premise is out of the way… who’d like to hear Lauren Graham sing?
The spot, which premiered Thursday on NBC, gives us our first official glimpse of the musical drama. The series follows Zoey, a San Francisco-based coder who eventually realizes that the unusual event she’s experienced may turn out to be a wonderful gift.
As a result, we’re treated to the people in her life belting out tunes like Jonas Brothers’ “Sucker,” DJ Khaled’s “All I Do Is Win” and The Rolling Stones’ “(I Can’t Get No) Satisfaction.” (That last one is crooned by Gilmore Girls and Parenthood alum Graham, who plays Joan, Zoey’s boss.)
“It’s about how we express ourselves and love and family,” Graham says during the clip. Might we add “how we don’t express ourselves?” Because as Zoey mentions later in the video, her new ability to hear people’s innermost thoughts through song also reveals that her best friend is secretly in love with her.
The cast also includes Skylar Astin (Pitch Perfect), Peter Gallagher (The O.C.), Alex Newell (Glee), John Clarence Stewart (Luke Cage) and Academy Award winner Mary Steenburgen (Last Man on Earth).
Zoey’s Extraordinary Playlist premieres Tuesday, Jan. 7. Press PLAY on the video above to watch Levy, Graham & Co. have a musical moment, then hit the comments: Are you planning to watch?
TAGS: Lauren Graham, NBC, Zoey's Extraordinary Playlist
GET MORE: Midseason, Previews, Video
5Jett's Carla Gugino Reacts to 'Unusual and Unforeseen' News That Cinemax Will End Original Programming
2020 SAG Awards: Full list of nominations for the Screen Actors…
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Cloverleaf Elementary's Campus History
Cloverleaf Elementary has its beginnings in 1943 and received its name from Cloverleaf Farms. It is the second oldest elementary school and the fourth oldest school in the district. The faculty and support personnel have increased from 10 in 1943 to over 80 in 2008. From 1949 until 1959 double sessions were held in some grades in two buildings until a third building was constructed. Cloverleaf Elementary has approximately 750 students in grades Pre-Kindergarten through Fifth grade. Cloverleaf Elementary has increased from only 6 classrooms to 57 classrooms, a lunchroom, learning center, multi-purpose room and clinic area. The original building was replaced in 1997 with a new wing. Again, in 2002, another wing added another 12 classrooms and a computer lab.
Cloverleaf has been under the direction of the following principals: Mr. Sorenson, Mr. R.E. Wallace, Mr. D.C. Lauderdale, Mr. F.T. Mustachia, Mr. Kenneth Bush, Mrs. Karen Sutera, Mrs. Lois Killough, Mrs. Ofelia Garza and currently Mr. Lee Brown.
Four Cloverleaf PTA members have served as Galena Park Community Council Presidents: Mrs. Hazel Haggard in 1955-1956, Mrs. Sarita Baker in 1983-1984, Mrs. Janet Sholar in 1995-1997 and again in 1999-2001 and Mrs. Becky Godell in 2005-2007 and again in 2015-2017. Cloverleaf PTA supports a variety of activities such as theater, author presentations and other school events. PTA was a major force in the building of Cloverleaf Park, supporting the acquisition of a school based health clinic and was instrumental in starting the Cloverleaf Citizens on Patrol Group. In December 2003, the Cloverleaf Library was dedicated and renamed the Frances Irene Nadolney Library to honor the Nadolney family, who donated the land to the Galena Park Public Schools to build Cloverleaf Elementary in 1942. In 2004, Texas State PTA recognized Cloverleaf Elementary by awarding them not only the Texas State PTA Health Concerns Award, but also the Texas State PTA Parent Education Award.
In May, 2007, Becky Godell, Cloverleaf Elementary Past PTA President, was elected Area 11 PTA President. There are only 18 PTA Areas in the state of Texas, with Area 11 covering 11 counties,including most of Harris County.In February 2008, Becky Godell was elected to the Texas PTA Executive Board of Directors as a Member at Large. From 2015-2017, Godell again served as Galena Park ISD Council PTA President.
2017-2018 Cloverleaf celebrated its 75th Anniversary. A grand celebration was held.
In 2018-2019, Cloverleaf Elementary temporarily relocated to the building that was occupied by North Shore Elementary. It was affectionately known as Cloverleaf Del Norte. The entire Frankie Street site was razed and a new campus was built in less than 1 year.
On September 12, 2019, Cloverleaf held its official ribbon cutting ceremony. Students now attend school in a beautiful, state of the art facility. An interior courtyard, learning garden, 2 science labs and natural light grace the building's beautiful architecture.
In 2019-2020, Cloverleaf PTA continues to grow and bring in great parent participation and educational programs for its parents and students. Sylvia Hernandez serves as the current Cloverleaf PTA President. Every Child, One Voice.
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Home › Arguments and Arguing: The Products and Process of Human Decision Making, Second Edition
Arguments and Arguing: The Products and Process of Human Decision Making, Second Edition
Arguments and Arguing: The Products and Process of Human Decision Making, Second Edition by Thomas A. Hollihan and Kevin T. Baaske
The primary focus of the updated, second edition has not changed it embraces the narrative or storytelling approach to the study of argumentation. The first section introduces readers to rhetorical theorists and their principles. These significant contributions to the field of argumentation and debate include Aristotle s views on audiences and the ethical character of an advocate, Burke s dramatistic theory of communication, Brockriede s metaphorical image of arguers, Fisher s narrative paradigm, Mill s guidelines for testing the causal correlation, Perelman and Obrechts-Tyteca s conception of a universal audience, Rokeach s definition of values, and Toulmin s model for developing and analyzing argument claims and his conception of arguments as field dependent. Hollihan and Baaske s discussions of these ideas and their applications are easy to follow, unencumbered by technical jargon, and illustrated with engaging examples drawn from current and well-known historical events. The key to the success of this text is the authors superb ability to show readers how foundational principles of argumentation are used in a variety of real-world situations. The second section covers specialized contexts such as academic debates, courts of law, politics, business and organizations, and interpersonal relationships. Activities designed to stimulate critical thinking and to implement the ideas discussed are included at the end of each chapter. The appendices provide easy access to primary sources that can be used to supplement and enhance the concepts presented in the text. Not-for-sale instructor resource material available to college and university faculty only; contact publisher directly.
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Draisaitl's 3-point game lifts Oilers past Predators 4-2
Predators Oilers Hockey
Nashville Predators' Craig Smith (15) and Edmonton Oilers' Josh Archibald (15) battle for the puck during first period NHL hockey action in Edmonton, Alberta, Tuesday, Jan. 14, 2019. (Jason Franson/The Canadian Press via AP)
EDMONTON, Alberta (AP) — Edmonton has a lousy record against the Nashville Predators. Leon Draisaitl and Mike Smith helped the Oilers take a step toward changing that Tuesday night.
Draisaitl had two goals and an assist and the Oilers beat the Nashville Predators 4-2.
The Predators came into the game with a 14-1 record against Edmonton since Oct. 29, 2014. In that time, Nashville goalie Pekka Rinne had won 12 consecutive starts, but he was outplayed by Mike Smith in the Edmonton net on the night.
“The second half of the season, the points matter more,” said Smith, who made 30 saves for his fourth straight win. “Everything gets amplified, and as you creep towards playoffs you want to be playing your best hockey.
“I love the second part of the season, playing big games and helping the team get big wins.”
Ryan Nugent-Hopkins and Josh Archibald also scored, and Connor McDavid picked up three assists for the Oilers, who are 5-1-1 in their last seven.
“We went with the mindset that we wanted to check for our success today,” Oilers head coach Dave Tippett said. “We wanted to check hard all the way through the ice.
“We wanted to stay on our toes and keep moving and we checked well and it ended up in the right spot for us.”
Filip Forsberg and Colin Blackwell scored for Nashville, which had its two-game winning streak halted.
“It was a tough loss for sure,” Rinne said. “I thought it was a big game for both teams. I thought we gave it a good effort at the end and tried to get the game tied up, but it didn’t happen.”
Nugent-Hopkins opened scoring for Edmonton nine minutes into the first period when he sent a wrist shot up high past Rinne off a face-off win. It was Nugent-Hopkins's 13th goal of the season and his sixth in seven games.
The Predators responded two minutes later on a beautiful goal by Forsberg, who came from behind the net and lifted the puck up, lacrosse style, and banked it in off Smith for his 16th of the season.
“It’s something that I’ve tried a couple of times,” Forsberg said. “It’s cool that it went in, but it would have been a lot better if we would have won.”
Nashville took the lead with four minutes left in the opening period when they caught the Oilers on a bad line change. That allowed Nick Bonino to make a nice feed to Blackwell, who notched his second career NHL goal.
Edmonton pulled even with 18 seconds left in the first on the power play, as Draisaitl chipped in a rebound.
The Oilers surged back midway through the second period as McDavid fed it across to Archibald, who lifted it over a sprawling Rinne.
Draisaitl's goal into an empty net put the game away in the final minute. The backhander was his 27th goal of the season.
NOTES: It was the first of three meetings between the teams, who will play again on Feb. 8 at Rogers Place in Edmonton before the season series concludes in Nashville on March 2. ... The Predators have had nothing but success against the Oilers in recent years, coming into the game with a 14-1 record against Edmonton since Oct. 29, 2014. In that time, Rinne had won 12 consecutive starts. ... With Zack Kassian serving the first of a two-game suspension for an altercation with Calgary Flames forward Matthew Tkachuk, Archibald moved up to Edmonton's top line with McDavid.
Predators: Host Anaheim Ducks on Thursday.
Oilers: Host Arizona Coyotes on Saturday.
More AP NHL: https://apnews.com/NHL and https://twitter.com/AP_Sports
Edmonton Oilers' Connor McDavid moves into ninth place on franchise all-time scoring list
McDavid scores twice, Oilers beat Coyotes 7-3
Saturday Night DFS: Jack Eichel rolling entering game vs Preds
Joe Lolley's double gives Nottingham Forest important win in push for promotion
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Patient Perspectives
My Son Gave His Life and Saved Others
Christine Royal lost her son Shamir to gun violence, a month shy of his 21st birthday. She shares why she made the decision to donate his organs and how giving to others has helped her throughout the healing process.
By Christine Royal August 8, 2019
My son, Shamir Harper, was a caring person. He was very caring to his friends, his family, and really, to anyone around him.
In May 2013, Shamir was getting ready to attend Drexel University to play basketball. He was a good kid. He didn’t always make the right decisions, but he had really turned his life around. He wanted to be better than what he was. On May 22, 2013, just a month shy of his 21st birthday, Shamir died.
Shamir's mother, Christine, wearing a t-shirt in honor of her son
I was hearing from his coaches – everybody was fighting for him to pull through, to live. But it seemed like fate had something else in store.
I thought it was time to tell my story — because the power of healing — is in giving to others.
I remember that day, like it was yesterday. Shamir was with his cousin at his grandmother’s house and they went out that evening. I learned later that his cousin had an argument with a young man, and I don’t know why, but this particular man followed Shamir and his cousin that night.
They met up with a young lady they knew, and later on that evening, offered to walk her home. It was late, and Shamir thought it would best, because that’s the kind of man he was. The same man kept following them, but Shamir and his cousin didn’t think anything of it. They got to their destination and safely dropped off their friend. On their way home, the man who had been following them went to shoot at his cousin and Shamir pushed him away. In doing so, Shamir got shot.
We all had our chance to talk to Shamir before they took him down for testing (to determine brain activity). I told him, ‘if there’s any test that I need you to pass, it’s this one.’
— Christine Royal
When I got to the hospital I was upset. I had told him before that there’s no need to be out late. That he played basketball and that was his thing, but that’s no time to be out.
Well, that quickly changed when the surgeon came to talk with me. Maybe it’s because I work at Jefferson Hospital and I am around a lot of patients, that I knew deep down the news wasn’t going to be good. The surgeon told me that my son had been shot in the head. So I asked. Is he brain dead? I decided that if he was, I wanted to give his organs to the Gift of Life Donor Program so that at least somebody might have another chance at life.
We waited until the next day. We all had our chance to talk to Shamir before they took him down for testing (to determine brain activity). I told him, “if there’s any test that I need you to pass, it’s this one.” I whispered in his ear, “I need you to show them and you can’t do it if you give up. So I need you, whatever it is – even if it’s just a little ray of hope, or light, whatever it is – you need to do it.”
It was hard, but I had to come to grips with losing my son that day because things happen for a reason. Why God chose me to deal with this I don’t know, but that’s what I had to do.
Shamir was able to help three people through organ donation. I call the Gift of Life Program every now and then and I understand that some people want to remain anonymous. I just want to know. Are they thriving? Are they OK? I just want to let them know that if they become really funny, that’s my son. If they find themselves doing something they normally wouldn’t do, that’s Shamir.
I’ve been registered as an organ donor for a long time. My mother needed a lung transplant. She received it, but unfortunately, she got septic and passed away. So I know both sides of the donor situation. I went through hoping that someone would help my mother and they did. In turn, it was the right thing for me to do to help somebody else. Even though my mother did not survive, Shamir and I could help someone else do better, and as far as I know, they have.
That brings it full circle for me. It makes me happy that Shamir and I were able to help others…live.
Christine works at Thomas Jefferson University Hospital in Environmental Services. She and her colleagues connect with patients every day to ensure they are healing in a safe, welcoming and well-maintained hospital environment. On any given day, dozens of patients are impacted by the important work Christine and her colleagues undertake.
Thomas Jefferson University Hospital, Transplant
Finding the Power to Fight Cancer—From Within
Using his own immune system to fight chronic lymphocytic leukemia, Russell Powell credits CAR T-cell therapy with helping him battle cancer.
An 80 Pound Weight Loss and Life Gain Thanks to Sleeve Gastrectomy Surgery
Fed up with the yo-yo dieting cycle, feeling like all she was losing was hope, a webinar led Henrietta to getting sleeve gastrectomy surgery and a new lease on life.
What Happened When a Rare Neuro Disorder Cut My Vacation Short
What was supposed to be a dream vacation turned into a nightmare for 27-year-old Morgan Smith.
The Health Nexus, your connection to better health, is powered by Jefferson’s experts, our ground-breaking research and much more. We hope to empower you with information you can trust and inspire you on your personal health journey.
Get in touch with us on social media.
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Hellraiser (1987)
“An unfaithful wife encounters the zombie of her dead lover; demons are pursuing him after he escaped their sadomasochistic underworld.” — IMDb
Not to overstate things, but… if you haven’t seen this movie, you need to go do so now. It’s on Netflix so you ain’t got no excuse. This is the movie that got me into loving horror to begin with, way back when I was maybe 13 years old and my best friend’s dad let us watch it (he was always the cool dad). Not to be dramatic or anything but… if you don’t understand Hellraiser, YOU DON’T UNDERSTAND ME.
But really, this movie is great. It has all of the charm of an 80’s horror movie — the teased hair, the costume jewelry, the questionable acting skills, the shoddy special effects. I mean, Roger Ebert hated it, but Stephen King once said of Barker “I have seen the future of horror fiction, and his name is Clive Barker”, so who are you really going to trust here? (That was in response to his book series, The Books of Blood, BUT STILL.)
“Every drop of blood you spill puts more flesh on my bones. And we both want that, don’t we?”
The basic plot is that Frank (played by Sean Chapman), a bad boy in every sense of the phrase, is seeking some intense thrills to liven up his numbed soul and buys a mysterious puzzle box, The Lament Configuration, from a dealer in Morocco. It’s a Lemarchand’s box — one that, when solved, creates a bridge that can be used to go back and forth between our realm and others. He goes back home and opens the box and all hell breaks loose (literally). Months later, his brother, Larry (played by Andrew Robinson), moves into the abandoned house with his second wife, Julia (played by Clare Higgins), who had previously had an affair with Frank. When Larry accidentally cuts himself and spills blood on the floor of the house, Frank’s resurrection begins, but he needs Julia to bring him some human sacrifices (which she is hesitant about at first but ultimately obliges because apparently Frank is reeeeally good in bed).
When the Cenobites find out from Larry’s daughter Kirsty (played by Ashley Laurence in her debut on-screen role) that Frank has escaped them, they are pissed and come back for him. They succeed, but not before Frank kills both Larry AND Julia because dude has absolutely no moral fiber. The Cenobites had agreed to bypass Kirsty in exchange for her bringing them to Frank, but they change their mind and want her, too, but she sends ’em right back to hell and the cycle is able to be started all over again (namely with part two of the series).
“No tears, please. It’s a waste of good suffering.”
I may be biased but I think the storyline is an awesome one. The Cenobites, with Pinhead as their leader (technically he was never actually named “Pinhead”, it was just a nickname that stuck and was eventually used in one of the later sequels — I prefer Barker’s original idea for his name, Priest), are just… so damn cool. Pinhead and the Female Cenobite are the only ones who speak (due to the other two’s makeup and prosthetics making it impossible for them to speak coherently) and their lines are just… chilling. I’ve wanted to be Pinhead for Halloween for so many years now but I don’t think I could pull off such a badass character.
But really, so many great scenes. When you’re watching it, it’s not so much fear that you feel, per se, as a sense of dread. It becomes obvious from the first encounter with the Cenobites that they are soulless, ruthless beings. It’s almost amazing how laughable some of the other effects are — Kirsty being chased at the end, for example — when the makeup and styling for the Cenobites is just flawless. Every time I watch this movie I notice something new about one of their costumes or their physical features. The combination of music (done by Christopher Young), lighting, and sound effects makes every scene with them a memorable one — the clinking of chains, ominous synthesizers, and dusty sunlight shining through wooden slats.
I could probably go on forever, but really. Go watch this damn movie.
Rating: 10/10 | Director: Clive Barker | Writer: Clive Barker, based on his novella The Hellbound Heart | Music: Christopher Young | Starring: Andrew Robinson, Clare Higgins, Ashley Laurence, Sean Chapman, Doug Bradley
Posted in MovieTagged andrew robinson, ashley laurence, british, british horror, cenobites, christopher young, clare higgins, clive barker, couple, demon, hell, hellraiser, hospital, incestuous desire, infidelity, lemarchand's box, movie based on a book, pinhead, puzzle box, sadomasochism, sean chapman, sex scene, the lament configurationBookmark the permalink.
One thought on “Hellraiser (1987)”
Pingback: Hellraiser III: Hell on Earth (1992) – Last Blog on the Left
Monsters (2010)
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Interview: Chase Mason – Gatecreeper
October 17, 2019 trendcrusher Interviews Leave a comment
This past year has been a great year for Metal especially Death Metal. A quick glance at our reviews in recent months will demonstrate it. At the start of this month, one more release got added to the list, “Deserted” by American Death Metal act Gatecreeper. The band play a potent blend of 80’s Florida and 90’s style Swedish Death. We spoke to front man Chase Manson about their sound, “Deserted” and more while he was touring Europe with Spirit Adrift.
Hi Chase, we are a couple weeks away from the release of your second album, “Deserted“. How does it feel?
Feeling good I mean this year has been really busy, both bands have new albums coming out. The first half of the year, we were recording the Spirit Adrift record and then we did the Gatecreeper record. Spirit Adrift’s album Divided by Darkness was released in May and we’ve we’ve been touring with Spirit Adrift since that and once we get back from our European tour, we have a couple days before the Gatecreeper record comes out and then we will switch gears and got some Gatecreeper touring coming up. So it’s been busy but very fulfilling and I’m excited for the Gatecreeper record to come out.
Before we get into the new one, let’s talk a bit about your sound. The band has the sweet spot between 80’s Florida and 90’s Swedish Death Metal. How did you arrive at this sound?
It’s just stuff that we like and incorporate them together.
What were the bands or albums that inspired your sound?
Dismember, Entombed, Grave – the Swedish bands and Obituary, Bolt Thrower. I would say those are the main ones as far as when we started out. We’ve maybe incorporated a couple different things here and there, but those would be those would be the main ones.
“Deserted” is a cracker of a release. Tell us a bit about the album.
We wrote for probably a year in between touring and things like that. Since this is our second full length record, this was the first time that we were able to sit down and write an album as a whole. Our first full length Sonoran deprivation, some of those songs were written when we first started the band. And it was kind of a progression, we just started writing songs when we started the band, because, you know, we needed to have new songs. So we just kept writing songs and then eventually, it’s like, we have enough songs, so let’s make an album.
For Deserted it was, we’re going to write a full length album so the songs are specifically for the album. We looked at our last record and saw, I wish we could do more of this, I liked these parts and let’s kind of expand on that. It’s a lot of stuff, same ingredients, there’s a couple new flavours in there, but it’s the same ingredients. I think we’ve gotten better as a band. So it’s just a better version of what we’ve already been doing, or the best version of what we what we’ve been doing.
The album ends on a Doomy note with “Absence Of Light”, similarly to “Grotesque Operations” on “Sonoran Depravation“. Was that intention or a coincidence? Is there a reason behind it?
No, that’s very intentional. I like ending the record slower. Actually, our first record, which was a four song EP, it kind of had the same thing at the end to have a slow doomy song and kind of fades out at the end. I think it’s a good kind of outro, I see it as kind of like fading to black at the end of the play or a movie. It’s a cool way to finish off our records, so it was definitely intentional to do that on this one as well.
The album cover art by Brad Moore is psychedelic. What was the idea behind it?
I worked with him for probably about six months to get the album cover done. I searched for a while for someone that I wanted to do a full colour painting and hand painted artwork. Once I came across his work, I knew that he was the guy and contacted him.
I told him, we hadn’t recorded the album, I’m not sure if we’d had even finished writing it. But I knew what I wanted and I knew the album title. So I gave him the album title Deserted, and I kind of gave him a little bit of colour palette, what we were looking for, and that I wanted a landscape, a desert but very apocalyptic and post human. So I let him run with that. And I think that his view is definitely a more psychedelic one, the post-human stuff on there that maybe looks almost alien. Being the post human earth or whatever, it could mean a lot of things. So I kind of let left that open to his interpretation and I think the result is really cool. It’s really a striking image.
I described your music to a friend as ‘Drinking Death Metal’. What beer/alcoholic beverage would go well while listening to “Deserted“?
I think just something that’s easy like a cheap beer not a craft beer, not an IPA, just like a Budweiser. I don’t know, something easy that you just you can drink 30 of.
How do you manage your time between Gatecreeper and Spirit Adrift?
I mean, I think we play different roles in the bands and it we will be different in the future as both bands progress. Right now there’s an overlap of members but the songwriting and creative wise is still separated. For Gatecreeper, I’m one of the primary songwriters, and creatively, it’s a lot more my vision, and there’s a lot more responsibilities artistically. In Spirit Adrift, I get to switch modes, and I just get to play. I don’t have to write the songs and don’t have to be in charge of a lot of stuff, I can just have fun and play along. I do think that subconsciously it bleeds a little bit, learning how to play the Spirit Adrift songs might, because I’m a self taught musician will expand my musical toolbox a little bit. But as far as time management, it’s just figuring it out in it in your home life and being able to compartmentalise a little bit. Also learning how to not burn yourself out and delegating different responsibilities so that you don’t have to do everything for both bands.
What are your thoughts on the current revival of vinyl records and cassette tapes in this digital age?
Yeah, I buy records and tapes too sometimes. I think that a lot of its it’s easier to listen to music streaming on Spotify either on my phone or in the car, I can listen to it on headphones while doing something. But there’s nothing better than the vinyl format and having the album art, 12 by 12 inch album cover to look at. It’s the same cover for CD I mean, the bigger, the better. If it’s cool album art, to see it up close and hold it in your hands, the vinyl sleeve sizes, I think it’s really great.
So if there’s a record that I really like and I probably listened to it on Spotify or Apple Music often, I’ll still buy that record just so I can have and I can look at it or listen to it on the turntable when I have time to do that. But as far in an artistic sense, individual sense, there’s something to be treasured about having a physical copy of it holding it in your hand.
What are your favourite releases from recent times?
Ritual Necromancy – “Disintrested Horror”
Hooded Menace – “Ossuarium Silhouettes Unhallowed”
Devil Master – “Satan Spits on Children of Light”
Tomb Mold – “Planetary Clairvoyance”
Full of Hell – “Weeping Choir”
There’s been a lot. I think metal right now is as strong as it in a long time. I don’t think that there’s a lack of new metal. I think that it 2019 has been one of the strongest years we’ve had in a long time. And I feel like we say that every year.
What’s currently on your playlist?
While writing or touring and playing metal, I kind of will gravitate towards listening to stuff that isn’t metal. I’ve been revisiting a lot of stuff that I liked when I was younger like in junior high. I liked a lot of indie/emo like Jimmy eat world who are from my hometown in Arizona. So when I was younger, there was a whole scene, house shows and all. you would call it emo now, or back then it would be called emo. But I think that later on, on, the word emo kind of got taken over by My Chemical Romance or Fall Out Boy or something, which is not something that I’m into. So I’m hesitant to say the word emo but that’s, that’s what I would describe it as what I would like. I do listen to a lot of hip hop, Memphis hip hop like three six mafia. I try to mix it up because at a metal show if the sound guys playing metal in between the metal bands, it kind of gets old after a while. So if I’m getting in the van listening to to music, I’m going to usually try to listen to something that not metal just so it I just don’t burn myself out.
You are touring North America with Exhumed, Necro and Judiciary. What are you looking forward to at the shows?
I’m looking forward to playing our new songs live. Except for sweltering madness, which is something that we had written before and released as a single, most of the songs on the album haven’t made their live debut on tour yet. I’m excited to play a lot of those songs live.
Do you have any more shows or a tour planned?
As far as what’s announced now it takes us towards the end of the year. We’re starting to plan out next year, we’ll do some more US touring, we’re going to go to Europe, hopefully play some new places that we haven’t like Japan, Australia, Southeast Asia and South America. With this new record, we’re trying to take it to a new level. So hopefully next year we’ll be all over the planet.
Many thanks Chase, the album is indeed a great thing, and we thank you for your time. Any decent fan of Death Metal or just good music in itself should be all over this.
https://gatecreeper.bandcamp.com/album/deserted
https://www.facebook.com/gatecreeper/
2019American death metalArizonadeath metalFeaturedGatecreeperInterviewsMetalrelapse records
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Next Post: Album Review: Rise of the Reaper – Entrails
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Girls Draws Inspiration From The Panic in Needle Park, Bringing Back an Old Face
Kate Dries
Filed to:girls
Touted by producer Jenni Konner as an episode you must watch live, Sunday night’s Girls was an episode just about Marnie. Before it aired, Allison Williams said she was the “most proud of” it, suggesting that it would make Marnie-haters more sympathetic to her character’s plight.
The promo made it pretty clear that this would be the episode Charlie, Marnie’s ex who left suddenly between Seasons 2 and 3, would return. Charlie’s character was not intended to leave, and it was reported that when he did, it was because of disagreements between Christopher Abbott and show creator Lena Dunham. When Abbott eventually spoke about his departure, he told The New York Times:
No single catalytic moment made him decide to leave “Girls,” Mr. Abbott explained. It was more of a gradual process of realizing that his priorities as an actor had shifted. “The world that Lena wrote was very real, especially in New York,” he said. “But it wasn’t as relatable for me on a personal level. It’s not that I only like to play roles I know to a T, but there’s something satisfying about playing parts where you really relate to the characters.”
A few seasons passed and things seem to have settled down, however, with Abbott spotted returning to the set over the summer; a source told Page Six he would be coming back for one episode, though Abbott denied he was doing anything but visiting. But he did end up returning in a big way for last night’s episode, entitled “The Panic in Central Park,” which Dunham says she wrote “in a fever dream.” It was inspired by 1971 film The Panic in Needle Park, based off the book by James Mills, with a screenplay written by Joan Didion and her husband John Gregory Dunne.
Those familiar with the movie—which stars Al Pacino and Kitty Winn as two heroin addicts in love—might find the idea of Charlie and Marnie, whose relationship timeline was generally about as a dramatic as the push-pull between Charlie being too needy and Marnie being too inconsistent, a strange one. The quick explanation, it seems, for Charlie’s swift exit from the Girls universe is that his father had died. Marnie runs into him at a particularly fortuitous moment: she’s just had a fight with her new husband Desi, and walks past Charlie as he’s sitting on a loading dock with some of what appears to be his new coworkers, who are catcalling Marnie before she and Charlie recognize each other.
Charlie, it is immediately clear, has had a bit of a transformation: he talks differently, is no longer involved with the dudes he founded his start-up with, and is less scrawny than he used to be. Marnie, perhaps needing an escape into something both familiar and new, spends a whirlwind day with him in the city; he’s clearly selling drugs, but somehow, this doesn’t bother her until she realizes he’s using heroin. She’s ready for the escape, even getting in enough to pretend to be a prostitute (briefly), snagging some money from a rich guy that she and Charlie use to pay for dinner.
“I got in touch with Chris Abbott and said, it would be so exciting for us to check in with where Charlie has been,” Dunham said in the behind the scenes look into the episode on how it came to pass. “I remember writing the episode and thinking, if Chris doesn’t want to do this, I’ve just wasted some major hours putting this to paper, but I had to and I knew the only way to show Chris was to write it. He really saw that this episode wasn’t just a plea for viewers to go, oh my god, Charlie’s back! but it was actually a fully-formed creative statement that was really important to the progression of Marnie, but was also in many ways a film unto itself.”
“When he showed up on set it was really one of the most powerful experiences I’ve had,” she continued. “It’s truly the piece of writing that I’ve done for the show that I’m the most proud of.”
There’s layers upon layers to unpack from one episode of television—that it was based on a seminal film about New York, written by a famous set of authors, and was intended for an actor who dramatically left the show. Dunham said it was inspired by someone she was formerly close to, and that she wanted to explore how Charlie, a character who was often labeled as “a pussy or a sissy,” could have moved in this dark direction.
How exactly Charlie got to this place is never really made clear, but that doesn’t seem to be the point. What seeing him does for Marnie—wake her the fuck up—certainly is. At the end of their day, the two of them are mugged, losing all their possessions (including her engagement ring), but Marnie doesn’t seem to care. She’s too jazzed on escaping herself, and the relationship she ran into in which she ignored the signs that her husband is self-involved, but more importantly, insufferable. Marnie spends the night with the newly-tattooed Charlie, and the two of them talk about running away together. You know she’s in deep fantasy land when the material possessions-obsessed character starts talking about how she doesn’t even need to bring any of her stuff.
The fall comes quick, though. Showering in the bathroom Charlie shares with his neighbors, Marnie meets a lesbian griping about her dramatic breakup. “Why is everybody such a fucking disappointment,” the woman says while Marnie stands there dripping in a towel. “I can’t have one more fantasy busted open, I swear to God, I can’t fucking take it.”
Returning to the room, Marnie finds Charlie’s needle, prompting her to walk barefoot with no belongings back to the apartment she shares with Desi, and break up with him.
Fantasies are not realities, is the succinct message of this episode. Despite the fact that there’s a bit of disbelief suspension required to watch it (it was held together largely by its inspiration and the viewer’s curiosity in seeing this old character return in such in a new form), Dunham’s skills as a filmmaker and writer are always best seen through bottle episodes that act as films (see her Season 2 episode “One Man’s Trash” featuring Patrick Wilson, or this season’s Shoshanna-only episode, “Japan”), where her characters can take their time with each other, but more importantly, with themselves. Whether it ends up making any sense in the realm of the show at all sort of falls by the wayside. Perhaps that’s the strength of Girls; Dunham lets it go where it will, her argument always seeming to be that that’s what life does. Sometimes it doesn’t really follow (that two young women living in New York City in the same friend group could have had quick failed marriages before the age of 26 does not ring particularly real) but often, that doesn’t seem to matter much.
Images via HBO
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Real Talk November 14, 2019 / Comments
‘RHOA’ Star Kandi Burruss Feels ‘Behind Schedule’ Preparing for Baby #3
Kandi Burruss is getting ready for the arrival of her third child.
While talking to Us Weekly at Apple’s “Truth Be Told” premiere at the Samuel Goldwyn Theater in Beverly Hills, “The Real Housewives of Atlanta” star dished on how she’s preparing for her bundle of joy — who will be birthed by a surrogate.
“Right now, we’re trying to finish the room!” the 43-year-old remarked. “I’m trying to remember everything that I need to have so that we’re ready when she gets here. I’m super excited, but I’m feeling like I’m behind schedule as far as getting ready.”
Part of feeling “behind schedule” is because the reality TV personality isn’t carrying this baby.
“Because I’m not physically seeing my body change, it’s like [I] don’t keep track of the time the same,” the Xscape band member exclaimed. “Like, I should have had my baby’s room together a long time ago! I’m just judging it by when I see her… and I’m like, ‘Wow, OK. We’re getting there.’ But it took a long time for her to show. So it was like, ‘I got more time than I need!’ And now I’m like, ‘Whoa, we’re in a rush right now.’”
During a recent episode of her hit Bravo show, the “No Scrubs” co-songwriter revealed her gestational carrier was initially pregnant with twins, but later lost an embryo.
“We actually were supposed to be having twins, and then one of them didn’t continue,” the Grammy winner said.
“I was sad at first, but then I just had to be grateful that the one made it,” she continued.
Burruss shares 17-year-old daughter Riley with ex Russell Spencer, and 3-year-old son Ace with husband Todd Tucker. Kandi is also stepmother to Tucker’s 22-year-old daughter Kaela.
A post shared by Kandi Burruss (@kandi) on Jun 11, 2019 at 1:08pm PDT
#KandiBurruss#RHOA
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Steinway Baby Grand Piano
Brace yourselves people because The Record Shop is tackling one of our Nashville Recording Studio’s most prized possessions in today’s BEHIND THE GEAR: our 1923 Steinway Baby Grand Piano. You heard me. A 1923…Steinway…Baby…Grand…Piano! Just look at this gorgeous piece of music-making heaven. LOOK AT IT! It’s hard to describe just how incredible this piano sounds. The slightest tickle on those ivories sends the hair on the back of your neck straight up while it covers your body in goosebumps. It’s no wonder that these pianos were the preferred piano by past music greats like George Gershwin, Duke Ellington, and Cole Porter. Even today, Steinway pianos are beloved by artists like Henry Connick Jr., Diana Krall, and Billy Joel. Check out their Steinway’s website for a full list of artists.
In 1853, Heinrich Englehard Steinway and his five sons C. F. Theodore, Charles, Henry Jr., William, and Albert founded Steinway & Sons. Over the next three decades, these six men revolutionized the modern piano to what it is today. During this long, developmental period they patented almost half of the company’s 127 inventions based off of the acoustical research done by one of music history’s favorite physicists Hermann von Helmholtz. If you want to dive deeper into the pure awesomeness that these six men radiated check out these links to their History page and their 161 Facts page!
Peter Keys & His Steinway
Like our Hammond Organ, The Record Shop’s baby grand was entrusted to us from Rock n’ Roll great Peter Keys! “..[I]t was my parents, and when I was a baby, I’d crawl under it and fall asleep while they played classical duets.. It was the first piano I ever played. When my father passed away in 1989, I inherited it, had it shipped from New York to San Francisco where I lived until 2000, when I shipped it to Detroit and had it in my studio there until 2008. I then moved to Nashville, and brought it to The Record Shop. I have written and played it on thousands of tracks over the years. It was fully restored and restrung in 1975, and refinished in 2006. I had a new set of bass strings put on last year.” The Record Shop is very fortunate to have such an incredible instrument within out Nashville Recording Studio, and we are lucky to see and hear the new songs that continue to be played on it.
Thanks for tuning in for The Record Shop Nashville’s Behind The Gear! We hope it was enjoyable and informational. Feel free to check out the rest of our site, and please, don’t be a stranger. Follow and chat with us on Twitter @therecordshop for daily updates, photos, and videos! Have a nice day y’all!
July 16, 2014 /0 Comments/by The Record Shop
https://therecordshopnashville.com/wp-content/uploads/2018/10/nashville-recording-studio.png 0 0 The Record Shop https://therecordshopnashville.com/wp-content/uploads/2018/10/nashville-recording-studio.png The Record Shop2014-07-16 15:41:232014-07-16 15:41:23Steinway Baby Grand Piano
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National programme for hemophilia care needed: experts
Update: October, 17/2016 - 11:16
Children with hemophilia play at the National Institute of Hematology and Blood Transfusion in Hà Nội. — Photo NIHBT
HCM CITY — A national programme for comprehensive care of hemophilia, a hereditary blood disorder, is needed, according to Dr Phù Chí Dũng, head of HCM City Blood Transfusion Hematology Hospital.
The programme would help provide fund for surveillance, prevention and treatment to patients with hemophilia.
Dũng spoke at a roundtable meeting on policies and new treatment guidelines for hemophilia held by the hospital in co-operation with the city’s Department of Health.
The meeting was held under the sponsorship of Shire, a biotechnology company that focuses on rare diseases and other highly specialised conditions.
The country has a total of 6,000 patients with hemophilia, but only 2,373 of them receive treatment, Dũng said, adding that 717 out of 2,000 people with the disorder in the southern region receive treatment.
Most of the 717 patients are treated at the Blood Transfusion Hematology Hospital (BTH), two paediatrics hospitals or Chợ Rẫy Hospital.
“Most doctors trained in hematology at provincial hospitals do not work in the field because these hospitals do not have wards to treat diseases related to blood disorders, including hemophilia,” Dũng said.
In addition, recombinant clotting products and others needed for treatment are not available at these hospitals.
“Patients with hemophilia come to our hospital for treatment when they have complications such as joint damage, causing repeated bleeding,” he said.
Dũng said these complications could be prevented if patients received medicine.
He said the city’s Department of Health and Social Insurance Agency should ask the Ministry of Health for coverage of treatment to prevent complications as well as coverage for treatment at patients’ homes or at health centres where they live.
Dr Nguyễn Phương Liên, head of the hospital’s general planning division, said that treatment costs for the blood disorder were high, from VNĐ2 million to VNĐ5 million (US$88.9). However, this figure does not include insurance coverage which accounts for 80 per cent of the total costs. — VNS
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Surveillance system sets sights on poachers
Costa Rico project repurposes national security technology
By Zach Noble
Costa Ricans aim to protect one of the world’s most lush island habitats, and they’ve enlisted the help of Cambridge International Systems.
The target: poachers.
The woman- and veteran-owned Cambridge is being tasked with the design and installation of a maritime surveillance system on Cocos Island.
The Costa Rican project also marks an important new step for Cambridge, said Kim Harokopus, CEO of Cambridge, repurposing a national security-oriented technology into a tool for environmental protection.
“The surveillance system will help the Costa Rican government monitor activities that threaten the conservation of this important World Heritage Site,” said Zdenka Piskulich, director of Forever Costa Rica, the environmental group that is supporting the public-private partnership that also involves the Costa Rican Coast Guard and Ministry of Environment.
The waters surrounding Cocos Island have longed been plagued by poachers and illegal fishing, Harokopus said.
“Cost Rica has been on the forefront of reaching out on the environmental front because they have such a wealth of ecological diversity to protect,” she noted.
In order to stymie illegal fishing and poaching, Cambridge will set up a system with a 30-nautical-mile-range radar capability, which will keep Costa Rican authorities of suspicious activities in the protected waters.
The job won’t be easy.
Cocos Island – a UNESCO World Heritage Site sometimes called “Little Galapagos,” Harokopus said, due to its unique and diverse wildlife – is 350 miles off the Pacific coast of Costa Rica.
“The logistics of installing a surveillance system on an uninhabited island that requires a 36-hour boat ride to get to presents unique logistical and design challenges,” said Harokopus.
Cambridge’s goal will be to install an effective surveillance system without disturbing the local environment.
“We plan to install the system in such a manner so that you would never know that we had been there,” said Harokopus, explaining that the island lacks docks and that industrial equipment cannot land on the beach.
“We are taking our transport and cargo vessel as close to the island as we can get and then we are using specially designed rafts and floating cases to bring everything onto the shore,” she said. “All of the equipment will be hand-carried up 2,100 feet above sea level and assembled on the island.”
Cambridge won’t do it alone.
The company will employ the help of NGO personnel while setting up the system, and a major component of the system – the hydro-electric power source that will generate clean energy for the system – is being supplied by the Costa Rican government.
Cambridge is no stranger to this sort of work, having installed similar surveillance systems in Colombia and the Philippines.
But the Costa Rican project marks an important new step, Harokopus said, repurposing a national security-oriented technology into a tool for environmental protection.
“Taking technologies that have been used for security-related missions and adapting them to protect the environment makes good sense,” Harokopus noted.
Cambridge could not disclose the contract value.
Harokopus said planning is already underway – the contract was awarded last month – and the project is slated to be completed in November.
Zach Noble is a former FCW staff writer.
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Cops Who Killed John Crawford Not Charged — But 9-1-1 Caller May Be
Posted by Cassandra Fairbanks | Apr 15, 2016 |
In August, 2014, John Crawford III was fatally shot by police inside of an Ohio Wal-Mart for picking up an airsoft rifle from the shelf in the open carry state. Despite there being no charges for the officers who killed the innocent man, a special prosecutor is now determining whether or not to charge the person who called 9-1-1.
https://www.youtube.com/watch?v=iA2IQjeR36c
On Thursday, the Hamilton County prosecutor’s office announced that the chief assistant prosecutor, Mark Piepmeier, has been appointed with determining if charges should be filed against the caller, Ronald Ritchie.
Crawford was fatally shot inside the Beavercreek store after the caller reported to police that the 22-year-old man had pointed the pellet gun at two children. The case is currently under investigation by the Department of Justice, but a grand jury determined that the shooting was justified.
The charges could stem from an obscure law that allows private citizens to make complaints which can then be reviewed by a judge. In this case, the citizens accuse Ritchie of crimes such as causing a false alarm, local station WLWT reported. The Crawford family has previously compared the 9-1-1 call to a “crank call” which took their loved one’s life.
“It was a crank call. He excited the call, and exaggerated the call, and frankly it was just a bunch of lies,” Crawford’s father John Crawford Jr. stated.
Ritchie has been very cold regarding Crawford’s death, claiming that the young man deserved it.
“If you’re dumb enough to point any kind of weapon at a police officer then you get what’s coming to you,” Ritchie said in a police interview that was released in February. “I’d have done the same thing.”
Ritchie, Crawford
When asked about the woman who was not involved, but was also killed during the incident, he maintained his cold demeanor, saying, “it’s probably the most tragic [thing] of the situation. The other guy kind of deserved it.”
In the video he also admits that Crawford didn’t really point the gun at the children in the way he explained in the 9-1-1 call.
“Ritchie backtracks and says ‘he didn’t look as if he was pointing it at him. It just kind of… [gestures] where he was swinging it around and flashing the muzzle toward the children. But I know accidental discharge can go,’” the Beavercreek Police note in their YouTube description.
While Ritchie certainly caused panic, and may deserve punishment, is it fair that the police would not be charged as well? After all, they are the ones with the actual blood on their hands.
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Cassandra Fairbanks
Cassandra Fairbanks is a DC-based writer and political commentator who has been published in a range of outlets including Sputnik News, International Business Times, Teen Vogue, and TeleSUR.
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Who is behind WECHANGE?
Dr. Michael Mischke, founder
Michael is a mechanical engineer, strategy consultant and a storyteller. He is concerned with the communication between machines and humans, between technology and basic human needs. Michael is an optimist and a visionary. The dialogue with the wechange.de-users is his passion and the optimisation of the interface is his goal. His heart beats for the Balkans and for Eastern Europe, for music and good food. Michael is the father of two sons and lives and works in Berlin.
Robin Pfaff, founder
Robin is driven by a passion for future-compliant ideas. He wants to enable people to realise their own contribution to the solution of societal challenges. As a geographer, he works on as the go-between for sustainable urban and regional development, promotion of societal engagement and digital media. At present he is building up the learning and activation program “zukunftsmacher.sh”. In his free time he is active in the “alte mu”, which is a sustainable creative hub in the centre of Kiel.
Enno Strudthoff, project manager
Enno is an enthusiastic Eastern European. Actually, Eastern Europe was only his field of study at university, but due to stays and travels in countries east of the Oder, it has become difficult to tell the difference. His mission is to unite all Eastern European civil society actors on WECHANGE and to motivate them to share their visions for a sustainable and just world there. Currently, Enno is the only one on the payroll of WECHANGE and works in the Thinkfarm as well.
Sascha Narr
Sascha is a Master of IT-technology and has worked at the Sinnwerkstatt as a Senior Backend-webdeveloper since 2013. He is responsible for the technical part of the platform and was substantially involved in its conception and wrote a big part of the source code of the Wechange platform. Now he is constantly improving the page and builds new features for the Online-Community with the goal of cross-linking loads of people that want to act together.
Simon Liedtke, founder
Simon is a computer specialist and the go-between for technology. He understands, develops and builds wechange.de as a joint project that evolves with its users. As the technical lead, he translates the vision into concepts and the concepts into a product. His passion is sustainable organisational development. He lives this out as the co-founder and managing director of the Sinnwerkstatt company, a sustainable media agency which is based in Berlin-Kreuzberg and also based on the common good.
Ludwig Schuster
Ludwig listens, recognizes links and connects. His activities are like the pieces in a puzzle of a vision for a good life. On the basis of his many years of experience as a project manager, networker and consultant, he is able to put together, what belongs together. As a strategy consultant, he helps the sinnwerkstatt find the best ways and shortcuts to societal goals. Furthermore, he is an international expert for complementary currencies and promotes research on the growth compulsion in monetary and financial systems.
Helmut Wolman
Helmut discovers and likes to do new things. He is actually an engineer, but also finds renewable energies very important, and works as an education officer for potential development and development policy at the Friends of Waldorf Education. He is a board member of Ideen³ e.V. and initiator of the “Ideenwerkstatt Bildungsagenten” and the “Karte von morgen”. Both projects are about visualizing and networking all those involved in change – and Helmut has a lot of fun with that!
Markus Kollotzek
Markus loves to bring together people from the eco-social movement who have overlaps and similar problems. He does this mainly in the networking initiative “green net project”, which has been in good contact with WECHANGE for a long time. Currently he also supports WECHANGE in administrative tasks and calls himself “secretary” for reasons of equal rights.
Giovanni Alexandrov
Giovanni is introducing WECHANGE to Bulgaria. He studies law and supports us in legal matters but also helps out with accounting and financial management as well as financial planning.
Alina Flechtmann
At WECHANGE, Alina works as a project manager and mainly deals with the network conference “Civil Society 4.0” as well as with other social projects in cooperation with Belarus and Eastern Europe. Alina herself comes from Belarus and brings with her many years of experience in Belarusian NGO work. Since 2015 she lives in Berlin, where she studied innovation management and entrepreneurship.
Jana Hermann
Jana lives and loves Berlin and her voluntary work. She is involved in all organizations related to Eastern Europe. Jana became aware of WECHANGE at the Networking Conference 2018, in which she participated. As a student assistant she supports Wechange in the areas of finance and support and enriches our team at least until July 2019.
Hannah Monnin
Hannah wants to find out how we can make our world a little more loving, colourful and fun-loving. In addition to studying environmental sciences, she is interested in life and work in ecovillages and in how a social-ecological transformation can be shaped in a practical way on a small and large scale. This requires networking! That is why she supports WECHANGE, mainly in customer support.
Verena Salomon, founder
Verena connects networks.
She dreams of an eco-social transformation towards a more future-compliant and fair world and brings players and initiatives together which share these goals. She does that on a professional level at netzwerk n, on a voluntary basis in Netzwerk Wachstumswende and, of course, in the WECHANGE cooperative. Verena lives in Berlin and works in the Thinkfarm, a legendary Coworking-Space in the heart of Berlin.
Anne Overbeck
Anne is motivated by the idea of working towards a sustainable society. As an environmental psychologist she is concerned with how people come to their everyday decisions and how to create spaces for these decisions to lead to a more social and just coexistence. Anne loves to spin visions for the future and to dare the optimistic attempt to achieve them – with a lot of honorary commitment and since 2018 also at WECHANGE.
David Breuer
David studies philosophy, art and social entrepreneurship and has a strong interest in everything to do with eco-social life. At WECHANGE he works as a student assistant and supports various areas of the network.
Boris Woynowski, founder
As a forestry scientist Boris always keeps an eye on the forest, while not losing sight of the single trees. After breaking off his dissertation on transformative sciences, he operates as an enabler for eco-societal ideas. He is the co-founder of Wachstumswende e.V. and Thinkfarm e.V. Berlin. After a year of paternity leave and a change of location to Kiel, he started working in the changemaker-project “Zukunftsmacher” and building up the Thinkfarm Kiel together with Robin.
Jana Pirlein
Jana likes to work diversely and colorfully – and that’s exactly what her job as a student assistant at WECHANGE is. From design to public relations and care / support of existing and new customers – she brings creative and new ideas to her work environment.
Charlotte Bull
Charlotte supports WECHANGE in a range of tasks, from design to public relations. She loves to travel in Eastern Europe and to get involved in developing the international network of WECHANGE.
Jannis Eicker
Jannis loves to organise –be it a conference or the book shipping process. At best, he likes to be at the interface between science, politics and economics. As a political economist he is also still active within the academic community. He is currently working for netzwerk n and carries over the needs of the network and students into the WECHANGE team.
Dr. Michael Flohr
Michael is active in sustainable university development with netzwerk n and works on connecting sustainable development with post-growth concepts, which, for him, is indispensable for a future-proof society. His areas of specialisation include network analysis, moderation and fundraising.
Inken-Marei Kolthoff, project manager
For about two years Inken was the face of netzwerk n and WECHANGE throughout the whole of Eastern Europe. There is probably no civil-society-oriented conference, initiative, organisation or impact hub which Inken has not visited. Only due to her dedication and continuous contact to sponsors, wechange.de is TÜV-certified and the platform is now available in Ukrainian and Russian.
Lilian Pungas
Lilli has chosen to live in Berlin. She liked an internship at the WECHANGE cooperative that much, that she joined its circle of active members. Besides her engagement at WECHANGE, Lilli is heavily involved in the area of sustainability. She is active in the Attac organisation, the netzwerk n, ecotopia and the Society of Sustainability, amongst others, and believes in WECHANGE as a good platform for all these initiatives and organisations. Like Inken and Enno she is interested in all post-socialist countries and dreams of a better world in all of these places.
Udo Loeb
Udo is a true digital native. At the turn of the century, he began as a freelance programmer but soon started his own company and finally established himself as a project manager and product developer in major corporations and industries. As a process and organisation consultant, he specialised on agile organisations. At sinnwerkstatt, he now seeks to develop a meaningful, self-organised and sustainable working model. His labour of love is further developing the portals and features of wechange.de.
Ian Delù
Ian thinks big which takes him and his co-workers on a visionary ride. With a lot of patience and inner calm he has the higher societal values in mind. He combines his playful creativity and his conceptual strength with tough management-skills; he keeps everything under control and knows what it takes to create a product of the highest quality out of an idea. As a founder of the Sinnwerkstatt and an innovator of communication campaigns, Ian accompanies people day by day to sharpen their ideas and realise them step by step.
YOU???
We are always happy to hear from people interested in getting involved or trying something out. Please get in touch with your questions and ideas at info@wechange.de.
How is the WECHANGE cooperative organised?
Which rules does the cooperative follow?
“The cooperative should be orientated towards the basic principles and guidelines of social-economy.”
(extract from the statues of the WECHANGE eG)
§ 1 Name and Place of Residence
(1) The Cooperative is called wechange eG.
(2) The place of residence is Berlin.
§ 2 Object
(1) The object of the Cooperative is the provision of an online collaboration platform for ecological and socially oriented actors, the development and spreading of the necessary software and hardware, as well as the services associated with this. In particular, the goals are:
Collaboration: provision of all essential tools for online cooperation
Networking: facilitation of synergies through networking of actors and resources, as well as
Presentation: publishing and spreading of relevant information
(2) Business with non-members is permitted.
(3) The Cooperative can participate in other businesses, if this serves to support its members.
§ 3 Founding Principles
(1) The Cooperative commits to the promotion of global thinking and local action through information exchange and networking. In particular, it shall support civic participation and engagement with civil society.
(2) The Cooperative shall guarantee data security allowing for freedom of information.
(3) The Cooperative shall place all knowledge produced by them under an open licence, that allows third parties to use and develop it further free of charge, as long as they in turn put it under an equivalent licence. In particular, all software produced as part of the cooperative shall be placed under an appropriate open source licence, as far as security and data protection considerations allow.
(4) The Cooperative shall enable all users of the platform to contribute content to its further development. In particular, the board will set up specific working groups that can develop suggestions for further development. The board regulates the organisation of these working groups.
(5) The Cooperative shall provide the platform’s users with suitable feedback mechanisms and discussion forums, in which the corporate policy of the cooperative in general and specific questions can be publicly discussed. This shall take place through suitable internet based instruments.
(6) The Cooperative shall behave fairly, both externally (towards clients, partners and third parties affected by corporate activities), and internally (payment and treatment of employees).
(7) The Cooperative shall always make sure in the selection of their partners that they also act according to fair and ecological principles. The criteria for selection shall be published on the website and open to comments.
(8) The Cooperative commits itself in all corporate activities to act sustainably and to economise resources and to give preference to environmentally and climate-friendly options.
(9) The Cooperative is committed to systematic transparency in all their activities, especially with regards to the publishing of all relevant business numbers as well as information on corporate activities, corporate partners and subcontractors via the website, as long as this would not violate legal guidelines, nor make a member of the board or supervisory committee liable for damages or to prosecution.
(10) The Cooperative commits itself to respect people and their rights in accordance with the Universal Declaration of Human Rights of 1948, as well as all additional conventions, including the International Pact regarding civil and political rights and the International Pact regarding economic, social and cultural rights.
(11) Basis of the Cooperative shall be consent-oriented decision processes and organisational structures.
(12) The Cooperative shall orient itself around the fundamental values and guidelines of the economy for the common good.
(13) The Cooperative shall eschew cooperation with large investors insofar as they demand a share of the profits or participation in corporate decisions. This also applies to possible subcontractors of the Cooperative. Excluded from this are organisations, which have committed themselves to equivalent principles as in §3.
(14) The valid interpretation of these principles by the Board is to be published on the website and open to comments.
(15) Deviations from the founding principles are allowed only in exceptional cases, to be published by the Board and to be approved by the Supervisory Committee.
§ 4 Membership
(1) Members can become the following natural and legal persons and partnerships:
a) Founders of the Cooperative,
b) Employees of the Cooperative,
c) Clients of the Cooperative and
d) Supporters, especiallys users of the platform.
(2) To acquire membership, an enrollment declaration is required, which must be in written form. The Board takes the decision regarding its admission.
(3) Membership ends through
a) termination
b) transfer of the entire business credit
c) death of a natural or the dissolution of a legal person or partnership or
d) expulsion.
§ 5 Share in the Business, Payments, Additional Payments and Admission Fee
(1) The share in the business costs 100,00 €. It is to be paid in whole immediately.
(2) A member can acquire up to a maximum of 250 shares.
(3) Members are not obliged to pay any follow-up payments.
(4) Through a resolution of the General Assembly, an admission fee can be established, which would be directed into a contingency fund.
§ 6 Allocation of Dividends, Contigency Fund and Statute of Limitations
(1) In case of an annual surplus, 20% of this surplus will be directed to the legal contingency fund, until it equals 100% of the amount of the shares.
(2) Any remaining annual surplus beyond that will be distributed as following:
a) 40% will be used for the further development of the wechange platform,
b) 30% will be donated to wechange projects (Paragraph 4) and
c) the General Assembly decides regarding the use of the remaining 30%.
(3) Through a poll on the wechange platform, at least one eco-socially oriented project will be chosen, to which donations will be given.
§ 7 General Assembly
(1) The General Assembly takes places at least once a year. It will be called by direct notification of all members in textual format, preferably by e-mail. Invitation must take place at least two weeks before the General Assembly, additions and changes to the agenda at least one week in advance. The notices are considered to have been on time, when they have been sent off two working days before the deadline.
(2) Every properly convened General Assembly is quorate, independent from the number of participants.
(3) Every member has a vote.
(4) The General Assembly decides with a majority of submitted votes (a simple majority vote), abstensions and invalid votes are not considered.
(5) Changes to § 3, § 6 Paragraph 2 und § 7 Paragraph 5 can only be made with a majority of 90% of members present.
(6) Members can only be represented by other members of the Cooperative. The appropriate mandate is to be presented to the Board, preferably via e-mail, in front of the General Assembly. A member can represent a maximum of two other members.
(7) The General Assembly determines the leadership of the meeting based on the proposal of the Supervisory Committee. Counter proposals are allowed.
(8) Decisions will be minuted according to § 47 GenG.
(9) The General Assembly chooses the members of the Supervisory Committee and the usual period of office is two years. It ends with the selection of successors.
(10) The General Assembly chooses all members of the Board, with the exception of § 9 Absatz 3 and can recall them. The usual period of office is 3 years. It ends with the selection of successors.
§ 8 Online General Assembly
(1) The General Assembly can be held on the Cooperative’s website as an Online General Assembly. The Online General Assembly consists of a discussion phase and a subsequent voting phase.
(2) Members receive the dates for the beginning and the end of the discussion and voting phases with the invitation to the Online General Assembly. The access details for participating in the discussion and voting will be sent to members on time before their begin.
(3) The Online General Assembly will be lead by a member of the Board, chosen by the Board.
(4) Discussions take place in a protected, closed users group. For every point on the agenda, discussion spaces will be set up, which can be arranged into sub-topics by the Assembly leader. The number and scope of discussion contributions are not limited. The discussions phase lasts at least fourteen days. The Board can schedule a longer discussion phase.
(5) The voting phase lasts seven days. Voting takes place openly and by name. The filing of a vote takes place via an electronic process that ensures the transparency and verifiability of the members’ vote. The exact voting process is determined by the Board. Every member can, up until three days before the beginning of the voting phase, submit their own proposals to already announced voting matters, as well as amend or withdraw already submitted proposals. The leader of the Assembly decides whether proposals are voted on alternatively or separately. After the voting period, the leader of the Assembly immediately establishes the result of the vote and shares it with members.
(6) The Assembly leader creates a protocol of the Online General Assembly that includes at least the following information:
a) the start date of the discussion phase
b) the start and end date of the voting phase
c) the names of the members who took part in the vote,
d) the wording of the proposals, the results of the vote and remarks that were explicitly requested to be recorded in the protocol.
The protocol is signed by the leader of the Assembly and the Board and published on the website of the Cooperative in a protected members-only section. A version without (6) c) will be published on the website. Objections to the protocol can be raised within seven days. The Supervisory Committee decides regarding the objection.
(7) Paragraphs 1 to 6 apply to an Online Members Meeting as preparation for a General Assembly.
§ 9 Staff Assembly
(1) The Staff Assembly consists of all employees of the Cooperative, who are also members of the Cooperative.
(2) The Staff Assembly is called by the Chair of the Supervisory Committee and shall meet at least once a year.
(3) The Staff Assembly chooses a member of the Board for 3 years and can recall them. Beyond that, it has no right of decision.
(4) Every employee has a vote. The Staff Assembly decides with a simple majority.
(5) Employees can assign the right to vote. No proxy voter may represent more than two employees. Proxies can only be other employees of the Cooperative.
(6) On demand of 25% of the employees, an extraordinary Staff Assembly must be called by the Chair of the Supervisory Committee. The invitation must take place at least one week in advance in written form, preferably via e-mail.
(7) Every properly convened Staff Assembly is quorate, independent from the number of participants.
§ 10 The Board
(1) The Board consists of at least two members. A member of the Board is chosen by the Employee Assembly and the rest by the General Assembly. Until the Cooperative has at least five employed staff members, all members of the Board will be chosed and recalled by the General Assembly.
(2) Members of the Board are authorised to solely represent themselves.
(3) The Board can make decisions in writing, by telephone or through electronic channels, if no Supervisory Committee member objects to the resolution.
(4) Service contracts with Board members are arranged by the Supervisory Committee following the guidelines of the General Assembly.
(5) The Board leads the Cooperative on its own responsibility. In its corporate policies it constantly has to observe the founding principles established in § 3.
(6) The Board needs the approval of the Supervisory Committee for resolutions regarding internal procedures, for the formation of the economic plan, as well as for unscheduled businees of more than 20.000 euros. This limit applies to recurring payments for the full amount until the end of the contract. Approval can be generally given for similar business activities.
§ 11 Supervisory Committee
(1) The Supervisory Committee consists of at least three members. The Supervisory Committee is represented individually by the Chair or by their Deputy.
(2) The Supervisory Committee is quorate when at least half of the members take part in the decision making. The Supervisory Committee can make decisions in writing, by telephone or through electronic channels, if no Supervisory Committee members objects to the resolution.
(3) The Supervisory Committee supervises and advises the Board and reports to the General Assembly.
(4) The General Assembly decides about possible renumeration for the members of the Supervisory Committee.
§ 12 Termination, Expulsion, Disputes
(1) Membership and individual shares can be terminated with a notification period of two years before the end of the financial year.
(2) Members who damage the Cooperative can be expelled.
(3) Members, who despite written demands to desist and under threat of expulsion, violate the founding principles of § 3, can be expelled.
(4) Members are obliged to share their postal and electronic address (e-mail address) with the Cooperative. Unreachable members can be expelled. This also applies to unavailiability via e-mail.
(5) The Board decides regarding expulsions. Objections to the decision to expel can be submitted within six weeks after its submission to the Supervisory Committee (limitation period). Only after the decision of the Supervisory Committee can the expulsion be legally challenged. The General Assembly decides regarding the expulsion of members of the Board or Supervisory Committee.
(6) In case of credit balance remaining after a member’s departure, carried over losses will be partially deducted. The maximum amount to be repaid is equal to the credita balances paid in.
§ 13 Notice
(1) Notices, whose publication is obligatory, take place under the company of the Cooperative in “die tageszeitung”, Berlin.
Download statute as PDF
Join the Cooperative
How do I become a member of the cooperative?
Are you interested in becoming a member of the cooperative? Then write us an e-mail at support@wechange.de and send us a signed, filled in membership form by post to: WECHANGE eG | c/o Thinkfarm | Moosdorfstr. 7-9 | D-12435 Berlin
Wechange platform
Team, Structure & Statutes
Cooperative Details
on wechange.de
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Statement of the CBD Alliance to the COP 12 of the CBD
Publicado el 20 Oct, 2014
Mr. Chairman, Executive Secretary, Your Excellencies,
Oct 15, Statement of the CBD Alliance, Plenary session at the High Level Segment – COP12.
My name is Choony Kim, I represent the Korean Civil Society Network on the CBD, and am a board member of the CBD Alliance, which is the formal network of civil society organisations engaged in the discussions on the CBD and biodiversity related issues. Thank you for giving me the opportunity to share some of the concerns and recommendations of civil society at this occassion.
The CBD need to pay more attention to areas that are not protected areas but transboundary areas with rich biodiversity, such as the Demilitarized Zone on the Korean Peninsular. The DMZ has had a unique ecosystem and is a temperate forest without human intervention for more than 60 years. Setting a conservation strategy for the DMZ will contribute to achieve the Aichi target 11 that improves status of the biodiversity by 2020 at least 17 percent of terrestrial and inland water and 10 percent of coastal and marine areas. Further, as Korean Prime minster Chung, Hongwon said on his opening statement, it play a very positive role in easing tension and regaining mutual trust between the two Koreas.
There are several examples of successful mainstreaming at the national level. They are the presidential priority on peatland conservation in Belarus, adoption and implementation on guidelines for mining and biodiversity by the Mining ministry of South Africa, and a presidential priority in Belarus and having the mining ministry adopt and implement guidelines for mining and biodiversity in South Africa, decision to save Garorim bay taken by the Korean ministry of environment. Biodiversity and genetic resources are critically important, yet we continue to destroy it everywhere around the world. For example, Mountain Kariwang in Kangwon province, a “forest genetic resource reserve” 50km away from the Alpensia, is being devastated for only three days downhill ski in line with the so called “environmentally sustainable Winter Olympic games” initiated by International Olympic Committee (IOC) and International Ski Federation (FIS). We cannot continue to sacrifice biodiversity to big projects. Instead of cutting down 500 years old native forest trees, our actions to save the forest should be taken by international community. It greatly contributes to mainstreaming biodiversity not only domestically but also globally.
Civil society from around the world is deeply concerned to note the deplorable state of biodiversity conservation. This was dramaticly shown by the recent publication of the Living Planet Report- which showed us that we are not on track to implement most of the Aichi targets.
Biodiversity and genetic resources are critically important to the survival of humanity, yet we continue to destroy it all around the world with projects to expand big infrastructure like large dams, roads, mining, and large-scale monocultures for bioenergy and feedstock production. Policies to protect biodiversity are bound to fail if consumption and production patterns, and economic models, are not changed. These megaprojects are based upon the needs created by unsustainable consumption patterns that are often associated with increasingly unhealthy lifestyles and diets. We have to ensure transformative change in the system itself.
As is well-known, one of the main causes of biodiversity loss is the ever advancing fronteers of agro-industry, through the promotion of large-scale monocultures and intensive livestock. These use agrochemicals that kill polinators and birds, while eliminating agricultural biodiversity and contaminating natural varieties with genetically modified ones. Agriculture needs to be a standing item on the agenda of the COP, also to generate effective support to the real food producers of this world; women, small-scale farmers, pastoralists, fisherfolk and indigenous peoples, who also play a central role in plant and animal genetic resources conservation.
Instead of supporting Corporate-driven and risky technologies, we should act to prevent damage to biodiversity wherever we can. That is precisely why the Precautionary Principle is at the heart of this Convention. However, some parties are unwilling to take it seriously.
Specifically, a precautionary approach should be applied to synthetic biology, which will have grave impacts on biodiversity and traditional livelihoods in many developing countries. It is already expanding globally, without any global or national public oversight or regulation, without capacity to perform adequate risk assessments, without consultation or information to affected peoples and countries. The establishment of an international framework for the regulation of synthetic biology should be approved at this COP.
Other dangerous technologies like genetically engineered trees will inevitably and irreversibly lead to GE trees invading and contaminating native ecosystems. The CBD COP-9 decision calling for application of the Precautionary Approach regarding transgenic trees must be applied. For civil society, the push for GE trees is unacceptable, for example, in Brazil.
Your excellencies,
The CBD is a binding treaty but there is a big gap in compliance with the legally binding commitments of the Convention, and its Strategic Plan. Even key institutions of the Convention itself sometimes fail to implement existing decisions. Worse still, issues seem to disappear from national and international agendas. Such is the case for agriculture, forests, and biofuels. These work programs and decisions should be standing items on the agenda of CBD COPs. What we need is implementation.
National Biodiversity Strategies and Action Plans (NBSAPs) are the principal instrument to implement decisions taken at the COP at national level. History has learned that only those NBSAPs that had a real process of broad rightsholder and stakeholder involvement were successful in the implementation. It is therefore of utter importance that when developing NBSAPs, parties dialogue with all rightsholders and stakeholders, and mainstream biodiversity concerns in all the sectors of the country.
The decisions that will be taken here at COP12 should not only have a central place in the Pyeongchang Roadmap, but also in the Gangwon Declaration, as this is essential for the integration of biodiversity into sustainable development and the enhancement of the implementation of the Strategic Plan.
Financial resources are key for implementation and economic incentives should be realigned in line with Aichi target 3. However, discussions here at Pyongchang on resource mobilization have been stranded. Major differences on issues have still not even been discussed.
Most Northern countries are walking away from their legal CBD commitments to provide funding, as established in Article 20 of the Convention. They are now shifting the burden to the South and its peoples in the name of domestic resources mobilization. Parties must reiterate their commitments from Hyderabad, and show progress on the agreed doubling of international financial flows to developing countries by 2015.
We question the intent to raise funds through innovative financial mechanisms – promoting market and private sector interests, which will lead to the financialisation and commodification of nature. We cannot put a price on nature.
Biodiversity offsetting is a controversial proposal, which has inherent dangers such as promoting destruction without the guarantee that lasting solutions will provide a real compensation. Extinction is forever. The precautionary approach must be applied. We also warn against the undermining of rights of Indigenous Peoples, local communities and women through this kind of policy.
There are growing conflicts of interest within the Convention: private funding is replacing public funding, and with it come private interests. We urge the CBD Secretariat and Parties to fully disclose all information regarding funding and input for biodiversity-related policy processes. Perverse incentives must also be tackeled
During the last few days, the attention of delegates was drawn to the issue of the impact of radioactive radiation on biodiversity. We would recommend the CBD to make an official study of the impacts of nuclear radiation on biodiversity, and then take the necessary steps according to the outcome of such a study.
“Indigenous Peoples and Local Communities” are paramount to the implementation of the convention. In line with international human rights agreements the terminology ’indigenous peoples’ as well as their Free Prior and Informed Consent should be adhered to.
Indigenous and community actions have since millennia played a fundamental role in biodiversity conservation. Indigenous Peoples’ and Community Conserved Territories and Areas (ICCAs), can significantly contribute to the implementation of the Pyeongchang Roadmap, the Aichi targets and the Strategic Plan, provided they are recognized in an appropriate and effective manner. Also, women’s rights, roles, needs and aspirations should be mainstreamed in all biodiversity-related decision making, as indicated by the decision adopted here at this COP.
Forest ecosystems are estimated to represent up to 80 to 90% of terrestrial biodiversity, yet forest policies seems to have shifted away from the CBD to other fora. The implementation of the CBD´s Expanded Programme of Work on Forest Biological Diversity has lost momentum. There is more to forests than REDD+ and capturing carbon, we need to conserve forest ecosystems in a holistic, integrated, non-market-based, manner.
This convention needs to address the drivers of forest loss and determine policies to enhance the enforcement of forest and human rights laws and agreements. Parties need to build on the many positive policy recommendations that already exist and implement them on the ground.
Marine and coastal biological diversity is greatly endangered, despite being a long enduring priority program in the CBD. Issues such as the impacts on marine and coastal biodiversity of anthropogenic underwater noise and ocean acidification, and the destruction of coral reefs must be addressed urgently. In the discussion on Ecologically or Biologically Significant Marine Areas(EBSAs), forthcoming decisions must be consistent with earlier CBD commitments.
Lastly, biodiversity is at the heart of sustainable development. However, we should also place sustainable development at the heart of biodiversity policy. We strongly support the Chennai Guidance for Implementation of the Integration of Biodiversity and Poverty Eradication in this respect, as well as the Plan of Action on customary sustainable use of biological diversity and the other outcomes of the Ad Hoc Working Group on Article 8(j). We call upon the Parties to the CBD to give an explicit mandate to the Secretary general to ensure these important COP12 outcomes are used as a basis for the further work on the post-2015 development agenda, including in particular the framework of indicators that is still to be developed to assess implementation of the proposed Sustainable Development Goals and targets.
We would like to raise one last question: after all the beautiful words and promises we hear those days here at the convention center: what will be the next concrete steps you will take to really protect biodiversity, once back in your countries? We call on you to ensure the central involvement of civil society and indigenous peoples and local communities and women, because we have so much to contribute to this task.
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New Rangers’ Center will help to protect tiger habitats from poachers
The first Rangers’ Center began to work in the state nature reserve Ile-Balkhash, which the locals named “the Tigers’”. It is fully equipped for the temporary residence of operational teams and researchers. The project was implemented with the support of WWF Russia.
“Back in May, we were staying here with tents, and there was no one except poachers around for a few hours of driving,” recalls the director of the Central Asian Program of WWF Russia, Grigory Mazmaniants. “Now there is a tower, a garage, warehouses, a house where rangers live, a boom gate is installed, and even landscaping is being carried out.”
Nine persons can comfortably be accommodated in the Center at the same time. There is hot water, a kitchen, a toilet, a shower and even a solar power station. Warehouses are located on the territory, including for fuel, combustive and lubricating materials, there is a motorboat in the garage, and snowmobiles will appear in the near future. Communication is provided by radio stations and a 30-meter tower.
(c) WWF России
“The rangers’ centers are a vital infrastructure for organizing a proper protection of the territory of the Pribalkhash cluster, that is more than 356 thousand hectares,” comments Grigory Mazmaniants. - After all, it is impossible to carry each time equipment, food, means of transport, fuel for hundreds of kilometers. I am sure that with the help of the new Center it will be possible to protect at least a half of the site from poaching. Soon we will build the second one and will close this part of the reserve completely”.
The Ile-Balkhash Reserve was created in order to restore the ecosystems suitable for tiger as major habitats. The striped predator's reintroduction program is developed with a goal to return tigers, that had disappeared from here more than half a century ago. The work is carried out within the framework of the Memorandum between WWF and the Government of Kazakhstan on the implementation of a Tiger reintroduction program in Central Asia, signed in September 2017. The project is designed for 20 years. The first release of striped predators is preliminary scheduled for 2025.
Photo: (c) Maxim Levitin / WWF Russia.
Grigoriy Mazmaniants
Director of the Central Asian program of WWF-Russia
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Chapters navigation
MEDICAL BREAKTHROUGHS: Cancer Care
5 Things That Will Change Cancer Care in the Next Decade
From 'liquid biopsies' to precision medicine to immunology, advances to benefit older patients
by Hallie Levine, AARP, October 1, 2019 | Comments: 0
Javier Larreaage/Getty Images
En español | Over 80 percent of those diagnosed with cancer nationally are 55 years of age or older, according to the American Cancer Society. But thanks to all the advances in cancer care over the last decade, many are living long, full lives despite their diagnoses.
“Age is really just a number, and there’s no reason why older patients can’t reap the benefits of all these recent medical breakthroughs,” says Richard L. Schilsky, M.D., the chief medical officer of the American Society of Clinical Oncology (ASCO).
New forms of cancer treatment such as immunotherapy, for example, mean that older adults may live for many years with types of cancer traditionally considered deadly. Here’s what some of the nation’s leading cancer specialists are most excited about for the upcoming decade.
YakobchukOlena/Getty Images
Revolutionizing clinical trials
Only about 3 percent of cancer patients in the United States enroll in a clinical trial. These numbers are even lower in older adults, who have traditionally been excluded from such trials due to pre-existing conditions like type 2 diabetes or high blood pressure. “Even if you’re otherwise healthy, as you age, there’s a good chance that something’s going on that may disqualify you, such as mildly impaired liver or kidney function,” says Ishwaria Subbiah, M.D., assistant professor of Palliative Care at MD Anderson Cancer Center in Houston, Texas.
Many older adults have been essentially denied access to being part of a clinical trial. And such participation can, on occasion, do more than just move forward research. In some cases, cancer drugs being tested in clinical trials “were given fast-track approval by the FDA, which means they were approved soon after clinical trials were finished,” explains Subbiah.
This past March, the FDA issued a new guidance document on broadening cancer clinical trial eligibility criteria. “This will really encourage and motivate trial sponsors to scrutinize their entry criteria to see if it’s really necessary to be so strict with that particular drug,” says Subbiah. “If a medication being tested is metabolized through the liver, for example, then there’s no reason why someone with mildly impaired kidney function can’t participate in that trial. This has the potential to be a real game changer for older adults.”
Over the next decade, clinical trials will also likely become more accessible to older adults with mobility issues or other challenges that make it tough for them to participate. “In the past, clinical trials have been conducted at large medical centers that made people travel to them for every check-up visit,” explains Subbiah. Many major cancer centers and pharmaceutical companies are exploring ways to make it easier on patients, including arranging transportation and housing, and even exploring the possibility of patients being able to check in with the center remotely.
Anthony Kwan/Bloomberg via Getty Images
A technician prepares a sample in a laboratory at the Li Ka Shing Institute of Health Sciences at the Chinese University of Hong Kong in Hong Kong, China, on June 20, 2017 for a procedure known as a "liquid biopsy."
Liquid biopsies
When a patient has a suspicious lump that might mean cancer, their physician usually performs a tissue biopsy, where they take a sample of the lump and examine cells under the microscope to determine if they’re potentially cancerous. But this type of testing may occur late in the game, after the cancer’s already had a chance to grow and spread. Now, major cancer centers are exploring DNA-based liquid biopsies — blood tests where a patient’s blood is analyzed for types of tumor material such as mutated DNA, RNA or proteins. This may mean, one day, that people could be diagnosed with cancer earlier than they would be by more traditional methods such as imaging tests.
Memorial Sloan Kettering Cancer Center, for example, is utilizing this technology right now through its Precision Interception and Prevention Initiative, giving such diagnostic tests to adults with an age-related condition called clonal hematopoiesis (CH) — which may give them a slightly elevated risk of developing certain blood cancers such as leukemia.
There are concerns about using this technology: liquid biopsies could show false positives, which means they indicate a potentially cancerous DNA mutation when there isn’t one, notes Schilsky, as well as false negatives. In addition, someone may have mutated DNA and never develop cancer. But the thought is that these types of tests may over the next decade be used to screen for early-stage cancer in people with high risk of disease, such as those with a family history of a certain cancer. Or they could be used as pre-screening techniques to be followed up by something like an MRI when it appears necessary.
Jeff J Mitchell/Getty Images
A bottle of the breast cancer drug Herceptin.
New treatments to replace chemotherapy
Until recently, chemotherapy was really the only option to treat most advanced cancers. But these drugs destroy healthy cells as well as cancerous ones, leading to toxic side effects such as nausea and a weakened immune system due to a low blood count. Older adults are particularly susceptible to these complications, especially if they already have conditions such as anemia or poor kidney function, notes Dale Shepard, a geriatric oncologist at the Cleveland Clinic. As a result, many physicians are hesitant to treat them.
Over the next decade, however, many older cancer patients will benefit from the rise in targeted therapies (a well-known one is the breast cancer drug Herceptin) that home in on the specific genes and proteins in cancer cells related to cancer growth. “These drugs really zero in the differences between the cancer cell and a normal cell and target them, making it much less likely they’ll destroy healthy cells,” explains Douglas Nelson, M.D., associate professor of general oncology at the MD Anderson Cancer Center.
Sometimes, patients are able to avoid chemotherapy entirely, or to receive it as a much lower dose. “I’m treating people now that just a decade ago I’d be hesitant to, like the 92-year-old man in a wheelchair who was in my office the other day for malignant melanoma,” says Nelson.
GERARD JULIEN/AFP/Getty Images
A lab tech handles an automated device used for cell processing on March 12, 2019 at a laboratory in France. Chimeric antigen receptor (CAR) T-cell therapy has been hailed as a major advance in clinical cancer care.
The possibility of a cancer cure
It’s hard to overstate the possible importance of immunotherapy in the future of cancer treatment. Doctors say immunotherapy, a type of treatment that stimulates a person’s own immune system to fight cancer, may allow greater numbers of people to beat cancer for good.
Immunotherapy treatments used to treat cancer include monoclonal antibodies, man-made versions of immune system proteins, checkpoint inhibitors that help the body recognize and attack cancer cells, and actual cancer vaccines. But cancer researchers are especially excited about a new area of immunotherapy known as chimeric antigen receptor (CAR) T-cell therapy, where a type of your body’s immune cells, called T cells, are genetically altered in the lab to better fight cancer cells.
While drugs of this type, including Yescarta and Kymriah, already exist to treat certain blood cancers such as leukemia and lymphoma, researchers are now exploring this therapy to treat other common cancers like breast cancer. “We know that CAR-T cells can produce dramatic remissions in blood cancers that are long lasting, and the hope is that it may eventually turn into a cure,” says Schilsky.
Andrew Brookes/Cultura/Getty Images
Just as no two individuals are exactly alike, so too their cancers. Now, a new way of approaching cancer treatment, known as precision, a category of personalized medicine, uses the genetic changes in a patient’s tumor to determine treatment. “We can now take someone’s tumor and sequence its DNA, looking for genetic changes that may be fueling its growth,” explains Shepard. About half of all melanomas, for example, have mutations in the BRAF gene, which is usually treated with drugs that attack the BRAF protein such as vemurafenib (Zelboraf), dabrafenib (Tafinlar) or encorafenib (Braftovi).
“Instead of just giving everyone chemotherapy and hoping they all see some benefit, we can now selectively give a specific drug to a small group and see a huge benefit,” says Shepard. It’s a strategy that will only accelerate over time. “We’re hoping over the next decade to begin to fully understand which combination of drugs benefit which individuals,” says Schilsky. “Ultimately, we hope that we’ll get the point where we’re individualizing everyone’s treatment, coming up with a drug cocktail of two to three medications that’s the optimal personal combination for their own specific cancer.”
Hallie Levine is an award-winning writer who has written on medical and wellness topics for over 30 national publications including the New York Times, Time and Consumer Reports.
The Next Frontier in Alzheimer's Research
'Outside the box' studies that are showing big promise
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Life size model of the ExoMars Rover to be unveiled at Aberystwyth Robotics Week
Wheels of steel: Dr Helen Miles and Stephen Fearn holding the wheels of the ExoMars Rover model and Dr Matt Gunn showing the mission’s colour swatch that has been inspired by medieval stained glass.
Space scientists at Aberystwyth University working on the European Space Agency/Roscosmos ExoMars mission which is due to land on Mars in 2021 have built a full size replica of the rover.
The size of a small car, the Aberystwyth ExoMars Rover will be unveiled at the Old College on Friday 29 June as part of the University’s celebration of UK Robotics Week.
Built by Stephen Fearn and Dr Matt Gunn from the Department of Physics, the Aberystwyth replica is a full-scale interactive model of the ExoMars rover that will be tasked with finding signs of life on Mars.
Made mostly from plywood, metal and drainage pipes, the Aberystwyth ExoMars Rover will include interactive activities that explain how the actual rover will drive around and take scientific images and analyse rock samples.
The rover has been built with the support of the UK space Agency and the Institute of Maths, Physics and Computer Sciences as part of their work to promote the ESA/Roscosmos mission and to inspire a new generation of space scientists.
Dr Helen Miles from the Department of Computer Science at Aberystwyth University has been instrumental in designing many of Aberystwyth’s ExoMars outreach activities.
Dr Miles has also created a virtual reality version of the ExoMars rover that is being used by scientists involved with building the mission’s actual rover.
Dr Miles said: “At Aberystwyth University, we have a passion for science and we love to talk about the exciting things we are involved with. It’s difficult to explain to people what the ExoMars rover will look like and how it will work, especially since there isn’t a complete version ready yet. To help us show everyone what we are part of, we have built a full-scale interactive model so that people will be able to learn about what the rover will see and do, and how it will explore Mars.”
The ExoMars work at Aberystwyth University is led by Dr Matt Gunn from the Department of Physics.
Dr Gunn is a member of three international instrument teams on the ExoMars mission; PanCam, a system of three scientific cameras for digital terrain mapping and is led by the Mullard Space Science Laboratory at University College London; ISEM, the mission’s infrared spectrometer that will assess mineralogy of targets and is led by Russian Academy of Science Space Research Institute; and CLUPI, a high-resolution camera designed for close-up images which is led by the Swiss based Space Exploration Institute.
The team at Aberystwyth University have built hardware for the ExoMars Rover, including a colour swatch inspired by medieval stained glass.
Designed to withstand the very high levels of ultraviolet light on Mars which causes colours to fade quickly, the swatch will be used to calibrate the mission’s camera and spectrometer systems to ensure colours are recorded accurately.
The Aberystwyth team have also been involved with field testing of prototype instruments and developing the pipeline for processing images sent back to Earth from Mars.
Dr Gunn and colleagues have been testing the mission’s camera system, PanCam, in remote desert like locations around the world, including Iceland, Utah in the USA and the Atacama Desert in South America.
Dr Gunn said: “The camera systems on this mission are highly sensitive as the scientists who work with these images will be looking for very subtle changes in colour. These images are not ordinary colour photographs; they will be used to work out the different types of rocks on Mars. It is known that some rocks form in wet environments, so accurately interpreting the images may help mission scientists to pinpoint where to look for possible signs of life.”
The Aberystwyth ExoMars model will be on view for the first time at An Evening of Space Robotics, an event to celebrate Aberystwyth University’s pioneering work in solar system physics and space robotics on Friday 29 June from 4pm until 9pm.
Featuring a presentation by Sue Horne MBE, UKSA Head of Space Exploration, tickets for the event are free and can be booked online here.
Aberystwyth Robotics Week
Hosted by the departments of Physics and Computer Science at Aberystwyth University, Aberystwyth Robotics Week (25-30 June 2018) offers a host of events for budding robot engineers and space scientists of all ages and forms part of UK Robotics Week. The programme is also supported by the Heritage Lottery Fund.
Aberystwyth Robotics Week 2018 Programme:
Monday 25 until Friday 29 June, 10:00am–4:00pm, Old College
Robotics Exhibition
There will be a growing exhibition featuring the robotics and space science research, robot crafts and a selection of the competition entries.
Monday 25 June, 1:00-3:00pm, Old College
The Robot Olympics
A competition for teams from local primary schools to engineer a robot to take part in a series of robotics challenges.
Tuesday 26 and Thursday 28 June, 4:00-6:00pm, Old College
Robot Craft
An opportunity to craft your own robot from whatever parts you can find in our scrapheap of paper, pens, and craft supplies. Robots can be displayed as part of the exhibition. Price: £1 per robot.
Wednesday 27 June, 4:00-9:00pm, Aberystwyth Arts Centre
From Fiction to Reality: a special screening of sci-fi feature film Ex_Machina followed by a round table discussion about the latest developments in artificial intelligence and robotics. An exhibition and free pizza will be provided. Tickets available from Aberystwyth Arts Centre.
Friday 29 June, 4:00-9:00pm, Old College
An Evening of Space Robotics
Researchers at Aberystwyth University have a long and distinguished involvement with space exploration. Aberystwyth scientists played a leading role in Beagle2 and feature prominently in the development of the ESA/Roscosmos ExoMars Rover mission which is due to launch in 2020. The evening will feature a presentation by Sue Horne MBE, UKSA Head of Space Exploration and the unveiling of a life size model of the ExoMars Rover for outreach. Tickets are free and can be booked online here.
Saturday 30 June, 10:00am-4:00pm, Aberystwyth Bandstand
Beach Lab
The highly popular Beach Lab returns offering a day at the beach with robots and humans from the Aberystwyth Robotics Club.
Arthur Dafis
Communications and Public Affairs
01970 621763 / 07841979452
aid@aber.ac.uk
ESA/Roscosmos ExoMars
Aberystwyth Robotics Week 2018
Intelligent Robotics at Aberystwyth University
Study Solar System Physics at Aberystwyth University
Staff: Weekly Bulletin
Staff: Aber News
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BuzzFeed Frames Past Decade as ‘Disastrous for Abortion Rights’
Media Piles on Trump for Comment on Late Rep. Dingell
Media Highlights Christianity Today Editor-in-Chief Editorial Calling for Trump’s Impeachment, Despite Trump’s Strong Evangelical Support
Evangelical magazine Christianity Today made multiple headlines when an editorial written by its editor-in-chief criticized President Donald Trump and encouraged that he be impeached and removed from the White House. The magazine was founded in 1956 by the influential evangelical leader Billy Graham.
The magazine’s editor-in-chief, Mark Galli, wrote that both the Mueller investigation and the impeachment proceedings “have made it absolutely clear…that President Trump has abused his authority for personal gain and betrayed his constitutional oath.” There was no indication of Galli’s political leanings on his Twitter account, as he has only tweeted nine times since 2016.
Evangelical supporters of Trump blasted the magazine for its editorial, such as Billy Graham’s son Franklin. Franklin Graham said, “It’s obvious that Christianity Today has moved to the left and is representing the elitist liberal wing of evangelicalism.” A Washington Examiner editorial columnist noted that Christianity Today once published a piece extolling the viewpoint of Planned Parenthood founder Margaret Sanger.
The mainstream media covered Christianity Today’s editorial and its coverage insinuated that at least one part of Trump’s evangelical base of support was turning on Trump, in light of the impeachment proceedings in Congress. But the media did not make a solid case of how Christianity Today’s editorial could convince Trump’s strong base of support among evangelicals to turn against him. CBS News, for example, admitted that 99% of Republican white evangelical Protestants opposed Trump’s impeachment and did not make the case that this editorial would lead evangelicals to drop their support for him.
Additionally, the media lacked context of what Christianity Today’s political or ideological leanings may be. For example, in the article about Sanger, the author praised Sanger for her views on contraception, despite Sanger’s eugenicist views. The author felt compelled to give “a more complete background” to give justice to Sanger’s legacy, which would be difficult for Christians to accept. Christians tend to be anti-abortion and anti-eugenics, which called into question why Christianity Today would publish the article.
Without providing adequate context about Christianity Today and Trump’s support among evangelicals, the media’s coverage of the Christianity Today editorial was lackluster and subpar. The reader did not gain much knowledge or context about the magazine, or the implications of the magazine’s editorial on the 2020 election. Next time, the media should do more research before publishing its claims.
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Michigan State’s Tom Izzo still doesn’t know what to think about 1-and-done rule
Ryan Connors, Land of 10
Tom Izzo’s biggest star at Michigan State is Miles Bridges, a player who could have been a lottery pick in the 2017 NBA draft but decided to return for his sophomore season.
He also coached Deyonta Davis, who left the Spartans after his freshman season in 2015-16 and now plays for the Memphis Grizzlies. Izzo has at least some perspective on the one-and-done process, but the coach is still hesitant to pick a side.
“I don’t even know what I’m in favor of,” he told reporters Tuesday. “The only thing I’m in favor of is figuring out a way that it benefits these kids in the long run. Not one or two kids that could do this or not kids that do that. It’s just, how are we going to help these kids grow, make decisions — because there are a lot of bad people in there making decisions for them — and help them in the long run? And if it means they come right out of high school, I’m great. If it means that it’s one-and-done, I’m great. If it means that they stay three years, I’m great.”
Izzo continued:
“But we talk about all this research. The only research is what happens to the guy that makes millions of dollars. The guy that’s on the street corner with a brown bag right now, we don’t talk about him. The guy that doesn’t have a chance to get his education or play in the NBA, we don’t talk about him. There are a lot more of them than there are LeBrons and Kobes, and that’s the problem.”
The NBA instituted the one-and-done rule 2005, which mandated that kids must be one year removed from high school before entering the NBA. But commissioner Adam Silver said the league is looking into the idea of changing it.
“What I’ve said about the one-and-done rule is that it doesn’t appear to be working for anyone,” Silver said on ESPN’s Golic and Wingo. “We’re hearing from college coaches, college administrators, and the NCAA directly, and their view is, if these young men don’t want to be in college longer than, in essence, one season, then they probably shouldn’t be there.”
Izzo wants the focus to be on the players, which is where it should be.
“It shouldn’t be what’s best for college basketball, and it shouldn’t be what’s best for the NBA. Because you know what? College basketball’s gonna go on no matter what they do, and the NBA’s gonna go on no matter what they do. It’s these people, these human beings that are gonna win or lose.”
Izzo is in favor of doing a study on the effects of the one-and-done rule:
I’ll say that ‘til the day I’m done, and I’ll probably get criticized for it. I think of decisions that I have to make at my age that I don’t do a good job of. I’m not sure anybody can do a great job. I think there is still a process of getting something, and when you work through the process, you’re usually in a better position to handle the success or failure that you’re gonna have. And until we take a 10-year study, not 20 or 30 like it used to be, but a 10-year study and really look at how many kids have come out, what has happened to them, how many that have been successful have any kind of life. Did they blow all their money? Did they do this? Did they do that? Those are the statistics that I think we have to look at, and if we do that, I’m cool with leaving freshman year of high school, if that’s what we think is best for them.
The post Michigan State’s Tom Izzo still doesn’t know what to think about 1-and-done rule appeared first on Land of 10.
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Clark Gesner
Clark (mascot)
Clark (disambiguation)
Clark Gesner (born March 27, 1938, in Augusta, Maine, died July 23, 2002, in downtown New York City) was an American composer, songwriter, author, and actor. He is probably best known for composing You're a Good Man, Charlie Brown, a musical adaptation of the Charles M. Schulz comic strip Peanuts.
None of his other musicals (most notably The Utter Glory of Morrissey Hall in 1979) had been able to match the success of ...Charlie Brown, though he had small success in regional productions (mostly Animal Fair in 1990).
Gesner's song "Happiness" became a hit standard in the 1960s, being recorded by various artists. The latter was also recorded in a smooth jazz version by David Benoit in May 2000, shortly after Charles M. Schulz' death, on an album entitled Here's To You, Charlie Brown: 50 Great Years!. The album made it to #2 on the Top Jazz Albums chart.
Born and raised in Augusta, Maine, and later moving to Brooklyn, New York, Gesner was born to H. Mortimer Gesner Jr., and Eleanor Clark Gesner. He attended high school in Plainfield, New Jersey where he wrote and performed in theatre productions. Gesner attended Princeton University and was a member of the Triangle Club, the university's theatre group. There, he began writing and producing original musical comedies. Following his graduation from Princeton, Gesner kept close ties to his alma mater, serving as a member of the graduate board of the Triangle Club, and regularly patronizing performances by other groups on the Princeton campus, such as the Princeton University Players and Theatre Intime.
This page contains text from Wikipedia, the Free Encyclopedia - https://wn.com/Clark_Gesner
Clark is an English language surname, ultimately derived from the Latin clericus meaning "scribe", "secretary" or a scholar within a religious order, referring to someone who was educated. Clark evolved from "clerk". First records of the name are found in 12th century England. The name has many variants.
Clark is the twenty-seventh most common surname in the United Kingdom, including placing fourteenth in Scotland. Clark is also an occasional given name, as in the case of Clark Gable.
According to the 1990 United States Census, Clark was the twenty-first most frequently encountered surname, accounting for 0.23% of the population. Notable people with the surname include:
Abraham Clark (1725–1794), American politician and Revolutionary War figure
Adam Clark, American meteorologist
Alan Clark (1928–1999), British Conservative politician and author, son of Kenneth Clark
Allen George Clark (1898–1962), British businessman
Andy Clark (musician), British musician
Anne Clark (disambiguation), multiple people
This page contains text from Wikipedia, the Free Encyclopedia - https://wn.com/Clark
Clark is the official team mascot of Major League Baseball's Chicago Cubs. He was announced on January 13, 2014 as the first official mascot in the modern history of the Cubs franchise. He was introduced that day at the Advocate Illinois Masonic Medical Center's pediatric developmental center along with some of the Cubs' top prospects such as number one draft pick Kris Bryant and Albert Almora, Jorge Soler, Mike Olt and Eric Jokisch. Over a dozen Cubs prospects were attending the Cubs' Rookie Development Program that week. The Cubs become the 27th team in Major League Baseball to have a mascot, leaving the Los Angeles Angels, Los Angeles Dodgers and New York Yankees as the remaining franchises without mascots. According to the Cubs' press release, Clark is a response to fan demands (expressed via surveys and interviews) for more kid-friendly elements at Wrigley Field Cubs games to keep pace with games in other cities that have more to offer youth fans.
He is a "young, friendly Cub" who will wear a backwards baseball cap and greet fans entering Wrigley Field, which is located at the corner of Clark Street (for which he is named) and Addison Street. North Clark Street borders the third base side of Wrigley Field. According to the Cubs, the fictional character Clark is descended from Joa, the franchise's original live Bears mascot in 1916.
This page contains text from Wikipedia, the Free Encyclopedia - https://wn.com/Clark_(mascot)
Clark is a common surname.
Clark may also refer to:
Clark Mountains, named after Clark University in Worcester, Massachusetts
Clark Freeport Zone, location of Diosdado Macapagal International Airport
Clark, California
Clark, Colorado
Clark, New Jersey
Clark, Pennsylvania
Clark, South Dakota
Clark, Texas, former name of DISH, Texas
Clark, West Virginia
Clark, Wisconsin
Clark Creek (disambiguation)
Clark Point, point in eastern Virginia by the Chesapeake Bay
Clark County (disambiguation)
Clark Township (disambiguation)
Clark University in Worcester, Massachusetts, USA
Clark Atlanta University in Atlanta, Georgia, USA
Clark College (Washington), community college in Vancouver, Washington, USA
Clark High School (disambiguation)
Clark (lunar crater), a crater on the moon
Clark Air Base, the former American airbase in the Philippines now known as Diosdado Macapagal International Airport
Kimberly-Clark, a U.S. producer of paper-based consumer products
This page contains text from Wikipedia, the Free Encyclopedia - https://wn.com/Clark_(disambiguation)
Gesner, Clark Filmography
You're a Good Man, Charlie Brown
1985, role: composer
Mister Mayor
Captain Kangaroo
You're a Good Man, Charlie Brown released: 2000
You're a Good Man, Charlie Brown released:
Schroeder (Moonlight Sonata)
My Blanket and Me
The Kite
Dr. Lucy
T-E-A-M (The Baseball Game)
Queen Lucy
Peanuts Potpourri
Suppertime
You're a Good Man, Charlie Brown (demo)
The Doctor Is In (demo)
My Blanket and Me (demo)
The Kite (demo)
My Blanket & Me
Little Know Facts
Beethoven Day
My New Philosophy
Glee Club Rehearsal
clarkairbase.org
clarkbase.net
clarkairbase.net
clarkcountyrepublicans.com
daneclark.org
aaronclark.org
clarkquay.com
clarkquay.net
The Book Report, Clark Gesner
Suppertime, Clark Gesner
Happiness, Clark Gesner
A book report on Peter Rabbit, Peter Rabbit, Peter ra-
LINUS(overlapping)
A book report on Peter Rabbit, Peter ra-
SCHROEDER(overlapping)
A book report on Peter Rabbit, ra-
CHARLIE BROWN(overlapping)
A book report on Peter ra-
-Abbit.
Peter Rabbit is this stupid book
About this stupid rabbit who steals
Vegetables from other peoples' gardens
(She counts the words so far)
Hmm. 83 to go.
The name of the book about which
This book report is about is
Peter Rabbit which is about this
Rabbit.
I found it very-
I liked the part where-
It was a-
It reminded me of "Robin Hood"
And the part where Little John jumped from the rock
To the Sheriff of Nottingham's back.
And then Robin and everyone swung from the trees
In a sudden surprise attack.
And they captured the sheriff and all of his goods
And they carried him back to their camp in the woods
And the sheriff was guest at their dinner and all
But he wriggled away and he sounded the call
And his men rushed in and the arrows flew-
Peter Rabbit did sort of that kind of thing too.
The other people's name was Macgregor.
(counts to 23)
Ohh!
In examining a book such as Peter Rabbit, it is
important that
the superficial chracteristics of its deceptively
simple plot
should not be allowed to blind the reader to the more
substancial
fabric of its deeper motivations. In this report I plan
to discuss the
sociological implications of family pressures so
great as to drive an otherwise moral rabbit to
perform acts of thievery which he consciously knew were
against the law. I also hope to explore the personlaity
of Mr.
Macgregor in his comflicting roles as farmer and
humanitarian.
Peter Rabbit is established from the start as a
benevolent hero
and it is only...
If I start writing now
When I'm not really rested
It could upset my thinking
Which is no good at all.
I'll get a fresh start tomorrow
And it's not due till Wednesday
So I'll have all of Tuesday
Unless something should happen.
Why does this always happen,
I should be outside playing
Getting fresh air and sunshine,
I work best under pressure,
And there'll be lots of pressure
If I wait till tomorrow
I should start writing now.
But I if I start writing now
When I'm nbot really rested
No good at all.
The name of the rabbit was Peter
Down came the staff on his head- smaah!
And Robin fell like a sack full of lead- crash!
The sheriff laughed and he left him for dead- ah!
But he was wring
35, 36, 37, 38, 39, 40.
Just then an arrow flew in- whing!
It was a sign for the fight to begin- zing!
And then it looked like the sheriff would win- ah!
But not for long.
Away they ran.
Just lke rabbits.
Who run a lot
As you can tell
From the story
Of Peter Rabbit
Which this report
Is about.
SALLY/SNOOPY
Rabbits rabbits rabbits rabbits...
CHARLIE BROWN LUCY
How do they expect us to
Write a book report There were vegetables
Of any quality In the garden
In just two days
Such as carrots and spinach
And onions and lettuce
How can they And turnips and parsley
Conspire to And okra and cabbage
Make life so mis'rable And string beans ans parsnips
And so effectively Tomatoes, potatoes, asparagus
In so many ways Cauliflower, rhubarb and chives.
Not to mention the extreme pressure exterted on him
bu his deeply rooted rivalry with Flopsy, Mopsy and
Cottontail!
Rabbits, rabbits, chasing rabbits...
CHARLIE SCHROEDER LINUS LUCY SNOOPY/SALLY
If I start The name of What drove Peter Rabbit Rabbit
Writing now The book Is this stupid Chasing
When I'm not A bout which An otherwise Book about this
Really rested This book Moral rabbit Stupid rabbit
It could Report is Who steals Rabbit
Upset my About is To perform Vegetables Chasing
Thinking Acts of From other Rabbit
Which is Peoples'
Not good Gardens.
Not good Peter Rabbit, Thievery? Gardens, Chasing!
At all. Peter Rabbit Thievery! Gardens, Chasing!
All for one Sociological 75, 76 Rabbits,
Ev'ry man Implications Rabbits
Does his part Fam'ly Chasing
First thing Pressure 77,78,79,80 Rabbits
After dinner 81, Find a rabbit
I'll start Oh. Simple plot 82. Do or die!
And they were very, very, very, very, very, very
Happy to be home .
SCHROEDER/SALLY/SNOOPY
...94, 95. The very, very, very end.
A-men
A book report on Peter Rab-
-Bit Peter Rabbit Sociological Peter Rabbit Rabbit!
Was Peter Rabbit
Just start A lot like Peter Rabbit
Writing Robin Hood Implications Peter Rabbit Rabbit!
You can do it Joined with Peter Rabbit Rabbit!
Peter Rabbit Peter Rabbit
Nothing to it A lot like Familial Rabbit!
Robin Hood Condemnations
Got to
Start-
Rabbit! Rabbit! Rabbit! Rabbit! Rabbit!
I haven't even started yet!
Latest News for: clark gesner
The Peanuts gang comes to Littleton
Caledonian Record 11 Jan 2020
This adaptation of the characters created by Charles M ... With the characters of Schulz, and book, music, and lyrics by Clark Gesner, This updated version of “You’re a Good Man Charlie Brown” has additional dialogue by Michael Mayer and additional music and lyrics by Andrew Lippa ... Performances on February 7,8,14, & 15 will be at 7.30 pm ... .......
JCC play is Friday, Saturday nights
The Globe 19 Nov 2019
dglobe - JACKSON — Charles Schulz’s beloved comic comes to life in Clark Gesner’s classic musical, “You’re a Good Man, Charlie Brown,” which will be performed at 7.30 p.m. Friday and Saturday at Jackson County Central HIgh School ... ....
'You're a Good Man, Charlie Brown' coming to TOTS Friday
Weatherford Democrat 31 Aug 2019
Theatre Off The Square in Weatherford presents its 2019 musical, “You’re a Good Man, Charlie Brown,” based on the comic strip, “Peanuts,” by Charles Schulz; book, music, and lyrics by Clark Gesner; additional dialogue by Michael Meyer; and additional music and lyrics by Andrew Lippa ... The show begins Friday and runs weekends through Sept. 22 ... Sunday....
ACT II presents 'You're a Good Man Charlie Brown'
The Ada News 22 Aug 2019
Ada Community Theatre (ACT II Inc.) is presenting three performances of the Broadway musical “You’re a Good Man, Charlie Brown (Revised).” Charles Schulz’s beloved Peanuts comic comes to life in this setting by Clark Gesners. The shows will begin at 7.30 p.m. Thursday and Friday and 2 p.m. Sunday ... Summers Theatre. The whole Peanuts gang is here ... ....
ACT II presents 'You're a Good Man, Charlie Brown'
The Ada News 13 Jul 2019
Ada Community Theatre (ACT II, Inc.) will be holding auditions for their upcoming production of “You’re a Good Man, Charlie Brown” based on the comic strip “Peanuts” by Charles M. Schulz. The book, music, and lyrics are by Clark Gesner ... ....
Cleveland Fine Arts for May 10-16
Cleveland 10 May 2019
ORCHESTRA. Akron Symphony Chorus. St. Sebastian Church, 476 Mull Ave. 330-535-8131 or akronsymphony.org. Concert. Faure’s “Requiem.” Marie Bucoy-Catavan, conductor; with Akron Symphony Chamber Choir. 7.30 p.m. next Friday. $20; $10, children 10 and under. Bay Village Community Band ... Clark Gesner and John Gordon’s “You’re a Good Man, Charlie Brown.” 7.30 p.m....
Things to do in the San Fernando Valley, LA area, May 10-17
LA Daily News 10 May 2019
Troubadour Theatre Co. presents the play “Julius Weezer,” opening May 10 at the El Portal Theatre in North Hollywood. (Courtesy photo by David Elzer) ... Glendale Community College Theatre Arts Department presents an updated version of the 1967 musical by Clark Gesner, with added material by Andrew Lippa and Michael Mayer, based on Charles M....
Things to do in the San Fernando Valley, LA area, May 3-10
Cirque du Soleil’s Amaluna runs through May 26 under their big top tent in front of the USS Iowa on the waterfront in San Pedro ... EVENTS. St ... May 5 ... May 5 ... ART ... Glendale Community College Theatre Arts Department presents an updated version of the 1967 musical by Clark Gesner, with added material by Andrew Lippa and Michael Mayer, based on Charles M....
Cleveland Arts listings for May 3-9: Ed Asner in “The Soap Myth” at CWRU’s Maltz Performing Arts Center & More
Browsing the Arts calendar for Friday, May 3. ORCHESTRA. Akron Symphony Orchestra. E.J. Thomas Hall, 198 Hill St. 330-535-8131 or akronsymphony.org. Symphony Concert Version. Leonard Bernstein's "West Side Story" featuring Connor Bogart O'Bien, Zulimar Lopez-Hernandez and Trinidad Snider ... 6 ... Clark Gesner and John Gordon's "You're a Good Man, Charlie Brown."...
Upcoming events at Cal State Fullerton
Orange County Register 27 Mar 2019
Unless otherwise noted, all events are on the Cal State Fullerton main campus, 800 N. State College Blvd., and are free and open to the public. Department of Theatre and Dance. Season tickets available now. Single tickets available one month before opening night ... April 12-May 5. $12-$14 ... Book, music and lyrics by Clark Gesner; directed by Eve Himmelheber....
OLD NEWS: Happiness Singers' tuneful history
Arkansas Online 25 Mar 2019
They take their name from a song, "Happiness Is" by Clark Gesner. It's associated with the Peanuts cartoons, and they sing it at their performances. That tidbit and the rest of the long history of the Happiness Singers can be faintly traced through the archives of the Arkansas Democrat and Arkansas Gazette ... Item, Dec. 12, 1982.....
ENTERTAINMENT NOTES
Arkansas Online 28 Feb 2019
Elsewhere in entertainment, events and the arts.. TODAY. Potluck & Poison Ivy ... today at The Joint, 301 Main St., in North Little Rock's Argenta Arts District. Doors open at 6. Tickets are $35 ... Fifth St., El Dorado, is staging You're A Good Man, Charlie Brown (music, lyrics and book by Clark Gesner, based on the Charles Schulz comic strip Peanuts), 7 p.m....
Winfield Community Theatre to present ‘You’re A Good Man, Charlie Brown’
Courier Traveler 28 Sep 2018
Winfield Community Theatre will present the musical comedy “You’re a Good Man, Charlie Brown” with book, music and lyrics by Clark Gesner and a revised book and new songs by Andrew Lippa. This special all-youth production is at 7.30 p.m ... ....
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Home > Legislation > Federal > News > Vic election result paves way for Schedule 1A equity
Vic election result paves way for Schedule 1A equity
2 Dec 2002 | 390 Views
Steve Bracks' landslide win in the Lower House and likely control of the Upper House after Saturday's election mean several crucial pieces of industrial legislation to be reintroduced when Parliament sits again in February will almost certainly get up.
Top of the list in Labor's pre-election pledges (see 383/2002) was the reintroduction of the Federal Awards (Uniform Systems) Bill 2002, which would have referred more powers to the Commonwealth, to legislate to have the 20 minimum federal award conditions apply to 350,000 of the state's lowest-paid workers.
Covered by Schedule 1A of the federal Workplace Relations Act, but not covered by awards or agreements, those workers currently only have five minimum conditions.
That Bill was voted down by the then-hostile Upper House in October (see 323/2002).
But after the weekend, with 80% of the vote counted, Bracks, who had previously needed the support of three Independents in the Legislative Assembly, has an overwhelming majority and looks likely to have won 61, possibly 62, of the 88 Lower House seats.
And in the Legislative Council, in which only half the members faced election on Saturday, it is tipped to hold between 23 and 25 of the 44 seats after winning 15 seats outright, with three more undecided.
Labor has only ever been in this position once before in Victoria - and that was only for a matter of weeks.
IR Minister John Lenders also promised to reintroduce bills relating to the protection of outworkers and child workers (see 328/2002).
Not mentioned in Labor's pre-election policy, but very much on the minds of unions and employers, was Labor's controversial industrial manslaughter legislation, which was also voted down in the Upper House (see 111/2002).
WorkplaceInfo's sister site, WorkplaceOHS, reported today that Victorian Trades Hall Council secretary Leigh Hubbard would be seeking the reintroduction of the legislation (see 652002).
However Bracks reportedly told parliamentary members yesterday that the Government would be committed only to publicly voiced pre-election pledges.
Apart from the continual knock-backs of the industrial legislation, the Legislative Council also knocked back reforms on the Upper House itself, including cutting the number of members and introducing proportional representation. Fixed four-year terms for both houses are also on the cards.
Robert Doyle is tipped to remain as leader of the Opposition, despite losing about half (17 to 19) of the Liberals' previous 35 seats, although punters are predicting former deputy Louise Asher will make a run for the top job before too long.
The Greens also gained a record 9% of the vote, although this is unlikely to translate to any seats.
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Chapter 1: Introduction to World Regional Geography
1.1 Geography as a Science
1.2 Location and Regions on Earth
1.4 Human Population and Culture
1.5 Globalization and Development
1.6 Careers in Geography
Chapter 2: Europe
2.1 Physical Geography of the Region
2.2 History and Culture of the Region
2.3 Regions of Western Europe
2.4 Regions of Eastern Europe
Chapter 3: Russia
3.3 Regions of Russia
Chapter 4: North America
4.3 Regions of North America
4.5 United States of America
Chapter 5: Middle America
5.4 Central America
5.5 The Caribbean
5.6: Chapter Summary
5.7: References
Chapter 6: South America
6.3 Urban North and Andean West
6.4 Brazil
6.5 The Southern Core
6.6 Chapter Summary
Chapter 7: Subsaharan Africa
7.3 West Africa
7.4 Central Africa
7.5 East Africa
7.6 Southern Africa
Chapter 8: North Africa and Southwest Asia
8.3 North Africa and the African Transition Zone
8.4 Israel and Its Neighbors
8.5 Arabian Peninsula
8.6 Iraq, Turkey, and Iran
8.7 Central Asia
Chapter 9: South Asia
9.1 Peripheral States of South Asia
9.2 Pakistan and Bangladesh
Chapter 10: East Asia
10.1 Physical Geography of the Region
10.2 History and Culture of the Region
10.3 China
10.4 China’s Periphery
10.5 Japan
10.6 North and South Korea
10.7 Chapter Summary
10.8 References
Chapter 11: Southeast Asia
11.3 Mainland Countries
11.4 The Insular Region
Chapter 12: The Pacific Realm
Introduction to World Regional Geography
History of the Region
Although Christopher Columbus is often credited with “discovering” America, it is critical to understand that the landmass was inhabited long before Europeans made contact. With many areas having complex cultures and civilizations. Most likely, early migrants to the Americas traveled from Asia through the Beringia land bridge that once connected Siberia and Alaska over 10,000 years ago. These indigenous peoples, known as First Nations in Canada or Native Americans in the United States, were divided into several different groups, some consisting only of a few small families and others encompassing vast territories and empires. Some groups practiced hunting and gathering, but many practiced settled agriculture. Before European contact, an estimated 50 million indigenous people were living in North and South America.
European colonization completely changed the cultural landscape of North America. In 1492 CE, Columbus made contact with what are now the Bahamas, Cuba, and the island of Hispaniola, spurring Spanish and Portuguese colonization of the Americas. The term “Indian” was initially used by Columbus who thought he had arrived in the East Indies, what we now refer to as East and Southeast Asia. Early French and English settlements were not successful, but over time, they too gained control of territory and founded permanent colonies. The easternmost indigenous groups were the first to experience the impacts of European invasion. Many were relocated, often forcibly, to the interior of North America to free up land for European settlement. Disease and war would have a devastating effect on the indigenous groups of the Americas. European settlers and explorers brought smallpox, measles, and cholera – diseases previously unknown to North America. In some areas, 90 percent of the indigenous population died.
By the early 1700s, France, the United Kingdom, and Spain had established formal colonies in the Americas and the population geography of North America today is primarily rooted in the colonial developments during this period. The British primarily set up settlements along the coast, including the thirteen colonies that would declare independence from the United Kingdom and form the basis of the United States. The French colonized much of Canada and the area surrounding the Mississippi River. Their primary objective was fur trading, and they founded a fur-trading outpost at what would later become the city of Quebec. The Spanish colonized present-day Florida as well as much of Middle America, stretching into what is now the southwestern United States. They sought resources like gold, the expansion of trade, and opportunities to spread the Roman Catholic faith to indigenous groups.
The early British colonies had highly specialized economies, not unlike the patterns seen in present-day North America. The New England colonies, around the Massachusetts Bay area, were centers of commerce. The Chesapeake Bay area of Virginia and Maryland had many tobacco plantations. In the Middle Atlantic, around New York, New Jersey, and eastern Pennsylvania, were a number of small, independent-farmer colonies. Further south, the Carolinas were home to vast plantations cultivating crops like cotton.
These massive plantations relied on slave labor, a dark legacy that would last for 250 years in North America. Initially, colonists partnered with indentured servants. These laborers paid to their passage to North America by agreeing to work for an employer under contract for a set number of years. These indentured servants often worked on farms, and once their contract expired, they were free to work on their own. Over half of all European immigrants to the Americas before the American Revolution were indentured servants.
As indentured servants gradually earned their freedom, the system of indentured servitude was replaced with slavery. The Portuguese were the first to bring slaves from Africa to the Americas during the 1500s. England, France, Portugal, and the Netherlands would all later join in the transatlantic slave trade, with England dominating the slave trade by the late 17th century. The vast majority of slaves were destined for sugar colonies in the Caribbean and Brazil. Less than 10 percent would be brought to the North American colonies, but this number still represented hundreds of thousands of people. It is estimated that a total of 12.5 million Africans were shipped to the New World as slaves.
During British colonization, slaves worked as house servants or laborers in the northern colonies and farmworkers in the south. Britain formally abolished slavery in 1833, but slavery was so entrenched in the economies of the southern United States that it would take a civil war to end the practice. In their secession statement, Mississippi explained its reasoning for leaving the union: “In the momentous step which our State has taken of dissolving its connection with the government of which we so long formed a part, it is but just that we should declare the prominent reasons which have induced our course. Our position is thoroughly identified with the institution of slavery – the greatest material interest of the world. Its labor supplies the product which constitutes by far the largest and most important portions of commerce of the earth” (http://avalon.law.yale.edu/19th_century/csa_missec.asp).
When we think about the Civil War, it is essential to understand the geographical differences between the north and south and to remember that the northern states profited on slavery in the south. Just as geographers can divide the world into core and peripheral countries today, the early United States can similarly be analyzed in terms of its core and periphery. The southern states were indeed peripheral in terms of their economic development. Slavery provided the southern states with the maximum profit for their commodities and the notion of “othering,” the idea that people who look different from you are definitively not you, combined to create an institution that was deeply a part of the southern culture and economy. Even after slavery was abolished in the United States in 1865 with the 13th Amendment to the Constitution, the legacy of slavery and the tendency to consider African Americans as “other” remained. It would be another 100 years before laws were passed in the United States that would bar discrimination based on race, color, religion, sex, or national origin. Even still, racial and ethnic prejudices continue to be a significant social issue.
The Europeans, mainly the Spanish, French, and British, left a strong imprint on their North American colonies. The oldest colonial city in North America is St. Augustine, Florida (1565), founded by Spain when Florida was a remote portion of the Spanish Americas. Spain also had outposts in what are now California, Arizona, New Mexico, and Texas. The forms of settlement characteristic of those areas were similar to the Spanish colonies of Central America. While Spain governed what is now the southern United States, France ruled Canada and much of the interior of the North American continent. The French first came to Canada in the late 1500s to engage in fishing in the North Atlantic and soon expanded their reach by creating a fur trade in the area surrounding the Great Lakes and throughout the Mississippi River system.
Although there were fewer settlers from France than from other European countries, especially in what became the United States, this French era left behind place names (Baton Rouge and Detroit), patterns of land use, and a French-speaking population in Canada. Despite the early influence of Spain and France in North America, most North Americans speak English as their native language as a result of Britain’s colonial dominance in the United States and Canada. The earliest permanent British colony, Jamestown, was founded in 1607 in what became Virginia. The British built up a prosperous empire in the New World. Their thirteen American colonies became populous, economically robust, and militarily strong enough to gain independence in 1776. Canada functions as an independent country but remains part of the British Commonwealth.
Population Distribution in North America
The US population surpassed the three hundred million mark in 2006. Canada now has over thirty-four million people. The US population is growing by about 2.5 million people each year. A little less than half the growth can be attributed to immigration and the rest to birth rates. The pace of growth is slower than the world average but more rapid than many other industrialized countries such as those in Europe.
The population is not uniformly spread over North America, nor are the population growth rates the same in all locations. Most Canadians live near the US border. The North American population tends to be clustered in cities, with about 80 percent of US citizens residing in urban/suburban areas. Additionally, over time, the population has been moving southward and westward. The US states experiencing the greatest rates of population growth include those located on the southern portion of the eastern seaboard, as well as Texas, Nevada, Utah, California, Oregon, and Washington. Three states, California, Texas, and Florida, accounted for about a third of the entire US population growth since 1990. Still, the Northeast is the most densely populated area of the country thanks, in large part, to the megalopolis that forms the corridor and encompasses the cities from Washington, DC, north to Boston. The largest concentration of Canadians lives in the most southern-reaching province of Ontario. For this reason, the province of Ontario is often referred to as South Canada.
In general, the population of minorities is growing most rapidly. Some of the fastest-growing populations in the United States are Hispanics. Another interesting factor in population growth is the increase in life expectancy. As more people live longer, the growth of the segment of the population aged sixty-five has doubled in the last fifty years. However, it appears that the growth of this population segment is slowing. Of this group, the most significant increase was seen in people aged eighty-five years and older.
The American population tends to be on the move. The US Census Bureau data show that the average American moves once every seven years; these data further predict that about forty million people move each year (US Census Bureau). Data also indicate that Americans will move to a metropolitan area. Urbanization has been a trend since about 1950. Until that time, most Americans lived in small towns or more rural settings. The population density of the cities, and especially the suburban areas, has grown steadily since that time, bringing about a rural-to-urban population shift. Now a significant majority of people in North America live in suburban areas.
Urbanization has brought some challenges. The layout of these areas often makes owning a car a necessity; thus, traffic congestion is a significant problem in many suburban and urban areas. Other issues that have arisen are overcrowded schools, racial tensions, and a widening economic gap between the wealthy and impoverished. As people move to the cities, housing and other resources might not be able to meet demand, forcing prices upward. The gap between the cost of living in an urban area and the population’s ability to pay has contributed to poverty and homelessness. Environmental issues also abound, including how to reduce or eliminate smog, manage waste, and ensure adequate clean water supplies.
Early Development and Globalization of the United States
With abundant resources and opportunity, the original thirteen colonies prospered and expanded into what became the fifty US states. The political geography of this nation was a product of various treaties and acquisitions that eventually resulted in the country extending from the Atlantic to the Pacific Ocean. Fueling the expansion was the concept of Manifest Destiny: the belief of some Americans that the new nation was divinely predestined to expand across the continent. The United States negotiated with France for the Louisiana Purchase in 1803, acquiring millions of acres in the central United States. Florida was acquired from Spain in 1819, and Texas was annexed in 1845. The British sold portions of the Pacific Northwest to the United States, and the exact northern boundary between the United States and Canada was settled in 1846. Through conflicts with Mexico, large portions of the West were ceded to the United States in the mid-nineteenth century. Alaska was purchased from the Russians in 1867 for only $7.2 million. Alaska and Hawaii were the last two possessions to enter into statehood, which they did in 1959.
Westward Settlement Patterns and European Immigration
The thirteen original colonies are often grouped into three regions, each with its own economic and cultural patterns. These three areas, New England, the Mid-Atlantic, and the South, are considered culture hearths, or places where culture formed and from which it spread. The three regions were source areas for westward migration, and migrants from these regions carried with them the cultural traditions of their culture hearths. New England was characterized by poor soils, subsistence agriculture, and fishing communities and was the birthplace of North America’s Industrial Revolution. Its largest city was Boston. Settlers from New England traveled west across New York State and into the upper Midwest and the Great Lakes region. The Mid-Atlantic region, focused on Philadelphia, Pennsylvania, was known for its fertile soils, prosperous small-scale agriculture, and multinational population. Prosperous farming led to a vibrant economy and a robust network of towns and cities. People who wanted to migrate west from this region traveled down the Great Valley into the Appalachian Mountains and across the Cumberland Gap into Kentucky, or they crossed Pennsylvania and traveled west via the Ohio River valley. The heart of the South was Virginia, a region oriented around plantation agriculture. The South was overwhelmingly rural, and in time the bulk of its agricultural workforce consisted of slaves brought to the United States from Subsaharan Africa.
Westward migration was spurred along by the gold boom in California (1849) and by the completion of the transcontinental railroad (1869). The settlement frontier pushed westward during the nineteenth century and was declared “closed” by the Bureau of the Census in 1890. This did not mean that settlers were spread uniformly across the continent by 1890; indeed, vast areas of the Great Plains and the mountain west remained sparsely populated by Europeans at that time. The Homestead Act of 1862 also encouraged westward migration by offering 160 acres of free land to households willing to move west. The continental United States had been organized into official states by the end of the nineteenth century, except Oklahoma (1907), Arizona (1912), and New Mexico (1912).
Most US residents at its founding in 1776 had roots in Great Britain, with large numbers from other northern and western European countries and many others from Africa (most of whom were slaves in the South). During the nineteenth century, migrants continued to immigrate to the United States as its economy grew, especially after the 1830s. Germans and Irish began arriving in large numbers, joining others from Britain and other countries, predominantly those in western Europe. As the century progressed, others from southern and eastern Europe, from countries such as Italy, Russia, and Austria, became the most significant stream of immigrants to the United States. The new arrivals were different from the early British immigrants: they practiced Roman Catholic or Eastern Orthodox Christianity (not Protestantism), they primarily moved to urban areas, and they found work in the new manufacturing sector growing rapidly in the Northeast and around the Great Lakes. Very few immigrants came from Latin America or Asia at that time.
As the Industrial Revolution began in the United Kingdom in the mid-1700s and spread across Europe, the United States was still primarily based on agriculture and natural resource production. Some of the early innovations in industry were thus based on these raw resources, such as the cotton mill and textile factories. Hydropower was the critical source of energy for these early manufacturing plants, and thus they were located almost exclusively in the northeastern United States, the only area with fast-moving rivers. After the Civil War in the 1860s, steam power manufacturing spread through the United States, allowing the southern states to industrialize. The manufacturing core region, called the Manufacturing Belt, had high concentrations of industrial output. Eventually, as the United States continued to industrialize, they overtook the United Kingdom by the early 20th century as the global leader in industry.
The geography of North America shaped industrial development and regional specializations. In the Pittsburgh-Lake Erie region, for example, abundant deposits of iron fueled steel manufacturing, inspiring the name of Pittsburgh’s professional football team. In the south, textile manufacturing developed and remains a regional specialty in many areas still today. Coal from Appalachia fueled industrial development in the Mid-Atlantic States. These regional specializations, and the fact that the southern states continued to rely on agricultural production for some time, further exacerbated economic differences between the north and south. Manufacturing took place in the cities and towns of the Manufacturing Belt. Not until the second half of the twentieth century did manufacturing move to rural areas; until then, it was almost entirely an urban activity. As the United States went through its Industrial Revolution, its population shifted from being almost entirely rural to being mostly urban. In 1790, only about 5 percent of the US population lived in urban areas; by 1920, about 50 percent lived in cities. As the rural to urban shift took place, the function and form of US cities also changed.
The Industrial Revolution shaped the pattern of human settlement in North America. As in Europe, industrial development occurred in urban areas spurring people to move from rural farming communities to the cities to find work. In 1790, around 5 percent of the US population lived in urban areas. At the end of the Civil War, as industrialization began to diffuse across the continent, around 20 percent lived in cities. The invention of the electric streetcar (1888) allowed cities to increase in size. People could live farther from their place of employment as long as they lived within walking distance of a streetcar line. Streetcar suburbs grew up along streetcar lines, and these neighborhoods were often segregated by ethnicity and race. Fewer people lived in downtowns, which became dedicated to retail and manufacturing. Cities remained oriented around a central business district (CBD), which was often located near the railway station. Factories needed to be near modes of transportation for both shipping in parts and shipping out completed products and so that workers could quickly get to work. By 1920, more people lived in cities than in rural areas. Today, over 80 percent of people in the US live in cities.
Large numbers of middle-class Americans began acquiring automobiles after about 1920; this eventually led to a complete rethinking of the spatial layout of the city. Automobile suburbs sprang up outside the traditional city limits as people were able to buy homes far from streetcar lines or railway stations. Cities became increasingly decentralized: people could go shopping in suburban malls instead of downtown department stores, factories could spring up at highway interchanges and not only near rivers and the railroad, and people could live in one suburb and work in another instead of living in the suburbs and working downtown. Neighborhoods became even more racially and economically segregated than they had in the past as middle-class whites moved into the new automobile suburbs and left the more impoverished African Americans behind in the cities.
By the late twentieth century, the automobile had led to a new urban form called edge cities. Edge cities are areas of dense urban development outside the boundaries of the traditional city. They often form at the intersection of major interstate highways and contain shopping malls, office complexes, high-rise apartment buildings, industrial parks, restaurants, and hotels. Sometimes edge cities are called suburban downtowns. Edge cities have supplanted the CBD as the destination of choice for Americans, whether they are heading to work or to play.
Also, industrial development spurred large-scale migration, particularly from the peripheral regions of Eastern Europe, as people moved to the US to find work. Between 1865 and 1918, 27.5 million people migrated to the US. Conditions for many of these workers were dismal, and child labor would not end until 1930. Asians primarily migrated to the western United States where they were often met with strong anti-immigrant sentiment. The legislation limited immigration from China and Japan at the turn of the 20th century. Improvements in rail transportation further diffused both industrial development and the population of workers.
For the past several decades, manufacturing has been declining in the United States as people have shifted to jobs in service industries, like retail and finance. Still, the US remains the world’s second-largest manufacturer behind China. This process is referred to as deindustrialization and is accompanied by both social and economic changes as a country shifts from heavy industry to a more service-oriented economy.
To understand economic geography, all economic activities can be grouped into one of four categories, each with its respective terms, depending on the nature of what is being produced:
Primary economic sector activities include everything that pertains to the collection of raw materials, such as agriculture, forestry, fishing, and mining—in other words, growing and extracting activities.
Secondary economic sector activities involve the processing of those raw materials through manufacturing, which has been the mainstay of economic growth for most developed countries.
Tertiary economic sector activities are those that produce services, not physical products.
Quaternary economic sector activities are those that deal with information collecting and processing, as well as management.
The tertiary and quaternary economic sectors are often thought of together as the service sector. In the explanation of how countries gain national income (Section 1.4 “Globalization and Development”), only primary and secondary activities produce actual physical products, and manufacturing traditionally earns the highest value-added profits. Tertiary activities are selective in gaining national wealth. For example, service activities such as tourism can bring in national wealth if the visitors are from outside the country. Tourism within a country can also influence economic conditions by increasing the amount of consumer spending.
During the colonial era and into the nineteenth century, when the majority of Americans lived on farms and worked in agriculture, most economic activity in the United States took place within the primary economic sector. Today, the primary sector is still an essential component of the US economy, but far fewer people are employed in it. For example, less than 1 percent of Americans make their living by farming, but agricultural output has continued to grow because of advancements in mechanization and the development of high-tech seeds, fertilizers, and pesticides. The United States has been able to export surplus agricultural output to other parts of the world. Fewer people work in coal mines than in the past, but because of new mining technologies and methods such as mountaintop removal, coal production remains high.
The geographic distribution of primary activities depends both on the location of natural features such as physical geography and climate and on the location of the market for a particular crop or resource. The nineteenth-century German economist Johann von Thünen created a model that predicted land use around a central market. In his theory, land closest to the market would be used to produce crops that were expensive to transport, such as dairy. Land far from the market would be used for the production of crops that were less expensive to transport and less perishable, such as grain. The von Thünen model predicts a series of concentric rings surrounding a central market, with each ring producing a different kind of crop. If the von Thünen model is applied at a much larger scale to the United States as a whole, with the densely populated urban zone from Boston to Washington, DC (called a megalopolis), used as the central market, the model does a reasonably good job predicting the United States’ agricultural land use. Dairy farms are found close to the market, grain farms are farther away, and ranch lands used for livestock production are even farther away.
Anything that involves the processing of raw materials, such as manufacturing, is a secondary activity. As the United States moved into the Industrial Revolution and the mid-twentieth century, the percentage of the US workforce involved in manufacturing grew from almost nothing until it peaked in the late 1970s. It was the main area of economic growth for decades. Although manufacturing was present in most areas of the country, it was focused in the northeastern United States and along the Great Lakes. Factories were close both to the reserves of labor and to the markets for manufactured products found in the densely populated Northeast. The steel industry was located in Pittsburgh and its environs because of the area’s access to iron ore (mined in Minnesota and transported via the Great Lakes) and to coal (mined in Pennsylvania, West Virginia, and other parts of Appalachia).
As manufacturing has grown in other parts of the world, the secondary economic sector has declined in the United States. US labor statistics indicate that the United States lost about five million manufacturing jobs between 2000 and 2010 (Nance-Nash, S.). Many of these jobs were lost to countries with lower labor costs, such as Mexico or China.
The third group of economic activities takes place in the tertiary and quaternary sectors, commonly known as the service sector. Tertiary and quaternary activities create services, not physical products. Service jobs include everything from engineering to finance, restaurants to sports, and childcare to medicine. The tertiary sector makes up more than three-quarters of the US economy, as measured by its share of the gross domestic product (GDP), which is the total value of all goods and services produced in a country in a given year. The GDP is then divided by the country’s population to provide a GDP per capita statistic.
The United States has shifted to a post-industrial service economy. The rise of the information age in the latter part of the twentieth century shifted the workforce into the information sector. By the start of the twenty-first century, less than 2 percent of the US workforce was employed in agriculture, 15 percent in industry, and the rest in services (18 percent) and information activities (65 percent).
The locations of service-sector jobs are much more flexible than are jobs in the primary or secondary sectors. They are called footloose jobs: an accountant can live in New York or Denver, whereas it is much more difficult for factories to move from one place to another and it is impossible for farms to relocate. Many of the information-technology jobs are emerging in the southern regions of the United States called the Sun Belt. Southern cities such as Atlanta, Dallas, and Phoenix are centers of innovation and population growth. The warmer climate, combined with a lower cost of living and less congestion, makes the Sun Belt an attractive location for emerging information-based companies. Note that the popularity of the South and West for service-sector jobs only came about after the invention and adoption of air-conditioning. Air-conditioning was not widespread until after the Second World War in the 1950s.
While the population of the Southern states has increased, the population of some Northern states has decreased. The Sun Belt has always been a destination for people escaping the harsh winters of the Northern states. This has usually been only a seasonal transition. However, the new trend is one of continual growth because of the increase in information technologies and the service industry. Emerging companies looking to establish their businesses have targeted major cities from the Carolinas to the Southwest.
The United States has not only undergone a massive rural-to-urban shift in its population; intermigration within the United States from one region to another has also been prevalent. Each of the US regions has witnessed changes in demographics because of migration patterns.
In the agricultural regions of the United States, such as the Midwest, the migration pattern has been caused by changes in farm technology. Portions of the United States were opened up for agriculture because of the Homestead Act of 1862, where each person could receive 160 acres from the government to start a farm. They could keep the acres if they lived on them and farmed them for years. In the 1800s, 160 acres was enough land to support a family if conditions were appropriate. The Industrial Revolution brought about improved farm equipment and technology. Larger and more expensive tractors and improved farming methods pushed the small farmers to sell out. Farms increased in size, and fewer people were required to operate them. Since fewer farm workers are needed in rural areas, there has been a major rural-to-urban shift in the population. Central cities are increasing in population, while small towns and rural areas in the Midwest and across the nation are decreasing in population.
North America’s urban landscape has been shaped both by colonization and by industrialization. Most of the early settlements in the region were small and were located close to the eastern coast. The Appalachian Mountains provided a formidable obstacle for early settlers before 1765. As settlement and colonization expanded, people moved steadily westward, still primarily situating close to waterways. Even today, most urban centers are located close to water.
During this time, immigration and natural growth expanded North America’s population. In 1610, the population of what is now the United States, excluding indigenous groups, was a meager 350 people. In just 200 years, the population reached over 7 million. In 1620, just 60 people occupied what is now the Canadian city of Quebec. Today, the population of the United States stands at over 318 million, and Canada’s population is over 35 million, and both countries are highly urbanized.
North America’s cities themselves have also changed over time. The traditional North American city had a core commercial area, called the central business district (or CBD), surrounded by worker’s homes. Density was generally highest near the city center and decreased as you traveled outward away from the urban center and into the rural areas.
As deindustrialization occurred, suburbanization replaced the previous rural to urban migration. The rush to move to the city center for jobs in industry was replaced by the desire for more land and spacious, single-family homes. With the decrease in housing density and the increase in both home size and acreage, however, came sprawl. Urban sprawl refers to the expansion of human settlements away from central cities and into low-density, car-dependent communities. Sprawl is associated with urban decentralization, the spreading out of the population that resulted from suburbanization. Counter urbanization, the shift in populations from urban centers to suburban and rural settlements, has been prevalent in North America since the end of World War II. In some areas, rural populations have grown as a result of counter urbanization. As sprawl continued, edge cities developed. An edge city is an urban area situated outside of the traditional central business district.
In historical North American cities, the central city was home to most of the jobs and services and had relatively high-density housing. Because everything was located close to the city center, people could often walk from home to work or take efficient transit systems like streetcars. Urban decentralization has not only resulted in sprawl but has also created suburbs that are entirely dependent on automobiles.
Few suburbs have shops or restaurants, and most people living in the suburbs have to commute to work. Since jobs are no longer clustered in the city center, cities have faced challenges trying to develop mass transit systems that tie together numerous disconnected suburban developments and link people with their places of work, many of which are now located in surrounding edge cities.
Toronto, for example, Canada’s largest city, has a population of 2.8 million within its city limits. Its surrounding suburbs, however, have grown considerably in recent decades. The entire metropolitan area now has a population of over 5.5 million and the average daily commute time is over 1 hour. To the south, Washington, DC’s urban decentralization has extended north into Maryland and south into Virginia. Its subway system, a technological marvel when it opened in 1976, has not kept pace with its urban growth and numerous sections of rail lines were shut down for an extended period in 2016 and again in 2019 to conduct major system and station repairs.
In some areas, the metropolitan area has grown so large that it overlaps with neighboring metropolitan areas. This is referred to as a megalopolis. The Northeast Megalopolis extends along the Interstate 95 corridor from the southern suburbs of Washington, DC north through Baltimore, Philadelphia, and New York to Boston. It covers about 2 percent of the land area in the United States but is home to over 50 million people, around 16 percent of the US population. It is projected to grow to 58 million people by 2025. The Northeast Megalopolis is just one of many growing urban areas in North America. The Atlanta Metropolitan area may one day extend into Charlotte, North Carolina. Toronto’s urban development may creep south, intermixing with development in Detroit, Cleveland, and Chicago. Florida may one day become one megalopolis linking the cities of Tampa, Orlando, Miami, and Jacksonville. These massive urban settlements will provide new opportunities for creative housing and transportation planning.
One creative approach to the problem of urban sprawl is New Urbanism, a movement to create urban landscapes with walkable neighborhoods, accessible public spaces, and housing and shops nearby. In the United States alone, more than 600 towns and villages have been developed following the New Urbanist principles. Celebration, Florida, for example, near Orlando was designed and built by the Walt Disney Company and includes a variety of apartments and single-family homes close to shops, restaurants, and a movie theater – all of which are in walking distance for residents. In other areas, New Urbanism is more broadly integrated into long-term urban plans. One criticism of New Urbanist developments is that while on the surface, they promote mixed-income developments, in practice, most housings in these areas are for the middle and upper classes. Housing prices in these developments are simply beyond the reach of many low-income families.
As urban to suburban migration continued, some desired instead to move back from the sprawling suburbs to be closer to the amenities of the downtown area. This often led to gentrification, where increased property values displace lower-income families and small businesses. Initially, low-income, historic housing near the city center attracted middle- and upper-income families. As these families moved in and renovated the housing, other families did the same. Over time, this renovation increased property values – an advantage for city officials who saw an increase in property tax revenue. For the poorest in the communities, however, this increase in property values often meant that they could no longer afford to rent near the central city. Given the auto-dependency of the sprawling suburbs, where would someone live if they had no transportation and worked in the downtown area? The walkability of the downtown, an amenity for those relocating from the suburbs, was often a necessity for low-income workers.
Gentrification also changes the racial and ethnic makeup of neighborhoods, as most people moving into these changing urban areas are typically white. The Bedford- Stuyvesant area of Brooklyn, for example, was traditionally an African American community but beginning in the 2000s, began to experience gentrification. The percentage of white residents increased from 2.4 percent in 2000 to 22 percent in 2013. Median home prices jumped, too, from $400,000 in 2011 to $765,000 in 2016. New businesses have located in the area, and the gentrification has funded significant infrastructure improvements. For the neighborhood’s poorest residents, however, these improvements have pushed housing and rent prices beyond what they can afford.
Inequity in North America
While both Canada and the United States have relatively strong economies, income inequality persists. In the United States, in particular, around 12 percent of people live below the poverty line. Some argue, however, that the traditional definition of “living below the poverty line” has not kept up with rising living costs and inflation and that the actual percentage of Americans living in or near poverty is far higher. This income inequality is geographical, with the states in the south having significantly higher concentrations of people in poverty that the rest of the country. These regional differences are connected to historical differences in development. Just as the northern areas were the first to industrialize, they were the first areas to transition to more higher-income service industries. Although areas like Silicon Valley in California and the Austin-San Antonio region of Texas have had an influx of high-tech industries, some areas of the south have been slow to transition from primarily agricultural and natural resource-based economies.
Canada’s poverty rate is lower than the United States at around 10 percent. In general, Canada has stronger social welfare programs than the US. All provinces of Canada provide universal, publicly funded healthcare, for example, and a monthly income is provided to those in extreme poverty.
However, in both the United States and Canada, income inequality is closely tied to ethnicity and race. For Canada’s First Nations, however, poverty and homelessness rates are much higher than the national average. Half of all indigenous children in Canada live in poverty. In some areas, like Manitoba and Saskatchewan, the number is over 60 percent. In the US, the poverty rate among non-Hispanic whites was just over 10 percent in 2014. For black Americans, the poverty rate was 26 percent. By some measures, the US has the highest degree of income inequality among the advanced economies of the world. In Canada, the richest 10 percent own 57.4 percent of the country’s wealth. In the United States, the wealthiest 10 percent own over 75 percent of the wealth in the country, the highest of the twenty most developed countries in the world.
Globalization and americanism
North America continues to have a significant role in global trade and influence. Both Canada and the United States are members of the Group of Eight (G8), a political forum of the world’s leading industrialized countries that also includes France, Germany, Italy, Japan, Russia, the United Kingdom, and the European Union. Both are also members of the World Trade Organization (WTO), an intergovernmental organization that collectively regulates international trade.
Within North America, trade has been governed under the North American Free Trade Agreement (NAFTA) between Canada, Mexico, and the United States. This agreement was established in 1994 to increase economic cooperation between the three countries. Before NAFTA, although the US and Canada engaged in free trade, goods bought and sold between Mexico and the US were subject to tariffs, or additional taxes. In 2018, NAFTA was replaced by the United States–Mexico–Canada Agreement (USMCA) as a result of a renegotiation of NAFTA sought by US President Donald Trump.
NAFTA has had generally positive impacts on the economies of the region. Canada’s manufacturing output held steady despite global decreases in productivity. Mexico’s maquiladoras, manufacturing plants that take components of products and assemble them for export, have become a fixture of its landscape, especially along the border. The United States also saw a modest economic boost from the agreement.
After the Cold War, the United States retained its position as a global superpower. It has the largest economy of any other country, including the combined output of the European Union, accounting for 25 percent of the world’s gross domestic product (GDP). It leads the world in military expenditures, and by many measures, is the most influential country in the world. However, it also has the largest prison population and has a much higher infant mortality rate than most other industrialized countries with strong regional concentrations of high infant mortality. Some wonder if the US will retain its global dominance in the coming decades, or if it will become one country among many influential world leaders.
Both Canada and the United States continue to attract immigrants, drawn to these countries by the hope of good jobs and political freedoms. Each country has dealt with the influx of immigration in very different ways. Over 200,000 people immigrate to Canada every year, and the Canadian immigration system gives preference to immigrants for skilled professions. Around 20 percent of Canada’s population is foreign-born, the highest of the G8 countries. Canada’s immigrants have shaped its cultural landscape and have created a rich cultural mosaic. In contrast, immigrants to the United States have generally been expected to assimilate, creating a relatively homogeneous cultural landscape rather than retaining individual ethnic identities. This notion of mixing cultural groups to create a more homogeneous national culture is metaphorically termed a melting pot.
Canada and the United States’ reactions to refugees have also been markedly different. The United States set a goal of accepting 10,000 Syrian refugees, but immigration from Syria has been contentious politically with some fearing the potential for terrorist attacks by migrants. Several state governors outright refused to accept Syrian refugees. The Canadian government, in contrast, agreed to resettle 25,000 Syrians in 2016. Canadian Prime Minister Justin Trudeau greeted the first plane of refugees, offering winter clothing and stuffed animals and saying, “Welcome home.” Throughout history, Canada has welcomed the world’s displaced peoples, accepting 1.2 million refugees since World War II.
Undocumented, or illegal, immigration to the United States continues to be another significant political issue. Around 11 million undocumented migrants currently live in the US. Just over 50 percent are from Mexico. As drug crime worsened in Central America, undocumented migration from those countries surged, and many now make a long and dangerous trek from Central America through Mexico in the hope of reaching US soil. Undocumented and unaccompanied child migrants, in particular, have increased dramatically in recent years. As countries experience an economic decline, political turmoil, and often dangerous living conditions, migrants will likely continue to flock to Canada and the US in search of a better life.
The freedom of personal expression in the United States has supported individual ingenuity and creative ambition to create the largest economy in the world. US citizens have pushed American corporations to become a major force in the world markets. Products and franchises from the United States are being distributed throughout the world. Items such as fast food, computers, news networks, and Hollywood movies have become the products of choice in countries across the globe. The English language dominates the Internet, which has been heavily influenced by US corporations. The power of the American Dream, the idea that through hard work anyone can achieve upward mobility and financial success, as it is portrayed in the US media holds sway in the minds of people both in the United States and abroad.
The size of the US population (more than 310 million as of 2010) and the country’s vast resource base have allowed it to become a world military superpower. After the fall of the Soviet Union, the United States became the most powerful military force in the world. The United States has also dominated the world’s economy and its communications networks. The advancements of multinational corporations have, in essence, enabled the sale of America to the rest of the world. The selling of American products and the broad consumer market in the United States have provided the profits that have fueled global economic markets.
The United States has become a worldwide franchise of its own. Corporate colonialism has advanced the American brand to a level that is now synonymous with consumerism, success, and power worldwide. Media advancements have promoted the concept of the American Dream across the seven seas. The reaction of the global community includes both admiration and disdain. Many view Americanism as interchangeable with globalization. Some welcome it; others reject it. The country of Iran is an example of this dichotomy. Young people in Iran wearing blue jeans gather in secret to watch American television programming from a hidden illegal satellite dish, while at the same time the anti-American forces in their government condemn America as decadent, immoral, and imperialistic.
Corporate colonialism has become a dominant force impacting the global cultural fabric. Supporters appreciate access to American goods and services, while opponents claim that the English language and the American corporate franchise system are destroying the culture and heritage of untold millions who see their unique traditional ways of life being overshadowed and destroyed.
Some argue that American television advertisements exemplify a trend that supports conformity and uniformity in American culture. They contend that America’s unique cultural diversity, which historically has provided ingenuity and creativity, is being eroded by the franchising of similar retail products, fast food, professional sports, and Hollywood entertainment that stifle the creative will of the American people. Others continue to see opportunities to pursue the American Dream and believe that innovation and ideas continue to emerge despite these trends.
Many people worry about the future of the American Dream. American culture continues to evolve as people face changing economic and social conditions. Throughout their history, Americans have faced both challenging and prosperous times, and now the future of this vibrant country is in the hands of the current generation. The United States has developed into one of the most powerful countries on the planet.
Previous: 4.1 Physical Geography of the Region
Next: 4.3 Regions of North America
Introduction to World Regional Geography by R. Adam Dastrup, MA, GISP is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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World Statesmen.org HOME > to Israel >>
Palestinian National Authority
22 Sep 1948 - 1959 All-Palestine Govt.
1 Dec 1964 - 17 Feb 2006
Adopted 17 Feb 2006
Palestinian Authority Map Hear National Anthem
"Fida'i" (Revolutionary)
Text of National Anthem
Adopted 1972 Palestinian National Charter
Headquarters: Ramallah
(Seat of Legislature: Gaza City
1996-2007)
(declared capital: East Jerusalem) Currencies: Jordanian Dinar
(JOD) from 1996; New Israeli
Shekel (ILS) National Holiday: 15 Nov (1988)
(National Day) Population:
West Bank: 2,798,494 (2018)¹
Gaza Strip: 1,836,713 (2018)²
GDP: $14.5 billion (2017)
(Gaza Strip $2.93 billion 2014)
Exports: $2.12 billion (2017)
Imports: $6.56 billion (2017)
(Gaza Strip $8.59 billion 2018) Ethnic groups: Gaza Strip: Palestinian
Arab and others 99.4%;
West Bank: Palestinian Arab and other 83%,
Jewish 17%
Total Police and Security Forces (West Bank): 56,000 (2010)
UNTSO Force: 365 (2017)
Merchant marine: None (2018) Religions: Gaza Strip: Muslim (predominantly Sunni)
98-99%, Christian 0.7%, and other, unaffiliated,
unspecified 0.5% (2012);
West Bank: Muslim 80-85% (predominantly Sunni),
Jewish 12-14%, Christian 1-2.5% (mainly Greek Orthodox),
and other, unaffiliated, unspecified 0.5% (2012)
International Organizations/Treaties PLO/Palestinian National Authority: APA, CICA, IAEA (observer), ICAO (observer), ICC, ICRM, IFRCS, ILO (observer), IOC, IPU, ITU (observer), ITUC, PAM, UPU (special observer), UNRWA (observer), WHO (observer), WIPO (observer); State of Palestine: ABEDA, ACS (observer), AFESD, AL, AMF, APM, Arabsat, AU (observer), BTWC, CAEU, CCM, CWC, ENMOD, ESCR, G-77, GAFTA, ICCt, IDB, Interpol, ISA, ISESCO, ISO (correspondent), NAM, NPT, OIC, OPCW, PCA, UN (observer), UNCLOS, UNCTAD, UNESCO, UNFCC, UNFCC-PA, UNIDO, UNWTO (special observer), WCO, WFTU, WMO (observer)
23 Aug 1516 Palestine part of the Ottoman Empire.
26 Sep 1918 British occupation (Palestine).
14 Jul 1922 Palestine League of Nations mandate under
Britain (see Israel).
29 Nov 1947 United Nations Partition Plan for Palestine
approves the creation of independent Arab and
Jewish states.
14 May 1948 Following the establishment of Israel in most of
historic Palestine and a subsequent Arab-Israeli
war, the remaining territory is taken over by
Jordan (later annexing West Bank) and by Egypt
(administering the Gaza Strip).
22 Sep 1948 All-Palestine Government formed (recognized as the
government of Palestine on 15 Oct 1948 by Egypt,
Iraq, Lebanon, Saudi Arabia, Syria, and Yemen).
1 Oct 1948 All-Palestine Government declares all of Palestine
independent with Jerusalem as its capital.
24 Feb 1949 Armistice Agreement between Israel and Egypt signed
(between Israel and Lebanon on 23 Mar 1949,
Jordan on 3 Apr 1949, and Syria on 20 Jul 1949)
formally ending the 1948 Arab–Israeli War and
establishing armistice line or "Green Line"
between Israeli and Arab forces.
24 Apr 1950 Jordan annexes the West Bank and East Jerusalem
(occupied by it since 17 May 1948 and under
military rule until 2 Nov 1949). It is divided
into the provinces of Hebron (Al-Khalil),
Jerusalem (Al-Quds), and Nablus (Nabulus) (the
provinces become governorates on 16 Dec 1965).
2 Nov 1956 - 7 Mar 1957 Gaza Strip occupied by Israel.
10 Mar 1957 - 1957 Gaza Strip under United Nations administration
(United Nations Emergency Forces [UNEF]).
1957 Egypt enacts a Basic Law of Gaza establishing a
1959 All-Palestine Government formally (de facto since
1953) abolished by Egypt. Gaza Strip continues to
be administered, but not annexed, by Egypt (which
on 5 Mar 1962 enacts a constitution for the Gaza
Strip).
28 May 1964 Palestine Liberation Organization (PLO) founded.
5-12 Jun 1967 West Bank and the Gaza Strip occupied by Israel.
25 Sep 1969 Organization of the Islamic Conference admits
Palestine, represented by the PLO.
10 Nov 1975 PLO is granted permanent observer status by the
United Nations.
9 Sep 1976 PLO admitted as a member of Arab League.
31 Jul 1988 Jordan abandons claims to the West Bank.
15 Nov 1988 Palestine Liberation Organization proclaims the
State of Palestine in the West Bank and Gaza
Strip (remains ineffective, but receives wide
diplomatic recognition).
4 May 1994 Palestinian Authority created to administer most
of Gaza Strip and parts of West Bank (Jericho
area handed over 13 May 1994, Gaza Strip 18 May
1994, Jenin 13 Nov 1995, Tulkarem 10 Dec 1995,
Nablus 11 Dec 1995, Qalqiliya 16 Dec 1995,
Bethlehem 21 Dec 1995, Ramallah 27 Dec 1995,
80% of Hebron 17 Jan 1997).
12 Mar 2002 - 23 Mar 2002 Israeli forces occupy Palestinian Authority
29 Mar 2002 - 10 May 2002 Israeli forces occupy Palestinian Authority
12 Sep 2005 Israel withdraws settlements from the Gaza Strip.
14 Jun 2007 - Hamas seizes control of the Gaza Strip.
29 Nov 2012 State of Palestine granted non-member observer
state status by the United Nations.
3 Jan 2013 Palestinian Authority renamed State of Palestine
(not recognized by Israel).
Map of 1947
UN Partition Plan
Map of Palestinian
Refugee Camp
Map of Old Israeli
Settlements in
Map of Israeli
Map of East
Land Restrictions
in West Bank
and Gaza Strip
Note: The Palestinian National Authority (PNA) is an autonomous national entity comprising the territories of Gaza (formerly under Egyptian sovereignty) and West Bank (formerly under Jordan sovereignty), which were occupied by the Israeli Defense Forces in June 1967. As provided by the Israeli-PLO Declaration of Principles signed on 13 Sep 1993 and upon the Agreement signed on 4 May 1994, the PNA was inaugurated on 5 Jul 1994 as a transitional status including Palestinian interim self-governing and a phased transfer of powers and territories (towns and areas of the West Bank). Negotiations on the permanent status, which could end in a Palestinian State, are under way.
Chairmen of the Palestine Liberation Organization (PLO) Executive Committee
10 Jun 1964 - 24 Dec 1967 Ahmad ash-Shukeiri (al-Shuqayri) (b. 1907 - d. 1980)
24 Dec 1967 - 4 Feb 1969 Yahya Hammuda (Hamoudeh) (b. 1908 - d. 2006)
4 Feb 1969 - 11 Nov 2004 Yasser Arafat ("Abu Ammar") (b. 1929 - d. 2004) Fatah
(= Mohammed Yasser Abdel Rahman Abdel Raouf Arafat al-Qudwa)
(in exile in Jordan to Apr 1971; Lebanon 1971 -
Dec 1982; and Tunis Dec 1982 - May 1994)
29 Oct 2004 - Mahmoud Ridha Abbas ("Abu Mazen") (b. 1935) Fatah
(acting [for Arafat] to 11 Nov 2004)
Presidents of the Palestinian Authority
5 Jul 1994 - 11 Nov 2004 Yasser Arafat (s.a.) Fatah
(Israeli detainee in Ramallah 29 Mar - 1 May 2002,
20-29 Sep 2002, Jan 2003 - 29 Oct 2004)
29 Oct 2004 - 11 Nov 2004 Ahmed Ali Muhammad Qureia (Qurei) (b. 1937) Fatah
("Abu Ala") (acting for Arafat)
11 Nov 2004 - 15 Jan 2005 Rauhi Fattouh (acting) (b. 1953) Fatah
15 Jan 2005 - Mahmoud Ridha Abbas (s.a.) Fatah
15 Jan 2009 - 2 Jun 2014 Abdul Aziz Duwaik (b. 1948) Hamas
(in dissidence recognized by Hamas; Israeli prisoner
15 Jan - 22 Jun 2009, 19 Jan - 20 Jul 2012)
30 Apr 2003 - 7 Oct 2003 Mahmoud Ridha Abbas (s.a.) Fatah
(designated on 19 Mar 2003)
7 Oct 2003 - 15 Dec 2005 Ahmed Qureia (1st time) (s.a.) Fatah
15 Dec 2005 - 24 Dec 2005 Nabil Ali Muhammad Shaath (acting) (b. 1938) Fatah
24 Dec 2005 - 29 Mar 2006 Ahmed Qureia (2nd time) (s.a.) Fatah
29 Mar 2006 - 14 Jun 2007 Ismail Abdel Salam Ahmed Haniyah (b. 1963) Hamas
(continues in rebellion in Gaza Strip to 17 Sep 2017)
17 Jun 2007 - 6 Jun 2013 Salam Fayyad (b. 1952) TWP
6 Jun 2013 - 13 Apr 2019 Rami Hamdallah (b. 1958) Fatah
13 Apr 2019 - Muhammad Shtayyeh (b. 1958) Fatah
President of the Supreme Council of the All-Palestine Government
22 Sep 1948 - 1959 Haji Muhammad Amin al-Husseini (b. 1896 - d. 1974)
(in Cairo, Egypt exile)
15 Nov 1988 - 11 Nov 2004 Yasir Arafat (s.a.) PLO
11 Nov 2004 - 8 May 2005 Vacant
8 May 2005 - Mahmoud Abbas (s.a.) PLO
(acting to 23 Nov 2008)
Prime minister of the All-Palestine Government
22 Sep 1948 - 1959 Ahmad Hilmi Abdul Baqi (b. 1878 - d. 1963)
(in Gaza; Nov 1948-1949 Cairo, Egypt; from 1949 Jordan exile)
Coordinators of Government Activities in the Territories (Israeli military administrators)
Aug 1967 - Apr 1974 Shlomo Gazit (b. 1926)
Sep 1967 - Sep 1968 Dan Hiram (b. 1924 - d. 1987)
(coordinator of civil affairs in the Occupied Territories)
Apr 1974 - Feb 1976 Rafael Vardi (b. 1922 - d. 2016)
Feb 1976 - Feb 1979 Avraham Orly (b. 1930 - d. 1981)
Feb 1979 - Jan 1982 Danny Matt (b. 1927 - d. 2013)
Jan 1982 - Aug 1983 Rehavia Vardi (b. 1923 - d. 2006)
Aug 1983 - Apr 1984 Binyamin Ben-Eliezer (b. 1936 - d. 2016)
Apr 1984 - Feb 1991 Shmuel Goren (b. 1928)
Feb 1991 - Feb 1995 Danny Rothschild (b. 1946)
Feb 1995 - Feb 1997 Oren Shachor (b. 1946)
Feb 1997 - Jul 2001 Yaakov Or (b. 1946)
Jul 2001 - Jul 2003 Amos Gilad (1st time) (b. 1951)
Jul 2003 - Sep 2008 Yosef Mishlav (b. 1952)
Sep 2008 - 6 Dec 2009 Amos Gilad (2nd time)(acting) (s.a.)
6 Dec 2009 - 29 Jan 2014 Eitan Dangot (b. 1960)
29 Jan 2014 - 1 May 2018 Yoav "Poli" Mordechai (b. 1964)
1 May 2018 - Kamil Abu Rokon (b. 1959)
Egyptian Vice-governors (from 1952, Governors-general) of Gaza Regioon
27 May 1948 - 19.. Mustafa Bey al-Sawaf
(military governor)
19.. - 19.. Muhammad Rashad Danesh
c.1953 - c.1955 Abdullah Rifat
19.. - 2 Nov 1956 Fuad al-Dajani
(Israeli prisoner from 2 Nov 1956)
2 Nov 1956 - Mar 1957 Mattityahu "Matti" Peled (b. 1923 - d. 1995)
(Israeli military governor)
Mar 1957 - May 1958 Muhammad Hassan Abdul el-Latif
May 1958 - Mar 1961 Ahmad Salem
Mar 1961 - 30 Apr 1966 Yusuf Abdullah Agrudi
30 Apr 1966 - 6 Jun 1967 Abdul Munim Husni
Israeli Military Governors of Gaza Strip
(the commanders of Southern Command; also military governors of the Sinai 1967-1982)
6 Jun 1967 - Dec 1969 Yeshayahu "Shaike" Gavish (b. 1925)
Dec 1969 - 15 Jul 1973 Ariel Sharon (b. 1928 - d. 2014)
15 Jul 1973 - Oct 1973 Shmuel Gonen (b. 1930 - d. 1991)
10 Oct 1973 - Nov 1973 Chaim Bar-Lev (b. 1924 - d. 1994)
8 Nov 1973 - 14 Jan 1974 Israel Tal (b. 1924 - d. 2010)
Jan 1974 - Jul 1974 Avraham "Bren" Adan (b. 1926 - d. 2012)
Jul 1974 - Mar 1976 Yekutiel Adam (b. 1927 - d. 1982)
Mar 1976 - Feb 1978 Herzl Shekhterman Shafir (b. 1929)
Feb 1978 - Jan 1982 Dan Shomron (b. 1937 - d. 2008)
Jan 1982 - Oct 1983 Chaim Erez (b. 1935)
Oct 1983 - Mar 1986 Moshe Bar-Kochba (b. 1930 - d. 1992)
Feb 1986 - Aug 1986 Uri Sagi (Eisenberg) (b. 1943)
Aug 1986 - 1989 Yitzhak Mordechai (b. 1944)
1989 - Nov 1994 Matan Vilnai (b. 1944)
Nov 1994 - 1996 Shaul Mofaz (b. 1948)
1996 - Sep 1997 Shlomo Yanai (b. 1952)
Sep 1997 - 2000 Yom-Tov Samia (b. 1954)
2000 - Jul 2003 Doron Almog (b. 1951)
Jul 2003 - 12 Sep 2005 Dan Harel (b. 1955)
Jordanian Military Governors of the West Bank
12 May 1948 - 1949 Masri Hikmat (b. 1906 - d. 1994)
Mar 1949 - 1949 Omar Matar
1949 - 1950 Aref al-Aref (b. 1892 - d. 1973)
(military governor, at Ramallah)
Sep 1949 - 1950 Raghib al-Nashashibi (b. 1881 - d. 1951)
(governor-general for Arab Palestine)
Jordanian Governors
- Jerusalem (Al-Quds) -
May 1948 - Jun 1949 Abdullah Yousef el-Tell (b. 1918 - d. 1973)
(military governor of Jerusalem)
1949 - 1950 Ihsan Shaker Hashem (1st time) (b. 1908 - d. 1976)
1950 - 1951 Ahmad al-Khalil
1951 - 1956 Hassan al-Khatib (1st time)
1956 - 1957 Adnan al-Husayni
1957 - 1960 Hassan al-Khatib (2nd time)
1960 - 1961 Ihsan Shaker Hashem (2nd time) (s.a.)
1961 - 1961 Anwar Bey Nuseibeh (b. 1913 - d. 1986)
1961 Dawud Abughazala (Abu Ghazaleh) (b. 1932)
1961 - 1963 Anwar Nuseibeh (Nusayba) (b. 1913 - d. 1986)
1963 Fadhl Dalqamudi
1963 - 1965 Dawud Abughazala (Abu Ghazaleh) (s.a.)
1965 - 1967 Anwar al-Khatib (b. 1917 - d. 1993)
- Hebron (Al-Khalil) -
Jun 1948 - 1949 Saleh Rufaifan al-Majali (b. 1910 - d. ....)
1948 - 1949 Ahmad Hilmi Abdul Baqi (b. 1878 - d. 1963)
1949 - 1951 Naim Abdul Hadi (b. 1912 - d. 1996)
c.1955 - c.1956 Mohamed Nazzal al-Armouti (b. 1924 - d. 2015)
- Nablus (Nabulus) -
1950 - 1951 Hassan al-Khatib
195. - 195. Habis al-Majali (b. 1910 - d. 2001)
1956 - 1957 Ibrahim Hashim (Hashem) (b. 1878 - d. 1956)
1957 - 1958 Suleiman Abdul Razzaq Tuqan (b. 1893 - d. 1958)
c.1959 - 1961 Mohamed Nazzal al-Armouti (s.a.)
Israeli Military Governors of the West Bank (Judea and Samaria)
(the commanders of Central Command)
Jun 1967 - Jul 1968 Uzi Narkis (b. 1925 - d. 1997)
Jul 1968 - Oct 1973 Rehavam Ze'evi (b. 1926 - d. 2001)
Oct 1973 - Jun 1977 Yona Efrat (b. 1926 - d. 1993)
Jun 1977 - Nov 1981 Moshe Levi (b. 1936 - d. 2008)
Nov 1981 - Oct 1983 Uri Or (b. 1939)
Oct 1983 - Jan 1986 Amnon Lipkin-Shahak (b. 1944 - d. 2012)
Jan 1986 - 1987 Ehud Barak (b. 1942)
1987 - 1989 Amram Mitzna (b. 1945)
1989 - 1991 Yitzhak Mordechai (b. 1944)
1991 - Mar 1993 Danny Yatom (1st time) (b. 1945)
Mar 1993 - 12 Jan 1994 Nehemiah Tamari (b. 1946 - d. 1994)
Jan 1994 - Apr 1994 Danny Yatom (2nd time)(acting) (s.a.)
Apr 1994 - Mar 1996 Ilan Birn (b. 1946)
Mar 1996 - May 1998 Uzi Dayan (b. 1948)
May 1998 - Jul 2000 Moshe Ya'alon (b. 1950)
Jul 2000 - Aug 2002 Yitzhak Eitan (b. 1952)
Aug 2002 - Jan 2005 Moshe Kaplinsky (b. 1957)
Jan 2005 - May 2007 Yair Naveh (b. 1957)
31 May 2007 - Oct 2009 Gadi Shamni (b. 1959)
Oct 2009 - Mar 2012 Avi Mizrahi (b. 1957)
Mar 2012 - Mar 2015 Nitzan Alon (b. 1965)
25 Mar 2015 - 7 Mar 2018 Roni Numa (b. 1966)
7 Mar 2018 - Nadav Padan (b. 1967)
Commanders of the United Nations Emergency Force (UNEF)
(first in Suez Canal sector and Sinai Peninsula, later along Armistice
Demarcation Line in the Gaza area and international frontier in Sinai
Peninsula on the Egyptian side)
Nov 1956 - Dec 1959 Eedson Louis Millard "Tommy" Burns (b. 1897 - d. 1985)
(Canada)(from 10 Mar 1957 in Gaza)
Dec 1959 - Jan 1964 Prem Singh Gyani (India) (b. 1910 - d. 1988)
Jan 1964 - 12 Sep 1964 Carlos Flores de Paiva Chaves (b. 1901 - d. 1966)
12 Sep 1964 - Feb 1965 Lazar B. Mušicki (Yugoslavia)
Feb 1965 - Jan 1966 Syzeno Ramos Sarmento (Brazil) (b. 1907 - d. 1983)
Jan 1966 - 17 Jun 1967 Indar Jit Rikhye (India) (b. 1920 - d. 2007)
¹approximately 391,000 Israeli settlers live in the West Bank (2016); and approximately 201,200 Israeli settlers live in East Jerusalem (2014).
²dismantlement of Israeli settlements was completed in Sep 2005; Gaza has had no Jewish population since then, formerly there were more than 6,959 (2001) Israeli settlers in the Gaza Strip.
Territorial Disputes: Israel along with U.S. and several other states protest the Arab League and 139 nations' recognition of Palestine's declaration of independence of 15 Nov 1988; the status of the Gaza Strip is a final status issue to be resolved through negotiations; Israel removed settlers and military personnel from Gaza Strip in Sep 2005; the current status of the West Bank is subject to the Israeli-Palestinian Interim Agreement - permanent status to be determined through further negotiation; Israel continues construction of a "seam line" separation barrier along parts of the Green Line and within the West Bank; Israel withdrew from Gaza and four settlements in the northern West Bank in Aug 2005; since 1948, about 350 peacekeepers from the UN Truce Supervision Organization (UNTSO), headquartered in Jerusalem, monitor ceasefires, supervise armistice agreements, prevent isolated incidents from escalating, and assist other UN personnel in the region.
Party abbreviations: Fatah = Harakat al-Tahrar al-Watani al-Filistini (Palestinian National Liberation Movement, Palestinian nationalist, social-democratic, secular, est.1959); Hamas = Harakat al-Muqawamah al-Islamiyyah (Islamic Resistance Movement, islamic fundamentalist, est.1987); PLO = Munazzamat at-Tahrir al-Filastiniyyah (Palestinian Liberation Organization, umbrella group for Palestinian liberation movements, includes Fatah, est.28 May 1964); TWP = al-Tariq al-Thalith (Third Way, centrist, est.16 Dec 2005)
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Celebrating All-American Pest Control's 58th Birthday
Home › Blog › Celebrating All-American Pest Control's 58th Birthday
By Erin Richardson
Owner/CEO
It's been a long journey, hasn't it? Who could have foreseen that on our 58th birthday, we would be #93 on the top 100 list of most successful pest control providers in the country! Or that we would be 4,888 on the list of 5,000 fastest-growing companies? Yet, with all this growth, we've still managed to keep that small-company feel and close, personal relationships with our customers. How does that happen? It all comes down to philosophy. Not the kind you learn about in a college class but the kind that shapes the very essence of a company.
From the beginning, it has always been about high-quality service, on time, and with a smile. That philosophy hasn't changed since the 1960s when it was just Al Foster and his son Al Jr. working hard to provide Nashville homeowners and business owners quality pest control. It is a simple philosophy. That is one of the reasons we have customers who've been with us for over 50 years. They know that we really care about them. They're like family.
Quality pest control service doesn't happen by accident. It takes dedication and professionalism. It takes ongoing training and certifications. It takes natural problem-solving skills. Most of all, it takes a team of great people who care about what they do. We've put in the hard work to be the very best, and it has earned us a reputation as one of the most professional pest control providers in the country—not just here in Middle Tennessee. That's a big deal.
When we show up when we say we're going to, it says something. It says we value our customer's time. They have busy lives. They have responsibilities. Our job is to make life better for them, not complicate it. This is only one of the many ways we let our customers know that they are important to us. We answer the phone promptly. We respond to pest control problems quickly. We take responsibility when things don't go as expected—which sometimes happens; pests can be very unpredictable! All of the little things we do every day to show our customers that they're important to us has gotten us where we are today.
With a Smile
This may seem like something small, but a smile and a little kindness can have a big impact, especially when someone is having a hard day. And when people are dealing with a frustrating pest control problem, they're usually having a bad day. Smiles and a friendly attitude in person and on the phone help them know that everything is going to be okay. But smiles are only the beginning. We show kindness to our customers in other ways, such as providing green solutions first and putting an emphasis on bait solutions rather than chemicals. In everything we do, we let our customers know that we care.
It's a Celebration!
On this 58th birthday, consider how far we've come. We should be excited about our accomplishments, like being an Angie's List Super Service Award winner several years in a row or earning the QualityPro seal of excellence from the National Pest Management Association. All of the accomplishments we have earned took a lot of hard work. But let's first celebrate what makes us different; what has made us such an incredible success as a team. Let's remember that, at the end of the day, it is all about providing great service, on time, with a smile. When we do that, all the rest falls right into place.
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Erin Richardson
Erin Richardson never thought she would work with her family… but she loves it. In 2003, Erin came on board part-time to help with routing and logistics. “Early on I tried out several different positions at All-American. Then, I got the pest control bug, and began to see how I can help to continue to improve and grow our family business,” says Erin.
Pest Control Super Hero
Believing anything is possible!
Creating experiences
Favorite Part of Her Job
Talking with customers & helping our team
Best Pest Advice
You need termite protection in TN!
Justin Styll, Nashville
I have used other companies in the past and had an "ok" experience. All-American Pest Control came to my house today and completely blew my mind! I wish I could give them 6 stars! I truly cannot thank these guys enough for the great job they did for me today and will recommend them to EVERYONE I know. Thank you All-American Pest Control!
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GDPR stands for: General Data Protection Regulation. Although the school has been working in line with the Data Protection Act from 1998, new regulations in relation to your personal data come into effect from 25th May 2018. We will ensure that personal data is protected and kept safely and securely. It will ensure that its policy for data protection is used as the basis for collecting, storing, accessing, sharing and deleting personal data. The school will use the General Data Protection Regulations (GDPR) as the benchmark for its standard for protecting personal data.
To ensure that decision makers and key people in school comply with the statutory changes to the GDPR which will officially come into force in May 2018
To ensure that there will be regular reviews and audits of the information we hold to ensure that we fully meet the GDPR statutory requirements.
To document the personal data we hold, where it came from and with whom it will be shared.
To ensure that data collection, data handling, data storage and data disposal procedures are in line with the GDPR and cover all the rights individuals have, including how personal data is deleted and destroyed.
Data access request procedures will handled within the timescales set out in the GDPR and we provide any additional information in line with the GDPR guidance.
The processing of personal data will be carried out on a lawful basis as required by the GDPR.
Where the school needs to seek consent, it will do so in a manner that meets GDPR standards.
Any records of consent and the management of the process for seeking consent will also meet the GDPR standard.
Where there is a personal data breach the procedures used to detect, report and investigate it will meet the requirements of the GDPR.
The systems the school puts into place to verify individuals’ ages and to obtain parental or guardian consent for any data processing activity will meet the standard set in the GDPR.
Data protection by design and data protection impact assessments will meet with the ICO’s code of practice on privacy impact assessments as well as with the latest guidance.
The school will have a Data Protection Officer who will be given responsibility for data protection compliance.
When the school requests data we will provide appropriate privacy notices to explain why data is being and the purposes for which it is used.
The requirements of the GDPR will be met by school as the basis for collecting, storing, accessing, sharing and deleting personal data. Data will be processed fairly lawfully and in a transparent manner. It will be used for specified, explicit and legitimate purposes in a way that is adequate, relevant and limited. It will be accurate and kept up to date and kept no longer than is necessary. Data will be processed in a manner that ensures appropriate security of the data.
Our DPO is Kevin Jones (Chief Executive of Enhance Academy Trust) and is contactable via office@enhanceacad.org.uk or 01924 434452
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Privacy notice for pupils
Privacy notice for the workforce
Privacy notice for governors
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Home Nominees Past Winners
Raymond Ciccolo
Boston Volvo Cars
“This wonderful industry has helped me live the American dream. I grew up with very little, but I now am able to give back in so many ways to help people who need a hand or need to be lifted up. I count my blessings every single day.”
Ciccolo, who came from humble beginnings in Cambridge, Massachusetts, took a chance on a struggling dealership in 1963. “I walked into the store looking to buy a used car and the store manager pitched me on the idea of buying the dealership,." At the age of 25, he entered the retail automobile business, launching his first Volvo/Nash store.
While the Swedish import was not well-known in the United States at that time, Ciccolo understood the product’s quality and huge potential. The young entrepreneur launched a business that today includes six Massachusetts new car dealerships in Boston, Norwell, Newton and Danvers, representing brands Audi, Honda, Hyundai, Nissan, Porsche and Volvo.
“You can always get someone to try a new thing, but you have to give them good reasons to come back,” Ciccolo said, so he made sure his stores offered a great buying and service experience.
And that meant providing a workplace where employees were happy and could reach their full potential. “Our environment helps people evolve and grow and be a success – to be more than they could have dreamed – and that is what I take the greatest pride in,” he said.
Ciccolo earned a BS at Suffolk University in 1959 and an MBA from Northeastern University in 1982, both in Boston, and served in the United States Marine Corps Reserve from 1955 to 1962. He also completed a management program at Harvard Business School in Boston in 2003.
As a longtime auto industry leader, Ciccolo is proud of his work for both the state and national dealer associations. He was a director for the NADA after the economic crisis of 2008, a critical time for the auto industry. “I went to Washington, D.C., and met with Representative Barney Frank of Massachusetts and other legislators to advocate for dealers during the creation of the Consumer Financial Protection Bureau via the Dodd-Frank Act,” he said. “I am incredibly gratified that we were able to have some success in ensuring that dealers weren’t over-regulated through the bureau.”
Another cornerstone of his company’s longevity is a commitment to giving back. “From day one, my belief has been that our stores should be active participants in their communities, pitching in and making a difference,” Ciccolo said.
To that end, he has supported countless organizations, causes and events, and created the Ciccolo Family Foundation for charitable giving. Since 1983, he has served on the board of the Global Smile Foundation, which provides comprehensive cleft care for patients in underserved communities throughout the world. He is also an active member of the Alliance for Children Foundation, a Massachusetts-based international relief organization that aids orphaned and at-risk children worldwide.
Other initiatives that Ciccolo champions include the Boston Volvo Thanksgiving 5K (which has raised over one million dollars for the National Multiple Sclerosis Society); Friends of Herter Park (a community group which is working to reactivate the public spaces and an amphitheater in a park along the Charles River in Allston, Massachusetts); Maine Coast Heritage Trust (conservation campaign); Make-A-Wish; The Salvation Army; Greater Boston Food Bank, as well numerous hospitals, universities, scholarship funds and charities.
Ciccolo was nominated for the TIME Dealer of the Year award by Robert O'Koniewski, executive vice president of the Massachusetts State Automobile Dealers Association. He and his wife, Grace, have three children.
NADA | TIME Dealer of the Year | Ally Auto
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Home » Competitive Shooting News
Leupold Pro Shooter Doug Koenig Wins Production Class
at PRS Pro Series Finale
Ammoland Inc. Posted on November 21, 2019 November 21, 2019 by AmmoLand Editor Duncan Johnson
BEAVERTON, Ore. —-(Ammoland.com)- Leupold & Stevens, Inc., is pleased to announce that Pro Shooter Doug Koenig won first place in the Production Class at the Precision Rifle Series (PRS) Pro Series Finale, held at the K&M Shooting Complex in Finger, Tenn., Nov. 15-17. Koenig’s finish at the finale also won him the 2019 season’s Production Class Championship.
He finished 32nd overall in the full field, which included more than 150 of the world’s best Open Class shooters.
The PRS Production Division requires competitors to shoot the course with a combined rifle and optic MSRP, as listed on the company’s website, not exceeding $4,000. The rifle and scope must individually be valued at less than $2,000. Koenig runs a Leupold VX-3i LRP riflescope on a Ruger Precision Rifle when competing in Production matches. Open Class competitors face no such restrictions.
“Events on the PRS circuit present an incredible challenge, both for the shooter and the rig he’s running,” Koenig said. “The performance I got out of my VX-3i LRP and Ruger Precision Rifle this year was amazing, and a true testament to the relentless, match-grade performance that they’re both capable of right out of the box.”
The VX-3i LRP 6.5-20×50 that Koenig uses features Leupold’s CCH (Combat, Competition, Hunter) reticle, and has been purpose-built to deliver the performance that competitive shooters need. The LRP (Long Range Precision Riflescope) line features magnification ranges of 4.5-14×50, 6.5-20, and 8.5-25, all with 50mm objective lenses and available in both milliradian and MOA configurations.
Koenig’s LRP helped him navigate the Finale’s 20 stages, shot from 12 different ranges and over 50 different firing positions. The course of fire was designed to test and train disciplines from across the law enforcement, military, and practical marksman spectrums.
“Doug has proven time and time again what a VX-3i LRP is capable of,” said John Snodgrass, Product Line Manager for Leupold & Stevens, Inc. “It’s been purpose-built to deliver the performance that long-range, precision rifle shooters demand on the range – and it delivers.”
For more information on Leupold® products, please visit us at Leupold.com.
Join the discussion on Facebook, Facebook.com/LeupoldOptics, on Twitter at Twitter.com/LeupoldOptics or on Instagram at Instagram.com/LeupoldOptics.
About Leupold & Stevens, Inc.
Founded in Oregon more than a century ago, Leupold & Stevens, Inc. is a fifth generation, family owned company that designs, machines and assembles its riflescopes, mounting systems and tactical/Gold Ring® spotting scopes in the USA. The product lines include rifle, handgun and spotting scopes; binoculars; rangefinders; mounting systems; and optical tools, accessories and Pro Gear.
What caliber was the Ruger Precision Rifle ?
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Egypt: Failure of political leaders to agree human rights reforms 'Irresponsible'
Global day of solidarity action tomorrow (Saturday 12 February), rally in Trafalgar Square (12-2pm)
Amnesty International has accused Egyptian political leaders of acting irresponsibly after they failed to initiate any human rights reforms during key speeches by President Hosni Mubarak and Vice President Omar Suleiman yesterday. Thursday.
Amnesty International Secretary General Salil Shetty said:
"The President and Vice President utterly failed to respond to the demands of the protesters.
“It is irresponsible that neither of the two statements gave a commitment whatsoever to immediate human rights reform.
"One human rights measure announced by the President was the cancellation of Article 179 of the constitution, a measure we have long called for, as it entrenches violations relating to arrests, detentions and trials. But he failed to give any timeline for when that would happen.
"The language used by Vice President Suleiman to try to discourage protesters from making their voices heard is also unacceptable.
“It is ironic that a government which has fired on and allowed thugs to attack peaceful protesters is attempting to persuade protesters to go home by warning of ‘chaos’ and "destruction".
"Those now in power should view the activism on the streets of Cairo and other cities not as a threat, but as an opportunity to consign the systematic abuses of the past to history. Human rights reform must begin now."
For more on Saturday's Trafalgar Square event, see: http://bit.ly/dUUfot
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2015 Ph.D. Graduate Profile: Eugenia Gold main content.
2015 Ph.D. Graduate Profile: Eugenia Gold
by AMNH on Oct 5, 2015 11:26 am
Later this afternoon, the latest cohort of graduates from the Museum’s Richard Gilder Graduate School—the first Ph.D.-degree-granting program for any museum in the Western Hemisphere—will receive Doctor of Philosophy degrees in Comparative Biology at a commencement ceremony in the Milstein Hall of Ocean Life. We're profiling these new Ph.D.s prior to commencement, and today we introduce paleontologist Eugenia Gold.
Ph.D. candidate Eugenia Gold, pictured here in the Museum's collections.
© AMNH/E. Gold
Eugenia Gold can’t remember a time in her life when she wasn’t fascinated by dinosaurs.
“I have liked them since the first memories I have,” she says. “When I was a kid, they started finding all these new dinosaurs in China and in South America.”
Growing up in Maryland, Gold would receive newspaper clippings of the latest South American fossil finds from her relatives in Argentina. Geographically close or not, everyone in her family could see that Eugenia’s passionate interest in dinosaurs was not just a phase.
Guided by this interest, she sought out ways to study dinosaurs in school. During high school the chances were few, but she later began research with paleontology professors in the College Park Scholars program at the University of Maryland. From there, she headed westward to complete a master’s degree at the University of Iowa. When she learned she had been accepted to continue her studies in the Museum’s doctoral program, she recalls, “I was ecstatic!”
Gold worked in Mongolia's Flaming Cliffs, one of the world's most famous fossil deposits.
While at the Richard Gilder Graduate School (RGGS), Gold worked with advisor Mark Norell, Macaulay Curator of Paleontology and chair of the Division of Paleontology, traveling with him for three weeks on one of the Museum’s famed summer expeditions to the Gobi desert of Mongolia. A storied locale for dinosaur paleontology—the first dinosaur eggs known to science were discovered there by Museum legend Roy Chapman Andrews in 1923—the rocky, open plains of the Gobi still yield treasures for paleontologists.
It was there that Gold unearthed a nest of dinosaur eggs and found a large deposit of sauropod dinosaurs, related to the lineage that gave rise to modern birds. For her it was a magical trip, combining everything Gold appreciates about nature: “camping out, building campfires, finding fossils.”
Back at the Museum, she continued to study dinosaurs, with a focus on their brains. Using various "landmarks" revealed by CT scans of the braincases of fossil theropods and their modern bird descendants, Gold was able to determine how dinosaur and bird brains evolved in size and shape over time. This research formed the basis for a portion of her dissertation, which will be published in the coming year.
“We see an expansion of the forebrain as we get closer [in evolutionary time] to birds,” she says. The brains also become more S-shaped instead of linear, in order to fit those larger forebrains—which are necessary for flight—into the skulls.
Today, Gold is teaching human anatomy to medical students at Stony Brook University. Sometimes, she notes, the designs of our own bodies don’t seem to make sense; often, this odd architecture is retained from, or shared with, the body plans of our ancient vertebrate ancestors. It’s a past that, after decades of interest in, and study of, among the most charismatic of vertebrate groups, Gold is notably well-trained to understand and explain.
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American Renaissance magazine
Vol 6, No. 2 February 1995
Separation: Is There an Alternative?
Separation for Preservation
Book Review: For Whom the Bell Curves
What must be done to preserve Western Civilization.
by Rabbi Mayer Schiller
If current trends continue, some time in the middle of the next century the majority of this nation’s inhabitants will be nonwhites. As has been shown repeatedly in the pages of American Renaissance, the presence of large numbers of nonwhites irrevocably changes the character of a school, neighborhood, city or state. Most whites find these changes so disagreeable that they simply move away. However, they can do this only because there are still many areas of the country that are overwhelmingly white. What will happen if whites become a minority?
Even before whites are reduced to a minority, the shift towards a largely nonwhite population will be felt in all areas of life. Taxes, crime, and disease will rise. “Reverse discrimination” will become the norm. Ever larger parts of the country will be essentially off limits to whites, even as government resorts to ever more draconian measures to enforce integration. Legislatures and schools dominated by nonwhites will rewrite our history, belittle our heritage, overturn our monuments, and abandon the cultural norms of our civilization. This is the great crisis of our times.1
As the demographic tide shifts, it will be futile to defend “the canon” of Western literature or, in the South, to try to keep the Confederate flag flying over state houses. A faculty that is largely black and Hispanic will not teach Melville; nor will nonwhite legislators assemble beneath a banner they see as a symbol of white consciousness.
Although they indicate a mood of uneasiness in the country, Republican political victories will do nothing but reduce taxes in the short run — if that. In the long run, Republicans show no desire to stop the change in America’s population. Of course, this great change renders mainstream political activity as we now know it virtually irrelevant, but to speak about race openly is to be banished from public discourse as a “racist.”
On one point I do not wish to be misunderstood. Obviously, large numbers of blacks and Hispanics are not violent, of low IQ, or disinclined to work. The question is not whether all members of a racial group behave in a certain way, but whether enough do so to make the societies they create undesirable for whites. To answer this question in the affirmative is not, as leftist moralists would have us believe, an ethical flaw. At the simplest level, it is no more than the desire to secure an orderly and safe life for oneself and one’s descendants.
Will Nonwhites Change?
The prevailing wisdom is that demographic change is not a problem because, with enough time and effort, nonwhites will become more like whites. Liberals, despite the clear evidence of the past forty years, still insist that if we give more money to minorities, discriminate against a few more whites, and suppress the cultural and historical memories of Euro-Americans, the races can be made interchangeable.
“Respectable” conservatives seem to think that the solution is to abolish welfare and establish more “enterprise zones,” where minorities can start businesses. The free market will then prevail and Republicans can find out whether shopping malls really do transform the soul of a people. (Perhaps they do, but certainly not for the better.)
It may be that the Christian Right and the “paleo-conservatives” have the least fanciful plan for minorities: A revival of religion, values, and manners from pre-1960s America — that is, from before the triumph of liberal decadence — will improve minority behavior. This is not completely wrong-headed. If our schools still used McGuffey Readers and taught virtue and discipline as they used to, all Americans would be very different.
However, there are three practical considerations that render this dream illusory. First, there is virtually no chance that inner-city schools will adopt the beliefs and practices of Middle America of the 1950s. Indeed, there is little reason to think that whites themselves have much interest in the ways of their ancestors. Second, how quickly could this revolution in values come about? What is the chance of a spiritual and moral reawakening in Harlem before nonwhites become a majority? Third, even if a return to traditional values radically reduced crime and poverty among nonwhites, it would not bridge the IQ gap. America would still face the prospect of entering the 21st century as a nation in which many people were incapable of functioning in a modern society.
At an even more fundamental level, are the symbols, myths, songs, memories, manners, and dreams of white America relevant to large numbers of blacks and Hispanics? Should they be? If not, we are back where we started; as the number of whites dwindles, Western Civilization disappears with them.
Minority Conservatives
It is important to note that there are black and Hispanic conservatives who are struggling to persuade their people to behave responsibly. They deserve the support of all fair-minded people. Their writings and movements should interestAR readers because they raise the question that all who believe in racial differences — be they genetic or deeply cultural — must answer honestly: How are we to approach those minorities who live and advocate lives of civility, who even acknowledge the European nature of our nation and live in deference to it?
We should support minority efforts at self-help. We should welcome black and Hispanic spokesmen who advocate self-reliance, religion, and the virtues of our civilization. Much could be accomplished if theirs were the dominant minority voices.
But even in the unlikely event of a triumph by minority conservatives, our attitude towards them should be no different from that toward Asian immigrants (who often show lower levels of crime and poverty than whites). We can welcome a small number of people of different races into this nation if they embrace our civilization, but we cannot allow the nation to lose its European identity. No people is obligated to abandon its national identity — in which race plays a significant part.
Any large group of nonwhites, no matter how well-intentioned, will eventually change our society in permanent ways. A nation dominated by blacks, Asians, or Hispanics, or one that is a majority-less farrago of races cannot help but be different from one that is dominated by whites. We have every right to prefer to live in a society of our own making, and we should not be compelled to open our nation and culture to the changes that large-scale racial incursion inevitably bring. For this reason, long-run demographic change demands a solution beyond anything that can be offered by minority conservatives.
Emigration or Separation?
What, then, are whites to do?
One undesirable possibility would be to abandon an increasingly third-world United States and return, en masse to Europe. This would assume that Europe had solved its own racial problems by strictly limiting nonwhite immigration. But would Europe want another 100 million citizens? In the waning days of white rule, the governments of Rhodesia and South Africa tried to prevent mass exodus by making it illegal to take assets out of the country. A black-Hispanic American government would probably do the same thing, turning most whites into penniless refugees.
Another possibility, which is nothing more than an extension of what most whites do now, is enclave existence. Today, whites pay a substantial premium to live in their own neighborhoods, free of blacks and Hispanics. They are also willing to pay for private schools for their children, in addition to the taxes they pay for public schools. For most whites, this is an acceptable exchange.
However, as the population shifts, as crime increases, and the government resorts to ever more ingenious methods of forced integration, enclaves will become precarious refuges. In South Africa, ever since the breakdown of apartheid, white neighborhoods have started hiring private security patrols. This is already happening in some American suburbs, and may become the norm in the future. Whites will develop various ways to barricade their neighborhoods against the “rising tide of color,” but will a nonwhite government allow whites to live separately and to protect themselves by private means? It is more likely that government will force “low-income housing” into all white areas; even if it does not, whites in their enclaves will still face oppressive taxation and systematic “affirmative” persecution.
What then remains? Separation. Whites should enter into serious dialogue with black and Hispanic nationalists who seek to establish racially based nations within the territory of the United States.
Opposition to this idea is most likely to come from whites. Many blacks and Hispanics already have a firmly developed racial consciousness, whether instinctual or sophisticated. Many have no interest in the study or practice of European culture, and this is neither wrong nor surprising. What remains to be achieved is a large-scale awakening of racial consciousness among whites, without which no serious dialogue can begin about the mechanics of separation.
Those who are daunted by the prospect of separation should once again consider the alternatives. Current trends will ineluctably reduce whites to minority status, and there is every sign that hostility to whites and to their culture only grows as nonwhites gain numbers and influence. Aside from emigration, the probable outcomes are some kind of violent resolution of racial conflicts or the reduction of whites to a persecuted minority in an increasingly lawless, third-world society. The former would be horrible for all people and the latter would be intolerable for the people whose ancestors built this nation.
At present, the idea of dividing the nation into racial zones seems impossible. (For fairness sake, in the interests of those who wish to continue the grand experiment, there could be a multiracial area. It would be interesting to see how many white liberals would want to live there.) However, there are still large parts of the country that are predominantly white. They could secede. This seems a wild prospect today, but as we move into the next century the burden of racial redistribution of wealth will become increasingly unbearable, and the spectacle of city after city following the path of Detroit and Washington will continue. Who is to say what the citizens of Montana or North Dakota may decide to do?
Indeed, it need not be whole states that secede. Groups of counties could declare independence from Washington. If these efforts were coordinated to occur at the same time their effect could be very powerful. How would the central government react? Given the size of the country and the notorious mismanagement of third world governments, it may not matter how it reacts.
Of course, none of this can happen without profound change in the hearts of whites and this does not now seem likely. Nevertheless, there is simmering unrest in the land. Given clear thinking and courageous leaders we may be able to move beyond the clichés that now govern us.
Cultural Secession Comes First
In order to lay the groundwork for political separation there must first be a recognition that the present government, media, schools and courts are at war with the beliefs and values of this civilization — indeed, with its very identity. Many Americans already feel this way, though not many have an articulate sense of the racial dimension of the problem. Some see the problem primarily in religious or cultural terms. They are nevertheless allies of any American who wishes for the survival of Western Civilization on this continent.
Taken all together, Americans who feel that the nation derailed after the 1950s are a significant percentage. They may even be a majority. Only for so long will they fail to see the racial aspect of the crisis. They may soon awake — but for now they sleep.
Furthermore, so much of our civilization’s crisis goes beyond race. As Fr. Tacelli wondered in the previous issue of American Renaissance, even if whites were to separate from nonwhites would their culture then consist of the likes of Madonna?
In fact, our unwillingness to defend racial identity is linked to a severing of ties to our total civilizational identity as it manifests itself in religion, culture, family, and the norms and manners that Russell Kirk aptly termed, “the unbought graces of life.” These graces once imbued us with a sense of honor, dignity, courtesy, and piety. As these were abandoned in post World War II America, we lost a clear sense of who we are and how we should live. It was this breakdown that led to a weakening of racial awareness.
Until Western Man recovers his ability courageously to assert his own identity, with all that this affirmation would entail, there will be no racial defense. This will involve a personal, familial and eventually communal immersion in the faiths, culture, rituals and manners of the West. It will demand that we shun the vast cultural apparatus of our decadent times in all its manifestations. The first stage of a counter-revolution then, is to believe, live, and teach as men of the West.
As one who has long felt a deep attachment to the various forms of Western faith, culture, and race, the need for a program of peaceful, dignified racial separation seems axiomatic. At the very least one must secede personally from the current chaos of mind and soul, while encouraging communal and eventually political secession as well.2
A Mature Racial Awareness
Moreover, any serious attempt at Euro-American advocacy must be divorced from the thuggish image so dear to the media. We must constantly affirm the moral foundations of racialism and emphasize that all races have the same right to self-determination.
It is vitally necessary that Euro-Americans leave behind the hierarchical racial forms of the past. Neither colonialism, segregation, apartheid or repatriation to Liberia are in our future. Whether these systems were evil, as the common wisdom has it, or merely attempts to cope with racial realities is now an academic question.
We must convey the message in word and deed that it is not those who seek the survival of all races who are “haters.” The haters are, instead, the multiracialists who would deny men the consolation and joy of freely expressing their racial and cultural identities. They are working to destroy those identities, physically and spiritually.
Separation is the only way to preserve the uniqueness of all races. Blacks and Hispanics would be free to govern, educate, and live according to their own standards rather than those of another race. They might also be more capable of lifting themselves up once the psychological crutch of “white racism” were removed.
Finally, if whites are to have a future, it lies only in the direction of amicable disengagement. This may seem fanciful today, but events will ensure that it is the only path to dignified survival.1
Religious men may believe that the great crisis of Western Man is his loss of faith. This is true insofar as loss of faith affects our prospects for Eternity and undermines morality. However, the decline of civility, the eclipse of white culture, and the dwindling numbers of Euro-Americans represent threats that, unlike loss of faith, cannot be reversed through repentance.2
I am, nevertheless, haunted by the image of nonwhite conservatives. I feel constrained to add that racial separation need not be absolute, but might allow exceptions according to exacting standards.
Rabbi Schiller is the author of The (Guilty) Conscience of a Conservative. He teaches Bible and Talmud in New York City.
• • • BACK TO TOP • • •
Another perspective on the need for separation.
by Richard McCulloch
Since it began publication, American Renaissance has provided ample documentation to show that a multiracial society is detrimental to the interests of European-Americans. But it has not discussed the gravest cause for concern — the fact that in the long term a European population cannot survive in a multiracial society. Nor has it discussed the possible alternatives to the current multiracial trend. There could be many possible solutions for the minor problems of multiracialism, but there is only one effective solution for the major problem — the racial destruction of the European elements caused by intermixture and replacement — and that solution is separation.
Separation might not be necessary to solve the problems of crime, delinquency, economic inefficiency, cultural and educational decline, etc., but it is necessary for racial preservation. The reason may not be self-evident, and therefore requires some explanation.
It was reproductive isolation that brought about the existence of different races. When different populations are isolated they cannot interbreed, and consequently they evolve in different directions, developing their own unique ensemble of genetic traits. Over the course of many generations this results in the evolution of different races (and, if the process eventually results in an inability to interbreed, the evolution of different species).
Reproductive isolation requires the absence of physical contact between diverging populations. As a practical matter, this requires geographic separation. If reproductive isolation is lost, the different races will intermix and blend into one race, destroying their racially unique traits. It is a simple matter of either-or: Either there is reproductive isolation or there is racial destruction. Biologists are aware of this rule, and some have been bold enough to confirm its application to human populations, but sociologists have generally evaded or denied the implications.
Given the findings of sociobiology, it should now be a fundamental axiom of sociology that when different human races inhabit the same territory they will eventually be reduced to one race through a gradual process of intermixture and/or replacement. The more extensive the contact and interaction between the races the more rapid the process of interbreeding will tend to be, but whatever the rate — slow or fast — it will occur. This fact is either not known or evaded by far too many people, permitting multiracial conditions to proceed towards their inevitable consequences without those consequences being recognized and addressed.
Thus, too many people falsely believe that the different races can continue to exist in a multiracial society without significant intermixture, but intermixture is an unavoidable consequence of multiracial conditions. The blame for these destructive consequences should be placed on all those who promote multiracialism and oppose isolation. This is true even for people who ostensibly oppose racial intermixture, for if they support multiracialism — or oppose separation, which amounts to the same thing — they are supporting intermixture.
The presence of significant numbers of unassimilable racial elements (those that cannot be assimilated in significant numbers without noticeably changing the racial traits of a population) effectively prevents a country from being a secure homeland where a race can be preserved. To admit unassimilable elements into a nation is to accept them into the nation’s gene pool, to accept intermixture and/or replacement, and to accept the transformation of the population away from the indigenous type and toward the unassimilable types.
This is especially true for the European races, and most of all for the Northern European race, the founding and still the majority American racial type. Due to the recessiveness of its genetic traits and its low birthrate (possibly aggravated by an adverse reaction to multiracial conditions) it probably requires reproductive isolation more than any other race if it is be preserved.
For the Northern European race, the consequence of extensive intermixture is racial destruction. Jefferson and Lincoln recognized this, and made proposals for racial separation, although in their time the physical difficulties involved were great. The tremendous advances in transportation made in the past century have reduced the main obstacles to separation to a matter of attitude. Unfortunately, the emotional difficulties of separation — as well as the extent of racial destruction or loss — increase with each instance of intermixture, and will steadily worsen as long as multiracial conditions persist. Separation will only become more difficult as time passes and the process of intermixture proceeds on its destructive course.
The American Renaissance review [Oct. 1994] of my book, The Racial Compact, is titled “Thinking the Unthinkable.” My book advocates racial preservation and independence and, as a necessary means to these ends, racial separation. Unfortunately, in the present cultural context, the title is quite appropriate, for in the present culture, racial separation is regarded as unthinkable.
But why should it be unthinkable? Why should monoracial existence — the condition in which the different races were created, in which nearly all races existed until very recently, and in which the vast majority of the non-European races still live — be unthinkable? Why should the condition that the European races require for continued existence be unthinkable?
To say that racial separation is unthinkable is to say that the continued existence of the European races is unthinkable. This is, in effect, precisely what the dominant culture is saying. To oppose separation is effectively to oppose the continued existence of the European races, effectively to propose their ultimate destruction or extinction.
So why should racial intermixture and the destruction of the European races be opposed? It is a sad commentary on the present state of our culture that this question should even have to be asked, but well-meaning people do ask it whenever someone publicly expresses support for European racial preservation. For those of us who love the European races — whether because of their distinctive physical traits and beauty, or because of their unique mental traits, which have created the most dynamic and progressive of all human cultures — the reason to oppose European racial extinction is nothing more than the desire to preserve that which one loves. For people of the European race, the reason should be the most compelling of all: to preserve and continue one’s own kind. For those who believe every race has a right to exist, and thus a right to the conditions it requires for existence, the choice between racial preservation and destruction becomes a clearly ethical matter, with preservation as the moral choice.
I propose a new paradigm of racial relations that promises racial rights, preservation and independence and that opposes racial destruction. Consequently, it requires racial separation. “Realists” might consider separation to be hopelessly difficult and “unrealistic,” but in reality it is required for preservation. Social or legal restrictions on intermixture, or the reduction or abolition of non-European immigration, could slow intermixture, but not stop it. They could make racial death come slower rather than faster, but the ultimate outcome will remain unchanged. Half measures will only delay the inevitable and amount to nothing in the long run.
The European races deserve better than the choice between a fast death and a slow death. They deserve the choice of racial preservation, of continued existence for the numberless generations yet to come. They deserve a moral and non-destructive alternative that recognizes and protects the legitimate rights and interests of all races while offering them the full measure they require for long-term preservation. That full measure is separation.
Richard McCulloch is the author of The Ideal and Destiny, Destiny of Angles, The Nordish Quest, and The Racial Compact. They are available from Towncourt Enterprises, Box 9151, Coral Springs, Fla. 33075.
For Whom the Bell Curves
This book, and its reception, mark an important intellectual breakthrough.
The Bell Curve: Intelligence and Class Structure in American Life, Richard Herrnstein and Charles Murray, The Free Press, 1994, 845 pp., $30.00.
reviewed by Jared Taylor
Despite the blizzard of indignant reviews it has provoked, The Bell Curve is largely devoted to proving something that virtually all Americans once knew, and that many who have not had the sense knocked out of them by a college education still know: A person’s intelligence is pretty well set at birth, and is likely to make a huge difference in how he turns out. Liberals pretend not to believe this, and since they set the intellectual tone for the country, the book has caused a scandal. Let the scandal continue. It has already pushed sales past three hundred thousand, and some of the people who buy this book will actually read it. They will find that it demolishes the assumptions behind nearly every social policy of the last three decades.
The NLSY
At the heart of the book is an extensive analysis of something called the National Longitudinal Survey of Youth (NLSY). This is a huge study, begun in 1979, of more than 12,000 American young people who were carefully chosen to be representative of the nation as a whole. The survey seems to have been conceived according to the classic, liberal conviction that a person’s family or school background causes social pathology; the study was meant to gather information to prove it. Like almost all contemporary social research, the NLSY ignored intelligence as a possible causal factor.
IQ scores for NLSY participants were collected by pure coincidence. The U.S. Army needed to update the norms for the Armed Forces Qualification Test (AFQT), and rather than go to the bother of finding another nationally representative sample, it simply gave the test to the NLSY participants. Since the AFQT is the equivalent of an IQ test, the NLSY suddenly and accidentally made it possible to show whether intelligence — independently of family background — predicts success or failure in life.
As the authors of The Bell Curve point out in relentless detail, intelligence is the crucial variable. The graph on this page is only one of many from the book that make this point dramatically. The steep curve shows the effect IQ differences have on the likelihood of otherwise average members of the NLSY sample being poor — average in both age and parents’ socio-economic status (SES). The gentler curve shows the effect of parents’ SES on the likelihood of people of average intelligence being poor.
This graph shows that people with average IQs had about an eleven percent chance of being poor if their parents were from the very bottom of the social scale. But for people with similarly average intelligence, having the most upscale parents possible reduced their chances of being poor by only about half — to five percent.
Intelligence was vastly more important than parents’ SES. Among people who had entirely average family backgrounds, the least intelligent had about a 26 percent chance of being poor, whereas the most intelligent had perhaps a two percent chance of being poor. IQ — for people who came from average families — made a 13-fold difference in the likelihood of being poor. Family background — for people with average IQs — made only a two-fold difference. In similar manner, The Bell Curve demonstrates that low intelligence is by far the most important predictor for most of the other things the country is presumably worried about: crime, welfare, illegitimacy, unemployment, etc.
The difference IQ makes can be expressed in other ways. For example, 82 percent of the poor people in the NLSY sample have below-average IQs, as do 90 percent of the chronic welfare recipients. Ninety-five percent of the children living in poverty have mothers with below-average IQs. Low-IQ parents also tend to be bad parents; child abuse and neglect are overwhelmingly concentrated among the poor and unintelligent.
Data like these are tremendously important. Conventional liberalism has always taken it for granted that schools or childhood environment rather than native intelligence makes people succeed or fail. This is why liberalism has exhausted itself trying to “enrich” the households of the poor and beat a high-school education into boneheads. The Bell Curve shows that the entire uplift movement has willfully ignored the variable that matters most: IQ. Fiddling with Head Start and school lunches is largely a waste of time if it does not raise intelligence.
As the authors suggest, liberals actually know this. That is why, despite their hostility towards IQ, they trumpet the news whenever they think they have found a way to raise it. The Bell Curve carefully sifts through the data to show that not even the most intensive versions of Head Start have an enduring effect on intelligence or on school performance, despite extravagant claims by their boosters. As the book explains, this is not only because intelligence is largely hereditary, but because researchers cannot figure out what actually affects the part of it that is theoretically subject to environmental manipulation. IQ can be lowered through severe malnutrition or sensory deprivation, but within a very broad range of ordinary human environments, little can be done to raise it.
Racial Differences
As if all this were not bad enough, the authors also discuss race and IQ. Although this part of the book has received the most attention, it is nothing more than a summary of familiar data. Far more interesting is how Messrs. Herrnstein and Murray use the racial data from the NSLY. It is well known that blacks and Hispanics have lower average IQs than whites and that, as groups, their behavior bears the stigmata of lower intelligence. But what do we find when we compare people of different races who have the same IQ scores? The results are edifying.
For example, although whites are two and a half times more likely than blacks to graduate from college, blacks with a typical college-graduate IQ (114) are 36 percent more likely than whites of the same IQ to graduate from college. Likewise, although NLSY whites are 67 percent more likely than blacks to be in what The Bell Curve calls “high-IQ jobs,” blacks with the requisite IQ (117) are 2.6 times more likely than whites of the same IQ to hold such jobs. This would appear to be clear evidence that blacks benefit from racial preferences.
Despite these preferences, controlling for IQ does not make the undesirable differences in racial behavior go away. The likelihood of various forms of failure among nonwhites can be expressed as a multiple of the white likelihood for the same behavior. For example, blacks in the NLSY sample are 3.7 times more likely than whites to be poor, and Hispanics are 2.6 times more likely. What about a comparison only of those blacks, whites, and Hispanics with the same IQ of 100? The multiples diminish, but do not go away: Blacks — 1.8x, Hispanics — 1.5x. The chart below summarizes other similar findings.
Multiples of White Pathology Rates
(Unadjusted, and Adjusted for IQ)
Black Hispanic
Poor 3.7x 2.6x
IQ Adjusted 1.8x 1.5x
On Welfare 3.8x 2.3x
Had Illegitimate Child 5.2x 1.9x
Incarcerated 6.5x 3.0x
What do these data mean? Society at large — at least universities and employers — appears to give nonwhites preferential treatment. Yet many fail to take advantage of these preferences, and are more likely than whites of the same IQs to be poor, go on welfare, or go to jail. When it comes to having illegitimate children, restricting the comparison to groups with the same IQs has virtually no effect: Hispanics and blacks are still twice and five times more likely than whites to have children out of wedlock.
Whatever causes these persistent differences between groups with the same IQs probably explains why it is that when blacks and whites get the same SAT scores, the whites are likely to get better grades in college. To use the technical term, standardized tests “overpredict” black success. The data on racial multiples for social failure can be viewed the same way: IQ scores overpredict nonwhite law-abidingness, self-sufficiency, likelihood of having a legitimate child, etc. In other words, even when blacks and Hispanics are as smart as whites, they still do not behave like whites. (It would be interesting to have comparable data for Asians.)
Though The Bell Curve ducks the issue, this suggests that there is more to racial differences than IQ. There may be differences in hormone levels, willingness to defer gratification, self discipline, or any of the other areas that Philippe Rushton has investigated. These would account for greater failure levels for nonwhites compared to whites with the same intelligence.
Liberals might argue that nonwhite deviance remains high even when IQ is held constant, only because “racist” white society does not recognize the abilities of nonwhites. Yet the data on employment and college graduation suggest that “racist” white society over recognizes nonwhite ability.
There is one more complicating piece to this puzzle: According to NLSY data, whites and nonwhites of the same IQ are paid almost identical wages. This suggests equal treatment by employers, and contradicts the earlier suggestion that nonwhites enjoy racial preferences on the job. However, if the races really do differ in the many ways that Prof. Rushton has found — that is, not just in intelligence — and these differences make nonwhites less desirable employees, paying them at the same rate for the same IQ is a form of preference. At the very least, blacks are receiving equal treatment, which belies the liberal argument that “racism” explains nonwhite deviance.
Some of The Bell Curve’s most important and provocative findings are about dysgenics. The authors point out that dull people are having more children than bright people. They are also having them at earlier ages, so we are likely to have five large generations of dull people by the time we have had four small generations of bright people.
Since the children of NLSY women have been tested for intelligence, we now know the extent to which low IQ is being passed on from one generation to the next. For example, women in the bottom 20 percent of IQ (87 and below) produced 72 percent of the children with IQs of 80 or below.
The NLSY data also suggests that the racial gaps in intelligence are widening. The black-white IQ gap for NLSY mothers is 13.2 points; the black-white gap for their children is 17.5 points. Likewise, the Hispanic-white IQ gap for mothers is 12.2, while the gap for children is 14.1. As the authors point out, since these gaps are between mothers (not the whole NSLY population) and their children, there is no obvious reason why they should be growing wider.
Change when the NSLY sample is altered so that the mean IQ is . . .
Permanent high school dropouts
Men prevented from working by health problems
Children not living with either parent
Males ever interviewed in jail
Persons below the poverty line
Children in poverty for the first 3 years of life
Women ever on welfare
Women who became chronic welfare recipients
Children born out of wedlock, of all live births
-30% -20% -10% 0% +10% +20%
It is likely that dysgenic trends are pushing America’s average IQ down by one or two points every generation. This may not seem like much, but a small shift in the average makes a big difference. Messrs. Herrnstein and Murray statistically manipulated the NLSY sample to see what effect a three-point drop — or a three point rise — in average IQ would have on levels of social failure. The above graph shows the results. For example, lowering the average IQ by just three points increases the high school dropout rate by 14 percent, while raising the average IQ by the same amount reduces it by 30 percent.
What appear to be insignificant shifts at the average could quickly change the entire profile of our population and make it impossible to support institutions we take for granted. The long-term consequences of differential birth rates are an extremely serious matter, but one that American society resolutely ignores.
On the other hand, it is worth noting that The Bell Curve does not assume an inevitable association between low IQ and social pathology. It points out that the explosion of crime and illegitimacy in the 1960s was so sudden it cannothave been caused by dysgenic drift. Before that decade, people of low intelligence were coping with life better than they did after it. The social forces that were loosed upon the country — and the authors are candid about not entirely understanding them — hit all Americans, but they hit people with low IQs hardest.
A Wide-Ranging Work
This review has touched on only a few of the subjects that The Bell Curve covers in fascinating detail. For example, the book describes how the demands of a modern economy are segregating smart people from the rest of the population, both occupationally and residentially. It shows that the best and easiest way for an employer to get a good work force is to give job-seekers a 12-minute intelligence test. It discusses the damaging effect of massive immigration from low-IQ, nonwhite countries. It describes the tyrannical consequences of government attempts to force equality upon unequal people. It includes an excellent summary of how affirmative action really works, and it describes how schools lavish so much attention on dimwits that gifted children are shortchanged. The book is stuffed with hard data and good arguments.
So where do we go from here? Most of the book’s recommendations are “controversial” but obvious: abolish affirmative action, restrict immigration, end welfare, beef up programs for gifted children. One cannot expect these authors to go any further than this.
As for race, they seem to think it is nothing more than a statistical artifact. They write that if the country stops counting by race and treats people as individuals, “group differences can take their appropriately insignificant place in affecting American life.” This naive view is perhaps obligatory even for people who break other taboos, but it need not overly trouble us. The Bell Curve is a great leap forward in the debate about the forces that are grinding our country down. It is a remarkable achievement, a milestone on the road back to national sanity.
A Story You Didn’t Hear
Auburn Calloway joined the Navy through an affirmative action program. He became a pilot, but had problems with the job, and left to work for Flying Tigers. He was dismissed for poor performance not long before the company was acquired by Federal Express. The new owners rehired the black pilot. However, his work and his attitude were still so bad that Federal Express scheduled a termination hearing for April 8, 1994.
Mr. Calloway decided to strike first. On the 7th of April, he was to fly as co-pilot on a DC-10 out of the Memphis airport where Federal Express has its headquarters. The captain was a small white man, and the second officer was a white woman. Once the plane was airborne, Mr. Calloway planned to murder the two whites, turn back to Memphis, and crash the plane into Federal Express headquarters. There are often hundreds of aircraft on the Fed-Ex tarmac, many of them being fueled. Thousands of employees work in and around the headquarters building. If a fully-fueled DC-10 had hit the area it could have been a massacre of spectacular proportions.
What didn’t happen
Fortunately, the staffing for the flight was changed, and three white men were assigned as crew. Mr. Calloway was no longer needed on the flight, but he was not to be denied his holocaust. He requested permission to fly with the crew as a passenger, and this was granted. He boarded the plane with a guitar case.
As the DC-10 climbed through 18,000 feet, Mr. Calloway opened the case and took out two sledge hammers, two claw hammers, a spear gun, and a combat knife. He attacked and injured all three crewmen before they could react. The co-pilot then put the plane into a dive, which pinned Mr. Calloway to the ceiling of the cockpit. He turned on the auto-pilot, and the three battled Mr. Calloway as the plane headed back towards Memphis. Mr. Calloway is a large man and holds a black belt in karate. He was not fully subdued until a ground crew boarded the plane, and even then he tried to kill a paramedic.
As a result of the struggle, the co-pilot is paralyzed on his right side and cannot work. The pilot’s left ear was cut off. The second officer’s wounds have healed, but his head is misshapened. At least they are alive, as are untold numbers of Federal Express employees who would have died if Mr. Calloway had carried out his plan. [Roy Wayne, Federal Express — an epic survival tale, The national Educator, Nov., 1994, p. 1.]
We would be curious if any readers have heard this astonishing story, which comes to us via a newsletter called The National Educator (Box 333, Fullerton, CA 92632).
What’s in a Word?
Raymond Tittman is a white American whose ancestors lived for several generations in Tanzania. He applied to Georgetown University Law School as an African-American, and was accepted. When he arrived on campus, Georgetown refused to enroll Mr. Tittman, claiming he had lied. African-American, they explained, means black. [What am I?, Counterpoint, Nov. 1994, p. 23.]
Never Forgiven
The National Endowment for the Humanities has announced a grant of $340,000 to the American Library Association so that it can mount a traveling exhibition called “A More Perfect Union — Japanese Internment During World War II.” [Commint, no date] Even worse than the exhibition’s incongruous name is what it symbolizes. The nation has already apologized to the Japanese; it has even paid survivors $20,000 each; but the sins of the white man must not be forgotten.
The National Park Service is also helping to keep the memory alive. In 1993 it opened Manzanar National Monument, at the site of one of the detention camps in central California. [Frank Clifford, Ethnic Imbalance threatens to erode U.S. National parks, SJ Merc News, 11/28/94, p. 1A.]
Gone With Apartheid
The demise of white rule has brought some rarely publicized changes to the moral tone of South Africa. The white regime was so closely associated with the Dutch Reformed Church that the latter was often called the National Party at prayer. Christianity underlay the government’s strict bans on pornography, prostitution, and homosexuality.
The new, black regime has cast all this aside. Streetwalkers now openly ply their trade, “swingers” clubs have opened, hard pornography is on sale, and homosexuality is sympathetically portrayed on national television. South Africa could become the first nation on earth to legalize homosexual marriage. [Bill Keller, Apartheid’s Gone, and anything goes, NYT, 12/28/94, p. A7.]
The country is also on a name-changing binge. The names of Jan Smuts and Hendrik Verwoerd have disappeared from streets, airports, schools, and buildings. World-famous Kruger National Park is likely to be renamed, and the names of whites were recently removed from 12 dams and waterworks. The South African Broadcasting Corporation and South African Airways are reducing their use of Afrikaans. [This Week in South Africa, Nov. 29-Dec.5, 1994, p. 2.]
Purity Amid the Pines
The Scots insist on racial purity — at least for pine trees. The Scots pine is a stately conifer that flourishes all over Europe. Everywhere they look alike, but analysis of organic chemicals in the sap has revealed slight genetic differences between the strains that grow in Scotland and those in Lapland or Norway. There are even small differences between pines that grow in different regions of Scotland.
Scottish law now requires that all different subspecies be kept separate. Anyone who wants to grow a Scots pine must plant not just a native one, but the correct regional variety. [Morally pineless, Economist, 10/22/94, p. 101.] Separation for preservation.
Judge for Yourself
A federal appeals court judge in San Francisco has struck down an Arizona law that required state employees to speak and write only English when doing government business. In his decision the judge wrote, “the diverse and multicultural character of our society is widely recognized as . . . among our greatest strengths.” [English-only law fails court test, SJ Merc News, 12/8/94, p. 14A.]
Young Murderer Goes Free
In the Nov. 1994 issue we wrote about a 10-year-old Chicago black boy who broke into the home of an 84-year-old white woman, beat her, tied her up, and slit her throat. He claims he did this because she used to call him “nigger.” The boy, whose name cannot be released because of his tender years, has since been convicted of first degree murder, put on probation, and released to the custody of his grandmother. People in the Lithuanian neighborhood in which the victim lived are furious.
Although a new law that took effect in January of this year would have provided for the boy to be put in a locked juvenile home, his sentencing took place in December. The judge had only the option of sending him to a mental institution, but experts found the lad entirely sane. [Courtenay Edelhart & Susan Kuczka, His hands tied, judge lets 11-year-old killer go free, Chi Trib, Dec. 9, 1994, p. 1.]
Into the Dark Ages
Wole Soyinka is a Nigerian novelist who has won the Nobel prize. He has publicly criticized the Nigerian military government, so the soldiers decided to arrest him. Mr. Soyinka was tipped off just in time and fled to France. “It’s very strange for those of us who thought Nigeria was the great black hope of Africa,” he observed sadly at a press conference; “Nigeria is going backwards, retreating into the Dark Ages.” [AP, Nobel prize winner flees, Post and Courier, 11/22/94, p. 18A.]
D is for Dinkins
David Dinkins, former Mayor of New York City, teaches a graduate course in public policy at Columbia University. Students do not consider him a success. “He reads his lectures as if they were political speeches — and they are,” says one student. “It’s two hours of Reagan-bashing,” says another.
A typical class involves a 20-minute lecture by Mr. Dinkins — usually a defense of his actions as mayor — followed by a talk by a former aide. Rosco Brown, a former assistant, started his talk by saying that the Republican “Contract for America,” should be called the “Contract to Get Rid of Black People.” [Gersh Kuntzman, Prof. Dinkins gets an ‘F’ from Columbia students, NY Post, 11/29/94, p. 18.]
O Tempora!
Rosa Parks is the black woman who refused to sit in the colored section of a Birmingham bus in 1955. This led to a boycott of the bus system and eventual integration.
George Wallace, former governor of Alabama and one-time foe of integration recently sent Mrs. Parks an 8-by-10 glossy photograph of himself. On it he had written: “To Rosa Parks. You are a great lady.” [Jim Schaefer, It’s the thought that counts, Detroit Free press, 12/23/94, p. 2B.]
Black Flight?
Connecticut has many small school districts, so it has been easy for whites to flee the cities and attend good public schools. The result has been that in Hartford, for example, 93 percent of the public school students are nonwhite (and three fourths are poor). Segregation of this kind cannot be permitted, so the state has been trying to establish voluntary integration plans before a judge orders integration across school district lines. The voluntary plans are likely to fail because so few school boards support them. Who are the staunchest defenders of the status quo? Schools with nonwhite majorities, the very ones that integration is supposed to help. [George Judson, Few Volunteer to Desegregate, NYT, 11/26/94, p. 1.]
Competent to Stand Trial
Colin Ferguson, the black man who is accused of killing six people on a Long Island Rail Road train late in 1993, has been found mentally competent to stand trial. He has also decided to represent himself, despite being warned by the judge that this was “a very foolish thing to do.” This will put Mr. Ferguson in the curious position of cross-examining some of the very people he wounded in the attack.
Ronald Kuby and William Kunstler, who had been defending Mr. Ferguson, had crafting a “black rage” defense, justifying the killings as a reaction to white racism. They are now off the case. They have maintained from the start that Mr. Ferguson was not competent to stand trial, and perhaps they are right. After he was allowed to represent himself, Mr. Ferguson said, “I believe I can prove my innocence and I feel I can be acquitted.” [John McQuiston, Suspect in L.I.R.R. killings ruled competent for trial, NYT, 12/10/94, p. 29.]
EEOC Bogs Down
The Equal Employment Opportunity Commission (EEOC) was established by the Civil Rights Act of 1964 to curtail the right of employers to hire whomever they please. Since the number of people in protected classes is huge and growing — it includes women, homosexuals, the physically and mentally disabled, and old people as well as nonwhites — the staff cannot keep up with the complaints. The commission hears nearly 100,000 cases every year and has a blacklog of about 200,000. Even the staff concedes that most of the cases are frivolous. About 60 percent are rejected for lack of evidence, and 25 percent are closed because the worker withdraws the complaint, does not cooperate, or disappears.
It is always a struggle to find someone to run the EEOC. The person must be nonwhite, of course, acceptable to minority pressure groups, and at least minimally competent. A 41-year-old black lawyer named Gilbert Casellas got the job last November, after am arduous search. He would like a 25 percent increase in the commissions $233 million budget, but a Republican-controlled Congress may not go along. [Peter Kilborn, Backlog of Cases is Overwhelming Jobs-bias agency, NYT, 11/26/94, p. A1.] A sensible Congress would abolish the commission.
King Dream Lives On
Martin Luther King’s youngest son, Dexter, has been chosen to succeed his mother, Coretta, as head of the Martin Luther King Jr. Center for Nonviolent Social Change. The job was kept within the family despite misgivings by board members, after Mrs. King insisted on the 33-year-old Dexter. Another King child, 39-year-old Yolanda, oversees the cultural programs for the $5 million-a-year King Center. [Ronald Smothers, Living and shaping legacy of civil rights leader, NYT, 11/24/94.]
The King family has recently been at odds with the National Park Service, which runs the five-block-long Martin Luther King National Historic Site (which surrounds, but is different from, the King Center). The Park Service recently bought land on which to build an $11 million visitors center that would be the gateway to the Historic Site. The King Center would like to build a high-tech, multi-media museum at the same location. Even the fastidiously liberal Atlanta Constitution has editorialized against the museum, calling it “a sort of I Have a Dreamland to make a profit off of a Disney-esque trip through the civil rights movement.”
It all boils down to who controls the official expressions of adoration. Says Dexter King: “We feel strongly that the heritage of the civil rights movement is too important to be controlled by a government agency which has only superficial familiarity with the internal dynamics of our freedom struggle.” The Park Service chief of the Historic Site says that “[the King] dream and legacy belong to the whole world.”
Whoever gets to superintend the legacy, taxpayers will foot a large part of the bill. Trustees of the Ebeneezer Baptist church, where Dr. King preached, are in the final stages of negotiating a deal to lease the building to the Park Service so it can be turned into a full-time shrine. In exchange, the Park Service will give the trustees land nearby for a new church. [Ronald Smothers, King Family Feels Pushed Aside by park service, NYT, 12/23/94, p. A14.]
No Affirmative Action Here
Vergie Muhammad is the principal of a junior high school in Crown Heights, Brooklyn. She was recently asked by reporters about a theft from her school. The press reported her reply:
There ain’t no missing books and no books has been lost . . . I always be above board, brother. The one thing I do is make sure I don’t bother these folks, you know, goods and nothin’ like that. And when everything go wrong, I report it. I’m not responsible for everything, but I am responsible for reporting anything that I know. And I haven’t heard nothin’ ‘bout no goin’ out no back door.
[Ed Koch, Some post-thanksgiving advice and reflections, NY Post, 11/26/1994.]
Sir — In your reply to my article in the January issue, I was disconcerted to find myself described as “in important respects . . . a racialist” — especially since the last third of my talk had been an explicit rejection of racialism. You say that “to acknowledge [i] a preference for one’s own kind and to observe [ii] that nonwhites, in sufficient numbers, transform society in unacceptable ways are clear expressions of racial consciousness.”
At the risk of spurning what I know was intended as praise, let me state for the record: (i) the “kind” I happen to prefer is not in the first place determined by race; and (ii) the observation about “nonwhites” is not mine. What I did observe in my talk was rather different: Many of those to whom AR appeals are first-hand witnesses of social and cultural collapse, and their experience has linked this collapse to the presence of blacks — not just “nonwhites” — in sufficient numbers. The point was: These are not racialists filled with “white pride,” but simply people who have come, often bitterly, to fear and dislike blacks. Since AR seems to justify these feelings, that is why it is open to the charge of animus.
For the rest, your readers can decide for themselves.
Fr. Ronald K. Tacelli, S.J.
Sir — Father Tacelli asks for help in responding to the argument that knowledge of racial differences may lead to Hitlerian eugenics policies. I would suggest that truth is a tool, and like any tool, it has the potential for misuse. This does not mean we should suppress the truth; we do not deny knowledge of fire in order to prevent arson.
Fr. Tacelli also expresses misgivings about racial consciousness for fear of the unsavory audience such a philosophy attracts. This appears to be an inverted ad hominem argument. Just as an idea cannot be judged by its source, neither can it be judged by its audience. An idea stands or falls on its own merits, like a work of art. A painting becomes no less beautiful if its painter cuts off an ear, or if it is appreciated by Nazis. I would respectfully remind Fr. Tacelli that Christianity attracts its share of squirrels; we don’t discount it for that.
We cannot build a society on lies, however well-intentioned. Ugly truths are comely when compared to pretty lies.
Name Withheld, Fla.
Sir — With regard to Fr. Tacelli’s article, the awakening of our consciousness and identity are vital for our survival. At the same time, we need transcendent moral, spiritual, and ethical values and an emphasis on the interdependence of individual and community.
I believe that the universalist-egalitarian aspect of Christianity is devastating to us, but it is important to retain the essential aspects of our Judeo-Christian heritage as a connection with the past. We therefore need a church to affirm, support, and encourage our group. What about a Caucasian Orthodox Church? It sounds funny, but only until you think of Greek Orthodox, Armenian Orthodox, Russian Orthodox, Korean Christian churches, etc.
Kelly Richards, Salt Lake City, Ut.
Sir — I appreciated your reply to Fr. Tacelli. I would add only that the S.J. boys were not too squeamish about hurting people during the Counter Reformation.
James DeWitt, Opelika, Al.
Sir — Though Fr. Tacelli made many excellent points about morality, I think Mr. Taylor’s responses improved most of them. It seems symbolic of Fr. Tacelli’s approach that in commenting on the decay of the outdoor statues at Oxford he implies that no one seems to know why they are being eroded by “a kind of stone-ravaging leprosy.” The explanation is simple: The atmosphere is loaded with sulfurous acids produced by the “dark Satanic mills” William Blake complained of in 1809.
That a cleric educated in the humanities should appear to be unaware of this is symptomatic of the gulf between the humanities and the sciences. Perhaps it is only historical accident that created this gulf, and has thereby produced a humanistic elite that thinks “liberalism” means the denial of racial differences.
Mr. Taylor repudiates this connection, pointing out that Europeans can serenely accept the fact that, statistically speaking, whites are inferior to Orientals in terms of IQ. Why, then, cannot blacks accept what time and fate has given them? In any case, the average individual, of whatever race, has to accept the fact that there are hundreds of millions of people who are superior to himself. Every individual must live with his deficiencies.
In the long run it is possible that a determined race can substitute will for fate. Which genetic variants survive in greater numbers is determined by selection, and human beings can consciously influence selection, if they have the will to do so. The willing may be unconscious of its most important consequences.
To cite an illustration: If society pays for the birth and rearing of all children — even paying for fertility treatments for those who are unemployed and relatively less competent at urban living — then we can expect that groups that are parasitic on society will become steadily more numerous and less competent. When we decide to support incompetent people generously we thereby help create a posterity that will be less competent — by whatever standards we have decided to judge “competence.”
During the 20th century, liberals have acted as the fate that defines competence, thus influencing the direction of human evolution. Has the definition of competence been wise? Does the present direction of human evolution favor the long-term survival of the human species?
Garrett Hardin, Santa Barbara, Cal.
Sir — While I agree completely with Fr. Tacelli that AR articles and readers should not show animus towards anyone because of race, that does not exclude a certain degree of hostility — at least an absence of hospitality — towards groups by which we are threatened.
As for Fr. Tacelli’s inability to deal with liberals who argue that beliefs in racial differences inevitably lead to “the scent of Zyklon B,” one need only point to the far greater numbers exterminated by Stalin and Mao in the pursuit of egalitarianism.
Fr. Tacelli notes that Afro-centrists depend on “not merely an equality yet to be, but on a superiority that already was and has somehow been stolen away.” Of interest in this regard were the Russian Communists’ perennial (but false) discoveries of things that had been invented first in Russia. This is the sort of thing to which the pursuit of radical egalitarianism leads.
Name Withheld, Crawfordville, Ga.
Sir — I did not subscribe to AR to read religious dogma. If you publish any more religious propaganda I will cancel my subscription.
Fritz Fredrickson, Richmond, Cal.
Sir — I can no longer continue to subscribe to AR. I am nearly 70 years old, physically and mentally ill. The racial changes you describe do not help my mental condition.
Fr. Tacelli’s article was wonderful, but the opening passages were chilling. In your excellent reply, you described the feeling of bitterness of one who returns to see the wreck that nonwhites have made of the formerly-white neighborhood of his childhood. I know that feeling all too well.
Best wishes in your new endeavors. I take comfort in knowing you will continue the struggle, though others may fall by the wayside.
Ralph Singer, Bronx, N.Y.
Sir — I do not see racialism and Christianity as compatible, although obviously many do. In any case, as David Lane has said, “It does not matter whether you believe Nature’s laws are the work of God, or of gods, or that we are an accident. Those laws exist and we are subject to them.”
With respect to your quote from Jefferson on the masthead, I might cite the 2nd Century church father, Clement of Alexandria: “Not all things that are true need be made known to all men.”
Edward Novak, Massapequa Park, N.Y.
Sir — I would like to add to your report on the results of the vote on California’s Proposition 187 [to strip illegal immigrants of public benefits]. Before the election, most polls said it was “too close to call,” yet it passed easily, with a 59 percent majority. The measure was intensely and continuously denounced in the press and only very limited coverage was given to supporters of a “yes” vote. Also, advocates of a “no” vote claimed that “white supremacists are behind Proposition 187.” Many voters must have been intimidating into lying to pollsters.
Many supporters of the issue went to great lengths to “prove” they were not “racists.” They frequently pointed out that poor, nonwhite Americans are often the ones who are hurt by illegal immigration. Nevertheless, the voting showed that like almost everything else in a multiracial society, the proposition was a racial issue. As you reported, whites were the only group that voted in favor, and if whites were not the overwhelming majority of voters (81 percent of voters though only 57 percent of the population) the proposition might not have passed.
Other interesting figures are that although 60 percent of all men voted for the proposition, only 56 percent of women did. Despite strong opposition from Catholic groups, white Catholics supported the measure about as strongly as other whites. Jews voted against the proposition, 55 to 45 percent.
Lynn Young, President
South Bay Citizens For Immigration Reform
Box 160291, Cupertino, Cal. 95016
Sir — In your acknowledgement of my most recent contribution you state, “There’s no joy in writing checks . . .” You could not possibly be more wrong. I know there are many brave men, who are better writers and more fluent speakers than I, who are “doing something” for our race. These trench fighters need all the help they can get. Until things change, the greatest thrill, the most lasting satisfaction I can get is to provide a unit of support to the frontline activists, because I know — and this is elementary — that with more they can do more. The smoke has not yet cleared from the field.
Harry Dace, Alvin, Tex
Sir — There is a serious error in your January “O Tempora” column. You wrote that Cincinnati congressman David Man, who made a blatantly racial appeal for black votes, is black. He is white.
The more accurate focus of your article should have been on the lengths to which white liberals will go to denounce their own race in order to win the votes of nonwhites — who usually lap up rhetoric of this kind.
Gary Brock, Highland Heights, Ky.
Others wrote to say that we misspelled Deutschland, Colombia, Hialeah, and Skrewdriver. It was a bad month for proper nouns. — Ed.
What Foreign-Language Study Tells Us About Our Country
The Democrat Primary Is Too White
Roger Scruton, RIP
‘I Can’t Believe They Let Me Out’
‘I Don’t Hate All White People’
AR Archives
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Inorganic material
Art of the americas (26)
Vessel (25)
Vessel for serving food (2)
Blackware (black basaltes) (1)
Dish (vessel) (1)
South Coast (5)
Santa Valley (2)
Chimbote (1)
Colima (1)
Inorganic material (26)
Chavín (1)
Chimú-Inca (1)
Hopi (1)
Anthropomorphic figure (3)
Feline (3)
Abstract figures (2)
Arts of the Americas (26)
Pre-Columbian (22)
Andean (19)
Early intermediate period (12)
Vessel Depicting a Composite Shark, Feline, and Human Figure, 180 B.C./A.D. 500
Stirrup-Spout Vessel with Feline and Cactus, 900/200 B.C.
Chavín
Double-Spouted Vessel Depicting a Landscape with Coyotes and Cactus, 180 B.C./A.D. 500
Vessel in the Form of a Deer Impersonator, 100 B.C./A.D. 500
Moche
Vessel in the Form of a Seal Impersonator Playing a Drum, 100 B.C./A.D. 500
Figure of a Dog, A.D. 1/200
Vessel in the Form of the Head of a Llama, 100 B.C./A.D. 500
Vessel with Abstract Feline and Falcon-Head Spout, 650/150 B.C.
Vessel in the Form of a Seated Ruler with a Pampas Cat, A.D. 250/550
Vessel in the Form of a Pampas Cat, 180 B.C./A.D. 500
Vessel Depicting a Bird-Hunting Scene, 100 B.C./A.D. 500
Pedestal Bowl Depicting an Anthropomorphic Saurian Figure, A.D. 1100/1300
Pedestal Bowl Depicting Bicephalic Footed Serpent with Headcrest, A.D. 700/1100
Vessel Depicting an Anthropomorphic Shark Holding a Trophy Head, 180 B.C./A.D. 500
Vessel in the Form of a Llama and Attendant Figures, A.D. 1200/1450
Chimú-Inca
Vessel in the Form of an Owl Impersonator, 100 B.C./A.D. 500
Vessel in the Form of a Calabash, A.D. 1/200
Stirrup Spout Vessel with Fineline Image of a Warrior Bird, 100 B.C./A.D. 500
Minitature Tray Depicting Suche Fish and Peppers, A.D. 1450/1532
Double-Spouted Vessel Depicting Lizards, 180 B.C./A.D. 500
Vessel with Abstract Feline Mask and Bird-Head Spout, 650/150 B.C.
Polychrome Jar, c. 1920
Vessel with Double-Horned Spouts, A.D. 1000/1470
Bowl Depicting Hummingbirds, 180 B.C./A.D. 500
Bowl Depicting Vencejo Birds, 180 B.C./A.D. 500
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Side-by-Side Modigliani
January 22, 2009 by Marion Maneker
The Modigliani market has been as faddish as any painter’s in the recent rollicking years of art-mania. Even then, big money gravitated toward some works and others struggled. So Modigliani might be as good an indication of the after-the-fall market. The Economist looks at the two works leading the London Impressionist and Modern sales. One is a Caryatid (left) estimated at between £6-8 million. (A pair sold four years ago at Sotheby’s for £2.7m and another 2 and a half years ago at Christie’s for £3.5m) Another is a portrait of two girls estimated at between £3.5-5.5m.
(Excerpts from the Economist’s description of the works after the jump.)
By 1913, Modigliani had been in Paris for seven years. He dreamt of creating a great series of stone caryatids, inspired by the nude or partly draped female figures that supported the stone entablatures of ancient Greek temples. Ultimately, he managed only two full-length figures, turning his attention instead to two-dimensional forms, executing a large number of studies and drawings and just five in oil.
Freed of the need to bear a load, which would have subtly affected the shape of the shoulders and thighs, Modigliani’s painted caryatids instead become highly stylised attenuated female forms. Narrow-waisted and long-limbed, they seem to hark back more to the Kouros figures of classical Greece: abstract, rhythmic and ready for some pagan dance. It comes as no surprise to learn that not long before painting “Cariatide” (pictured, left) in 1913 Modigliani met Constantin Brancusi, also a foreigner in Paris, with whom he shared an interest in reducing the human body to the most minimalist sculptural form.
But what a difference five years makes. In 1918, Modigliani left Paris for the south of France. The first world war, and the attendant shortages of food and heating coal, had taken their toll on his health, and when the bombardment of Paris began in the final months of the war, his dealer Léopold Zborowski left for the Côte d’Azur. [ . . . ]
The two figures in “Les Deux Filles” inhabit their own private, wordless worlds. So different—in age, colouring and comportment—they nevertheless share some connection. Are they sisters? Are they two girls? Or an adult and a child? Did they represent the females who were so important to Modigliani?
Sex, Drugs and Deep, Deep Eyes (Economist)
"Important to Keep Confidence Going."
Modern Rebounds
London’s Imp-Mod Sales Rise 59%, Near 2014 Peak Sales
Will Goncharova Breakout?
Gleadell's Take on London and New York
What Happened in London?
Filed Under: Uncategorized Tagged With: Christie's, London, Modern, Sotheby's
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Cyrus Mistry may not rejoin Tata conglomerate
The former chairman of Tata Sons is unlikely to take a board position, but he might appoint nominee directors
Former Tata Sons chairman Cyrus Mistry, who had sweet revenge after a company law court delivered a verdict against his unceremonious ouster three years ago, is unlikely to rejoin the salt-to-software conglomerate.
Last week the National Company Law Appellate Tribunal reinstated Mistry as chairman of Tata Sons and three other group companies.
But Mistry is unlikely to take up a board position at any Tata companies, the Business Standard reported, quoting sources. He has only five months left of his tenure as chairman of Tata Sons and might appoint nominee directors to ensure best practices of corporate governance at Tata group companies, the daily added.
While ordering Mistry’s reinstatement, the appellate tribunal also ruled that the appointment of N Chandrasekaran as the head of holding company Tata Sons was illegal.
It also quashed the conversion of Tata Sons – the principal holding company and promoter of Tata firms – into a private company from a public firm and termed it as “illegal.”
The tribunal has given Tata a month to implement the order and the latter is expected to challenge it in the Supreme Court.
Mistry, a scion of the wealthy Shapoorji Pallonji family, was removed as Chairman of Tata Sons in October 2016 in a boardroom coup. He was the sixth chairman of Tata Sons and had taken over in 2012 after Ratan Tata. He was later also removed as director of the Tata Sons board.
Mistry and Ratan Tata reportedly had a difference of opinion over key investment decisions, including manufacturing of the world’s cheapest car, the Nano. Despite the low cost, car buyers in India did not warm to this small car and sales remained lackluster.
The company has not rolled out a single car in the first nine months of this year, but it is yet to officially announce its closure. Tata Motors has admitted that in its current form the Tata Nano is unlikely to fulfill the forthcoming emission norms – the Bharat Stage VI, which is expected to be more stringent than the current one.
Mistry was appointed after a long, drawn-out selection process. When he took over he was 44, the youngest to occupy the corner office of Bombay House, the headquarters of Tata group.
Mistry has been fighting against his removal in the National Company Law Tribunal. In July last year, the tribunal rejected Mistry’s petition to reinstate him and found no merit in his allegations of operational mismanagement and the oppression of minority shareholders.
The National Company Law Appellate Tribunal had reserved its judgment after the completion of arguments from both sides in July this year and last week it passed the verdict in Mistry’s favor.
Mistry is the younger son of billionaire Shapoorji Pallonji Mistry. His brother Shapoor Mistry runs Eureka Forbes. The family is one of the largest shareholders of Tata Sons with its estimated 18.4% equity.
Tata Sons Private Limited is the principal holding company of the Tata group and is the majority shareholder and promoter of most Tata group companies including Tata Motors, Tata Steel and Titan. Philanthropic trusts, the two primary ones being Sir Dorabji Tata Trust and Sir Ratan Tata Trust, hold 66% of the equity share capital of Tata Sons.
In a related development, the Indian government has approached the appellate tribunal seeking a modification in its order in the Tata Sons matter. The Registrar of Companies has requested the appellate tribunal to remove the word “illegal” with respect to the conversion of Tata Sons from a public company to a private company.
The National Company Law Appellate Tribunal will hear the matter on January 2.
In its petition, the registrar said the conduct of its Mumbai branch was not illegal and was done according to the provisions of the Companies Act along with the rules.
Cyrus Mistry removedratan tataTata Group
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Root under 'no pressure' despite Ashes failure
London - Joe Root is under "no pressure" as England captain despite failing to wrest the Ashes from Australia's grasp, outgoing coach Trevor Bayliss said on Tuesday.
Australia lead the five-match series 2-1 with one Test to go, meaning they are certain to retain the urn because they are the Ashes holders.
England's failure has led to questions over Root's position, particularly given his inconsistent batting throughout the series.
But Australian Bayliss, who leaves his role after four years following this week's final Test at the Oval, said there were no issues with his skipper.
"He's not come under question from anyone making any decisions," Bayliss said.
"He's under no pressure at all."
Root, sixth in the world rankings, averages less than 31 in the series so far and has been dismissed for nought three times.
Speaking about Root's form with the bat, Bayliss added: "Everyone goes through periods where they don't score as many runs as they'd like.
"I think the Australian team have bowled pretty well to him, so we'll see how things go further down the line.
"From my point of view, he was our premier batter and the Australians always try and target the opposition captain. He's played well when he's got starts and I don't see too many problems."
After winning at Old Trafford to go 2-1 up in the series, Australia's players celebrated on the field and were accused by some of mocking England spinner Jack Leach while doing so.
"Fake news, like Donald Trump says," said Bayliss.
"No one has mentioned it or spoken about it. It's all talk from you guys (the media)."
Bayliss will return to Australia after the series, having spent four years in the job and taking England to World Cup glory in July.
"On one hand I am sad to be leaving," he said. "It's been a fantastic environment to work in, everyone has made me feel at home.
"From a cricket sense we've had a lot of good performances, the cherry on top the World Cup win.
"But I am looking forward to getting home and it's time for someone else to come in with a new voice."
Injured England paceman James Anderson said Root remained the best man to captain the side and would have the chance to forge a relationship with Bayliss's successor.
"He has done some great work," he told the Press Association.
"But the team has been developing over the last few years and going into a big series like this you want a settled team that's fit and firing. I feel for Joe as he's not quite had that. It's been difficult."
Anderson, England's all-time leading Test wicket-taker, said he had no intention of retiring despite an injury-ravaged season.
"One of the big frustrations about not playing is seeing the guys out on the field," he said.
"It's been great to see Jofra (Archer) taking to international cricket the way he has and Broady (Stuart Broad) has been fantastic all series. He's shown his class all the way through.
"I'd love to be a part of this bowling attack because I think we could have something special there."
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Home About Parliament Parliamentary Departments Parliamentary Library FlagPost Palestine at the UN
FlagPost
Flagpost is a blog on current issues of interest to members of the Australian Parliament
‘Diplomatic terrorism’: Palestinian statehood, the United Nations, and Australia’s voting record
Flickr User: Norway UN (New York)
Posted 05/12/2014 by Marty Harris
The issue of Palestinian statehood is once again before the United Nations Security Council (UNSC). In September 2011, the Palestinian Authority submitted an application for full UN membership. Needing UNSC approval for such a bid, the application was eventually withdrawn or not fully pursued, under the public threat of a US veto. Now, with a new application possible, a look back at Australia’s voting record on this issue provides some hints as to how Australia might vote if an application for Palestinian United Nations membership is made before 31 December.
In 2012, the Palestinians sought to get around the US veto by applying instead for ‘non-member observer State’ status, an upgrade from their previous UN status as a ‘non-state entity’. Only needing approval from the UN General Assembly (UNGA), the Palestinians’ status was upgraded under Resolution 67/19 on 29 November 2012—138 states voted in favour of the resolution; nine countries voted against it and 41, including Australia, abstained.
Now, in 2014, a resolution drafted by the Palestinians (being brought before the UNSC by Jordan, a non-permanent member) reportedly calls for an Israeli withdrawal from the West Bank within two years and the immediate recognition of ‘Palestine’ as a full member state. Attempting to counterweigh the ruckus this would cause, permanent Security Council members Britain and France, with the backing of Germany, have drafted a compromise resolution that would instead outline the principles of a final status agreement and set a two-year timetable to reach such an agreement.
The current Israeli Foreign Minister has labelled the continuation of a so-called unilateral statehood bid by Palestinian officials at the UN and elsewhere as ‘diplomatic terrorism’, while PLO representative Hanan Ashwari claims their efforts are a ‘last ditch effort to try to rescue [the] chances for peace and the two state solution’.
It is not clear how Australia—whose term on the Security Council expires on 31 December—would vote on such a resolution should it be forced to do so.
When the Gillard Labor Government abstained from voting on the November 2012 resolution to upgrade the Palestinians’ status at the UN, the Coalition Opposition criticised the move. Shadow Foreign Minister Julie Bishop said on a number of occasions that a Coalition Government would have voted ‘no’ on any such resolution.
Over the last decade or so, a partisan wedge has emerged concerning how Australia votes at the UN on resolutions relating to the Israeli-Palestinian dispute. In 2005, then Foreign Minister Alexander Downer said in a speech to the Annual General Meeting of the United Israel Appeal of New South Wales:
Since my first days as Foreign Minister, I have been presented with UN resolution after resolution.
And I soon discovered that too many of these resolutions are aimed at condemning Israel.
You would think by looking at these resolutions that this small country — with a population roughly equivalent to that of New South Wales and a land mass one fortieth its size — is responsible for the worst human rights violations and much of the world's ills.
These UNGA resolutions single Israel out for blame in the most inflammatory and biased of language.
Subsequently, the Howard Government started to alter how it voted on a number of recurring resolutions concerning the Israeli-Palestinian conflict, indicating its support for Israel. Following Labor’s election victory in 2007, Labor’s voting pattern began to more closely resemble that of the Keating and early Howard years, supporting, for example, resolutions that referred to Israeli settlements in the West as ‘illegal’. Foreign Minister Smith gave the rationale behind Labor’s votes in late 2008:
…when it comes to General Assembly resolutions, the government adopts the following approach. Firstly, we treat these resolutions on a case-by-case basis and consider them on their merits. Secondly, we consider these resolutions firmly within the context of our very strong adherence to our support for a two-nation-state solution and our support of the peace process. If the resolutions are consistent with that approach then we support them.
Now, with the return of the Coalition to power, Australia’s votes are swinging around again. The table below highlights these shifts on a number of recurring UNGA resolutions. It is possible that before the year is out the Abbott Government will be compelled to vote in the Security Council on a landmark, and controversial, subject.
Tags: Middle East, Australian foreign policy
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"The Cerridwen" an Update on the Mesolithic, Neolithic and Bronze Age Landscape
In my post "What's is that Coming Over the Hill?" I make reference to the colonisation of these Islands following the retreat of the ice sheets however it has become clear to me having seen Neil Oliver's "A History of Ancient Britain" on The BBC that my comments require some revision.
Quote:"Modern archaeologists (especially the social and agricultural historians amongst them), may have some understanding of what was lost at Twyford Down (and to be honest it still is a truly painful subject for me to talk about).
However... those who understand that the colonisation of the major landmass areas of these islands only ever took place once in humanity's history* , should also understand that this "Rosy Cross" is a unique tabula rasa for agricultural scientists (because of its "quartered" nature), and as a result it's history represents one of the most complete and easily assimilable works of applied "astrologomal"** science imaginable (or at least it did -never try and teach maths without also teaching spacial awareness-).
Why it now may not be is because of the rape of Twyford. You see, back when the ice sheets first began to retreat and people started to colonise these Islands on a large scale the south of Britain was ipso facto colonised first (also re: "Flood"and planetary orientation***). This meant that places such as The New Forest, Hengistbury Head, Twyford Down and others were the very first to be used as social, religious and agricultural centres. As such this of-course makes them our oldest archaeological "seed libraries", without which; climate data, ecological relationships, social interactions, religion, biology and "astrologomy" cannot be studied .
*(Edit 12/07/10 at least in a modern "agricultural" sense -and I may be accused of something of the same myself given the slightly "ham-fisted" nature of this edit- as I am advised by the recent discovery of one million year old (approx.) flint tools belonging to Homo Antecessor in Britain. Go to http://www.guardian.co.uk/science/2010/jul/07/first-humans-britain-stone-tools )" Go to: http://gkhales.blogspot.co.uk/2012/06/whats-that-coming-over-hill.html
From the above the reader will have been given the impression that the agricultural transformation to which I refer occurred immediately following the initial colonisation of these islands however this is (from watching Mr.Oliver's programme), clearly not the case as the agricultural revolution of the Mesolithic hunter gatherers did not begin until (approx.) 5000-4500 BCE. However this does not mean that there was no evidence of the Mesolithic inhabitants of Southern Britain at Twyford Down or that evidence of the Neolithic agricultural revolution could not have been obtained had not the Down been needlessly (and thoughtlessly), destroyed. As Mr.Oliver himself has discovered the low lying areas which previously formed the link between The Isle of Wight and the mainland were inhabited in the early Neolithic period and (as I mention above), The New Forest contains numerous examples of early Neolithic religious worship/burial sites.
Quote: " "I've just seen "Time Team's" excellent "The Secrets of Stonehenge". I believe that there is much that notions of "Erotic" and "Thanotic" energy can reveal about the true nature of all "A.S.A.R.U""..."The Mesolithic/Neolithic eras of any of the regions on the planet which were habitable during these periods are a fascinating study but Britain (by which I also mean Brittany in N.W France), was a veritable "Cerridwen" ("cauldron" Brythonic/Modern Welsh), of activity at this time.
If we wish to understand the mindset of our ancestors in relation to the colonisation of Britain I believe that we must understand the geological events which preceded the final retreat of Britain's ice-sheets. To this end I again refer the reader to Peter Warlow's genuinely mind-bending book "The Reversing Earth" ( let's put it this way static conceptions get us nowhere ), and to the work of Adrian Gilbert co-author of "The Orion Mystery" and author of "The Holy Kingdom"; when you then include Michael Poynder's "PI in The Sky" and James Vogh's "The Thirteenth Sign" you should come to one realisation (amongst the myriad), which is that; when "ancient" (careful), man wrote anything down he did so for a reason, materials were too precious and skills too rare to waste on trivialities.
Par exemple oblique..
"Ancient man clearly attempted to build accurate circles, he made many brave attempts (of which Stonehenge is perhaps the best example), but he never quite managed it!"
(in other words "brave try grunty could do better 4/10!")
"Harry"
"Come over here. and get hold of this."
(hands him pointed stick tied to length of rope or heavy twine)
"Right! Ron, you grab this."
(hands "Ron" the other end of the "rope" which is also tied to a pointed stick)
"Right, Ron you stick your end in the ground."
"O.K." Says Ron and does so.
"Harry, you walk away until the rope is taught and then walk around Ron's stick keeping the rope taught whilst scraping the pointed end of your stick in the ground as you do so!"
"Right!"
(after a few attempts they managed to draw a fairly accurate circle)*
*I mean Ron's stick was dislodged a few times before they got the knack and Harry's sobriety was always in question, but they persevered. "....and....
"You know I also have a sneaking suspicion that the "Cursus" at Stonehenge may well have truly been "dead-ground*". From "What's that Coming Over The Hill?"
*Also see esp. "Beth-Luis-Fearn" The "Brythonic" Tree Calendar at Imbolc" go to: http://gkhales.blogspot.co.uk/2014/02/beth-luis-fearn-brethonic-tree-calendar.html
with regard to the significance of a cursus that describes the "Death of the Sun King".....
Furthermore Oliver suggests that Carnac was "the-final-throw-of-the-dice" of the hunter-gatherer community in N.W Europe, what does The Sacred Brythonic Architecture that followed on The British Isles therefore represent?
He does this at the same time as identifying the existence of, quote: "The largest tsunami the world has ever known" in the N.Sea basin (the consequence of a land-slide), yet he makes no connection between the sacred architecture and the "environmental experience" of the culture." Go to:"More Archaeological Obfuscation?" http://gkhales.blogspot.co.uk/2012/06/more-archaelogical-obfuscation.html
The "environmental experience" to which I refer above is not simply that of one generation it includes the entire "racial memory" of the people and will (of-course), have included "The Flood" and many other cataclysmic events (dating back to the dawn of man itself). "Harry and Ron" had not only been exposed to these experiences (and the "mythical" tales which kept them alive throughout the generations), but also to the movements of the heavens on a nightly basis. It is the conceit of modern man who spends much of his time in-front of (what one of my history teachers used to refer to as), "the smelly telly" that he is only now able to divine the movements and purpose (that is if he thinks they have one), of the heavens. It is obvious (and explains much of the "amazing" archaeological evidence of the astronomical/astrological -"astrologomal"-, accuracy and precision of ancient cultures throughout The World), that clear skies, repeated observation and careful record keeping led "ancient" man to make many startling discoveries (both in mathmatics, medicine and environmental science -incl.agricultural science and "plant lore"-).
Also see: "The Antikythera Mechanism Research project" Go to: http://gkhales.blogspot.co.uk/2012/09/the-antikythera-mechanism-research.html
I would also point out that the implications of the work of Michael Poynder R.I.P (and many others), and the spiritual and religious traditions of "The Old Religion" which remain extant in our culture (despite the centuries of persecution at the hands of those who have called themselves "Christian"), suggest that there are "good and solid" geological reasons for the placement of many (if not all), of the Neolithic sites in these islands which relate to the movement of water below the surface and the subtle conductivity of the rocks and minerals themselves. Go to :http://gkhales.blogspot.co.uk/2013/12/blog-post.html
Quote: "The delicate relationship between the coastal areas of Britain and the sea was known by our forebears.
The Holy Isle of Arianrhod "Lady of the Lake" (now known as Glastonbury Tor), was surrounded by.. a lake before the monks drained the marshes
(and as we know "Puff the Magic Dragon lived by the sea" too...).
I am convinced that "The Great Dragon of Uffington"
represents a serious attempt by our ancestors to reconcile these forces."
Unlike the "White Horse" chalk figures the site at Uffington dates back to the Bronze Age when "The British" first learnt how to smelt tin and copper and turn them into a useable material (and also produce jewelry/religious artifacts-torcs etc-. and eventually coinage -?-). It is to my mind no coincidence whatsoever that our "dreams of dragons" ("Dreams of Dragons" is a book by by Lyall Watson -R.I.P, he was also author of "Supernature and "Supernature 2"-, go to: http://en.wikipedia.org/wiki/Lyall_Watson), should include the notion that it is the dragon that hoards and guards the treasure. Throughout the world dragons are also said to regulate the occurance of tsunamic activity quote: "Dragons and Fables
http://images.google.co.uk/imgres?imgurl=http://farm1.static.flickr.com/90/310534646_42382a8f14.jpg&imgrefurl=http://www.flickr.com/photos/54945394%40N00/310534646/&usg=__9JzJB9zw_bH_UOKm184bsUD6bls=&h=351&w=500&sz=130&hl=en&start=10&um=1&tbnid=4X11kNeK2PuanM:&tbnh=91&tbnw=130&prev=/images%3Fq%3DPictures%2Bof%2BUffington%2BDragon%26hl%3Den%26sa%3DG%26um%3D1
"Recently, an earthquake occurred along the English Channel
coast, with its epicentre at Folkestone in Kent, at
8.28 a.m. (local time) on 28 April 2007. The local earthquake
magnitude was estimated by the British Geological Survey
as 4.2ML (Walker and Musson, 2007) and no discernable
affect was reported on the sea. However, worryingly, a local
news outlet reported that coastal residents on feeling the
tremor “started rushing out from their houses and on to the
beach for safety” (Kent News, 2007)! This highlights the
need to assess the threat from tsunami and associated hazards
in Britain and, if appropriate, raise public awareness of
the potential hazards."
from http://dyscovery.newport.ac.uk
According to "The Natural Hazards and Earth System Sciences Organisation" (go to.... http://www.nat-hazards-earth-syst-sci.net/8/587/2008/nhess-8-587-2008.pdf ), siesmic events either in or on either side of The Channel are historically far from rare!
"I tell you naught for your comfort, Yea naught for your desire, Save that the sky grows darker yet, And the sea rises higher." - GK Chesterton
"..a 2005 BBC2 Timewatch documentary which was postponed and re-edited after the Asian tsunami due to its sudden topicality. It documented how, out of a clear blue sky on 30th January 1607, nearly 600 km of the Devon, Somerset and Welsh coast was inundated by a wave of up to 7.5m (25ft). The ‘largest and most destructive flood in British history’ , it may have been caused by a tsunami deriving from an undersea quake, the wave reaching up to 14 miles inland (to the foot of Glastonbury Tor), leaving a temporary inland sea of over 200 square miles for ten days, and drowning around 2,000. For the benefit of sceptics, the academic study the documentary was based on pointed out a 1755 seaquake off Portugal had sent out a 15m (49ft) high tsunami that killed nearly 50,000. There has also been a claim a tsunami hit Dorset in 1868 – luckily the relatively deserted stretch of shore west of Portland."
from... http://www.msbnews.co.uk " Also from "More Archaeological Obfuscation".
If "The Dragon" of Uffington does represent "a serious attempt to reconcile these forces" one would expect there to be evidence of previous tsunamis generated by the fault concerned. Well perhaps there is in the legend of the "lost" land of Lyonesse, quote: "The legend of a sunken kingdom appears in both Cornish and Breton mythology. In Christian times it came to be viewed as a sort of Cornish Sodom and Gomorrah, an example of divine wrath provoked by unvirtuous living, although the parallels were limited in that Lyonesse remained in Cornish thought very much a mystical and mythical land, comparable to the role of Tir na nÓg in Irish mythology.[citation needed]
There is a Breton parallel in the tale of the Cité d'Ys, similarly drowned as a result of its debauchery with a single virtuous survivor escaping on a horse, in this case King Gradlon. The Welsh equivalent to Lyonesse and Ker Ys is Cantre'r Gwaelod, a legendary drowned kingdom in Cardigan Bay.
It is often suggested that the tale of Lyonesse represents an extraordinary survival of folk memory of the flooding of the Isles of Scilly and Mount's Bay near Penzance.[2] For example, the Cornish name of St Michael's Mount is Karrek Loos y'n Koos - literally, "the grey rock in the wood". Cornish people around Penzance still get occasional glimpses at extreme low water of a sunken forest in Mount's Bay, where petrified tree stumps become visible. The importance of the maintenance of this memory can be seen in that it came to be associated with the legendary British hero Arthur, although the date of its inundation is actually c.2500 BC." Go to: http://en.wikipedia.org/wiki/Lyonesse
..and as we know the loss of considerable areas of land from these islands following the retreat of the ice-sheets at the end of the last ice-age and subsequent geological movements and sea-level rises is becoming increasingly better understood and documented.
I invite comment from both The BBCs' Mr.Oliver and Channel4s' "Time team".
Nb.So far neither have responded.
Gerard 5 June 2014 at 18:41
"Geo-metr(e)y"?! = "Measuring the ground".......!
uzair awan 2 December 2019 at 23:04
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Transforming Historic Military Barracks into the Lodge at the Presidio
Deborah J. Cooper, AIA, LEED AP
ARG Principal
The soldiers who slept in the five red brick military barracks of the Presidio’s Infantry Row a hundred years ago could hardly have imagined that one day, the roofs over their heads would cover a restaurant serving Spanish-influenced cuisine, a museum dedicated to the legacy of an animation pioneer, office space, and—as of July 1, 2018—an elegant hotel.
Montgomery Street barracks facing Parade Ground.
Built in the 1890s, the Montgomery Street Barracks sit in a row alongside the Presidio’s main parade ground. They have served as a waystation for soldiers heading off to conflicts ranging from the Spanish-American War to the Vietnam War. Building 105, the northernmost of the five barracks, is the fourth to be adapted for a new use and recently opened as the Lodge at the Presidio, the second hotel on the grounds of the former-military-post-turned-national-park.
New courtyard looks toward the Golden Gate Bridge.
This is a perfect site for a hotel. The back of the building has stellar views of the Golden Gate Bridge. The north side looks out toward Alcatraz, and the front of the building offers views of the parade ground and downtown. The operator, Waterford Hotels and Inns, also operates the 22-room Inn at the Presidio, which occupies former bachelor officers’ quarters that we renovated in 2012. The Lodge at the Presidio has 42 guest rooms of varying sizes, nearly twice as many rooms as its counterpart.
All five barracks were identical when constructed: U-shaped buildings with a mess hall, recreation room, and kitchen on the first floor, and sleeping quarters on the second and third floors. By the time the Presidio Trust took over, each had different amounts of historic fabric remaining. The Trust chose different uses for each barracks depending on the building’s condition, as appropriate. For example, the one that now houses the Walt Disney Family Museum retained very little historic fabric, which gave the museum a lot of flexibility. The building that the Presidio Trust occupies had a lot of historic fabric, which the Trust incorporated into its offices. The building for the Lodge at the Presidio was somewhere in the middle.
Dining room layout highlights historic cast iron columns, wood flooring, and new ocean mural.
The renovation follows the Secretary of the Interior’s Standards for the Treatment of Historic Properties. We’ve kept as many of the building’s historic elements as possible: the cast-iron columns, the trim, the beams. We have added a pantry in the historic dining room that is essentially a room within a room. It’s wrapped with an ocean image that enlivens the dining room and clearly expresses the pantry as an overlay to the historic building. The elevator also creates a new form within a historic room, but is clad to look like a metal foot locker. The interior design references the building’s military past through muted colors, metal accents, and geometric patterns. The beds’ headboards are reminiscent of tents that once occupied the Parade Ground. The artwork references the military past and the Presidio’s natural setting through photographs and artifacts from the Presidio archives and watercolors painted on the Presidio grounds.
View of lobby showing dark-stained wood flooring indicating location of previously removed historic partitions.
The buildings were all originally two-company barracks, with a party wall down the middle, and so there are two main entrance doors, two staircases. We divided the open sleeping quarters into individual hotel rooms, but to distinguish new from old, we designed different moldings and wall paint colors to distinguish historic walls from the walls we’re adding.
Murals bring nature into a queen bed guest room.
We’ve incorporated biophilic design – the reflection of nature and natural processes –into the lodge wherever possible. The rehabilitation of historic buildings is inherently biophilic design, because they often have an element of decay, and they rely on natural materials, such as brick and wood, so they respond to nature in their materiality. The views of the bridge and the bay are so prominent that we’ve chosen paint colors reflective of the ocean, and the ocean shows up in some of the artwork and other natural elements as well. To bring in the element of fire, we have a fireplace in the dining room and a fire pit in the courtyard.
The front porch is lined with rocking chairs. The artillerymen, cavalrymen, and infantrymen who marched down these parade grounds a hundred years ago might be surprised if they could see guests rocking there today. But they would surely envy the new digs.
Left image: Military past expressed in artwork and interior details. Right image: Front porch with subtle modifications for access and code compliance.
Geraldine S Cooper February 24, 2019 -
The new diggs from the historic building is very welcoming. I am pleased to have a view of the completed project. Mrs.
I am delighted to view the completed building. It is truly a work of function and art. Mrs. Eugene Cooper
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in Biographies & Memoirs
Interview With Dan “Tito” Davis, author of Gringo
During his ten year prison sentence, Dan “Tito” Davis penned a 700-page manuscript, which chronicled his thirteen year period on the run from the United States federal government. His writing provided a glimpse into staying alive and out of prison while mixing it up with major drug cartels in Colombia and Mexico; crossing the Darien Gap the worlds most dangerous passageway, sneaking into Germany, getting interrogated in Cuba, and building a resort in Venezuela the same time Hugo Chavez was calling President Bush “the devil” at the United Nations. And while Davis’s exploits were stunning, there was only one problem—he wasn’t a writer.
While living in a halfway house in Wyoming, Davis met with writer Peter Conti and quickly tapped him to “write his story the right way.” For a year the two worked diligently to turn Davis’s raw material into an action-packed memoir, which includes Davis’s life before he went on the lam—how he was making $200,000 a week in college manufacturing White Crosses (speed) and distributing them across the country via the Bandidos motorcycle gang; when he was trafficking thousands of pounds of high grade pot through tunnels and on horse trailers; and how he was set up by his childhood friend.
Gloria Hollander Lyon, author of “Mommy, What’s That Number on Your Arm?”
Gloria Hollander Lyon bears witness to the Holocaust in this compelling memoir told from the rare viewpoint of someone who survived seven concentration camps. It is vivid in its detail of her remarkable courage escaping the fate of the gas chambers and provides powerful testimony of her resilience in the face of incomprehensible suffering.
We journey with her from an idyllic childhood in the Czech countryside, through the horror of her Holocaust experiences, to her rescue and rehabilitation by the Swedish Red Cross, life in the loving home of a Swedish family, and her immigration to America.
"Mommy, What's that Number on Your Arm?" also looks at the personal impact of the Holocaust and how Gloria found the strength to speak about unspeakable atrocities and work to educate future generations all over the world.
Vera Leinvebers, author of No Time to Cry
VERA LEINVEBERS was born in Latvia and began her first piano lessons at the age of five. She has gone on to perform for audiences across Europe and North America, including multiple appearances on radio and television. She currently resides in Toronto, where she teaches piano lessons at her private studio.
Byron Lacy, Author of Chosen
Byron W. Lacy was born in Burnet, Texas on March 21, 1950. He is a fourth generation Texan and a fourth generation abductee. Byron’s Great Grandfather, George W. Lacy, came to Texas in the early 1850s. George and two of his business partners donated the granite to build the current Texas state capitol. He also started a dog breed which is now called the Blue Lacy and is the state dog of Texas.
Byron received a B.S in English and an M.A. in art, in 1977. Then he received a M.F.A. in Graphic art in 1978. He has exhibited in galleries and Museums throughout the United States. Byron has worked as a Summer Camp Director, Cook, Carpenter, Plumber, Electrician, English and Art teacher, Freelance Artist, Eligibility Specialist for Texas Department of Human Services, and Investigator for Texas Child Protective Services. He has used these skills in researching his own abductions. He also tries to help abductees, especially newbies, gain perspective of and cope with this phenomenon in their lives. He has lectured at the Houston UFO Network about incidents where his life has been saved by aliens.
Byron’s first contact with aliens was in 1955, age 5, but his parents did not allow him to talk about the events, and so he did not understand the significance of these events. Strange occurrences over the years led him to believe they were caused by guardian angels. In 2009, everything changed. A Stargate, like in the movie of the same name, but without a metal frame and only 6 foot across, opened up in front of him two different times a week apart at the same busy intersection. A friend said he thought Byron was an abductee. After some hesitation he researched alien abductions. What he found changed his life, and his view of reality, forever.
This revelation caused him to reevaluate many strange incidents throughout his life which had no logical explanation other than guardian angels and led to one conscious contact with three grays and a mantis a few months later. This contact permanently changed Byron’s personality.
Byron now lives in Nacogdoches, Texas, where he spends his time writing, creating sculptures and paintings, studying psychology, metaphysics, and researching his and others, alien abductions, and trying to help himself and others to gain perspective of and cope with this phenomena in their lives.
Interview with Albert Lamarre, author of Mountains, Minerals, and Me
Albert L. Lamarre continues his exploration adventures as a world traveler during retirement. He has a bachelor’s degree from Dartmouth College and a master’s degree from the University of Western Ontario, both in geology. He and his wife, Janet, live in Dublin, California.
Mountains, Minerals, and Me: Thirteen Years Revealing Earth’s Mysteries is an account of the thrills and adventures of author Albert Lamarre, a young exploration geologist who learns not only about the rocks he is exploring but about himself. Enjoy his journey as he vividly recounts his first exposure to the geologic wonders of the western United States, the unforgettable characters he met along the way, and the scenic wonders of beautiful landscapes in which he worked. Follow him over a thirteen-year period as he grows from a wet-behind-the ears new college graduate to a respected professional geologist who made contributions to the country’s natural resource base. The personal discoveries described here will resonate with many readers.
So sit back and enjoy his exploration exploits―from being held captive at gunpoint by a Texas rancher’s daughter, to having his Tucson company-office bombed, to being left in absolute darkness in an underground mine in Idaho, to coming face-to-face with a rattlesnake in northern Washington.
An Interview with Larry Livermore: On How to Ru(i)n a Record Label
San Francisco Book Review Associate Editor, Steph Rodriguez, met up with musician, record producer, and author Larry Livermore at Well Grounded Tea & Coffee Bar in El Cerrito, Calif. to discuss the second installment of his memoir series, How to Ru(i)n a Record Label. Livermore and business partner, David Hayes, founded Lookout! Records in 1987, an independent record company based in Berkeley, Calif. that captured the East Bay punk rock sound. Lookout's roster of EPs and full-length records include bands like the Lookouts, Mr. T Experience, Operation Ivy (who would later form Rancid), Isocracy, Zero Boys, Screeching Weasel, The Donnas, The Groovie Ghoulies, Green Day, and dozens more.
Theresa Santmann, author of In Gratitude to My Guardian Angel
Theresa Santmann found herself in a world far from the farm of her youth in Ellenburg, New York. Despite the fact that she had a husband with ALS, two very young children, and no way to care for her family and pay the mounting bills, she rose to an unusual challenge. She found a four-apartment rental property in Babylon, New York and turned it into an adult home, the Little Flower Residence, where her husband became her first patient. She returned to school for nursing and began a new life that changed the lives of everyone around her.
Theresa’s resourcefulness led her to becoming a registered nurse. She was the first woman in New York State to obtain an FHA-backed loan to build a 160-bed nursing home, with only a woman’s name on the application. She operated one of the most successful nursing homes on Long Island, invented and patented a unique walker, became an airplane pilot, and so much more. One of her more daring escapades was overcoming a navigational challenge with her disabled husband and two young children on board their thirty-seven-foot boat, Wicky One, from her home in Babylon to Canada. She plotted the course through the waterways; Fire Island inlet, west in the Atlantic Ocean, up the Hudson River, past West Point, and beyond. Soon there was another challenge, the locks that she had never navigated nor witnessed. She managed till finally there it was, Lake Champlain.
Theresa is the author of In Gratitude to My Guardian Angel. You can also read our review of In Gratitude to My Guardian Angel.
She's interviewed by SFBR's, Elise Ramsay.
Theresa Santmann
Theresa is the author of Life in Babylon.
Teri Metcalf
Teri Metcalf is retired after nearly 20 years of educational research and development at Texas A&M University. She and her husband Bob Presley live in College Station, Texas. She is the author of Chicken Poop for the Soul: Backyard Adventures, in which she describes their experiences with backyard chickens.
Rambler Rose is the story of coming of age in coastal California during the 1950s and 60s. It’s about family relationships, American pop and political culture, and race and religion. The setting of California in the mid 20th century is a character unto herself. Other key members of the cast include Teri Metcalf’s mother, father and stepfather. Girlfriends, boyfriends and lovers appear in supporting roles, along with an assortment of colorful relatives. Through her narrative of experiences with people, places and things, she explores how those connections shaped her development and her understanding of the world.
Peter Richmond
- Older Posts »
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Gandy Criminal Defense AttorneyVIPbyte2018-12-31T20:41:31+00:00
Gandy Criminal Defense Attorney
Gandy Criminal Lawyer Representing Clients Charged with State Criminal Offenses Throughout Pinellas County
If you’ve been investigated or charged with a crime in Gandy, FL, you know first hand the severity of the situation and understand the importance of having a trustworthy attorney at your side.
Gandy Criminal Defense Attorney Sean K McQuaid
If you have been investigated for or charged with a crime in Gandy, Florida, contact us online or call our law firm as soon as possible at (727) 381-2300. We offer a free initial consultation and can usually get you in immediately for an appointment.
Sean McQuaid has been successfully defending people charged with crimes in Gandy for over 19 years. Given his experience and connections, Mr. McQuaid is reasonably priced for the quality of legal services that he provides. Mr. McQuaid is highly respected by the State Attorney’s Office and the Judges at the Pinellas Justice Center on 49th St. He has received preeminent rankings from many legal review sources that research feedback from his peers, the judges he practices in front of, and his clients. Mr. McQuaid is a named partner at Battaglia Ross Dicus & McQuaid, P.A., which for over 60 years has been providing the Tampa Bay area with exceptional legal service.
Criminal Defense Attorney Sean K McQuaid has a record of success defending clients in Gandy that were charged with a broad range of Florida state criminal offenses. We represent clients accused of the following offenses:
Contact an Gandy Criminal Defense Attorney Today, We Offer a Free Initial Consultation
We defend clients charged with criminal offenses in Gandy and beyond.
If you’re facing allegations of Assault or Battery in Gandy, FL, whether innocent or guilty, then you need an attorney who can fight for your defense. Sean McQuaid can fight to clear your name or minimize penalties, in a period of your life that is likely chaotic and impossible to deal with alone.
In Gandy, FL, Boating Under the Influence convictions can severely affect your future. Criminal records, probation, fines, legal costs, community service, alcohol counseling courses and potentially incarceration are all possibilities.
If you’re facing charges of burglary or trespassing in Gandy, FL, then your future is in jeopardy, and the only way to save it is through a successful defense. Hiring a premiere Pinellas County criminal defense attorney is your best chance to clear your name. Sean McQuaid has held the ‘Florida Super Lawyer’ title since 2014 and will fight for you. As your burglary and trespass defense lawyer he will:
If you are falsely accused of child neglect or abuse in Gandy, FL, then you deserve to have the charges dropped. Your future is at stake as a criminal record, fines and potential prison sentence can cause long-term turmoil. Criminal defense attorney Sean McQuaid will investigate your case and fight to prove whether the accusations are false or exaggerated.
Police in Gandy, FL can make arrests based on accusations alone. Often these allegations are exaggerated or unfounded. Fortunately, a domestic battery attorney will fight to reduce penalties and prevent the consequences of a criminal conviction.
If you are facing charges of drug possession or possession of a controlled substance in Gandy, FL, the penalties can be particularly severe even for a trace amount.
Drugs sales and drug manufacturing in Gandy Florida are felonies that are vigorously prosecuted by the State Attorney’s Office and United States Attorney’s Office. The punishments for these crimes are also harsh as judges and prosecutors often have little sympathy for those convicted of these types of crimes. A drug sales and manufacturing lawyer in Pinellas County can fight for your rights and prepare a defense strategy that can significantly reduce your penalties.
In Gandy Florida, drug trafficking crimes are treated with harsh penalties in an attempt to stop the source of our state’s drug problems. Whether the drugs involved were marijuana, cocaine, pills or medications, being convicted will drastically change the guilty person’s life. Drug trafficking is Florida’s most serious drug crime.
Gun and weapon offenses in Gandy Florida are usually felonies that carry severe penalties for those convicted. Florida is supportive of the Second Amendment with more concealed carry permits than any other state in the country, but prosecutors take gun crimes seriously. If you’re facing charges for a gun or weapon crime, then your future is at stake. Penalties are bad enough, but damage to employment chances and a criminal record are things that may haunt you for life.
When a parent discovers that their child has been arrested for a juvenile crime in Gandy, there is understandably a lot of stress and confusion for the entire family. We know that the number one priority will be protecting your child’s future. Don’t leave your child’s future to chance. With the help of a reputable juvenile criminal defense attorney, you can be guided from day one through the process of defending your child’s future and putting them onto a more healthy path.
A White Collar Crime is a catch-all term for an offense that is considered more sophisticated, planned and done without violence. White collar crimes are theft crimes involving deception, fraud and embezzlement. These offenses frequently involve businesses, real estate, investments or the elderly. We’re aware of how difficult it can be for you and your family if you’re facing charges for a white collar crime in Gandy, but Sean McQuaid can protect your future through an aggressive, well-prepared defense.
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Equal Opportunity and Affirmative Action
Created by Cole, Robin, last modified on May 03, 2017
File: Ethical & Responsible Conduct Policies > Anti-Discrimination Policies
This policy safeguards and promotes the rights and welfare of all employees and students of Fort Lewis College by working to ensure a discrimination-free environment.
vpsa, e, equal, opportunity, affirmative, action
I. Statement of Policy
Safeguarding and promoting the rights and welfare of all employees is the responsibility of Fort Lewis College. In order to meet this institutional responsibility, Fort Lewis College has instituted this Equal Opportunity and Affirmative Action Policy (hereinafter the “Policy”). It will provide for continuing review of the activities of Fort Lewis College in keeping with this responsibility and for compliance with Title VII of the Civil Rights Act of 1964, Title IX of the Education Amendments Act of 1972, the Equal Pay Act of 1964, related Executive Orders 11246 and 11375 and revised Order Number Four, Sections 503 and 504 of the Rehabilitation Act of 1973, Section 402 of the Vietnam Era Veterans’ Readjustment Assistance Act of 1974, the Age Discrimination in Employment Act of 1967 as amended in 1978, Americans with Disabilities Act of 1990, and all Civil Rights laws of the State of Colorado.
Fort Lewis College does not discriminate on the basis of race, age, color, religion, national origin, gender, disability, sexual orientation, gender identity, gender expression, political beliefs, or veteran status. Accordingly, equal opportunity for employment, admission, and education shall be extended to all persons. The College shall promote equal opportunity, equal treatment, and affirmative action efforts to increase the diversity of students, faculty, and staff.
This Policy applies to all students, faculty, staff of the College, and to all programs administered by the College. All members of the Fort Lewis College community have a responsibility to work to ensure a discrimination-free environment and promote affirmative action programs. Fort Lewis College is committed to the following:
To recruit, hire, train, transfer, and promote persons in all job classifications, based on the principles of equal opportunity
and affirmative action;
To assure that all personnel actions such as compensation, benefits, transfer, reduction in force, reemployment, professional development are based on the principles of equal opportunity and affirmative action;
To recruit, admit, and educate students based on the principles of equal opportunity and affirmative action;
To assure that such programs as financial aid, health services, housing, scholarship, and recreational activities are administered based on the principles of equal opportunity and affirmative action; and
To provide due process for complaints of discrimination and harassment.
II. Executive Responsibility
The President is the designated administrative official of Fort Lewis College to initiate and carry out the Policy in all administrative subdivisions of the College. The President delegates responsibility for implementation and compliance with the Policy to his or her staff.
Administrators at all levels must assume responsibility for implementation and compliance with the Policy. Equal Opportunity and Affirmative Action is an important part of the supervisory and administrative duties and it will constitute a job performance criterion.
III. Responsibilities of the Office of Equal Opportunity
The Equal Opportunity Coordinator (hereinafter the “Coordinator”) is appointed by the President. The Coordinator shall report directly to the President or designee (hereinafter the “President”) on all matters relating to the Policy. The Coordinator shall:
Be the convener of the Equal Opportunity and Affirmative Action Committee;
Advise and assist the President on the preparation of the plans, procedures, regulations, reports, and other matters pertaining to equal opportunity and affirmative action;
Prepare reports as directed by the President;
Develop procedures for and monitor all faculty and exempt staff searches to ensure compliance with Equal Opportunity and Affirmative Action requirements;
Prepare, or assist in preparing, reports required by governmental agencies concerning equal opportunity and affirmative action;
In cooperation with Human Resources Director, distribute the College’s Equal Opportunity and Affirmative Action Policy and other related policies to faculty, staff, and students of the College;
Be responsible for providing education and training to faculty and staff on the issues covered in the College’s Equal Opportunity and Affirmative Action Plan.
IV. Responsibilities of the Equal Opportunity and Affirmative Action Committee
The Equal Opportunity and Affirmative Action Committee shall be a standing committee of Fort Lewis College. This committee shall be composed of six members: two faculty members appointed by the Provost; two classified staff appointed by the Vice President for Finance and Administration; and two exempt staff appointed by the Provost. The Coordinator and the Human Resources Director shall be ex-officio members of the Committee. The Committee shall:
Review periodically the College’s Equal Opportunity and Affirmative Action Plan and recommend changes to the Plan, if needed, to the Coordinator, who shall bring those recommendations to the attention of the President;
Recommend changes in programs and procedures to the President to eliminate any known discriminatory or unfair practices;
Review periodically the hiring process in general and report its finding to the President through the Coordinator;
Investigate and hold hearings on formal complaints filed under the College’s Discrimination Grievance Procedures.
V. Student Service
Statement of Anti-Discrimination
Fort Lewis College is committed to providing students service regardless of a student’s race, age, color, religion, national origin, gender, disability, sexual orientation, gender identity, gender expression, political beliefs, or veteran status, in accordance with Title VII of the 1964 Civil Rights Act, Title VIII of the Housing Act of 1968, Title IX of the Education Amendments Act of 1972, and Section 504 of the Rehabilitation Act of 1973.
The Coordinator will work with the appropriate offices to ensure equal opportunity in all student services, including but not limited to, recruitment and admission of students, financial aid, campus housing, student activities, academic support, and student regulations.
Monitoring and Evaluation Procedure
It is the responsibility of the various offices to maintain the following information and provide the information as needed by the Coordinator.
Recruitment and Admission
The Director of Admission is responsible for maintaining and providing the following information:
Admissions criteria used, including test scores and any weighting factors;
Age, ethnicity, national origin, gender, and veteran status of the applicant pool, admitted students, and entering students for the Fall term of each year; and
Description of the recruiting efforts and the recruitment schedule for the previous year, including schools and potential groups of students contacted.
Attrition and Retention
The Director of Institutional Research is responsible for maintaining and providing the data which show annual student retention rates by age, ethnicity, national origin, gender, and veteran status.
Financial Aid and Scholarship
The Director of Financial Aid and the Director of Admission are responsible for maintaining and providing the following information
Type, amount and source(s) of financial aid and scholarship;
Number of recipients by age, ethnicity, national origin, gender, and veteran status;
Selection criteria used for all types of financial aid and Fort Lewis College scholarships; and
Procedures for dissemination of information regarding availability of all types of financial awards to applicants, new students and continuing students.
The Director of Housing and Conference Services is responsible for maintaining and providing policies and procedures relating to housing, including room/apartment and roommate assignments policies.
The Director of Leadership Center is responsible for maintaining and providing the following information:
A list of current student organizations and clubs;
A statement of non-discrimination in policies and practices from each organization and club on the above list; and
A description of procedures and policies which assure that College sponsored activities and College posting policies are non-discriminatory.
The Office of Vice President for Student Affairs is responsible for maintaining and providing policies pertinent to student activities and conduct.
VI. Recruitment and Initial Appointment of Faculty and Exempt Staff
Recruitment and Selection Procedures
All College searches for faculty and exempt staff must adhere to the “Search and Appointment Procedure for Faculty and Exempt Staff” which is designed to attract the most qualified persons, especially for those in all protected and under-represented groups, for employment at the College.
Affirmative Recruitment and Selection
The College recognizes that preferential hiring solely on the basis of one’s protected group status would be unlawful even as a means of addressing under-representation of certain protected groups. However, the College’s educational interest in enhancing the diversity of faculty and exempt staff may rationally be considered by the Search Committee.
Although employment of more than one member of a family is not prohibited by the College, each employment application must be considered independently and no employee may participate in any manner in the decision-making process affecting a member of his or her family.
VII. Other Employment Practices
Transfer and Promotion
The same equal opportunity and affirmative action principles to employment, transfer, and promotion will be applied the same as in the initial appointment. All employees will be encouraged to seek advancement to higher positions by applying for openings for which they are qualified.
Salary and benefits procedures will be administered fairly and equitably for all employees, adhering to the policies of Fort Lewis College and the Colorado Department of Personnel & Administration.
All salary and wage adjustments will be based on the individual’s performance evaluation and the availability of funds. When any unjustified pay differentials under the Equal Rights Act of 1964 and Title VII of the Civil Rights Act of 1964, as interpreted by the Higher Education Guidelines Executive Order 11246, are discovered, the College must correct them in a reasonable time.
Terminations of Employment
The equal opportunity and affirmative action principles will be applied to terminations of employment. The formal employee exit process shall be used for all benefits-eligible employees terminating their employment with the College and the Coordinator shall be informed of any complaints of discrimination associated with a termination of employment.
VIII. Dissemination and Education of the College’s Equal Opportunity and Affirmative Action Plan
References to the Policy and a non-discrimination statement will be incorporated into recruitment brochures and all other related informational and promotional literature which is distributed to potential students.
All job announcements shall contain a statement that the College is an equal opportunity and affirmative action employer.
All current faculty and staff will be notified periodically, via campus email, of the College’s Equal Opportunity and Affirmative Action Plan with a link to the full text of the Plan. Hardcopy of the Plan will be provided by the Coordinator upon request.
All new employees will be informed of the College’s Equal Opportunity and Affirmative Action Plan by the Director of Human Resources. Hardcopy of the Plan will be provided by the Coordinator upon request.
All new employees are required to complete a workshop/training on sexual harassment and other forms of discrimination and harassment.
Notifying students about sexual harassment and other forms of discrimination and harassment policies will be managed by the Office of Student Affairs.
IX. Evaluation of Employment Policies and Practices
Each administrative unit is responsible for data collection and reporting on equal opportunity and affirmative action practices as requested by the Coordinator.
X. Purchasing and Sub-contracting
The College shall incorporate the Equal Employment Opportunity clause in all contracts, leases, and like documents as stipulated in Executive Orders 11246 and 11375.
XI. Grievance Procedures
Inquiries and complaints relating to the College’s Equal Opportunity and Affirmative Action Policy can be made to the Equal Opportunity Coordinator.
If an individual wishes to notify the College of a possible discrimination and/or harassment and requires resolution, he or she must complete the College’s Complaint form. Complaints, both informal and formal, will be handled under the Discrimination Grievance Procedures.
XII. Reason for Policy
This policy is in compliance with Title VII of the Civil Rights Act of 1964, Title IX of the Education Amendments Act of 1972, the Equal Pay Act of 1964, related Executive Orders 11246 and 11375 and revised Order Number Four, Sections 503 and 504 of the Rehabilitation Act of 1973, Section 402 of the Vietnam Era Veterans’ Readjustment Assistance Act of 1974, the Age Discrimination in Employment Act of 1967 as amended in 1978, Americans with Disabilities Act of 1990, and all Civil Rights laws of the State of Colorado.
XIII. Responsibilities
For following policy: This policy applies to all students, faculty, and staff of Fort Lewis College and to all programs administered by the College.
For enforcement of policy: Equal Opportunity Coordinator and Human Resources Director
For oversight of policy: Vice President for Student Affairs
For notification: Policy Librarian
For procedures implementing policy: Equal Opportunity Coordinator and Human Resources Director
XIV. Cross-Referenced Policies
Fort Lewis College Grievance Procedure
Section 9, Equal Opportunity and Affirmative Action Policy, Board of Trustees Manual of Policies and Procedures, as amended October 17, 2014
XV. Revision History
This policy was initially approved February 11, 2009. It was revised December 6, 2013. This revision updates the policy to include "gender identity" and "gender expression," formats it in the official policy template, and makes minor editorial changes.
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Difference between revisions of "Standard 3"
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==Standard 3: Students==
==Standard 3 – Students==
[[Image:three_students.jpg]]
===3.A – Purpose and Organization===
===Standard 3.A – Purpose and Organization===
====3.A.1 The organization of student services is effective in providing adequate services consistent with the mission and goals of the institution.====
The Student Affairs Division at Evergreen demonstrates a longstanding commitment to collaboration with academic programs, best practices, and provision of services to enhance student learning and success. Evergreen’s Coordinated Study Programs have been described as our “best-known and arguably most influential pedagogical vehicle to demonstrate why learning is an all-encompassing experience for Evergreen students.” (Kuh, G.D., Kinzie, J., Schuh, J.H., Whitt, E.J. & Associates (2005)). Student success in college: Creating conditions that matter. San Francisco: Jossey-Bass. Because of the centrality of these highly intentional learning communities, Student Affairs staff worked since the college’s inception to embed support for students as seamlessly as possible into the academic experience.
The Student Affairs Division at Evergreen demonstrates a longstanding commitment to collaboration with academic programs, best practices, and provision of services to enhance student learning and success. Evergreen’s Coordinated Study Programs have been described as our “best-known and arguably most influential pedagogical vehicle to demonstrate why learning is an all-encompassing experience for Evergreen students.” [Kuh, G.D., Kinzie, J., Schuh, J.H., Whitt, E.J. & Associates (2005), ''Student Success in College: Creating Conditions That Matter.'' San Francisco: Jossey-Bass.] Because of the centrality of these highly intentional learning communities, Student Affairs staff worked since the college’s inception to embed support for students as seamlessly as possible into the academic experience.
Partnerships among student affairs professionals and faculty are a cornerstone of our work. They occur through committee work intended to improve teaching and learning at Evergreen as evidenced in the deliberations and recommendations of the “First-Year Experience Disappearing Task Force (DTF) Report and Recommendations." ([[Media: First-Year_Experience_DTF_Recommendations_Final.doc|Exhibit 3.1]]) Teaching and curriculum development partnerships are intentional in our “Beginning the Journey” credit-bearing orientation program offered in fall quarter ([[Media: Exhibit_3-2_BTJ_2002.doc|Exhibit 3.2]]). Other prominent examples of collaborative efforts include “Core Connectors” - through which student affairs professionals are attached to first-year student programs - and faculty rotation into the office of Academic Advising. A connection to academic life is present throughout the work of Student Affairs.
Partnerships among student affairs professionals and faculty are a cornerstone of our work. They occur through committee work intended to improve teaching and learning at Evergreen as evidenced in the deliberations and recommendations of the First-Year Experience Disappearing Task Force (see [[Media: First-Year_Experience_DTF_Recommendations_Final.doc|First-Year Experience DTF Recommendations]]). Teaching and curriculum development partnerships are intentional in our Beginning the Journey credit-bearing orientation program offered in fall quarter ([[Media: Exhibit_3-2_BTJ_2002.doc|Beginning the Journey Assessment 2002]]). Other prominent examples of collaborative efforts include Core Connectors – through which student affairs professionals are attached to first-year student programs – and faculty rotation into the office of Academic Advising. A connection to academic life is present throughout the work of Student Affairs.
Student Affairs staff also collaborate across campus divisions to maintain a system of safety nets and early warning strategies to provide students with assistance when needed. This network involves faculty, residential life staff, advising, counseling, health services, and police services staff.
Student Affairs staff also collaborate across campus divisions to maintain a system of safety nets and early-warning strategies to provide students with assistance when needed. This network involves faculty, residential life staff, advising, counseling, health services, and police services staff.
Consistent with our educational values and aspirations for student learning, the Student Affairs division is committed to the affirmation and celebration of diversity. This is evidenced in the array of services and offices dedicated to diverse populations and perspectives, diversity-awareness workshops and events sponsored by the division, our collaboration with faculty in promoting diverse perspectives in the curriculum, and in a staff drawn from diverse backgrounds.
Major accomplishments involving the Student Affairs Division since our 1998 reaccreditation include: technological improvements (conversion to Banner, substantial improvements to the college Web site and transition to e-mail communication with students); Physical renovations in Housing and implementation of a new meal plan for freshmen in Residential Life and Dining Services; increased outreach and sophistication in Enrollment Management and Student Recruitment in the face of increasing competition for students; formal election of a Student Government; Intercollegiate Sports expansion; and several major upgrades of physical space on campus including the addition of a new building (Seminar II), remodel of the library building; and plans for a major renovation of the Campus Activities Building. Each of these accomplishments is discussed in greater detail in the remainder of this standard.
Major accomplishments involving the Student Affairs Division since our 1998 reaccreditation include: technological improvements (conversion to Banner, substantial improvements to the college Web site, and transition to e-mail communication with students); physical renovations in Housing and implementation of a new meal plan for freshmen in Residential Life and Dining Services; increased outreach and sophistication in Enrollment Management and Student Recruitment in the face of increasing competition for students; formal election of a student government; intercollegiate sports expansion; and several major upgrades of physical space on campus, including the addition of a new building (Seminar II), remodel of the library building, and plans for a major renovation of the Campus Activities Building (CAB). Each of these accomplishments is discussed in greater detail in the remainder of this standard.
Student Affairs staff and programs have been recognized regionally and nationally as exemplary. This recognition includes receipt of awards by the National Association of Student Personnel Administrators (NASPA) as follows: the Goodnight Award for outstanding service as a Dean/Vice President (Current Vice President for Student Affairs); the Fred Turner Award for outstanding service to NASPA (former Evergreen Housing Director); three Evergreen Student Affairs staff served as regional vice presidents of NASPA’s Region 5; Mid-level Professional Award (Current Addictive Behaviors Specialist); and the Innovative Program Award for Evergreen’s diversity programming for Day of Absence/Day of Presence.
Student Affairs staff and programs have been recognized regionally and nationally as exemplary. This recognition includes the following by the National Association of Student Personnel Administrators (NASPA): the Goodnight Award for outstanding service as a dean/vice president (current vice president for Student Affairs); the Fred Turner Award for outstanding service to NASPA (former Evergreen Housing director); three Evergreen Student Affairs staff served as regional vice presidents of NASPA’s Region 5; the Mid-level Professional Award (current addictive behaviors specialist); and the Innovative Program Award for Evergreen’s diversity programming for Day of Absence/Day of Presence.
Major challenges facing the Student Affair Division include the following: coordinating enrollment planning for graduate and off-campus programs; providing services to students at different physical locations and on different schedules; assisting an increasing number of younger students; providing support for counseling and health services whose budgets are limited by restrictions on fee increases; responding to a growing number of incidents/cases requiring legal interpretation; increasing student/family debt; supporting expansion of Extended Education, Summer School, and a new graduate program (M. Ed); and updating of college Web site.
Major challenges facing the Student Affairs Division include the following: coordinating enrollment planning for graduate and off-campus programs; providing services to students at different physical locations and on different schedules; assisting an increasing number of younger students; providing support for counseling and health services, where budgets are limited by restrictions on fee increases; responding to a growing number of incidents and cases requiring legal interpretation; increasing student/family debt; supporting expansion of Extended Education, Summer School, and a new graduate program (M.Ed); and updating the college Web site.
====Distinctive Features of Student Affairs Work At Evergreen====
=====Distinctive Features of Student Affairs Work At Evergreen=====
====High Student Expectations====
=====High Student Expectations=====
Students arrive with high expectations. Nearly 90% of entering students identify Evergreen as their “first choice” among colleges. Staff in Student Affairs and faculty encounter some students who enter the college with unrealistically high expectations, or perhaps with an inaccurate picture of the college based on their own desires. These students need help in reconciling what they expect at entry with what they experience. Evergreen's own descriptions of its distinctive approach to education are an important part of this dynamic, and the college pays close attention to the messages it sends, reviewing them and discussing them in light of how they are sometimes interpreted by students. Evergreen cannot be everything to everybody and yet it is easy to read almost any fantasy a student can construct of their “ideal” college into (a) the absence of traditional academic planning structures and requirements; (b) heavy reliance on student initiative; and (c) strong language describing the college’s commitment to diversity and social justice. The college has high aspirations for the effects of its curriculum and social environment. Our performance falls short of those aspirations on occasions. The college is at its best quite remarkable. However, it also struggles at times to meet its own high expectations. This is a real risk for students and for faculty in committing to Evergreen and it is common for both groups to go through an uncomfortable period of adjustment to Evergreen as it is experienced compared with Evergreen as it was imagined in both academic and social arenas.
Students arrive with high expectations. Nearly 90% of entering students identify Evergreen as their “first choice” among colleges. Faculty and staff in Student Affairs encounter some students who enter the college with unrealistically high expectations, or perhaps with an inaccurate picture of the college based on their own desires. These students need help in reconciling what they expect at entry with what they experience. Evergreen's own descriptions of its distinctive approach to education are an important part of this dynamic, and the college pays close attention to the messages it sends, reviewing them and discussing them in light of how they are sometimes interpreted by students. Evergreen cannot be everything to everybody and yet it is easy to read almost any fantasy a student can construct of their “ideal” college into (a) the absence of traditional academic planning structures and requirements; (b) heavy reliance on student initiative; and (c) strong language describing the college’s commitment to diversity and social justice. The college has high aspirations for the effects of its curriculum and social environment. Our performance falls short of those aspirations on occasions. At its best, the college is quite remarkable. However, it also struggles at times to meet its own high expectations. This is a real risk for students and for faculty in committing to Evergreen and it is common for both groups to go through an uncomfortable period of adjustment to Evergreen as it is experienced compared with Evergreen as it was imagined in both academic and social arenas.
====“Designing Your Own Education”====
=====“Designing Your Own Education”=====
The “opportunity to design your own education” is rated as the most influential factor in entering students’ decisions to enroll at Evergreen. This factor is followed closely by the "ability to take integrated programs instead of individual classes” and the “ability to study a variety of subjects.” The consonance between the ranking of these factors by students and Evergreen’s approach to education is heartening. Assisting students to carefully exercise their autonomy in the act of “designing your own education” is a task that distinguishes the work of Student Affairs staff at Evergreen from most other Student Affairs practitioners in the country.
Major features of this facet of Student Affairs work at Evergreen include:
* '''Translation''' of our distinctive academic structures/approaches and their benefits to students;
* '''Navigation''' and making choices among curricular options from quarter-to-quarter and year-to-year;
* Helping students come to terms with what “'''designing your ownn''' undergraduate education” consists of in a college with “no majors and no requirements” and a comparatively fluid curriculum;
* Helping students come to terms with what “'''designing your own''' undergraduate education” consists of in a college with “no majors and no requirements” and a comparatively fluid curriculum; and
* Helping students understand how to take '''responsibility''' for their education (including determining what is within their control and what is not) and developing a sense of '''personal agency'''.
====A Wide Range of Student Skills/Abilities====
===== A Wide Range of Student Skills/Abilities =====
The range of skill levels students bring to Evergreen is substantial: 42% of our fall 2006 entering freshmen brought high school GPAs of less than 3.00. This range of skill levels presents challenges in the classroom for faculty and spills over to staff in Student Affairs, especially in academic advising and academic support roles.
The range of skill levels that students bring to Evergreen is substantial: 42% of our fall 2006 entering freshmen brought high school GPAs of less than 3.00. This range of skill levels presents challenges in the classroom for faculty and spills over to staff in Student Affairs, especially in academic advising and academic support roles.
====Learning and Relevance====
===== Learning and Relevance =====
There are also challenges to the founding concern for “relevance.” Evergreen was born out of calls for relevance and authentic learning in higher education. Looking forward now forty years from the college's inception, it is appropriate to raise the questions of what best promotes student learning in 2008 and beyond. Today, Evergreen faculty work with students for whom the 1960s and 1970s are a distant (and, perhaps in their view, largely irrelevant) history. To a lesser degree, this is also true for a growing cohort of faculty. Evergreen's survival as one of the very few alternative colleges born out of the 1960s is a testament to its success and some measure of continuing relevance. (The college also owes much to the sustained commitment of the state of Washington to fund a public alternative college for forty years through a sometimes-fractious relationship.) Today the college is challenged to make thoughtful choices within this very different educational environment. At the time of our founding we were at the center of the educational reform movement. To remain at the forefront of colleges that enact change in education and in students’ lives, Evergreen must be responsive to changing needs and characteristics of students and of the larger society in which they will make their contributions. Evergreen cannot be hidebound in its attachment to “inviolate” traditions, but rather it must respond thoughtfully to the changing environment. Student Affairs staff conduct much of their work at the intersection of challenges to continuing relevance for students, pursuit of student learning at Evergreen, and preserving the best of the innovations in this approach to higher education.
There are also challenges to the founding concern for “relevance.” Evergreen was born out of calls for relevance and authentic learning in higher education. Looking forward now forty years from the college's inception, it is appropriate to raise the questions of what best promotes student learning in 2008 and beyond. Today, Evergreen faculty work with students for whom the 1960s and 1970s are a distant (and, perhaps in their view, largely irrelevant) history. To a lesser degree, this is also true for a growing cohort of faculty. Evergreen's survival as one of the very few alternative colleges born out of the 1960s is a testament to its success and some measure of continuing relevance. (The college also owes much to the sustained commitment of the state of Washington to fund a public alternative college for forty years through a sometimes-fractious relationship.) Today, the college is challenged to make thoughtful choices within this very different educational environment. At the time of our founding we were at the center of the educational reform movement. To remain at the forefront of colleges that enact change in education and in students’ lives, Evergreen must be responsive to changing needs and characteristics of students and of the larger society in which they will make their contributions. Evergreen cannot be hidebound in its attachment to “inviolate” traditions, but rather it must respond thoughtfully to the changing environment. Student Affairs staff conduct much of their work at the intersection of challenges to continuing relevance for students, pursuit of student learning at Evergreen, and preserving the best of the innovations in this approach to higher education.
====General Objectives for Student Affairs Staff====
===== General Objectives for Student Affairs Staff =====
In more general and comprehensive terms, staff in Student Affairs attempt to help students to:
* Negotiate difficult times in their academic and social lives by creating and maintaining systems to support financial, record-keeping and health/safety needs;
* Develop leadership opportunities with their peers – connecting curricular with co-curricular learning; and
* Create and sustain community - in academic programs, through Residential Life programs, and other social avenues.
* Create and sustain community – in academic programs, through Residential Life programs, and other social avenues.
====3.A.2 Student services and programs are staffed by qualified individuals whose academic preparation and/or experience are appropriate to their assignments. Assignments are clearly defined and published. The performance of personnel is regularly evaluated.====
Cooperative and collaborative working relationships are the hallmark of Evergreen’s integrated service to students within Student Affairs and across the institution. Student Affairs is responsible for most services to students that support the academic mission of the institution, including academic advising and several auxiliary enterprises. The [[Media: Org_chart_SA_with_names_2008.jpg|divisional organization chart]] reflects the following departments within Student Affairs:
Cooperative and collaborative working relationships are the hallmark of Evergreen’s integrated service to students within Student Affairs and across the institution. Student Affairs is responsible for most services to students that support the academic mission of the institution, including academic advising, and several auxiliary enterprises. The [[Media: Org_chart_SA_with_names_2008.jpg|divisional organization chart]] reflects the following departments within Student Affairs:
◘ Student Conduct
====Staffing, Job Descriptions, and Performance Reviews====
===== Staffing, Job Descriptions, and Performance Reviews =====
Since 1998 the staff head count in Student Affairs has grown 27%, from 123 employees to 156, primarily due to growth in Counseling Center and Enrollment Services staffing, expansion of the Children’s Center to serve twice as many children, and implementation of the federally-funded Gear Up grant. About 42% of professional staff holds advanced degrees, police officers are fully commissioned, and the Vice President, Vice President’s Executive Associate, and the Dean of Student Academic Support Services hold doctorates. Student Affairs has utilized state allocations, as available, to address compensation compression issues and to generate competitive salaries for exempt staff. A college-wide review of exempt staff compensation is being completed and recommendations are forthcoming. The division is staffed with accomplished professionals who deliver developmentally-based services that enhance students’ academic experience. Brief resumes of the professional staff will be available during the site visit.
Since 1998, the staff head count in Student Affairs has grown 27%, from 123 employees to 156, primarily due to growth in Counseling Center and Enrollment Services staffing, expansion of the Children’s Center to serve twice as many children, and implementation of the federally funded Gear Up grant. About 42% of professional staff hold advanced degrees, police officers are fully commissioned, and the vice president, vice president’s executive associate, and the dean of Student Academic Support Services hold doctorates. Student Affairs has utilized state allocations, as available, to address compensation compression issues and to generate competitive salaries for exempt staff. A college-wide review of exempt staff compensation is being completed and recommendations are forthcoming. The division is staffed with accomplished professionals who deliver developmentally-based services that enhance students’ academic experiences. Brief resumes of the professional staff will be available during the site visit.
Remaining active and current in professional literature and organizations is encouraged and in 2006-07 more than forty exempt staff participated in a regional or national conference. About ten individuals served in a leadership role with a professional association while about twenty wrote an article or presented in a professional venue.
Remaining active and current in professional literature and organizations is encouraged and in 2006-07, more than forty exempt staff participated in a regional or national conference. About ten individuals served in a leadership role with a professional association, while about twenty wrote an article or presented in a professional venue.
Position descriptions for all staff are uniform in presentation and clear in assignments and expectations. These are updated regularly when vacancies occur, or during performance reviews. Classified staff are reviewed annually in accordance with their employment contract and exempt staff must be reviewed every three years per college policy, although supervisors in Student Affairs are expected to administer reviews annually. It is common practice to solicit evaluative feedback from students, faculty, staff in other units and those they supervise. In many instances student staff are also reviewed and provided with a written evaluation of their work performance.
Position descriptions for all staff are uniform in presentation and clear in assignments and expectations. These are updated regularly when vacancies occur or during performance reviews. Classified staff are reviewed annually in accordance with their employment contract and exempt staff must be reviewed every three years per college policy, although supervisors in Student Affairs are expected to administer reviews annually. It is common practice to solicit evaluative feedback from students, faculty, staff in other units, and those they supervise. In many instances, student staff are also reviewed and provided with a written evaluation of their work performance.
====3.A.3 Appropriate policies and procedures for student development programs and services are established. The objectives of each operating component are compatible and support the goals of student services.====
The review of policies and procedures for student development programs occurs on an ongoing basic. Such reviews are prompted by changes in the Washington Administrative Code, recommendations of Disappearing Task Forces, consultant or review board findings, identification of best practices through professional contacts and problems experienced in interpreting or utilizing current policy.
The review of policies and procedures for student development programs occurs on an ongoing basis. Such reviews are prompted by changes in the Washington Administrative Code, recommendations of Disappearing Task Forces, consultant or review board findings, identification of best practices through professional contacts, and problems experienced in interpreting or utilizing current policy.
Some examples for the 2007-08 academic years are illustrative.
Some examples for the 2007-08 academic years are illustrative. A Disappearing Task Force (DTF) has been formed to update our student conduct code policies and procedures. The review was prompted by the fact that the code had not been revised in more than ten years, the number of students with serious mental illnesses, and identification of new best practices. Policies and procedures for large events are being reviewed because it became apparent during a recent event that our security for events needed to be enhanced. Standard operating procedures in Police Services are being examined by the director of Police Services to better address emergency and crowd-control issues. Study Abroad procedures were updated because of a need for greater clarity and reduced liability. The role and functions of the ADA Compliance Committee were recently revised by the vice president for Student Affairs because of a lack of clarity of the functions of the committee and a need to give enhanced attention to liability issues.
A disappearing task force has been formed to update our student conduct code policies and procedures. The review was prompted by the fact that the code had not been revised in over ten years, the number of students with serious mental illnesses and identification of new best practices. Policies and procedures for large events are being reviewed because it became apparent during a recent event that our security for events needed to be enhanced. Standard operating procedures in Police Services are being examined by the Director of Police Services to better address emergency and crowd control issues. Study Abroad procedures were updated because of a need for greater clarity and reduced liability. The role and functions of the ADA Compliance Committee were recently revised by the vice president for Student Affairs because of a lack of clarity of the functions of the committee and a need to give enhanced attention to liability issues.
The amount of input into policy decisions typically depends on the scope of the policy or procedural review. Those policies with the widest impact are typically addressed by DTFs composed of students, faculty, and staff with the expectation of campus-wide input. Minor changes in institutional policies can be recommended by directors to the vice president for Student Affairs. Some policies require approval by the board of trustees, which is consistent with our written policies regarding authority by the board of trustees. Almost all policies involving issues of liability or those related to the Washington Administrative Code incorporate consultation with the State Attorney General's Office.
The amount of input into policy decisions typically depends on the scope of the policy or procedural review. Those policies with the widest impact are typically addressed by disappearing task forces composed of students, faculty, and staff with the expectation of campus-wide input. Minor changes in institutional policies can be recommended by directors to the vice president for Student Affairs. Some policies require board of trustees approval which is consistent with our written policies regarding board of trustee authority. Almost all policies which involve issues of liability or those related to the Washington Administrative Code incorporate consultation with the State Attorney General's Office.
====3.A.4 Human, physical, and financial resources for student services and programs are allocated on the basis of identified needs and are adequate to support the services and programs offered.====
Student need and satisfaction surveys, as well as principles and standards from professional organizations across functional areas, are consulted to assess appropriate support for services. Budget requests are made biannually and vetted with staff in the division and prioritized with the deans and directors who report to the vice president. These requests are incorporated into a systematic institutional budget process in which budget coordinators from the four divisions (Academics, Finance and Administration, Advancement, and Student Affairs) review available funding and institutional and divisional needs and priorities to recommend appropriate budget allocations to the president. Student Affairs’ fiscal resources are, in general, adequate and when budget reductions have been necessary or reinvestments have been available Student Affairs has been treated in a manner consistent with other divisions. In recent years, Student Affairs has had autonomy to invest in some initiatives that require “one-time” purchases due to acquisition of indirect cost recovery from a large Gear Up grant. These resources have purchased such items as computer upgrades for staff, equipment upgrades in Police Services, improved software for the Recreation Center, or staffing augmentation in Student Conduct.
Student need and satisfaction surveys, as well as principles and standards from professional organizations across functional areas, are consulted to assess appropriate support for services. Budget requests are made biannually, vetted with staff in the division, and prioritized with the deans and directors who report to the vice president. These requests are incorporated into a systematic institutional budget process in which budget coordinators from the four divisions (Academics, Finance and Administration, Advancement, and Student Affairs) review available funding and institutional and divisional needs and priorities to recommend appropriate budget allocations to the president. Student Affairs’ fiscal resources are, in general, adequate and when budget reductions have been necessary or reinvestments have been available, Student Affairs has been treated in a manner consistent with other divisions. In recent years, Student Affairs has had autonomy to invest in some initiatives that require “one-time” purchases due to acquisition of indirect cost recovery from a large Gear Up grant. These resources have purchased such items as computer upgrades for staff, equipment upgrades in Police Services, improved software for the Recreation Center, or staffing augmentation in Student Conduct.
Since 1998, every area within Student Affairs except the Athletics and Recreation department has been remodeled and/or expanded or soon will be (Athletics and Recreation is located in the Campus Recreation Center that was built in 1989). In 2000 the Health Center was completely remodeled and doubled in size. The Counseling Center that had shared a space with the Health Center was relocated to another floor of the building. Police Services was also remodeled at that time.
Since 1998, every area within Student Affairs except the Athletics and Recreation department has been remodeled and/or expanded or soon will be (Athletics and Recreation is located in the Campus Recreation Center, which was built in 1989). In 2000, the Health Center was completely remodeled and doubled in size. The Counseling Center that had shared a space with the Health Center was relocated to another floor of the building. Police Services was also remodeled at that time.
In 2003-04 a new Children’s Center was built that increased the number of children that could be served from thirty-seven to seventy. It is now licensed to serve infants as young as six weeks old. The new center was jointly funded from student activity fees and institutional funds, and replaced the Child Care Center that was located in the oldest building on campus.
In 2003-04, a new Children’s Center was built that increased the number of children that could be served from thirty-seven to seventy. It is now licensed to serve infants as young as six weeks old. The new center was jointly funded from student activity fees and institutional funds, and replaced the Child Care Center, which was located in the oldest building on campus.
In 2005 most of the areas within the Student and Academic Support Services (SASS) were relocated in a newly renovated section of the library building. The new SASS location is much more student-friendly and includes a reception area for the first time. There is also space - within SASS for three federal grants - Keep Enhancing Yourself (KEY), Upward Bound, and Gear Up that had been housed in satellite locations.
In 2005, most of the areas within the Student and Academic Support Services (SASS) were relocated in a newly-renovated section of the library building. The new SASS location is much more student-friendly and includes a reception area for the first time. There is also space within SASS for three federally funded programs, Keep Enhancing Yourself (KEY), Upward Bound, and Gear Up, which had been housed in satellite locations.
Residential and Dining Services issued over seven million dollars in revenue and refinancing bonds in 2006. Of that amount, six million dollars is for housing facilities renovations and upgrades. The projects were begun in the summer of 2006 and will continue through 2009.
Residential and Dining Services issued over $7 million in revenue and refinancing bonds in 2006. Of that amount, $6 million is for housing facilities renovations and upgrades. The projects were begun in the summer of 2006 and will continue through 2009.
Enrollment Services (Admissions, Financial Aid, Registration and Records, and Student Employment) and the vice president and his staff were relocated to temporary offices in the summer of 2007 while a major renovation of the Library “A wing” is underway. This 18- to 24-month project will provide additional, more usable space to these areas.
In 2006 Evergreen students voted to incur a new student fee to renovate and expand the College Activities Building. When completed in 2010, the expanded building will have additional space for student organizations; student activities administration and student events; a new student-operated food venue; as well as well as a remodeled bookstore and dining facility. The students voted to incorporate numerous "green" features in the project. In addition, the College Master Plan suggests potential for expansion or renovation of the Campus Recreation Center and possible addition of housing for students.
In 2006, Evergreen students voted to incur a new student fee to renovate and expand the College Activities Building. When completed in 2010, the expanded building will have additional space for student organizations, student activities administration and student events, a new student-operated food venue, and a remodeled bookstore and dining facility. The students voted to incorporate numerous "green" features in the project. In addition, the College Master Plan suggests the potential for expansion or renovation of the Campus Recreation Center and the possible addition of housing for students.
===3.B – General Responsibilities===
===Standard 3.B – General Responsibilities===
====3.B.1 The institution systematically identifies the characteristics of its student population and students’ learning and special needs. The institution makes provision for meeting those identified needs, emphasizing students’ achievement of their educational goals.====
Student Affairs staff provide a number of programs focused on the needs of specific student groups. The following table highlights a sampling of these efforts:
{| cellspacing="0" cellpadding="0" border="1"
{| class="wikitable" cellspacing="0" border="1"
| Student Population
| Program(s)
| rowspan="3" | Students of Color
| “Critical Moments” case studies in which students from diverse backgrounds consider leaving the institution or dropping out because of an incident related to a diversity issue(s)
| “Critical Moments” case studies in which students from diverse backgrounds consider leaving the institution or dropping out because of incidents related to diversity issues
| First People’s Advising Services “Peer Education Program” - provides multicultural programming for students living in the residence halls
| First Peoples’ Advising Services Peer Education Program – provides multicultural programming for students living in the residence halls
| Pre-orientation Program (Scholars’ Programs) - introduces incoming students of color to learning at Evergreen and provides an opportunity for the cohort to develop community
| Pre-orientation Program (Scholars’ Programs) – introduces incoming students of color to learning at Evergreen and provides an opportunity for the cohort to develop community
| First-generation, Low-Income Students
| “Keep Enhancing Yourself” Program (KEY)
The Office of Institutional Research provides descriptive data about students to practitioners in Student and Academic Support Services. Data from surveys are used to inform the practitioners about the characteristics and needs of the new students each year. Student Affairs practitioners attend presentations by Institutional Research to explore these data and their implications, and have ready access to the data on the Institutional Research Web site.
The Office of Institutional Research provides descriptive data about students to practitioners in Student and Academic Support Services. Data from surveys are used to inform the practitioners about the characteristics and needs of new students each year. Student Affairs practitioners attend presentations by Institutional Research to explore these data and their implications, and have ready access to the data on the Institutional Research Web site.
'''Academic Advising:''' There is an effective partnership between Academic Advising and Institutional Research to gather key information from new students at their point of entry to the college. As part of the Academic Planning Workshops for new students, Institutional Research administers the New Student Survey. Most recently, an in-depth analysis of the characteristics and needs of transfer students to the college has informed plans to make changes in the content of the Academic Planning Workshop for a better fit for transfer students.
'''Academic Advising''': There is an effective partnership between Academic Advising and Institutional Research to gather key information from new students at their point of entry to the college. As part of the Academic Planning Workshops for new students, Institutional Research administers the New Student Survey. Most recently, an in-depth analysis of the characteristics and needs of transfer students to the college has informed plans to make changes in the content of the Academic Planning Workshop for a better fit for transfer students. '''Health and Counseling Services:''' The Counseling Center used Institutional Research data from students who indicated that prior to coming to Evergreen they experienced some level of depression. The center cites this statistic frequently as it showed that Evergreen freshmen had 2.5 times the national average of students coming to campus with the diagnosis of depression. These data indicated 20% of first-year Evergreen students reported feeling frequently depressed compared to 8% nationally. These statistics have been used to support the rationale for increasing services to students experiencing depression. '''KEY Student Support Services''': Staff in this area rely upon data provided by Institutional Research to support the federal grant proposal and reporting requirements. Survey data completed by Evergreen students, particularly first-generation students, are utilized to improve the pre-orientation Step-Up Program. '''Career Development Services''' uses the alumni survey as a reference point to assess levels of use and satisfaction with services.
'''Health and Counseling Services:''' The Counseling Center used Institutional Research data from students who indicated that they experienced some level of depression prior to coming to Evergreen. The center cites this statistic frequently, as it showed that Evergreen freshmen had 2.5 times the national average of students coming to campus with the diagnosis of depression. These data indicated that 20% of first-year Evergreen students reported feeling frequently depressed, compared to 8% nationally. These statistics have been used to support the rationale for increasing services to students experiencing depression.
Information about first-time, first-year Students and transfer students is gathered upon students’ entry to the institution using the Evergreen New Student Survey. This survey is administered every other year to all new students. This survey gathers information about students’ goals, levels of confidence, reasons for attending Evergreen, and demographic information not available from other sources, such as information about the percentage of non-native English speakers. Information about this survey is posted on the Institutional Research and Assessment Website: [[Media: Evergreen_New_Student_Survey_Home_Page.pdf|Evergreen New Student Survey Home Page]]
'''KEY Student Support Services:''' Staff in this area rely upon data provided by Institutional Research to support federal grant proposal and reporting requirements. Survey data completed by Evergreen students, particularly first-generation students, are utilized to improve the pre-orientation Step-Up Program.
'''Career Development Services:''' Uses the alumni survey as a reference point to assess levels of use and satisfaction with services.
The most recent results are posted here and are broken out by first-time, first-year response and transfer students as well as new Tacoma Program students: [[Media: Evergreen_New_Student_Survey_2005_Responses_Web_Page.pdf|Evergreen New Student Survey 2005 Responses Web Page]]
Information about first-time, first-year students and transfer students is gathered upon students’ entry to the institution using the Evergreen New Student Survey. This survey is administered every other year to all new students. The survey gathers information about students’ goals, levels of confidence, reasons for attending Evergreen, and demographic information not available from other sources, such as information about the percentage of non-native English speakers. Information about this survey is posted on the Institutional Research and Assessment Web site: [[Media: Evergreen_New_Student_Survey_Home_Page.pdf|Evergreen New Student Survey Home Page]]. The most recent results are broken out by first-time, first-year response, transfer students, and new Tacoma program students ([[Media: Evergreen_New_Student_Survey_2005_Responses_Web_Page.pdf|Evergreen New Student Survey 2005 Responses Web Page]]).
Information that is specific to first-generation students has also been produced: [[Media: Evergreen_New_Student_Survey_2003_-_Summary_of_Responses_-_First_Generation_Students.pdf|Evergreen New Student Survey 2003 - Summary of Responses - First Generation Students]]
Information that is specific to first-generation students has also been produced ([[Media: Evergreen_New_Student_Survey_2003_-_Summary_of_Responses_-_First_Generation_Students.pdf|Evergreen New Student Survey 2003 - Summary of Responses - First Generation Students]]).
Information about student engagement and learning is also gathered using the National Survey of Student Engagement. This survey is administered every year to freshmen and seniors. This survey allows for comparisons to peer institutions and to all participating institutions. Information from this survey is regularly shared with the board of trustees and discussed widely in inter-divisional conversations about the extent to which Evergreen students are engaged in both academic programs and with student services. Following is our most report of the most recent results of the NSSE.
Information about student engagement and learning is also gathered using the National Survey of Student Engagement (NSSE). Administered every year to freshmen and seniors, this survey allows for comparisons to peer institutions and to all participating institutions. Information from this survey is regularly shared with the board of trustees and discussed widely in inter-divisional conversations about the extent to which Evergreen students are engaged in both academic programs and with student services. For the most recent NSSE results, see
[[Media: NSSE_2007_ Benchmarks_Report.pdf|NSSE 2007 Benchmarks Report]]
[[Media: NSSE_2007_ Benchmarks_Report.pdf|NSSE 2007 Benchmarks Report]].
Information about student learning and satisfaction is gathered every other year with the Evergreen Student Experience Survey. More information about this survey is posted here: [[Media: Evergreen_Student_Experience_Survey_Web_Page.pdf|Evergreen Student Experience Survey Home Page]]. Survey responses are provided specific to specific student population subgroups, so one can easily view the responses of first-time, first-year students, Olympia campus students, Tribal: Reservation-based Program students, and Tacoma Program students. The Evergreen Student Experience Survey has information about students’ satisfaction with academics and student services ([[Media: Evergreen_Student_Experience_Survey_2006_-_Satisfaction_of_Olympia_Campus_Students.pdf|Evergreen Student Experience Survey 2006 – Satisfaction of Olympia Campus Students]]). It also contains students’ responses to questions about the amount that Evergreen has contributed to their learning in a variety of areas ([[Media: Evergreen_Student_Experience_Survey_2006_-_Learning_Growth_for_Olympia_Campus_Students.pdf|Evergreen Student Experience Survey 2006 - Learning Growth for Olympia Campus Students]]).
Information about student learning and satisfaction is gathered every other year with the Evergreen Student Experience Survey (see [[Media: Evergreen_Student_Experience_Survey_Web_Page.pdf|Evergreen Student Experience Survey Home page]]). Survey responses are provided specific to student population subgroups, so one can easily view the responses of first-time, first-year students; Olympia campus students; Tribal: Reservation-based program students; and Tacoma program students. The Evergreen Student Experience Survey has information about students’ satisfaction with academics and student services ([[Media: Evergreen_Student_Experience_Survey_2006_-_Satisfaction_of_Olympia_Campus_Students.pdf|Evergreen Student Experience Survey 2006 – Satisfaction of Olympia Campus Students]]). It also contains students’ responses to questions about the amount that Evergreen has contributed to their learning in a variety of areas ([[Media: Evergreen_Student_Experience_Survey_2006_-_Learning_Growth_for_Olympia_Campus_Students.pdf|Evergreen Student Experience Survey 2006 - Learning Growth for Olympia Campus Students]]).
Special analyses of particular student subgroups are also available to faculty, staff, students, and committees who are interested in various diversity-related issues. Examples include the following reports:
Special analyses of particular student subgroups are also available to faculty, staff, students, and committees who are interested in various diversity-related issues. For examples see:
*[[Media: Evergreen_Student_Experience_Survey_2004_-_Analysis_of_Differences_in_Responses_Between_Racial-Ethnic_Subgroups.pdf |Evergreen Student Experience Survey 2004 - Analysis of Differences in Response Between Racial-Ethnic Subgroups]]
*[[Media: StudentExperienceSurveyFinalReport-diversityonly.pdf|Evergreen Student Experience Survey 2006 - Diversity Questions]]
Links to information specific to transfer students include:
For information specific to transfer students see:
[[Media: Illuminating_the_New_Students_in_the_Shadows_-_Background%2C_Experiences%2C_and_Outcomes_of_Transfer_Students.pdf|Illuminating the New Students in the Shadows - Background, Experiences, and Outcomes of Transfer Students]]
[[Media: Meet_Evergreen%E2%80%99s_Transfer_Students_Web_Page.pdf|Meet Evergreen’s Transfer Students Web Page]]
==== Enrollment Growth and Student Demographics ====
===== Enrollment Growth and Student Demographics =====
As of 2006-07, annual average enrollment at Evergreen is up 385 (+10%) full-time equivalent (FTE) students since 1997-98. State funding has increased by 647 FTE (+19%). Since the spring 2003 interim visit, enrollment has increased 59 FTE (1.5%) while funded FTE increased 306 FTE (8.0%), thus reducing patterns of over-enrollment as high as 250 FTE during the past five years to a very slight under-enrollment (-30 FTE) in 2006-07. Our fall 2007 FTE enrollment showed strong improvement, exceeding fall 2006 by 214 FTE (+5%). The current estimate for FTE enrollment in 2007-08 is 4,225, up 112 FTE from 2006-07 and 60 FTE above state contract level. ([[Media: Figure_3-1.doc|Figure 3.1: Annual Average Full-time Equivalent Enrollment]])
As of 2006-07, annual average enrollment at Evergreen is up 385 (10%) full-time equivalent (FTE) students since 1997-98. State funding has increased by 647 FTE (19%). Since the spring 2003 interim visit, enrollment has increased 59 FTE (1.5%), while funded FTE increased 306 FTE (8.0%), thus reducing patterns of over-enrollment as high as 250 FTE during the past five years to a very slight under-enrollment (-30 FTE) in 2006-07. Our fall 2007 FTE enrollment showed strong improvement, exceeding fall 2006 by 214 FTE (5%). The current estimate for FTE enrollment in 2007-08 is 4,225, up 112 FTE from 2006-07 and 60 FTE above state contract level ([[Media: Figure_3-1.doc|Annual Average Full-time Equivalent Enrollment]]).
The reduction in “over-enrollment” was one part planned – to reduce pressure on the classroom and avoid legislative “re-basing” to the higher number without additional funding – and another part unanticipated, especially in 2006-07. The drop in Washington state’s 2006-07 community college transfer enrollment was sharper than expected and an increase of lower-division seats funded by the state at three branch campuses drew more freshmen away from the college than expected. The combined result was a slight drop in total enrollment (-18 FTE) and further erosion in the over-enrollment “cushion” than was planned. Our short-term enrollment target is to return to a modest level of over-enrollment (approximately 100 FTE) by the 2008-09 academic year. Our 2007-08 enrollment will move us close to our target of 100 FTE over state contract (+60) and increased application activity for fall 2008 (as of April of 2008 up 8% or 214 over 2007) indicates this target will be reached in 2008-09, as planned.
The reduction in “over-enrollment” was one part planned – to reduce pressure on the classroom and avoid legislative “re-basing” to the higher number without additional funding – and another part unanticipated, especially in 2006-07. The drop in Washington state’s 2006-07 community college transfer enrollment was sharper than expected and an increase of lower-division seats funded by the state at three branch campuses drew more freshmen away from the college than expected. The combined result was a slight drop in total enrollment (-18 FTE) and further erosion in the over-enrollment “cushion” than was planned. Our short-term enrollment target is to return to a modest level of over-enrollment (approximately 100 FTE) by the 2008-09 academic year. Our 2007-08 enrollment will move us close to our target of 100 FTE over state contract (+60), and increased application activity for fall 2008 (as of April of 2008 up 8% or 214 over 2007) indicates this target will be reached in 2008-09, as planned.
The college has also gone through a period of adjusting budget assumptions about levels of nonresident enrollment and tuition revenue. During the past five years, the college has (1) reduced over-enrollment of resident fee-paying students – originally built to offset tuition revenue declines due to enrollment of fewer nonresident fee-paying students – now unnecessary because of (2) adjusting the tuition revenue and base budget assumptions to a reduced level of nonresident enrollment. We are now in a much improved enrollment and revenue position. The operating budget is no longer dependent upon over-enrollment of state residents to offset a decline in nonresidents, holding revenue support in place without inflating the student/faculty ratio. Additionally, our nonresident enrollment has begun to grow modestly and currently exceeds budget expectations.
====Student Demographics====
===== Student Demographics =====
Distinctive characteristics of Evergreen’s student body continue as reported in past reaccreditation documents:
* Transfers students typically constitute a larger proportion of our entering class than at most liberal arts colleges: 60%+ ([[Media: Figure_3-2.doc|Figure 3-2: Composition of Fall Quarter Entering Undergraduate Degree-seeking Class]])
* Transfer students typically constitute a larger proportion of our entering class than at most liberal arts colleges: 60%+ ([[Media: Figure_3-2.doc|Composition of Fall Quarter Entering Undergraduate Degree-seeking Class]])
* Nonresident enrollment at the undergraduate level is high (20%+) for a public college ([[Media: Figure_3-3.doc|Figure 3-3: The Evergreen State College: Fall Quarter Enrollment History]])
* Nonresident enrollment at the undergraduate level is high (20%+) for a public college ([[Media: Figure_3-3.doc|Fall Quarter Enrollment History]])
'''Transfer Students'''
Transfer students have been the mainstay of Evergreen’s enrollment for over 30 years. Our fall quarter undergraduate entering class has averaged 1/3 freshmen (students enrolling from high school) and 2/3 transfer or returning Evergreen students until the most recent three years when the proportion of freshmen in our entering class has grown moderately, reaching 43% in fall 2007. Students from Washington community colleges are our major source of transfer students. Detail on the composition of Evergreen’s fall quarter entering class is presented below: (see [[Media: Table_3.doc|Table 3]] for a detailed history of components of Evergreen entering class).
Transfer students have been the mainstay of Evergreen’s enrollment for more than thirty years. Our fall quarter undergraduate entering class averaged one-third freshmen (students enrolling from high school) and two-thirds transfer or returning Evergreen students until the most recent three years when the proportion of freshmen in our entering class grew moderately, reaching 43% in fall 2007. Students from Washington community colleges are our major source of transfer students. Detail on the composition of Evergreen’s fall quarter entering class is presented below. (See [[Media: Table_3.doc|Fall 10th Day Enrollment: 1998-2007]] for a detailed history of components of Evergreen entering class.)
Differences Between Transfers and Freshmen in Goals for Their Education
Based on responses to [[Media: Evergreen_New_Student_Survey_2005_Responses_Web_Page.pdf|Evergreen’s 2005 New Student Survey]], transfer students attach greater importance to securing a “job of my choice/make a career change” and preparation for graduate school than freshmen students. In fact, job preparation is the goal receiving the highest proportion of “very important” ratings for transfer students at 67% compared with 57% for freshman students. Not surprisingly for a generally older student population, practical considerations such as scheduling of classes and location of offerings play more important roles in the decision to attend Evergreen for transfer students, owing to work and family obligations. Evergreen’s transfer students also attach comparable importance to several goals as do entering freshmen, including: “becoming an informed citizen,” “gaining an understanding of a broad range of ideas and fields of study,” and “having a better understanding and appreciation for differences (ethnic, political, etc.).”
Based on responses to [[Media: Evergreen_New_Student_Survey_2005_Responses_Web_Page.pdf|Evergreen’s 2005 New Student Survey]], transfer students attach greater importance to securing a “job of my choice/make a career change” and preparation for graduate school than freshmen students. In fact, job preparation is the goal receiving the highest proportion of “very important” ratings for transfer students at 67%, compared with 57% for freshman students. Not surprisingly for a generally older student population, practical considerations such as scheduling of classes and location of offerings play more important roles in the decision to attend Evergreen for transfer students, owing to work and family obligations. Evergreen’s transfer students also attach comparable importance to several goals (as do entering freshmen), including: “becoming an informed citizen,” “gaining an understanding of a broad range of ideas and fields of study,” and “having a better understanding and appreciation for differences (ethnic, political, etc.).”
Fall-to-fall retention of transfer students runs higher than freshman retention by 7%-9% and graduation rates are substantially higher. ([[Media: Retention Summary.pdf|Retention Summary]], [[Media: CSRDE Freshman Graduation Rates.pdf|Consortium for Student Retention Data Exchange: First-time, First-year Cohort Graduation Rates]], and [[Media: Accountability_Report_2007.pdf|Accountability Report 2007]])
Fall-to-fall retention of transfer students runs higher than freshman retention by 7% to 9% and graduation rates are substantially higher ([[Media: Retention Summary.pdf|Retention Summary]], [[Media: CSRDE Freshman Graduation Rates.pdf|Consortium for Student Retention Data Exchange: First-time, First-year Cohort Graduation Rates]], and [[Media: Accountability_Report_2007.pdf|Accountability Report 2007]]).
Because of our success in attracting larger numbers of transfer students than freshmen and observing better retention and graduation rates among this group of students, the college has tended to focus improvement efforts on freshman students both in the areas of recruitment and retention. Recent focus group interviews with transfer students and conversations among staff and faculty revealed a concern about this comparative inattention to (1) orientation, (2) academic advising, and (3) career counseling made available to transfer students.
The proportion of freshmen in our entering class has risen in fall 2005 and 2006 – from consistent levels in the 32%-35% range to 40%. The proportion of freshmen in our fall 2007 entering class rose to 43% (an increase of 103 freshmen over 2007). The increase in freshman students is creating some staffing pressure in the curriculum and raises the importance of retaining this growing segment of our entering class well in the future.
The proportion of freshmen in our entering class has risen in fall 2005 and 2006 – from consistent levels in the 32%-to-35% range to 40%. The proportion of freshmen in our fall 2007 entering class rose to 43% (an increase of 103 freshmen over 2007). The increase in freshman students is creating some staffing pressure in the curriculum and raises the importance of retaining this growing segment of our entering class well into the future.
Enrollment of students of color has held at 18% for the past six years, up from 16%-17% in the late 1990s. ([[Media: Figure_3-3.doc|Figure 3-3: The Evergreen State College: Fall Quarter Enrollment History]]). The proportion of students of color enrolled on the Olympia campus has increased slightly each year since fall 2003 reaching 16.4% in fall 2007. Our program located in Tacoma typically enrolls 55%-60% students of color and our Tribal program is generally between 90% and 100% students of color. ([[Media: Figure_3-4.doc|Figure 3-4: Distribution of Students of Color by Campus]]).
Enrollment of students of color has held at 18% for the past six years, up from 16% to 17% in the late 1990s ([[Media: Figure_3-3.doc|Fall Quarter Enrollment History]]). The proportion of students of color enrolled on the Olympia campus has increased slightly each year since fall 2003, reaching 16.4% in fall 2007. Our program located in Tacoma typically enrolls 55% to 60% students of color and our tribal program is generally between 90% and 100% students of color ([[Media: Figure_3-4.doc|Distribution of Students of Color by Campus]]).
Undergraduate/graduate mix and full-time/part-time proportions have remained essentially the same over the past ten years. ([[Media: Figure_3-3.doc|Figure 3-3: The Evergreen State College: Fall Quarter Enrollment History]])
Undergraduate/graduate mix and full-time/part-time proportions have remained essentially the same over the past ten years ([[Media: Figure_3-3.doc|Fall Quarter Enrollment History]]).
====Retention and Graduation Rates====
=====Retention and Graduation Rates=====
Overall undergraduate fall-to-fall retention has remained at or near 80% since fall 2000. Freshmen are the group of students retained least well to the following fall and of that group, nonresident fee-paying freshmen tend to be retained at a lower rate. This is no doubt in some part due to the increased cost of attendance for nonresident students – nonresident transfer students are also retained at a lower rate than resident fee-paying transfers. ([[Media: Fall-to-fall_Retention_1997-2007.pdf|Figure 3.5 Retention Summary]])
Overall undergraduate fall-to-fall retention has remained at or near 80% since fall 2000. Freshmen are the group of students retained least well to the following fall and of that group, nonresident fee-paying freshmen tend to be retained at a lower rate. This is no doubt in some part due to the increased cost of attendance for nonresident students – nonresident transfer students are also retained at a lower rate than resident fee-paying transfers ([[Media: Retention Summary.pdf|Retention Summary]]).
Overall, Students of Color are retained at a rate equal to or slightly above the rate for Caucasian students. Retention of Students of Color tends to be highest in our Tacoma program. Retention of Students of Color on the Olympia campus also tends to run equal to or slightly higher than for Caucasian students. We find this trend especially gratifying since our Olympia enrollment is predominantly white. ([[Media: Retention Summary.pdf|Retention Summary]])
Overall, students of color are retained at a rate equal to or slightly above the rate for Caucasian students. Retention of students of color tends to be highest in our Tacoma program. Retention of students of color on the Olympia campus also tends to run equal to or slightly higher than for Caucasian students. We find this trend especially gratifying since our Olympia enrollment is predominantly white ([[Media: Retention Summary.pdf|Retention Summary]]).
Evergreen’s first-time, full-time freshman six-year graduation rate is 55% for the most recent cohort (fall 1999). While we hope to see improvement in freshman graduation rates as fall-to-fall retention efforts yield positive results, we view the current rate as comparable or better than our peers among public institutions. ([[Media: CSRDE Freshman Graduation Rates.pdf|Figure 3-6: First-time, First-year Cohort Graduation Rates]])
Evergreen’s first-time, full-time freshman six-year graduation rate is 55% for the most recent cohort (fall 1999). While we hope to see improvement in freshman graduation rates as fall-to-fall retention efforts yield positive results, we view the current rate as comparable or better than our peers among public institutions ([[Media: CSRDE Freshman Graduation Rates.pdf|First-time, First-year Cohort Graduation Rates]]).
====3.B.2 The institution provides opportunities for students to participate in institutional governance. Faculty are involved in the development of policies for student programs and services.====
For the first time in the history of the college, and after at least a half dozen serious efforts over the years, Evergreen now has a student government. Students worked hard throughout the 2006-07 school year to develop a governance proposal that would accommodate Evergreen's distinctive structure. Students voted in favor of the Geoduck Union and the board of trustees recognized the new student government during spring of 2006. The student government formally began its work in fall 2007. During its first year, the student government created a mission statement for the Union, it composed bylaws to govern regular operations, and it established voting and election policies building on past practice. The student government also identified a group of students to work on the Campus Activities Building (CAB) design.
For the first time in the history of the college, and after at least a half dozen serious efforts over the years, Evergreen now has a student government. Students worked hard throughout the 2006-07 school year to develop a governance proposal that would accommodate Evergreen's distinctive structure. Students voted in favor of the Geoduck Student Union and the board of trustees recognized the new student government during spring of 2006. The student government formally began its work in fall 2007. During its first year, the student government created a mission statement for the union, it composed bylaws to govern regular operations, and it established voting and election policies building on past practice. The student government also identified a group of students to work on the Campus Activities Building (CAB) design.
The ''Evergreen Social Contract'', the mission statement of the college and the mission statement of the Division of Student Affairs, all speak to campus-wide participation in institutional governance. The college has evidenced a long-standing commitment to involving students in decision-making.
The ''Evergreen Social Contract,'' the mission statement of the college, and the mission statement of the Division of Student Affairs, all speak to campus-wide participation in institutional governance. The college has evidenced a long-standing commitment to involving students in decision-making.
In the past, staff designed processes to collect student input regarding major policy decisions that directly affected students. The nature of the issue determined the exact process used, but student input on major decisions was actively and regularly solicited. On almost every issue, community meetings and forums were held and written comments on email solicited. Phone surveys were often conducted, Websites established, and information-gathering tables were set up in visible locations on campus. Additional steps were taken depending on the issue.
In the past, staff designed processes to collect student input regarding major policy decisions that directly affected students. The nature of the issue determined the exact process used, but student input on major decisions was actively and regularly solicited. On almost every issue, community meetings and forums were held and written comments on email solicited. Phone surveys were often conducted, Web sites established, and information-gathering tables were set up in visible locations on campus. Additional steps were taken depending on the issue.
Procedures governing the Student Fee Allocation Committee are being amended now that we have a student government. In the past, the Student Fee Allocation Committee selected student members. Beginning this year, these appointments were made by the student government. This new practice will need to be set forth in a bylaw by the Geoduck Union in the coming year.
Procedures governing the Student Fee Allocation Committee are being amended now that we have a student government. In the past, the Student Fee Allocation Committee selected student members. Beginning this year, these appointments were made by the student government. This new practice will need to be set forth in a bylaw by the Geoduck Student Union in the coming year.
Since our last reaccreditation report, students have voted to impose fees upon themselves. In spring 2006, students voted to tax themselves $5.75 per credit per quarter for a major renovation of the CAB Building, which serves as our student union. In spring of 1999, students approved a one-dollar per credit per quarter fee, to provide free bus service to all students. In January 2005, students voted to tax themselves for "Green" energy. By agreement with the college, students must also vote every two years to reauthorize the collection of an eight-dollar WashPIRG fee.
Prior to the existence of our student government, these student fee initiatives were generated by small groups of students and Student Activities staff coordinated the referenda. In order to be presented to the board of trustees, 25% of the students had to vote and the majority of those voting had to approve the new fee. (There is a different standard for WashPIRG.) These operating practices have now been built into the new student government bylaws and the student government now has primary responsibility for bringing student initiated fee proposals forward. Last spring the Geoduck Union oversaw two successful fee initiatives for student funding: funding for a late night shuttle bus connection to downtown Olympia and a one-time fee to establish a student-run café.
Prior to the existence of our student government, these student fee initiatives were generated by small groups of students and Student Activities staff coordinated the referenda. In order to be presented to the board of trustees, 25% of the students had to vote and the majority of those voting had to approve the new fee. (There is a different standard for WashPIRG.) These operating practices have now been built into the new student government bylaws and the student government now has primary responsibility for bringing student-initiated fee proposals forward. Last spring the Geoduck Student Union oversaw two successful fee initiatives for student funding: funding for a late night shuttle bus connection to downtown Olympia and a one-time fee to establish a student-run café.
Disappearing Task Forces (DTFs) have historically been the major mechanism for addressing campus-wide issues. Students serve on DTFs and most student appointments to DTFs were made by the Office of the Vice President for Student Affairs. The responsibility for appointments to major DTFs will now rest with the student government. Students have also served on hiring committees, study groups, the parking appeal committee, hearing boards, and building design committees. Student Affairs staff are now working with representatives of the student government to determine which of those appointments will become the responsibility of student government.
Students have a major role in designing the new CAB. The CAB predesign team was composed of twenty-one individuals, thirteen of whom were students, including the co-chair. Student members of the predesign team took the lead in seeking input from other students. They held open forums, collected survey data, held radio call-ins, established a Web site and were present at tables in the CAB to collect ideas and feedback. The current design team of sixteen members has ten student members including the student co-chair. In the spring of 2006, the design team participated in the selection of the architectural firm, which will complete the design work.
Students have a major role in designing the new CAB. The CAB pre-design team was composed of twenty-one individuals, thirteen of whom were students, including the co-chair. Student members of the pre-design team took the lead in seeking input from other students. They held open forums, collected survey data, held radio call-ins, established a Web site and were present at tables in the CAB to collect ideas and feedback. The current design team of sixteen members has ten student members including the student co-chair. In the spring of 2006, the design team participated in the selection of the architectural firm, which will complete the design work.
The exact role of the student government in collecting student input and advocating for students is evolving. Student Affairs staff will continue to serve as student advocates and in some cases, will want to collect their own input, but it is clear that our own student government will now have primary responsibility to speak for students on many issues. This is an exciting development and we hope for even stronger student participation in governance.
'''Faculty Involvement'''
The Vice President for Student Affairs forwards to the Provost’s Office a list of standing committees and DTFs that are charged by the vice president for student affairs. The Provost’s Office shares this list with the Faculty Agenda Committee, which then makes assignments to these groups. Since it is through DTFs that major policies are developed, this system ensures significant faculty input into the formulation of major policies, programs and services for students.
The vice president for Student Affairs forwards to the Provost’s Office a list of standing committees and DTFs that are charged by the vice president for student affairs. The Provost’s Office shares this list with the Faculty Agenda Committee, which then makes assignments to these groups. Since it is through DTFs that major policies are developed, this system ensures significant faculty input into the formulation of major policies, programs, and services for students.
It is a matter of practice that all policies involving significant changes to students are vetted electronically and at public forums open to the entire campus. This affords all faculty and staff an opportunity to have input. On some occasions the Faculty Agenda Committee will ask that a policy change that affects students be reviewed with them. The agenda committee may request that the proposed change be presented at a faculty meeting. In recent years changes to our Academic Advising policy, our sex offender notification policy, and our Bias Incident Response Protocol were presented at faculty meetings.
As a matter of practice, all policies involving significant changes affecting students are vetted electronically and at public forums open to the entire campus. This affords all faculty and staff an opportunity to have input. On some occasions, the Faculty Agenda Committee will ask that a policy change that affects students be reviewed with them. The agenda committee may request that the proposed change be presented at a faculty meeting. In recent years, changes to our Academic Advising policy, our sex-offender notification policy, and our Bias Incident Response Protocol were presented at faculty meetings.
There are many structures at Evergreen that foster teamwork between faculty and Student Affairs practitioners as it applies to the formulation of student policies. Faculty rotate into positions in the Academic Advising Office. The dean for First Year Programs attends meetings of Student Affairs deans and directors, and the dean of Student and Academic Support Services attends meetings of the Academic deans. These practices help ensure that Student Affairs practitioners and their academic colleagues are in close communication at the earliest stages when policy changes affecting students are being contemplated.
====3.B.3 Policies on students’ rights and responsibilities, including those related to academic honesty and procedural rights, are clearly stated, well publicized, readily available, and implemented in a fair and consistent manner.====
The ''Social Contract'' ([[Media: Exhibit_3-3.doc|Exhibit 3.3]]) and ''Student Conduct Code'' ([[Media: Exhibit_3-4.doc|Exhibit 3.4]])
The [[Media: Exhibit_3-3.doc|Social Contract]] and [[Media: Exhibit_3-4.doc|Student Conduct Code]] guide students in understanding acceptable behavior at the college. Embedded within these documents are the clearly-defined procedures dictating student responsibility and administrative processes. Both found on the Web under the heading, [[Media: Exhibit_3-5.doc|Student Rights and Responsibilities]], these documents previously had also been mailed to each incoming new student. Now that we are formally employing e-mail to conduct college business with students, the documents will be sent electronically. In addition, most academic programs specifically direct students to the expectations defined in the two documents both as a handout and online. Resident assistants meet with all residential students, sharing expectations and consequences, and again referring students to the ''Student Conduct Code'' and ''Social Contract.'' This year, the college will undertake a full evaluation and revision of the ''Student Conduct Code'' and then revise the current Web site. Students will participate in this revision and the community as a whole will have opportunities to provide input through public forums.
guide students in understanding acceptable behavior at the college. Imbedded within these documents are the clearly-defined procedures dictating student responsibility and administrative processes. Both found on the Web under the heading, ''Student Rights and Responsibilities'' ([[Media: Exhibit_3-5.doc|Exhibit 3.5]]), these documents previously had also been mailed to each incoming new student. Now that we are formally employing e-mail to conduct college business with students, the documents will be sent electronically. In addition, most academic programs specifically direct students to the expectations defined in the two documents both as a handout as and online. Resident assistants meet with all residential students, sharing expectation, consequences, and again referring students to the Student Conduct Code and Social Contract. This year, the college will undertake a full evaluation and revision of the Student Conduct Code and then revise the current Web site. Students will participate in this revision and the community as a whole will have opportunities to provide input through public forums.
Holding students accountable to the policies and procedures defined in the S''tudent Conduct Code'' follows the measures defined in the ''Student Rights and Responsibilities''. Restorative justice guides the student conduct procedures, focusing heavily on education and making appropriate amends. With most situations this process results in a positive outcome for violator and victim, as students are supported in taking responsibility for their actions and thinking critically about the larger consequences of their actions. Students have the option to appeal any decision to a board of their peers and other community members on the rare occasion when an agreement cannot be reached or is perceived as unjust by the student.
Holding students accountable to the policies and procedures defined in the ''Student Conduct Code'' follows the measures defined in the ''Student Rights and Responsibilities''. Restorative justice guides the student conduct procedures, focusing heavily on education and making appropriate amends. With most situations, this process results in a positive outcome for violator and victim, as students are supported in taking responsibility for their actions and thinking critically about the larger consequences of their actions. Students have the option to appeal any decision to a board of their peers and other community members on the rare occasion when an agreement cannot be reached or is perceived as unjust by the student.
The Campus Grievance Officer works collaboratively with faculty, campus police, residential and dining staff, as well as student affairs professionals to quickly address issues that arise on campus. Investigations of student conduct code violations and resulting sanctions happen in a timely manner. Officers now use Required Grievance Meeting forms ([[Media: Exhibit_3-6.doc|Exhibit 3.6]]) which result in students seeing the grievance officer within seventy-two hours of police contact. A case coordination team meets regularly to support students who are in crises. The Bias Incident Response Team ([[Media: Bias_Incident_Response_Protocol_Policy.doc|Exhibit 3.7]]) was instituted two years ago to address campus occurrences of hate crimes or bias or prejudicial incidents. The Mediation Center, [[Media: Mediation Center.pdf|Exhibit 3.8 Mediation Center]], supports community members’ campus-wide in addressing conflict. The newly evolving Center for Community Matters will fill the gap to support students and community members in navigating the options for conflict resolution on campus.
The campus grievance officer works collaboratively with faculty, campus police, and residential and dining staff, as well as student affairs professionals, to quickly address issues that arise on campus. Investigations of student conduct code violations and resulting sanctions happen in a timely manner. Officers now use Required Grievance Meeting forms ([[Media: Exhibit_3-6.doc|Grievance Forms]]), which result in students seeing the grievance officer within seventy-two hours of police contact. A case coordination team meets regularly to support students who are in crisis. The Bias Incident Response Team ([[Media: Bias_Incident_Response_Protocol_Policy.doc|Bias Related Incident Response Protocol
]]) was instituted two years ago to address campus occurrences of hate crimes or bias or prejudicial incidents. The Mediation Center ([[Media: Mediation Center.pdf|Mediation Center Homepage]]) supports community members campus wide in addressing conflict. The newly evolving Center for Community Matters will fill the gap to support students and community members in navigating the options for conflict resolution on campus.
====3.B.4 The institution makes adequate provision for the safety and security of its students and their property. Information concerning student safety is published and widely distributed.====
Police Services includes ten commissioned officers including the police chief, two sergeants, one administrative assistant and seven officers, parking operations (five staff) and the campus communication center (5 staff). Police Services strives to create and maintain a sense of community awareness among a fluid student population. Each successive generation of students is encouraged to adopt self- and mutually-protective attitudes, just as they are encouraged to adopt basic Evergreen values of self-determination, social awareness, and individual scholarship.
Police Services includes ten commissioned officers including the police chief, two sergeants, one administrative assistant, and seven officers, parking operations (five staff), and the campus communication center (five staff). Police Services strives to create and maintain a sense of community awareness among a fluid student population. Each successive generation of students is encouraged to adopt self- and mutually-protective attitudes, just as they are encouraged to adopt basic Evergreen values of self-determination, social awareness, and individual scholarship.
The Evergreen State College armed and fully commissioned the security force on June 6, 1996 which then became Police Services. All officers were required to attend the Basic Law Enforcement Academy that is coordinated by the Washington State Criminal Justice Training Commission. Officers were then recognized statewide as an actual police department with full powers of arrest. To maintain this level of proficiency, officers are required to have a minimum of thirty hours of training each year to include maintaining certain qualifications and certifications required for professional status in the law enforcement community.
One June 6, 1996, The Evergreen State College armed and fully commissioned the security force, which then became Police Services. All officers were required to attend the Basic Law Enforcement Academy coordinated by the Washington State Criminal Justice Training Commission. Officers were then recognized statewide as an actual police department with full powers of arrest. To maintain this level of proficiency, officers are required to have a minimum of thirty hours of training each year to include maintaining certain qualifications and certifications required for professional status in the law enforcement community.
Police Services has embraced the concept of community oriented policing to its fullest in the delivery of services to the Evergreen Campus. The partnerships are guided by our ''Professional Policing Philosophy'' which states, “The Evergreen Police Services (EPS) provides policing services based upon the following professional policing philosophies:”
Police Services has embraced the concept of community-oriented policing to its fullest in the delivery of services to the Evergreen campus. The partnerships are guided by our ''Professional Policing Philosophy'', which states, “The Evergreen Police Services (EPS) provides policing services based upon the following professional policing philosophies”:
* '''Community-Based Policing
The delivery of police services is based upon the prevention of crime and mutual understanding.''
* '''Knowledge-and-Innovation Based Policing
* '''Knowledge- and Innovation-Based Policing
Delivery of police services is based upon a “best practices” approach and current knowledge available to the police profession.''
In 2005, Evergreen Police Services went through an on-site assessment of our services by the Western Regional Institute for Community Oriented Public Safety (WRICOPS). This assessment can be viewed at [[Media: WRICOPS Report.pdf|Exhibit 3.9 WRICOPS Report]]. The assessment noted many areas of ongoing excellent practices and also recommended areas needing improvement. Police Services has been very active in responding to these recommendations and improving our service to the community. In addition, there have been changes in the rank structure and organization of the department to better provide for accountability by officers to our community. Police Services has also implemented several community-wide partnerships that better communicate our mission and services to the Evergreen campus. Examples of steps taken to address concerns brought forward in the assessment are presented in [[Media: Exhibit_3-10_Police_Services-_Service_Improvements.doc|Exhibit 3.10]].
In 2005, Evergreen Police Services went through an on-site assessment of our services by the Western Regional Institute for Community Oriented Public Safety (see [[Media: WRICOPS Report.pdf|WRICOPS Report]]). The assessment noted many areas of ongoing excellent practices and also recommended areas needing improvement. Police Services has been very active in responding to these recommendations and improving our service to the community. In addition, there have been changes in the rank structure and organization of the department to better provide for accountability by officers to our community. Police Services has also implemented several community-wide partnerships that better communicate our mission and services to the Evergreen campus. For examples of steps taken to address concerns brought forward in the assessment, see [[Media: Exhibit_3-10_Police_Services-_Service_Improvements.doc|Police Services Improvement Report]].
The college’s philosophy is to quickly provide and share accurate information regarding more serious crimes with the campus to ensure a safe community. The vice president and College Relations Office immediately issue Security Bulletins to be posted in every building on campus for these crimes. In compliance with federal law, Uniform Crime Reporting Statistics and Clery Statistics, (the landmark federal law, originally known as the [[Media: Campus Security Act.pdf|Campus Security Act]], that requires colleges and universities across the United States to disclose information about crime on and around their campuses) are reported annually and can be viewed via the Police Services Web site: ([[Media: Crimestatistics.pdf|Campus Crime Statistics 1999-2007]]) as well as the Washington Association of Sheriffs & Police Chiefs website: [http://www.waspc.org/ www.waspc.org] and the Federal Office of Postsecondary Education website: [http://ope.ed.gov/security/InstDetail.asp http://ope.ed.gov/security/InstDetail.asp]. (The differences in the statistical data among these three reports are due to the various federal and state reporting requirements that are mandated to include different classes of crimes and types of activities.) The majority of criminal activities on Evergreen’s campus are property crimes such as theft and vandalism. Uniform Crime Statistics and safety tips are presented during student orientation to every new student prior to the start of each fall quarter. Education and awareness begins with the student and families throughout New Student Orientation through panel discussions, films, plays, and workshops for men and women. The college also enjoys strong relationships with Olympia-based organizations that provides self-defense training on campus and internship opportunities in their organizations for our students.
The college’s philosophy is to quickly provide and share accurate information regarding more serious crimes with the campus to ensure a safe community. The vice president for Student Affairs and College Relations Office immediately issue security bulletins to be posted in every building on campus for these crimes. In compliance with federal law, Uniform Crime Reporting Statistics, and Clery Statistics (the landmark federal law, originally known as the [[Media: Campus Security Act.pdf|Campus Security Act]], that requires colleges and universities across the United States to disclose information about crime on and around their campuses), crimes are reported annually and can be viewed via the Police Services Web site ([[Media: crimestats.pdf|Campus Crime Statistics 1999-2007]]), as well as the Washington Association of Sheriffs & Police Chiefs Web site and the Federal Office of Postsecondary Education Web site. (The differences in the statistical data among these three reports are due to the various federal and state reporting requirements that are mandated to include different classes of crimes and types of activities.)
Students, staff and faculty generally feel safe because of the low crime rate and the many services provided by the police department. Statistics show the low incidence of crime and the different types of public services provided to our community by our police officers. Some examples of public services include officers providing personal safety escorts, vehicle entries, and vehicle jumpstarts.
The majority of criminal activities on Evergreen’s campus are property crimes such as theft and vandalism. Uniform Crime Statistics and safety tips are presented during student orientation to every new student prior to the start of each fall quarter. Education and awareness begins with the student and families throughout New Student Orientation through panel discussions, films, plays, and workshops for men and women. The college also enjoys strong relationships with Olympia-based organizations that provide self-defense training on campus and internship opportunities for our students.
Despite these efforts, an altercation during and after a concert in February 2008 exposed tensions between Police Services and some members of the Evergreen community. This incident led to concerns about some governance documents and planning procedures at the college.
Students, staff, and faculty generally feel safe because of the low crime rate and the many services provided by the police department. Statistics show the low incidence of crime and the different types of public services provided to our community by our police officers. Some examples of public services include officers providing personal safety escorts, vehicle entries, and vehicle jump-starts.
The Office of Sexual Assault Prevention provides information through workshops and publications for students, staff,, and faculty throughout the year. Two pamphlets, one for students and one for faculty, describe the requirements for Clery reporting and offer a protocol for how to support a student who states he or she has experienced sexual and/or interpersonal violence. A list of resources both on and off campus is included for students seeking support.
The coordinator for the Office of Sexual Assault Prevention provides prevention education through facilitation of training on personal safety, healthy decision-making, and communication skills for students. These are initially offered during fall orientation, and continue throughout the year, often co-sponsored with a student organization, health services, counseling services or Residential and Dining Services. The Office of Sexual Assault Prevention also provides support to victims/survivors of sexual assault and interpersonal violence by meeting with the students to assess health and safety, coordinate health care and emotional support, and assist the student in accessing the criminal justice or campus grievance system.
The Office of Sexual Assault Prevention provides information through workshops and publications for students, staff, and faculty throughout the year. Two pamphlets, one for students and one for faculty, describe the requirements for Clery reporting and offer a protocol for how to support a student who states that he or she has experienced sexual and/or interpersonal violence. A list of resources both on- and off-campus is included for students seeking support.
The Office of Sexual Assault Prevention works closely with Campus Police Services, faculty, staff, students and our local community agencies to provide the highest level of support to students.
The coordinator for the Office of Sexual Assault Prevention provides prevention education through facilitation of training on personal safety, healthy decision-making, and communication skills for students. These are initially offered during fall orientation, and continue throughout the year, often co-sponsored with a student organization, health services, counseling services, or Residential and Dining Services. The Office of Sexual Assault Prevention also provides support to victims/survivors of sexual assault and interpersonal violence by meeting with the students to assess health and safety, coordinate health care and emotional support, and assist the student in accessing the criminal justice or campus grievance system.
The Office of Sexual Assault Prevention works closely with campus Police Services, faculty, staff, students, and our local community agencies to provide the highest level of support to students.
====3.B.5 The institution publishes and makes available to both prospective and enrolled students a catalog or bulletin that describes: its mission, admission requirements and procedures, students’ rights and responsibilities, academic regulations, degree-completion requirements, credit courses and descriptions, tuition, fees and other charges, refund policy, and other items relative to attending the institution or withdrawing from it.====
The college publishes a catalog annually describing the items listed above. A print version of Evergreen’s Catalog is available as Exhibit 3.11. Our online catalog is available at: [http://www.evergreen.edu/catalog/2008-09/ http://www.evergreen.edu/catalog/2008-09/]
The college publishes a catalog annually describing the items listed above. A print version of Evergreen's catalog is available. Our online catalog is available at: [http://www.evergreen.edu/catalog/2008-09/ http://www.evergreen.edu/catalog/2008-09/]
Other references to Evergreen’s Web site are as follows:
For other references to Evergreen’s Web site, see:
Mission Statement – [[Media: Mission Statement.pdf| Mission Statement]]
Admissions requirements and procedures— Freshmen: [[Media: Freshmen Admissions.pdf| Freshmen Admissions]]
Admissions requirements and procedures—Freshmen: [[Media: Freshmen Admissions.pdf| Freshmen Admissions]]
Admissions requirements and procedures—Transfers: [[Media: Transfer Admissions.pdf| Transfer Admissions]]
Students' rights and responsibilities: [[Media: Student Rights and Responsiblities.pdf|Student Rights and Responsiblities]]
Students' rights and responsibilities: [[Media: Student Rights and Responsiblities.pdf|Student Rights and Responsibilities]]
Academic regulations: [[Media: Academic Standing.pdf| Academic Standing]]
Degree-completion requirements: [[Media: Graduation Process.pdf| Graduation Process]]
Tuition fees and other charges: [[Media: Financial Aid 2007-08 Cost of Attendance.pdf| Financial Aid 2007-08 Cost of Attendance]] and [[Media: Student Fees 2007-08.pdf| Student Fee Detail 2007-08]]
Tuition, fees and other charges: [[Media: Financial Aid 2007-08 Cost of Attendance.pdf| Financial Aid 2007-08 Cost of Attendance]] and [[Media: Student Fees 2007-08.pdf| Student Fee Detail 2007-08]]
Refund Policy: [[Media: Summer Registration and Refunds.pdf| Summer Registration and Refunds]]
====3.B.5 (continued) In addition, a student handbook or its equivalent is published and distributed. A student handbook normally will include information on student conduct, a grievance policy, academic honesty, student government, student organizations and services, and athletics. The student handbook may be combined with the institution’s catalog.====
The ''Social Contract'' ([[Media: Exhibit_3-3.doc|Exhibit 3.3]]) and ''Student Conduct Code'' ([[Media: Exhibit_3-4.doc|Exhibit 3.4]]) guide students in understanding acceptable behavior at the college. Eembedded within these documents are the clearly defined procedures dictating student responsibility and administrative processes. Both are found on the web under the heading ''Student Rights and Responsibilities'' ([[Media: Exhibit_3-5.doc|Exhibit 3.5]])
The [[Media: Exhibit_3-3.doc|Social Contract]] and [[Media: Exhibit_3-4.doc|Student Conduct Code]] guide students in understanding acceptable behavior at the college. Embedded within these documents are the clearly defined procedures dictating student responsibility and administrative processes. Both are found on the Web under the heading [[Media: Exhibit_3-5.doc|Student Rights and Responsibilities]].
These documents previously had also been mailed to each incoming new student. Now that we are formally employing e-mail to conduct college business with students, the documents will be sent electronically. In addition, most academic programs specifically direct students to the expectations defined in the two documents both as a handout and the online availability. Resident assistants meet with all residential students, sharing expectation, consequences, and again referring students to the Student Conduct Code and Social Contract. This year, the college will undertake a full evaluation and revision of the Student Conduct Code and then revise the current Web site. Students will participate in this revision, and the community as a whole will have opportunities to provide input through public forums.
These documents previously had also been mailed to each incoming new student. Now that we are formally employing e-mail to conduct college business with students, the documents will be sent electronically. In addition, most academic programs specifically direct students to the expectations defined in the two documents, both as a handout and online. Resident assistants meet with all residential students, sharing expectations and consequences, and again referring students to the Student Conduct Code and Social Contract. This year, the college will undertake a full evaluation and revision of the Student Conduct Code and then revise the current Web site. Students will participate in this revision, and the community as a whole will have opportunities to provide input through public forums.
Information about athletics, student organizations and services and student government can be found at the following web sites:
For additional information about athletics, student organizations and services, and student government, see:
Student Organizations and Services: [[Media: List of Recognized Student Organizations.pdf| List of Recognized Student Organizations]]
====3.B.6 The institution periodically and systematically evaluates the appropriateness, adequacy, and utilization of student services and programs and uses the results of the evaluation as a basis for change.====
As described in 3.B.1, the college employs a systematic strategy for surveying and assessing student experiences at Evergreen. The Evergreen Student Experience Survey is one way that we assess student usage of various student services. Examples of survey results can be found at the links below:
As described in 3.B.1, the college employs a systematic strategy for surveying and assessing student experiences at Evergreen. The Evergreen Student Experience Survey is one way that we assess student usage of various student services. For examples of survey results, see:
[[Media: Evergreen_Student_Experience_Survey_2006 Use of Campus_Resources - Olympia.pdf|Evergreen Student Experience Survey 2006 - Use of Campus Resources - Olympia]]
Student feedback and satisfaction have also been reported to various offices and to the Student Affairs Division from the Evergreen Student Experience Surveys 2004 and 2006. Reports were produced that pulled together responses to questions and comments that were specifically related to each office.
Student feedback and satisfaction have also been reported to various offices and to the Student Affairs Division from the 2004 and 2006 Evergreen Student Experience Surveys. Reports were produced that pulled together responses to questions and comments that were specifically related to each office.
Reporting of usage of campus resources by Evergreen alumni has also been gathered and shared: [[ Media: Alumni_Surveys_2002-2006_-_Campus_Utilization_Statistics.pdf | Alumni Surveys 2002-2006 - Campus Resource Utilization]] Section E.
Reporting of usage of campus resources by Evergreen alumni has also been gathered and shared: [[ Media: Alumni_Surveys_2002-2006_-_Campus_Utilization_Statistics.pdf | Alumni Surveys 2002-2006 - Campus Resource Utilization]].
Over the past few years, special attention has been given to retaining undergraduates, with specific emphasis on first-year students through outreach to new students entering the institution. A series of research-based initiatives and best practices have emerged which are directed specifically at increasing levels of student integration and congruency by helping students better understand (a) how the college works; (b) what they as students can expect of the ccollege; (c) what will be expected of them as students; and (d) what support services and resources are available to them at the college.
Over the past few years, special attention has been given to retaining undergraduates, with specific emphasis on first-year students through outreach to new students entering the institution. A series of research-based initiatives and best practices has emerged which are directed specifically at increasing levels of student integration and congruency by helping students better understand (a) how the college works; (b) what they as students can expect of the college; (c) what will be expected of them as students; and (d) what support services and resources are available to them at the college.
These objectives are pursued through a series of activities under four broad categories:
* Diversity and community
The initiatives and objectives under each of these topics are presented in [[Media: Exhibit_3-13.doc|Exhibit 3.13: Retention Initiatives and Objectives]]. More detailed descriptions of these activities are provided in the relevant sections of this report.
For more detailed descriptions of these activities, see relevant sections of the [[Media: Exhibit_3-13.doc|Retention Initiatives and Objectives]] report.
[[Media: Exhibit_3-12.doc|Exhibit 3.12]] summarizes professional development activities and resulting improvements in services provided by SASS practitioners in the following areas: academic advising, retention, general education, civic engagement,health and safety, student engagement in learning, diversity, legal issues, and budget management/regulations.
See the [[Media: Exhibit_3-12.doc|Professional Associations and Related Activities]] for a summary of professional development activities and resulting improvements in services provided by Student Academic Support Services (SASS) practitioners in the following areas: academic advising, retention, general education, civic engagement, health and safety, student engagement in learning, diversity, legal issues, and budget management/regulations.
The research of Vincent Tinto has shaped the work of the practitioners in Student Academic Support Services (SASS ) regarding student retention at Evergreen. Our approaches to improving retention focus on two facets of student experience: academic and social integration. In the academic arena' students interact with an academic discipline and with faculty and peers. In the social system' students develop relationships with peers, faculty, staff who provide services and operate the college, and alumni. According to the research, in order for students to persist they need to feel a sense of integration and congruency, or “fit” with the college, in their experiences. When students experience low levels of integration or congruency they tend to exit the institution. Fit questions might include, “Does the student have similar academic or personal experiences and interests as other students, faculty, and administrators at the college?” and “Does the student share the aspirations and values of other students, faculty, and administrators at the college?”
The research of Vincent Tinto has shaped the work of SASS practitioners regarding student retention at Evergreen. Our approaches to improving retention focus on two facets of student experience: academic and social integration. In the academic arena, students interact with an academic discipline and with faculty and peers. In the social system, students develop relationships with peers, faculty, staff who provide services and operate the college, and alumni. According to the research, in order for students to persist, they need to feel a sense of integration and congruency, or “fit,” with the college in their experiences. When students experience low levels of integration or congruency they tend to exit the institution. Fit questions might include, “Does the student have similar academic or personal experiences and interests as other students, faculty, and administrators at the college?” and “Does the student share the aspirations and values of other students, faculty, and administrators at the college?”
Mindful of the challenges associated with retaining students, SASS has established a set of retention strategies dedicated to providing a variety of forms of assistance to students to increase their ability to function and thrive within the Evergreen environment. These initiatives increase the opportunity and probability for all students to access support, thereby increasing their sense of integration and congruency within the institution and the likelihood of their ultimate success at Evergreen.
Mindful of the challenges associated with retaining students, SASS has established a set of retention strategies dedicated to providing a variety of forms of assistance to increase students' ability to function and thrive within the Evergreen environment. These initiatives increase the opportunity and probability for all students to access support, thereby increasing their sense of integration and congruency within the institution and the likelihood of their ultimate success at Evergreen.
SASS practitioners’ actively engage in professional development through participation in key national and statewide organizations. This engagement results in implementing better approaches and strategies to serve Evergreen students in achieving their goals.
===3.C – Academic Credit and Records===
===Standard 3.C – Academic Credit and Records===
====3.C.1 Evaluation of student learning or achievement, and the award of credit, are based upon clearly stated and distinguishable criteria. Academic records are accurate, secure, and comprehensive. Credit is defined and awarded consonant with the Glossary definition.====
The evaluation of student learning and the award of credit for that learning are the responsibility of the faculty who work closely with their program secretary and the Office of Registration and Records in maintaining the integrity and confidentiality of student records. Each academic program’s syllabus outlines the ways in which a student will be evaluated. Covenants developed and agreed to in class may also clarify aspects on which a student will be evaluated. Evergreen’s credit system differentiates between quantity and quality. The quantity of a student’s academic work is recognized by an award of credit based on satisfactory completion of a program, contract or specific course requirements. The quality of a student’s work is expressed in a written evaluation by the faculty and by the student. Students meet individually with their faculty at the end of each quarter to evaluate the student’s work. Two perspectives on the student’s learning are brought to the discussion – that of the student and that of the faculty member.
The evaluation of student learning and the award of credit for that learning are the responsibility of the faculty who work closely with their program secretary and the Office of Registration and Records in maintaining the integrity and confidentiality of student records. Each academic program’s syllabus outlines the ways in which a student will be evaluated. Covenants developed and agreed to in class may also clarify aspects on which a student will be evaluated. Evergreen’s credit system differentiates between quantity and quality. The quantity of a student’s academic work is recognized by an award of credit based on satisfactory completion of a program, contract, or specific course requirements. The quality of a student’s work is expressed in a written evaluation by the faculty and by the student. Students meet individually with faculty at the end of each quarter to evaluate the work. Two perspectives on the student’s learning are brought to the discussion – that of the student and that of the faculty member.
The college ensures that these records are accurate and comprehensive through a process that begins with the faculty member sending the program secretary the text for the faculty evaluation of the student. The program secretary reviews it for content and format. Once the text is complete, the secretary merges it to the college’s evaluation template and it is transmitted to Registration and Records where it is reviewed by the office’s credentials evaluators, who record the number of credits earned in the student records system. A copy of the evaluation is mailed to the student with an insert that asks the student to review the record for accuracy and to seek an amendment if corrections are needed, through registration, faculty or program secretary.
The college ensures that these records are accurate and comprehensive through a process that begins with the faculty member sending the program secretary the text for the faculty evaluation of the student. The program secretary reviews it for content and format. Once the text is complete, the secretary merges it into the college’s evaluation template and it is transmitted to Registration and Records where it is reviewed by the office’s credentials evaluators, who record the number of credits earned in the student records system. A copy of the evaluation is mailed to the student with an insert that asks the student to review the record for accuracy and seek an amendment if corrections are needed through registration, faculty, or the program secretary.
In 2005, the college implemented a new evaluation process after a committee of faculty and staff spent two years reviewing processes and procedures. The project’s goal was a 50% reduction in the time of processing an evaluation. The result of this extensive process redesign has been a significant reduction in the time it now takes to process an evaluation, the effort has also eliminated some of the extraneous steps in the process, such as eliminating the faculty signature that previously caused much of the delays in evaluation.
In 2005, the college implemented a new evaluation process after a committee of faculty and staff spent two years reviewing processes and procedures. The project’s goal was a 50% reduction in the time of processing an evaluation. The result of this extensive process redesign has been a significant reduction in the time it now takes to process an evaluation. The effort eliminated some of the extraneous steps in the process, such as requiring a faculty signature, which previously caused much of the delays in evaluation.
Each matriculated student has two files in the Registration and Records office. One file contains the materials the student submits for admission purposes, including transcripts from other colleges and universities. This file may contain the letter awarding transfer credits, academic warning letters, required leaves of absences, enrollment verification, or any other correspondence pertaining to that student’s history with the college.
The second file contains all the student’s narrative evaluations from the he or she enters until he or she leaves or graduates. If the student does not receive credit, the faculty’s “No Credit Report” is filed in the first file, since the college’s transcript is only a record of achievement. The amount of credit earned in a program is clearly specified at the end of the evaluation of the student’s academic performance. Full-time students at Evergreen earn twelve to sixteen credits, or quarter hours, per quarter; the maximum allowed is twenty credits. Beginning in 2007, Registration and Records began imaging all narrative academic records to allow better management of these documents and are continuing to move the processing of narrative academic records toward a paperless procedure.
The second file contains all the student’s narrative evaluations from the time he or she enters the college until he or she leaves or graduates. If the student does not receive credit, the faculty’s “No Credit Report” is filed in the first file, since the college’s transcript is only a record of achievement. The amount of credit earned in a program is clearly specified at the end of the evaluation of the student’s academic performance. Full-time students at Evergreen earn twelve to sixteen credits, or quarter hours, per quarter; the maximum allowed is twenty credits. In 2007, the Registration and Records Office began imaging all narrative academic records to allow better management of these documents and continues to move the processing of narrative academic records toward a paperless procedure.
The academic challenge and level of expectation for learning are appropriate to the graduate or undergraduate level of the program. The process for posting credits is the same regardless of whether it is undergraduate or graduate credit. Graduate credit is noted as such on the narrative evaluation.
All college publications make a distinction between degree and non-degree credit, and between credit and no credit. As an example, credit is not awarded for Extended Education and Leisure Education classes. Participants in Evergreen’s non-credit offerings can be issued letters that verify completion of a non-credit offering, if needed.
Evergreen’s catalog has a clear statement regarding the status of credit awarded for “special” non-matriculated students. Special students are limited each quarter to a maximum of eight credits per quarter unless an exception is made by the curriculum dean, which is granted only if the student is an applicant to the college for a future quarter. Students may audit by providing a written approval from their faculty and paying the required audit fee.
Non-degree or pre-college credit is no longer offered at the college. When it was offered, it was primarily at the intermediate algebra level. When non-degree credit was awarded it was clearly noted on a student’s transcript and entered uniquely in the student records system so as not to count towards graduation.
====3.C.2 Criteria used for evaluating student performance and achievement including those for theses, dissertations, and portfolios, are appropriate to the degree level, clearly stated and implemented.====
Criteria for evaluating undergraduate and graduate student performance and achievement are determined by individual faculty for classes and teaching teams for academic programs. Academic standards for quality of work and student performance are typically articulated in program syllabi and covenants, and complemented by ongoing assessment of students' work over the course of the class or program (one to three quarters). Final assessments are documented in individual Evaluations of Student Achievement, which become a permanent part of their Evergreen transcripts.
Criteria used to evaluate graduate theses and other degree requirements are clearly articulated within the following Web sites:
For a clear articulation of criteria used to evaluate graduate theses and other degree requirements, see:
MES Thesis Handbook:
[http://www.evergreen.edu/mes/docs/MES%20Thesis%20Handbook.doc http://www.evergreen.edu/mes/docs/MES%20Thesis%20Handbook.doc]
[[Media: mes_thesis.doc|MES Thesis Handbook]]
MIT Student Teaching Handbook:
[http://www.evergreen.edu/mit/placement/handbook.htm http://www.evergreen.edu/mit/placement/handbook.htm]
[[Media: mit_sth_sec1.pdf|Section One: Student Teaching Guidelines]]
[[Media: mit_sth_sec2.pdf|Section Two: Assessment Guide]]
MPA Program requirements and Course Information:
[http://www.evergreen.edu/mpa/progoverview.htm http://www.evergreen.edu/mpa/progoverview.htm]
[[Media: mpa_overview.pdf|MPA Program Overview]]
[http://www.evergreen.edu/mpa/courseinfo.htm http://www.evergreen.edu/mpa/courseinfo.htm]
[[Media: mpa_coursepage.pdf|MPA Course and Schedule Information]]
====3.C.3 Clear and well-publicized distinctions are made between degree and non-degree credit. Institutional publications and oral representations explicitly indicate if credit will not be recognized toward a degree, or if special conditions exist before such credit will be recognized. Any use of such terms as extension credit, X credit, continuing education credit, is accompanied by clear statements regarding the acceptability of such credit toward degrees offered by that institution. Student transcripts clearly note when any credit awarded is non-degree credit. Whenever institutions grant non-degree credit other than the Continuing Education Unit (CEU), some summary evaluation of student performance beyond mere attendance is available.====
All college publications make a distinction between degree and non-degree credit and between credit and no credit. For example, credit is not awarded for Leisure Education classes nor for some Extended Education classes. Approximately one-third of Extended Education classes are offered with both credit and not for credit options for participants. If the class is taken for academic credit, the student must meet all of the requirements and is provided with an evaluation of their work. Participants taking classes not for credit or continuing education units are asked to meet all of the requirements of the course but their work is not evaluated nor are they giving academic credit. As appropriate, non-academic participants are provided with certificates of completion, CEU’s, or clock hours that can be presented to their employers or others wanting verification of course completion.
All college publications make a distinction between degree and non-degree credit and between credit and no credit. For example, credit is not awarded for Leisure Education classes nor for some Extended Education classes. Approximately one-third of Extended Education classes are offered with both credit and not-for-credit options for participants. If the class is taken for academic credit, the student must meet all of the requirements and is provided with an evaluation of their work. Participants taking classes not for credit or continuing education units are asked to meet all of the requirements of the course but their work is not evaluated nor are they giving academic credit. As appropriate, non-academic participants are provided with certificates of completion, CEUs, or clock hours that can be presented to their employers or others wanting verification of course completion.
====3.C.4 Transfer credit is accepted from accredited institutions or from other institutions under procedures which provide adequate safeguards to ensure high academic quality and relevance to the students’ programs. Implementation of transfer credit policies is consistent with 2.C.4 as well as Policy 2.5 Transfer and Award of Academic Credit. The final judgment for determining acceptable credit for transfer is the responsibility of the receiving institution.====
Students need to complete 180 quarter-hour credits in order to obtain a bachelor’s degree from Evergreen. They can transfer a maximum of 90 quarter-hour credits of lower division work and up to an additional 45 quarter-hour credits of upper division work for a maximum of 135 credits. Of their final 90 quarter credits, 45 of the 90 must be completed at Evergreen in order to earn the bachelor’s degree.
Students need to complete 180 quarter-hour credits in order to obtain a bachelor’s degree from Evergreen. They can transfer a maximum of ninety quarter-hour credits of lower division work and up to an additional forty-five quarter-hour credits of upper division work for a maximum of 135 credits. Of their final ninety quarter credits, forty-five of the ninety must be completed at Evergreen in order to earn the bachelor’s degree.
A large number of articulation agreements have been negotiated with the Washington Community and Technical College system. These agreements are quite attractive to transfer students, especially now that seven technical degrees are accepted as Direct Transfer Degrees (described below).
The policy for evaluating transfer credit varies depending on the kind of institution from which students transfer and the type of course work involved. Transfer credits can be evaluated in one of the following ways:
* Nontraditional Credit
Transfer credit awards are based upon the official transcripts that are part of the admission application. Evergreen does not have specific subject area graduation requirements. All transfer credits are applied uniformly toward the 180 quarter-hours needed for graduation. The Direct Transfer Degree, Associate in Science Transfer Degree and the Direct Technical Transfer degree all transfer as a block of 90 quarter- hour credits.
Transfer credit awards are based on the official transcripts that are part of the admission application. Evergreen does not have specific subject area graduation requirements. All transfer credits are applied uniformly toward the 180 quarter-hours needed for graduation. The Direct Transfer Degree, Associate in Science Transfer Degree and the Direct Technical Transfer degree all transfer as a block of ninety quarter-hour credits.
====Direct Transfer Degree (DTA)====
===== Direct Transfer Degree (DTA) =====
The general associates degree is known statewide as the Direct Transfer Agreement (DTA). Currently Evergreen recognizes the DTA (both the general associate degree and seven additional direct transfer technical degrees noted below) as a block of 90 credits and gives students top admissions priority. Because Evergreen accepts these credits as a block, students transferring with a DTA may complete their bachelor's degree with 90 additional quarter credits at Evergreen.
The general associate's degree is known statewide as the Direct Transfer Agreement (DTA). Currently, Evergreen recognizes the DTA (both the general associate's degree and seven additional direct transfer technical degrees noted below) as a block of ninety credits and gives students top admissions priority. Because Evergreen accepts these credits as a block, students transferring with a DTA may complete a bachelor's degree with ninety additional quarter credits at Evergreen.
====Associate in Science Transfer Degree (AS-T)====
===== Associate in Science Transfer Degree (AS-T) =====
The AS-T is geared to students who want to pursue study in biology or chemistry. Evergreen and the other public baccalaureate institutions in the state give admissions priority to students who earn the AS-T. In addition, Evergreen treats this degree the same as a DTA degree, giving students admissions priority and a block of 90 credits.
The Associate in Science Transfer Degree (AS-T) is geared to students who want to pursue study in biology or chemistry. Evergreen and the other public baccalaureate institutions in the state give admissions priority to students who earn the AS-T. In addition, Evergreen treats this degree the same as a DTA degree, giving students admissions priority and a block of ninety credits.
====Direct Technical Transfer Degree====
===== Direct Technical Transfer Degree =====
Evergreen has developed a special category for students transferring with certain technical degrees. Seven Upside down agreement categories (accounting, business, computer information system, criminal justice, early childhood education, human services, paralegal) are often made up of 75% general education coursework, and Evergreen treats these seven technical degrees as DTA degrees. These degrees were chosen for direct transfer because of the substantial general education coursework contained in each and because of the number of students-of-color in these programs. For those students wanting to transfer upon graduation or after working in the field, these degrees offer a smooth transition to Evergreen.
Evergreen has developed a special category for students transferring with certain technical degrees. Seven Upside Down agreement categories (accounting, business, computer information systems, criminal justice, early childhood education, human services, and paralegal) are often made up of 75% general education coursework, and Evergreen treats these seven technical degrees as DTA degrees. These degrees were chosen for direct transfer because of the substantial general education coursework contained in each and because of the number of students of color in these programs. For those students wanting to transfer upon graduation or after working in the field, these degrees offer a smooth transition to Evergreen.
==== Upside down Degree ====
===== Upside Down Degree =====
Students holding an Upside-down approved vocational or technical associate’s degree from a Washington community or technical college are eligible to transfer the approved degree as a block of 90 credits. The student must meet with an academic advisor and negotiate a plan that includes 32 Evergreen quarter credits that will be earned in a coordinated studies program outside their technical degree discipline for purposes of achieving breadth. Evergreen has negotiated over 300 Upside down agreements with the community and technical colleges. The Upside down agreements are very effective at communicating Evergreen’s “transfer-friendly” position to the community college system.
Students holding an Upside Down approved vocational or technical associate’s degree from a Washington community or technical college are eligible to transfer the approved degree as a block of ninety credits. The student must meet with an academic advisor and negotiate a plan that includes thirty-two Evergreen quarter-credits that will be earned in a coordinated studies program outside their technical degree discipline for purposes of achieving breadth. Evergreen has negotiated over three hundred Upside Down agreements with the community and technical colleges. The Upside Down agreements are very effective in communicating Evergreen’s “transfer-friendly” position to the community college system.
==== Course-by-Course Evaluation ====
===== Course-by-Course Evaluation =====
Students transferring from another four-year college, and community college students who have not earned a Washington State designated transfer degree or an acceptable degree that qualifies as a Direct Technical Transfer Degree or the Upside Down option, will have their credits evaluated on a course-by-course basis. Transferable courses must meet the following criteria:
Students transferring from another four-year college and community college students who have not earned a Washington state designated transfer degree or an acceptable degree that qualifies as a Direct Technical Transfer Degree or the Upside Down option will have their credits evaluated on a course-by-course basis. Transferable courses must meet the following criteria:
* freshman level or above (usually number 100–499)
* grade of A, B, C, Pass/Satisfactory, Credit, 2.0 or better
* academic in nature (physical education, military science, credit and courses that are religious in nature are not transferable)
* academic in nature (physical education, military science credit, and courses that are religious in nature are not transferable)
Non-academic courses that are considered vocational, technical or personal development (VTPD) fall into the following categories:
* personal development (e.g., assertiveness training, personal finance)
A maximum of 15 quarter-hours of VTPD credit may be transferred. If it is community college VTPD credit, it must be within the 90 credits maximum allowed. VTPD credits must be college-level to yield transfer credit.
A maximum of fifteen quarter-hours of VTPD credit may be transferred. If it is community college VTPD credit, it must be within the ninety credits maximum allowed. VTPD credits must be college-level to yield transfer credit.
====Nontraditional Credit: Non-accredited Colleges and Universities====
===== Nontraditional Credit: Non-accredited Colleges and Universities =====
Evergreen will accept a maximum of 45 credits earned at non-accredited institutions provided the student:
Evergreen will accept a maximum of forty-five credits earned at non-accredited institutions, provided the student:
* Has successfully completed 96 credits at Evergreen
* Has successfully completed ninety-six credits at Evergreen
* Has not exceeded the maximum number of transfer credits allowed
* Will earn 45 of his/her last 90 credits at Evergreen
* Will earn forty-five of his/her last ninety credits at Evergreen
====Nontraditional Credit: Running Start, College in the High School, and International Baccalaureate Programs====
===== Nontraditional Credit: Running Start, College in the High School, and International Baccalaureate Programs =====
Evergreen accepts college credits earned while in high school through Running Start, College in the High School and the International Baccalaureate Organization. Running Start or College in the High School students are required to submit an official transcript from the college that offers the course(s). Credit earned through the International Baccalaureate Organization (IBO) will be considered on a subject-by-subject basis.
Evergreen accepts college credits earned while in high school through Running Start, College in the High School, and the International Baccalaureate Organization. Running Start or College in the High School students are required to submit an official transcript from the college that offers the course(s). Credit earned through the International Baccalaureate Organization (IBO) will be considered on a subject-by-subject basis.
====Nontraditional Credit: Credit by Examination====
===== Nontraditional Credit: Credit by Examination =====
Evergreen accepts credits earned through the College-Level Examination Program (CLEP) and Advanced Placement (AP) on a subject-by-subject basis as long as they do not duplicate credit earned at other institutions or at Evergreen.
* CLEP—the minimum acceptable score varies for each test. However, scores of 50 or better will result in transfer credit
* CLEP—the minimum acceptable score varies for each test. However, scores of fifty or better will result in transfer credit
* AP—acceptable scores are 3, 4, 5
* AP—acceptable scores are three, four, five
* IBO—acceptable scores are 4, 5, 6, 7
* IBO—acceptable scores are four, five, six, seven
====Nontraditional Credit: Experiential Learning====
===== Nontraditional Credit: Experiential Learning =====
Evergreen recognizes that learning can take place from life experience, not just from academic studies. Students may demonstrate college-level learning as a result of life experience through extensive documentation. See also Standard II. Prior Learning from Experience.
Evergreen recognizes that learning can take place from life experience, not just from academic studies. Students may demonstrate college-level learning as a result of life experience through extensive documentation. See also Standard 2 - Prior Learning from Experience.
====Nontraditional Credit: Military Training====
===== Nontraditional Credit: Military Training =====
Some military training can generate transfer credit, based on recommendations from the American Counselor of Education (ACE). Students submit a combination of the following documents: DD214, DD295, training records, and/or training certificates, etc. Transfer credit is not given for MOS, LDO, NWO, NER, CGR, CGW or MCE designations.
====Nontraditional Credit: Certificated Learning====
===== Nontraditional Credit: Certificated Learning =====
Evergreen awards credit for some learning that earns a certificate acknowledging participation and completion of a workshop, seminar, training program, etc. This review process is performed after students have been formally admitted to the college.
====3.C.5 The institution makes provision for the security of student records of admission and progress. Student records, including transcripts, are private, accurate, complete, and permanent. They are protected by fire-proof and otherwise safe storage and are backed by duplicate files. Data and records maintained in computing systems have adequate security and provision for recovery in the event of disaster. The information-release policy respects the right of individual privacy and ensures the confidentiality of records and files.====
====3.C.5 The institution makes provision for the security of student records of admission and progress. Student records, including transcripts, are private, accurate, complete, and permanent. They are protected by fireproof and otherwise safe storage and are backed by duplicate files. Data and records maintained in computing systems have adequate security and provision for recovery in the event of disaster. The information-release policy respects the right of individual privacy and ensures the confidentiality of records and files.====
To maintain a secure environment, the records of admissions and student progress for currently enrolled students are stored in a fireproof vault in the Registration and Records office. The security of these records is set at a very high standard as only authorized staff have access to the vault. With our transition to imaged records, Registration staff have access to academic records through our imaging application that is password protected and access is based on the role of the individual employee. Other areas of the college have copies of student records. Program secretaries keep copies of student evaluations for two years and faculty members also keep copies of student evaluations for their portfolios.
Records for students who have left the college and for those who have graduated (inactive) are microfilmed as well as scanned on an ongoing basis. The college keeps a copy of the microfilm on campus and another copy is stored with the state archivist off campus. The imaging system is fully backed up on a nightly basis using Computing and Communications standards. Inactive student records are fully backed up for duplicate copies if necessary.
Only authorized personnel have access to the student data system. Specified employees are granted access privileges through the assignment of a password. In addition, some offices have “view only” privileges, but are not able to make changes in the system. The system has a built-in audit trail that documents when a staff member alters the date in the system, the time and date and the person’s name. As we use an integrated student records system, this same process applies to all other offices throughout the college such as admissions, financial aid, student accounts and cashier.
Evergreen complies with the federal Family Education Rights and Privacy Act of 1974, which establishes information practices regarding education records and directory information at colleges and universities who receive Department of Education funding. Student Affairs employees are required to attend FERPA training every three years. New employees in Student Affairs receive this training as a part of their orientation to the college. Employees in other divisions of the college may attend this training depending on their role at the college. Anyone who seeks access to the student records system must read and sign a FERPA statement of understanding. Faculty must read and agree to the conditions of FERPA before they can access student directory information available to them on the Web. Copies of Evergreen’s policies pertaining to the confidentiality of records are made available to students in the Office of Registration and Records in print, and are available on the homepage of Registration and Records as well as the Policy Handbook found on the college’s web page.
Evergreen complies with the federal Family Education Rights and Privacy Act of 1974 (FERPA), which establishes information practices regarding education records and directory information at colleges and universities who receive Department of Education funding. Student Affairs employees are required to attend FERPA training every three years. New employees in Student Affairs receive this training as a part of their orientation to the college. Employees in other divisions of the college may attend this training depending on their role at the college. Anyone who seeks access to the student records system must read and sign a FERPA statement of understanding. Faculty must read and agree to the conditions of FERPA before they can access student directory information available to them on the Web. Copies of Evergreen’s policies pertaining to the confidentiality of records are made available to students in the Office of Registration and Records in print, and are available on the homepage of Registration and Records as well as the Policy Handbook found on the college’s Web page.
In the event of a disaster, the microfilmed and imaged records as well as the data maintained by Registration and Records could be recovered easily based on the excellent, extensive disaster recovery plan established by Computing and Communications.
===3.D – Student Services===
===Standard 3.D – Student Services===
====3.D.1 The institution adopts student admission policies consistent with its mission. It specifies qualifications for admission to the institution and its programs, and it adheres to those policies in its admission practices.====
Qualifications for admission along with the process and deadlines are specifically outlined in the catalog and on the college Web site. These policies are well publicized and strictly adhered to by the Office of Admissions. Each applicant undergoes a comprehensive review process that is consistent with statewide minimum admissions standards and institutional match for freshman, transfer, and returning adult students. In addition to their application, transcripts, and test scores, students are encouraged to submit a personal statement in which they are asked to address previous academic and/or professional/personal experiences along with their academic plans for learning at Evergreen. Some students go through an interview process conducted by admissions counselors, faculty, or alumni.
Inter-divisional communication occurs on a regular basis in the form of the Enrollment Coordinating Committee (ECC). The ECC is an important point of contact between college deans, college relations, enrollment services, and institutional research. ECC provides a venue for staff at varying levels to learn and participate in addressing enrollment issues at Evergreen and an environment where substantive conversations have helped improve communication and promote substantial progress on issues of shared concern.
Inter-divisional communication occurs on a regular basis in the form of the Enrollment Coordinating Committee (ECC). The ECC is an important point of contact between college deans, college relations, enrollment services, and institutional research. The ECC provides a venue for staff at varying levels to learn and participate in addressing enrollment issues at Evergreen and an environment where substantive conversations have helped improve communication and promote substantial progress on issues of shared concern.
====In-State Market Trends====
===== In-State Market Trends =====
During the last two years Evergreen has weathered a state-wide decline in the Washington community college transfer market and increasing competition for transfer students among public, independent, and for-profit baccalaureate institutions. At the same time, several hundred additional freshman seats were created at three public branch campuses (UW-Tacoma and UW-Bothel, plus WSU-Vancouver) in fall 2006 a period of only modest growth in the numbers of graduating seniors in the state. Community college transfers are the largest component of Evergreen’s entering class, so declines in this market coupled with increased competition have a substantial impact on application activity. Opening branch campuses to freshmen in fall 2006 (these campuses had previously been restricted to upper-division students) presented an additional recruitment challenge. ([[Media: Figure_3-7.doc|Figure 3.7: Trends in Fall Quarter Applications]])
During the last two years, Evergreen has weathered a statewide decline in the Washington community college transfer market and increasing competition for transfer students among public, independent, and for-profit baccalaureate institutions. At the same time, several hundred additional freshman seats were created at three public branch campuses (UW-Tacoma, UW-Bothell, and WSU-Vancouver) in fall 2006, a period of only modest growth in the numbers of graduating high-school seniors in the state. Community college transfers are the largest component of Evergreen’s entering class, so declines in this market coupled with increased competition have a substantial impact on application activity. Opening branch campuses to freshmen in fall 2006 (these campuses had previously been restricted to upper-division students) presented an additional recruitment challenge ([[Media: Figure_3-7.doc|Trends in Fall Quarter Applications]]).
==== Conversion Rates and Application Trends ====
===== Conversion Rates and Application Trends =====
Increases in our conversion rates from admission to enrollment helped to mitigate the declines in applications from Washington freshmen and community college transfers in 2006. ([[Media: Figure_3-8.doc|Figure 3.8: Percent Fall Quarter Admitted Undergraduates Enrolling]]) Applications for both groups increased in 2007 (WA freshmen: +15%; WA Transfers: +8%), which we interpret as signs that Evergreen is holding ground or improving its market share in both of these areas and that our continuing efforts to refine recruitment strategies are effective. ([[Media: Figure_3-7.doc|Figure 3.7: Trends in Fall Quarter Applications]])
Increases in our conversion rates from admission to enrollment helped to mitigate the declines in applications from Washington freshmen and community college transfers in 2006 ([[Media: Figure_3-8.doc|Percent Fall Quarter Admitted Undergraduates Enrolling
]]). Applications for both groups increased in 2007 (Washington freshmen rose 15%; Washington transfers rose 8%), which we interpret as signs that Evergreen is holding ground or improving its market share in both of these areas and that our continuing efforts to refine recruitment strategies are effective ([[Media: Figure_3-7.doc|Trends in Fall Quarter Applications]]).
Applications from nonresident students also increased in 2007 (+11%) producing a strong showing for undergraduate applications overall in 2007. ([[Media: Figure_3-9.doc|Figure 3.9: Fall Undergraduate Application Progress 2002 - 2007]])
Applications from nonresident students also increased in 2007 (up 11%), producing a strong showing for undergraduate applications overall in 2007 ([[Media: Figure_3-9.doc|Fall Undergraduate Application Progress 2002-2007]]).
Applications from students of color have followed the recent trend with transfer applications: a comparatively strong year in 2004 followed by some decline in both 2005 and 2006. Applications for 2007 showed a stronger improvement than among white students: up 17% compared with an increase of 10% for white students relative to 2006. Enrollment of undergraduate students of color increased 8% in fall 2007 which was identical to the percentage increase in enrollment of white students.
Applications from students of color have followed the recent trend with transfer applications: a comparatively strong year in 2004 followed by some decline in both 2005 and 2006. Applications for 2007 showed a stronger improvement than among white students: up 17% compared with an increase of 10% for white students relative to 2006. Enrollment of undergraduate students of color increased 8% in fall 2007, which was identical to the percentage increase in enrollment of white students.
==== Improvements in Recruitment Efforts ====
===== Improvements in Recruitment Efforts =====
As detailed in our 2003 Interim Report to the Commission ([[Media: Evrgrnaccred.pdf|Exhibit 3.14]]), our admissions office has continued to increase the quantity and quality of our outreach efforts. Examples include:
See the [[Media: Evrgrnaccred.pdf|2003 Interim Reaccreditation Report to the Northwest Commission]] for details regarding efforts by our admissions office to continue to increase the quantity and quality of our outreach efforts. Examples include:
* '''Significant institutional support in terms of budget and shared mission''': The recruitment effort has received substantial budget support from the College allowing improvements in quality and quantity of our work. Recognition of the importance of student recruitment and a sense of shared responsibility for this work extends across the institution.
* '''Significant institutional support in terms of budget and shared mission''': The recruitment effort has received substantial budget support from the college, allowing improvements in quality and quantity of our work. Recognition of the importance of student recruitment and a sense of shared responsibility for this work extends across the institution.
* '''Overhaul of publications and development of a targeted mailing series''': In 2001, the “mailing series” to students inquiring about enrollment consisted of one packet containing the college catalog, an application form and a letter from Admissions. In 2006, the series consisted of 15 different pieces sequenced and with content intended to move a student from inquiry to applicant to admit to enrolled status. The series contains high-end publications (e.g., the general viewbook, academic viewbook, transfer guide, and visit evergreen brochure) and a series of postcards reminding students of important upcoming enrollment events (e.g., Fridays at Evergreen, President’s receptions). Strategies have been developed that employ an intentional communications plan to direct the recruitment mailing series, and of equal importance, have secured a reliable delivery system for the mailing series.
* '''Overhaul of publications and development of a targeted mailing series''': In 2001, the “mailing series” to students inquiring about enrollment consisted of one packet containing the college catalog, an application form, and a letter from Admissions. In 2006, the series consisted of fifteen different sequenced pieces with content intended to move a student from inquiry to applicant to admit to enrolled status. The series contains high-end publications (e.g., the general viewbook, academic viewbook, transfer guide, and visit Evergreen brochure), and a series of postcards reminding students of important upcoming enrollment events (e.g., Fridays at Evergreen, president’s receptions). Strategies have been developed that employ an intentional communications plan to direct the recruitment mailing series, and of equal importance, have secured a reliable delivery system for the mailing series.
* ''' Comprehensive follow-up efforts''' : Mail, telephone, Web/e-mail and personal contacts with prospective students by Admissions counselors and staff, current students and Evergreen faculty have increased, including 7434 student-to-student tele-counseling telephone calls for the 2006-07 academic year.
* ''' Comprehensive follow-up efforts''': Mail, telephone, Web/e-mail, and personal contacts with prospective students by Admissions counselors and staff, current students and Evergreen faculty have increased, including 7,434 student-to-student tele-counseling telephone calls for the 2006-07 academic year.
* '''Twenty-four hour response time''' : In recognition of the importance of timeliness, any e-mail, written, or telephone communication receives a response within 24 hours. Campus visitors are sent a “thank you for visiting” card within 24 hours.
* '''Twenty-four hour response time''': In recognition of the importance of timeliness, any e-mail, written, or telephone communication receives a response within twenty-four hours. Campus visitors are sent a “thank you for visiting” card within twenty-four hours.
* '''College Web site redesign and web support staffing''' : The college’s web site was redesigned in 2001 with special emphasis on improving communication with prospective students. Funding was provided for staff to maintain and improve the Web site the following year. Improvements have continued since then as managed from the College Relations Office in coordination with Enrollment Services. Enrollment Services staff also update and improve the Admissions and Financial Aid Web sites on a regular basis.
* '''College Web site redesign and Web support staffing''': The college’s Web site was redesigned in 2001 with special emphasis on improving communication with prospective students. Funding was provided for staff to maintain and improve the Web site the following year. Improvements have continued since then, managed from the College Relations office in coordination with Enrollment Services. Enrollment Services staff also update and improve the admissions and financial aid Web sites on a regular basis.
* '''Remodel of the Admissions Office''' : The space was an eyesore for students and parents in comparison with other schools visited such as University of Puget Sound, Reed, and Lewis and Clark. The remodel in 2002 provided temporary improvements. As the Library Phase II remodel has advanced Enrollment Services has taken an active role in the design process to ensure a general upgrade of appearances in Admissions. In addition, efforts are being made to accommodate guests during the remodel period and temporary move to Seminar I.
* '''Remodel of the Admissions Office''': The space was an eyesore for students and parents in comparison with other schools visited such as the University of Puget Sound, Reed College, and Lewis & Clark College. The remodel in 2002 provided temporary improvements. As the Library Phase II remodel has advanced, Enrollment Services has taken an active role in the design process to ensure a general upgrade of appearance in Admissions. In addition, efforts are being made to accommodate guests during the remodel period and temporary move to Seminar I.
* '''Articulation agreements''' : Additional articulation agreements to promote easier transition from community colleges in Washington to Evergreen continue to be negotiated.
* '''Articulation agreements''': Additional articulation agreements to promote easier transition from community colleges in Washington to Evergreen continue to be negotiated.
* '''Reorganization of classified employees''' : All classified employees in the office were reclassified as credential evaluators. Two factors prompted this effort: 1) staff previously classified as office assistants were impacted and “bumped” out of their positions during budget cuts; and 2) the old system promoted a division of labor that broke down during absences. Students often did not get an official transfer credit evaluation until well into the quarter for which they had applied. With each credential evaluator assigned to a section of the alphabet, all applications are now reviewed and awarded transfer credit prior to registration.
* '''Reorganization of classified employees''': All classified employees in the office were reclassified as credential evaluators. Two factors prompted this effort: 1) staff previously classified as office assistants were impacted and “bumped” out of their positions during budget cuts; and 2) the old system promoted a division of labor that broke down during absences. Students often did not get an official transfer credit evaluation until well into the quarter for which they had applied. With each credential evaluator assigned to a section of the alphabet, all applications are now reviewed and awarded transfer credit prior to registration.
* '''Reorganization of admissions counselors''' : Whereas a division of labor was counterproductive to the classified staff responsibilities as described above, a division of responsibilities is essential to the relationship-building and long-term outcome strategies for the admissions counselors and the target audiences with whom they work. As the organizational chart indicates, each counselor now has a specific recruitment responsibility (e.g. non-resident recruitment, Student Visitor Program, etc.).
* '''Reorganization of admissions counselors''' Whereas a division of labor was counterproductive to the classified staff responsibilities as described above, a division of responsibilities is essential to the relationship-building and long-term outcome strategies for the admissions counselors and the target audiences with whom they work. As the organizational chart indicates, each counselor now has a specific recruitment responsibility (e.g., non-resident recruitment, Student Visitor Program, etc.).
* '''Capping non-resident tuition''' : Resisting pressure to increase non-resident tuition during the past two years has allowed us to recover some of the competitive advantage in cost lost to private institutions when tuition increased substantially from 2002 - 2004. Each year non-resident tuition is not increased the college’s position on cost relative to the private school competition is improved. A 5% increase has been approved for Fall 2007.
* '''Tuition waivers in the form of “Scholastic Achievement Awards” (SAA)''' : During the past two years, the college has provided new financial support to students aimed at making Evergreen a more competitive choice among the selective liberal arts colleges with whom it competes for non-resident freshmen. This new strategy of “tuition discounting” has clearly been successful in attracting and enrolling students who would otherwise have opted for institutions providing stronger financial aid packages.
* '''Capping non-resident tuition''': Resisting pressure to increase non-resident tuition during the past two years has allowed us to recover some of the competitive advantage in cost lost to private institutions when tuition increased substantially from 2002 to 2004. Each year that non-resident tuition is not increased, the college’s position on cost relative to the private school competition is improved. A 5% increase has been approved for fall 2007.
* '''Technological improvements and efficiencies''': With the 2001 conversion to the Banner software system and the 2007 conversion to Banner Recruit and Banner Apply, tools were added and upgraded to permit students to apply in a timely manner (88% apply on-line) and to provide staff with tools to more easily input and systematically manage recruit information.
* '''Tuition waivers in the form of “Scholastic Achievement Awards” (SAA)''': During the past two years, the college has provided new financial support to students aimed at making Evergreen a more competitive choice among the selective liberal arts colleges with whom it competes for non-resident freshmen. This new strategy of “tuition discounting” has clearly been successful in attracting and enrolling students who would otherwise have opted for institutions providing stronger financial aid packages.
* '''Emphasis on the campus visit''' : Recruitment literature emphasizes that the campus visit has the greatest impact on a student’s choice of colleges. Evergreen has restructured its messages to prospective students to direct them toward a campus visit and greatly improved the sophistication and quality of our Campus Visit Program. The addition of “visit” pieces crafted for different recruitment events and audiences, a Student Visitor Program Coordinator, improved data collection, a well-scripted program, and an online visit calendar, have led to a substantial increase in the number of students visiting Evergreen and improvement in the quality of their visit. For Fall 2007, the program accommodated a record 1336 visitors and 1338 guests (including 139 overnight visits and 218 program visits).
* '''Technological improvements and efficiencies''': With the 2001 conversion to the Banner software system and the 2007 conversion to Banner Recruit and Banner Apply, tools were added and upgraded to permit students to apply in a timely manner (88% apply online) and to allow staff to more easily input and systematically manage recruit information.
* '''Additional positions added to Admissions''' : Additional staffing allowed the Admissions Office to spread the word about Evergreen more broadly, process student data, provide information omore quickly, and emphasize personal contacts with prospective students.
* '''Emphasis on the campus visit''': Recruitment literature emphasizes that the campus visit has the greatest impact on a student’s choice of colleges. Evergreen has restructured its messages to prospective students to direct them toward a campus visit and greatly improved the sophistication and quality of our Campus Visit Program. The addition of “visit” pieces crafted for different recruitment events and audiences, a student visitor program coordinator, improved data collection, a well-scripted program, and an online visit calendar, have led to a substantial increase in the number of students visiting Evergreen and improvement in the quality of their visit. For fall 2007, the program accommodated a record 1,336 visitors and 1,338 guests (including 139 overnight visits and 218 program visits).
* '''Improved data collection and evaluation''' : Compilation of outcome activity reports, including weekly counselor Activity Reports, Bi-weekly Statistics Reports, and weekly application and enrollment reports were added to monitor and assist in evaluating recruitment strategies and locations.
* '''Additional positions added to Admissions''': Additional staffing allowed the Admissions Office to spread the word about Evergreen more broadly, process student data more quickly, provide information on a more timely basis, and emphasize personal contacts with prospective students.
* '''Increased faculty involvement''' : Seven faculty are involved with the recruitment effort through governance assignments. This group of faculty is available to students for on-campus interviews, campus event panels, and out-of-state counselor and student/family receptions.
* '''Improved data collection and evaluation''': Compilation of outcome activity reports, including weekly counselor activity reports, bi-weekly statistics reports, and weekly application and enrollment reports, was added to monitor and assist in evaluating recruitment strategies and locations.
Please see the Admissions Self-Study for a more detailed discussion of student recruitment activity and improvements. ([[Media: Exhibit_3.15_Adm_Recruitment.doc|Exhibit 3.15]])
* '''Increased faculty involvement''': Seven faculty are involved with the recruitment effort through governance assignments. This group of faculty is available to students for on-campus interviews, campus event panels, and out-of-state counselor and student/family receptions.
Please see the Admissions Self-Study for a more detailed discussion of student recruitment activity and improvements. ([[Media: admissions_recruitment_plan.doc|Admissions Self-Study]])
====3.D.2 The institution, in keeping with its mission and admission policy, gives attention to the needs and characteristics of its student body with conscious attention to such factors as ethnic, socioeconomic, and religious diversity while demonstrating regard for students’ rights and responsibilities.====
Staff in Student and Academic Support Services (SASS) work with the entire student population to promote successful transitions to the college and achievement of educational objectives. SASS serves the student body by providing academic advice, and helping students access a wide range of support services including health services, mental health services, dispute resolution, and the like. In addition, the division helps students adjust to their experience at Evergreen and helps them see how their needs and academic desires can fit within the college's unique education structure.
Staff in Student and Academic Support Services (SASS) work with the entire student population to promote successful transitions to the college and achievement of educational objectives. SASS serves the student body by providing academic advice and helping students access a wide range of support services, including health services, mental health services, dispute resolution, and the like. In addition, the division helps students adjust to their experience at Evergreen and helps them see how their needs and academic desires can fit within the college's unique education structure.
In SASS, several offices provide intentional and direct support to students in underrepresented and protected classes. These groups include first-generation students, low-income students, students with disabilities, and students of color. SASS also provides advising support through existing services to lesbian, gay, bisexual, and transgender (LGBT) students and to students who are seeking support for their spiritual development, though we have not established designated offices for these services.
The relocation and renovation of the SASS center in the Library building has made the work of the unit much more visible and accessible. In order to create a welcoming environment, there is a student desk that is staffed during operating hours. The design of the center is intentionally laid out to provide students easy access and amenities while maintaining a sense of privacy.
Offices located in the center are Academic Advising, Access Services, Career Development, First Peoples' Advising Services, Keep Enhancing Yourself (KEY) Student Services (TRIO), Upward Bound (TRIO), GEAR UP, and the Dean of Students. Prior to the relocation, not all services were housed together and many were in cramped quarters. The design of the center has located adjacent to one another the Career Development Library and the Unity Resources Center, supervised by First Peoples' Advising Services. This co-location provides students of color and low-income students access to resources that can help them think about their life’s work in a supportive environment. Student workstations are also located throughout the center, providing students with the opportunity to check e-mail or the Web site and to work on assignments with trained staff available. The center also has several workstations with assistive/adaptive technology equipment and houses the E-text equipment for students with disabilities.
As the Evening and Weekend Studies Program has grown, there has been a great demand for support to students who come “after hours.” The center is open five days per week. Monday through Thursday the center is open from 8 a.m. to 6 p.m. The center is open once each month on Saturdays to provide support to students enrolled in the Reservation-Based Program.
As the Evening and Weekend Studies Program has grown, there has been a great demand for support to students who come “after hours.” The center is open five days per week. Monday through Thursday, the center is open from 8 a.m. to 6 p.m. The center is open once each month on Saturdays to provide support to students enrolled in the reservation-based program.
Emphasis over the past years has been placed on helping students acclimate to Evergreen. ([[Media: KEY Student Support Services.pdf| KEY Student Support Services]]) has sharpened the approach to students by creating programs that increase academic success. One example is the Step Up program that was designed as a one-week summer orientation and college readiness program for freshman and transfer students who are first-generation students, students with disabilities, and low-income students. Because of academic need, the emphasis of the Step Up program is on understanding the learning environment at Evergreen. There is a heavy emphasis on reading as a fundamental skill and writing as a critical companion to reading. Students spend several hours a day in workshops and seminars developing and strengthening their abilities to read and write under the direction of the writing center director and a faculty member with a background in writing.
Emphasis over the past years has been placed on helping students acclimate to Evergreen. [[Media: KEY Student Support Services.pdf| KEY Student Support Services]] has sharpened the approach to students by creating programs that increase academic success. One example is the Step Up program that was designed as a one-week summer orientation and college readiness program for freshmen and transfer students who are first-generation students, students with disabilities, and low-income students. Because of academic need, the emphasis of the Step Up program is on understanding the learning environment at Evergreen. There is a heavy emphasis on reading as a fundamental skill and writing as a critical companion to reading. Students spend several hours a day in workshops and seminars developing and strengthening their abilities to read and write under the direction of the Writing Center director and a faculty member with a background in writing.
The First Peoples' Scholars program has a similar emphasis, introducing incoming students of color to college life with the aim of developing a strong cohort. Students learn how the curriculum works, are introduced to faculty and staff of color, and explore the surrounding area to identify places which can address such personal needs as food, hair cuts/products, faith communities and local communities of color with whom they can identify.
The First Peoples' Scholars program has a similar emphasis, introducing incoming students of color to college life with the aim of developing a strong cohort. Students learn how the curriculum works, are introduced to faculty and staff of color, and explore the surrounding area to identify places which can address such personal needs as food, hair cuts/products, faith communities, and local communities of color with whom they can identify.
KEY, First Peoples' Advising Services, and Access Services encourage students to follow their passions regardless of what they may feel or believe are restrictions. Students from these groups are encouraged and supported to apply for internship, study abroad, and scholarship opportunities. These programs encourage students to pursue fields or studies that the students might not have imagined open to them.
KEY, First Peoples' Advising Services, and Access Services encourage students to follow their passions regardless of what they may feel or believe are restrictions. Students from these groups are encouraged and supported to apply for internship, study abroad, and scholarship opportunities. These programs encourage students to pursue fields or studies that the students might not have imagined were open to them.
Still new to the Evergreen environment is intercollegiate athletics. SASS practitioners work closely with the Associate Director of Athletics to coordinate meetings with coaches; conduct advising, study sessions, and career workshops; and conduct one-on-one advising sessions so that student athletes select an appropriate program and develop an appropriate academic and career plan. One retention effort implemented in this past year is the development of a comprehensive academic advising strategy for athletes at Evergreen. More specifically, this initiative addresses the delicate balance between the demands of a full academic program and the demands of a collegiate sport.
SASS practitioners are alert to the issues that create crises and emergencies in students’ lives. Students come to the center or are referred by faculty to seek help regarding academic, financial or personal situations. Students are supported during crises by being assigned a case coordinator who can act as a resource person to assist the student in understanding his or her rights and responsibilities in navigating through the crisis situation.
SASS practitioners are alert to the issues that create crises and emergencies in students’ lives. Students come to the center or are referred by faculty to seek help regarding academic, financial, or personal situations. Students are supported during crises by being assigned a case coordinator who can act as a resource person to assist the student in understanding his or her rights and responsibilities in navigating through the crisis situation.
Outreach to school districts which have high numbers of low-income and first-generation middle school and high school students is one of the ways SASS have aligned with the mission of institution to serve local communities. The area has done so by administering two pre-college programs: Upward Bound and GEAR UP. Each of these programs serves students in schools with at least 50% of students on reduced or free lunch programs. From these programs, the students and their families learn college-going skills; participate in college visits, after school and summer programs; and are given professional staff support and resources to apply to the college of their choice. These efforts have transformed school culture and developed cohorts of students committed to going on to postsecondary education.
Outreach to school districts which have high numbers of low-income and first-generation middle school and high school students is one of the ways SASS have aligned with the mission of the institution to serve local communities. The area has done so by administering two pre-college programs: Upward Bound and Gear Up. Each of these programs serves students in schools with at least 50% of students on reduced or free lunch programs. From these programs, the students and their families learn college-going skills; participate in college visits and after-school and summer programs; and are given professional staff support and resources to apply to the college of their choice. These efforts have transformed school culture and developed cohorts of students committed to going on to postsecondary education.
Another response to our mission is our commitment to and participation in the College Success Foundation Achiever Scholars program. The College Success Foundation and the Bill and Melinda Gates Foundation fund this group of students. Each institution of higher education in the state of Washington signed an agreement to provide support services to these students. Students are required to meet with a SASS practitioner at least twice a quarter.
For the past nine years, Evergreen has been involved in a project called Critical Moments. Critical Moments is an educational tool used both in and outside of the classroom. Critical Moments uses case studies of students who encounter situations that cause them to consider leaving the college. Critical Moments has been used in the classroom and in peer training. Funding from the Hewitt Foundation was received to write case studies specific to Evergreen. These stories have been used with various student groups to develop problem-solving skills, critical thinking, empathy, and deeper understanding of diversity in regards to culture, economics, age, and thought. The key here in terms of retention is that this project allows for students to practice to the fullest extent possible ways they can respond to situations which impact their persistence over the years. First Peoples’ advising has provided leadership and a home for this project.
====3.D.3 Appropriate policies and procedures guide the placement of students in courses and programs based upon their academic and technical skills. Such placement ensures a reasonable probability of success at a level commensurate with the institution’s expectations. Special provisions are made for “ability to benefit” students.====
====3.D.4 The institution specifies and publishes requirements for continuation in, or termination from, its educational programs, and it maintains an appeals process. The policy for readmission of students who have been suspended or terminated is clearly defined.====
Evergreen monitors the academic standing of each student. Any student not making satisfactory academic progress is informed of his or her standing at the college and advised.
Faculty evaluation of student achievement occurs at the end of programs, contracts, courses and internships. A student in danger of receiving less than full credit is notified in writing at mid-quarter by his or her faculty or contract sponsor. A student making unsatisfactory academic progress will receive an academic warning and may be required to take a leave of absence. Unsatisfactory academic progress is defined in the following paragraph under ''academic warning''. Students who feel a faculty evaluation is in error may seek to have the evaluation amended using a process set forth in the college catalog that complies with FERPA. The student must begin the process within thirty days of the date the student received the final evaluation. Copies of this process are also available in the Academic Deans Office and in the Faculty Handbook. It also appears on the college Web site. ([[Media: Policies_amending_studentrecords.pdf|FERPA Policy on Amending Student Records]])
Faculty evaluation of student achievement occurs at the end of programs, contracts, courses, and internships. A student in danger of receiving less than full credit is notified in writing at mid-quarter by his or her faculty or contract sponsor. A student making unsatisfactory academic progress will receive an academic warning and may be required to take a leave of absence. Unsatisfactory academic progress is defined in the following paragraph under ''academic warning''. Students who feel a faculty evaluation is in error may seek to have the evaluation amended using a process set forth in the college catalog that complies with FERPA. The student must begin the process within thirty days of the date the student received the final evaluation. Copies of this process are also available in the Academic Deans Office and in the Faculty Handbook. It also appears on the college Web site. ([[Media: amendingstudentrecords.pdf|FERPA Policy on Amending Student Records]])
''Academic warning'' will be issued to a student by the Associate Vice President for Enrollment if the student earns less than three-fourths of the number of registered credits in two successive quarters. A student registered for six quarter-hours or more who receives no credit in any quarter will receive an academic warning. Such a warning urges the student to seek academic advice or personal counseling at the college. Students are removed from academic warning status when they receive at least three-fourths of the credit for which they register in two successive quarters.
Required leave of absence will occur when a student on academic warning receives either an incomplete or less than three-fourths of the credit for which he or she is registered. The leave is normally for one year. A waiver of required leave can be granted only by the academic dean responsible for academic standing upon the student’s presentation of evidence of extenuating circumstances. A student returning from required leave will re-enter the college on academic warning and be expected to make satisfactory progress toward a bachelor’s degree. Failure to earn three-fourths credit at the first evaluation period following a return from required leave will result in dismissal from the college.
====3.D.5 Institutional and program graduation requirements are stated clearly in appropriate publications and are consistently applied in both the certificate and degree verification process. Appropriate reference to the Student Right-to-Know Act is included in required publications.====
Graduation requirements are clearly set forth in the college catalog and described on the College web site [[Media: Graduation Process.pdf| Graduation Process]].
Graduation requirements are clearly set forth in the college catalog and described on the College Web site. ([[Media: Graduation Process.pdf|Graduation Process]])
The minimum requirements for awarding either the bachelor of arts or the bachelor of science degree are 180 quarter-credit hours. Students must meet specific graduation requirements for a bachelor of science degree. The BS degree requires seventy-two credits in mathematics,natural science, or computer science of which forty-eight are in advanced subjects. The concurrent bachelor of arts and bachelor of science degree requires 225 credits including ninety at Evergreen. Students pursuing a dual bachelor of arts and bachelor of science degree are required to submit their intent to pursue the dual degree one year in advance of graduating. Bachelor of arts and bachelor of science degrees require application one quarter prior to graduation. Each of the three graduate program catalogs addresses specific information regarding graduation requirements.
The minimum requirements for awarding either the bachelor of arts or the bachelor of science degree are 180 quarter-credit hours. Students must meet specific graduation requirements for a bachelor of science degree. The bachelor of science degree requires seventy-two credits in mathematics, natural science, or computer science, of which forty-eight are in advanced subjects. The concurrent bachelor of arts and bachelor of science degree requires 225 credits, including ninety at Evergreen. Students pursuing a dual bachelor of arts and bachelor of science degree are required to submit their intent to pursue the dual degree one year in advance of graduating. Bachelor of arts and bachelor of science degrees require application one quarter prior to graduation. Each of the three graduate program catalogs addresses specific information regarding graduation requirements.
====3.D.6 The institution provides an effective program of financial aid consistent with its mission and goals, the needs of its students, and institutional resources. There is provision for institutional accountability for all financial aid awards.====
The packaging policy of the Financial Aid Office ensures that students awards are consistent with the college’s goals, the needs of our students, and the utilization of institutional resources in a fair and equitable manner. In order to accomplish these goals we have an established priority deadline, award new students prior to awarding continuing students, and distribute funds using gift equity packaging.
The packaging policy of the Financial Aid Office ensures that student awards are consistent with the college’s goals, the needs of our students, and the utilization of institutional resources in a fair and equitable manner. In order to accomplish these goals, we have an established priority deadline, award new students prior to awarding continuing students, and distribute funds using gift equity packaging. By establishing a priority deadline, limited funds are awarded to students who have a commitment to attending the college. To meet this deadline, students are required to have their Free Application for Student Aid (FAFSA) processed, be admitted to the college, and have all additional required paperwork turned in by this date (March 15 for fall applicants). Students who do not meet this deadline are awarded by their file completion date. All students who complete a FAFSA are reviewed for eligibility.
By establishing a priority deadline, limited funds are awarded to students who have a commitment to attending the college. To meet this deadline, students are required to have their Free Application for Student Aid (FAFSA) processed, be admitted to the college, and have all additional required paperwork turned in by this date (March 15 for Fall applicants). Students who do not meet this deadline are awarded by their file completion date. All students who complete a FAFSA are reviewed for eligibility.
In keeping with the college’s recruitment goals and new student decision-making timelines, new Evergreen students are reviewed for eligibility and awarded first. Our goal is to have new student awards available by the first week of April, coinciding with the college’s New Student Reception events. This time frame is also consistent with other baccalaureate colleges in the state, allowing students to compare award packages and make informed decisions. Continuing students who meet the priority deadline are typically awarded by late May or early June.
In keeping with the college’s recruitment goals and new student decision-making timelines, new Evergreen students are reviewed for eligibility and awarded first. Our goal is to have new student awards available by the first week of April, coinciding with the college’s New Student Reception events. This timeframe is also consistent with other baccalaureate colleges in the state, allowing students to compare award packages and make informed decisions. Continuing students who meet the priority deadline are typically awarded by late May or early June.
Our need-based, gift equity packaging policy was established to provide a distribution of awards to students in a fair manner. Students can receive up to 55% of their financial need with gift aid, which includes Pell Grant, State Need Grant, FSEOG, Evergreen Need Grant for graduates and undergraduates, and State Tuition Waiver. The remaining 45% is awarded through self-help, which consists of the expected family contribution (EFC), loans, work-study, SMART Grant, ACG, scholarships, and other funds that are not based solely on student need.
Our need-based, gift equity packaging policy was established to provide a distribution of awards to students in a fair manner. Students can receive up to 55% of their financial need with gift aid, which includes Pell Grant, State Need Grant, FSEOG, Evergreen Need Grant for graduates and undergraduates and State Tuition Waiver. The remaining 45% is awarded through self-help which consists of the expected family contribution (EFC), loans, work-study, SMART Grant, ACG, scholarships and other funds that are not based solely on student need.
The Financial Aid Office has checks and balances in place to ensure accuracy of awards. First, the Banner system software has appropriate edits in place to alert staff of inconsistencies before file review, and staff members have the capability of adding edits to student records to hold packaging. In addition, student records are run through an automatic review through this system, which will then edit out files with further discrepancies for individual review by a counselor.
The Financial Aid Office has checks and balances in place to ensure accuracy of awards. First, the Banner system software has appropriate edits in place to alert staff of inconsistencies before file review and staff members have the capability of adding edits to student records to hold packaging. In addition, student records are run through an automatic review through this system, which will then edit out files with further discrepancies for individual review by a counselor.
Additionally, all financial aid funds are balanced through the Financial Aid and the Student Account Offices. Totals from the financial aid system are compared with the student account system, verifying the amounts paid to students and the amounts received from the federal government and the state. Discrepancies are corrected by both offices as appropriate. This ensures that federal and state reporting are accurate and submitted in timely fashion.
====3.D.7 Information regarding the categories of financial assistance (scholarships and grants) is published and made available to both prospective and enrolled students.====
The Office of the Associate Vice President for Enrollment Management administers the college’s undergraduate scholarship and tuition award programs. The college offers a variety of merit and need-based opportunities. Merit is broadly defined to include achievement in the arts, sciences, humanities, community service, and overall academic achievement. Notification of recipients is forwarded to the Financial Aid Office to include in the students’ financial aid packages.
The Undergraduate Scholarship brochure describes the various opportunities available and outlines the application process. In addition to having the information available on the college’s Web site, the brochure is sent to both prospective and currently enrolled students. Scholarship information sessions are incorporated in the Financial Aid workshops conducted Orientation Week and throughout the year. Student and Academic Support Services provide additional workshops with an emphasis on the college’s scholarship application process in December and January, leading up to the scholarship application deadline of February 1.
The Undergraduate Scholarship brochure describes the various opportunities available and outlines the application process. In addition to having the information available on the college’s Web site, the brochure is sent to both prospective and currently enrolled students. Scholarship information sessions are incorporated in the Financial Aid workshops conducted during Orientation Week and throughout the year. Student and Academic Support Services provide additional workshops with an emphasis on the college’s scholarship application process in December and January, leading up to the scholarship application deadline of February 1.
====3.D.8 The institution regularly monitors its student loan programs and the institutional loan default rate. Informational sessions which give attention to loan repayment obligations are conducted for financial aid recipients.====
The loan default rate is monitored annually. All students who are first-time borrowers are required to complete an online loan entrance evaluation. This process informs the student of the terms and conditions of borrowing. After the student completes the loan entrance evaluation they can then make the choice of completing their Master Promissory Note and begin the process of receiving a loan. All graduating students are required to attend a loan exit interview. Loan repayment obligations are again reviewed. Students who are not able to attend a session in person can request that a loan exit packet be mailed to them.
Student Loan Default Rate
| colspan="4" | The Evergreen State College: Student Loan Default Table
====3.D.9 The institution provides for the orientation of new students, including special populations, at both undergraduate and graduate levels.====
The college-wide orientation program engages all facets of the college in the process of helping new students settle into the college and begin their academic careers. The new student orientation program is divided into two parts. The opening two days constitute the '''Family and Friends Weekend,''' and the remaining days are '''New Student Orientation'''.
The college-wide orientation program engages all facets of the college in the process of helping new students settle into the college and begin their academic careers. The new student orientation program is divided into two parts. The opening two days constitute the Family and Friends Weekend, and the remaining days are the New Student Orientation.
'''Family and Friends Weekend''' is an opportunity for family and friends of our students to participate in the transition of their students to Evergreen. The weekend includes workshops that showcase student services and academic offerings. The weekend activities also provide opportunities for family and friends to understand how the college and curriculum work and what will be expected of their students (socially and academically). The president and vice president for Student Affairs describe a liberal arts education in the context of a public institution and a senior faculty members share the history of the institution. This has been the college’s opportunity to develop a partnership with the families and friends of the students as well as to provide them with strategies they can employ to be helpful and supportive of their student's success.
Family and Friends Weekend is an opportunity for family and friends of our students to participate in the transition of their students to Evergreen. The weekend includes workshops that showcase student services and academic offerings. The weekend activities also provide opportunities for family and friends to understand how the college and curriculum work and what will be expected of their students (socially and academically). The president and vice president for Student Affairs describe a liberal arts education in the context of a public institution and a senior faculty share the history of the institution. This has been the college’s opportunity to develop a partnership with the families and friends of the students, as well as to provide them with strategies they can employ to be helpful and supportive of their student's success.
Over the past eight years, the '''New Student Orientation''' program has been developed to introduce the new student to the college through the portals of the curricular and co-curricular life of the campus. The program has evolved from a series of activities sponsored by various offices into a cohesive, thematic program (self-care, care for others, and care for their new environment) directed at creating opportunities for new students to meet other new and continuing students, to be introduced to learning and teaching at Evergreen (facilitating their transition not only from high school to college but from high school to Evergreen), and to begin settling into their new environment'''. '''The new student orientation program runs for five days. During this event, a major thrust is to provide a personalized experience for students as well as to provide a climate of support, assuring students that they made the right decision to come to Evergreen. Program offerings are both curricular and co-curricular, exposing students to the rich array of institutional resources.
Over the past eight years, the New Student Orientation program has been developed to introduce the new student to the college through the portals of the curricular and co-curricular life of the campus. The program has evolved from a series of activities sponsored by various offices into a cohesive, thematic program (self-care, care for others, and care for their new environment) directed at creating opportunities for new students to meet other new and continuing students, to be introduced to learning and teaching at Evergreen (facilitating their transition not only from high school to college but from high school to Evergreen), and to begin settling into their new environment. The new student orientation program runs for five days. During this event, a major thrust is to provide a personalized experience for students, as well as to provide a climate of support, assuring students that they made the right decision to come to Evergreen. Program offerings are both curricular and co-curricular, exposing students to the rich array of institutional resources.
In order to ensure that each student starts off on a good footing, the first orientation activity is focused on the curriculum. '''First Year Program Previews''' provide opportunities for students to determine if they have selected the right academic programs. This was initiated in response to concerns about students who had enrolled in academic programs, found during the first week of quarter that the program was not what they had expected, and did not have curriculum options. Program previews allow students to meet the faculty of the program in which they have enrolled as well as to explore other program offerings. Students are encouraged to use this time to learn more about Evergreen’s style of teaching through '''Seminar Savvy '''and '''Learning to Learn.''' These are two-hour programs that identify what seminars are and explain how to be assertive, responsible, and effective in the classroom.
In order to ensure that each student starts off on a good footing, the first orientation activity is focused on the curriculum. First Year Program Previews provide opportunities for students to determine if they have selected the right academic programs. This was initiated in response to concerns about students who had enrolled in academic programs, found during the first week of the quarter that the program was not what they had expected, and did not have curriculum options. Program previews allow students to meet the faculty of the program in which they have enrolled, as well as to explore other program offerings. Students are encouraged to use this time to learn more about Evergreen’s style of teaching through Seminar Savvy and Learning to Learn. These two-hour programs identify what seminars are and explain how to be assertive, responsible, and effective in the classroom.
Students learn about the social aspect of their educational experience and governance opportunities at Evergreen by participating in the '''Activities Fair.''' The Activities Fair serves as a vehicle for new students to meet each other outside of their learning and living communities while pursing their interests. '''Health and Counseling Services''' devotes time and energy focusing on healthy life styles, harm reduction and prevention. '''Community Service '''projects introduce students to the value of helping others, the importance of civic engagement, and the process of self-reflection on learning. Students move in and prepare their rooms, get their identification cards, and learn about the physical plant of the college and the layout of Olympia and other local communities. This is also a time in which peer educators in Academic Advising, Health and Counseling Services, Career Development, Residence Halls, Student Activities, and First Peoples' Advising Services are highly visible and assist with the student’s transition.
Students learn about the social aspect of their educational experience and governance opportunities at Evergreen by participating in the Activities Fair. The Activities Fair serves as a vehicle for new students to meet each other outside of their learning and living communities, while pursuing their interests. Health and Counseling Services focuses on healthy life styles and harm reduction and prevention. Community Service projects introduce students to the value of helping others, the importance of civic engagement, and the process of self-reflection on learning. Students move in and prepare their rooms, get their identification cards, and learn about the physical plant of the college and the layout of Olympia and other local communities. This is also a time in which peer educators in Academic Advising, Health and Counseling Services, Career Development, Residence Halls, Student Activities, and First Peoples' Advising Services are highly visible and assist with the student’s transition.
There has been a concerted effort to build academic components into the orientation program to give students exposure to and an early start in familiarizing themselves with the teaching and learning at the college. This has been done through two formats—daily workshop offerings during the week and a two-credit college-readiness course team-taught by faculty and student affairs practitioners (see [[Media: 2nd_Orientaion_Guide_Schedule_2006.pdf|Exhibit 3.16: New Student Orientation Week Final Schedule]]).
There has been a concerted effort to build academic components into the orientation program to give students exposure to and an early start in familiarizing themselves with the teaching and learning at the college. This has been done through two formats—daily workshop offerings during the week and a two-credit college-readiness course team-taught by faculty and student affairs practitioners (see [[Media: 2nd_Orientation_Guide_Schedule_2006.pdf|New Student Orientation Week Schedule]]).
Along with the above-mentioned programs, site-specific orientation activities take place on the Tacoma campus and in tribal-based programs. In 2002 SASS, in conjunction with the Tacoma campus staff and faculty, designed an orientation program for new students entering the Tacoma-based program. Over the years the emphasis has shifted to grounding the student first in the philosophy of the campus and academic perspective shared with the class by the Tacoma faculty. SASS provides more specialty workshops for new students once school begins.
Along with the above-mentioned programs, site-specific orientation activities take place on the Tacoma campus and in tribal-based programs. In 2002, SASS—in conjunction with the Tacoma campus staff and faculty—designed an orientation program for new students entering the Tacoma-based program. Over the years, the emphasis has shifted to grounding the student first in the philosophy of the campus and academic perspective shared with the class by the Tacoma faculty. SASS provides more specialty workshops for new students once school begins.
====College Readiness Courses: ''Courage to Learn'' and ''Beginning the Journey'' Course Offerings====
===== College Readiness Courses: Courage to Learn and Beginning the Journey Course Offerings =====
In 1999, faculty and Student Affairs staff presented a “mini” academic program entitled ''Courage to Learn'', which gave students some exposure to the systems of “the academic program.” The course ran concurrently with orientation. A small study group explored the possibility of attracting a larger number of students by offering a more extensive program for credit. In 2001, this program was offered with a two-credit option (at no cost to the student) entitled ''Beginning the Journey''. This version included not only a week-long, full-day program within orientation week, but also extended five weeks into the fall quarter during which students met with teaching teams outside of their academic programs for continued skill development (building student skills in writing, decision-making, drug and alcohol awareness, etc.) and continued community development. Pre- and post-program surveys were administered to assess students’ experiences. Assessment data reported that ''Beginning the Journey'' offerings were successful in helping students understand a great deal about the structures and resources at Evergreen (see [[Media: Exhibit_3-2_BTJ_2002.doc|Exhibit 3.2]]). Retention data indicated that students participating in the program were retained from fall-to-fall at a higher rate than other first-year students.
In 1999, faculty and Student Affairs staff presented a “mini” academic program entitled Courage to Learn, which gave students some exposure to the systems of “the academic program.” The course ran concurrently with orientation. A small study group explored the possibility of attracting a larger number of students by offering a more extensive program for credit. In 2001, this program was offered with a two-credit option (at no cost to the student) entitled Beginning the Journey. This version included not only a week-long, full-day program within orientation week, but also extended five weeks into the fall quarter during which students met with teaching teams outside of their academic programs for continued skill development (building student skills in writing, decision-making, drug and alcohol awareness, etc.) and continued community development. Pre- and post-program surveys were administered to assess students’ experiences. Assessment data reported that Beginning the Journey offerings were successful in helping students understand a great deal about the structures and resources at Evergreen (see [[Media: Exhibit_3-2_BTJ_2002.doc|Beginning the Journey Assessment 2002]]). Retention data indicated that students participating in the program were retained from fall-to-fall at a higher rate than other first-year students.
The course was discontinued due to transitions in the academic deans area and was not offered again until fall 2005. The second iteration of ''Beginning the Journey'' (BTJ) was embedded in several of the core programs. In this hybrid of the program described above, students participated in activities specific to '''Beginning the Journey''' as well as scheduled activities in the orientation program. In fall 2006, another iteration of the course was offered without being identified to students as BTJ and was embedded in the core programs and highlighted by the individual teaching teams as activities recommended to students. ''Beginning the Journey'' was offered again in fall 2007 in the original model in which the course was a stand-alone offering and student participation was voluntary. Evaluation of this program will be completed during the summer and fall of 2008.
The course was discontinued due to transitions in the academic deans area and was not offered again until fall 2005. The second iteration of Beginning the Journey (BTJ) was embedded in several of the core programs. In this hybrid of the program described above, students participated in activities specific to Beginning the Journey, as well as scheduled activities in the orientation program. In fall 2006, another iteration of the course was offered without being identified to students as BTJ, and was embedded in the core programs and highlighted by the individual teaching teams as activities recommended to students. Beginning the Journey was offered again in fall 2007 in the original model, in which the course was a stand-alone offering and student participation was voluntary. Evaluation of this program will be completed during the summer and fall of 2008.
====Early Start Program—First Peoples' Scholars Program and KEY, Step-Up, Conditional Admits====
===== Early Start Program—First Peoples' Scholars Program and KEY, Step-Up, Conditional Admits =====
In order to provide support to special populations, First People's Advising Services and KEY Advising Services (a federally-funded TRIO Program) offer opportunities for students of color, first-generation students, low-income students, and students with disabilities to become familiar with the workings of the college and to enhance their college-readiness skills. Emphasis includes intensive seminars on writing and reading, understanding the role of faculty, developing problem-solving skills (“Critical Moments,” which is described elsewhere in this report.), and the ins and outs of living in Olympia. In addition to these programmatic efforts, attention is given to community development because these populations often experience high levels of isolation and marginalization. Each of these programs has its own specific emphases. First Peoples' Advising Services maintains contact with the students in this program throughout the academic year through specialized programs, individual follow up and work with peer advisors. Students who are eligible to enroll in KEY are also followed by the staff and are required to meet at least twice a quarter with an advisor.
In order to provide support to special populations, First Peoples' Advising Services and KEY Advising Services (a federally-funded TRIO Program) offer opportunities for students of color, first-generation students, low-income students, and students with disabilities to become familiar with the workings of the college and to enhance their college-readiness skills. Emphasis includes intensive seminars on writing and reading, understanding the role of faculty, developing problem-solving skills (“Critical Moments,” which is described elsewhere in this report), and the ins and outs of living in Olympia. In addition to these programmatic efforts, attention is given to community development because these populations often experience high levels of isolation and marginalization. Each of these programs has its own specific emphases. First Peoples' Advising Services maintains contact with the students in this program throughout the academic year through specialized programs, individual follow up, and work with peer advisors. Students who are eligible to enroll in KEY are also followed by the staff and are required to meet at least twice a quarter with an advisor.
Along with the early start programs, focused activities are offered for students who are conditional admits, students with disabilities and student athletes. Conditional admits are required to attend a mandatory meeting with staff members from the Admission Office and Academic Advising. The purpose of the meeting is to ensure each student understands the scope of his or hser responsibilities to demonstrate they can handle the work of an Evergreen student. They are introduced to all of the services and resources. These students attend a new student advising workshop and participate in orientation activities. Students with disabilities participate in a workshop designed to introduce them to the offerings of Access Services and their rights and responsibilities regarding accommodations, working with faculty and peers, and self-advocacy skills. Student athletes are another focus of special efforts made to orient students to Evergreen. All new student athletes and current student athletes attend a new-student advising workshop and meet with an academic advisor.
Along with the early start programs, focused activities are offered for students who are conditional admits, students with disabilities, and student athletes. Conditional admits are required to attend a mandatory meeting with staff members from the Admissions Office and Academic Advising. The purpose of the meeting is to ensure that each student understands the scope of his or her responsibilities to demonstrate an ability to handle the work of an Evergreen student. They are introduced to all of the services and resources. These students attend a new student advising workshop and participate in orientation activities. Students with disabilities participate in a workshop designed to introduce them to the offerings of Access Services and their rights and responsibilities regarding accommodations, working with faculty and peers, and self-advocacy skills. Student athletes are another focus of special efforts made to orient students to Evergreen. All new student athletes and current student athletes attend a new-student advising workshop and meet with an academic advisor.
In 2005, The First Year Experience DTF examined the experience of first-year students. One of the recommendations made by the DTF was to evaluate the current orientation programs. Such an analysis will begin in fall 2008.
====Graduate Student Orientation====
===== Graduate Student Orientation =====
The three separate Masters programs, MPA, MIT and MES programs each conduct a one-day orientation every Fall for new Graduate students before their first quarter begins. In brief, Orientation introduces students to each other, to the different program elements and people, and to the campus. The agenda includes: faculty and staff introductions, presentations by staff about essential program information for each of the degrees, presentations by representatives of key campus departments e.g. Registration and Financial Aid, extended student introductions and group activities, an activity to introduce students to the critical Evergreen concept of learning communities, an alumni panel, and a campus tour. Students also receive a packet of information, including the student handbook and campus resource information.
The three separate masters' programs (MPA, MIT, and MES) each conduct a one-day orientation every fall for new graduate students before their first quarter begins. In brief, orientation introduces students to each other, to the different program elements and people, and to the campus. The agenda includes: faculty and staff introductions, presentations by staff about essential program information for each of the degrees, presentations by representatives of key campus departments (e.g., Registration and Financial Aid), extended student introductions and group activities, an activity to introduce students to the critical Evergreen concept of learning communities, an alumni panel, and a campus tour. Students also receive a packet of information, including the student handbook and campus resource information.
====3.D.10====
====3.D.10 A systematic program of academic and other educational program advisement is provided. Advisors help students make appropriate decisions concerning academic choices and career paths. Specific advisor responsibilities are defined, published, and made available to students (Standards 2 and 4, Standard Indicators 2.C.5 and 4.A.2).====
''A systematic program of academic and other educational program advisement is provided. Advisors help students make appropriate decisions concerning academic choices and career paths. Specific advisor responsibilities are defined, published, and made available to students (Standards Two and Four, Standard Indicators 2.C.5 and 4.A.2).''
Although advising is done in various units, and Evergreen faculty routinely provide advising within academic programs, organizational responsibility for advising students rests in SASS in the unit entitled Academic Advising. The work of academic advising is shared with the faculty, who support advising through the practice of narrative evaluations and evaluation conferences. The Academic Advising unit is central to the academic and student development mission of the college in that it provides guidance and support for students’ academic planning, both at the beginning of and throughout their studies at the college. The mission statement of Academic Advising is:
''Academic Advising promotes Evergreen students’ access to learning and growth. We help students understand the structure of the college and realize the variety of educational options available to them. We collaborate with students in the discovery and exploration of meaningful strategies for learning.''
Academic Advising has created a number of systems to enact the mission. This unit continues to refine programmatic and individual interventions that have been in use for over ten years and has undertaken new initiatives as well. Some overarching themes in all of these are apparent: collaboration with faculty and others, support of student internships to enrich learning, and active assistance to students who are new to the college or experiencing difficulties. A high priority has been placed on staff professional development around issues of racism, bias, and privilege.
Academic Advising has created a number of systems to enact the mission. This unit continues to refine programmatic and individual interventions that have been in use for over ten years and has undertaken new initiatives, as well. Some overarching themes in all of these are apparent: collaboration with faculty and others, support of student internships to enrich learning, and active assistance to students who are new to the college or experiencing difficulties. A high priority has been placed on staff professional development around issues of racism, bias, and privilege.
Academic Advising collaborates with academic programs, other SASS units (Career Development, First People’s Advising Services, Access Services, KEY Student Services, Health and Counseling Services), Residential and Dining Services, and other Student Affairs units to facilitate student learning and success. The unit seeks to increase opportunities for partnerships across the campus to support students’ learning and personal satisfaction.
==== Internships to Enrich Learning ====
===== Internships to Enrich Learning =====
Academic Advising provides guidance for students who participate in credit-bearing internships as a key co-curricular enrichment of student learning. Internships are one important way to embody the fifth of Evergreen’s Five Foci: Linking Theory with Practical Applications. Academic Advising offers:
* Internship Fairs featuring representatives of internship opportunities for students are held each year. This program was recently expanded to include the Center for Community Based Learning and Action and the Student Employment office. In January 2008, over 100 employers participated and over 600 students attended.
* Internship fairs featuring representatives of internship opportunities for students are held each year. This program was recently expanded to include the Center for Community-Based Learning and Action and the Student Employment office. In January 2008, more than one hundred employers participated and more than six hundred students attended.
* Internships are advertised in our new shared database: the <u>C</u>ommunity <u>O</u>pportunites <u>Da</u>tabase (CODa), along with other opportunities such as jobs and volunteer experiences. This has the effect of increasing the pool of visible opportunities that may become internships as well as increasing the number of potential paid internships. CODa is managed and supported through a partnership among Academic Advising, Career Development, Student Employment, and the Evergreen Center for Community-Based Learning and Action).
* Internships are advertised in our new shared database: the <u>C</u>ommunity <u>O</u>pportunities <u>Da</u>tabase (CODa), along with other opportunities such as jobs and volunteer experiences. This has the effect of increasing the pool of visible opportunities that may become internships, as well as increasing the number of potential paid internships. CODa is managed and supported through a partnership among Academic Advising, Career Development, Student Employment, and the Evergreen Center for Community-Based Learning and Action.
* Internship documentation assistance and oversight (processes for all credit-bearing internships are the purview of Academic Advising, in collaboration with academic deans and registrar).
* Internship documentation assistance and oversight (processes for all credit-bearing internships are the purview of Academic Advising, in collaboration with academic deans and the registrar).
* Center for Community-Based Learning and Action advisory group (partnership with service learning office at the college).
* Participation in academic dean reviews of internship proposals
* Participation in academic dean reviews of internship proposals.
* Facilitation of information sessions for major internship partners (e.g. Department of Transportation, state legislature, etc.).
* Facilitation of information sessions for major internship partners (e.g., Department of Transportation, state legislature, etc.).
==== Advising Interventions for New Students and Students Experiencing Difficulties ====
===== Advising Interventions for New Students and Students Experiencing Difficulties =====
Academic Advising actively seeks to assist students who are experiencing academic or personal difficulties, paying particular attention to first-year students and new transfer students who are making the transition to the unique environment of our interdisciplinary learning communities. We help students understand the nature and demands of Evergreen’s academic programs and advise them on learning and communications skills in seminar. In these ways, we directly address three of the Five Foci: Interdisciplinary Study, Collaborative Learning, and Personal Engagement. Central activities intended to provide general support for students, and as targeted interventions, include:
* Academic Planning Workshops (for new and continuing students).These workshops became mandatory in spring 2007. All entering students must participate in a mandatory advising session. Failure to take one of these programs results in the student’s registration being blocked. (see [[Media: Exhibit_3-17.doc|Exhibit 3.17]] for a summary of Student Feedback/Evaluation)
* Academic Planning Workshops (for new and continuing students). These workshops became mandatory in spring 2007. All entering students must participate in a mandatory advising session. Failure to take one of these programs results in the student’s registration being blocked (see [[Media: Exhibit_3-17.doc|Student Evaluation of Academic Planning Workshops]] for a summary of student feedback).
* The Core Connectors Program (advisors in the academic programs for first-year students). Through the Core Connectors Program, Academic Advising partners with faculty, so that each first-year program has an advisor involved in program activities, making academic planning a seamless part of the learning environment of the program. The Core Connectors Program is comprised of academic advisors and other SASS practitioners who are assigned to one of the core programs, providing a presence within core programs to help students settle into and adjust to college life. The core connector meets regularly with the program, makes announcements, and participates in and facilitates discussions related to academic success. Core connectors also work with faculty in conducting small group interviews that allows students to express their concerns and satisfactions with their programs. The core connectors play a major role in obtaining feedback directed toward program improvement.
* The Core Connectors Program (advisors in the academic programs for first-year students). Through the Core Connectors Program, Academic Advising partners with faculty so that each first-year program has an advisor involved in program activities, making academic planning a seamless part of the learning environment of the program. The Core Connectors Program is comprised of academic advisors and other SASS practitioners who are assigned to one of the core programs, providing a presence within core programs to help students settle into and adjust to college life. The core connector meets regularly with the program, makes announcements, and participates in and facilitates discussions related to academic success. Core connectors also work with faculty in conducting small group interviews that allow students to express their concerns and satisfactions with their programs. The core connectors play a major role in obtaining feedback directed toward program improvement.
* A case management model through which staff members discuss student cases at staff meetings and assign one of the advisors for comprehensive follow-up for students with extraordinary academic difficulties and or individual work with faculty who refer students in difficulty.
* A case management model through which staff members discuss student cases at staff meetings and assign one of the advisors for comprehensive follow-up of students with extraordinary academic difficulties and/or individual work with faculty who refer students in difficulty.
* One-on-one outreach to first-year students (in partnership with program faculty).
*“How’s It Going?” cards (written outreach for all lower-division program students each quarter, with individual follow-up for those expressing difficulties).
* The Peer Advisors Program that conducts initial intake interviews with students, answers quick and simple procedural questions, refers to resources on campus, and briefs the staff on student needs. These are experienced student employees who assist with general advising and group programming.
* Web resources on academic planning and problem-solving.
* Outreach to students on academic warning (students who do not make satisfactory academic progress). An advisor is assigned to follow up with students who are placed on academic warning. The outreach focus is on understanding the academic warning process and identifying what it is they will need to do to return to Evergreen if they choose to do so.
* Follow-up with conditionally admitted student. Beginning Fall 2002, students admitted conditionally became a focus for our retention efforts. Conditional admits have one quarter to demonstrate that they can be successful at Evergreen. In order to maximize their chances of success and capitalize on their promise, the Admission Office and SASS conduct a special orientation program. Each conditionally admitted student is required to meet with an academic advisor for a one-on-one session to learn about the resources available. Conditionally admitted students maintain this status until they achieve regular admission status.
* Follow-up with conditionally admitted students. Beginning fall 2002, students admitted conditionally became a focus for our retention efforts. Conditional admits have one quarter to demonstrate that they can be successful at Evergreen. In order to maximize their chances of success and capitalize on their promise, the Admissions Office and SASS conduct a special orientation program. Each conditionally admitted student is required to meet with an academic advisor for a one-on-one session to learn about the resources available. Conditionally admitted students maintain this status until they achieve regular admission status.
==== Staff Development Focus on Diversity ====
===== Staff Development Focus on Diversity =====
Academic Advising staff is evaluated annually and goals for performance are established. The professional development approach is directed to the third of the five foci at Evergreen: ''Learning Across Significant Differences''. The peer and professional staff of the unit are diverse. For the past three years, Academic Advising professional staff members have met together for two hours weekly during the academic year to focus specifically on the personal and professional learning that is needed to effectively counter racism and other forms of bias which occur in human systems. Through readings and discussion, “Critical Moments” role-playing, personal storytelling, group attendance at diversity-related lectures, and honest self-reflection activities, staff members have addressed the difficult issues of privilege and oppression manifested in their work with students and with one another. Facilitation of these meetings is shared and staff members have created specific ground rules to enhance honesty and safety. This diversity-related learning is a high priority for the Academic Advising staff.
====Focus Areas for Academic Advising – Present and Future====
===== Focus Areas for Academic Advising – Present and Future =====
Major issues for Academic Advising in the past few years have been programmatic and individual outreach to first-year students and those experiencing academic difficulties, forging links with faculty for advising partnerships, creating Web-based advising resources for students and faculty, and setting a high priority for ongoing anti-oppression work as professional development for the staff. In the next few years, we plan to continue these directions, put additional efforts into our ''Beginning the Journey'' course in collaboration with Academic Affairs, assess the effects of new requirements for advising interventions for first-year students, and address the need for increased focus on advising transfer students as introduced below.
====Transfer Student Orientation, Academic Advising and Career Development====
===== Transfer Student Orientation, Academic Advising, and Career Development =====
Recent focus group interviews with transfer students and conversations among staff and faculty revealed a concern about this comparative inattention to the (1) orientation, (2) academic advising, and (3) career counseling made available to transfer students. As a result, plans are now underway to re-evaluate support for transfer students by faculty and staff in these three areas.
Recent focus group interviews with transfer students and conversations among staff and faculty revealed a concern about the comparative inattention to the (1) orientation, (2) academic advising, and (3) career counseling made available to transfer students. As a result, plans are now underway to re-evaluate support for transfer students by faculty and staff in these three areas.
Based on data collected from two recent alumni surveys describing graduates’ use of and satisfaction with a variety of campus services, a general emphasis on elevating both the level of use and satisfaction with Academic Advising and Career Development services is now under discussion in the Student Academic Support Services area of Student Affairs. The table below summarizes the placement of several academic and Student Affairs services by use and satisfaction in comparison with additional services provided outside of the Student Affairs division.
| colspan="3" | Levels of Student Use of and Satisfaction with Selected College Services
'''Data From the 2004 and 2006 Alumni Surveys'''
Data From the 2004 and 2006 Alumni Surveys
====Additional Information about Academic Advising====
===== Additional Information about Academic Advising =====
Additional information on the organization of Academic Advising at Evergreen, links to examples of advising material and descriptive statistics of use include the following:
For additional information on the organization of Academic Advising at Evergreen, examples of advising material and descriptive statistics of use, see:
Web Resources for students ([[Media: Links for Current Students.pdf| Links for Current Students]])
Web Resources for students ([[Media: Links for Current Students.pdf|Links for Current Students]])
Web Resources for faculty http://www.evergreen.edu/advising/faculty/home.htm
Web Resources for faculty ([[Media: faculty_academic_planning_resources.pdf|Faculty Academic Planning Resources]])
[[Media: Academic_Advising_Job_Responsibilities_Organizational_Chart.pdf|Academic Advising Office Job Responsibilities/Organizational Chart]]
[[Media: Study_Abroad_Participation_Statistics.doc|Data on Student Participation in Study Abroad Opportunities 2005-2007]]
[[Media: Conditional_Admission.doc|Description and statistics on Conditional Admission Advising]]
[[Media: Report_on_Study_of_Academic_Warning.pdf|Report on Study of Academic Warning]]
[[Media: Freshman_Advising_Day_and_Core_Connectors.doc|Descriptions of Freshman Advising Day and the Core Connector Program]]
====3.D.11 Career counseling and placement services are consistent with student needs and institutional mission.====
''Career counseling and placement services are consistent with student needs and institutional mission.''
The mission of the Career Development Center ([[Media: Career Development Center.pdf| Career Development Center]]) is to provide consistent, quality career and life work planning for students and alumni of the college. Embracing the value of a liberal arts education, the center connects the learning of students to the content of academic programs and plans and implements services and activities to complement the curriculum. In programming, the Career Development Center works collaboratively across campus with faculty, staff, and students to connect theory and practice. The Career Development Center is closely allied with Academic Advising and intentionally designs programs that address career and academic pathways in the college curriculum.
The mission of the [[Media: Career Development Center.pdf|Career Development Center]] is to provide consistent, quality career and life work planning for students and alumni of the college. Embracing the value of a liberal arts education, the center connects the learning of students to the content of academic programs and plans and implements services and activities to complement the curriculum. In programming, the Career Development Center works collaboratively across campus with faculty, staff, and students to connect theory and practice. The Career Development Center is closely allied with Academic Advising and intentionally designs programs that address career and academic pathways in the college curriculum.
To assist students with self-knowledge, academic direction, employment, graduate school information, community service, and life work planning, the center provides individual career counseling, workshops; resources, referral, Career Fair, Graduate School Fair, coursework, clinics, and technological access. Professional staff provide specialized career counseling to students preparing for graduate study, working with the offices of the Veteran’s Administration, Labor and Industries, the Department of Vocational Rehabilitation, graduate programs and the Evening and Weekend Studies Program.
To assist students with self-knowledge, academic direction, employment, graduate school information, community service, and life work planning, the center provides individual career counseling, workshops, resources, referral, Career Fair, Graduate School Fair, coursework, clinics, and technological access. Professional staff provide specialized career counseling to students preparing for graduate study, working with the offices of the Veteran’s Administration, Labor and Industries, the Department of Vocational Rehabilitation, graduate programs, and the Evening and Weekend Studies Program.
Students receive assistance and support with assessment including: Transcript Review, Myers-Briggs Type Indicator (MBTI), Campbell Interest and Skill Survey (CISS), Self Directed Search (SDS), John Holland’s (RIASEC) and the Washington Occupational Information System (WOIS). Students receive support with occupational research utilizing a 7,000 volume Career Resource Library and a 300 file Web site at [[Media: Career Development Center.pdf| Career Development Center]]. Workshops and individual sessions provide help with orientation, resume writing, job search strategy, interviewing skills, mock interviewing, portfolio development, graduate school advising, GRE/LSAT/MCAT practice testing, networking, transition, job keeping and job coping, and re-careering.
Students receive assistance and support with assessment including: Transcript Review, Myers-Briggs Type Indicator (MBTI), Campbell Interest and Skill Survey (CISS), Self Directed Search (SDS), John Holland’s RIASEC, and the Washington Occupational Information System (WOIS). Students receive support with occupational research utilizing a seven-thousand-volume Career Resource Library and a three-hundred-file Web site at the [[Media: Career Development Center.pdf| Career Development Center]]. Workshops and individual sessions provide help with orientation, resume writing, job search strategy, interviewing skills, mock interviewing, portfolio development, graduate school advising, GRE/LSAT/MCAT practice testing, networking, transition, job keeping and job coping, and re-careering.
Current students access career mentors through the Alumni Career Educator (ACE) files providing opportunities for current students to get advice on occupations, employment, travel and study abroad and graduate school from Evergreen Alumni. The conversion from BlackBaud Raiser’s Edge software to Banner was accomplished with a partnership between the Alumni Office, the Office of College Advancement and the Career Development Center. The transition of the database has provided greater opportunity for access to students and an increase in alumni participation in the ACE program.
Current students access career mentors through the Alumni Career Educator (ACE) files, which provide opportunities to get advice on occupations, employment, travel and study abroad, and graduate school from Evergreen alumni. The conversion from BlackBaud Raiser’s Edge software to Banner was accomplished with a partnership between the Alumni Office, the Office of College Advancement, and the Career Development Center. The transition of the database has provided greater opportunity for access to students and an increase in alumni participation in the ACE program.
The Career Development Center has worked closely with faculty to plan and present a number of workshops and trainings within nine academic programs, assisting students with academic and career pathways in the life sciences, environmental science, computer science, performing arts, language arts and social science.
The Career Development Center has worked closely with faculty to plan and present a number of workshops and trainings within nine academic programs, assisting students with academic and career pathways in the life sciences, environmental science, computer science, performing arts, language arts, and social science.
In the 2006-07 academic year, the center participated in the Curricular Visions DTF envisioning long term curriculum planning. Staff are partnering with Academic Advising and faculty to teach the freshman advising program, '''Beginning The Journey'''. A hallmark partnership is the recent collaboration between the science faculty and the Career Development Center. For the past two years, a career counseling specialist has provided specific career and academic advising for the National Science Foundation (NSF) Computer Science, Engineering, and Math Scholarship (CSEMS) students. This year the Director of the Career Development Center is serving as assistant project director for the four year NSF Scholarship in Science, Technology, Engineering, and Math (S-TEMS) scholarship grant.
In the 2006-07 academic year, the center participated in the Curricular Visions DTF envisioning long-term curriculum planning. Staff are partnering with Academic Advising and faculty to teach the freshman advising program, '''Beginning The Journey'''. A hallmark partnership is the recent collaboration between the science faculty and the Career Development Center. For the past two years, a career counseling specialist has provided specific career and academic advising for National Science Foundation (NSF) Computer Science, Engineering, and Math Scholarship (CSEMS) students. This year, the director of the Career Development Center is serving as assistant project director for the four-year NSF Scholarships in Science, Technology, Engineering, and Math (S-STEMS) grant.
The new Student Athlete program partners the Career Development Center, the Athletic Department, Academic Advising and faculty to insure our student athletes receive ongoing career and life work planning and advising. This fledgling program is staffed by the Career Development Facilitator who also serves the college as the assistant women’s basketball coach.
The new Student Athlete program partners the Career Development Center, the Athletic Department, Academic Advising, and faculty to insure our student athletes receive ongoing career and life work planning and advising. This fledgling program is staffed by the career development facilitator, who also serves the college as the assistant women’s basketball coach.
====3.D.12 Professional health care, including psychological health and relevant health education, is readily available to residential students and to other students, as appropriate.====
''Professional health care, including psychological health and relevant health education, is readily available to residential students and to other students, as appropriate.''
Health and Counseling Services includes the Health Center, Counseling Center and Office of Sexual Assault Prevention. These three separate offices work together under one umbrella with the goal of providing seamless transition and management of students seeking care.
Health and Counseling Services includes the Health Center, Counseling Center, and Office of Sexual Assault Prevention. These three separate offices work together under one umbrella with the goal of providing seamless transition and management of students seeking care.
The mission of Health and Counseling Services is to support the academic mission of the college by helping students stay healthy and maintain a sense of well being in their daily lives. This is done directly through patient care, and by providing community education and information to help students care for themselves, use healthcare resources wisely and to be an advocate for themselves and others regarding health and medical care.
The mission of Health and Counseling Services is to support the academic mission of the college by helping students stay healthy and maintain a sense of well-being in their daily lives. This is done directly through patient care, and by providing community education and information to help students care for themselves, use healthcare resources wisely, and to be an advocate for themselves and others regarding health and medical care.
Campus health services provide a baseline level of care designed to meet the general needs of most students. When the scope of care exceeds our capacity, the providers in the Health Center assist with the coordination of care for our students through consultation and referral, helping students get connected with the appropriate clinic or agency.
The Counseling Center provides psychological care to students both individually and in groups. Student requests and needs are evaluated in an initial intake appointment and they are either assigned to a counselor in the clinic or referred to a community provider if the needs or request exceed the capacity of the center. Walk-in hours are available four days a week for students who are struggling or in crisis.
The initial paperwork for both health and counseling centers is designed to screen students and get a general picture of overall current state of health, past health issues, and identification of any risk factors for future problems including personal safety and substance use.
The initial paperwork for both health and counseling centers is designed to screen students and get a general picture of overall current state of health, past health issues, and identification of any risk factors for future problems, including personal safety and substance use.
Providing coordination of care is a significant part of the work in Health and Counseling Services. Many students lack insurance, or if they have insurance, are at a loss as to how and where to access care. Increasingly, the health and counseling centers are feeling overwhelmed by the number of students with physical and psychological problems and the lack of resources for managing these problems. Referral options to community providers are limited and uninsured students are understandably reluctant to navigate the process for getting basic health insurance coverage. Funded by a student health fee, which by state mandate can only be increased by very small amounts, the health center has had to increasingly pass along the cost of care to the students in order to keep up with skyrocketing costs of medical care. In addition to trying to meet the basic health care needs of college students, we have been looking to students and parents to help identify the needs of their student prior to coming to Evergreen.
Data describing the top five areas of diagnoses for the Counseling Center for the past five years appear in [[Media: Exhibit_3-18.doc|Exhibit 3.18]]. Data describing the number of student visitors and top five diagnoses for the Health Center for the past five years appear in [[Media: Exhibit_3-19.doc|Exhibit 3.19]].
For data describing the top five areas of diagnoses, see [[Media: Exhibit_3-18.doc|Top Five Areas of Diagnoses for the Counseling Center
]] and [[Media: Exhibit_3-19.doc|Top Five Areas of Diagnoses for the Health Center]].
Requests for counseling services from students have increased by 20% since 2004, while enrollment at the college has increased by 4%. ([[Media: Requests for Counseling Services from Students.pdf|Exhibit 3.20 Requests for Counseling Services from Students]])
Requests for counseling services from students have increased by 20% since 2004, while enrollment at the college has increased by 4%. ([[Media: Requests for Counseling Services from Students.pdf|Student Requests for Counseling Services]])
====Health Education====
===== Health Education =====
The Health Center has a unique program where undergraduate students are able to complete the academic and clinical work necessary to become licensed Healthcare Assistants in the state of Washington. These students are carefully selected and are typically in upper division science courses in preparation for medical school or other health related careers.
The Health Center has a unique program where undergraduate students are able to complete the academic and clinical work necessary to become licensed healthcare assistants in the state of Washington. These students are carefully selected and are typically in upper division science courses in preparation for medical school or other health-related careers.
One of the training components for our student medical assistants is The Certified Peer Educator (CPE) training offered through the BACCHUS Network. The CPE training complements the clinical training component in addressing the social and clinical skills needed to work effectively with peers. Students are able to learn valuable skills around communication, boundaries, referral, and programming in a college setting. This allows our student medical assistants to serve as a valuable campus resource, promoting health education through workshops, tabling, PSAs, articles for the campus paper, and other events.
The topics are relevant to the student population and are scheduled at certain times during the academic year. Some examples include: information on immunizations, particularly meningococcal vaccine and vaccination for influenza; colds, flus and self-care; the impact of sleep on mental health; the impact of substance use on cognitive function and sleep; personal safety; and sexual responsibility. The clinical foundation enhances the student medical assistants' credibility as health educators for their fellow students.
The topics are relevant to the student population and are scheduled at certain times during the academic year. Some examples include information on immunizations, particularly meningococcal vaccine and vaccination for influenza; colds, flus and self-care; the impact of sleep on mental health; the impact of substance use on cognitive function and sleep; personal safety; and sexual responsibility. The clinical foundation enhances the student medical assistants' credibility as health educators for their fellow students.
Over the last five years Health and Counseling Services staff members have increased contact and collaboration with faculty. Evergreen has been involved with the Bringing Theory to Practice Project, through the Association of American Colleges and Universities. As a result of our work on this project, clinicians from Health and Counseling Services have been included in the faculty summer planning institutes. These summer institutes are an opportunity for clinicians from Health and Counseling Services to provide training and support to faculty as they do their academic planning for the upcoming year. By helping increase faculty members’ understanding of mental health issues and providing tools for initiating conversations with students and making interventions when needed, the hope is that students who are experiencing difficulties will be recognized early on and referred appropriately if needed. Students are educated about health and wellness in a variety of ways.
Over the last five years, Health and Counseling Services staff members have increased contact and collaboration with faculty. Evergreen has been involved with the Bringing Theory to Practice Project through the Association of American Colleges and Universities. As a result of our work on this project, clinicians from Health and Counseling Services have been included in the faculty summer planning institutes. These summer institutes are an opportunity for clinicians from Health and Counseling Services to provide training and support to faculty as they do their academic planning for the upcoming year. By helping increase faculty members’ understanding of mental health issues and providing tools for initiating conversations with students and making interventions when needed, the hope is that students who are experiencing difficulties will be recognized early on and referred appropriately if needed. Students are educated about health and wellness in a variety of ways.
During orientation week prior to the start of school, several workshops are offered aimed at reducing the risks faced by new freshmen as they move in to the college environment. Personal safety, healthy decision-making, stress management, and self-care are a few examples of workshops available to students. In winter and spring quarters, new students are greeted at a new student orientation and given brief presentations about available student support services.
During orientation week prior to the start of school, several workshops are offered aimed at reducing the risks faced by new freshmen as they move into the college environment. Personal safety, healthy decision-making, stress management, and self-care are a few examples of workshops available to students. In winter and spring quarters, new students are greeted at a new student orientation and given brief presentations about available student support services.
Additional workshops including Health and Counseling Services as a component with other student and academic support services are offered throughout the year. Some academic programs invite clinicians to speak on a topic specific to college health issues and related to the academic content. Residential and Dining Services has included student health and wellness, especially mental health and substance use issues, as part of their resident advisor training and also host a number of workshops in the residence halls.
Additional workshops are offered throughout the year, including Health and Counseling Services as a component with other student and academic support services. Some academic programs invite clinicians to speak on a topic specific to college health issues and related to the academic content. Residential and Dining Services has included student health and wellness, especially mental health and substance use issues, as part of their resident advisor training and also host a number of workshops in the residence halls.
====3.D.13 Student housing, if provided, is designed and operated to enhance the learning environment. It meets recognized standards of health and safety; it is competently staffed.====
''Student housing, if provided, is designed and operated to enhance the learning environment. It meets recognized standards of health and safety; it is competently staffed.''
Residential and Dining Services is a self-sustaining service which consists of Residential Dining, Residential Facilities, Residential IT, and Residential Life staffs responsible for providing a student-centered living/learning environment which is purposeful, just, and sustainable for resident and non-resident students. Nearly 1,000 students reside on campus in facilities ranging from traditional high-rise to townhouse-style apartments and stand-alone duplex (modular) units. [[Media: Exhibit_3.21.XLS|Exhibit 3.21]] will give a full listing of residential facilities. This capacity has been adequate to fulfill student needs, since the residence halls have been full or nearly full during the past ten years. There has been a small but steady increase in occupancy each of the past three years with fall 2007 opening at 103% occupancy. This increase is due primarily to the recent upward trend in the freshman population. Resident numbers lessen slightly as the academic year progresses due to internships, study abroad programs and attrition from the school.
Residential and Dining Services is a self-sustaining service that consists of Residential Dining, Residential Facilities, Residential IT, and Residential Life staffs responsible for providing a student-centered living/learning environment which is purposeful, just, and sustainable for resident and non-resident students. Nearly one thousand students reside on campus in facilities ranging from traditional high-rise to townhouse-style apartments and stand-alone duplex (modular) units. For a full listing of residential facilities, see [[Media: Exhibit_3.21.XLS|Listing of Residential Facilities
]]. This capacity has been adequate to fulfill student needs, since the residence halls have been full or nearly full during the past ten years. There has been a small but steady increase in occupancy each of the past three years with fall 2007 opening at 103% occupancy. This increase is due primarily to the recent upward trend in the freshman population. Resident numbers lessen slightly as the academic year progresses due to internships, study abroad programs, and attrition from the school.
The primary method of enhancing the learning environment is through the Residential Life program. The Residential Life program was reorganized in 2005 eliminating a mid-manager position, and creating a coordinator of residential life and programming resident director positions. The residential staff is trained to facilitate an environment that encourages learning and living skills. Examples of the facilitation include: student groups that help students build support systems, educational/cultural programs that enlighten students and provide them with skills, policy enforcement that creates quiet and safe areas to study and live, mediations where students learn to be responsible to themselves and others, and liaisons with other campus offices such as the Campus Grievance Office, Police Services and the Counseling Center. In addition, the Prime Time Advising and Writing Center located in Residence Hall A provide on-site after hours academic advising and writing tutor services in the residence halls.
The primary method of enhancing the learning environment is through the Residential Life program. The Residential Life program was reorganized in 2005, eliminating a mid-manager position, and creating a coordinator of residential life and programming resident director positions. The residential staff is trained to facilitate an environment that encourages learning and living skills. Examples of the facilitation include: student groups that help students build support systems, educational/cultural programs that enlighten students and provide them with skills, policy enforcement that creates quiet and safe areas to study and live, mediations where students learn to be responsible to themselves and others, and liaisons with other campus offices such as the Campus Grievance Office, Police Services, and the Counseling Center. In addition, the Prime Time Advising and Writing Center located in Residence Hall A provides on-site after-hours academic advising and writing tutor services in the residence halls.
The selection and training of Residential Life staff also reflect an emphasis on living/learning environments. Topics covered in the spring two-credit academic class and the fall ten-day training include: community development, diversity, academic success, student development, referral skills, and awareness of campus and community resources. The learning environment is also enhanced by the provision of living themes such as Freshman Halls, Quiet, Substance-Free, Community Action, and Sustainability. Students requesting to live in these themed residences agree to certain community standards that are more specific and demanding than in other parts of the residential community.
The selection and training of Residential Life staff also reflect an emphasis on living/learning environments. Topics covered in the spring two-credit academic class and the fall ten-day training include community development, diversity, academic success, student development, referral skills, and awareness of campus and community resources. The learning environment is also enhanced by the provision of living themes such as Freshman Halls, Quiet, Substance-Free, Community Action, and Sustainability. Students requesting to live in these themed residences agree to certain community standards that are more specific and demanding than in other parts of the residential community.
Residential facilities are subject to visits and reporting by a number of agencies including the campus safety officer (hazardous materials), state building inspectors (remodels and new construction), fire marshal (fire alarm systems), and the state labor and industry inspectors (elevators). When improvements are suggested or requested corrections, are implemented in an appropriate time frame and manner. Notable examples include the renovation of all five elevators, installation of new metal roofs, and the renovation of buildings B, C and D. The B, C and D renovation included abatement of all asbestos, updating HVAC, replacement/resurfacing of all surfaces, and new furniture. Capital improvements were made possible by a $7 million refinancing in 2006 and the development of a ten-year financial plan building sustainable capital reserves.
Residential facilities are subject to visits and reporting by a number of agencies including the campus safety officer (hazardous materials), state building inspectors (remodels and new construction), fire marshal (fire alarm systems), and the state labor and industry inspectors (elevators). When improvements are suggested or requested, corrections are implemented in an appropriate time frame and manner. Notable examples include the renovation of all five elevators, installation of new metal roofs, and the renovation of buildings B, C and D. The B, C and D renovation included abatement of all asbestos, updating HVAC, replacement/resurfacing of all surfaces, and new furniture. Capital improvements were made possible by a $7 million refinancing in 2006 and the development of a ten-year financial plan building sustainable capital reserves.
Residential and Dining Services conducts exit surveys, needs assessments, and satisfaction surveys of its residents. The information provided has led to more student involvement in community policy development, development of more social space, and the creation of a Resident Hall Association named the Greener Organization by residents. Residential and Dining Services moved from a departmentally developed survey instrument to an Educational Benchmarking Incorporated/Association of College and University Housing Officers—International survey instrument. The four-year longitudinal comparison indicates overall residential satisfaction with Evergreen and Residential and Dining Services. General strengths included student staff, programming, room/floor environment, tolerance towards others, and safety/security. Challenges include Dining Services, laundry, and cell phone service.
====3.D.14 Appropriate food services are provided for both resident and nonresident students. These services are supervised by professionally trained food service staff and meet recognized nutritional and mandated health and safety standards.====
''Appropriate food services are provided for both resident and nonresident students. These services are supervised by professionally trained food service staff and meet recognized nutritional and mandated health and safety standards.''
A 2001 Disappearing Task Force of faculty, staff, and students completed a review to clarify campus expectations of Dining Services and its future direction. Included among the many programmatic and policy-oriented recommendations was the need to create a sustainable financial base and develop a capital facilities plan. Later in 2001, Bon Appetit was selected as the Dining Services provider featuring a debit-based meal plan. In 2002 a mandatory meal plan for all first- year students living in the residence halls was implemented for students with forty or fewer credits. In 2004 Aramark Campus Services became the Dining Services contract provider featuring an “all you care to eat” meal plan and the management of the provider was transferred from the division of Finance and Administration to the division of Student Affairs (Residential Services).
A 2001 Disappearing Task Force of faculty, staff, and students completed a review to clarify campus expectations of Dining Services and its future direction. Included among the many programmatic and policy-oriented recommendations was the need to create a sustainable financial base and develop a capital facilities plan. Later in 2001, Bon Appetit was selected as the Dining Services provider featuring a debit-based meal plan. In 2002, a mandatory meal plan for all first-year students living in the residence halls was implemented for students with forty or fewer credits. In 2004, Aramark Campus Services became the Dining Services contract provider featuring an “all you care to eat” meal plan and the management of the provider was transferred from the division of Finance and Administration to the division of Student Affairs (Residential Services).
Dining Services is comprised of four locations; The Greenery, the Market, Seminar II Café and the Corner Store. The table below provides a listing of all dining facilities locations and capacities. All food services on campus meet county and state health and safety standards. In addition to cash, customers may purchase a variety of block/declining meal plans. Dining Services invites user suggestions and comments that are posted and answered in visible dining locations.
Dining Services is comprised of four locations: The Greenery, the Market, Seminar II Café, and the Corner Store. The table below provides a listing of all dining facilities locations and capacities. All food services on campus meet county and state health and safety standards. In addition to cash, customers may purchase a variety of block/declining meal plans. Dining Services invites user suggestions and comments that are posted and answered in visible dining locations.
| Dining Facilities
| Type of Service
| Market Café
| A la Carte
| CAB 2<sup>nd</sup> Floor
| Sem II Café
| A la Carte coffee bar
| Sem II B Building
| Convenience store
| Housing Community Center
| Na
Dining Services conducts satisfaction and national benchmarking surveys. In 2005, Dining Services began participating in the National Association of College and University Food Services Operating Performance Benchmarking Survey. This information and the satisfaction surveys conducted by the provider have led to more student-centered meal plans; changes in hours of operations; improved menu selections; and a more financially sound food service.
Dining Services faces challenges and opportunities with the Campus Activities Building renovation scheduled for 2009-10. The challenge of temporarily relocating the main kitchen during renovation is offset by the wonderful opportunity of updating a 35-year-old cafeteria into a modern dining hall providing multiple food platforms, expanded seating and improved flow.
Dining Services faces challenges and opportunities with the Campus Activities Building renovation scheduled for 2009-10. The challenge of temporarily relocating the main kitchen during renovation is offset by the wonderful opportunity of updating a thirty-five-year-old cafeteria into a modern dining hall providing multiple food platforms, expanded seating, and improved flow.
====3.D.15 Co-curricular activities and programs are offered that foster the intellectual and personal development of students consistent with the institution’s mission. The institution adheres to the spirit and intent of equal opportunity for participation. It ensures that appropriate services and facilities are accessible to students in its programs. Co-curricular activities and programs include adaptation for traditionally under-represented students, such as physically disabled, older, evening, part-time, commuter, and, where applicable, those at off-campus sites.====
''Co-curricular activities and programs are offered that foster the intellectual and personal development of students consistent with the institution’s mission. The institution adheres to the spirit and intent of equal opportunity for participation. It ensures that appropriate services and facilities are accessible to students in its programs. Co-curricular activities and programs include adaptation for traditionally under-represented students, such as physically disabled, older, evening, part-time, commuter, and, where applicable, those at off-campus sites.''
There are over seventy active student organizations at Evergreen. They represent a broad range of student interests including academic support, political, environmental, social, religious, and cultural. As part of the annual registration process, student coordinators are required to sign a covenant that states their organization will not discriminate against persons on the basis of race, color, religion, creed, national origin, gender, sexual orientation, marital status, age, disability, or status as a disabled or Vietnam era veteran.
There are over seventy active student organizations at Evergreen. They represent a broad range of student interests, including academic support, political, environmental, social, religious, and cultural. As part of the annual registration process, student coordinators are required to sign a covenant that states their organization will not discriminate against persons on the basis of race, color, religion, creed, national origin, gender, sexual orientation, marital status, age, disability, or status as a disabled or Vietnam-era veteran.
The Student Activities Office strives to make all its programs and services accessible to all students. We practice this in a number of ways. Mandatory training and workshops are scheduled at different days and times to better meet the needs of students. The Student Activities Office staff also makes themselves available outside of normal business hours when a student is unable to meet during regular office hours. The names of student coordinators are placed on an access list that allows them access to the student activities area after regular business hours.
The Student Activities Office strives to make all its programs and services accessible to all students. We practice this in a number of ways. Mandatory training and workshops are scheduled at different days and times to better meet the needs of students. The Student Activities Office staff also make themselves available outside of normal business hours when a student is unable to meet during regular office hours. The names of student coordinators are placed on an access list that allows them access to the student activities area after regular business hours.
The development of services for the two off-campus programs, Tacoma and Reservation Based Community Determined Program, has been one of the major successes of the Student Activities Office staff over the past ten years. In May of 2002, the board of trustees approved guidelines establishing Service and Activity Fee Allocation Committees at the two off-campus programs. This has given the two off-campus programs control over their student activity fees. The director of student activities meets with the Tacoma students every Tuesday afternoon and meets with the students in the Reservation-Based Program one Saturday a month during the academic year. The students in these programs receive the same training and support as the students at the Olympia campus. The level of services and activities available to the two off-campus programs has grown significantly.
The development of services for the two off-campus programs, in Tacoma and through the Reservation Based Community Determined Program, has been one of the major successes of the Student Activities Office staff over the past ten years. In May of 2002, the board of trustees approved guidelines establishing Service and Activity Fee Allocation Committees at the two off-campus programs. This has given the programs control over their student activity fees. The director of student activities meets with the Tacoma students every Tuesday afternoon and meets with the students in the reservation-based program one Saturday a month during the academic year. The students in these programs receive the same training and support as the students at the Olympia campus. The level of services and activities available to the two off-campus programs has grown significantly.
====3.D.16 The co-curricular program includes policies and procedures that determine the relationship of the institution with its student activities; identifying the needs, evaluating the effectiveness, and providing appropriate governance of the program are joint responsibilities of students and the institution.====
''The co-curricular program includes policies and procedures that determine the relationship of the institution with its student activities; identifying the needs, evaluating the effectiveness, and providing appropriate governance of the program are joint responsibilities of students and the institution.''
All student organizations are required to register annually. As part of the registration process student coordinators are required to attend three workshops where they learn about relevant policies and procedures, appropriate uses of student activity fees and event planning. A student activities handbook is provided to all student organizations and the coordinators of all student groups are required to sign a covenant that lists the role and responsibilities of a student coordinator.
All student organizations are required to register annually. As part of the registration process, student coordinators are required to attend three workshops where they learn about relevant policies and procedures, appropriate uses of student activity fees, and event planning. A student activities handbook is provided to all student organizations and the coordinators of all student groups are required to sign a covenant that lists the role and responsibilities of a student coordinator.
In July 1993, the board of trustees approved Guidelines Governing Establishment and Funding of Programs Supported by Services and Activities Fees. In May 2002, the trustees approved revised guidelines that gave authority to the off-campus programs. [[Media: Student Activities Fee Guidelines.pdf| Student Activities Fee Guidelines]]
During the 2005-06 academic year, the constitution of the newly created Geoduck Union was approved by the board of trustees. The constitution of the new student union can be found at [[Media: gsuconstitution.pdf|Geoduck Student Union Charter]].
During the 2005-06 academic year, the constitution of the newly created Geoduck Student Union was approved by the board of trustees. The constitution of the new student union can be found in the [[Media: gsuconstitution.pdf|Geoduck Student Union Charter]].
====Identifying Needs====
=====Identifying Needs=====
All student coordinators are required to submit a Leadership Activities Report every five weeks during the academic year. In the report, students are asked to identify additional training and resources they and their student group need. The Student and Activities Fee Allocation Board (S&A Board) conducts a survey of the student body every other year. S&A Productions, which organizes large stage events for the Evergreen Campus, consistently surveys student entertainment interests throughout the year. The biennial review by the S&A Board of all S&A fee-funded organizations is an example of how evaluation of program effectiveness is done jointly. This is also done by the S&A committees at the two off-campus programs. Another example is the quarterly community gatherings facilitated by the senior coordinator. The newly created Geoduck Union will also serve in helping to jointly evaluate the program.
All student coordinators are required to submit a Leadership Activities Report every five weeks during the academic year. In the report, students are asked to identify additional training and resources they and their student group need. The Services and Activities Fee Allocation Board (S&A Board) conducts a survey of the student body every other year. S&A Productions, which organizes large stage events for the Evergreen campus, consistently surveys student entertainment interests throughout the year. The biennial review by the S&A Board of all S&A fee-funded organizations is an example of how evaluation of program effectiveness is done jointly. This is also done by the S&A committees at the two off-campus programs. Another example is the quarterly community gatherings facilitated by the senior coordinator. The newly created Geoduck Student Union will also serve in helping to jointly evaluate the program.
====3.D.17 If appropriate to its mission and goals, the institution provides adequate opportunities and facilities for student recreational and athletic needs apart from intercollegiate athletics.====
''If appropriate to its mission and goals, the institution provides adequate opportunities and facilities for student recreational and athletic needs apart from intercollegiate athletics.''
Evergreen’s Athletics and Recreation Department carries out a similar mission to such departments at other institutions, but with an important difference. The college has no physical education, recreation or sports management programs and thus lacks academic support for staffing, equipment, or other costs.
Evergreen’s Athletics and Recreation Department carries out a similar mission to such departments at other institutions, but with an important difference. The college has no physical education, recreation, or sports management programs, and thus lacks academic support for staffing, equipment, or other costs.
Funding is acquired from three sources: a state budget allocation, funds granted to the department by the student S&A Board, and revenues generated by the department’s various programs, including facility permit fees, contracted rental of the facilities, class registration fees, summer camp registration fees, and intercollegiate athletic gate receipts and guarantees. By percentage, each of the three sources account in any given year for between 30% and 40% of a roughly $1 million overall budget.
During the past decade, Evergreen’s recreation and athletic facilities, already of high quality, have been improved significantly. Fitness equipment, once scattered throughout both Phase I and Phase II of the College Recreation Center (CRC), has been consolidated into coherent cardiovascular, free weight, and machine weight rooms. Superior exercise flooring has been added in these rooms and carpeting installed in the locker rooms. A significant amount of replacement of decaying equipment and adding of “trendier” equipment has also taken place in these areas. A brand new sprung dance floor was installed in the main dance areas during 2007. Upgrades to areas such as storage and laundry facilities have been ongoing and have resulted in better operations to the benefit of students and other patrons. The main intercollegiate basketball/volleyball court was made user-friendlier by the removal of many unneeded lines and the use of more neutral colors in the lines that remain college and National Association of Intercollegiate Athletics (NAIA) logos were added to create a more pleasant experience for both players and spectators. An advertising plan for the gym was created to generate both revenue and recognize community support for Geoduck teams. A new timing system and scoreboard were installed in the swimming pool area.
During the past decade, Evergreen’s recreation and athletic facilities, already of high quality, have been improved significantly. Fitness equipment, once scattered throughout both Phase I and Phase II of the College Recreation Center (CRC), has been consolidated into coherent cardiovascular, free weight, and machine weight rooms. Superior exercise flooring has been added in these rooms and carpeting installed in the locker rooms. A significant amount of replacement of decaying equipment and the addition of “trendier” equipment has also taken place in these areas. A brand new sprung dance floor was installed in the main dance areas during 2007. Upgrades to areas such as storage and laundry facilities have been ongoing and have resulted in better operations to the benefit of students and other patrons. The main intercollegiate basketball/volleyball court was made user-friendlier by the removal of many unneeded lines and the use of more neutral colors in the lines that remain. College and National Association of Intercollegiate Athletics (NAIA) logos were added to create a more pleasant experience for both players and spectators. An advertising plan for the gym was created to generate both revenue and recognize community support for Geoduck teams. A new timing system and scoreboard were installed in the swimming pool area.
Evergreen’s outdoor athletics and recreation facilities have been improved as well. The college’s four tennis courts, used exclusively for recreation, have been resurfaced. The intercollegiate soccer field has been widened to the width expected of a college field and a large, high quality scoreboard installed.
The recreation pavilion – a quasi-indoor facility located in the field area – was vastly improved in 2004 with the addition of a FieldTurf surface secured with private funding. This has made the facility usable year-round for soccer, baseball and softball practice and summer camps wishing to be in the shade.
The recreation pavilion – a quasi-indoor facility located in the field area – was vastly improved in 2004 with the addition of a FieldTurf surface secured with private funding. This has made the facility usable year-round for soccer, baseball, and softball practice and summer camps wishing to be in the shade.
The Evergreen Student Experience Survey has shown that the recreation facilities, located very close to Evergreen’s Residential Life areas, are used by 52% of all students and 57.7% of first-time first year students. Between 15% and 20% of all students use the facilities heavily. Roughly eighty of Evergreen’s faculty and staff buy permits to use the CRC and, despite an explosion of for-profit fitness centers and the expansion of a still-new YMCA in the community since 1998, many community members still purchase permits as well. [[Media: Evergreen_Student_Experience_Survey_2006 Use of Campus_Resources - Olympia.pdf|Evergreen Student Experience Survey 2006 - Use of Campus Resources - Olympia]]
The Evergreen Student Experience Survey has shown that the recreation facilities, located very close to Evergreen’s Residential Life areas, are used by 52% of all students and 57.7% of first-time, first-year students. Between 15% and 20% of all students use the facilities heavily. Roughly eighty of Evergreen’s faculty and staff buy permits to use the CRC and, despite an explosion of for-profit fitness centers and the expansion of a still-new YMCA in the community since 1998, many community members still purchase permits as well. [[Media: Evergreen_Student_Experience_Survey_2006 Use of Campus_Resources - Olympia.pdf|Evergreen Student Experience Survey 2006 - Use of Campus Resources - Olympia]]
[[Media: Evergreen_Student_Experience_Survey_2004_-_Final_Report.pdf| Evergreen Student Experience Survey 2004 - Final Report]] Recreational facilities are an important resource for some students and an occasional resource for a majority.
[[Media: Evergreen_Student_Experience_Survey_2004_-_Final_Report.pdf| Evergreen Student Experience Survey 2004 - Final Report]]. Recreational facilities are an important resource for some students and an occasional resource for a majority.
Many areas for informal recreation within Evergreen’s boundaries exist as well: The college has two main trail systems through its 1,033-acre campus and a half-mile of shoreline along Eld Inlet. The college’s annual cross-country invitational, named for long-time coach and former Director of Recreation and Athletics Pete Steilberg, has become a popular one for visiting teams because of the beauty, challenge, and fairness of the course. The NAIA’s Pacific Northwest Region staged its championships at Evergreen in 2007.
Many areas for informal recreation within Evergreen’s boundaries exist as well. The college has two main trail systems through its 1,033-acre campus and a half-mile of shoreline along Eld Inlet on the Puget Sound. The college’s annual cross-country invitational, named for long-time coach and former Director of Recreation and Athletics Pete Steilberg, has become a popular one for visiting teams because of the beauty, challenge, and fairness of the course. The NAIA’s Pacific Northwest Region staged its championships at Evergreen in 2007.
Community members have also made heavy use of Evergreen’s swim lessons for children, youth sports camps, and Leisure Education classes. Camps have grown from one week of half-day basketball camp in 2000 to twelve weeks of full-day camps offered by Evergreen’s soccer, basketball, cross country and volleyball teams in 2007. The Leisure Education program is undergoing a transformation that will ultimately lead to a name change as its mission is refined. With the establishment of another non-credit course center on campus, Extended Education, the Leisure Education program has dropped many of the classes it once offered that were outside the norm of a gym and pool centered department: business classes, writing classes, art classes, etc. In process is a plan to refocus on proven and emerging fitness offerings, including dance and martial arts.
Community members have also made heavy use of Evergreen’s swim lessons for children, youth sports camps, and Leisure Education classes. Camps have grown from one week of half-day basketball camp in 2000 to twelve weeks of full-day camps offered by Evergreen’s soccer, basketball, cross country, and volleyball teams in 2007. The Leisure Education program is undergoing a transformation that will ultimately lead to a name change as its mission is refined. With the establishment of another non-credit course center on campus, Extended Education, the Leisure Education program has dropped many of the classes it once offered that were outside the norm of a gym- and pool-centered department: business classes, writing classes, art classes, etc. In process is a plan to refocus on proven and emerging fitness offerings, including dance and martial arts.
At the time of the last accreditation report, staff turnover was sited as a problem for the department. This has been lessened. The director of Athletics and Recreation, associate director, facilities and events manager and operations manager have all been in their positions since at least 2000. The women’s basketball coach is in her seventh year, as is the cross country/track&field coach. The certified athletic trainer begins her fourth year at Evergreen in 2008. Among the newer coaches is Evergreen’s men’s and women’s soccer coach who, although in just his third season, is an alumnus of the college and played here in the 1980s. Through a strategy of combining part-time coaching duties with other duties within the department – for example, the head volleyball coach also serves as recreation and fitness coordinator – Evergreen now has each of its head coaches as a permanent, benefits receiving employee. In 2000, there was one such employee, the men’s basketball coach.
At the time of the last accreditation report, staff turnover was cited as a problem for the department. This has been lessened. The director of Athletics and Recreation, associate director, facilities and events manager, and operations manager have all been in their positions since at least 2000. The women’s basketball coach is in her seventh year, as is the cross country/track and field coach. The certified athletic trainer begins her fourth year at Evergreen in 2008. Among the newer coaches is Evergreen’s men’s and women’s soccer coach who, although in just his third season, is an alumnus of the college and played here in the 1980s. Through a strategy of combining part-time coaching duties with other duties within the department – for example, the head volleyball coach also serves as recreation and fitness coordinator – Evergreen now has each of its head coaches as a permanent, benefits-receiving employee. In 2000, there was one such employee, the men’s basketball coach.
A main goal for this department in the future is to create a vision for a new recreation-only facility to bring to the student body for a referendum vote. Each of Washington’s other five public universities has created such a center after such a vote with great success and appreciation from their respective student bodies. It is anticipated that such a vote might be asked for in roughly 2010. Other goals are to strengthen the intercollegiate program’s spring sport season offerings through an expansion of the track and field program and the potential upgrade of baseball and softball from club to intercollegiate status.
====3.D.18 If the institution operates a bookstore, it supports the educational program and contributes to the intellectual climate of the campus community. Students, faculty, and staff have the opportunity to participate in the development and monitoring of bookstore policies and procedures.====
''If the institution operates a bookstore, it supports the educational program and contributes to the intellectual climate of the campus community. Students, faculty, and staff have the opportunity to participate in the development and monitoring of bookstore policies and procedures.''
The college owns and operates a bookstore located in the College Activities Building CAB). Its mission is to support the educational needs of students, faculty, and staff and contribute to the academic and social environment.
The college owns and operates a bookstore located in the College Activities Building (CAB). Its mission is to support the educational needs of students, faculty, and staff and contribute to the academic and social environment.
The current space is in need of renovation. The College Activities Building is slated for renovation in 2009-11 and will include the bookstore. Some pre-design work was done, but bookstore staff has begun visiting new or recently renovated college bookstores in the region to gather additional information on ways to improve the operations. Some ideas gathered so far include using mobile fixtures for flexibility in retail space layout, providing good display lighting, and the use of security cameras. The bookstore will be in temporary quarters for a period of up to two years.
The current space is in need of renovation. The College Activities Building is slated for renovation in 2009-11 and will include the bookstore. Some pre-design work was done, but bookstore staff have begun visiting new or recently renovated college bookstores in the region to gather additional information on ways to improve the operations. Some ideas gathered so far include using mobile fixtures for flexibility in retail space layout, providing good display lighting, and the use of security cameras. The bookstore will be in temporary quarters for a period of up to two years.
Students and faculty are accustomed to purchasing via the Internet, so for the past few years the bookstore has begun focusing efforts on selling their products through their Web site. The bookstore is currently designing a new Web page and Web sales now account for about 8% of total sales.
We have not been successful in recruiting students or faculty to sit on the Bookstore Advisory Committee. However, the students formed a union for the first time in 2006, and we intend to approach them, as well as interested faculty, to reestablish this committee to strengthen the community involvement in the bookstore operations.
====3.D.19 When student media exist, the institution provides for a clearly defined and published policy of the institution’s relationship to student publications and other media.====
''When student media exist, the institution provides for a clearly defined and published policy of the institution’s relationship to student publications and other media.''
The [[Media: Http_www.evergreen.edu_policies_policy_studentcommunicationsmedia.pdf|Student Communications Media Policy]] is posted on the college’s Web site
The [[Media: studentcommunicationsmedia.pdf|Student Communications Media Policy]] is posted on the college’s Web site. ''The Cooper Point Journal'', the campus newspaper, has clearly written guidelines in their Operations and Ethics Web page
([[Media: Cpj_operations.pdf|Cooper Point Journal Operating Procedures]]). KAOS-FM, the campus radio station, is governed by the FCC. All aspiring programmers are required to attend a six-week training course and pass a proficiency test before being allowed to host their own radio program.
''The Cooper Point Journal'', the campus newspaper, has clearly written guidelines in their Operations and Ethics:
[[Media: Cpj_operations.pdf|Cooper Point Journal Operating Procedures]]
KAOS-FM, the campus radio station, is governed by the FCC. All aspiring programmers are required to attend a six-week training course and pass a proficiency test before being allowed to host their own radio program.
=== Standard 3.E - Intercollegiate Athletics ===
====Introduction====
Evergreen’s intercollegiate athletics program has undergone many changes – and made great progress – since 1998. At present, Geoduck teams compete in men’s soccer, cross country/track&field and basketball while women’s teams compete in soccer, volleyball, cross country/track&field and basketball.
Evergreen’s intercollegiate athletics program has undergone many changes – and made great progress – since 1998. At present, Geoduck teams compete in men’s soccer, cross country/track and field, and basketball, while women’s teams compete in soccer, volleyball, cross country/track and field, and basketball.
At the time of the college’s last accreditation report, Evergreen was in the process of leaving the National Association of Intercollegiate Athletics (NAIA) for membership in the National Collegiate Athletic Association’s (NCAA) Division III. This was a natural step at the time as, across the Northwest, once an NAIA stronghold, nearly every mid-sized and small college left that organization for either NCAA II or NCAA III. However, Evergreen’s choice of Division III proved problematic. The smaller, private Washington and Oregon schools that had formed the Northwest Conference (NWC) blocked Evergreen’s bid for membership. The college, often seen by Washington residents as “small” because it is the smallest of the state’s six public institutions, was too large for the NWC schools and had a tuition rate low enough that the high-cost privates believed would create an advantage for Evergreen under NCAA III rules, which do not allow athletic scholarships. Thus, Evergreen ended its bid to join the NCAA during the probationary period and returned to full-time membership in the NAIA and a berth in the Cascade Collegiate Conference.
At the time of the college’s last accreditation report, Evergreen was in the process of leaving the National Association of Intercollegiate Athletics (NAIA) for membership in the National Collegiate Athletic Association’s (NCAA) Division III. This was a natural step at the time as across the Northwest, once an NAIA stronghold, nearly every mid-sized and small college left that organization for either NCAA II or NCAA III. However, Evergreen’s choice of Division III proved problematic. The smaller, private Washington and Oregon schools that had formed the Northwest Conference (NWC) blocked Evergreen’s bid for membership. The college, often seen by Washington residents as “small” because it is the smallest of the state’s six public institutions, was too large for the NWC schools and had a tuition rate low enough that the high-cost privates believed would create an advantage for Evergreen under NCAA III rules, which do not allow athletic scholarships. Thus, Evergreen ended its bid to join the NCAA during the probationary period and returned to full-time membership in the NAIA and a berth in the Cascade Collegiate Conference.
This affiliation has proved to be an excellent one for Evergreen. Since 2002, Geoduck teams have reached national competition in four sports, doing so for the first time ever in men’s basketball and men’s soccer. Eleven of the fifteen athletes who have been selected NAIA All-America in Evergreen’s athletic history have played since 2001. Several men’s basketball players have gone on to play professionally in Europe and American minor leagues and one soccer player is now an acknowledged star in the United Soccer League, earning Most Valuable Player honors in North America’s second highest league.
The increase in on-field success has not come at the cost of any compromise in Evergreen’s academic integrity or style of pedagogy. The Athletic Department views participation on a college team as an excellent example of Evergreen’s commitment to collaborative learning and stresses this with its coaches and student-athletes.
====3.E.1====
====3.E.1 Institutional control is exercised through the governing board’s periodic review of its comprehensive statement of philosophy, goals, and objectives for intercollegiate athletics. The program is evaluated regularly and systematically to ensure that it is an integral part of the education of athletes and is in keeping with the educational mission of the institution.====
''Institutional control is exercised through the governing board’s periodic review of its comprehensive statement of philosophy, goals, and objectives for intercollegiate athletics. The program is evaluated regularly and systematically to ensure that it is an integral part of the education of athletes and is in keeping with the educational mission of the institution.''
The board of trustees exercises control on such matters as conference affiliation and which sports the college chooses to compete in. The director of athletics, along with the vice-president for Student Affairs, makes periodic appearances before the board of trustees to review each of the program’s goals and objectives.
The board of trustees exercises control on such matters as conference affiliation and which sports the college chooses to compete in. The director of Athletics and the vice-president for Student Affairs make periodic appearances before the board of trustees to review each of the program’s goals and objectives.
====3.E.2 The goals and objectives of the intercollegiate athletic program, as well as institutional expectations of staff members, are provided in writing to candidates for athletic staff positions. Policies and rules concerning intercollegiate athletics are reviewed, at least annually, by athletics administrators and all head and assistant coaches. The duties and authority of the director of athletics, faculty committee on athletics, and others involved in athletics policy-making and program management are stated explicitly in writing.====
''The goals and objectives of the intercollegiate athletic program, as well as institutional expectations of staff members, are provided in writing to candidates for athletic staff positions. Policies and rules concerning intercollegiate athletics are reviewed, at least annually, by athletics administrators and all head and assistant coaches. The duties and authority of the director of athletics, faculty committee on athletics, and others involved in athletics policy-making and program management are stated explicitly in writing.''
The department’s goals and policies regarding the experience we desire for our student-athletes are made clear in writing to all participants and applicants for staff and coaching positions. The director of athletics meets weekly with each head coach and consistently discusses with him or her, as a matter of course, NAIA and conference rules, as well as Evergreen’s policies, philosophy, and rules regarding competition. The role of each person or committee involved in the governance of the program is specific and clearly defined in either a job description or a written charge to the committee. In the case of major changes in policy – such as when Evergreen became, in 2006, one of the first NAIA schools to institute a system of random and for-cause drug testing of student-athletes – a work group is typically formed to study the issue, public forums are conducted to receive input, and then the new policy is provided in writing to those affected.
====3.E.3 Admission requirements and procedures, academic standards and degree requirements, and financial aid awards for student athletics are vested in the same institutional agencies that handle these matters for all students.====
''Admission requirements and procedures, academic standards and degree requirements, and financial aid awards for student athletics are vested in the same institutional agencies that handle these matters for all students.''
The institution’s requirements and procedures for all students, particularly with regard to academic standards, are absolutely no different for athletes than for other students. No athlete can be admitted to the college who does not meet the normal standards of admission for the college, and all admissions decisions rest in the hands of the director of admissions and his staff. Once enrolled, faculty grant no favors to athletes when it comes to the completion of class work, and thus academic standards are not compromised. While tuition waivers, most often partial, based upon athletic accomplishment, are awarded, they are part of the student’s complete financial aid package and are administered by the Financial Aid Office.
The institution’s requirements and procedures for all students, particularly with regard to academic standards, are absolutely no different for athletes than for other students. No athlete can be admitted to the college who does not meet the normal standards of admission for the college, and all admissions decisions rest in the hands of the director of admissions and his staff. Once enrolled, faculty grant no favors to athletes when it comes to the completion of class work, and thus academic standards are not compromised. While tuition waivers, most often partial and based upon athletic accomplishment, are awarded, they are part of the student’s complete financial aid package and are administered by the Financial Aid Office.
====3.E.4 Athletic budget development is systematic; funds raised for and expended on athletics by alumni, foundations, and other groups shall be subject to the approval of the administration and be accounted for through the institution’s generally accepted practices of documentation and audit.====
''Athletic budget development is systematic; funds raised for and expended on athletics by alumni, foundations, and other groups shall be subject to the approval of the administration and be accounted for through the institution’s generally accepted practices of documentation and audit.''
Development of the intercollegiate athletics budget has been systematic. With the input and approval of the director of athletics, operations manager for athletics, the vice president for Student Affairs and executive associate to the vice president for Student Affairs, this process has followed a basic pattern for at least the last decade: state funding covers most salary expenses and some state money is available for travel and equipment. A second layer of funding comes from the student S&A Board’s Tier I budget allocation to the department. This money has grown over the years to include expenses that the S&A Board sees as essential to a quality experience for the student participating in intercollegiate sport at Evergreen. Examples include bus travel with professional driver on longer road trips to increase safety and the addition of a tenth month to the certified athletic trainer’s salary to allow her to work with track and field athletes through the national championships, soccer players during spring practice, and to provide services to the club sports of men’s baseball and women’s crew. The final layer of funding comes from the revenues produced by the department’s camps, sponsorships, gate receipts and guarantees, and fund-raising. Money raised from these sources is used for non-essential items that nonetheless add to the quality of the experience our athletes have. This can include long out-of-state non-conference road trips to broaden the competitive experience, an additional assistant coach, or higher-quality uniforms and equipment.
Development of the intercollegiate athletics budget has been systematic. With the input and approval of the director of Athletics, operations manager for Athletics, vice president for Student Affairs and executive associate to the vice president for Student Affairs, this process has followed a basic pattern for at least the last decade: State funding covers most salary expenses and some state money is available for travel and equipment. A second layer of funding comes from the student S&A Board’s Tier I budget allocation to the department. This money has grown over the years to include expenses that the S&A Board sees as essential to a quality experience for the student participating in intercollegiate sports at Evergreen. Examples include bus travel with a professional driver on longer road trips to increase safety, and the addition of a tenth month to the certified athletic trainer’s salary to allow her to work with track and field athletes through the national championships and soccer players during spring practice, as well as to provide services to the club sports of men’s baseball and women’s crew. The final layer of funding comes from the revenues produced by the department’s camps, sponsorships, gate receipts and guarantees, and fundraising. Money raised from these sources is used for non-essential items that nonetheless add to the quality of the experience our athletes have. This can include long out-of-state non-conference road trips to broaden the competitive experience, an additional assistant coach, or higher-quality uniforms and equipment.
====3.E.5 The institution demonstrates its commitment to fair and equitable treatment of both male and female athletes in providing opportunities for participation, financial aid, student-support services, equipment, and access to facilities.====
''The institution demonstrates its commitment to fair and equitable treatment of both male and female athletes in providing opportunities for participation, financial aid, student-support services, equipment, and access to facilities.''
Evergreen has been scrupulous in following the proportionality method of insuring equity between women’s and men’s teams in its intercollegiate programming. Since enrollment typically runs 52-55% female, Evergreen provides 55% of the potential roster slots on its teams to women’s sports and allocates 55% of available scholarship funds to female athletes. At year’s end, these numbers may be slightly different depending upon recruitment success of various coaches in a given year, but Evergreen’s ( Equity in Athletics Disclosure Act (EADA) reports consistently reflect a commitment to gender equity, both in participation and in budgeting. Additionally, when Evergreen’s commitment to a separate state law mandating equity was last measured by the Washington Higher Education Coordinating Board and a state senate subcommittee, we were found to be 98% in compliance. This, along with a 101 score for Central Washington University, was one of the two best among the state’s six public institutions.
Evergreen has been scrupulous in following the proportionality method of insuring equity between women’s and men’s teams in its intercollegiate programming. Since enrollment typically runs 52% to 55% female, Evergreen provides 55% of the potential roster slots on its teams to women’s sports and allocates 55% of available scholarship funds to female athletes. At year’s end, these numbers may be slightly different depending upon recruitment success of various coaches in a given year, but Evergreen’s Equity in Athletics Disclosure Act (EADA) reports consistently reflect a commitment to gender equity, both in participation and in budgeting. Additionally, when Evergreen’s commitment to a separate state law mandating equity was last measured by the Washington Higher Education Coordinating Board and a state senate subcommittee, we were found to be 98% in compliance. This, along with a 101 score for Central Washington University, was one of the two best among the state’s six public institutions.
====3.E.6 The institution publishes its policy concerning the scheduling of intercollegiate practices and competition for both men and women that avoids conflicts with the instructional calendar, particularly during end-of-term examinations.====
''The institution publishes its policy concerning the scheduling of intercollegiate practices and competition for both men and women that avoids conflicts with the instructional calendar, particularly during end-of-term examinations.''
College policy does not allow for any preferential treatment of athletes. Evergreen’s student-athlete handbook makes clear that it is the job of the student to arrange to make up work missed in seminar, lectures, or group work because of a road trip or other lengthy competition. Further, student-athletes are informed that in every case, class time may not be missed for practice or other team events not directly related to formal competition.
====Conclusion - Athletics====
Evergreen has made significant progress in intercollegiate athletics over the past decade, going from an afterthought in the Cascade Conference, to a regular contender for playoff positions. Our teams have been an excellent bridge between Evergreen and the local community. Geoduck Sports Camp t-shirts are now routinely spotted on kids around town. Areas for improvement remain. Chief among these is the development of more private support for our programs. Progress in that area could lead to success in Evergreen’s goals of one day fielding intercollegiate baseball and softball teams, as well as providing more financial assistance to more student-athletes as they navigate the sometimes difficult path of committing to academics and athletics while still having to make ends meet.
Evergreen has made significant progress in intercollegiate athletics over the past decade, going from an afterthought in the Cascade Conference to a regular contender for playoff positions. Our teams have been an excellent bridge between Evergreen and the local community. Geoduck Sports Camp T-shirts are now routinely spotted on kids around town. Areas for improvement remain. Chief among these is the development of more private support for our programs. Progress in that area could lead to success in Evergreen’s goals of one day fielding intercollegiate baseball and softball teams, as well as providing financial assistance to more student-athletes as they navigate the sometimes difficult path of committing to academics and athletics while still having to make ends meet.
==Standard Three Findings and Conclusions==
===Standard 3 Findings and Conclusions===
Findings and Conclusions:
1.) After thirty years, the students of Evergreen have designed and developed a new student government (The Geoduck Union) to represent student and voice concerns about campus issues, and provide student representatives to campus-wide committees and DTF’s.
1.) After thirty years, the students of Evergreen have designed and developed a new student government (The Geoduck Student Union) to represent student voices and concerns about campus issues, and provide student representatives to campus-wide committees and DTFs.
2.) Student Affairs staff have been actively involved in the Library Phase II Remodel that will houseStudent Affairs services. In addition, they have played a central role in the major renovations to campus housing and the design of the Community Activities Building.
2.) Student Affairs staff have been actively involved in the Library Phase II Remodel that will house Student Affairs services. In addition, they have played a central role in the major renovations to campus housing and the design of the Community Activities Building.
3.) Conversion to Banner Information Systems has resulted in more accurate and timely service to students, communication with prospective students, registration, advising, notification of awards of financial aid, billing and student accounts. This conversion has produced greater efficiency. Greater volumes of students have been accommodated while staffing has remained stable. These efficiencies have also streamlined the interface with academic program services, especially enrollment and the processing of evaluations.
3.) Conversion to Banner Information Systems has resulted in more accurate and timely service to students, communication with prospective students, registration, advising, notification of financial aid awards, billing, and student accounts. This conversion has produced greater efficiency. Greater volumes of students have been accommodated while staffing has remained stable. These efficiencies have also streamlined the interface with academic program services, especially enrollment and the processing of evaluations.
4.) The registrar and the academic program secretaries have establish new protocols for the handling of evaluation documents that have speeded up the complex task of producing transcript narrative evaluations.
4.) The registrar and the academic program secretaries have established new protocols for the handling of evaluation documents that have sped up the complex task of producing transcript narrative evaluations.
5.) The transition to e-mail communications has allowed clearer and more current communication with students by student affairs, academics, and the business office. This transition has resulted in significant savings in costs and time.
6.) The continuing upgrading and development of the campus Web site has provided more and better information about student services. The conversion of the college catalog to a Web-based format allows much more current information and easier searching.
7. SASS has provided a wide range of student services that help promote diversity including KEY and First Peoples' Advising, and a wide range of services to the Reservation-Based Program and Tacoma Program off site. Reach back programs GEAR UP and Upward Bound have been supported with grants. The area has worked hard on recruitment of a diverse student body and has provided significant training in diversity issues to its staff.
7. SASS has provided a wide range of student services that help promote diversity, including KEY and First Peoples' Advising, and a wide range of services to the reservation-based program and Tacoma program off site. The reach-back programs Gear Up and Upward Bound have been supported with grants. The area has worked hard on recruitment of a diverse student body and has provided significant training in diversity issues to its staff.
8.) Academic Advising has provided a solid voluntary foundation for advising work. The more fragmented structure of the curriculum suggests that a more systematic advising structure that implicates faculty, as well as staff, should be explored.
8.) Academic Advising has provided a solid voluntary foundation for advising work. The more fragmented structure of the curriculum suggests that a more systematic advising structure, which implicates faculty, as well as staff, should be explored.
9.) The renovation of student housing and the establishment of a campus meal plan have helped put both residential services on a more stable footing. The development of sustainability initiatives in this area connecting food services to the Organic Farm, and the establishment of an Office of Residential Life have strengthened the area.
9.) The renovation of student housing and the establishment of a campus meal plan have helped put both residential services on a more stable footing. The development of sustainability initiatives in this area, which connect food services to the Organic Farm, and the establishment of an office of Residential Life have strengthened the area.
10.) Demands on health, counseling, and police services have increased. Staff in these areas have worked hard to meet these needs with limited resources.
Commendations:
1.) The area has made critical and substantial gains in its basic technological infrastructure. The use of the Banner information system has allowed the college to integrate its information system over several divisions, to improve the accuracy and completeness of its data, and to provide more current information to students, faculty, and student services on campus. Further, the improvements in e-mail communication have allowed for much clearer and more current communication with students. The development of the campus Web site has allowed for much more timely information about services and academic programs to students, staff, and visitors to campus. Finally, the development of new protocols and processes in the handling of narrative transcript evaluations has speeded up this process significantly.
1.) The area has made critical and substantial gains in its basic technological infrastructure. The use of the Banner information system has allowed the college to integrate its information system over several divisions, to improve the accuracy and completeness of its data, and to provide more current information to students, faculty, and student services on campus. Further, the improvements in e-mail communication have allowed for much clearer and more current communication with students. The development of the campus Web site has allowed for much more timely information about services and academic programs to students, staff, and visitors to campus. Finally, the development of new protocols and processes in the handling of narrative transcript evaluations has sped up this process significantly.
2.) The area has participated effectively in the design and development of plans for the renovation of campus facilities to improve student access to service and the quality of life in the residences.
2.) The area has participated effectively in the design and development of plans for the renovation of campus facilities to improve student access to services and the quality of life in the residences.
3.) The college has successfully recruited an ever increasing number of new students in the face of increasing competition for students,
3.) The college has successfully recruited an ever-increasing number of new students in the face of increasing competition for students.
4.) Evergreen students have successfully organized a functional student government to represent student concerns across the campus.
1.) The Academic Advising area should continue its good work with students and work with faculty to devise a comprehensive plan to provide regular advising to all students.
2.) The staff in Student Affairs should continue to work carefully with the Geoduck Union to help the group develop the capacity to respond to the demands and desires of administrative units for representation, while allowing the group to develop student voice and presence.
2.) The staff in Student Affairs should continue to work carefully with the Geoduck Student Union to help the group develop the capacity to respond to the demands and desires of administrative units for representation, while allowing the group to develop student voice and presence.
3.) In response to the ''Strategic Plan'', the area will work on developing strategic enrollment planning and coordination with curriculum enrollment growth, and institutional promotion.
== Standards ==
== Standard 3 - Supporting Documentation ==
=== [[Standard 3.A|Standard 3.A - Purpose and Organization]] ===
See [[Supporting Documentation for Standard Three|Supporting Documentation for Standard Three]]
=== [[Standard 3.B|Standard 3.B - General Responsibilities]] ===
=== [[Standard 3.C|Standard 3.C - Academic Credit and Records]] ===
=== [[Standard 3.D|Standard 3.D - Student Services]] ===
=== [[Standard 3.E|Standard 3.E - Intercollegiate Athletics]] ===
== Supporting Documentation ==
See [[Supporting Documentation for Standard Three]]
1 Standard 3 – Students
1.1 Standard 3.A – Purpose and Organization
1.1.1 3.A.1 The organization of student services is effective in providing adequate services consistent with the mission and goals of the institution.
1.1.1.1 Distinctive Features of Student Affairs Work At Evergreen
1.1.1.2 High Student Expectations
1.1.1.3 “Designing Your Own Education”
1.1.1.4 A Wide Range of Student Skills/Abilities
1.1.1.5 Learning and Relevance
1.1.1.6 General Objectives for Student Affairs Staff
1.1.2 3.A.2 Student services and programs are staffed by qualified individuals whose academic preparation and/or experience are appropriate to their assignments. Assignments are clearly defined and published. The performance of personnel is regularly evaluated.
1.1.2.1 Staffing, Job Descriptions, and Performance Reviews
1.1.3 3.A.3 Appropriate policies and procedures for student development programs and services are established. The objectives of each operating component are compatible and support the goals of student services.
1.1.4 3.A.4 Human, physical, and financial resources for student services and programs are allocated on the basis of identified needs and are adequate to support the services and programs offered.
1.2 Standard 3.B – General Responsibilities
1.2.1 3.B.1 The institution systematically identifies the characteristics of its student population and students’ learning and special needs. The institution makes provision for meeting those identified needs, emphasizing students’ achievement of their educational goals.
1.2.1.1 Enrollment Growth and Student Demographics
1.2.1.2 Student Demographics
1.2.1.3 Retention and Graduation Rates
1.2.2 3.B.2 The institution provides opportunities for students to participate in institutional governance. Faculty are involved in the development of policies for student programs and services.
1.2.3 3.B.3 Policies on students’ rights and responsibilities, including those related to academic honesty and procedural rights, are clearly stated, well publicized, readily available, and implemented in a fair and consistent manner.
1.2.4 3.B.4 The institution makes adequate provision for the safety and security of its students and their property. Information concerning student safety is published and widely distributed.
1.2.5 3.B.5 The institution publishes and makes available to both prospective and enrolled students a catalog or bulletin that describes: its mission, admission requirements and procedures, students’ rights and responsibilities, academic regulations, degree-completion requirements, credit courses and descriptions, tuition, fees and other charges, refund policy, and other items relative to attending the institution or withdrawing from it.
1.2.6 3.B.5 (continued) In addition, a student handbook or its equivalent is published and distributed. A student handbook normally will include information on student conduct, a grievance policy, academic honesty, student government, student organizations and services, and athletics. The student handbook may be combined with the institution’s catalog.
1.2.7 3.B.6 The institution periodically and systematically evaluates the appropriateness, adequacy, and utilization of student services and programs and uses the results of the evaluation as a basis for change.
1.3 Standard 3.C – Academic Credit and Records
1.3.1 3.C.1 Evaluation of student learning or achievement, and the award of credit, are based upon clearly stated and distinguishable criteria. Academic records are accurate, secure, and comprehensive. Credit is defined and awarded consonant with the Glossary definition.
1.3.2 3.C.2 Criteria used for evaluating student performance and achievement including those for theses, dissertations, and portfolios, are appropriate to the degree level, clearly stated and implemented.
1.3.3 3.C.3 Clear and well-publicized distinctions are made between degree and non-degree credit. Institutional publications and oral representations explicitly indicate if credit will not be recognized toward a degree, or if special conditions exist before such credit will be recognized. Any use of such terms as extension credit, X credit, continuing education credit, is accompanied by clear statements regarding the acceptability of such credit toward degrees offered by that institution. Student transcripts clearly note when any credit awarded is non-degree credit. Whenever institutions grant non-degree credit other than the Continuing Education Unit (CEU), some summary evaluation of student performance beyond mere attendance is available.
1.3.4 3.C.4 Transfer credit is accepted from accredited institutions or from other institutions under procedures which provide adequate safeguards to ensure high academic quality and relevance to the students’ programs. Implementation of transfer credit policies is consistent with 2.C.4 as well as Policy 2.5 Transfer and Award of Academic Credit. The final judgment for determining acceptable credit for transfer is the responsibility of the receiving institution.
1.3.4.1 Direct Transfer Degree (DTA)
1.3.4.2 Associate in Science Transfer Degree (AS-T)
1.3.4.3 Direct Technical Transfer Degree
1.3.4.4 Upside Down Degree
1.3.4.5 Course-by-Course Evaluation
1.3.4.6 Nontraditional Credit: Non-accredited Colleges and Universities
1.3.4.7 Nontraditional Credit: Running Start, College in the High School, and International Baccalaureate Programs
1.3.4.8 Nontraditional Credit: Credit by Examination
1.3.4.9 Nontraditional Credit: Experiential Learning
1.3.4.10 Nontraditional Credit: Military Training
1.3.4.11 Nontraditional Credit: Certificated Learning
1.3.5 3.C.5 The institution makes provision for the security of student records of admission and progress. Student records, including transcripts, are private, accurate, complete, and permanent. They are protected by fireproof and otherwise safe storage and are backed by duplicate files. Data and records maintained in computing systems have adequate security and provision for recovery in the event of disaster. The information-release policy respects the right of individual privacy and ensures the confidentiality of records and files.
1.4 Standard 3.D – Student Services
1.4.1 3.D.1 The institution adopts student admission policies consistent with its mission. It specifies qualifications for admission to the institution and its programs, and it adheres to those policies in its admission practices.
1.4.1.1 In-State Market Trends
1.4.1.2 Conversion Rates and Application Trends
1.4.1.3 Improvements in Recruitment Efforts
1.4.2 3.D.2 The institution, in keeping with its mission and admission policy, gives attention to the needs and characteristics of its student body with conscious attention to such factors as ethnic, socioeconomic, and religious diversity while demonstrating regard for students’ rights and responsibilities.
1.4.3 3.D.3 Appropriate policies and procedures guide the placement of students in courses and programs based upon their academic and technical skills. Such placement ensures a reasonable probability of success at a level commensurate with the institution’s expectations. Special provisions are made for “ability to benefit” students.
1.4.4 3.D.4 The institution specifies and publishes requirements for continuation in, or termination from, its educational programs, and it maintains an appeals process. The policy for readmission of students who have been suspended or terminated is clearly defined.
1.4.5 3.D.5 Institutional and program graduation requirements are stated clearly in appropriate publications and are consistently applied in both the certificate and degree verification process. Appropriate reference to the Student Right-to-Know Act is included in required publications.
1.4.6 3.D.6 The institution provides an effective program of financial aid consistent with its mission and goals, the needs of its students, and institutional resources. There is provision for institutional accountability for all financial aid awards.
1.4.7 3.D.7 Information regarding the categories of financial assistance (scholarships and grants) is published and made available to both prospective and enrolled students.
1.4.8 3.D.8 The institution regularly monitors its student loan programs and the institutional loan default rate. Informational sessions which give attention to loan repayment obligations are conducted for financial aid recipients.
1.4.9 3.D.9 The institution provides for the orientation of new students, including special populations, at both undergraduate and graduate levels.
1.4.9.1 College Readiness Courses: Courage to Learn and Beginning the Journey Course Offerings
1.4.9.2 Early Start Program—First Peoples' Scholars Program and KEY, Step-Up, Conditional Admits
1.4.9.3 Graduate Student Orientation
1.4.10 3.D.10 A systematic program of academic and other educational program advisement is provided. Advisors help students make appropriate decisions concerning academic choices and career paths. Specific advisor responsibilities are defined, published, and made available to students (Standards 2 and 4, Standard Indicators 2.C.5 and 4.A.2).
1.4.10.1 Internships to Enrich Learning
1.4.10.2 Advising Interventions for New Students and Students Experiencing Difficulties
1.4.10.3 Staff Development Focus on Diversity
1.4.10.4 Focus Areas for Academic Advising – Present and Future
1.4.10.5 Transfer Student Orientation, Academic Advising, and Career Development
1.4.10.6 Additional Information about Academic Advising
1.4.11 3.D.11 Career counseling and placement services are consistent with student needs and institutional mission.
1.4.12 3.D.12 Professional health care, including psychological health and relevant health education, is readily available to residential students and to other students, as appropriate.
1.4.12.1 Health Education
1.4.13 3.D.13 Student housing, if provided, is designed and operated to enhance the learning environment. It meets recognized standards of health and safety; it is competently staffed.
1.4.14 3.D.14 Appropriate food services are provided for both resident and nonresident students. These services are supervised by professionally trained food service staff and meet recognized nutritional and mandated health and safety standards.
1.4.15 3.D.15 Co-curricular activities and programs are offered that foster the intellectual and personal development of students consistent with the institution’s mission. The institution adheres to the spirit and intent of equal opportunity for participation. It ensures that appropriate services and facilities are accessible to students in its programs. Co-curricular activities and programs include adaptation for traditionally under-represented students, such as physically disabled, older, evening, part-time, commuter, and, where applicable, those at off-campus sites.
1.4.16 3.D.16 The co-curricular program includes policies and procedures that determine the relationship of the institution with its student activities; identifying the needs, evaluating the effectiveness, and providing appropriate governance of the program are joint responsibilities of students and the institution.
1.4.16.1 Identifying Needs
1.4.17 3.D.17 If appropriate to its mission and goals, the institution provides adequate opportunities and facilities for student recreational and athletic needs apart from intercollegiate athletics.
1.4.18 3.D.18 If the institution operates a bookstore, it supports the educational program and contributes to the intellectual climate of the campus community. Students, faculty, and staff have the opportunity to participate in the development and monitoring of bookstore policies and procedures.
1.4.19 3.D.19 When student media exist, the institution provides for a clearly defined and published policy of the institution’s relationship to student publications and other media.
1.5 Standard 3.E - Intercollegiate Athletics
1.5.2 3.E.1 Institutional control is exercised through the governing board’s periodic review of its comprehensive statement of philosophy, goals, and objectives for intercollegiate athletics. The program is evaluated regularly and systematically to ensure that it is an integral part of the education of athletes and is in keeping with the educational mission of the institution.
1.5.3 3.E.2 The goals and objectives of the intercollegiate athletic program, as well as institutional expectations of staff members, are provided in writing to candidates for athletic staff positions. Policies and rules concerning intercollegiate athletics are reviewed, at least annually, by athletics administrators and all head and assistant coaches. The duties and authority of the director of athletics, faculty committee on athletics, and others involved in athletics policy-making and program management are stated explicitly in writing.
1.5.4 3.E.3 Admission requirements and procedures, academic standards and degree requirements, and financial aid awards for student athletics are vested in the same institutional agencies that handle these matters for all students.
1.5.5 3.E.4 Athletic budget development is systematic; funds raised for and expended on athletics by alumni, foundations, and other groups shall be subject to the approval of the administration and be accounted for through the institution’s generally accepted practices of documentation and audit.
1.5.6 3.E.5 The institution demonstrates its commitment to fair and equitable treatment of both male and female athletes in providing opportunities for participation, financial aid, student-support services, equipment, and access to facilities.
1.5.7 3.E.6 The institution publishes its policy concerning the scheduling of intercollegiate practices and competition for both men and women that avoids conflicts with the instructional calendar, particularly during end-of-term examinations.
1.5.8 Conclusion - Athletics
1.6 Standard 3 Findings and Conclusions
2 Standard 3 - Supporting Documentation
Standard 3 – Students
Standard 3.A – Purpose and Organization
3.A.1 The organization of student services is effective in providing adequate services consistent with the mission and goals of the institution.
The Student Affairs Division at Evergreen demonstrates a longstanding commitment to collaboration with academic programs, best practices, and provision of services to enhance student learning and success. Evergreen’s Coordinated Study Programs have been described as our “best-known and arguably most influential pedagogical vehicle to demonstrate why learning is an all-encompassing experience for Evergreen students.” [Kuh, G.D., Kinzie, J., Schuh, J.H., Whitt, E.J. & Associates (2005), Student Success in College: Creating Conditions That Matter. San Francisco: Jossey-Bass.] Because of the centrality of these highly intentional learning communities, Student Affairs staff worked since the college’s inception to embed support for students as seamlessly as possible into the academic experience.
Partnerships among student affairs professionals and faculty are a cornerstone of our work. They occur through committee work intended to improve teaching and learning at Evergreen as evidenced in the deliberations and recommendations of the First-Year Experience Disappearing Task Force (see First-Year Experience DTF Recommendations). Teaching and curriculum development partnerships are intentional in our Beginning the Journey credit-bearing orientation program offered in fall quarter (Beginning the Journey Assessment 2002). Other prominent examples of collaborative efforts include Core Connectors – through which student affairs professionals are attached to first-year student programs – and faculty rotation into the office of Academic Advising. A connection to academic life is present throughout the work of Student Affairs.
Distinctive Features of Student Affairs Work At Evergreen
High Student Expectations
“Designing Your Own Education”
Translation of our distinctive academic structures/approaches and their benefits to students;
Navigation and making choices among curricular options from quarter-to-quarter and year-to-year;
Helping students come to terms with what “designing your own undergraduate education” consists of in a college with “no majors and no requirements” and a comparatively fluid curriculum; and
Helping students understand how to take responsibility for their education (including determining what is within their control and what is not) and developing a sense of personal agency.
A Wide Range of Student Skills/Abilities
Learning and Relevance
General Objectives for Student Affairs Staff
Understand the college by translating Evergreen's approach to learning, communicating the college's expectations for students, and helping them take best advantage of the academic opportunities at Evergreen;
Successfully navigate the stages of developmental learning;
Foster self-reflection and development of “agency” – developing both the inclinations toward “agency” and the requisite skills to achieve it;
Negotiate difficult times in their academic and social lives by creating and maintaining systems to support financial, record-keeping and health/safety needs;
Develop leadership opportunities with their peers – connecting curricular with co-curricular learning; and
Create and sustain community – in academic programs, through Residential Life programs, and other social avenues.
3.A.2 Student services and programs are staffed by qualified individuals whose academic preparation and/or experience are appropriate to their assignments. Assignments are clearly defined and published. The performance of personnel is regularly evaluated.
Cooperative and collaborative working relationships are the hallmark of Evergreen’s integrated service to students within Student Affairs and across the institution. Student Affairs is responsible for most services to students that support the academic mission of the institution, including academic advising, and several auxiliary enterprises. The divisional organization chart reflects the following departments within Student Affairs:
Office of the Vice President for Student Affairs
◘ Athletics and Recreation
◘ Enrollment Services
◘ Police Services
Telephone Operations
◘ Residential and Dining Services
◘ Student and Academic Support Services
Access Services for Students with Disabilities
Counseling and Health Center
First Peoples’ Advising
Gaining Early Awareness & Readiness for Undergraduate Program (Gear Up)
International Advising
KEY Student Services (TRIO)
Staffing, Job Descriptions, and Performance Reviews
3.A.3 Appropriate policies and procedures for student development programs and services are established. The objectives of each operating component are compatible and support the goals of student services.
3.A.4 Human, physical, and financial resources for student services and programs are allocated on the basis of identified needs and are adequate to support the services and programs offered.
Standard 3.B – General Responsibilities
3.B.1 The institution systematically identifies the characteristics of its student population and students’ learning and special needs. The institution makes provision for meeting those identified needs, emphasizing students’ achievement of their educational goals.
Student Population Program(s)
Entering Freshmen Beginning the Journey – A college readiness course
Core Connectors – Student Academic Support Services staff are attached to first-year academic offerings
All New Students Seminar Savvy – an introduction to what seminars are and effective seminar techniques
Conditional Admits One-on-one advising and orientation for students who have been admitted with a conditional status
Student Athletes Comprehensive advising with emphasis on schedule challenges and focus on areas for program concentration
Students on Academic Warning Advising for students who have received a warning letter to discuss a plan of action for returning to “satisfactory” status
Students of Color “Critical Moments” case studies in which students from diverse backgrounds consider leaving the institution or dropping out because of incidents related to diversity issues
First Peoples’ Advising Services Peer Education Program – provides multicultural programming for students living in the residence halls
Pre-orientation Program (Scholars’ Programs) – introduces incoming students of color to learning at Evergreen and provides an opportunity for the cohort to develop community
First-generation, Low-Income Students Keep Enhancing Yourself Program (KEY)
Academic Advising: There is an effective partnership between Academic Advising and Institutional Research to gather key information from new students at their point of entry to the college. As part of the Academic Planning Workshops for new students, Institutional Research administers the New Student Survey. Most recently, an in-depth analysis of the characteristics and needs of transfer students to the college has informed plans to make changes in the content of the Academic Planning Workshop for a better fit for transfer students.
Health and Counseling Services: The Counseling Center used Institutional Research data from students who indicated that they experienced some level of depression prior to coming to Evergreen. The center cites this statistic frequently, as it showed that Evergreen freshmen had 2.5 times the national average of students coming to campus with the diagnosis of depression. These data indicated that 20% of first-year Evergreen students reported feeling frequently depressed, compared to 8% nationally. These statistics have been used to support the rationale for increasing services to students experiencing depression.
KEY Student Support Services: Staff in this area rely upon data provided by Institutional Research to support federal grant proposal and reporting requirements. Survey data completed by Evergreen students, particularly first-generation students, are utilized to improve the pre-orientation Step-Up Program.
Career Development Services: Uses the alumni survey as a reference point to assess levels of use and satisfaction with services.
Information about first-time, first-year students and transfer students is gathered upon students’ entry to the institution using the Evergreen New Student Survey. This survey is administered every other year to all new students. The survey gathers information about students’ goals, levels of confidence, reasons for attending Evergreen, and demographic information not available from other sources, such as information about the percentage of non-native English speakers. Information about this survey is posted on the Institutional Research and Assessment Web site: Evergreen New Student Survey Home Page. The most recent results are broken out by first-time, first-year response, transfer students, and new Tacoma program students (Evergreen New Student Survey 2005 Responses Web Page).
Information that is specific to first-generation students has also been produced (Evergreen New Student Survey 2003 - Summary of Responses - First Generation Students).
Information about student engagement and learning is also gathered using the National Survey of Student Engagement (NSSE). Administered every year to freshmen and seniors, this survey allows for comparisons to peer institutions and to all participating institutions. Information from this survey is regularly shared with the board of trustees and discussed widely in inter-divisional conversations about the extent to which Evergreen students are engaged in both academic programs and with student services. For the most recent NSSE results, see NSSE 2007 Benchmarks Report.
Information about student learning and satisfaction is gathered every other year with the Evergreen Student Experience Survey (see Evergreen Student Experience Survey Home page). Survey responses are provided specific to student population subgroups, so one can easily view the responses of first-time, first-year students; Olympia campus students; Tribal: Reservation-based program students; and Tacoma program students. The Evergreen Student Experience Survey has information about students’ satisfaction with academics and student services (Evergreen Student Experience Survey 2006 – Satisfaction of Olympia Campus Students). It also contains students’ responses to questions about the amount that Evergreen has contributed to their learning in a variety of areas (Evergreen Student Experience Survey 2006 - Learning Growth for Olympia Campus Students).
Evergreen Student Experience Survey 2004 - Analysis of Differences in Response Between Racial-Ethnic Subgroups
Evergreen Student Experience Survey 2006 - Diversity Questions
Evergreen Student Experience Survey 2006 - Exploring Patterns by Race/Ethnicity and Gender/Sexual Orientation.
Illuminating the New Students in the Shadows - Background, Experiences, and Outcomes of Transfer Students
Illuminating the Students in the Shadows – Conference PowerPoint Presentation
Meet Evergreen’s Transfer Students Web Page
Enrollment Growth and Student Demographics
As of 2006-07, annual average enrollment at Evergreen is up 385 (10%) full-time equivalent (FTE) students since 1997-98. State funding has increased by 647 FTE (19%). Since the spring 2003 interim visit, enrollment has increased 59 FTE (1.5%), while funded FTE increased 306 FTE (8.0%), thus reducing patterns of over-enrollment as high as 250 FTE during the past five years to a very slight under-enrollment (-30 FTE) in 2006-07. Our fall 2007 FTE enrollment showed strong improvement, exceeding fall 2006 by 214 FTE (5%). The current estimate for FTE enrollment in 2007-08 is 4,225, up 112 FTE from 2006-07 and 60 FTE above state contract level (Annual Average Full-time Equivalent Enrollment).
Transfer students typically constitute a larger proportion of our entering class than at most liberal arts colleges: 60%+ (Composition of Fall Quarter Entering Undergraduate Degree-seeking Class)
Nonresident enrollment at the undergraduate level is high (20%+) for a public college (Fall Quarter Enrollment History)
Transfer students have been the mainstay of Evergreen’s enrollment for more than thirty years. Our fall quarter undergraduate entering class averaged one-third freshmen (students enrolling from high school) and two-thirds transfer or returning Evergreen students until the most recent three years when the proportion of freshmen in our entering class grew moderately, reaching 43% in fall 2007. Students from Washington community colleges are our major source of transfer students. Detail on the composition of Evergreen’s fall quarter entering class is presented below. (See Fall 10th Day Enrollment: 1998-2007 for a detailed history of components of Evergreen entering class.)
Based on responses to Evergreen’s 2005 New Student Survey, transfer students attach greater importance to securing a “job of my choice/make a career change” and preparation for graduate school than freshmen students. In fact, job preparation is the goal receiving the highest proportion of “very important” ratings for transfer students at 67%, compared with 57% for freshman students. Not surprisingly for a generally older student population, practical considerations such as scheduling of classes and location of offerings play more important roles in the decision to attend Evergreen for transfer students, owing to work and family obligations. Evergreen’s transfer students also attach comparable importance to several goals (as do entering freshmen), including: “becoming an informed citizen,” “gaining an understanding of a broad range of ideas and fields of study,” and “having a better understanding and appreciation for differences (ethnic, political, etc.).”
Fall-to-fall retention of transfer students runs higher than freshman retention by 7% to 9% and graduation rates are substantially higher (Retention Summary, Consortium for Student Retention Data Exchange: First-time, First-year Cohort Graduation Rates, and Accountability Report 2007).
Enrollment of students of color has held at 18% for the past six years, up from 16% to 17% in the late 1990s (Fall Quarter Enrollment History). The proportion of students of color enrolled on the Olympia campus has increased slightly each year since fall 2003, reaching 16.4% in fall 2007. Our program located in Tacoma typically enrolls 55% to 60% students of color and our tribal program is generally between 90% and 100% students of color (Distribution of Students of Color by Campus).
Undergraduate/graduate mix and full-time/part-time proportions have remained essentially the same over the past ten years (Fall Quarter Enrollment History).
Retention and Graduation Rates
Overall undergraduate fall-to-fall retention has remained at or near 80% since fall 2000. Freshmen are the group of students retained least well to the following fall and of that group, nonresident fee-paying freshmen tend to be retained at a lower rate. This is no doubt in some part due to the increased cost of attendance for nonresident students – nonresident transfer students are also retained at a lower rate than resident fee-paying transfers (Retention Summary).
Overall, students of color are retained at a rate equal to or slightly above the rate for Caucasian students. Retention of students of color tends to be highest in our Tacoma program. Retention of students of color on the Olympia campus also tends to run equal to or slightly higher than for Caucasian students. We find this trend especially gratifying since our Olympia enrollment is predominantly white (Retention Summary).
Evergreen’s first-time, full-time freshman six-year graduation rate is 55% for the most recent cohort (fall 1999). While we hope to see improvement in freshman graduation rates as fall-to-fall retention efforts yield positive results, we view the current rate as comparable or better than our peers among public institutions (First-time, First-year Cohort Graduation Rates).
3.B.2 The institution provides opportunities for students to participate in institutional governance. Faculty are involved in the development of policies for student programs and services.
The Evergreen Social Contract, the mission statement of the college, and the mission statement of the Division of Student Affairs, all speak to campus-wide participation in institutional governance. The college has evidenced a long-standing commitment to involving students in decision-making.
Faculty Involvement
3.B.3 Policies on students’ rights and responsibilities, including those related to academic honesty and procedural rights, are clearly stated, well publicized, readily available, and implemented in a fair and consistent manner.
The Social Contract and Student Conduct Code guide students in understanding acceptable behavior at the college. Embedded within these documents are the clearly-defined procedures dictating student responsibility and administrative processes. Both found on the Web under the heading, Student Rights and Responsibilities, these documents previously had also been mailed to each incoming new student. Now that we are formally employing e-mail to conduct college business with students, the documents will be sent electronically. In addition, most academic programs specifically direct students to the expectations defined in the two documents both as a handout and online. Resident assistants meet with all residential students, sharing expectations and consequences, and again referring students to the Student Conduct Code and Social Contract. This year, the college will undertake a full evaluation and revision of the Student Conduct Code and then revise the current Web site. Students will participate in this revision and the community as a whole will have opportunities to provide input through public forums.
Holding students accountable to the policies and procedures defined in the Student Conduct Code follows the measures defined in the Student Rights and Responsibilities. Restorative justice guides the student conduct procedures, focusing heavily on education and making appropriate amends. With most situations, this process results in a positive outcome for violator and victim, as students are supported in taking responsibility for their actions and thinking critically about the larger consequences of their actions. Students have the option to appeal any decision to a board of their peers and other community members on the rare occasion when an agreement cannot be reached or is perceived as unjust by the student.
The campus grievance officer works collaboratively with faculty, campus police, and residential and dining staff, as well as student affairs professionals, to quickly address issues that arise on campus. Investigations of student conduct code violations and resulting sanctions happen in a timely manner. Officers now use Required Grievance Meeting forms (Grievance Forms), which result in students seeing the grievance officer within seventy-two hours of police contact. A case coordination team meets regularly to support students who are in crisis. The Bias Incident Response Team (Bias Related Incident Response Protocol ) was instituted two years ago to address campus occurrences of hate crimes or bias or prejudicial incidents. The Mediation Center (Mediation Center Homepage) supports community members campus wide in addressing conflict. The newly evolving Center for Community Matters will fill the gap to support students and community members in navigating the options for conflict resolution on campus.
3.B.4 The institution makes adequate provision for the safety and security of its students and their property. Information concerning student safety is published and widely distributed.
Police Services has embraced the concept of community-oriented policing to its fullest in the delivery of services to the Evergreen campus. The partnerships are guided by our Professional Policing Philosophy, which states, “The Evergreen Police Services (EPS) provides policing services based upon the following professional policing philosophies”:
Community-Based Policing
The delivery of police services is a community-based activity that reflects a partnership with the campus community.
Problem Solving Policing
Police service delivery strategies and tactics are based upon community needs, crime, and quality-of-life issues.
Approach to Policing
The delivery of police services is based upon a proactive and aggressive approach to serious criminal activity.
Preventive Policing
The delivery of police services is based upon the prevention of crime and mutual understanding.
Knowledge- and Innovation-Based Policing
Delivery of police services is based upon a “best practices” approach and current knowledge available to the police profession.
The above Professional Policing Philosophy follows from our Mission Statement: “The Evergreen community and the Department of Police Services, share the responsibility of providing a safe learning, working, and educational environment based on mutual trust and understanding.”
In 2005, Evergreen Police Services went through an on-site assessment of our services by the Western Regional Institute for Community Oriented Public Safety (see WRICOPS Report). The assessment noted many areas of ongoing excellent practices and also recommended areas needing improvement. Police Services has been very active in responding to these recommendations and improving our service to the community. In addition, there have been changes in the rank structure and organization of the department to better provide for accountability by officers to our community. Police Services has also implemented several community-wide partnerships that better communicate our mission and services to the Evergreen campus. For examples of steps taken to address concerns brought forward in the assessment, see Police Services Improvement Report.
The college’s philosophy is to quickly provide and share accurate information regarding more serious crimes with the campus to ensure a safe community. The vice president for Student Affairs and College Relations Office immediately issue security bulletins to be posted in every building on campus for these crimes. In compliance with federal law, Uniform Crime Reporting Statistics, and Clery Statistics (the landmark federal law, originally known as the Campus Security Act, that requires colleges and universities across the United States to disclose information about crime on and around their campuses), crimes are reported annually and can be viewed via the Police Services Web site (Campus Crime Statistics 1999-2007), as well as the Washington Association of Sheriffs & Police Chiefs Web site and the Federal Office of Postsecondary Education Web site. (The differences in the statistical data among these three reports are due to the various federal and state reporting requirements that are mandated to include different classes of crimes and types of activities.)
3.B.5 The institution publishes and makes available to both prospective and enrolled students a catalog or bulletin that describes: its mission, admission requirements and procedures, students’ rights and responsibilities, academic regulations, degree-completion requirements, credit courses and descriptions, tuition, fees and other charges, refund policy, and other items relative to attending the institution or withdrawing from it.
The college publishes a catalog annually describing the items listed above. A print version of Evergreen's catalog is available. Our online catalog is available at: http://www.evergreen.edu/catalog/2008-09/
Mission Statement – Mission Statement
Admissions requirements and procedures—Freshmen: Freshmen Admissions
Admissions requirements and procedures—Transfers: Transfer Admissions
Students' rights and responsibilities: Student Rights and Responsibilities
Academic regulations: Academic Standing
Degree-completion requirements: Graduation Process
Tuition, fees and other charges: Financial Aid 2007-08 Cost of Attendance and Student Fee Detail 2007-08
Refund Policy: Summer Registration and Refunds
3.B.5 (continued) In addition, a student handbook or its equivalent is published and distributed. A student handbook normally will include information on student conduct, a grievance policy, academic honesty, student government, student organizations and services, and athletics. The student handbook may be combined with the institution’s catalog.
The Social Contract and Student Conduct Code guide students in understanding acceptable behavior at the college. Embedded within these documents are the clearly defined procedures dictating student responsibility and administrative processes. Both are found on the Web under the heading Student Rights and Responsibilities.
Student Organizations and Services: List of Recognized Student Organizations
Constitution for Student Government Student Government: Constitution for Student Government
3.B.6 The institution periodically and systematically evaluates the appropriateness, adequacy, and utilization of student services and programs and uses the results of the evaluation as a basis for change.
Evergreen Student Experience Survey 2006 - Use of Campus Resources - Olympia
Evergreen Student Experience Survey 2006 - Use of Campus Resources - Tacoma
Evergreen Student Experience Survey 2006 - Use of Campus Resources - Tribal Programs
Reporting of usage of campus resources by Evergreen alumni has also been gathered and shared: Alumni Surveys 2002-2006 - Campus Resource Utilization.
A comprehensive orientation program
Assistance in the initial transition to Evergreen
Self-care, health and safety
Diversity and community
For more detailed descriptions of these activities, see relevant sections of the Retention Initiatives and Objectives report.
See the Professional Associations and Related Activities for a summary of professional development activities and resulting improvements in services provided by Student Academic Support Services (SASS) practitioners in the following areas: academic advising, retention, general education, civic engagement, health and safety, student engagement in learning, diversity, legal issues, and budget management/regulations.
Standard 3.C – Academic Credit and Records
3.C.1 Evaluation of student learning or achievement, and the award of credit, are based upon clearly stated and distinguishable criteria. Academic records are accurate, secure, and comprehensive. Credit is defined and awarded consonant with the Glossary definition.
3.C.2 Criteria used for evaluating student performance and achievement including those for theses, dissertations, and portfolios, are appropriate to the degree level, clearly stated and implemented.
MES Thesis Handbook
Section One: Student Teaching Guidelines
Section Two: Assessment Guide
MPA Program Overview
MPA Course and Schedule Information
3.C.3 Clear and well-publicized distinctions are made between degree and non-degree credit. Institutional publications and oral representations explicitly indicate if credit will not be recognized toward a degree, or if special conditions exist before such credit will be recognized. Any use of such terms as extension credit, X credit, continuing education credit, is accompanied by clear statements regarding the acceptability of such credit toward degrees offered by that institution. Student transcripts clearly note when any credit awarded is non-degree credit. Whenever institutions grant non-degree credit other than the Continuing Education Unit (CEU), some summary evaluation of student performance beyond mere attendance is available.
3.C.4 Transfer credit is accepted from accredited institutions or from other institutions under procedures which provide adequate safeguards to ensure high academic quality and relevance to the students’ programs. Implementation of transfer credit policies is consistent with 2.C.4 as well as Policy 2.5 Transfer and Award of Academic Credit. The final judgment for determining acceptable credit for transfer is the responsibility of the receiving institution.
Direct Transfer Degree (DTA)
Associate in Science Transfer Degree (AS-T)
Direct Technical Transfer Degree
Upside Down Degree
Course-by-Course Evaluation
Nontraditional Credit
freshman level or above (usually number 100–499)
grade of A, B, C, Pass/Satisfactory, Credit, 2.0 or better
academic in nature (physical education, military science credit, and courses that are religious in nature are not transferable)
occupation related (e.g., bookkeeping, law enforcement, keyboarding, nursing, secretarial training)
skill building (e.g., equipment operation, typing, etc.)
personal development (e.g., assertiveness training, personal finance)
Nontraditional Credit: Non-accredited Colleges and Universities
Has successfully completed ninety-six credits at Evergreen
Has not exceeded the maximum number of transfer credits allowed
Will earn forty-five of his/her last ninety credits at Evergreen
Nontraditional Credit: Running Start, College in the High School, and International Baccalaureate Programs
Nontraditional Credit: Credit by Examination
CLEP—the minimum acceptable score varies for each test. However, scores of fifty or better will result in transfer credit
AP—acceptable scores are three, four, five
IBO—acceptable scores are four, five, six, seven
Nontraditional Credit: Experiential Learning
Nontraditional Credit: Military Training
Nontraditional Credit: Certificated Learning
3.C.5 The institution makes provision for the security of student records of admission and progress. Student records, including transcripts, are private, accurate, complete, and permanent. They are protected by fireproof and otherwise safe storage and are backed by duplicate files. Data and records maintained in computing systems have adequate security and provision for recovery in the event of disaster. The information-release policy respects the right of individual privacy and ensures the confidentiality of records and files.
Standard 3.D – Student Services
3.D.1 The institution adopts student admission policies consistent with its mission. It specifies qualifications for admission to the institution and its programs, and it adheres to those policies in its admission practices.
In-State Market Trends
During the last two years, Evergreen has weathered a statewide decline in the Washington community college transfer market and increasing competition for transfer students among public, independent, and for-profit baccalaureate institutions. At the same time, several hundred additional freshman seats were created at three public branch campuses (UW-Tacoma, UW-Bothell, and WSU-Vancouver) in fall 2006, a period of only modest growth in the numbers of graduating high-school seniors in the state. Community college transfers are the largest component of Evergreen’s entering class, so declines in this market coupled with increased competition have a substantial impact on application activity. Opening branch campuses to freshmen in fall 2006 (these campuses had previously been restricted to upper-division students) presented an additional recruitment challenge (Trends in Fall Quarter Applications).
Conversion Rates and Application Trends
Increases in our conversion rates from admission to enrollment helped to mitigate the declines in applications from Washington freshmen and community college transfers in 2006 (Percent Fall Quarter Admitted Undergraduates Enrolling ). Applications for both groups increased in 2007 (Washington freshmen rose 15%; Washington transfers rose 8%), which we interpret as signs that Evergreen is holding ground or improving its market share in both of these areas and that our continuing efforts to refine recruitment strategies are effective (Trends in Fall Quarter Applications).
Applications from nonresident students also increased in 2007 (up 11%), producing a strong showing for undergraduate applications overall in 2007 (Fall Undergraduate Application Progress 2002-2007).
Improvements in Recruitment Efforts
See the 2003 Interim Reaccreditation Report to the Northwest Commission for details regarding efforts by our admissions office to continue to increase the quantity and quality of our outreach efforts. Examples include: '
Significant institutional support in terms of budget and shared mission: The recruitment effort has received substantial budget support from the college, allowing improvements in quality and quantity of our work. Recognition of the importance of student recruitment and a sense of shared responsibility for this work extends across the institution.
Overhaul of publications and development of a targeted mailing series: In 2001, the “mailing series” to students inquiring about enrollment consisted of one packet containing the college catalog, an application form, and a letter from Admissions. In 2006, the series consisted of fifteen different sequenced pieces with content intended to move a student from inquiry to applicant to admit to enrolled status. The series contains high-end publications (e.g., the general viewbook, academic viewbook, transfer guide, and visit Evergreen brochure), and a series of postcards reminding students of important upcoming enrollment events (e.g., Fridays at Evergreen, president’s receptions). Strategies have been developed that employ an intentional communications plan to direct the recruitment mailing series, and of equal importance, have secured a reliable delivery system for the mailing series.
Comprehensive follow-up efforts: Mail, telephone, Web/e-mail, and personal contacts with prospective students by Admissions counselors and staff, current students and Evergreen faculty have increased, including 7,434 student-to-student tele-counseling telephone calls for the 2006-07 academic year.
Twenty-four hour response time: In recognition of the importance of timeliness, any e-mail, written, or telephone communication receives a response within twenty-four hours. Campus visitors are sent a “thank you for visiting” card within twenty-four hours.
College Web site redesign and Web support staffing: The college’s Web site was redesigned in 2001 with special emphasis on improving communication with prospective students. Funding was provided for staff to maintain and improve the Web site the following year. Improvements have continued since then, managed from the College Relations office in coordination with Enrollment Services. Enrollment Services staff also update and improve the admissions and financial aid Web sites on a regular basis.
Remodel of the Admissions Office: The space was an eyesore for students and parents in comparison with other schools visited such as the University of Puget Sound, Reed College, and Lewis & Clark College. The remodel in 2002 provided temporary improvements. As the Library Phase II remodel has advanced, Enrollment Services has taken an active role in the design process to ensure a general upgrade of appearance in Admissions. In addition, efforts are being made to accommodate guests during the remodel period and temporary move to Seminar I.
Articulation agreements: Additional articulation agreements to promote easier transition from community colleges in Washington to Evergreen continue to be negotiated.
Reorganization of classified employees: All classified employees in the office were reclassified as credential evaluators. Two factors prompted this effort: 1) staff previously classified as office assistants were impacted and “bumped” out of their positions during budget cuts; and 2) the old system promoted a division of labor that broke down during absences. Students often did not get an official transfer credit evaluation until well into the quarter for which they had applied. With each credential evaluator assigned to a section of the alphabet, all applications are now reviewed and awarded transfer credit prior to registration.
Reorganization of admissions counselors Whereas a division of labor was counterproductive to the classified staff responsibilities as described above, a division of responsibilities is essential to the relationship-building and long-term outcome strategies for the admissions counselors and the target audiences with whom they work. As the organizational chart indicates, each counselor now has a specific recruitment responsibility (e.g., non-resident recruitment, Student Visitor Program, etc.).
Capping non-resident tuition: Resisting pressure to increase non-resident tuition during the past two years has allowed us to recover some of the competitive advantage in cost lost to private institutions when tuition increased substantially from 2002 to 2004. Each year that non-resident tuition is not increased, the college’s position on cost relative to the private school competition is improved. A 5% increase has been approved for fall 2007.
Tuition waivers in the form of “Scholastic Achievement Awards” (SAA): During the past two years, the college has provided new financial support to students aimed at making Evergreen a more competitive choice among the selective liberal arts colleges with whom it competes for non-resident freshmen. This new strategy of “tuition discounting” has clearly been successful in attracting and enrolling students who would otherwise have opted for institutions providing stronger financial aid packages.
Technological improvements and efficiencies: With the 2001 conversion to the Banner software system and the 2007 conversion to Banner Recruit and Banner Apply, tools were added and upgraded to permit students to apply in a timely manner (88% apply online) and to allow staff to more easily input and systematically manage recruit information.
Emphasis on the campus visit: Recruitment literature emphasizes that the campus visit has the greatest impact on a student’s choice of colleges. Evergreen has restructured its messages to prospective students to direct them toward a campus visit and greatly improved the sophistication and quality of our Campus Visit Program. The addition of “visit” pieces crafted for different recruitment events and audiences, a student visitor program coordinator, improved data collection, a well-scripted program, and an online visit calendar, have led to a substantial increase in the number of students visiting Evergreen and improvement in the quality of their visit. For fall 2007, the program accommodated a record 1,336 visitors and 1,338 guests (including 139 overnight visits and 218 program visits).
Additional positions added to Admissions: Additional staffing allowed the Admissions Office to spread the word about Evergreen more broadly, process student data more quickly, provide information on a more timely basis, and emphasize personal contacts with prospective students.
Improved data collection and evaluation: Compilation of outcome activity reports, including weekly counselor activity reports, bi-weekly statistics reports, and weekly application and enrollment reports, was added to monitor and assist in evaluating recruitment strategies and locations.
Increased faculty involvement: Seven faculty are involved with the recruitment effort through governance assignments. This group of faculty is available to students for on-campus interviews, campus event panels, and out-of-state counselor and student/family receptions.
Please see the Admissions Self-Study for a more detailed discussion of student recruitment activity and improvements. (Admissions Self-Study)
3.D.2 The institution, in keeping with its mission and admission policy, gives attention to the needs and characteristics of its student body with conscious attention to such factors as ethnic, socioeconomic, and religious diversity while demonstrating regard for students’ rights and responsibilities.
Emphasis over the past years has been placed on helping students acclimate to Evergreen. KEY Student Support Services has sharpened the approach to students by creating programs that increase academic success. One example is the Step Up program that was designed as a one-week summer orientation and college readiness program for freshmen and transfer students who are first-generation students, students with disabilities, and low-income students. Because of academic need, the emphasis of the Step Up program is on understanding the learning environment at Evergreen. There is a heavy emphasis on reading as a fundamental skill and writing as a critical companion to reading. Students spend several hours a day in workshops and seminars developing and strengthening their abilities to read and write under the direction of the Writing Center director and a faculty member with a background in writing.
3.D.3 Appropriate policies and procedures guide the placement of students in courses and programs based upon their academic and technical skills. Such placement ensures a reasonable probability of success at a level commensurate with the institution’s expectations. Special provisions are made for “ability to benefit” students.
Core Programs are designed specifically for freshmen and intended to develop necessary academic and technical skills necessary for more advanced offerings. Faculty constantly assess student skills and knowledge in the context of work in academic programs. They often advise students in the context of evaluations with respect to the match of their interest and abilities with the requirements of future program opportunities.
3.D.4 The institution specifies and publishes requirements for continuation in, or termination from, its educational programs, and it maintains an appeals process. The policy for readmission of students who have been suspended or terminated is clearly defined.
Faculty evaluation of student achievement occurs at the end of programs, contracts, courses, and internships. A student in danger of receiving less than full credit is notified in writing at mid-quarter by his or her faculty or contract sponsor. A student making unsatisfactory academic progress will receive an academic warning and may be required to take a leave of absence. Unsatisfactory academic progress is defined in the following paragraph under academic warning. Students who feel a faculty evaluation is in error may seek to have the evaluation amended using a process set forth in the college catalog that complies with FERPA. The student must begin the process within thirty days of the date the student received the final evaluation. Copies of this process are also available in the Academic Deans Office and in the Faculty Handbook. It also appears on the college Web site. (FERPA Policy on Amending Student Records)
Academic warning will be issued to a student by the Associate Vice President for Enrollment if the student earns less than three-fourths of the number of registered credits in two successive quarters. A student registered for six quarter-hours or more who receives no credit in any quarter will receive an academic warning. Such a warning urges the student to seek academic advice or personal counseling at the college. Students are removed from academic warning status when they receive at least three-fourths of the credit for which they register in two successive quarters.
3.D.5 Institutional and program graduation requirements are stated clearly in appropriate publications and are consistently applied in both the certificate and degree verification process. Appropriate reference to the Student Right-to-Know Act is included in required publications.
Graduation requirements are clearly set forth in the college catalog and described on the College Web site. (Graduation Process)
3.D.6 The institution provides an effective program of financial aid consistent with its mission and goals, the needs of its students, and institutional resources. There is provision for institutional accountability for all financial aid awards.
3.D.7 Information regarding the categories of financial assistance (scholarships and grants) is published and made available to both prospective and enrolled students.
3.D.8 The institution regularly monitors its student loan programs and the institutional loan default rate. Informational sessions which give attention to loan repayment obligations are conducted for financial aid recipients.
The Evergreen State College: Student Loan Default Table
Fiscal Year 2003 2004 2005
Default Rate 4.2% 3.9% 3.2%
3.D.9 The institution provides for the orientation of new students, including special populations, at both undergraduate and graduate levels.
There has been a concerted effort to build academic components into the orientation program to give students exposure to and an early start in familiarizing themselves with the teaching and learning at the college. This has been done through two formats—daily workshop offerings during the week and a two-credit college-readiness course team-taught by faculty and student affairs practitioners (see New Student Orientation Week Schedule).
College Readiness Courses: Courage to Learn and Beginning the Journey Course Offerings
In 1999, faculty and Student Affairs staff presented a “mini” academic program entitled Courage to Learn, which gave students some exposure to the systems of “the academic program.” The course ran concurrently with orientation. A small study group explored the possibility of attracting a larger number of students by offering a more extensive program for credit. In 2001, this program was offered with a two-credit option (at no cost to the student) entitled Beginning the Journey. This version included not only a week-long, full-day program within orientation week, but also extended five weeks into the fall quarter during which students met with teaching teams outside of their academic programs for continued skill development (building student skills in writing, decision-making, drug and alcohol awareness, etc.) and continued community development. Pre- and post-program surveys were administered to assess students’ experiences. Assessment data reported that Beginning the Journey offerings were successful in helping students understand a great deal about the structures and resources at Evergreen (see Beginning the Journey Assessment 2002). Retention data indicated that students participating in the program were retained from fall-to-fall at a higher rate than other first-year students.
Early Start Program—First Peoples' Scholars Program and KEY, Step-Up, Conditional Admits
Graduate Student Orientation
3.D.10 A systematic program of academic and other educational program advisement is provided. Advisors help students make appropriate decisions concerning academic choices and career paths. Specific advisor responsibilities are defined, published, and made available to students (Standards 2 and 4, Standard Indicators 2.C.5 and 4.A.2).
Academic Advising promotes Evergreen students’ access to learning and growth. We help students understand the structure of the college and realize the variety of educational options available to them. We collaborate with students in the discovery and exploration of meaningful strategies for learning.
Internships to Enrich Learning
Internship fairs featuring representatives of internship opportunities for students are held each year. This program was recently expanded to include the Center for Community-Based Learning and Action and the Student Employment office. In January 2008, more than one hundred employers participated and more than six hundred students attended.
Internships are advertised in our new shared database: the Community Opportunities Database (CODa), along with other opportunities such as jobs and volunteer experiences. This has the effect of increasing the pool of visible opportunities that may become internships, as well as increasing the number of potential paid internships. CODa is managed and supported through a partnership among Academic Advising, Career Development, Student Employment, and the Evergreen Center for Community-Based Learning and Action.
Internship documentation assistance and oversight (processes for all credit-bearing internships are the purview of Academic Advising, in collaboration with academic deans and the registrar).
Center for Community-Based Learning and Action advisory group (partnership with service learning office at the college).
Participation in academic dean reviews of internship proposals.
Facilitation of information sessions for major internship partners (e.g., Department of Transportation, state legislature, etc.).
Advising Interventions for New Students and Students Experiencing Difficulties
Academic Planning Workshops (for new and continuing students). These workshops became mandatory in spring 2007. All entering students must participate in a mandatory advising session. Failure to take one of these programs results in the student’s registration being blocked (see Student Evaluation of Academic Planning Workshops for a summary of student feedback).
The Core Connectors Program (advisors in the academic programs for first-year students). Through the Core Connectors Program, Academic Advising partners with faculty so that each first-year program has an advisor involved in program activities, making academic planning a seamless part of the learning environment of the program. The Core Connectors Program is comprised of academic advisors and other SASS practitioners who are assigned to one of the core programs, providing a presence within core programs to help students settle into and adjust to college life. The core connector meets regularly with the program, makes announcements, and participates in and facilitates discussions related to academic success. Core connectors also work with faculty in conducting small group interviews that allow students to express their concerns and satisfactions with their programs. The core connectors play a major role in obtaining feedback directed toward program improvement.
A case management model through which staff members discuss student cases at staff meetings and assign one of the advisors for comprehensive follow-up of students with extraordinary academic difficulties and/or individual work with faculty who refer students in difficulty.
One-on-one outreach to first-year students (in partnership with program faculty).
“How’s It Going?” cards (written outreach for all lower-division program students each quarter, with individual follow-up for those expressing difficulties).
The Peer Advisors Program that conducts initial intake interviews with students, answers quick and simple procedural questions, refers to resources on campus, and briefs the staff on student needs. These are experienced student employees who assist with general advising and group programming.
Web resources on academic planning and problem-solving.
Outreach to students on academic warning (students who do not make satisfactory academic progress). An advisor is assigned to follow up with students who are placed on academic warning. The outreach focus is on understanding the academic warning process and identifying what it is they will need to do to return to Evergreen if they choose to do so.
Follow-up with conditionally admitted students. Beginning fall 2002, students admitted conditionally became a focus for our retention efforts. Conditional admits have one quarter to demonstrate that they can be successful at Evergreen. In order to maximize their chances of success and capitalize on their promise, the Admissions Office and SASS conduct a special orientation program. Each conditionally admitted student is required to meet with an academic advisor for a one-on-one session to learn about the resources available. Conditionally admitted students maintain this status until they achieve regular admission status.
Staff Development Focus on Diversity
Academic Advising staff is evaluated annually and goals for performance are established. The professional development approach is directed to the third of the five foci at Evergreen: Learning Across Significant Differences. The peer and professional staff of the unit are diverse. For the past three years, Academic Advising professional staff members have met together for two hours weekly during the academic year to focus specifically on the personal and professional learning that is needed to effectively counter racism and other forms of bias which occur in human systems. Through readings and discussion, “Critical Moments” role-playing, personal storytelling, group attendance at diversity-related lectures, and honest self-reflection activities, staff members have addressed the difficult issues of privilege and oppression manifested in their work with students and with one another. Facilitation of these meetings is shared and staff members have created specific ground rules to enhance honesty and safety. This diversity-related learning is a high priority for the Academic Advising staff.
Focus Areas for Academic Advising – Present and Future
Major issues for Academic Advising in the past few years have been programmatic and individual outreach to first-year students and those experiencing academic difficulties, forging links with faculty for advising partnerships, creating Web-based advising resources for students and faculty, and setting a high priority for ongoing anti-oppression work as professional development for the staff. In the next few years, we plan to continue these directions, put additional efforts into our Beginning the Journey course in collaboration with Academic Affairs, assess the effects of new requirements for advising interventions for first-year students, and address the need for increased focus on advising transfer students as introduced below.
Transfer Student Orientation, Academic Advising, and Career Development
Levels of Student Use of and Satisfaction with Selected College Services
Evergreen Alumni Surveys of 2004 and 2006
(Student Affairs Offices in Bold)
Higher Satisfaction
(75%-95%)
Lower Satisfaction
Highest Use
(80%+)
Library Computing Center
Higher Use
Financial Aid Office Media Services Academic Advising
Moderate Use
Lower Use
(24-%-30%)
Math Center Counseling Center
Additional Information about Academic Advising
Web Resources for students (Links for Current Students)
Web Resources for faculty (Faculty Academic Planning Resources)
Academic Advising Office Job Responsibilities/Organizational Chart
Academic Planning Workshops Attendance 1998-2006.doc
Advising Drop-In Statistics: 1997-2007
Academic Planning Workshop: Summary of Student Evaluations
Statistics on Student Attendance at Freshman Advising Day 1998-2007
Data on Student Participation in Study Abroad Opportunities 2005-2007
Description and Statistics on Conditional Admission Advising
Report on Study of Academic Warning
Freshman Advising Day Schedule – 2007
“How’s it Going” Card Example
Descriptions of Freshman Advising Day and the Core Connector Program
3.D.11 Career counseling and placement services are consistent with student needs and institutional mission.
The mission of the Career Development Center is to provide consistent, quality career and life work planning for students and alumni of the college. Embracing the value of a liberal arts education, the center connects the learning of students to the content of academic programs and plans and implements services and activities to complement the curriculum. In programming, the Career Development Center works collaboratively across campus with faculty, staff, and students to connect theory and practice. The Career Development Center is closely allied with Academic Advising and intentionally designs programs that address career and academic pathways in the college curriculum.
Students receive assistance and support with assessment including: Transcript Review, Myers-Briggs Type Indicator (MBTI), Campbell Interest and Skill Survey (CISS), Self Directed Search (SDS), John Holland’s RIASEC, and the Washington Occupational Information System (WOIS). Students receive support with occupational research utilizing a seven-thousand-volume Career Resource Library and a three-hundred-file Web site at the Career Development Center. Workshops and individual sessions provide help with orientation, resume writing, job search strategy, interviewing skills, mock interviewing, portfolio development, graduate school advising, GRE/LSAT/MCAT practice testing, networking, transition, job keeping and job coping, and re-careering.
In the 2006-07 academic year, the center participated in the Curricular Visions DTF envisioning long-term curriculum planning. Staff are partnering with Academic Advising and faculty to teach the freshman advising program, Beginning The Journey. A hallmark partnership is the recent collaboration between the science faculty and the Career Development Center. For the past two years, a career counseling specialist has provided specific career and academic advising for National Science Foundation (NSF) Computer Science, Engineering, and Math Scholarship (CSEMS) students. This year, the director of the Career Development Center is serving as assistant project director for the four-year NSF Scholarships in Science, Technology, Engineering, and Math (S-STEMS) grant.
3.D.12 Professional health care, including psychological health and relevant health education, is readily available to residential students and to other students, as appropriate.
For data describing the top five areas of diagnoses, see Top Five Areas of Diagnoses for the Counseling Center and Top Five Areas of Diagnoses for the Health Center.
Requests for counseling services from students have increased by 20% since 2004, while enrollment at the college has increased by 4%. (Student Requests for Counseling Services)
3.D.13 Student housing, if provided, is designed and operated to enhance the learning environment. It meets recognized standards of health and safety; it is competently staffed.
Residential and Dining Services is a self-sustaining service that consists of Residential Dining, Residential Facilities, Residential IT, and Residential Life staffs responsible for providing a student-centered living/learning environment which is purposeful, just, and sustainable for resident and non-resident students. Nearly one thousand students reside on campus in facilities ranging from traditional high-rise to townhouse-style apartments and stand-alone duplex (modular) units. For a full listing of residential facilities, see Listing of Residential Facilities . This capacity has been adequate to fulfill student needs, since the residence halls have been full or nearly full during the past ten years. There has been a small but steady increase in occupancy each of the past three years with fall 2007 opening at 103% occupancy. This increase is due primarily to the recent upward trend in the freshman population. Resident numbers lessen slightly as the academic year progresses due to internships, study abroad programs, and attrition from the school.
3.D.14 Appropriate food services are provided for both resident and nonresident students. These services are supervised by professionally trained food service staff and meet recognized nutritional and mandated health and safety standards.
Dining Facilities Type of Service Location Capacity
Greenery All you care to eat CAB 1st Floor 220
Market Café A la carte CAB 2nd Floor 100
Sem II Café A la carte coffee bar Sem II B Building 30
Corner Store Convenience store Housing Community Center N/A
3.D.15 Co-curricular activities and programs are offered that foster the intellectual and personal development of students consistent with the institution’s mission. The institution adheres to the spirit and intent of equal opportunity for participation. It ensures that appropriate services and facilities are accessible to students in its programs. Co-curricular activities and programs include adaptation for traditionally under-represented students, such as physically disabled, older, evening, part-time, commuter, and, where applicable, those at off-campus sites.
3.D.16 The co-curricular program includes policies and procedures that determine the relationship of the institution with its student activities; identifying the needs, evaluating the effectiveness, and providing appropriate governance of the program are joint responsibilities of students and the institution.
In July 1993, the board of trustees approved Guidelines Governing Establishment and Funding of Programs Supported by Services and Activities Fees. In May 2002, the trustees approved revised guidelines that gave authority to the off-campus programs. Student Activities Fee Guidelines
During the 2005-06 academic year, the constitution of the newly created Geoduck Student Union was approved by the board of trustees. The constitution of the new student union can be found in the Geoduck Student Union Charter.
Identifying Needs
3.D.17 If appropriate to its mission and goals, the institution provides adequate opportunities and facilities for student recreational and athletic needs apart from intercollegiate athletics.
The Evergreen Student Experience Survey has shown that the recreation facilities, located very close to Evergreen’s Residential Life areas, are used by 52% of all students and 57.7% of first-time, first-year students. Between 15% and 20% of all students use the facilities heavily. Roughly eighty of Evergreen’s faculty and staff buy permits to use the CRC and, despite an explosion of for-profit fitness centers and the expansion of a still-new YMCA in the community since 1998, many community members still purchase permits as well. Evergreen Student Experience Survey 2006 - Use of Campus Resources - Olympia Evergreen Student Experience Survey 2004 - Final Report. Recreational facilities are an important resource for some students and an occasional resource for a majority.
3.D.18 If the institution operates a bookstore, it supports the educational program and contributes to the intellectual climate of the campus community. Students, faculty, and staff have the opportunity to participate in the development and monitoring of bookstore policies and procedures.
The bookstore carries program books and a selection of general books, office supplies, gift items, clothing, and sundries. Because there are no commercial retail establishments close to the college, the bookstore tries to provide a wide range of items for the campus, especially for the on-campus housing students.
3.D.19 When student media exist, the institution provides for a clearly defined and published policy of the institution’s relationship to student publications and other media.
The Student Communications Media Policy is posted on the college’s Web site. The Cooper Point Journal, the campus newspaper, has clearly written guidelines in their Operations and Ethics Web page (Cooper Point Journal Operating Procedures). KAOS-FM, the campus radio station, is governed by the FCC. All aspiring programmers are required to attend a six-week training course and pass a proficiency test before being allowed to host their own radio program.
Standard 3.E - Intercollegiate Athletics
3.E.1 Institutional control is exercised through the governing board’s periodic review of its comprehensive statement of philosophy, goals, and objectives for intercollegiate athletics. The program is evaluated regularly and systematically to ensure that it is an integral part of the education of athletes and is in keeping with the educational mission of the institution.
3.E.2 The goals and objectives of the intercollegiate athletic program, as well as institutional expectations of staff members, are provided in writing to candidates for athletic staff positions. Policies and rules concerning intercollegiate athletics are reviewed, at least annually, by athletics administrators and all head and assistant coaches. The duties and authority of the director of athletics, faculty committee on athletics, and others involved in athletics policy-making and program management are stated explicitly in writing.
3.E.3 Admission requirements and procedures, academic standards and degree requirements, and financial aid awards for student athletics are vested in the same institutional agencies that handle these matters for all students.
3.E.4 Athletic budget development is systematic; funds raised for and expended on athletics by alumni, foundations, and other groups shall be subject to the approval of the administration and be accounted for through the institution’s generally accepted practices of documentation and audit.
3.E.5 The institution demonstrates its commitment to fair and equitable treatment of both male and female athletes in providing opportunities for participation, financial aid, student-support services, equipment, and access to facilities.
3.E.6 The institution publishes its policy concerning the scheduling of intercollegiate practices and competition for both men and women that avoids conflicts with the instructional calendar, particularly during end-of-term examinations.
Conclusion - Athletics
Standard 3 Findings and Conclusions
11.) Recruitment of new students has been improved by more strategic use of resources, careful consideration of basic markets, overhaul of publications, the targeted use of tuition waivers, efficient response to inquiries, provision of high quality campus visits, and increased faculty involvement.
5.) The area has demonstrated a significant commitment to diversity and inclusiveness in its goals and its services.
3.) In response to the Strategic Plan, the area will work on developing strategic enrollment planning and coordination with curriculum enrollment growth, and institutional promotion.
Standard 3 - Supporting Documentation
See Supporting Documentation for Standard Three
Retrieved from "http://wikis.evergreen.edu/selfstudy/index.php?title=Standard_3&oldid=8995"
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News & eventsNewsroomU.S. Navy Pilots Continue to Rely on BAE Systems to Land Safely
U.S. Navy Pilots Continue to Rely on BAE Systems to Land Safely
11 Jun 2013 2013-06-11T01:00:00+02:00
Helping Navy pilots land safely, every time.
U.S. Navy pilots count on air traffic control and landing systems to be fully operational so they can land safely every time. BAE Systems helps to make that happen. The company has received a $78 million contract to continue providing the Navy with the technical and engineering services needed to guide landings on aircraft carriers, large-deck amphibious assault ships and shore-based facilities.
“Ensuring that the landing systems function properly is paramount to the Navy’s mission and the safety of all pilots,” said Mark Keeler, vice president & general manager of Land & Electronic Systems at BAE Systems. “Our team understands the critical nature of this work, and we have a proven track record of getting the job done.”
For 20 years, BAE Systems has provided the Navy with system installations, certifications, technical assistance, training, mission-critical computer resources, and the repair and restoration of the landing systems.
This new contract is expected to be completed by 2018. The work will be performed at St. Inigoes and Great Mills, Maryland, in addition to other Navy sites, including San Diego, California and Norfolk, Virginia.
Audrey Taylor Communications Manager
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Home » Campbell to deliver strong e.p.s. in fiscal 2009
Campbell to deliver strong e.p.s. in fiscal 2009
CAMDEN, N.J. — Campbell Soup Co. expects to deliver sales growth for fiscal 2009 with a long-term target range of between 3% and 4%, the company said as a part of an investor update. Also for the year the company expects to have adjusted net earnings per share to exceed the 5% to 7% range from the fiscal 2008 base of $2.09.
"Year to date, fiscal 2009 has been a successful year for Campbell, especially considering the unprecedented upheaval in global financial markets," said Craig Owens, chief financial officer and chief administrative officer. "In our U.S. soup business, we have delivered one of the best top-line performances in many years. We’ve introduced market-leading innovations with the successful launch of several new products, making significant gains in the ready-to-serve segment with our Campbell Select Harvest line and improving our position in the highly competitive broth segment."
Campbell also is planning on enhancing its Campbell’s Chunky line and will feature 24 varieties with lean meat and 30 items with a full serving of vegetables. In the coming year the company will reduce sodium in its tomato soup by 32% to 480 mg per serving and will reposition the Healthy Request soups by reducing sodium levels to 410 mg per serving and feature the American Heart Association certification on the label. The company also plans to add five new Mediterranean-style varieties to the Select Harvest line this fall.
The company said it will expand in the Chinese and Russian markets. This includes expanding its product portfolio in China as well as possible geographic expansion in the country, and integration of Campbell’s Russian operations with Coca-Cola Hellenic Bottling Co. and expansion of certain products into national distribution.
"Internationally, we have delivered strong performance in Asia Pacific," Mr. Owens said. "We also have advanced our emerging markets plans by forging a long-term partnership in Russia that will provide access to the best distribution system in Russia for our products. We have achieved all of this and more in an extremely challenging economic environment."
Gruma posts profit in fiscal 2009
Strong finish to fiscal ’12 boosts Hershey full-year earnings
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Mark Rosenberg, Managing Director of Balanced Curve is an Accredited Mediator under the National Accreditation System. Mark specialises in franchising and workplace mediations and has been conducting mediations for the Office of the Franchising Mediation Advisor since 2009. Mark has a Bachelor of Arts (Psych)/Laws from the University of NSW, a Master of Laws from the University of Pennsylvania and a Master of Management from Macquarie Graduate School of Management (MGSM).
He has broad professional and mediation experience having worked as a lawyer and manager across a number of industries. He has held senior legal and commercial roles at Caltex Australia and was Executive Director, Marketing and Communications, at Sydney Olympic Park Authority, a NSW Government agency.
Mark developed his franchising expertise working as a lawyer and then manager at Caltex Australia. During his time at Caltex, Mark covered all aspects of retail franchising, from drafting the Australian franchise agreement to developing the Franchise Charter, managing relationships with franchisees, developing performance-management programs, resolving disputes and conducting mediations. For two years he headed up a subsidiary company responsible for Caltex’s retail company operations program, effectively acting as a large franchisee. He subsequently acted as National Franchise Manager, gaining an insight into both sides of the franchising fence.
A key to Mark’s success as a mediator is his ability to understand the perspective of both parties. At Caltex, his fairness in recognising the franchisee’s perspective led to a quantum change in the culture of the Caltex franchisor-franchisee relationship. The collaborative working relationship that developed between Caltex and its franchisees has been a significant factor in making the Caltex franchise the success that it is today.
Since establishing Balanced Curve in 2008, Mark has successfully conducted numerous franchise and workplace mediations, both formal and informal.
Salling Browning, Balanced Curve Associate is an accomplished communication and dispute resolution specialist with extensive experience in Mediating, managing, and resolving disputes in the workplace, as well as other areas. She is an accredited mediator under National standards and has mediated in excess of 1,500 disputes, including matters involving significantly complex issues and multiple parties.
She is a former CEO of the Australian Commercial Disputes Centre – the first ADR organisation in Australia established by the NSW Attorney General to promote and facilitate dispute resolution processes alternative to litigation. She is a former President of the Australian Dispute Resolution Association (ADRA) and a current Board Member of the Association.
Salli has designed and delivered numerous training courses in mediation, and other associated areas such as effective communication in the workplace, and dispute avoidance. She has worked in Australia, Hong Kong and Malaysia and in a variety of cross cultural contexts.
Salli also has extensive experience in many facets of the ADR field, including the development of ADR systems and policy in a variety of areas, the development of mediation training and mediation standards, and the development and management of Industry Dispute Resolution Schemes.
Salli is a member of Statutory mediation panels for the Office of Fair Trading Strata Titles Mediation Services Unit, a member of mediator panels for various industry dispute resolution schemes; a member of Australian Dispute Centres panel of mediators, a member of Australian Public Service Commission panel of independents and on selective State and Federal Government mediation panels.
Lynora Brooke Balanced Curve Associate is recognised as one of Australia’s leading conflict management coaches and mediators. She is based in Sydney and brings an extensive background in mentoring, executive coaching, facilitation, mediation and training to her work.
Lynora is accredited under the National Mediation Standards and has over 35 years’ experience in business management, facilitation, consulting, mentoring and mediating. She has worked throughout Australia and overseas in a broad range of countries.
She provides Conflict Management Coaching, Mediation Coaching, Return-to-Work Coaching, facilitated discussion and mediation services for a variety of workplace and commercial conflicts/disputes and specialises in Mentoring and Leadership Coaching with senior executives, with much of her work being in the NSW & Federal public sector. Prior to 2004, her background was in senior business leadership roles in financial services, property and a variety of other sectors.
Lynora currently delivers training in Australia and New Zealand for leaders wishing to learn the skills of Conflict Management Coaching and trains a ‘Leader as Workplace Coach’ course to assist managers adopt a coaching approach in their workplace. She also facilitates workplace team coaching, team dynamics assessments, strategic business planning and project and risk reviews.
Mark, Salli and Lynora are all members of the Resolution Institute.
Mark helped us work through what was becoming a difficult conflict situation for the business and the team members involved. He patiently and respectfully worked with each of the parties to gain an insight into their perspectives and took us through a blended mediation/facilitation process that resulted in greater understanding and very positive outcomes for all concerned. The team members involved were impressed by Mark’s ability to draw out their concerns and issues and facilitate positive discussion. I found Mark very down to earth, insightful and easy to work with, and will definitely work with him again when the need arises.
– Dr Rick Krassoi, Director, Ecotox Services Australasia
Mark acted as the mediator in a long-running dispute between Athletics Australia and the Australian Track and Field Coaches Association. Both sides were very pleased with the way he managed to engage us, understand the different perspectives and assist us work through the many complex issues to reach a mutually satisfactory agreement. On any objective assessment it was not an easy exercise and Mark did an outstanding job. We would have no hesitation in using Mark again.
– Dallas O’Brien, CEO, Athletics Australia
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You are here: barcelona.de > Attractions > Buildings > Cathedral
Cathedral La Seu
One of the most beautiful Gothic buildings in Barcelona
Already the Romans had built a temple on the slightly elevated Pla de la Seu, where the the Cathedral of Barcelona is located today. The Cathedral is dedicated to the martyr Santa Eulàlia, the patron saint of Barcelona. She was tortured to death in late Roman times. Her corpse is buried under the main altar. Santa Eulàlia is always celebrated on 12 of February.
Guided tour through the Gothic district, duration approx. 2 hours
Tour is available in English, French, Spanish and Catalan
English: daily at 9:30
Spanish/Catalan: Thursdays at 11:30 and Saturdays at 11:30
French: Tuesdays and Thursdays at 17:00
From November to March
Spanish/Catalan: Saturdays at 10:30
French: Thursdays at 10:30
Closed: 1 January, 6 January, 30 March, 2 April, 1 May, 5 June, 24 June, 15 August, 11 September, 24 September, 12 October, 1 November, 6 December, 8 December, 25 December, and 26 December
Booking is really easy: simply enter the number of persons you would like to book for on the upper right corner and chose the desired date, then click on "Add to cart"
Immediately after booking you will receive an e-mail confirming that we received your booking
Within 48 hours after booking you will receive a binding booking confirmation and a voucher
You will receive directions to the meeting point at Plaça Sant Jaume along with the voucher
You can cancel the booking up to 48 hours prior to the booked event
In case of a later cancellation or a no show a refund won't be possible
Although the actual Gothic church was completed as early as 1448, over the centuries the appearance of the church was changed again and again by reconstructions and additions. The last major renovation was in 1913 with the completion of the middle tower.
You can find many epochs of European architecture at the Catedral de la Santa Creu i Santa Eulàlia.
Architectural History of the Cathedral
Christianization started very early in Barcelona. The martyrdom of Saint Eulàlia during the persecution of Christians under the Roman Emperor Diocletan (Emperor from 284 to 305) point to this.
The oldest findings of an early Christian church date back to the 4th century. It was a three-aisled building. And although there are no scientifically proven documents from this period, it is believed that back then it already was a cathedral and therefore had a bishop's seat. In one of the chapels of this early Christian church, the relics of Saint Eulàlia were kept. With the conquest of the Iberian Peninsula by the Moors in 711 they were hidden in a different church, presumably in Santa Maria del Mar or Santa María de les Arene. In 877 the bones were rediscovered.
In 985 the simple cathedral survived the destruction of Barcelona by the Moorish ruler Almansor. The church remained standing until 1046, when the Count of Barcelona, Ramon Berenguer, began the construction of a Romanesque cathedral. This Romanesque church was completed in 1058 (the "Second Cathedral"), but as early as May 1, 1298, constructions took place on top of the foundations of the early Christian church and the Romanesque cathedral: the current Gothic cathedral was built.
The next 150 years starting in 1298 can be divided into three sections:
The building was planned, the apse and the radial chapels, the presbytery with the altar and the crypt, and the transepts were built
The three ships with the side chapel and extension to the choir
Construction of the basilica, which was closed in 1417 with a simple wall; The monastery with its cloister was completed in 1448
The unadorned facade seemed to bother many: on the initiative of the industrialist Manuel Girona Agrafel, the construction of the facade began in the end of the 19th century according to the original plans from the 15th century. The neo-gothic style facade and the two side towers were inaugurated in 1913.
The Current Building
The Cathedral of Barcelona consists of three naves, but only has one apse. The ships consist of five sections, the one at the facade is the longest.
In order to use the space between the smaller buttresses of the aisles, the structure of the Catalan Gothic proposes secondary chapels around the whole building. Each of the sections, which are bounded by massive pillars between the ships, has two of these inwardly open chapels.
Above the chapels you can see a large window gallery on the outer wall of the basilica.
Cloister of the Cathedral and the Geese
You should definitely visit the cloister with small chapels, gardens, fountains, medieval tombstones and even geese whose chatter you can hear from the church building.
The 13 white geese are said to symbolize the age of Eulàlia when she suffered her martyrdom. That may well be true, but the existence of this tradition of goose husbandry is due to a very practical feature of the geese: their deafening noise was a good barrier against unwanted intruders and thieves.
Especially on hot summer days, the cool cloister is a blessing.
From the cloister you reach the small museum. In this museum you will find two very precious statues representing the Santa Eulàlia and an equally precious monstrance of pure gold. A monstrance is a liturgical display in which the host is presented. In the "Sala Capitular" you can admire beautiful ceiling paintings.
Book here tours in the Gothic quarter
Plaça de la Seu, 7
www.catedralbcn.org
Metro: Jaume I. (L4)
Bus Turístic: Barri Gòtic
Parking nearby
Daily 08.45 - 19.30 (admission see below)
08.45 - 12.45: free admission
13.00 - 17.00: €7.00 (incl. roof and choir)
During the time without Admission fee:
- Choir: €3.00
- Roof: €3.00
Tips for the visit of the cathedral
You can visit the cathedral without paying admission (hours, see above). But in the paid admission the chorus, the visit of the roof and the museum are included. If you'd like to enjoy this beautiful church building when it's quiet, visiting during paid admission hours is also worth it.
Further buildings in Barcelona
Sagrada Familia - Camp Nou - Casa Milà (La Pedrera) - Casa Batlló - Palau de la Música - Hospital de Santa Creu i de Sant Pau - Columbus monument - Casa Vicens - Casa Amatller - Santa Maria del Mar - Casa de les Punxes - Torre Bellesguard - Cathedral - Gran Teatre del Liceu - Santa Maria del Pi - Crypt Güell - Palau Güell - Castell de Montjuïc - Monestir de Pedralbes - Las Arenas - Pavilion van der Rohe - Arc de Triomf - Torre Glòries
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Mick McCarthy says Troy Parrott must play for Spurs before Ireland chance
Republic of Ireland manager Mick McCarthy has challenged Troy Parrott to force his way into the Tottenham team
Mick McCarthy has challenged Troy Parrott to force his way into contention at Tottenham to stand a chance of making the Republic of Ireland senior squad.
The 17-year-old year-old striker has enjoyed a remarkable few days with the Republic’s Under-21s, scoring the winner on his debut against Armenia on Friday evening before adding a double to that first goal after coming off the bench in a 3-1 European Championship qualifier victory in Sweden on Tuesday.
His feat came just hours before McCarthy’s much-changed senior side beat Bulgaria 3-1 in a friendly in Dublin with the manager having resisted the temptation to draft in players from Stephen Kenny’s squad.
Asked afterwards what Parrott had to do to catch his eye, the manager said: “Get in the first team.
“You do realise that the U21s and the U23s where he’s playing is far-removed from where we are playing, don’t you? There’s a huge difference.
“If I think he’s right, I’ll take him. We’ll try and get him watched. It’s interesting – if he hadn’t come on and scored his goals, I wonder what would the questions be had he not come on, because Stephen’s not played him?”
McCarthy, who will be succeeded by Kenny at the end of the current campaign, made 10 changes to the side which secured a 1-1 Euro 2020 qualifier draw with Switzerland on Thursday evening and saw his under-studies do themselves no harm.
Charlton midfielder Josh Cullen impressed on debut, as did substitutes Jack Byrne and James Collins, with the latter marking his bow with the third goal after Alan Browne and Kevin Long had struck either side of Ivelin Popov’s equalising penalty.
All will hope to play some part in the squad for next month’s crucial double-header in Georgia and Sweden, where McCarthy hinted he is once again unlikely to deplete Kenny’s resources.
He said: “You’re all talking about them coming through into the first team. When he gets the job – and it won’t be that long now – he’ll be perfectly placed.
“In the meantime, it’s me that’s come in and [I] could have taken the backlash had we drawn in Gibraltar or lost in Gibraltar, and that’s protected him from that.
“Hopefully we qualify, get to the Euros and it will be seen as a really good decision to have done what we did.”
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BID Needham Named Needham Business of the Year by Newton-Needham Chamber
In 2019, BID Needham was presented the Needham Business of the Year Award in recognition of the hospital's “unwavering commitment to our community and its role as a vital economic engine.” The award is given annually by the Newton-Needham Chamber of Commerce. Click here to read more about the event and to see all of the award recipients.
BID Needham Earns The Gold Seal of Approval® from The Joint Commission
The hospital received The Gold Seal of Approval® from The Joint Commission for maintaining the highest standards of quality and safety, effective for three years. The Joint Commission completed a comprehensive, system-wide, three-day survey in late-August with a team of surveyors who evaluated compliance with national standards for quality of care, leadership and systems design, emergency management, environment of care, infection prevention and control, and medication management among other areas.
Hospital Earns Four Star Rating from CMS
The Centers for Medicare & Medicaid Services recently gave the hospital a four-star rating out of five-stars in its Overall Hospital Quality Star Rating data. A four-out-of-five-star rating is higher than the national average of three-out-of-five-stars.
BID Needham Voted Best Hospital
The readers of Hometown Weekly have spoken once again and voted Beth Israel Deaconess Hospital-Needham the NUMBER ONE hospital in the region for 2018. Votes came from readers in several towns including Needham, Westwood, Dover, Sherborn, Medfield, Walpole, and Wellesley. We are grateful for your outpouring of support and vote of confidence. Everyone at BID Needham is honored to be part of such a wonderful and supportive community as we work to fulfill our mission of providing you with access to the best and most advanced health care possible close to home. Learn more about this award.
BID Needham Honored for Green Initiatives
The Beth Israel Deaconess Hospital–Needham (BID Needham) and its Green Team committee were one of four recipients of a Green Business Award from the Newton-Needham Regional Chamber. Massachusetts Governor Charlie Baker delivered keynote remarks at the marquee spring event for the Newton-Needham Regional Chamber. Click here for more.
BID Needham Earns Compass Award
The Massachusetts Health & Hospital Association (MHA) honored Beth Israel Deaconess Hospital–Needham (BID Needham) with a first-place Accountable Care Compass Award, which celebrates provider excellence and innovation in the delivery of high-quality, safe and efficient care. Click here for more.
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Indian makes it official: Chief Dark Horse is coming
Illinois, Indian, News
https://www.bikernewsonline.com/2015/02/indian-makes-it-official-chief-dark.html
Indian Motorcycles has confirmed that a new Chief Dark Horse model is on its way. And it's coming much sooner than expected.
Biker News Online reported last month that documents filed in California had let the cat out of the bag, revealing a model to be known as the Indian Chief Dark Horse had been registered with the California Air Resources Board. But most people had not expected to see the bike in the metal until this summer. Previously, Indian has chosen to reveal its new models at the annual Sturgis Motorcycle Rally.
Perhaps Indian has something else up its sleeve for the rally, or perhaps it just couldn't wait. Either way, it plans to reveal the new Chief Dark Horse instead on 13 February. Just in time for Valentine's Day.
Indian has invited riders of all makes and models to attend a special launch event at the Progressive International Motorcycle Show in Chicago. Indian fans on the other side of the Atlantic Ocean will get a chance to see the bike 12 hours later at the MCN London Motorcycle Show.
Details beyond that are few and far between. It is known that the new Chief Dark Horse will be powered by the same 1,811-cc Thunder Stroke 111 engine found in every other Indian model but the Scout.
However, it's worth noting the "Chief" part of the Chief Dark Horse name. Considering that the Chief Classic and Chief Vintage motorcycles are almost indistinguishable but for accessories it is likely that the Chief Dark Horse will simply be a cosmetic addition to the Indian line.
The single picture released by Indian, featuring the famous war bonnet, suggests a blacked-out version of the Indian Chief Classic.
Posted by Chris Cope
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Collaborative Care
Newsroom | News Releases
Blue Cross and Blue Shield of Texas Medicaid Operations Achieve NCQA Accredited Status
AUSTIN (Oct. 17, 2019) _ Blue Cross and Blue Shield of Texas (BCBSTX) has earned an “Accredited” status for its Medicaid operations from the National Committee for Quality Assurance (NCQA). The status is the highest level a program may achieve on a first survey by the NCQA.
NCQA, a nationally acclaimed private organization that uses objective measures in its accreditation process, released the results for BCBSTX’s Medicaid program on its Health Plan Report Card website. The evaluation is based on the quality of care patients receive, patients’ satisfaction with their care and the health plan’s efforts to keep improving its program.
BCBSTX’s Texas Medicaid program operates in two service areas, Travis and Central Texas, serving about 46,000 people, children and adults, in 39 counties.
“This is an outstanding result for a health plan pursuing its first NCQA accreditation. It is a great example of how teamwork, accountability, collaboration and communication can produce excellent results for our Medicaid members,” said Janice Fagen, Vice President of Texas Medicaid Operations. “This confirms that our Medicaid program has the quality infrastructure in place and the commitment to providing and improving our services and programs for the population we serve.”
In addition to achieving the highest level that is awarded to a program on a first survey, BCBSTX scored a total of 48.21 out of 50 points possible and all “must-pass” accreditation standards were met. The accreditation took effect Aug. 13, 2019 and will expire Aug. 13, 2022.
BCBSTX’s Texas Medicaid program voluntarily sought the independent verification prior to the Texas Legislature’s recent passage of a bill which mandates accreditation.
NCQA said on its website that the accreditation matters because “health care quality means patients are getting the right care, in the right amount, at the right time. This means having timely access to care, getting the right treatment and right preventative care. Choosing high-quality health plans and doctors plays a key role in know whether you’ll get high-quality care.”
BCBSTX’s Accreditation Governance team will continue to follow-up with impacted business owners and key stakeholders to close any gaps identified internally and by NCQA.
About Blue Cross and Blue Shield of Texas
Blue Cross and Blue Shield of Texas (BCBSTX) — the only statewide, customer-owned health insurer in Texas — is the largest provider of health benefits in the state, working with nearly 80,000 physicians and health care practitioners, and 500 hospitals to serve 5 million members in all 254 counties. BCBSTX is a Division of Health Care Service Corporation (which operates Blue Cross and Blue Shield plans in Texas, Illinois, Montana, Oklahoma and New Mexico), the country's largest customer-owned health insurer and fourth-largest health insurer overall. Health Care Service Corporation is a Mutual Legal Reserve Company and an Independent Licensee of the Blue Cross and Blue Shield Association.
About NCQA
NCQA is a private, non-profit organization dedicated to improving health care quality. NCQA accredits and certifies a wide range of health care organizations. It also recognizes clinicians and practices in key areas of performance. NCQA’s Healthcare Effectiveness Data and Information Set (HEDIS®) is the most widely used performance measurement tool in health care. NCQA’s Web site (ncqa.org) contains information to help consumers, employers and others make more informed health care choices.
HEDIS® is a registered trademark of NCQA.
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Beaches Museum
Culture History Community
381 Beach Boulevard
info@beachesmuseum.org
Board Members/Staff
History Park
Events – Upcoming
Events – Past
Beaches Museum Chapel Event Rental
Beaches Museum Event Rental
Traveling Trunk
Flying Close Quarters Is The Mark Of The Blues
Jean H. McCormick visits with the Blue Angels pilots
Johnny Woodhouse interviewed Roy Voris, the founder of the Blue Angels, prior to the 2003 Sea & Sky Spectacular at Jacksonville Beach. Voris died in 2005.
by Johnny Woodhouse
The Blue Angels, the Navy’s premier flight demonstration squadron, practiced in a cloud of secrecy prior to its first public performance at NAS Jacksonville in 1946. Shunning populated areas such as the Beaches, the unit, then made up of four planes, flew over densely wooded areas west of Jacksonville, performing their “V” and “Echelon” formations in carrier-based Hellcat fighters made famous in World War II.
“The first instruction I got when I formed the Blues was to stay out of public view,” recalled retired Navy captain Roy Voris, the unit’s founder. “It was better to stay out of sight if we had a bad accident. We were a separate unit, not yet a command.”
Voris, who shot down eight enemy planes in WWII and was awarded three Distinguished Flying Crosses, said the Blue Angels were formed primarily to renew interest in carrier aviation in post-war America. “It was done to get the Navy visible again,” he added.
“They said there was only one candidate to lead the unit, and I was it. I selected the Hellcat because it was an honest machine and very stable. My concept of the show was to get it on, get it up and get it down in 15 minutes.”
Early Blues
Voris, who died in 2005 at the age of 85, had a hand in nearly everything about the fledgling Jacksonville-based squadron, from picking the pilots and ground crew to devising the dangerous flying sequences. Tall for an aviator, Voris had flown combat missions off two different carriers during WWII, serving as flight operations officer on one of the Navy’s most decorated carrier squadrons, “The Fighting 32nd.”
“Almost everybody was an ace,” he recounted. “It was either be an ace, or be killed. We stair-stepped through the Pacific flying day fighters equipped with .50-caliber machine guns. We saw a lot of action.”
After the war, he was assigned to teach fighter tactics at NAS Daytona Beach. In early 1946, he was reassigned to NAS Jacksonville as chief flight instructor and tapped to lead the Navy’s new “flight exhibition team.” Voris choose pilots he knew and trusted, including his former squadron mate on the USS Enterprise, Lt. Maurice “Wick” Wickendoll.
In 1946, a contest was held to name the unit. Among the suggestions: “Blue Bachelors” and “Blue Lancers.” Then Wickendoll showed Voris an advertisement for a nightclub in New York called the “Blue Angel,” the pair knew they had found their handle.
Fly Navy
Voris commanded the Blue Angels from 1946 to 1947 and through their transition into the faster Grumman Bearcat. He was tapped to lead the Blues again in 1951, after the unit was disbanded for a short time during the Korean War. As officer in charge, he demanded that all his pilots be bachelors. But during his second stint with the Blues, Voris broke his own cardinal rule – he got married when he was home on leave in Santa Cruz, Calif.
After retiring from the Navy in 1963, Voris became a consultant for Grumman Corp. and later worked in NASA’s Office of Industry Affairs. An air terminal at NAS Jacksonville is named in his honor. While today’s Blue Angels pilot supersonic jets, they still fly in tight formations, as close as a foot apart.
“My ability and confidence to fly in tight formations came from my war experiences,” said Voris, who started the Blue Angels when he was 27 years old. “Flying close quarters is the mark of the Blues.”
Train Enclosure Project
The 2019 Train Enclosure Project
If you’ve been by the Beaches Museum recently you will see a LOT of work going on with the building that houses the 1911 Cummer & Sons Locomotive! Known as the Train Enclosure, the building protects the locomotive and is always busy with visitors, field trips, birthday parties and more.
Do you want to be a part of the effort to repair the Train Enclosure? Donors of $20 or more to the project will have their name listed on a permanent sign that will be hung inside the Train Enclosure when the project is complete! List your name or that of someone who loves the train and they will be able to see it for years to come.
Join the City of Jacksonville, the Rotary Club of Ponte Vedra Beach, RG White Construction, Romano Bros. Roofing and McIntyre Stucco & Paint in making this project possible!
To donate visit the donation website or call Chris Hoffman at 904-241-5657 x 113.
Karen Lamoree Named Beaches Museum’s Archives & Collections Manager
The Beaches Museum has hired Karen Lamoree as its new Archives & Collections Manager. Lamoree is responsible for the preservation, organization, and accessibility of the Beaches Museum’s archival material and special collections.
Lamoree earned a Bachelor of Arts in public administration with minors in economics and history from Clark University and a Master of Science in information science from State University of New York, Albany. She has held archivist positions at Brown University and the Wisconsin Historical Society. She has authored numerous articles published in Archival Issues and Rhode Island Jewish Historical Notes.
“We are very excited to bring Karen’s experience and expertise to the Museum” says Executive Director Chris Hoffman. “We expect that she will not only hit the ground running in the care and protection of our community’s history, but also that she will work to expand awareness and access to all that we have to offer.”
How Flagler Came to the Beaches Area
This article was adapted by Archives & Collections Manager, Sarah Jackson, from the permanent exhibit “Waiting for the Train” and the 2017 exhibit “Atlantic Beach: From the Continental to a Coastal Community.”
Henry Flagler (1830-1913) lived “The American Dream.” He was born in Hopewell, New York and later moved to Bellevue, Ohio where he found work at the L. G. Harkness & Company store.
Henry Flagler
During his time in Ohio, Flagler organized several companies in the grain and salt industries before joining John D. Rockefeller, a fellow grain trader, and Samuel Andrews to found Standard Oil, a petroleum refinery. Soon, Standard Oil was doing one-tenth of all petroleum business in the United States and went on to become the largest and most profitable corporation in the world at its peak. Flagler’s involvement with Standard Oil steadily diminished after 1882, but he remained vice president until 1908.
In 1853, Flagler married Mary Harkness, the daughter of Lamon Harkness – owner of the general store where he was formerly employed. Mary’s health was poor throughout her life, although she and Henry had three children: Jenny Louise, Carrie, and Harry Harkness.
Flagler first came to Florida in 1878 when he and Mary came to spend the winter in Jacksonville, Florida in the hopes that Mary’s health would improve. Although she never regained her health and died in 1881, Flagler recognized potential for growth and tourism in Florida and went on to devote most of his remaining years to developing the area. Flagler was especially taken with St. Augustine after an 1883 trip to the area with his second wife, Ida Alice. He returned to St. Augustine within two years to commence construction on the Ponce de Leon and purchase the Jacksonville, St. Augustine, & Halifax Railroad. From these projects, Flagler established the Florida East Coast Railway.
Over the next several years, Flagler continued to purchase smaller, local railroads along the east coast of Florida and connect them to create a railway system unlike any Florida had yet seen, which would span from Jacksonville down into Key West. Other hotels were constructed along the line after the Ponce de Leon, creating a string of hotels that became the Florida East Coast Hotel Company. Around 1899, Flagler set his sights back toward the Jacksonville area and implemented this same pattern at the Beaches.
The Continental Hotel, ca. 1902.
The main objective with this new branch was to reach the docks at Mayport along the St. Johns River, which soon also became home to the company’s coal wharf. The coal was needed to fuel Flagler’s growing railway and hotels. The Jacksonville and Atlantic Railway ran from downtown Jacksonville toward Pablo Beach (now Jacksonville Beach). The Jacksonville, Mayport & Pablo Railway operated from the Mayport Village docks over to Burnside Beach on the oceanfront. Burnside Beach was a short-lived luxury resort complex that was built in conjunction with the JM&P Railway, but is now known as part of the land where Naval Station Mayport resides. These two railways were purchased by the FEC and connected along the oceanfront by 1900 to create the Mayport Branch of the FEC Railway. Another FEC Hotel was opened along this line in Atlantic Beach – the Continental Hotel.
Postcard depicting the Continental Hotel (after it was renamed to the Atlantic Beach Hotel) as viewed from the railway.
The Continental opened in June of 1901. While it still featured luxury accommodations like Flagler’s other Florida resorts, it was simpler in design than hotels like the Ponce de Leon. The hotel featured its own golf course, a detached veranda that wrapped around the hotel for lounging, an 800 foot ocean pier – the Atlantic Beach Pier – for fishing, picturesque drives around the area, and automobiling and racing along the shore.
Stretching along the oceanfront at 447 feet long and 47 feet wide, the wooden hotel provided a grand and palatial figure at the Atlantic Beach seashore. The building was yellow – a specific shade used by the FEC – with green shutters, accommodations for over 200 people, and a dining room that could seat 350 people.
In advertisements for the hotel, the building was described as having an architectural design which was “perfectly balanced and pleasing to the eye” with its symmetry. It was also constructed close to the railway and boasted its own train station along the Mayport Branch.
The station for the Continental Hotel, also known as the Atlantic Beach Station.
Despite all of its advantages, the Continental – opened for both summer and winter seasons – was sold by the FEC in 1913 to the Atlantic Beach Corporation. It was then renamed to the Atlantic Beach Hotel until the building burned down in 1919.
The inside of a brochure for the Continental Hotel after it was renamed to the Atlantic Beach Hotel, which depicts several scenes both inside and around the hotel.
The Mayport Branch continued to operate under the FEC well after the company had sold the hotel. Carrying passengers and cargo to and from the beaches, it remained a staple in local transportation for several years. However, by 1930, the FEC’s interest in the Mayport Branch had and local need for the railway decreased as other methods of transportation improved. Cars were already a regular sight at the beachfront, and in 1931, renovations and an electric drawbridge were completed for Atlantic Boulevard, allowing for greatly increased flow of traffic to the Beaches. The branch ceased operations in October 1932 and marked the end of an ear for the Beaches communities.
Part of a brochure for the Continental Hotel as it reopened for its 1910 season describing the amenities of the hotel and its surroundings.
Flagler never lived to see the end of the FEC in the Beaches area. In 1913, he fell at his home in Palm Beach and died on May 20. His legacy in Florida continues today both through the company and the communities that developed and expanded around the railway.
The Beginning of the Jacksonville Beach American Red Cross Volunteer Life Saving Corps and Station #1
This article was written by Beaches Museum Archives & Collections Manager, Sarah Jackson.
Though Pablo Beach only became an incorporated city in 1907, the community was already well on its way to becoming a popular beach destination on the Floridian coast of the Atlantic Ocean. Before 1912, however, residents and visitors to Pablo Beach, now known as Jacksonville Beach, swam in the ocean waters at their own risk. Over the years accidents occurred with inexperienced bathers, and even experienced bathers, caught in rip currents and other dangerous situations in or near the water. There were no trained officials at the beach to help bathers in distress and the closest medical facilities were miles away in Jacksonville.
This photo shows the Jacksonville Beach beachfront filled with crowds of bathers and cars in 1925.
The United States Volunteer Life Saving Corps of Pablo Beach was founded in 1912 by Clarence H. McDonald and Dr. Lyman G. Haskell. McDonald was appointed supervisor of public recreation for Jacksonville by the city government that year. Shortly after he took up his new position, a young nurse drowned in Pablo Beach, which brought the lack of beach lifeguards and first aid to McDonald’s attention and set him on the path creating the Corps. As he began efforts to start a life saving organization, he met Dr. Haskell, the Physical Director of the Y. M. C. A. in Jacksonville at the time who had also recognized the great need for such a group and joined McDonald’s efforts. Haskell created swimming and gymnastics classes in 1912 which became the basis for future Corps training, and many of his students from these classes became the first members of the U. S. Volunteer Life Saving Corps.
The first building for Station #1, ca. 1913.
The Corps officially opened its first station, funded by the city, on April 6, 1913. This first station was a wooden structure just large enough to house one or two boats, some equipment, and a handful of men. The small building quickly became insufficient to fulfill the needs of the volunteer lifeguards, but continued to serve as their station for several years.
Less than two years after its inception, the Corps experienced a significant change. Due to the efforts of Commodore Wilbert E. Longfellow, the American Red Cross began its water safety program in 1914, and the U. S. Volunteer Life Saving Corps was chartered on April 17 of that year to become the American Red Cross Volunteer Life Saving Corps, Coast Guard Division #1. The small Pablo Beach station became known as Station #1.
The first building for Station #1 as it looked after 1914. The name of the front of the station was changed to reflect the group’s new identity as the American Red Cross Volunteer Life Saving Corps, Coast Guard Division #1.
The first building, however, was prone to storm damage, even blowing over a couple of times during significant storms in its earliest years before being fixed to a concrete foundation around 1915. While the Corps made frequent repairs over the years, it was ultimately replaced in 1920. Made of concrete block, the second Station #1 housed first-aid rooms, a guard room, locker room, captain’s room, club room, and a dormitory. A few years later, a boat room and a second dormitory were added. This station weathered several hurricanes and served the Corps for almost 25 years.
In its early years, the American Red Cross Volunteer Life Saving Corps had a contingent of women guards. Formed in the late 1920s, they served the beach community for about a decade. Since the mid-1990s, women have been actively recruited to serve alongside their male colleagues as one unified corps.
Talks began as early as the late 1930s to either remodel the station or replace the structure entirely. The second station was eventually torn down in December of 1945 and construction began on today’s Station #1 in 1946. Initially, the new station was expected to be built and operational in 1946, but due to problems with financing and materials needed for construction which were in short supply as WWII had only recently ended, construction was delayed for several months. Lifeguards and new recruits operated out of an old army hut on the beachfront throughout construction.
Full operations in the third Station #1 building began in 1948 with several improvements including a new observation tower known as the Peg. The older version of the Peg, similar to the mast and crow’s nest of an old ship, was replaced by a five-story tower connected to the main building. Constructed with the Art Deco style of architecture, the layout of this station is similar in many ways to the one it replaced.
The second building for Station #1, ca. 1940.
The American Red Cross Volunteer Life Saving Corps remains an iconic and crucial component of Jacksonville Beach and the surrounding area. Station #1 was added to the National Register of Historic Places in 1914 and remains a focal point of Jacksonville Beach to the present day. The distinctive suits and red chairs that pepper the beaches throughout the summer months have remained unchanged for years. The organization continues to provide valuable services to the community including first aid and water safety education.
Local lifeguards participating in the annual Meninak Ocean Marathon Swim around 1948 at the newly constructed third incarnation of Station #1. Photo by Virgil Deane.
Jacksonville Beach lifeguards on duty just north of the old pier, ca. 1926.
Lifeguards demonstrating drills to spectators in front of Station #1 in Jacksonville Beach in the 1920s.
The Mother of Beaches History: Celebrating the Life of Jean Haden McCormick
This article was written by Spring 2019 Beaches Museum intern, Savannah Brychta
Without Jean H. McCormick’s decades of hard work and determination, much of the history of the Beaches’ area was in danger of being lost forever. Destined to fill a void many did not yet realize, Jean began her life as a proud and deeply involved member of the Beaches community.
The Hadens in front of the Oceanic Hotel (ca. 1929)
Jean Haden was born on May 1, 1921, in Atlanta, Georgia. Her father, a credit manager by trade, was advised by his doctor to seek out the coastal Florida air as treatment for his perennial health issues. At only six-years-old, Jean moved with her family to Jacksonville Beach, Florida. After settling in, her father purchased an old Catholic orphanage on the beachfront and converted it into the Oceanic Hotel.
Growing up within the walls of the Oceanic, Jean had the formative experience of watching her parents work hard to build and maintain a community institution. Her father managed hotel operations until his death, when Jean was sixteen. After that, her mother took over, eventually passing the hotel over to Jean herself. It was there that she interacted with the many characters that passed through the Oceanic’s doors, and it was there that she met J.T. McCormick.
Jean McCormick on the cover of the Saturday Evening Post
In her early teens, the hotel was threatened by a violent tropical storm. Jean’s father called upon B.B. McCormick & Sons to construct an emergency bulkhead to shield his establishment from the expected storm surge. J.T. was one of those sons. The hotel survived and a romance was born. A few years later, J.T. and Jean began dating. Just before his death, Jean’s father told her that as long as she finished high school first, he would happily give his blessing for the two to marry. In 1939, Jean graduated from Duncan U. Fletcher high school and became Mrs. J.T. McCormick. The couple moved to the undeveloped Penman Road and started their family.
While J.T. followed in his father’s footsteps, expanding the community’s infrastructure, Jean became a significant member of the Beaches’ social structure. Her involvement in the community’s affairs grew to the point that she was able to identify societal needs and worked to fill them. Her passion and tenacity resulted in the establishment of a Dental Clinic for underprivileged children, the foundation of the Azalea Garden Circle, and the creation of a study group for local women to meet and discuss current events and other intellectual topics.
Phyllis Webb (left) and Jean McCormick (right) on the beach, photo by Virgil Deane (1948)
Jean also served as a president of the Junior Women’s Club of Jacksonville Beach. She served six years on the Jacksonville Episcopal High School Council and was vice president for two. She was president of the Women of Christ Church in Ponte Vedra Beach and president of the Friends of the Library at Jacksonville University. She served two three-year terms on the Jacksonville Historic Landmarks commission. She may not have realized it at the time, but working as a community leader in these organizations, Jean was building the skills and connections she later used to found a historical society. But it was that study group that planted the seed.
In 1976, in light of the nation’s bicentennial, Jean and the rest of the country began reflecting more on their collective pasts. Jean used it as an opportunity to research and talk about the history of the Beaches area with her study group. The local library offered only a single book on Beaches history. She was instructed to go downtown to find more.
Frustrated and motivated, Jean began to wonder why the Beaches were not the keepers of their own history. The Intracoastal Waterway (affectionately known as “the Ditch”) has long been a border between the Beaches area and Greater Jacksonville. As a result of this geographical divide, the communities on either side have evolved with some degree of separation, one that has birthed a distinct local identity at the Beaches. Jean began to wonder how one might go about preserving the story of that identity’s evolution.
By 1978, she was in contact with her old friend J.B. Dobkins who worked for the Florida Historical Society in Tampa. Under his advice, and with the support of her close friend Virgil Deane, Jean began taking the temperature of local interest in the idea of forming a Beaches Historical Society. The response was overwhelming. McCormick later recalled that the project’s momentum took on almost divine proportions. “The Lord meant this to be,” Jean told the Sun-Times in 1981 when talking about how “doors had been opened” to her in the early stages of her efforts. By 1979, the Beaches Area Historical Society had embarked on their mission to “Plan a Future for Our Past.” In 1981, they opened the Beaches Museum.
Author James A. Michener, Jean Haden McCormick, J.T. McCormick (1981)
It takes a certain kind of person to pull together such a great achievement through sheer force of will. But looking over her life, it is easy to see how well-suited Jean McCormick was to the task. Jean loved Beaches history because she had lived Beaches history. She managed the Oceanic Hotel where she later discovered German spies likely stayed there, disguised as vacationing artists who were only walking the coastline in search of information. The FBI later visited, investigating their suspicion that those long ocean-side walks were taken with the purpose of mapping the coast for a landing and attempted infiltration by Nazi saboteurs in Ponte Vedra during World War II. Jean later oversaw the preservation of the wild invasion story with a historical marker in Ponte Vedra Beach.
Jean was also part of the foundation of many local institutions. Jean was in the second graduating class at Fletcher High School. She was the first bride to walk down the aisle at Beach United Methodist Church. These experiences instilled in her the sense of community that inspired the formation of the Historical Society. She has described her passion as “sentimental,” but it is precisely that ability to find meaning in things of the past that has saved Beaches history from being lost to the currents of time.
J. T. & Mrs. McCormick Attending “Saturday in the Park” during Centennial Celebration, museum in background (1984)
It would seem that she always had her keen sense for preservation and resourcefulness. When Jean and her husband moved from Jacksonville Beach to build a home in Ponte Vedra Beach, she salvaged timbers from her family’s Oceanic Hotel to use for construction. When the Beaches Museum opened in 1981, everything was donated. When the locomotive was acquired, the transport and construction was all fundraised.
She had long possessed the qualities of a leader. As a hobby, Mrs. McCormick was fond of constructing miniatures of homes and buildings. She would build them to scale and curate them with a meticulous attention to detail and loyalty to authenticity. Those same attributes were apparent in her leadership over the foundation and administration of the Beaches Area Historical Society.
In 2006, when the expanded Beaches Museum was completed, Jacksonville Beach Mayor Fland O. Sharp recognized Jean McCormick’s contributions by proclaiming March 7, 2006 to be Jean Haden McCormick Day. Following her recent passing and with that date only weeks away, we ask you to join us in remembering the life and accomplishments of Jean McCormick for Women’s History Month. The Mother of Beaches History—without her, our past would have been washed away by the waves.
In lieu of flowers, the McCormick family has requested that gifts may be made to the Jean McCormick Founders’ Fund at the Beaches Museum. This fund will help to ensure the lasting legacy of Jean McCormick. To donate online, please click here. Thank you.
Jacksonville Beaches Area Centennial
This article was written and contributed by Karen Thomas
In 1984, the Beaches Area Historical Society hosted a series of events recognizing the centennial of Jacksonville Beach. Founded in 1884 by the Scull family, Jacksonville Beach was first known as Ruby Beach. William E. and Eleanor Scull were the first family to settle the area, working a post office and general store while living in tents on the beach with their two children, Ruby and Bessie. What began as a small, nearly unpopulated, nineteenth-century outpost on the route between Mayport and St. Augustine eventually grew into the thriving and lively Jacksonville Beach that Jean McCormick and the Beaches Area Historical Society wanted to commemorate with a centennial celebration in 1984.
The celebration kicked off in 1983 when Florida Governor Bob Graham signed a proclamation designating 1984 as “Jacksonville Beaches Area Centennial Year.” From there, the Historical Society – led by Jean McCormick – spearheaded plans to ensure that the centennial celebration of Jacksonville Beach would be a year full of activity and events.
In April of 1984, the Society hosted a “Saturday in the Park” event to commemorate several significant milestones in Beaches area history.
First, there was the unveiling and dedication of the 1932 Lindbergh Baby Monument at its new permanent home in Pablo Park. This was followed by a ribbon cutting ceremony of the newly renovated and restored Mayport Depot. “Saturday in the Park” proved to be a huge hit, even drawing attendance from the grandchildren of the Scull family.
Jacksonville Beach’s centennial celebrations concluded in December of 1984 when the Beaches Area Historical Society placed a historic marker in Pablo Historical Park to commemorate the establishment of Ruby Beach. The grandchildren of William E. and Eleanor Scull initiated this idea and worked closely with the Historical Society in order to preserve this important piece of Beaches history.
Elizabeth Stark: The Wonderwood Belle
This article was written and contributed by Johnny Woodhouse.
Wonderwood by the Sea, her 375-acre estat in East Mayport, eventually grew to more than 20 buildings, including the Ribault Inn, a lodge and dining facility. Her two-story, white stucco manor that overlooked Ribault Bay was known as “Miramar,” which means sea view in Spanish.
Wonderwood By the Sea featured a 1,000-foot fishing pier, riding stables, a swimming pool, ball fields and an artificial lake. It was once the setting for a 1916 silent film. That same year, Stark was credited with organizing the first Girl Scout Troop in the Jacksonville area, Cherokee Rose Troop 1, made up mostly of girls from Mayport. During World War I, the Girl Scout troop played an active role in civil defense by patrolling local beaches on horseback.
In the ensuing years, Stark hosted numerous dignitaries at Wonderwood by the Sea, including Franklin D. Roosevelt, U.S. Senator Duncan Fletcher, Baron and Baroness DeWitt of Denmark, Colonel William Gaspard of France, and Jacksonville Mayor John Alsop.
Many of these prominent guests came to Wonderwood By the Sea as a result of her brother, Herman Hoffman Philip, an American diplomat and a former Rough Rider with Teddy Roosevelt.
But in 1940, life at Wonderwood by the Sea – and for Mayport as a whole – changed forever when the U.S. government waged an eminent domain battle for Stark’s land.
In 1926, Stark’s properties were worth an estimated $2 million. In 1940, the U.S. government offered her less than $40,000.
When Stark refused to leave, U.S. Marines forcibly occupied the Ribault Inn and later carried her out of her home tied to a chair. With her government settlement, Stark purchased 30 acres of undeveloped property south of the base, off what is now Pioneer Drive. She dubbed her new home Wonderwood Estates.
Stark spent her remaining years there until her death in 1967 at age 91. Once the belle of many official balls, she died alone and penniless and was buried in an unmarked grave in the Pablo Cemetery. Her husband, Jacob, a former prizefighter, preceded her in 1956.
In 1975, the Beaches Neighborhood of Girl Scouts, spearheaded by Brownie Troop 446, raised funds to mark her final resting place with a pink granite headstone etched with the Girl Scouts emblem. In 2010, the Mayport Civic Association recognized Stark’s memorable contributions to the historic fishing village with an additional marker at the foot of her modest grave.
Beaches Museum Unveils New Logo
The Beaches Museum will be wr apping up its 40th year by rolling out a new name and logo. Started in 1978 as the Beaches Area Historical Society, the organization has been a staple in the community with the mission “to preserve and share the distinct history and culture of the Beaches area”.
Over the years, the name of the organization has caused some confusion.”We have been called every combination you can think of-Beaches Historical Museum, Jacksonville Beach Historical Society, Beaches Museum & Historical Society..the list goes on!” says Chris Hoffman, Executive Director of the Beaches Museum. “Technically, we are the Beaches Museum & History Park, operated by the Beaches Area Historical Society, so it’s no surprise that no one can keep it straight!”
After a year-long strategic planning process, the identity of the organization rose to the top as a major strategic issue. From there, the Board of Directors engaged Wingard, a Jacksonville-based marketing and advertising firm, for the re-branding project. Interviews with key stake holders and focus group meetings guided the process that resulted in the new name and logo.
Going forward, the organization will be known as the Beaches Museum with a new logo and tag line that were selected by the Board.”The logo is modern, fun, and really captured what we were going for” says Hoffman. “The shell as the ‘a’ works on so many levels-it’s a shell, it’s an @, some people see a wave, and the fact that it is yellow ties so nicely back to the Flagler yellow as seen all across our campus”.
It will take several months to roll-out the new branding but the community can expect to see new signage, website, letterhead, etc. Future plans include merchandise in the Museum’s gift shop.
Rutledge Pearson and the Jacksonville Beach Sea Birds
This article was written by Fall 2018 Beaches Museum intern Nick Iorio.
Team photo of the Jacksonville Beach Sea Birds. Dated April 8, 1952.
Years before the Jacksonville Jumbo Shrimp (which had been known as the Jacksonville Suns) took to the baseball diamond in early 1960s, there was a different baseball team called the Jacksonville Beach Sea Birds. The Jacksonville Beach Sea Birds entertained hundreds of fans from all over Duval County and surrounding areas. Founded in 1952, the Jacksonville Beach Sea Birds played in the South Atlantic League, a minor league circuit commonly referred to as the “Sally” for short. The Sea Birds often played better than most of the other teams in their league, winning the majority of their games overall and even coming close to winning their league’s championship during their very first season in 1952. Even though the Sea Birds played well, the team never gained a substantial fan base and lasted only three seasons until their disbandment in 1954 because of the lack of revenue from fan attendance. Many other teams in the Sally also faced problems keeping fans in their seats, which caused such harsh financial burdens on the league that many teams considered disbanding to relief themselves of the financial hardship.
Sea Birds, May 1, 1952, Beach News and Advertiser
However, the league found a solution to their financial issues in 1953 when the Sally finally integrated and allowed African Americans players to play in the league, being one of the last baseball circuits in the nation to integrate. With the integration of the league, many African American players in the south left their segregated teams to play in the Sally. This was a beneficial decision for everyone involved because it provided African American players the opportunity to one day play in the major leagues and solved the league’s attendance problems by bringing in all the African American fans wanting to watch their favorite players play in the newly integrated league. The majority of the league integrated relatively smoothly with only a few teams refusing to allow African Americans to play. The Jacksonville Beach Sea Birds was one of those few teams. Through the efforts and support from city officials, citizens, and the American Legion, the Sea Birds never integrated even with the provision of the league. The team denied a number of African Americans to play including Rutledge Pearson. This decision ultimately led to the disbandment of the team.
Mr. Lloyd Pearson and Beaches Museum Executive Director Chris Hoffman admire a plaque honoring Rutledge Pearson at post office renaming ceremony on July 20, 2018.
Born on September 9, 1929 in Jacksonville, Florida, Rutledge Pearson is best known for his civil rights activism because of his many years advocating for civil and social equality here in Northeast Florida until his tragic death in 1967. Mr. Pearson even held the office of President for both the local Jacksonville branch and the Florida state level of the National Association for the Advancement of Colored People (NAACP) because of his lifetime dedication to civil rights activism. However, Rutledge Pearson was not always a civil rights leader. Before his leadership role in the NAACP, Pearson was a local history teacher and an African American baseball player that played in segregated teams such as the Birmingham Black Barons. Rutledge Pearson was an excellent baseball player that strove to play in the major leagues and saw the integration of the Sally as his opportunity to not only increase his chances of one day making it to the majors but also as an opportunity to play on a team close to his family and home in Jacksonville, the Jacksonville Beach Sea Birds. Looking to further his baseball career, Pearson asked the Sea Birds to play on their team but the citizens, team manager, and city officials all stood by the decision to keep the team segregated and denied his request to transfer to the team even though Pearson would have brought lots of revenue to keep the team and stadium running for a while longer. This decision ultimately led to the disbandment of the team as park officials closed down the park instead of allowing Pearson to play, a decision that devastated Pearson and led him to dedicate his life to civil rights activism.
Sea Bird Player and Two Beauty Pageant Contestants
The Jacksonville Beach Sea Birds were a talented minor league team in the early 1950s but the support from citizens and the local government to keep the team segregated resulted in the team’s disbandment after only three seasons. The Sea Birds’ time in the South Atlantic League was short and Rutledge Pearson never reached his goal to play in the majors, yet Rutledge Pearson’s experience with the Sea Birds inspired him to dedicate the rest of his life to advocate for social and civil equality, a truly remarkable and influential result
Keep Updated on News and Events!
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Chapel Concert: Mama Blue
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Chapel Concert: John Primer & the Real Deal Blues Band
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Beaches Museum •
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Home Entertainment Pulp Fiction and Mary Poppins enter US National Film Registry
Pulp Fiction and Mary Poppins enter US National Film Registry
Quentin Tarantino’s Pulp Fiction and Walt Disney’s classic Mary Poppins are among 25 titles that have been added to the US National Film Registry.
Who’s Afraid of Virginia Woolf? and Michael Moore’s documentary Roger and Me have also been chosen for preservation at the Library of Congress.
Other new additions include John Wayne film The Quiet Man (1952) and sci-fi favorite Forbidden Planet (1956).
This year’s selections bring the number of films in the collection to 625.
The registry was instigated in 1989 to ensure that notable titles from America’s movie history would be preserved for posterity.
The films admitted, which must be at least 10 years old, are selected from hundreds of titles nominated by the public.
Quentin Tarantino’s Pulp Fiction is among 25 titles that have been added to the US National Film Registry
“The National Film Registry stands among the finest summations of more than a century of extraordinary American cinema,” said the Librarian of Congress, James H. Billington.
Michael Moore said that he was “grateful” his 1989 film, about the economic decline of his Michigan hometown, had been deemed culturally, historically or aesthetically significant.
Also admitted this year are 1946 film noir Gilda starring Rita Hayworth, 1960 western The Magnificent Seven, 1961’s Judgment at Nuremberg and 1983’s The Right Stuff.
A Virtuous Vamp, a 1919 silent film starring Constance Talmadge, and Daughter of Dawn, a 1920 romance with an all-Native American cast, are the oldest of this year’s new additions.
The inclusion of Mary Poppins coincides with the release of Saving Mr. Banks, a drama about how the Disney film came to be made.
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Suicide in the workplace
Workplace suicide is a tragic phenomenon that has grown in recent years in the United States. This article uses Census of Fatal Occupational Injuries data to examine how the frequency of workplace suicides has changed over time and to analyze the distribution of workplace suicides among selected demographic groups and case categories. It introduces propensity ratios as a tool for measuring and comparing the proportional share of workplace suicides among groups.
Suicide in the workplace is a growing concern. According to the U.S. Bureau of Labor Statistics (BLS) Census of Fatal Occupational Injuries (CFOI), 282 workplace suicides occurred in 2013, the highest number recorded since the CFOI series began in 1992.
In “An analysis of workplace suicides, 1992–2001,” Stephen Pegula compared different ways of evaluating the prevalence of workplace suicide among various groups in the labor force. Using traditional incidence rates, he found that workplace suicide occurred most frequently among Whites, men, 35-to-44-year-olds, and wage and salary workers. However, applying relative risk ratios—that is, ratios that show “how much more or less likely a worker in a particular group is to suffer a workplace fatality compared with the average worker”—Pegula found that, although Whites and men still experienced the highest relative levels of workplace suicide, those over 54 years of age and the self-employed experienced the highest relative suicide risk.1 In his examination of occupational groups, Pegula found that, while managerial and professional specialty occupations had the highest counts for workplace suicides, relative risk was highest for farming, forestry, and fishing occupations. Among detailed occupations, police and detectives in public service had the highest relative risk of workplace suicide.
This article analyzes CFOI data and propensity ratios to describe trends in workplace suicide. It extends Pegula’s earlier work by examining the more recent 2011–13 period and expands his work by introducing propensity ratios as a complementary measure for analysis. This article begins with a broad look at how workplace suicides have increased over time. Next, it describes propensity ratios and shows how they are calculated. After that, CFOI data and propensity ratios are presented to compare the prevalence of workplace suicide among different demographic groups, major occupational groups, and detailed occupations. Lastly, the article briefly discusses the relationship between military affiliation and workplace suicide risk.
Suicides over time
The rise in workplace suicides is consistent with the rise in the overall number of suicides in the United States. The Centers for Disease Control and Prevention (CDC) reported that there were 41,149 total suicides in the United States in 2013, compared with 29,199 in 1999—an increase of about 41 percent. During this 15-year period, the number of suicides increased every year but one (2003). According to the CDC, the suicide rate was 10.48 (per 100,000) in 1999, dipped to 10.44 in 2000, and rose to 12.55 by 2013.2 Suicide was the tenth leading cause of all deaths in the United States in 2013, and occurred more than twice as frequently as homicide.3 However, suicides were less likely to occur at the workplace than homicides. Although workplace homicides have declined over time, they occurred about 43 percent more frequently than workplace suicides in 2013.
Workplace suicides have increased in recent years, even as the overall number of workplace fatalities have steadily declined. In 1992, 205 workplace suicides occurred, representing about 3 percent of the 6,217 total workplace fatalities. In 2013, 282 workplace suicides occurred, representing about 6 percent of the 4,585 total workplace fatalities. The fewest workplace suicides, 180, occurred in 2005. From 2007 to 2008, the number of workplace suicides increased by about 34 percent, from 196 to 263, and has remained elevated. (See figure 1.)
View Chart Data
Workplace suicides are unique among workplace fatalities because, unlike other workplace fatalities, they occur intentionally and are often prompted by a variety of causal factors and circumstances that are not always easy to determine. Information about individual suicide cases is sometimes sparse, making it difficult for the CFOI to identify and classify such cases. Determining whether suicides are workplace related can be difficult as well. For example, suicides by employees who work from home may be particularly challenging to classify. If the suicide occurred in the home office, the motive may be entirely unrelated to work. If the suicide occurred somewhere in the home, but outside of the home office, there may be evidence that the suicide was related to business conditions or work.
For a workplace suicide to be included in the CFOI, at least one of the following criteria must be met: (1) the death arose from an injury at the decedent’s work premises while the decedent was there for work; (2) the death occurred away from the work premises, but the decedent was engaged in work activity (e.g., performing work at a client’s premises); or (3) the death was related to the decedent’s work status (e.g., a suicide at home that can be definitively linked back to work). Note that unintentional drug overdoses are not counted as suicides, but they are counted as another type of workplace fatality if they meet CFOI work relationship criteria. The CFOI applies a uniform set of rules to determine whether a fatality is to be considered a workplace fatality.4
CFOI annual counts of workplace suicides are available from 1992 to 2013 and are used for the trend analysis in this article. The detailed analysis of the current risks of workplace suicide is based on data from 2011 through 2013, because 2011 marks the first year that CFOI data were classified in accordance with the Occupational Injury and Illness Classification System (OIICS), version 2.01; the OIICS version 2.01 data are generally not comparable with data from the original OIICS.5
Suicide counts, rates, and propensity ratios
The CFOI publishes workplace fatality counts by various characteristics, including gender, race, occupation, event, and state of incident. These counts provide an overall understanding of workplace risks and give insight into the circumstances surrounding workplace deaths. For example, if transportation accidents account for the greatest number of workplace fatalities and if heavy-truck drivers are involved in most of those accidents, then reducing transportation accidents by heavy-truck drivers might result in a significant reduction in the overall number of workplace fatalities.
CFOI also publishes fatal injury rates by demographic and case-characteristic categories. Expressed as a count per 100,000 full-time equivalent workers, based on Current Population Survey (CPS) estimates of hours worked,6 these rates are useful for understanding whether the workplace fatality count for a particular group is relatively high or low. For example, 20 work-related suicides for an occupation with more than 1,000,000 workers would be evaluated differently than the same number of suicides for an occupation with fewer than 10,000 workers. The absolute count of fatal work injuries is the same for both groups, but the corresponding relative incidence rates for the two are very different.
Propensity ratios can shed light on differences in the composition or distribution of types of cases for groups sorted by demographic and case-characteristic categories. For example, suppose that from 2011 to 2013, 20 workplace suicides were committed by workers in an occupation that had 100 total workplace fatalities. This would mean that, during a period where only about 6 percent of all workplace fatalities were suicides, 20 percent of the workplace fatalities for this particular occupation were suicides. The distributional share of suicides suffered may be of greater interest to researchers than the absolute count or incidence rate.
Because a propensity ratio is a straightforward calculation of CFOI counts, it is a convenient tool for analyzing hazards and making comparisons among groups. It does not replace the robust measures of fatal injury rates or relative risk ratios, but is a complementary tool that can lead to additional insights or fill gaps when other analytical tools are not suitable. For example, because hours-worked data related to military occupations are not available from the CPS, fatal injury rates for military occupations and relative risk ratios that require those rates cannot be calculated. But with propensity ratios, it is possible to make limited comparisons of military occupations with other major occupational groups.
A propensity ratio is calculated by dividing the percentage of an attribute occurring in a specific group by the percentage of the specific group in the population. The formula for calculating propensity ratios for workplace suicides follows:
P = Propensity ratio
Sx = Workplace suicides attributed to a group (x)
S = All workplace suicides
Fx = Workplace fatalities attributed to a group (x)
F = All workplace fatalities
Equation (1) can be rewritten in the following form, which adds an intuitive interpretation to the propensity ratio:
Propensity ratios higher than 1.00 indicate a higher propensity for an attribute; propensity ratios lower than 1.00 indicate a lower propensity an the attribute. A propensity ratio of 1.00 is neutral. For example, suicides in the private retail trade industry made up 9.0 percent of the total workplace suicides from 2011 to 2013, while, during the same period, only 5.8 percent of all workplace fatalities occurred in that industry. Dividing 9.0 by 5.8 yields a propensity ratio of 1.55. This ratio means that the proportion of workplace suicides in the private retail trade industry was 55 percent higher than the proportion of that industry's share of workplace fatalities. Interpreted differently, this ratio means that, compared with the rest of the workforce, private industry retail trade workers had a disproportionately higher share of workplace suicides.
Suicide counts and propensity ratios by gender
From 2011 to 2013, workplace suicides were much more likely to involve men than women. During that period, there were 781 workplace suicides, 732 (93.7 percent) of which involved men and 49 (6.3 percent) of which involved women. This compares with 13,906 workplace fatalities that occurred during this period, of which men accounting for 92.4 percent and women accounting for 7.6 percent.
The propensity ratio of workplace suicide for men during this period was 1.01, which shows that the proportion of men whose death was attributable to workplace suicide was 1 percent higher than the proportion of men who suffered a workplace fatality of any kind. If a man died from a workplace injury, it was slightly more likely that the death occurred from suicide than from any other type of workplace injury. The propensity ratio of workplace suicide for women over this period was 0.83. Women suffered workplace suicide 17 percent less frequently than they suffered all other types of workplace fatalities. Thus, if a woman died from a workplace injury, it was less likely that her death was self-inflicted.
Suicide counts and propensity ratios by age group
Generally, the risk of suffering a workplace fatality increases with age. From 2011 to 2013, CFOI fatal injury rates tended to increase with each successive age group. The lone exception is the 18–19 age group; in 2013, the fatal injury rate for this group was higher than that for the next two age groups (20–24 and 25–34).7 But the propensity for workplace suicide has not followed this same pattern.
Over the 2011–13 period, the 45–54 age group suffered both the most workplace fatalities and the most workplace suicides. This group also had the highest suicide propensity ratio, at 1.21. The 55–64 age group suffered the second-highest number of workplace fatalities, followed by the 35–44 age group and the 25–34 age group, respectively. The 35–44 age group suffered the second-highest number of workplace suicides, followed by the 55–64 age group and the 25–34 age group, respectively. (See table 1.)
Table 1. Workplace suicides by age group, 2011–13
Number of workplace suicides
Number of all workplace fatalities
Percent of workplace suicides
Percent of all workplace fatalities
Propensity ratio
15 years and under
– 34 – 0.2 –
– 32 – .2 –
5 177 .6 1.3 .5
54 858 6.9 6.2 1.12
119 2,227 15.2 16.0 .95
161 2,557 20.6 18.4 1.12
52 1,714 6.7 12.3 .54
781 13,906 100 100 –
Note: Propensity by age is calculated as the percentage of workplace suicides attributed to an age group divided by the percentage of all workplace fatalities attributed to the age group. Because of rounding, propensity ratios shown may differ from values calculated using the percentages shown. Dashes indicate that no data were reported or that data did not meet publication criteria.
Source: U.S. Bureau of Labor Statistics.
Counts and propensity by race or ethnic origin and birthplace
The racial or ethnic groups that suffered the most workplace fatal injuries during the 2011–13 period were White (non-Hispanic), Hispanic or Latino, and Black or African American (non-Hispanic). These three groups also suffered the most workplace suicides. From 2011 to 2013, White (non-Hispanic) victims incurred 9,625, or 69.2 percent, of all workplace fatalities and 597, or 76.4 percent, of all workplace suicides.
Although these three groups had the highest numbers of workplace suicide, they had the lowest propensity ratios for workplace suicide. The White (non-Hispanic) group had a propensity ratio of 1.10, and the Black or African-American (non-Hispanic) and Hispanic or Latino groups had propensity ratios of less than 1.00. The Asian (non-Hispanic) group accounted for a relatively low 2.8 percent of all workplace fatalities, but it accounted for 5.5 percent of workplace suicides, which meant the propensity ratio for the group was 1.95. The American-Indian or Alaska Native (non-Hispanic) group accounted for a small portion of workplace fatalities and workplace suicides, but had a propensity ratio of 1.57. Note that the multiple races (non-Hispanic) group had the highest propensity for workplace suicide. (See table 2.)
Table 2. Workplace suicides by race or ethnic origin, 2011–13
Race or ethnic origin
White (non-Hispanic)
Black or African American (non-Hispanic)
49 1,365 6.3 9.8 .64
American Indian or Alaska Native (non-Hispanic)
9 102 1.2 .7 1.57
Asian (non-Hispanic)
Native Hawaiian or Pacific Islander (non-Hispanic)
Multiple races (non-Hispanic)
5 32 .6 .2 2.78
Other races or not reported (non-Hispanic)
Note: Propensity by race or ethnic origin is calculated as the percentage of workplace suicides attributed to a racial or ethnic group divided by the percentage of all workplace fatalities attributed to the race or ethnic origin group. Because of rounding, propensity ratios shown may differ from values calculated using the percentages shown. Dashes indicate that no data were reported or that data did not meet publication criteria.
Examining the birthplace of victims of workplace suicide reveals that 144 workplace suicides were committed by foreign-born workers and 637 were committed by native-born workers. The propensity ratio for workplace suicide was 1.01 for foreign-born workers and 1.00 for native-born workers. Among foreign-born workers, workers born in Mexico suffered the greatest number of workplace suicides (24), but had the lowest propensity ratio (0.42). (See table 3.)
Table 3. Workplace suicides by birthplace, 2011–13
Native born
637 11,360 81.6 81.7 1.00
3 124 .4 .9 .43
9 50 1.2 .4 3.20
Korea (North and South)
11 50 1.4 .4 3.92
Note: Propensity by birthplace is calculated as the percentage of workplace suicides attributed to a birthplace divided by the percentage of all workplace fatalities attributed to the birthplace. Because of rounding, propensity ratios shown may differ from values calculated using the percentages shown. Dashes indicate that no data were reported or that data did not meet publication criteria. Data may not sum to 100 because of the omission of data that did not meet publication criteria.
Suicide counts and propensity ratios by work status and major occupational group
From 2011 to 2013, 78 percent of all workplace fatalities involved wage and salary workers; the remaining 22 percent involved self-employed workers. However, the propensity for workplace suicide was higher for the self-employed than it was for wage and salary earners. The self-employed had a propensity ratio of 1.33, while wage and salary workers had a propensity ratio of 0.91.
Among the major occupational groups during the 2011–13 period, management occupations had the most workplace suicides, followed by transportation and material moving occupations, then installation maintenance and repair occupations. During that period, 118 workplace suicides, or approximately 15 percent of all suicides, involved workers in management occupations; workers in these occupations accounted for approximately 9 percent of all workplace fatalities. Transportation and material moving occupations accounted for 90 workplace suicides, with a propensity ratio of 0.43. Note that the CFOI uses the Standard Occupational Classification system to classify occupations.8
None of the major occupational groups with the highest number of workplace suicides were among the major occupational groups with the highest propensities for workplace suicide. Legal occupations had the highest propensity ratio during this 2011–13 period, followed by computer and mathematical occupations, then military occupations. While legal occupations accounted for about 1.5 percent of workplace suicides, they represented a relatively low 0.3 percent of all workplace fatalities, with a propensity ratio of 5.62. (See table 4.)
Suicide counts and propensity ratios by detailed occupation
Among detailed occupations during the 2011–13 period, heavy and tractor-trailer truck drivers had the most workplace suicides, followed by first-line supervisors of retail sales workers and by police and sheriff’s patrol officers. Heavy and tractor-trailer truck drivers committed 46 workplace suicides, even as they accounted for 2,072 of all workplace fatalities; their propensity ratio was 0.40. First-line supervisors of retail sales workers committed 42 workplace suicides and had a propensity ratio of 2.61. Police and sheriff’s patrol officers incurred 20 workplace suicides and had a propensity ratio of 1.13.
The detailed occupations with the highest propensity for workplace suicide were medical scientists, except epidemiologists; personal financial advisors; and general dentists. Although each of these occupations accounted for less than 1 percent of workplace suicides, two of them—medical scientists, except epidemiologists; and personal financial advisors—had propensity ratios greater than 17. All of the workplace fatalities for those two occupations during the 2011–13 period were attributed to suicide. The occupation of general dentists also had few workplace suicides, but it had a propensity ratio of approximately 15, as all but one of the workplace fatalities for that occupation were due to suicides. (See table 4.)
Table 4. Workplace suicides by occupation, 2011–13
Occupation (Standard Occupational Classification system)
Management occupations
Management occupations, excluding farmers, ranchers, and other agricultural managers
Chief executives
8 1 2.34
General and operations managers
3 .4 1.72
Financial managers
Transportation, storage, and distribution managers
Farmers, ranchers, and other agricultural managers
16 2 .39
11 1.4 3.26
Lodging managers
Medical and health services managers
Property, real estate, and community association managers
Personal financial advisors
3 .4 17.81
Computer and mathematical occupations
Architecture and engineering occupations
Life, physical, and social science occupations
Medical scientists, except epidemiologists
Community and social services occupations
Legal occupations
Education, training, and library occupations
Arts, design, entertainment, sports, and media occupations
7 .9 .85
Healthcare practitioners and technical occupations
Dentists, general
Healthcare support occupations
Protective service occupations
First-line supervisors of police and detectives
Correctional officers and jailers
Detectives and criminal investigators
Police and sheriff's patrol officers
Food preparation and serving related occupations
Chefs and head cooks
Waiters and waitresses
Building and grounds cleaning and maintenance occupations
30 3.8 .69
First-line supervisors of landscaping, lawn service, and groundskeeping workers
Janitors and cleaners, except maids and housekeeping cleaners
Landscaping and groundskeeping workers
8 1 .55
Personal care and service occupations
16 2 1.55
First-line supervisors of personal service workers
Sales and related occupations
First-line supervisors of retail sales workers
First-line supervisors of non-retail sales workers
Retail salespersons
Sales representatives, wholesale and manufacturing, except technical and scientific products
3 .4 1.3
Office and administrative support occupations
Postal service mail carriers
Stock clerks and order fillers
Secretaries and administrative assistants, except legal, medical, and executive
Office clerks, general
Farming, fishing, and forestry occupations
First-line supervisors of farming, fishing, and forestry workers
Farmworkers and laborers, crop, nursery, and greenhouse
Farmworkers, farm, ranch, and aquacultural animals
Construction and extraction occupations
First-line supervisors of construction trades and extraction workers
6 .8 .6
Construction laborers
Plumbers, pipefitters, and steamfitters
Installation, maintenance, and repair occupations
First-line supervisors of mechanics, installers, and repairers
Automotive body and related repairers
Automotive service technicians and mechanics
Bus and truck mechanics and diesel engine specialists
Heating, air conditioning, and refrigeration mechanics and installers
Telecommunications line installers and repairers
Maintenance and repair workers, general
Production occupations
First-line supervisors of production and operating workers
Welders, cutters, solderers, and brazers
Water and wastewater treatment plant and system operators
Transportation and material moving occupations
90 11.5 .43
First-line supervisors of helpers, laborers, and material movers, hand
Heavy and tractor-trailer truck drivers
46 5.9 .4
Sailors and marine oilers
Industrial truck and tractor operators
Note: Propensity by occupation is calculated as the percentage of workplace suicides attributed to an occupation divided by the percentage of all workplace fatalities attributed to the occupation. Because of rounding, propensity ratios shown may differ from values calculated using the percentages shown. Totals for major categories may include subcategories not shown separately.
Military members and veterans
Resident military occupations had a higher propensity for workplace suicide than all but two civilian major occupational groups. There were 46 workplace suicides recorded for military occupations during the 2011–13 period. These occupations accounted for only about 1.3 percent of all workplace fatalities, but they represented about 5.9 percent of all workplace suicides, a propensity ratio of 4.60. The average annual number of workplace suicides over this time, a little more than 15, compared with an annual average of about 10 during the 1992–2010 period. Overall, the annual number of military workplace suicides ranged from a low of 5 in 1998 to a high of 20 in 2013.
From 1992 to 2013, there were 229 workplace suicides recorded for military occupations, accounting for approximately 12 percent of all workplace fatalities for this occupational group. There were 183 workplace suicides during the 1992–2010 period, about 11 percent of all workplace fatalities for this group, and 46 workplace suicides during the 2011–13 period, about 26 percent of all workplace fatalities for this group.
Note that CFOI data for the military occupations category record workplace fatalities for all members of the resident military regardless of their specific occupation. For example, a military pilot who died during a training mission in the United States would be counted in the military occupations category, rather than the pilot occupation category. Likewise, a military physician who committed suicide at work would be counted in the military occupations category, rather than the physician occupation category. (See table 5.)
Table 5. Workplace suicides of military occupations, by year, 1992–2013
Number of workplace suicides attributed to military occupations
Percent of all workplace suicides attributed to military occupations
Percent of all military occupations' workplace fatalities attributed to suicide
16 7.2 11.1
9 4.1 11.1
Note: The military occupations category includes people identified as members of the resident armed forces, regardless of individual occupation.
Consistent with CFOI data, other analyses suggest higher risk of suicide, in general, for military members and veterans. According to the Surgeon General’s 2012 National Strategy for Suicide Prevention: Goals and Objectives for Action, active-duty servicemembers and veterans are at higher risk for suicidal behaviors than civilians.9 Analyzing CDC data, an article by the Center for Public Integrity asserts that veterans, which represent only 10 percent of the adult population, commit 18 to 20 percent of all suicides.10 Similarly, a Department of Veterans Affairs study of death certificate data from 21 states estimated that veterans committed 22.2 percent of all suicides in those states.11 Experiences during war, war-related afflictions (such as post-traumatic stress disorder), and other factors related to military service may increase the risk of suicide. Although the CFOI includes the resident military in its data, it does not track whether a decedent was a military veteran. Because a workplace suicide may be related to prior military service, military veteran status might be an insightful data element to collect in future iterations of CFOI.
Suicide counts and propensity ratios by industry
From 2011 to 2013, workers in the private sector committed about 80 percent of all workplace suicides and approximately 90 percent of all fatal workplace injuries. Workers in the public sector suffered about 20 percent of the workplace suicides during this period, while accounting for approximately 10 percent of all workplace fatal injuries. (See table 6.) In private industry, workers in service-providing industries suffered more suicides than workers in goods-producing industries. The propensity for suicide tended to be higher in service-providing industries as well. Note that the CFOI uses the North American Industry Classification System to classify industries.12
The private industries with the most workplace suicides were retail trade; other services, except public administration; and manufacturing. However, these industries were not the ones with the highest suicide propensity ratios. Finance and insurance had the highest propensity for workplace suicide, with a propensity ratio of 3.42; followed by professional, scientific, and technical services, with 2.86; then health care and social assistance, with 2.18. Other services, except public administration—the private industry with the second highest number of suicides—had the fourth-highest propensity ratio, 2.13.
In the public sector, local government suffered the most workplace fatalities, but the federal government suffered the most workplace suicides. The federal government also had the highest propensity ratio for suicide (3.5), followed by state government (1.91), then local government (1.22). National security, a detailed industry that includes the resident military, made up the majority of suicides in federal government, 46 out of 65. (See table 6.)
Table 6. Workplace suicides by industry, 2011–13
Industry (North American Industry Classification System)
Private industries
628 80.4 0.9
Goods producing
162 20.7 .53
8 1.0 .29
Professional, scientific, and technical services
Administrative and support and waste management and remediation services
Other services except public administration
Note: Propensity by industry is calculated as the percentage of workplace suicides attributed to an industry divided by the percentage of all workplace fatalities attributed to the industry. Because of rounding, propensity ratios shown may differ from values calculated using the percentages shown. Totals for major categories may include subcategories not shown separately.
Case characteristics
The CFOI “event” category describes how a fatality occurred. Beginning with workplace fatality data for 2011, CFOI case characteristics are classified using OIICS, version 2.01, which offers more detailed classifications of methods of suicide. From 2011 to 2013, 364 (47 percent) workplace suicides were shootings. Of these, 219 involved pistols or revolvers, 59 involved rifles or shotguns, and 86 involved firearms of an unknown type. Thirty-five percent of workplace suicides involved hanging, strangulation, or asphyxiation. (See figure 2.) Twenty-one of the 781 workplace suicides that occurred from 2011 to 2013 were linked to other workplace fatalities. Linked cases in CFOI are those with more than one fatality in the same incident. The most common of these cases were murder-suicides, events involving murder followed by the perpetrator committing suicide. The propensity for workplace suicides that are linked to other cases was 0.34. Note that for military occupations, about 59 percent of the suicides were shootings.
From 2011 to 2013, the months with the highest number of workplace suicides were August (79), March (72), and January (70); the months with the fewest were February (50), December (54), and October (57). The months with the highest propensity for workplace suicide were March (1.19), January (1.17), and April (1.11); the months with the lowest propensity were October (0.83), July (0.89) and June (0.91). Workplace suicides occurred most often on Mondays (154) and Wednesdays (131), and occurred least often on weekends. The days with the highest propensity for workplace suicide were Sunday (1.36) and Monday (1.15). The hours of day when workplace suicide most frequently occurred were 8:00–8:59 am (45), 1:00–1:59 pm (38), and 7:00–7:59 am (35). Note that the time of incident was often not available for workplace suicides—time data were available for 531 of 781 workplace suicides during this 2011–13 period. Workplace suicides happened most often at office buildings (122); in worksite parking lots/garages (81); and at other commercial stores (66).
Suicide is a relatively small, but growing, occupational concern. From 2007 to 2009, a period that included the Great Recession,13 fatal work injuries declined rapidly, yet workplace suicides increased and have remained elevated. Unlike many other occupational fatalities, workplace suicides affect a broad mix of occupations, industries, and other worker characteristics. Propensity is a useful tool to identify groups where disproportionately larger shares of fatal work injuries involved suicides when compared with other segments of the labor force.
In this analysis, 45- to 54-year-old males had the highest likelihood of committing workplace suicide. Whites (non-Hispanic) committed the highest share of workplace suicides and had a propensity ratio greater than 1. Aside from the “multiple race” category, Asians (non-Hispanic) had the highest propensity for suicide. Employees working for wage or salary incurred the majority of workplace suicides, but self-employed workers had a higher propensity ratio.
Workers in the public sector had a higher propensity for workplace suicide while workers in the private sector suffered the majority of these fatalities. The private industry sectors with the highest propensities for workplace suicide were finance and insurance; professional, scientific and technical services; and health care and social assistance.
Among the major occupational groups, management occupations accounted for the highest share of workplace suicides, but legal occupations had the highest propensity. Among detailed occupations, first-line supervisors of retail-sales workers committed the second-most workplace suicides and had a propensity ratio of 2.61. Police and sheriff’s patrol officers and security guards, two detailed occupations within the protective service major occupational group, incurred the third- and fourth-most workplace suicides, respectively. Protective service occupations had the fifth-highest number of workplace suicides among major occupational groups and had a propensity ratio of 1.43.
Military occupations had the third-highest propensity for workplace suicide among major occupational groups. Other studies indicate that military members and veterans have a heightened risk for suicide. Because veteran status may be related to a higher risk of suicide, it might be useful for the CFOI program to collect veteran-status data in the future to determine whether veteran status is, in fact, related to higher risk of workplace suicide. Death certificates in many states include the field “ever served in the armed forces,” an identifier of veteran status on a source document already obtained for most CFOI cases.
Resources are available to help organizations and individuals identify and mitigate the risks of suicide. Some of these resources are listed in the Appendix below.
Appendix. Resources for suicide prevention
www.suicidepreventionlifeline.org (800-231-TALK/8255)
Suicide Prevention Resource Center
www.sprc.org
Working Minds Suicide Prevention in the Workplace
https://www.coloradodepressioncenter.org/workingminds/
National Strategy for Suicide Prevention: Goals and Objectives for Action
www.surgeongeneral.gov/library/reports/national-strategy-suicide-prevention/index.html
National Action Alliance for Suicide Prevention
www.actionallianceforsuicideprevention.org
National Institute for Occupational Safety and Health–Stress at Work
www.cdc.gov/niosh/topics/stress/
Centers for Disease Control and Prevention–Suicide Prevention
www.cdc.gov/violenceprevention/suicide/index.html
The National Council for Suicide Prevention
www.thencsp.org
American Association of Suicidology
www.suicidology.org
Note: The Monthly Labor Review does not endorse any of the above-listed organizations.
ACKNOWLEDGMENTS: The author thanks Stephen Pegula for his assistance and encouragement, for his previous related work (see note 1), and for suggesting the name “propensity ratio.” The author also thanks Andrew Kato for his editorial contributions and support.
Reginald Harris, "Suicide in the workplace," Monthly Labor Review, U.S. Bureau of Labor Statistics, December 2016, https://doi.org/10.21916/mlr.2016.54.
1 Stephen M. Pegula, “An analysis of workplace suicides, 1992–2001,” Monthly Labor Review, January 2004, pp. 1–5. https://www.bls.gov/opub/mlr/cwc/an-analysis-of-workplace-suicides-1992-2001.pdf.
2 Web-based Injury Statistics Query and Reporting System (Centers for Disease Control and Prevention), http://www.cdc.gov/injury/wisqars/fatal_injury_reports.html.
3 2012 National Strategy for Suicide Prevention: goals and objectives for action (U.S. Department of Health and Human Services), Introduction, https://www.ncbi.nlm.nih.gov/books/NBK109906/. See also “10 leading causes of death by age group, United States—2013,” Web-based Injury Statistics Query and Reporting System (Centers for Disease Control and Prevention), http://www.cdc.gov/injury/wisqars/pdf/leading_causes_of_death_by_age_group_2013-a.pdf.
4 Scope of the "Census of Fatal Occupational Injuries" (U.S. Bureau of Labor Statistics), https://www.bls.gov/iif/cfoiscope.htm.
5 Occupational Injury and Illness Classification System (U.S. Bureau of Labor Statistics), https://www.bls.gov/iif/oshoiics.htm. CFOI used different event classification systems during the 20-year period. From 1992 to 2010, CFOI used the original Occupational Injury and Illness Classification System (OIICS). In 2011, CFOI began using the OIICS version 2.01. While data from these two systems are generally not comparable, the author has identified a few events to compare between 1992 and 2011. Per OIICS version 2.01, beginning in reference year 2011, workplace suicides represent all workplace fatal injuries with “event” coded as 1120 self-inflicted injury—intentional, unspecified; 1121 shooting—intentional self-harm; 1122 hanging, strangulation, asphyxiation—intentional self-harm; 1123 jumping from building or other structure—intentional self-harm; 1124 cutting, stabbing—intentional self-harm; 1125 drug overdose—intentional self-harm; 1126 inhalation of substance—intentional self-harm; and 1129 self-inflicted injury—intentional, not elsewhere classified. CFOI data prior to reference year 2011 use previous versions of OIICS: workplace suicide data represent all workplace fatal injuries with “event” coded as 6200 self-inflicted injury, unspecified; 6210 suicide, attempted suicide; and 6220 self-inflicted injury or fatality, intent unknown.
6 Handbook of Methods, chapter 9 (U.S. Bureau of Labor Statistics), pp. 17–20, https://www.bls.gov/opub/hom/pdf/homch9.pdf.
7 “Fatal occupational injuries, total hours worked, and rates of fatal occupational injuries by selected worker characteristics, occupations, and industries, civilian workers, 2013,” Census of Fatal Occupational Injuries—current and revised data (U.S. Bureau of Labor Statistics), https://www.bls.gov/iif/oshwc/cfoi/cfoi_rates_2013hb.pdf.
8 Standard Occupational Classification (SOC) system, 2010 (U.S. Bureau of Labor Statistics, February 2010), https://www.bls.gov/soc/materials.htm.
9 2012 National Strategy for Suicide Prevention: goals and objectives for action (U.S. Department of Health and Human Services) Appendix D, https://www.ncbi.nlm.nih.gov/books/NBK109909/.
10 Jeff Hargarten, Forrest Burnson, Bonnie Campo, and Chase Cook, “Suicide rate for veterans far exceeds that of civilian population,” The Center for Public Integrity (August 8, 2013), http://www.publicintegrity.org/2013/08/30/13292/suicide-rate-veterans-far-exceeds-civilian-population.
11 Janet Kemp and Robert Bossarte, “Suicide data report, 2012” (Department of Veterans Affairs), p. 15, http://www.va.gov/opa/docs/suicide-data-report-2012-final.pdf.
12 Industry data are based on the North American Industry Classification System, 2007. See North American Classification System, 2007 NAICS (U.S. Census Bureau), https://www.census.gov/cgi-bin/sssd/naics/naicsrch?chart=2007.
13 “Great Recession” refers to the recession beginning December 2007 and ending June 2009. See “US business cycle expansions and contractions” (National Bureau of Economic Research), http://www.nber.org/cycles.html.
harris.reginald@bls.gov
Reginald Harris is an economist in the Branch of Occupational Safety and Health Statistics, Office of Field Operations, Atlanta Regional Office, U.S. Bureau of Labor Statistics.
Fatal occupational injuries to members of the resident military, 1992–2003, Monthly Labor Review, April 2005.
An analysis of workplace suicides, 1992–2001, Monthly Labor Review, January 2004.
Workplace injuries and illnesses
Fatal Injuries
Worker safety and health
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Lead ( )
Author: Scott, Kylie
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Lena Morrissey has had some lousy jobs in her time, but none of them compare to being the personal assistant to one of the rock world's biggest - and most egotistical - stars. As the lead singer of Stage Dive, Jimmy is used to having whatever he wants, whenever he wants it. But after a PR disaster landed him in rehab, it's Lena's job to keep him on the straight and narrow. Lena's not willing to take any crap from the sexy rocker and is determined to keep their relationship completely...
Lena Morrissey has had some lousy jobs in her time, but none of them compare to being the personal assistant to one of the rock world's biggest - and most egotistical - stars. As the lead singer of Stage Dive, Jimmy is used to having whatever he wants, whenever he wants it. But after a PR disaster landed him in rehab, it's Lena's job to keep him on the straight and narrow. Lena's not willing to take any crap from the sexy rocker and is determined to keep their relationship completely professional, despite their sizzling chemistry. But in the end, Jimmy always gets his way...
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GANANOQUE, Ontario — The little kid with the brush-cut blond hair and the endearing smile strolled through the door of the restaurant here on King Street. His hockey team had just lost to the local Gan boys, a season-ending defeat in the provincial playoffs. But everyone, especially the scouts from Boston, was gushing about the 13-year-old sprite from way up north in Parry Sound.
A few years later, the same kid would be the talk of all the NHL, bringing fans across North America to their feet on nearly every shift. No one had ever seen the likes of Bobby Orr. And on this night, March 31, 1961, the hometown players from this picture-postcard hamlet along Thousand Islands rose and applauded as Orr, all 112 pounds of him, entered the Boston Cafe.
The Gan boys knew something. They had no idea exactly what would unfold in the years ahead, but it was obvious the kid with magic in his stick would be skating off to places far beyond small-town Canada.
“Oh, we all stood up,” said the Gananoque captain, Doug Higgins, recalling recently how his team gathered to celebrate with Cherry Cokes and snacks after the big win. “We stood up for him. It had been a battle.”
“This little bugger had the puck most of the time on us,” recalled Rick Eaton, one of Gananoque’s defensemen and alternate captains, who that night sat adjacent to Orr in a cafe booth. “So young, just a little guy, eh? You knew he was going to rise up the ladder, but no one could know he was going to get to where he did.”
In the moment, no one knew. Not even members of Bruins management, who until that night, Good Friday in 1961, had never seen Orr play, never heard of him. But that evening in the town’s frigid and dilapidated community rink would turn out to be the renaissance of a moribund Bruins franchise, the moment in time that ultimately gave birth to Bobby Orr and the Big Bad Bruins, the crazed, golden era of Boston hockey.
“We were there to scout Eaton and Higgins,” said the legendary Milt Schmidt, recalling late last year, shortly before he died, the memorable day. “We split up in the rink and decided we would meet up at one end when the game was over. Well, to make a long story short, we all came out of that game with the same knowledge: Forget Eaton and Higgins, we’ll take that Orr kid!”
That story, retold for more than a half-century throughout Gananoque and Canada, where hockey lore is national treasure, too easily ignores a few things about Eaton and Higgins. Not the least of which is the fact that both players, each now 70, were scouted by several NHL teams and ultimately signed with the Bruins.
“They were the boys,” a reverential Orr referred to Eaton and Higgins recently. “The Bruins weren’t there to see me. They didn’t know me or anyone from Parry Sound. They were there to see the two boys, Eaton and Higgins.”
Related: Photographer explains his snapshot of history
A lingering sting
Higgins, in fact, initially signed with the powerful Montreal Canadiens, only to be forced to tear up the deal and sign instead with Boston because NHL rules of the day dictated the Bruins had first rights on all players from Gananoque, a team Boston sponsored through small donations to community hockey.
“I remember coming home from school one day and my father said, ‘Sit down, Dougie, your knees are going to buckle,’ ” said Higgins, recalling the initial contact with the Habs. “I said, ‘Dad, what’s wrong?’ I thought maybe my mom was sick. ‘No,’ he said. ‘The Canadiens called and they want to talk to you tomorrow night.’ Wow, I mean, my dream team, right?”
Though Eaton and Higgins never played in the NHL, both men remain fiercely proud of their hockey careers, particularly those early years, and especially that season (1960-61) when they helped steer Gananoque to the town’s first Ontario Minor Hockey Association title.
The shorthand retelling of the Orr story has caused them varying degrees of heartache through the years.
“I remember reading once, I think in a book, ‘No one remembers Eaton and Higgins,’ ” Higgins recalled, as he steered his 30-foot motorboat out of Gananoque’s harbor. His shrug made clear the sting of a lingering, dismissive narrative.
Just a few years ago, a writer phoned Eaton seeking comment about his connection to the Orr-coming-of-age story. It was clear, he said, that the writer planned to portray him as a foil. He hung up.
Eaton has lived here in a town of some 5,000 year-round residents for all of his 70 years. For decades, he has endured the small-town chatter, the narrative that Orr came to town one night, stole the spotlight, and he and Higgins fell off of life’s scoresheet.
Doug Higgins (right) and Rick Eaton at the town hall in Gananoque.Lars Hagberg for the Boston Globe
“I feel like that guy that served up the ball to Hank Aaron,” said Eaton, enjoying a beer with a visitor one recent afternoon at the Gananoque Inn at the edge of the St. Lawrence River. “I took a lot of flak for that over the years, and not a lot of nice flak.”
Later, Eaton added, “Most of my life, I was getting, ‘Well, what happened to you? You couldn’t do what Bobby Orr could do.’ That kind of stuff, always. It was hard on me. It bothered me. I am OK with it now, but for a long time, I wasn’t.”
Over a half-century later, the ever-humble Orr offered, “That’s terrible.’’ The two boys, he offered once more, were players.
Beating out the Canadiens
The night of the March 31 game, Schmidt and a handful of Boston brass, including club owner Weston Adams, were among 450 people pressed cheek to jowl inside the Wellington Street Arena. It was the second and final match of a two-game, total-goals series.
A week earlier, Gananoque made the 300-mile trip north and carved out a 5-2 win at Parry Sound. The winner of the Gan-PS series next would take on Goderich (hometown of late Bruin Gary Doak) for the provincial title.
“Bucko McDonald was the Parry Sound coach,” recalled Schmidt. “Bucko worked for Detroit, so everyone figured Bobby would end up in Detroit. But he didn’t get him, did he?”
An interior view of the Gananoque rink.Gananoque Historical Society
Schmidt, even at age 98, reveled in the fact that Boston beat out McDonald, the Red Wings, and everyone else in the NHL to secure Orr’s rights. It was the persistent work of Boston scout Wren Blair, who remained in constant contact with Orr’s parents in Parry Sound. They ultimately persuaded Orr to sign over his playing rights to Boston as a 14-year-old.
“Heck, Wren took a room in the Brunswick Hotel until he could convince my mother I could sign!” recalled Orr.
Ultimately, Orr signed a contract that Blair wrote in longhand on Brunswick stationery. Orr’s mother worked in the hotel coffee shop.
In the fall of 1966, he made his NHL debut with Boston.
“You had to really hustle in those days,” said Schmidt. “Is there anyone else associated with hockey around here? Robert Gordon Orr owns the place!”
Also in the Wellington Street stands, scouting for the Canadiens, was 27-year-old Scotty Bowman. Destined to become perhaps the greatest coach in NHL history, Bowman too was bowled over by Orr’s talent.
Bowman visited the Orr home in Parry Sound days later, inquired about the phenom’s plans, but history has it that Doug and Arva Orr said they wanted their boy to keep his head in his schoolbooks. Perhaps they could talk another time, Bowman was told. A fine idea until the artful though forceful Blair kept visiting the Orr home on Great North Road.
“If Montreal had been a little more aggressive, Bobby probably would have signed with Montreal,” noted Higgins. “That means they would have had [Larry] Robinson, [Guy] Lapointe, [Serge] Savard, and Orr . . . and everyone else might as well stay home.”
Overtime drama
About 20 minutes into Game 2 of the provincial bantam semifinals, Parry Sound had a 2-0 lead, trimming Gananoque’s overall lead to a single goal. By the end of 40 minutes, it was deadlocked, 3-3, Eaton with a goal and Higgins with a pair of assists. Orr’s team again was down by three goals. In the third period, Orr picked up 2 points, including the final goal in regulation at 17:03, to force a 10-minute overtime.
Gananoque’s Bobby Dickson, who later would play briefly on Orr’s team in Oshawa, banged home the only OT goal, bolting down the wing with a feed from the crafty Higgins.
Glen Grue, these days a realtor in nearby Kingston, was the goalie who preserved the win, stoning Orr on a breakaway halfway through OT. Legend has it that Gan manager Eddie Deans fainted in the stands, falling and cutting his head, when Grue made the game-saving stop on the little wizard who wore No. 2 for Parry Sound.
The Gananoque Bantam champs after the 1960-61 season. Doug Higgins is wearing the C, and the alternate captain on the left is Rick Eaton.Gananoque Historical Society
“Odds were that I wasn’t going to stop it,” said Grue, who later that night was among those who joined Orr at the cafe table. “I think Eddie figured, ‘Oh, no, it’s over!’ and passed out. But I made the stop.”
Grue recalled that Orr was, by far, the best player on the ice that night. All the Gananoque players were aware of the scouts, particularly those from Boston, being at the game, he recalled. Like Eaton and Higgins, he was getting feelers from scouts. He had the NHL dream.
“Then they saw Bobby Orr and forgot all about us,” Grue said, laughing. “And rightfully so. He was special, really special. And just a really good kid. I know all of us felt that. You felt close to him immediately — even though we were on the other team and he was trying to kill us.”
Following the win over Parry Sound, Gananoque went on to edge Goderich, 3-2, in the championship series, clinching it in Game 5 at a neutral rink in Toronto.
With the first provincial win in town history, the proud sons of Bernie Amo, the town’s beloved Esso Oil dealer who sponsored the team, arrived back in town to a heroes’ welcome at approximately 1:30 on a Sunday morn. The fire engine siren blared. The sleepy little town partied with gusto that would be the envy of Montreal.
“They brought us up to the hotel up on the corner and put us out on the balcony; you’d think we won the Stanley Cup,” recalled Higgins, who made a brief speech at the Provincial Hotel. “We gave a little talk and thanked everybody. This older lady come out in her gown and said, ‘Has the whole town gone crazy?’ ”
Indelible images
The exterior of the old Gananoque rink. These days, a curling facility is in this location.Gananoque Historical Society
The town rink and the youth teams that called it home shaped and centered the Gananoque community. There was one movie theater in town, but for the most part, the hub of entertainment was the oversized Quonset hut arena with its steel roof, erected along Wellington Street in 1928.
“It’s the place I first said hello to the woman who became my wife,” recalled Ray Stevenson, a left winger on the ’61 bantam champs. “We met there during public skating.”’
Absent central heating, the place was always cold. It also lacked a Zamboni. To make new ice, kids were often summoned from the snack bar and stands to scrape and broom the surface. Then it was the charge of the rink’s two-man ice crew, Stan “Porky” Young and William “Shorty” Westcombe, to fill up a pair of 45-gallon drums with hot water and pull them by hand along the ice. Hot water streamed out of the barrel and onto a mop-like attachment.
According to town historian John Nalon, Porky and Shorty were still on the job the night Orr came to town.
The ice resurfacing crew, featuring Shorty (second from left) and Porky (far right).Gananoque Historical Society
“Now this was before my time,” recalled Higgins, “but I’m told that, originally, the bench doors opened outward, toward the ice surface. So if the coach saw an opposing forward come flying down near the bench, he’d yell, ‘OK, change!’ The door would fly open and the winger lugging the puck would get flattened. Fixed it after the first year.”
Rick Small was there the night the 13-year-old Orr played in the old barn. His father, Harold “Bomber” Small, coached the Gan squad. His older brother, Pete, was an alternate captain along with Eaton. The place was so packed that Small scampered to a perch above the clock at one end of the rink and looped an arm into the rafters to remain secure.
“I was 8 years old at the time,” recalled Small, now 64, “and Bobby looked about my size. He was actually a peewee, playing up a level to bantam. I just remember that he wore No. 2, and because he was so small, his sweater hung really low on him. And it seemed he never left the ice.”
Still connected
Eaton remained in hockey a few more years, and in fact played briefly in Oshawa, collecting four assists, Orr’s first season there in 1962-63. More than a half-century later, he can’t recall whether he ever partnered with Orr in Oshawa. Over the next few seasons, he played for amateur squads in Kingston, Chatham, and finally Brockville.
“So I was well on my way to being a bum,” said Eaton, who went on to work some 40 years on the floor of a Gananoque company, Medtronics. “I knew there wasn’t a future for me in the game.”
He found other sports to love, and still plays squash through fall and winter, and tennis in spring and summer, typically on the courts adjacent to the Lou Jeffries Recreation Center, which also houses the town’s “new” rink that opened in 1972.
The old Wellington Street arena, where Orr played, was condemned and torn down in 1971, snow and rain often filtering in from widening gaps in the metal roof after 43 years in service.
“The sport I truly loved?” said Eaton, delighted that his daughter, granddaughter, and son-in-law soon will move back to Gananoque after years in remote Yellowknife, far north of Edmonton. “I ran sled dogs. Oh, man, I did it for years until the houses built up around us. There just wasn’t room on the trail.”
If he had his druthers, said Eaton, he would choose a spot alongside the Iditarod above a free ticket to the Stanley Cup Final. He rarely watches hockey anymore.
Higgins also played just a few more years after signing with Boston, a deal that included the Bruins buying a new car for his parents. He still has fond memories of his father Mike spraying water on a backyard rink, the freezing spray forming an icicle on his nose. Next-door neighbor and best pal Fred O’Donnell, a Bruins winger in the mid-1970s, often played on the same rink.
Prior to signing with Boston, Higgins said, he was offered scholarships to Cornell and UNH. He ultimately played some Junior B hockey, then went on to play at Algonquin College in Ottawa, one of Canada’s top research colleges. He married a girl from Gananoque and has lived for decades some three hours away in Petewawa, Ontario, working for the federal government in the science of firefighting.
“I might have been homesick at age 14,” said Higgins, pondering why he didn’t remain on the pro hockey track. “And my parents were pushing education.”
For the most part, said Higgins, he has treated the Orr chapter in his life as a positive. It was often an asset on the job, especially as a conversation starter with clients.
Hockey fans of a certain age in Canada readily connect the names Eaton and Higgins to Orr when the subject is hockey. And in Canada, the subject is always hockey, and oftentimes Orr.
“From my standpoint, it is a pain in the butt in one way, that it still comes up all the time,” said Higgins. “But, hey, if they bring up my name with the greatest hockey player ever born, I think I have to be happy about that.
“Not only that, but let’s not forget, we beat him that night.”’
In 1961, Bruins honchos traveled to Canada to scout two players. Instead, they discovered Bobby Orr.
Kevin Paul Dupont can be reached at kevin.dupont@globe.com. Follow him on Twitter @GlobeKPD.
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Do Backup Cameras Actually Improve Safety?
Now that backup cameras have been a common feature in new vehicles for several years, research is underway to determine whether they are actually saving lives. The Los Angeles Times recently reported that, “Despite the growing prevalence of backup cameras, federal data shows that this technology hasn’t significantly cut down on cars backing into people and causing them harm.”
According to the National Highway Traffic Safety Administration (NHTSA), between 2008 and 2011, the percentage of new cars with backup cameras installed spiked from 32 percent to 68 percent. During that same time period, back-over injuries only dropped less than eight percent, from 13,000 to 12,000. A Boston motor vehicle accident lawyer can help you determine how to proceed if you’ve been injured due to another’s negligence.
Fatal back-over accidents, however, have decreased more significantly. The Los Angeles Times reported that, “The fatality rate has improved somewhat, dropping 31% over the same period.” Even so, back-over fatalities are actually quite rare. Deaths caused by a vehicle moving in reverse fell from 274 to 189 during the three-year period between 2008 and 2011. The article did not indicate how many of these accidents involved a backup camera, if any.
When you ask someone who uses a backup camera if they think it’s effective, most say “absolutely!”. There is no doubt that they can improve the driving—and parking—experience. Obviously, avoiding hitting another car, pedestrian, or bicyclist is the main goal of a backup camera, but they also help us avoid backing over a bicycle left in the driveway by one of our kids, or a dog that decides to run behind the car.
Backup Cameras Will Soon be a Requirement
As of May 2018, all new vehicles weighing at least 10,000 pounds will be required to have a backup camera. According to the NHTSA, these cameras can prevent serious injuries and deaths, especially among small children. Even though—according to Autotrader—only 200 people die in back-over accidents each year, at least 14,000 suffer injuries. Backup cameras can all but eliminate these accidents. A MA car accident attorney can help you recover damages if you’ve been injured by the negligence of another.
“Deaths from back-over crashes thankfully are pretty rare, but they still are tragic,” said the vice president of research at the Insurance Institute for Highway Safety (IIHS), Jessica Cicchino. “We know that rear cameras can help, but they’re not a silver bullet.”
The Most Effective Vehicle Safety Features Available Today
Backup cameras aren’t the only vehicle safety feature reducing serious injuries and deaths. The following features are touted by the United Services Automobile Association (USAA) as being among the most effective.
Lane-keep assist
Collision warning system
Drowsiness alert
360-degree camera
“The movement toward autonomous vehicles – self-driving cars – has brought high-tech safety features to today’s cars, too,” said USAA’s director of property and casualty loss prevention and safety programs, Jim Clifford. “Many of the groundbreaking advances in the area of car safety have come from these efforts.”
Altman & Altman, LLP – Boston’s Top Motor Vehicle Accident Law Firm If you have been injured due to another’s negligence, the skilled legal team at Altman & Altman, LLP can help. we have been protecting the rights of accident and injury victims for more than 50 years. Our experienced, knowledgeable attorneys have an impressive track record of obtaining compensation for our clients, and we will ensure that you fully understand your rights and options before moving forward. If you have been harmed, you may be entitled to compensation for medical expenses, pain and suffering, and lost wages. Don’t go through this difficult time alone, we can help. Contact Altman & Altman, LLP today for a free and confidential consultation about your case.
Posted in: Car Accidents and Pedestrian Accidents
Updated: April 5, 2018 11:57 am
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Bounce TV Acquires Rights to The Bernie Mac Show, To Air Series Weeknights 8:00-9:00 pm (ET) Starting June 1
ATLANTA (May 28, 2015) – Bouncetv.com — the nation’s first and only broadcast television network designed for African American audiences — has licensed the broadcast television rights to all five seasons and 104 episodes of the Peabody and EMMY award-winning sitcom The Bernie Mac Show in a multi-year agreement with Twentieth Television announced today.
Bounce TV will air the The Bernie Mac Show Monday-Friday with back-to-back episodes from 8:00-9:00 pm (ET) beginning June first. The sitcom joins The Hughleys (7:00-8:00pm) and The Parent ‘Hood (6:00-7:00 pm) in Bounce TV’s early evening line-up.
In the series, Bernie Mac stars as a famous stand-up comedian living large in Los Angeles with his beautiful wife Wanda (Kellita Smith). However, their world changes when they suddenly must take custody of his sister’s three children when she is ordered into rehab. The critically-acclaimed show, loosely based on Mac’s stand-up comedy act, was a mainstay on FOX from 2001-2006. Mac’s character being a celebrity allowed for a who’s who of stars to make guest appearances on the show including Chris Rock, Halle Berry, Don Cheadle, Charles Barkley, Snoop Dog and Ice Cube. The series was created by Larry Wilmore, now the host of The Nightly Show with Larry Wilmore on Comedy Central.
Bounce TV is the fastest-growing African-American (AA) network on television and has become the #2 most-watched among all AA networks. The network airs on the digital broadcast signals of local television stations and corresponding cable carriage and features a programming mix of original and off-network series, theatrical motion pictures, specials, live sports and more. Bounce TV has grown to be available in more than 85 million homes across 90 markets, 90% of African American television homes — including all of the top AA television markets — and three quarters of the total television homes in the United States. Among the founders of Bounce TV are iconic American figures Martin Luther King, III and Ambassador Andrew Young.
Bounce TV Unveils 2015-16 Upfront Programming Slate:
Andrew Young and Bounce TV Announce Support of Charter Communications’ Pending Transactions With Time Warner Cable and Bright House Networks
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Global primary energy consumption grew rapidly in 2018, led by natural gas and renewables. Carbon emissions rose at their highest rate for seven years
Global insights pdf / 317 KB
Statistical Review of World Energy pdf / 7.7 MB Statistical Review of World Energy – all data, 1965-2018 xlsx / 2.6 MB Spencer Dale, chief economist – presentation slide pack pptx / 6.2 MB
1 Primary energy consumption grew at a rate of 2.9% last year, almost double its 10-year average of 1.5% p.a., and the fastest since 2010
2 Energy consumption growth was driven by natural gas, which accounted for 43% of the increase
3 Renewable power grew by 14%. Its increase in energy terms (71 mtoe) was the second largest on record
4 Carbon emissions grew by 2.0%, the fastest growth for seven years
Growth in primary energy consumption in 2018
Growth in CO2 emission in 2018
Growth in renewables in 2018
Share of non-fossil fuels in 2018, the highest in recent history
Energy consumption increased by 2.9% in 2018, almost double its 10-year average growth, and the fastest since 2010.
CO2 emissions increased by 2.0% in 2018, their highest rate for seven years and double its 10-year average growth.
Energy intensity (the amount of energy required per unit of GDP) declined at its slowest rate since 2010.
China, US and India accounted for 70% of energy demand growth in 2018. Demand growth in each of the three countries was higher than its 10-year average.
Oil consumption grew by 1.4 Mb/d with China and the US accounting for over 80% of global growth.
Natural gas consumption increased by 5.3% (195 bcm), the second largest annual volume increase on record. It accounted for 43% of the increase in energy demand.
Non-fossil fuels’ share in primary energy in 2018 was 15.3%, the highest in recent history.
Coal consumption grew by 1.4%, double its 10-year average rate. Its share in primary energy fell to 27.2%, the lowest in 15 years.
Renewables increased by 14% in 2018, to record its second largest increase on record. Moreover, renewables accounted for the second largest increment to energy growth in 2018, behind natural gas.
Solar generation grew by 30 mtoe in 2018, a record high, just below the increase in wind (32 mtoe), the growth of which decelerated compared to 2017.
Electricity generation increased by 3.7%, above its 10-year average growth. By country, China accounted for more than half of the increase. By fuel, renewables accounted for one third.
Global oil production rose by 2.2 Mb/d. Almost all of the net increase was accounted for by the US, recoding the largest growth for any country in any year.
Natural gas production increased by 190 bcm. Almost half of this came from the US which recorded the largest annual growth seen by any country in history.
We have operations in 72 countries worldwide. Discover what we do where you are or near where you are
Sign up for regular news from the energy economics team
Statistical Review downloads
Download the printed edition of the Statistical Review of World Energy, the launch presentation speech and slides and more
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Frederick K. Brewington, Esq.
Ira Fogelgaren, Esq. (In Memoriam)
Cathryn Harris-Marchesi, Esq.
Precilla Lockett, Esq.
Tricia S. Lindsay, Esq.
Julissa M. Proaño, Esq.
Oscar Holt III, Esq.
2003 Press Clips
View press clips from:
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Sir Morell Mackenzie
English physician
Sir Morell Mackenzie, (born July 7, 1837, Leytonstone, Essex, Eng.—died Feb. 3, 1892, London), English physician who was at the centre of a bitter international controversy over the death of Emperor Frederick III of Germany.
Mackenzie, the leading throat specialist of the time, was called into the difficult case of the German crown prince Frederick in May 1887. Frederick’s illness had been diagnosed by German physicians as throat cancer. Basing his opinion on a biopsy made by the eminent German pathologist Rudolf Virchow, Mackenzie insisted that the throat lesion was not demonstrably cancerous and that an operation was unnecessary.
Mackenzie was knighted in September 1887 and decorated with the Grand Cross of the Hohenzollern Order the following year. By November, however, the disease was confirmed to be cancer. Frederick became emperor on March 9, 1888, and died on June 15. A heated dispute erupted between Mackenzie and the German doctors. After a critical account of the case was published in Germany, Mackenzie retaliated with The Fatal Illness of Frederick the Noble (1888), for which he was censured by the Royal College of Surgeons.
Frederick III
Frederick III, king of Prussia and German emperor for 99 days in 1888, during which time he was a voiceless invalid, dying…
London, city, capital of the United Kingdom. It is among the oldest of the world’s great cities—its history spanning nearly two millennia—and one of the most cosmopolitan. By far Britain’s largest metropolis, it is also the country’s economic, transportation, and cultural centre. London is situated…
Leytonstone, England
February 3, 1892 (aged 54)
title / office
knight (1887)
subjects of study
National Center for Biotechnology Information - PubMed Central - Obituary of Sir Morell Mackenzie
Internet Archive - "Sir Morell Mackenzie"
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BPF Blog
Leanne Taylor's Blog
Tom Walker's Blog
Home Industry News Wigan tops the list as the number one place in the UK for plastic recycling
Wigan tops the list as the number one place in the UK for plastic recycling
by Grace Nolan
The Body Shop has compiled data to see the positive impact of people’s current plastic recycling efforts across the UK.
The information was compiled by analysing the amount of plastic sent for recycling from every town and city in the UK between 2017 and 2018 and cross referencing this with the population to create a plastic recycling index.
Wigan has been named as the top plastic recycling town in the UK with over 9,000 tons of plastic being sent for recycling between 2017-18, based on this index.
While Wales leads in the UK with the most towns and cities making the top 20 list and two (Bridgend and Swansea) making the top three. In total the Welsh sent 43,877 tonnes of plastic for recycling between 2017-2018 which weighs 3.5 times more than the Severn Bridge.
Derry is showed to be the best place in Northern Ireland with over 2,000 tonnes of plastic recycled and coming fifth in the whole of the UK. Northern Ireland contributed 26,033 tonnes between 2017 and 2018, which could build the Albert Memorial Clock 13 times, dwarfing the treasured landmark.
Two Scottish places made the top 20 with Stirling placing seventh and Falkirk sneaking in at 19th. Combined these two places recycled over 3,500 tonnes of plastic. Yorkshire also did well, boasting four of the top 20 towns and cities for plastic recycling - Hull, Barnsley, Middlesbrough and Rotherham.
Claim your free subscription to British Plastics and Rubber today!
BP&R is the essential leading journal for the UK’s plastics and rubber processors, providing information and insight to keep you abreast of the latest economic, political and global situations.
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Planning For Real marks double celebration
A Planning For Real excercise will mark the double celebration at New Deer.
Morag Kuc
Published: 15:46 Thursday 04 August 2016
This year is a very special one for the village of New Deer.
In 2016 the public hall turns 150, while New Deer Community Association celebrates its 60th birthday.
To commemorate the double milestone dates, NDCA has initiated the Planning for Real® process, with support from the Buchan Development Partnership based in Maud, and backing from Aberdeenshire Council.
Previous Planning for Real® consultations were held in 2003 and again in 2007, and were very successful.
As a result of these, the village can boast of a purpose-built All-Weather pitch and new changing rooms – a much needed sports facility which is well used. At the opposite end of the Community Park, the children’s play area has been substantially improved, with equipment to suit all ages. Also, the Public Hall is a now a popular venue for theatre performances and film screenings.
Planning for Real® takes place in the Public Hall over the weekend September 9, 10 and 11.
The timetable is as follows:-
Friday afternoon - primary school children visit the displays; Friday 7pm to 9pm - public consultation.
Saturday 10am to 4pm - public consultation; Saturday evening - film screening.
Sunday 12noon to 4pm - public consultation.
Throughout the weekend there will also be a permanent display of Memorabilia
The theme for the weekend event is “Be part of tomorrow today...how it was, how it is now, and how it may be in the future”.
Downstairs in the hall, The Past is represented. Here, people are invited to browse througha treasure trove of village memories – most of which has been collected by NDCA Trustee and former resident, Sandy Ritchie, but there will be contributions from other sources.
The Present is featured in the small hall upstairs, with displays and exhibitions from local groups and organisations highlighting the positive achievements from previous Planning for Real® exercises. In the large hall upstairs the model of the village is set up, and provides the setting for shaping The Future.
Organisers wish to encourage everyone in the community to have their say. People can contribute their own ideas of how they wish the village to develop.
By taking part in the process they help create a list of realistic and desirable improvements. Quite literally, the future of the community is in their hands.
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Visit Dominica
LISTED 53
Known as "The Nature Island of the Caribbean", Dominica remains an unspoiled paradise for divers, hikers, and naturalists. Dominica is the largest of the Windward Islands and features dramatic volcanic landscapes with the highest mountains in the Eastern Caribbean, lush rainforests, waterfalls, lakes, gorges, rivers, and steamy hot springs. The rugged coastline shelters rustic coastal villages and rocky, black-sand beaches, many of which are good snorkeling or diving spots.
Colorful Roseau, the main town and capital of the island, reflects these eclectic roots in its food, art, languages, and customs. Due to the fact that only two small airports service the island, Dominica remains untouched by package tourism and the large-scale resorts found on other islands. Many people visit Dominica on a day trip from a cruise ship or multi-day trip from other nearby islands. Others spend the winter in Dominica to escape colder climates and enjoy the island's stunning natural splendors.
Here you can find some of the tourist Attractions in Dominica
Morne Trois Pitons National Park
Morne Trois Pitons National Park is the jewel of Dominica. Encompassing much of the island's mountainous interior, the park is primordial rainforest, ranging from thick jungle with giant ferns and wild orchids, to the stunted cloud forest on the upper slopes of 4,672-foot Morne Trois Pitons. Highlights of the 17,000-acre UNESCO World Heritage Site, include Boiling Lake, Victoria Waterfall, Trafalgar Falls, mist-shrouded Boeri Lake, Middleham Falls, Titou Gorge, Emerald Pool, and the steaming Valley of Desolation, an area of boiling mud ponds, brightly-colored hot springs, and mini-geysers. One of the best starting points for a visit to the park is the village of Laudat, 7 miles from Roseau. For a quick overview, the Rain Forest Aerial Tram skims visitors over the forest canopy.
Boiling Lake
Boiling Lake is one of the most popular attractions in Morne Trois Pitons National Park. This eerie-looking pool of bubbling, gray-green water lies at the end of a strenuous, three-hour hike through thick forest. But it's worth it. Geologists believe the 207-foot actively boiling lake, the world's second largest, is a flooded fumarole, a crack in the earth allowing hot gases to vent from the molten lava below. The temperature at the edge of the lake ranges from 180-197°F and is at boiling point in the center. After rain, the trail becomes slick and muddy. Guides are highly recommended.
Victoria Waterfall
One of the most impressive and photogenic waterfalls on the island, the Victoria Waterfall, in Morne Trois Pitons National Park, is formed by the White River cascading over a cliff into a warm pool below. Minerals give the water a milky-white color. The approximately 40-minute hike involves river crossings and boulder scrambling, but these spectacular falls are worth the effort. Hikers can relax at the end with a dip in the warm pool.
### Trafalgar Falls
The twin falls are one of Dominica's most famous sites. Known as Mother and Father, the falls lie at the end of an easy 20-minute hike through a forest of ginger plants and vanilla orchids. The cool main stream of Trafalgar Falls originates in the mountains and is joined near the bottom by a hot mineral spring. Visitors can take a dip in the hot and cold pools amid the sulphur-dyed rocks at the falls' base.
Framed by lush peaks, Dominica's capital of Roseau (pronounced "roze-o") is a colourful jumble of West Indian cottages, modern buildings, and busy market stalls with a cool Rastafarian vibe. After Hurricane David, Roseau's waterfront was transformed into a seaside promenade and cruise ship dock, which is crowded with visitors during the busy winter season. Near the dock, in the center of town, the Old Market sells fresh tropical fruit, vegetables, herbs, baskets, and coconut-shell souvenirs.
Papillote Tropical Gardens
Pretty Papillote Tropical Gardens are a haven for artists, botanists, and photographers. Fed by a small stream, these 10-acre gardens form the grounds of a charming eco-lodge, the Papillote Wilderness Retreat. Paths wind among bamboo trees, ginger blossoms, indigenous orchids, bromeliads, and begonias. Nature-lovers may also find many frogs, birds, and butterflies in the lush gardens.
Dominica's Festivals
Popular with tourists and locals alike, Dominica's lively festivals celebrate the nation's music, heritage, and ties to the sea. The country's Carnival kicks off the year with calypso competitions, a Carnival Queen contest, 'jump-ups', and a costume parade. Celebrations are held during the traditional Mardi Gras period, in the two weeks prior to Lent. From April through June, DOMFESTA (Dominica Festival of Arts,) is an extravaganza of dance, music, drama, fine arts, cuisine, and literature. Dive Fest draws water lovers in early July with special packages, whale-watching deals, and canoe tours, while music lovers flock to The World Music Creole Festival, held annually in October. Dominica's Independence Celebrations usually take place from October through November. This important celebration honors Dominica's historic past and Creole customs with traditional clothes, food, dancing, music, and parades.
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Tilly, Frederick E. Stories from the Life of Dr. Martin Luther. Photo available. Germany. Lutheran Publishing House. c. 1920. 64 pps. Octavo. Decorated hard cover. Illustrated. Very good copy. Kid scribbles on end paper. Light shelf wear to covers.
Book ID: 110033
Tilson, Mercer V. The Tilson Genealogy from Edmond Tilson at Plymouth, N.E. 1638 to 1911. With Brief Sketches of the Family in England Back to 1066. Also Brief Account of Waterman, Murdock, Bartlett, Turner, Winslow, Sturtevant, Keith and Parris Families, Allied with the Parents of the Author. Photo available. Baltimore. Gateway Press. 1982. 609 pps. Octavo. Gilt decorated hard cover. Reprint. Scarce. Fine copy.
Timmerman, Kenneth. Preachers of Hate. Islam and the War on America. Photo available. New York. Crown Forum. 2003. Octavo. Hard cover. First edition. Fine copy in fine dust jacket (in mylar).
Timmins, E.W. Rugby. A Pictorial History. Photo available. Chichester. Phillimore & Co. 1990. Octavo. Hardcover. First edition. Illustrated. Important reference work. Fine copy in fine dust jacket (in mylar).
Tinling, Marion. Sacagawea's Son. Inscribed by the author. The Life of Jean Baptiste Charbonneau. Photo available. Missoula. Mountain Press Publishing. 2001. Octavo. Soft cover. First edition. Illustrated. Inscribed by the author. Fine copy (related article glued to end paper).
Tintori, Karen. Trapped. The 1909 Cherry Mine Disaster. Photo available. New York. Atria. 2002. Octavo. Hard cover. First edition. Illustrated. Fine copy in fine dust jacket (in mylar).
Tintori, Karen. Trapped. The 1909 Cherry Mine Disaster. Photo available. New York. Atria. 2002. Octavo. Hard cover. First edition. Illustrated. Important reference work. Fine copy in fine dust jacket (in mylar).
Tirtha, Swami Sada Shiva. The Ayurveda Encyclopedia. Natural Secrets to Healing, Prevention & Longevity. Photo available. Bayville. Ayruveda Holistic Center Press. 1998. 4to. Soft cover. First edition. Illustrated. Fine copy.
Tishby, Ariel (ed). Holy Land in Maps. Photo available. Jerusalem. New York. The Israel Museum. Rizzoli. 2001. 168 pps. 4to. Hardcover. First edition. Illustrated in black, white and color. Important reference work. Fine copy in fine dust jacket (in mylar).
Tivnan, Edward. The Lobby. Jewish Political Power and American Foreign Policy. New York. Touchstone. 1987. Octavo. Soft cover. Near fine copy (very light shelf wear).
Toback, James. Bugsy. An Original Screenplay. Photo available. New York. Citadel. 1991. Octavo. Soft cover. First edition. Illustrated in black, white and color. Fine copy.
Tobler, John. Elvis. The Legend and the Music. The Complete Illustrated Biography, His Life, His Films, His Songs. New York. Crescent. 1983. 192 pps. 4to. Hardcover. First edition. Illustrated in color and black & white. Fine copy in near fine (light shelf wear) dust jacket (in mylar).
Tod, Osma Gallinger. Wool Stitchery. New York. Gramercy. Octavo. Hard cover. Reprint. Illustrated. Fine copy in very good (light shelf wear) dust jacket (in mylar).
Todd, Charles Burr. A General History of The Burr Family in America. With a Genealogical Record from 1570 to 1878. Photo available. [New York] Bethany. [E. Wells Sackett & Bros.] Richardson Reprints. [1878] 1985. 4to. Gilt decorated hard cover. Green cloth. Facsimile edition. Illustrated. Important reference work. Fine copy.
Todd, Nancy Jack (ed). The Journal of The New Alchemists - 6. Photo available. Brattleboro. The Stephen Greene Press. The New Alchemy Institute. 1980. 184 pps. 4to. Soft cover. First edition. Illustrated. Important reference work. Scarce. Near fine copy (covers lightly rubbed).
Todd, Sheryl. Evidence of Mind Prints on Matter. Photo available. West Hollywood. Tapirback Books. 1992. 189 pps. 4to. Soft cover. Stated first edition. Illustrated. Important reference work. Fine copy.
Todeschi, Kevin. Edgar Cayce's ESP. Virginia Beach. A.R.E. 1995. Octavo. Soft cover. First edition thus. Illustrated. Fine copy.
Tolley, Emelie. Cooking with Herbs. Photo available. New York. Clarkson Potter. 1989. 4to. Soft cover. Illustrated in black, white and color. Fine copy.
Tom Moulin. San Francisco. Creation of a City. Photo available. Millbrae. Celestial Arts. 1978. Octavo. Soft cover. Reprint. Illustrated. Fine copy.
Tomlinson, H.M. The Sea & The Jungle. Evanston. Marlboro. 1996. Octavo. Soft cover. First edition thus. Fine copy (owner blind stamp).
Tompkins, Jim. Oregon City. Images of America. Photo available. Charleston Arcadia. 2006. Octavo. Soft cover. First edition. Illustrated in black, white and color. Important reference work. Fine copy.
Tonn, Maryjane (ed). I Remember, Do You? A Nostalgic Look at Yesterday. From the Twenties - to the Fifties. Milwaukee. Ideals. 1973. 4to. Decorated hard cover. Third printing. Illustrated. Fine copy.
Tonn, Maryjane (ed). I Remember, Do You? A Nostalgic Look at Yesterday. From the Twenties - to the Fifties. Milwaukee. Ideals. 1973. 4to. Soft cover. Third printing. Illustrated. Fine copy.
Topolos, Michael & Betty Dobson & Sebastian Titus. California Wineries. Limited edition. Signed by the authors. Napa Valley. Volume One. Photo available. St. Helena. Vintage Image. 1975. 4to. Hardcover. First edition. Illustrated. Limited edition of 3,000 copies, number 118. Signed by the authors and illustrator. Fine copy in fine dust jacket (in mylar).
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About 79,496 search results
References - State of the Criminal Justice System - 2019 Report
https://www.justice.gc.ca/eng/cj-jp/state-etat/2019rpt-rap2019/p9.html
Dec 5, 2019 ...State of the Criminal Justice System - 2019 Report Previous page Table of Contents Next page References Allen, M. (2016). Young adult offenders in Canada, 2014. Juristat. Statistics Canada Catalogue no. 85-002-X. Allen, M. (2018). Police-reported crime statistics in Canada, 2017. Juristat. Statistics Canada Catalogue no. 85-002-X. Axford, M. (2016
Victims' roles and rights in the criminal justice system
https://www.canada.ca/en/services/policing/victims/rolerights.html
Jun 24, 2019 ...Victims' roles and rights in the criminal justice system Victims' roles and rights in the criminal justice system Learn who is considered a victim of crime and about their rights in the criminal justice system. Services and information Who is a victim of crime? Learn who is considered a victim under the Canadian Victims Bill of Rights and who is able
Corrections and Criminal Justice Policy
https://www.securitepublique.gc.ca/cnt/cntrng-crm/crrctns/crrctns-plc-en.aspx
Aug 16, 2019 ...Corrections and Criminal Justice Policy Public Safety Canada provides advice and support to the Minister of Public Safety and Emergency Preparedness on legislation and policies governing corrections and criminal justice, including: Strengthening the federal correctional system: Public Safety Canada is responsible for the Corrections and Conditional Release
Exporting Criminal Justice
https://www.international.gc.ca/gac-amc/programs-programmes/od_skelton/madam_justice_louise_arbour_lecture-conference.aspx?lang=eng
Apr 23, 2019 ...Exporting Criminal Justice I trust that it is not in bad taste to praise an institution to which one belongs, at least when one is discreet enough to refer only to achievements in which one has had no part. The Supreme Court of Canada, as others before me have noted, has earned an impressive reputation abroad, particularly after it began deciding cases
Final report on the review of Canada’s criminal justice system
https://www.justice.gc.ca/eng/cj-jp/tcjs-tsjp/fr-rf/index.html
Aug 23, 2019 ...Final report on the review of Canada’s criminal justice system PDF Version Contents Minister’s message Introduction How we engaged What we heard: The challenges What we heard: Potential solutions What we are already doing Key messages from Canadians Conclusion Date modified: 2019-08-26
Conclusion - Final report on the review of Canada’s criminal justice system
https://www.justice.gc.ca/eng/cj-jp/tcjs-tsjp/fr-rf/p8.html
Aug 23, 2019 ...Final report on the review of Canada’s criminal justice system Previous Page Table of Contents Conclusion This comprehensive review has helped to start and advance a national conversation about the criminal justice system in Canada, its role, its structure, its goals and its ability to deliver on the priorities of Canadians. The Government of Canada has
An Act to amend the Criminal Code, the Youth Criminal Justice Act and other Acts and to make consequential amendments to other Acts
https://laws.justice.gc.ca/eng/AnnualStatutes/2019_25/page-33.html
Jan 14, 2020 ...This Web page has been archived on the Web. An Act to amend the Criminal Code, the Youth Criminal Justice Act and other Acts and to make consequential amendments to other Acts (S.C. 2019, c. 25) Full Document: HTMLFull Document: An Act to amend the Criminal Code, the Youth Criminal Justice Act and other Acts and to make consequential amendments to other
https://laws.justice.gc.ca/eng/AnnualStatutes/2019_25/
Jan 14, 2020 ...An Act to amend the Criminal Code, the Youth Criminal Justice Act and other Acts and to make consequential amendments to other Acts (S.C. 2019, c. 25) Full Document: HTMLFull Document: An Act to amend the Criminal Code, the Youth Criminal Justice Act and other Acts and to make consequential amendments to other Acts (Accessibility Buttons available
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State Department says crematorium installed at Syrian prison
By Kylie Atwood
The Syrian regime is using a crematorium at a military prison to dispose of dead bodies in an effort to "cover up" the mass murders that the regime is carrying out, according to the State Department.
The crematorium does not dispose of all of those bodies but allows many of these killings to be committed with "little evidence," explained Stuart Jones, the acting assistant secretary for Near Eastern Affairs, on Monday.
Inside Syria's capital
The Saydnaya military prison, located 45 minutes from Damascus, is killing up to 50 people a day. An Amnesty International report earlier this year estimated that between 5,000 and 13,000 people were executed at Sednaya in the last four years.
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Three satellite photos, dating back to 2013, were given to reporters to demonstrate the location and evidence showing this crematorium. One photo shows the snow melting on the area of the building where they believe the device is located.
The State Department says Russia and Iran have unconditionally supported the Assad regime but they did not have a hand in creating the crematorium. It is unclear if Iran or Russia know about the crematorium. However, the U.S. government does want Russia specifically to hold the Assad regime accountable for the atrocious acts.
When Russian Foreign Minister Lavrov visited the U.S. last week, for meetings with President Trump and Secretary of State Rex Tillerson, they did not discuss this intelligence with him, Jones said. Nor have the allegations been shared with the Russian government at all.
The Syrian civil war has now claimed over 400,000 lives since it started six years ago.
"Claude Monet: The Truth of Nature"
Claude Monet (1840-1926) was one of the most innovative painters to stand astride two art movements: Impressionism in the 19th century, and the modern art age of the 20th. Barry Petersen visits the Denver Art Museum, which is currently staging the country's largest Monet exhibit in more than two decades, and talks with curators at the Art Institute of Chicago, about the artist's fascination with light, and how tragedy colored his work.
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Jonathan Ogden net worth:
Jonathan Ogden Net Worth: Jonathan Ogden is an American former college and professional football player who has a net worth of $22.4 Million. Born Jonathan Phillip Ogden on July 31, 1974, in Washington, DC, he played as an offensive tackle in the National Football League (NFL) for twelve seasons. Ogden first had the chance to show his excellent athletic skills both in high school football and in track and field, while attending the St. Albans School in Washington. A high school All-American in both football and track, he chose UCLA over the University of Florida because the former would let him also participate in track and field. There, he enjoyed a successful college football and was again recognized as an All-American. Being selected in the first round of the 1996 NFL Draft, he spent his entire professional career playing for the Baltimore Ravens. It was in 2001 that Ogden won a Super Bowl ring with the Ravens as they defeated the New York Giants 34-7 in Super Bowl XXXV. In a career that spanned 12 seasons, he was an eleven-time Pro Bowl selection and a nine-time All-Pro. Jonathan Ogden officially announced his retirement on June 12, 2008. Following his retirement, Ogden was honored to serve as the Ravens' Honorary Captain at Super Bowl XLVII, which saw his former teammates win their second world championship. The first player to spend his entire career as a Raven, Ogden was voted into the Pro Football Hall of Fame on February 2, 2013.
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Jonathan Ogden
Net Worth: $22.4 Million
Height: 6 ft 9 in (2.06 m)
Profession: American football player
Nationality: United States of America
Jonathan Ogden Earnings
Baltimore Ravens (2007-08)
Total Earnings
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