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The University of Wisconsin System gives uncommon authority to professors in chancellor searches.
Ohio governor's plan to deregulate state universities could spark another round of divisive debates.
Faculty members feeling besieged by, well, take your pick -- increased scrutiny of their productivity and the relevance of their research; broadsides against tenure; attacks on their
I was elected president of our college's faculty senate last spring semester. One colleague's response nicely captures the gist of the responses I received then:
"Congratulations, I think."
Others just gave me a look. Depending upon the cynicism index of the faculty member, it meant either "Fool!" or "Well done!"
Minutes of the English Department Meeting, April 23, 2005
Meeting begins at 4:15 instead of 4:00 as scheduled because somebody forgot the keys to the faculty lounge.
The chair, Professor Bigley, brings the meeting to order.
Professor Twistwhistle, our Renaissance scholar, remarks that today is Shakespeare's birthday.
Question posed by Professor Durrell: Why do we have to attend these time-wasting meetings? Seconded by Professor Aarondale. Professor Bigley asks if this is an issue we intend to vote on. Professor Durrell says something not worth repeating, then repeats it.
The chair brings the meeting to order again.
Main business:
Discussion of library subscription cuts: because of budgetary deficits, necessary to suspend at least a dozen periodicals. Suggestions by Professor Smythe: Modern Philology, Ancient Philology and that semiotics journal requested by the assistant professor who left for Rutgers last year. Professor Kzykak: Why keep up Pop. Cult. Review? Only idiots who can't read like that journal. Professor Smythe begs to differ. Professor Kzykak: Beg all you want. Professor Aaronson: What about Critical Inquiry or PMLA? General hilarity. The chair brings the meeting to order again. Will put list of periodicals in faculty mailboxes, and please mark off 12.
New course proposal, put forth by Professor Smythe: English 3XX, Women and Vampires, cross-listed with Gender Studies. Questions: Where is the reading list on the proposal? Why is there no final exam? What the hell has cultural studies done to academic standards, anyway? (Kzykak) Professor Smythe begs to punch Professor Kzykak in the nose. The chair brings the meeting to order again. Vote taken. English 3XX defeated 6-4.
Professor Kzykak suggests we hire a bailiff for these meetings. Ms. Cunningham, our administrative assistant, comes in with Girl Scout thin mints left over from her daughter's cookie drive. Five-minute time-out.
Professor Twistwhistle hints that today is somebody important's birthday.
Report from Professor Bowdler for the committee on undergraduate electives. Professor Bowdler not present. Need volunteer to act as judge for this year's Quiz Bowl. Professor Bowdler elected in absentia by unanimous vote.
Proposal from the dean to establish a teaching-observation protocol. Discussion of McCarthyism. Professor Dale, our theory person, wishes to discuss the impossibility of objectivity. Professor Aaronson: Right. You can't judge my teaching. It's too subjective. Professor Smythe: Not any more than some anonymous clown in Kalamazoo assessing my research. Professor Aaronson: Are you referring to—? Professor Smythe: Yes, but never mind. Let's keep my spouse's unsuccessful promotion review out of it. Professor Dale refers to the post-subjective subject. Professor Aarondale: What about this [deleted] administration? Delegate Professor Aarondale to draft counter-proposal for observation of dean's office.
Not on agenda, but Professor Ernesto wants to talk about plagiarism in student papers. Floor open. Questions: Is there really a problem here? (Smythe) Professor Ernesto: What's the percentage of student work that's suspect? Really, that high? Why don't we just castrate their damn laptops? That's obviously where it's coming from. Professor Dale notes that the act of appropriation may sometimes be an homage. Professor Ernesto grabs Professor Dale's briefcase and shakes out all the papers. Yells, "This is an act of appropriation, not an homage!" Professor Dale threatens to deconstruct Professor Ernesto. The chair brings the meeting to order again. Directs task force of Professors Dale and Ernesto to look jointly into student plagiarism.
Professor Twistwhistle hums "Happy Birthday."
Brief ad hoc discussion of faculty retirement. Questions: What does it take to break tenure, anyway? Will the dean consider funding a new Renaissance line?
Meeting adjourned at 5:00, an enjoyable time had by all. Thank God the responsibility for taking down these minutes is rotating, and it's Professor Aarondale next month. Hear that, Aarondale?
David Galef is a professor of English and administrator of the M.F.A. program in creative writing at the University of Mississippi. His latest book is the short story collection Laugh Track (2002).
Tenure conversations, those hardy perennials, spring up among public university trustees on somewhat predictable cycles, provoking a ritual engagement well known to veteran academic administrators.
The cycle often begins when a new trustee looks carefully at the bundle of tenure recommendations that come from the campus, or multiple campuses of university systems, each year. These carefully crafted recommendations look remarkably similar. The recommendations praise all candidates for their excellence in teaching, research and service; all candidate files have glowing excerpts from letters solicited from outside reviewers; and the recommendations always outline the candidates' publications, teaching accomplishments and service achievements.
In addition, in most public university settings, this summary includes other information on the process, including the vote totals for and against each candidate at the department, college and university levels. Although on some occasions there may be a split vote, most tenure recommendations come forward with very large majorities in favor at all levels.
Trustees do not quite know what to make of these summaries. Should they try to understand the careers of the people proposed for tenure? Should they worry that all the recommendations say almost exactly the same things in the same ways, implying perhaps a routine approval process rather than a rigorous review? What is their responsibility as trustees in approving these tenure recommendations, which usually imply 25 to 30 years of continuing institutional financial obligation? How can trustees have a useful opinion when they have not participated in the process and do not see the full dossiers? What would be the consequences of failing to approve a tenure recommendation endorsed by the president?
Uncomfortable with the rubber stamp character of these decisions, the new trustee will typically put the question of the entire tenure process up for discussion. While a few may actually challenge the concept of tenure, most trustees, whether they like it or not, recognize that a frontal attack on this core concept of the American academy is a futile exercise. Even so, they think, "Well, maybe we must have tenure, but if these campuses never turn anyone down, maybe we need to make the process more rigorous." So they ask for data on how many candidates the campus rejects and on the percent of a department's faculty that is already tenured. They ask how it is that everyone's file they see has excellent ratings.
University administrators respond in similarly predictable ritual fashion. "We are very rigorous," they say. "We wash out the weak cases before they get to the tenure decision, by advising those who perform below our standards that they should seek employment elsewhere." In most universities, some form of annual review of all non-tenured faculty exists, and these reviews, we tell the trustees, ensure that only the best candidates for tenure survive. "This rigorous prior screening," we say, "explains why we approve almost all those who come up for tenure."
When the concerned trustee expresses some skepticism about this rationale for the high success of candidates for tenure and asks for data on the failure rate, the administration falls back to a comprehensive review of the process by which institutions acquire faculty. The screening, they say, begins with a national recruitment of only the best candidates. So the campus starts out with presumptive winners and has already rejected most of the potential losers.
Clever administrators calculate the failure rate for tenure by counting from the time of first hiring, especially if the campus uses the lecturer as an entry-level position sometimes converted to tenure track assistant professor. They demonstrate that of all those with Ph.D.'s or almost Ph.D.'s hired for teaching purposes, quite a few never make it to the tenure decision point.
The administration outlines the elaborate bureaucracy and review processes that allow only the best to survive the ordeal and provides reams of information on the process. Department-specific criteria (articles matter in some departments, books in others, for example) produce multiple versions of guidelines used throughout the institution. Examples of the documentation required by the college or school and the paperwork sent to the provost and then on to the president fill the package provided the trustees. With a final flourish, the campus hands over the elaborate campuswide description of promotion and tenure guidelines established by faculty committees and approved by presidents and often the board of trustees itself.
The determined trustee may ask for a policy discussion by the board, and the board usually agrees. A meeting takes place, and in systems, there can be many provosts and chancellors or presidents, as well as a battery of system officials, all who bring expertise, experience, data, and perspectives.
In the discussion, the trustee learns that the process is complicated and that the decisions reflect expert judgments. In a nice way, the assembled administrators gently inform the trustee that in general board members do not know enough to evaluate the full dossiers of the candidates because the subject matter is well beyond trustee expertise in most cases (as it is beyond the expertise of most administrators as well).
The administrators make clear that absent this tenure process conducted as it is, replicated with minor variations at almost all competing public institutions of higher education, no campus can compete for good faculty because good faculty will only come to a place that does tenure exactly the way the university does it. Finally, someone mumbles about lawsuits, union contracts and other nasty consequences of failing to sustain the status quo.
At the end of the meeting, everyone agrees that tenure is a complicated and essential thing. They agree that the institution must be conscientious and careful because the investment implied by a tenure decision is a major commitment. They agree that it is not good for a department to be filled entirely by tenured or non-tenured faculty, but they also allow that it is a bad idea to have rigid tenure quotas. The trustees leave the meeting recognizing that this is beyond their ability to control, frustrated that they cannot get a grip on the process, concerned that the institution may not be doing the right thing in a rigorous enough way, but completely without any mechanism to address the issue.
The administrators go home, having spent great amounts of time and killed many trees for the paperwork, and report to their faculty that they have once again held off the trustee philistines who would have destroyed, absent the strong stance of the administration, that most cherished characteristic of academic appointment, the permanent tenured professorship.
The hardy perennial has once again flowered and died, to lie dormant until the next season of trustee discontent.
Lately I have been following the discussion of "motivation" taking place at Southern Illinois University at Carbondale. Word of the matter came my way via salty blogger Margaret Soltan, a professor of English at George Washington University. The debate is a purely local matter. It probably won't reach the wires services, though it has certainly livened up The Daily Egyptian, SIUC's student-run paper. But the whole matter is quite interesting as a standoff in the other culture war -- not the conflict between left and right, but the clash of values between old-school academe and corporate American.
According to the Egyptian, a recent marketing report described SIUC's faculty and staff as "prideless." Even though pride is one of the seven deadly sins, this finding was not cause for celebration. Administrators decided to make an investment in morale by spending $20,000 on a series of programs of an uplifting nature.
A speaker named Steve Beck -- the president of Beck and Associates Corporate Training Solutions -- came to the campus last week to give a series of presentations on the theme "Making a Difference: It Begins With You." The chancellor, John Dunn, announced the series to faculty and staff in an advertisement that included the line, "Please plan to attend." (A sentence it is hard not to read as having a polite yet firm tone.)
Audio and video clips at Beck's Web site convey his fundamental message: a positive attitude is vital for improving customer satisfaction. At SIUC, he offered a "series of activities and anecdotes" covering "the importance of taking time when answering the phone and thinking about the way people greet one another," according to a report in the Egyptian. "He also said listening and giving things full attention could help improve relations."
The attitude that education is, when you get right down to it, one more service industry.... this does not warm the academic heart, somehow. About 10 percent of faculty and staff actually showed up.
Now, a friend who is wise in the ways of administration/faculty relations tells me that getting 10 percent of the professoriate at a given university actually to show up for anything is about par for the course. But that figure bitterly disappointed someone at the Egyptian. It was the perfect opportunity to worry aloud about the moral example set by SIUC's educators.
"The faculty had a lecture to go to," an editorialist opined last Wednesday. "It wasn't mandatory, but it was recommended. And valuable information -- ways to improve the quality of the university's product -- was discussed. Most of the faculty and staff decided not to attend.... Our careers as students would falter if we didn't attend long, boring lectures. The same argument applies to the employees of this university.... As students, we give the faculty and staff an F."
That must have been fun to write. Discharging aggression against people with power over you (in this case, professors) usually is. But the editorial is also interesting for how it mimics management-speak. A motivational speaker provides "valuable information ... to improve the quality of the university's product." Not a hint of skepticism about the corporate rhetoric. No questioning at all of the idea that Iearning to answer the telephone in a pleasing manner will contribute to the manufacture of skilled and well-informed students.
Then again, the editorialist also seems to imply that "the university's product" is actually "long, boring lectures." Wouldn't a motivational speaker increase productivity in ways that students might not appreciate -- inspiring professors to give longer, even more boring lectures?
For his part, at least, Steve Beck is anything but dull. The samples of his talks available online are ebullient, emphatic, full of gumption. The reports that he spoke "flamboyantly" at SUIC. He gave, in short, a rhetorical performance in keeping with the standards of what has now become a well-developed cultural industry -- one that now has ambitions to professionalize itself.
The closest thing to an accrediting agency for motivators is an organization called the National Speakers Association, of which Beck is a member. Its rolls now includes some 5,000 people who work full-time at it, making between $3,500 and $50,000 per speech while making the circuit of workshops, corporate retreats, and weekend seminars -- not counting the additional revenue available from creating branded lines of books, videos, and inspirational audio recordings for drivers stuck in traffic.
Still larger fees go to superstars such as Tony Robbins, whose infomercials have made his dazzlingly expansive smile and ability to walk on fire known to millions. (The fee Steve Beck accepted for 10 performances suggests that he is, as yet, an up-and-comer. Either that or $20k counts as pro bono.)
And for every motivational speaker working full-time, there may be a dozen aspirants looking for their big break. The subculture has now become enough of a fact of life to have passed into pop culture satire. Last year's comedy "Little Miss Sunshine," which just won the Oscar for best screenplay, includes a character who is certain his nine-step "Refuse to Lose" program will be the next big thing in the motivational field, even though it hasn't actually helped him all that much.
It sounds like fertile territory for ethnographers and cultural historians to explore. There is already a considerable scholarly literature on the topic of self-help – not to mention the established field of Oprah studies. The world of motivational speaking might be the next frontier.
But for now, we have a recent book called Yes You Can! Behind the Hype and Hustle of the Motivational Biz (Bloomsbury, 2006) by the former Playboy editor Jonathan Black -- an entertaining and well-researched survey of the workings of the industry by a participant observer. Cobbling together bits of inspirational boilerplate and some anecdotes from his own experience, he even achieves some modest success at the bush-league level of motivationalism.
Apart from his descriptions of the process of salesmanship-of-self on display at a meeting of the National Speakers Association, Black's account offers a look at the implicit cultural politics of the inspiration biz. It often sounds as if motivational speakers always have the same message. They are, in effect, ministers of the secular gospel of positive thinking, preaching that the one true sin is failing to believe in yourself. But the market for that message changes from time to time, and so does the message itself.
"For much of the eighties and nineties," writes Black, "the motivation business was all about making it, self-propulsion, getting rich quick. Athletic coaches ruled, because winning wasn't everything – it was the only thing. The lecture circuit starred corporate titans like Malcolm Forbes, Lee Iacocca, and Ted Turner." The ethos of this period was summed up by a pace-setting speaker named Zig Ziglar (something like the Stanley Fish of the motivation world) when he titled one of his books See You at the Top.
Around the turn of the century, though, something happened -- several things, in fact. The tech bubble burst. Dubious business practices eroded corporate prestige. Murderous fanatics showed that globalization would not be all about getting and spending in peace and comfort. The old motivational messages started sounding hollow, and the market took a hit.
But not for long. "The speaker business is a hydra-headed monster," says Black. "Lop off one topic and six new ones appear."
The new message was more serious. "It was time to get real," as Black puts it, "to think about values. The good boss was the sensitive boss. Ziglar's new book, The View from the Top, was all about being ethical and praying to God. Suffering wasn't a blight on success, it was a badge of honor, a common experience to bind humanity."
That phase has passed, too, it seems. The perennial theme of cheering up and taking control of your life – of making friends and influencing people – is back in full effect, as exemplified by a t-shirt Black spots while making the rounds among professional and amateur motivators: Get Your 'But' Out of the Way.
Words to live by, surely. And yet the question remains whether there is any significant return on the investment when a company (or university, for that matter) pays to bring in a motivational speaker. Some people in an audience may feel a little uplift -- whether from the message itself, or the vaguely standup-comedy demeanor common throughout the industry, or simply from doing something diverting during work hours. But proof that speakers actually make any difference over the long term is just not there. It seems you cannot actually buy inspiration. The most you can do is rent it.
In fact, Black cites the work of a prominent business speaker named Jason Jennings, author of a book called Less is More, who finds no relationship at all between morale and "hired" motivation.
"He and his research team have come up with an interesting fact," notes Black. "After studying four thousand companies and rating the ten most 'productive' -- based on various criteria from revenue per employee to cash flow -- they found that none spent much money motivating their workers..... What works to motivate workers, he believes, is 'an authentic cause that becomes the culture of the company.' " One example Jennings offers is IKEA, with its proclaimed devotion to "furniture for the many – not for the few, not for the rich, not for design magazines." The company's president takes just two weeks of vacation a year, and stays at Motel 6 when he travels.
I don't have statistics at hand about how many chancellors or provosts stay at Motel 6. It would hardly be surprising to learn that most do not. That sort of change might not be the solution to "pridelessness" or academic anomie. But there's certainly no evidence that motivational bromides are, either.
A forceful letter appearing in the Daily Egyptian last week suggests an alternative. Responding to the news that one session by Steve Beck drew an audience of about 50, Justin Bell, a doctoral student in the philosophy department, wrote: "Spending $20,000 on motivational speakers is absurd in the face of so many laid-off graduate assistants and deferred facilities maintenance. Let's look at what $20,000 could do that would make a difference in the actual education of students. On my estimation, it could hire two half-time graduate assistants, purchase 31 new Dell computers (assuming no discount) or pay for any number of books. I suspect we could even make a big bonfire with money that would draw more than 50 people..... All this occurs in the face of raising fees and tuition on incoming freshmen and graduate students."
Bell goes on to write, "I am someone who feels that being a student at a university is a type of citizenship, not a type of business relationship."
His language here is not the same as that of Jason Jennings, a corporate consultant, when the latter calls high morale the product of "an authentic cause" animating "the culture of the company." But the sentiment is similar enough: Treat people like citizens, not like hired help -- and motivation will take care of itself. The lesson is simple, inspiring even.
People often ask me why I serve on so many committees. I usually tell them a story about my grandfather. When I was a young child, I often saw him in a T-shirt that read, "Don't ask me, I'm not on a committee." Beneath this motto was a trail of enigmatic paw prints. To my young eyes, the paw prints seemed to indicate a level of playfulness and mischief, but also perhaps an element of dehumanization. Even before I knew what a committee was, I made up my mind that I wouldn't make the same mistake. I would be on a committee.
For most of my life, this thought remained dormant. All that changed, however, when I finished my M.A. at Chicago Theological Seminary, having submitted a translation and commentary on an essay Derrida added to the French edition of The Gift of Death, and made the decision to stay for my Ph.D. as well. Perhaps unexpectedly, given the connotations that a "seminary" calls to mind, my motive in staying there was the intellectual freedom provided by the interdisciplinary Ph.D. program, which would allow me to pursue my interest in contemporary continental philosophy and to seek out resources in the Christian tradition that would resonate with the interest in St. Paul shown by Badiou, Agamben, and others. (My interest has since shifted somewhat, but of course that is one of the benefits of intellectual freedom.)
Having made a significant commitment to the institution, I decided that I would become more involved. The easiest way to do that seemed to be to volunteer as a student representative to Academic Council. I was one of several student representatives, and though there was a place on the agenda for us to bring up matters of student concern, we most often had very little to contribute. I attended very faithfully, though, as a way of getting a feel for how faculty self-governance works in an independent seminary.
The following fall I signed up for a second term on Academic Council. Starting the previous spring and continuing into the fall, there was considerable controversy at the seminary about the decision to convert student housing into a commercial rental property, and I worked with some of my fellow students to attempt to put together an "open letter" from the student representatives to the Academic Council and the leaders of student groups to the Board of Trustees, expressing our concern about the situation. Due to my involvement, the dean named me as one of two student representatives to Academic and Student Affairs Committee of the Board of Trustees.
My service on Academic Council also made me eligible to serve on the search committee for an open faculty position in New Testament. That same year, I began a two-year term as the seminary's student liaison to the American Academy of Religion, which required submitting various reports and -- of course -- serving on a committee at the national meeting, which that year largely served as an opportunity for us to ask a high-ranking administrator in the academy questions about the organization and its future.
As I reflect on the events of the last year, then, one thing seems pretty obvious: I've served on a lot of committees. Now that I am making the transition toward my comprehensive exams and dissertation, I am planning on retiring from student leadership (with the exception of serving the remainder of my term as student liaison), and this seems like an appropriate time to reflect on what I've done in the course of serving on these committees. First, I've become acquainted with some of the routine tasks of faculty self-governance and with the role of the board of trustees. I couldn't have chosen a better time to be involved -- the seminary was in the process of adopting a new strategic plan and going through its periodic re-accreditation. I've also served my primary professional organization at the national level and seen a faculty search from the inside. The search committee in particular was truly a great opportunity for me. I got to look through applicants' files, giving me a chance to see what kinds of qualifications applicants for a competitive position generally have, to assess what seemed to be effective cover letters, and to see what kinds of things recommenders say. Beyond that, I was able to sit in on a few informal interviews with our most promising candidates at the national meeting of the American Academy of Religion and the Society of Biblical Literature.
All of this was very valuable experience, and although it sounds like a lot of work, it really wasn't. Much of the actual decision-making, for both the faculty and the board, took place in the closed executive sessions. Thus the responsibilities of students, and so also the expectations of outside preparation work, were limited: Our primary role was to allow student voices to be involved in the conversation. Even at the peak of my involvement, I was averaging under two hours a week, and most of the time it was considerably less. Since I was in my coursework stage, I was normally on campus anyway on the days when the committees met.
Several of my fellow student representatives complained that Academic Council seemed to be a waste of time because we never "did" anything, but I came to view it as a kind of informal apprenticeship, somewhat similar to the two teaching assistantships that I held that same year. Unlike at some institutions, where the TA is expected basically to teach the entire class, I served as a true assistant, taking care of grading and other clerical tasks and also attending all the class sessions. At first, I viewed the class sessions as a boring ordeal, but gradually my perspective changed and I realized that it was a great opportunity to shift my focus away from the course content and observe the professor's teaching style -- what works, what doesn't, what I'd want to adopt, what I'd do differently.
In addition to providing a service to the professor, then, the teaching assistantship helped me to shift gradually from the mindset of a student to that of a teacher. Most grad students are aware of the need for this process, but few seem to be very conscious of the fact that teaching and research are not the entirety of what an academic does -- the nuts and bolts of administration are a major factor as well. Certainly few pursue an academic career because they want to do committee work, but it is an integral part of what it means to be part of a self-governing faculty. Taking the opportunity to participate, by necessity largely as an observer, in the various administrative processes was a very helpful way of getting a realistic view of what the professional life of an academic is really like.
A big part of that for me was simply observing how much time faculty had to devote to meetings and to preparing for them, particularly during the re-accreditation process. Perhaps more important, though, was the kind of informal "ethnography" of committees that I developed over time -- the politics of what is said and what remains unsaid, the role of the moderator in keeping the meeting moving and setting the tone, and a whole variety of other factors that an observer is able to pick up on in a way that someone suddenly thrown into the midst as a more active participant might not be able to.
Above all, I became convinced that patience and a sense of humor are the most important qualities to have in committee work. Patience allows one to see the value in the function of periodic meetings as a way of checking in and making sure that even matters that might be taken for granted are explicitly addressed -- that is, to appreciate the role of regular committees as helping to make sure that things continue to function smoothly and the way that not having to "do" anything can often be a positive sign. A sense of humor works to help maintain that level of patience by keeping what can easily become a tedious process from becoming too burdensome.
For my part, I often found humor in observing the small details of what was going on -- the way that certain seemingly simple decisions could be indefinitely deferred, the people who seemed to enjoy the sound of their own voice and the people who made it their goal to say as little as possible in each meeting, the occasional surreptitious piece of reading material smuggled into the meeting. Much of the time, these small observations served only as an occasion to chuckle to myself, but on rare occasions, I have experienced moments that approach the sublime.
The best such moment came in the course of the meeting of the student liaisons at the AAR. The administrator who had come to our meeting was discussing concerns about how certain institutions were conducting their interview processes, including meeting in inappropriate settings, asking inappropriate questions (particularly about sexual orientation), and basically engaging in a wide panoply of inappropriate behaviors. He assured us all that the AAR was doing everything possible to crack down on such behavior among the users of its job listing service, and speaking on behalf of the AAR more generally, he said, "We are committed to being appropriate."
"We are committed to being appropriate" -- it is a line I have treasured in my heart and meditated upon ever since. Perhaps I should make a T-shirt.
Adam Kotsko is a PhD student at the Chicago Theological Seminary. His blog is An und für sich (http://itself.wordpress.com).
As written in Genesis, Esau, exhausted from his labors and faint from hunger, sells his birthright for a pottage of red lentils. We are reminded of Esau's bargain through the seemingly unending revelations of distasteful contracts between higher education and the corporate world. These contractual relationships raise the question: Has the modern university, in its quest for resources, likewise sold its birthright?
It is a question not easily answered, for the concept of a higher education birthright is nebulous. Yet it is clear that society, through elected representatives, personal philanthropy, and religious authorities, has accorded to the Academy great autonomy, and deferred to the judgment of faculty and administrators on weighty issues expressed in policies, programs and the tenets of academic freedom. The public's support of the Academy is rooted in its belief that colleges and universities are altruistically motivated and have at heart the best interests of students and society.
It is that premise that has been shaken by revelations that several student financial aid offices have sacrificed the best interests of students for operating dollars and personal aggrandizement, and that some alumni affairs offices have sold student and graduate addresses to credit card companies and loan consolidators. To many it appears that university officials have abused the public's trust.
Three recent news stories, months removed from the New York attorney general's revealing investigations, illustrate higher education problems. The president of Iowa State University acted forthrightly in calling for an end to the practice of selling undergraduate names and addresses to Bank of America's credit card marketing division. For this and other contractual considerations, including higher credit card interest rates for students than for alumni, Bank of America annually gives the Alumni Association $500,000 and a guaranteed $40,000 to the University. Not surprisingly, none of the $40,000 goes for student financial aid; the full amount is directed to intercollegiate athletics.
In contrast to Iowa State's call for corrective action, University of Miami officials seek to justify the university's transmission of private student information (including Social Security and driver's license data) to the Sallie Mae Corporation, which in turn personalized student loan applications and mailed them to incoming students. Miami steadfastly has refused to reveal the financial compensation it receives from Sallie Mae for facilitating this marketing ploy, except to acknowledge that the firm controls approximately $70 million or 95 percent of the University's federal loan business.
Now comes the NCAA with a proposal to permit companies contracting with collegiate athletic programs to use images of individual student athletes for commercial usage. Of course, none of the revenues or royalties from these contracts will reach student athletes, but will undoubtedly benefit their coaches, athletic officials, and conference coffers. NCAA officials shamelessly deny that the proposal constitutes an exploitation of student-athletes -- which, of course, is precisely what it is.
Rather than bringing this controversial proposal to a January vote, it has now been referred to a committee of presidents for additional study. It may or may not surface again, but the fact it had the support of the NCAA Academic and Eligibility Committee in order to provide "greater flexibility in developing relationships with commercial entities" bespeaks the values dominating the current state of intercollegiate athletics. Esau may have favored a pottage of red lentils, but today's preference is green.
We have not arrived at this ethical crossroads through greed or mal-intent. Economic pressures born of diminishing revenue streams, the counsel of Boards and advisory bodies to be more entrepreneurial, and the desire to enhance the stature of institutions we serve have facilitated higher education's commercial embrace. We are now paying the price for imprudent decisions, ineffective oversight, and diminished commitment to serving students and society.
Rebuilding the public's confidence and trust in our institutions must occur in the same settings where that confidence and trust were eroded: on individual campuses and through higher education's governing structures. The historic values of the Academy must be reaffirmed both by governing boards and by campus presidents and chancellors. Comprehensive, clearly enunciated conflict of interest policies are part of the answer, but in a larger sense those who work for and those who work with our colleges and universities need to inculcate ethical guidelines and community values and see them reflected in decision-making throughout the University. Processes by which proposed contracts and agreements, particularly with external vendors, can be reviewed prior to effectuation, and an enhanced internal auditing function will likewise be needed. Of course, institutional funding must be found for those important functions which have become financially dependent on questionable external arrangements.
Most importantly, each college and university will need to clarify its priorities and reaffirm its core values. I would expect that most institutions will incorporate three principles in its credo. First, transactions and relationships with external entities must be public and transparent. It is not enough for the public to have access to information, external relationships should be explicated in a way that salient information is readily recognized and understood—and presented in a manner that permits knowledgeable discussion and accountable decision-making.
Secondly, affirmation is needed to insure that the best interests of students will be a primary consideration in all external arrangements. (One could persuasively argue that this principle should be extended to faculty and staff as well, though it is clear there is a special relationship born of tradition and public expectations between the college or university and its students.) Formal agreements and informal arrangements which adversely impact students presumptively should be eschewed. It is difficult to justify any external agreement which consciously increases student costs, limits student choices, disseminates private records, or exploits individual students for individual or corporate gain.
Lastly, there must be a recognition that the integrity of the decision-making process and an institution's reputation are intertwined. Irrespective of whether the college or university is public or independent, its foundation is built on public trust. The institution should never engage in any activity or execute any external agreement which erodes the public's conviction that the Academy has society's best interests at heart and so conducts its affairs.
Reclaiming the public's trust (truly the Academy's historic birthright) should be an overarching goal for all higher education.
Constantine W. Curris is president of the American Association of State Colleges and Universities.
I'd like to nominate the term "faculty-driven" as a candidate for disinvestment and elimination.
After serving as a director of composition and as the coordinator of a general education program at universities in the Midwest, I am beginning my second year as department head here at a university in West Texas. At our first all-faculty meeting of the year, it was announced that we are on the verge of two major academic initiatives that will require a substantial commitment of institutional time and energy. The first is a program review process, and the second is a quality enhancement project required by our accreditor.
Both of these efforts are necessary and, I suspect, will result in needed improvements. I have faith in the best practices upon which we will model our efforts. I also believe in the goodwill and good intentions of our academic leadership.
I just wish our administrative team would stop saying these efforts will be "faculty-driven." It's a term that has little, if any, persuasive power. It may in fact, for many faculty, have the opposite effect. Rather than sweetening the pot, it may just as likely leave a bitter taste.
It's possible academic leaders inside higher ed believe that "faculty-driven" is synonymous with "shared governance" (another term I'd nominate for the trash bin) or "grassroots consensus-building." However, these terms only mask how power actually circulates in academe.
Let me be clear: I'm not opposed to how power functions in colleges and universities. I think the decision-making hierarchy in my university is appropriate and benefits faculty, staff, and students. And it's quite evident who has authority and who doesn't. Our operational policies tell the story of power and process quite well, and our organizational chart clearly illustrates the verticality of institutional authority.
I'm only saying that academic leaders should be more careful about how they talk about what we do. Faculty don't drive processes that come down from accrediting agencies or the administration. They execute them. That's why a better term is "faculty-executed."
Faculty members are directed to execute program review. Faculty are directed to execute a quality enhancement process. Faculty are directed to develop and assess student learning outcomes. Faculty are directed to appear at convocation and commencement. It may be that faculty don't like to follow and execute these directives, but that's really beside the point .
Let me share with you to the last two stanzas of a poem I like very much by William Stafford called "A Ritual to Read to Each Other."
And so I appeal to a voice, to something shadowy,a remote important region in all who talk:though we could fool each other, we should consider --lest the parade of our mutual life get lost in the dark.
For it is important that awake people be awake,or a breaking line may discourage them back to sleep;the signals we give -- yes or no, or maybe -- should be clear: the darkness around us is deep.
We may fool each other even when it's not our intention. So we should take as much care as we can. We should use language that clearly depicts institutional power and its supporting policies and processes. And "faculty-driven" is a smudge.
If faculty drive anything, it's student learning — the central ritual of any academic enterprise. Certainly, there's many an institutional directive that drive faculty away from that focus. But what drives faculty to distraction even more is language that misses the opportunity to do good work.
My preference is that academic leadership should talk straight about the parade of our mutual life. Leaders should tell faculty what they want faculty to do and, just as importantly, they should tell them why. And tell them often. Not fly-by mission statements and core values on overhead slides. But in public and in person, boots on the ground. Follow me. This way. Here we go.
I would also urge faculty to remind themselves of our larger enterprise more frequently. We can all make the easy case of how overworked we are. But we're not running backhoes or bouncing along on the back of garbage trucks. We're lucky enough to work in fields of our own choosing.
From my perspective, program review and enhancement projects offer us the opportunity to make the case for values and valuing, a chance not only to remind ourselves of why we do what we do, but also to remind others — especially those above us in the vertical leap — of our unique and vital contributions to the knowledge pie.
(And we should be beating that drum in our classrooms, too!)
Many faculty think they are undervalued or have no voice in the scheme of things. Why then would we resist a directive to tell our story? Otherwise, the line that threads through all we do may become loose, unravel, or, worse yet, break.
I believe very good and persuasive reasons often exist for why faculty should execute what we are directed to do. But there's a difference between giving directives and giving directions. The first is a means; the second, an end. But they can be easily confused. And frequently are. When directives become ends in themselves, we lose our way in the dark.
Please take out the directions and read them again.
Laurence Musgrove is a professor and chair of English at Angelo State University, in San Angelo, Texas, where he teaches composition, literature, creative writing, graphic narrative, and visual thinking. His work has previously appeared in Inside Higher Ed, Southern Indiana Review, The Chronicle of Higher Education, Concho River Review and Journal for Expanded Perspectives on Learning. He blogs at www.theillustratedprofessor.com.
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6 life skills every preschooler needs
Life skills are important because they give children more control to improve their lives. more
8 easy, family friendly recipes each week
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This avocado chocolate pudding is simply called 'chocolate pudding' in our house but this delicious, quick and easy recipe just happens to be nutritious as well.
Dessert, Healthy, Healthy snacks
5 mins
Place all ingredients into a food processor or blender and blend until smooth and creamy.
Chill before serving.

subset: commoncrawl


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An interactive meet for investors is being organised by the National Stock Exchange (NSE) in association with the GITAM Institute of Management, GITAM University on Sunday.
The event aims to help retail investors to have face-to-face interaction with officials from NSE – India's largest stock Exchange. Investors can clarify entry and exit options. The session will benefit all the present investors and those who are looking to invest now. Senior vice president and other officials from the NSE, Mumbai would be attending the meet being held at Hotel Daspalla, according to a statement issued by GITAM University here on Thursday.
Reaching out
The event is an endeavour of the NSE for financial empowerment of the retail investors by equipping them with knowledge and tools required to create, manage and sustain wealth.


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Alex Rodriguez set to fight for his life, legacy in appeal hearing
Alex Rodriguez said dealing with his 211-game suspension stemming from baseball's Biogenesis drug investigation has been a "big burden" and adds he's ready to face it "head on" when the arbitration hearing on his grievance begins Monday.Comment
Cuba lifts ban on athletes signing with foreign leagues
Cuba announced Friday that it has lifted its policy banning athletes from signing with foreign leagues, potentially opening the door for Cuban baseball players to flood into Major League Baseball.Comment
Behind Strasburg, Nationals top Diamondbacks, 8-4
Nationals starter Stephen Strasburg finished his season Friday night, leading Washington to an 8-4 win over the Diamondbacks in Arizona.
Longtime baseball commissioner Selig to announce 2015 retirement
The long-discussed retirement of MLB commissioner Bud Selig will become official Thursday, when league's longtime chief will announce that he'll step down at the end of the 2014 season.Comment
Comeback complete: America nabs unlikeliest of America's Cup titles
The fastest boat always wins the America's Cup, and this one went to a big black cat that almost used up its last life too soon.Comment
Sept. 24th Sportstalk with Coach K & Ted Leonsis
Alex Parker chats with Coack Mike Krzyzewski, Grant Hill, Ted Leonsis... Plus, the Ravens Maize Maze.Comment
Sept. 19th Sportstalk with Michael Williams
Britt McHenry is joined by WJFK's Michael Williams to discuss the Redskins woes, and Tiger's year.Comment
Washington Redskins go into Sunday's game 0-3
The Washington Redskins go into this weekend's game against the Oakland Raiders 0-3.Comment
With Wednesday win, Cardinals sweep Nats
Rookie Shelby Miller won his 15th game, and Yadier Molina had the go-ahead hit for the St. Louis Cardinals, who wrapped up a three-game sweep of the Washington Nationals and moved another step closer to the NL Central title with a 4-1 victory on Wednesday.Comment
WVU bounces back after UMd. loss, shocks No. 11 Oklahoma St. 30-21
After a devastating 37-0 loss to the Maryland Terrapins last week, the West Virginia Mountaineers bounced back and shocked No. 11 Oklahoma State 30-21 on Saturday.
Diana Taurasi's kiss garners huge Internet attention
Diana Taurasi became an Internet sensation when the Phoenix star gave Seimone Augustus of Minnesota a peck on the cheek after they were called for double personal fouls in Game 1 of the Western Conference finals. (Video)Comment
Exit Sandman: New York Yankees legend Mariano Rivera makes final apperance in the Bronx
Legendary New York Yankees closer Mariano Rivera made his final appearance at Yankee Stadium Thursday night, retiring four Tampa Bay Rays hitters on 13 pitches before being pulled from the game by his fellow long-time Yankees Derek Jeter and Andy Pettite. Rivera received a four-minute standing ovation from Yankee Stadium fans.
Ravens' Jones apologizes, but says he did nothing wrong
Baltimore Ravens wide receiver Jacoby Jones has taken responsibility for what he calls an "incident" outside a D.C. nightclub early Monday morning, but treaded lightly when asked about the specifics on the altercation.Comment
Nationals auction to benefit victims of Navy Yard shooting ends Thursday
Thursday is the final day of the Washington Nationals' auction to support the families of the victims of the Navy Yard shootings.
Sept. 23rd Sportstalk
Alex Parker poses the question: "Is RGIII getting too much of the blame?" Plus, viewers addressed the Redskins issues after their loss to Detroit.Comment
High School Sports 9-20-13
Watch this week's High School Sports show.Comment
Capital Golf Weekly Sept. 25, 2013
Watch the show.Comment
Dramatic America's Cup comes down to final race
The longest America's Cup in history will come down to two 72-foot, space-age catamarans making a final, dramatic sprint around San Francisco Bay, on a five-leg course framed by the Golden Gate Bridge and Alcatraz Island.Comment
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Photo Galleries Pictures from around the region
Daily Eye Wonder January 2015
The L'Enfant Plaza Metro station evacuation in pictures
Photos: D.C.'s first accumulating snow of the season
Photos: Plane crashes into homes in Gaithersburg, Md.
PHOTOS: Marion Barry was D.C.'s 'Mayor for Life'
Photos: Marion Barry Funeral Procession around D.C.


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The Columbia County director's attention to detail has made her a trusted source in local emergency management for 37 years this month.
An Augusta developer has one month to produce missing state and federal permits and address infrastructure and traffic concerns before the Columbia County Planning Commission will approve a $20 million water park he's proposed off Interstate 20 in Grovetown.
Thursday, March 12
Evans vs. North Augusta, 6 p.m.
Friday, March 13
Augusta Prep vs. Briarwood Academy, 4:30 p.m.
Augusta Christian at Hammond, 5 p.m.
Harlem at Dublin, 5:45 p.m.
Greenbrier vs. Lakeside, 6 p.m.
Grovetown vs. Cross Creek, 6 p.m.
Can't we just move on?
Inevitably that seems to be the sentiment expressed whenever the issue of racial prejudice is raised by a story in the news.
Dear editor,
We hear so much lately about all the projects that would be funded with continuation of the Columbia County Education Special Purpose Local Option Sales Tax, or E-SPLOST.
Last week, however, presented one of those rare situations where the GOP leadership needed the Democratic minority to move one of the most important pieces of legislation this session: the transportation tax bill (HB 170) that would revise the gasoline excise tax and raise nearly $1 billion annually...
Wait, no. That's not what I meant to say. I meant to say that I've learned: This is the craziest gig you will ever have.
WAIT! Stop it, fingers. No.
Award winning gospel Group of the Year from North Ireland performing 6 p.m. Sunday, March 15, Trinity Baptist Church, 4594 Columbia Road, Martinez; (706) 829-5628, tbcmart.org and simplefaithmusic.
There were a lot of cute characters on parade...
The inaugural Regions Border Classic Soccer Invitational meant something unique for each of the 28 high school varsity teams that competed Thursday-Sunday at Blanchard Woods Park.
Evans survived a long contest full of walks and shaky defense to beat Lakeside 9-8 on Friday night to open Region 2-AAAAA play.
After a stellar senior season that included helping lead her team to a 26-4 record and its second consecutive Region 2-AAAAA title, Greenbrier High School's Morgan Taylor was named the Region 2-AAAAA Player of the Year.
Here is a look at the Columbia County News-Times Girls Basketball All-County Team. First Team Mallory Myers (Senior Point Guard / Greenbrier) Myers has an incredible knack for controlling the game without even taking a shot. She averaged just 5.
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Columbia County News-Times ©2015. All Rights Reserved.


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Release Date: 2012 |
Good review and I like that you did an American Idol winner. Pos
Digging: Runaway Brother - Mother
damn, i'll have to check this out if it's as good as you say it is! i enjoyed "home" quite a bit actually so it should be good...
I could not be more sceptical. There is no way in hell that this deserves a classic rating.
home is fucking terrible lol
I thought Home was superb (especially for an American Idol alumni), so I'll definitely be checking this out.
Wow, I want to neg, but this is well written...
I dunno, that Kris Allen guy is making absolutely horrible music now.
Digging: Kendrick Lamar - To Pimp a Butterfly
Digging: The Prodigy - The Day Is My Enemy
There's dirt all over your knees.
Home is a terrible song, find it hard to believe this is a 5. Still, this is a pretty well-written review, so have a pos.
Album Rating: 5.0Follow me on Twitter
What a name
I really wanna hear this. From the previews I've heard this sounds brilliant, and I just randomly came across this guy without knowing he was on American Idol.
Album Rating: 3.5This is really good for an American Idol winner
Home reminds me of mumford and sons.
Digging: Godspeed You! Black Emperor - 'Asunder, Sweet and Other Distress'
Wow. Nice review.
Bands: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z


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Originally written on Fox Sports | Last updated 11/9/14
Minnesota Twins right-hander Kyle Gibson will begin his comeback season from Tommy John surgery in the minors. The Twins optioned Gibson to Triple-A Rochester on Thursday. The former first-round draft pick was considered among the favorites to make the Twins rotation to start the season. But he struggled with his command in four spring training outings. Gibson gave up eight runs in eight innings over those four appearances. He threw three wild pitches in one inning against Philadelphia last weekend. That, coupled with right-hander Cole De Vries' strong spring, may have convinced the Twins to start Gibson in the minors. They also optioned left-hander Caleb Thielbar to Rochester and reassigned right-hander Anthony Slama, catcher Kyle Knudson and infielder James Beresford to minor league camp.
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With a built-in Leitner learning system, we maximize memorization potential.
Comes with a number of pre-made kanji sets along with the ability to easily import your own custom sets.
It ain't learnin' if it ain't Brain Learnin'!
Code at: http://code.google.com/p/brainlearnin-kanji/
Developer site at: http://chrismennie.ca/index.html
What's New
In addition to our Beginning Kanji lessons and quizzes we have intermediate/advanced lessons on On-Yomi Reading Groups as well as Quizzes grouped by JLPT Level and over 40 Topics.
★ History and structure of the Kanji
★ Kanji Dictionary
★ Integrated lessons, quizzes and flashcards
★ Study Kanji by Topic or JLPT Level
★ On-Yomi Reading Groups
★ Kanji Animations
★ Learn through On-Yomi and Kun-Yomi vocab quizzes
★ Covers over 2,000 Kanji
Kanji Senpai
By using a spaced repetition system (SRS) you can memorize the different aspects of each vocabulary: meaning, pronunciation, reading, listening, writing, etc.
Included it's the N5 level of the JLPT (Japanese Language Proficiency Test) vocabulary list and you can download (for free!) all the levels (though N1).
Ah! This app assumes you've already mastered hiragana and katakana.
• Study several vocabulary aspects: reading, listening, writing, meaning and handwrite
• Answers are not so easy so you will really learn that the kanji for "person" is 人 (hito), no 八 (for example)
• Lists can be downloaded and upgraded
• You can a study a session without audio questions (in case you're in a public place with no headphones)
• There are vocabulary translations for English and Spanish
• You can create custom lists
If you are serious about learning Japanese, you can download premium audio packs for the study lists (don't worry, it's cheap!). These audios are professionally audio recorded from a Japanese native teacher that will help you master the vocabulary.
The Audio pack for a list (inapp purchase) will unlock:
• Audio for words
• Audio aspect (you'll be asked for listening questions)
• Kanji handwritten aspect (you'll have to draw and self-evaluate kanji)
• Ads will be disabled
• Unlimited custom lists
With your support, the application will evolve with new exciting features.
This application helps you memorize:
- Japanese syllabary :Katakana & Hiragana, with flash card, keyboard, or drawing recognition
- Numbers, in romaji, Hiragana, or kanji
- 2300+ japanese kanji's (level 1-5 JLPT or Jouyou 1-7) with stroke animation (source KanjiVG), translation, readings (Source KanjiDict) with flash card and drawing game.
- 14600+ japanese words (in english) from EDICT with flash card test
- Experimental gramatical particle test (around 100 sentences from project Tatoeba) central to japanese language.
- Tae Kim Japanese Grammar guide.
- new locales (German, Spanish, Russian, Portugues, Thai, Polish, Chinese, Swedish and French), if you can help me adding new locales please contact me.
SD write authorisation for write Database to SD card
Analytic (Flurry.com) and Ads can be disabled in the settings.
-- If at install you have an error "unknown 18", try to remove your MicroSD car and install again. If it still don't work try to send me a mail (thanks for the help Matthiew)
Kyouiku Kanji
The kanjis are organized in six grades, as well as japanese students learn these kanjis.
You can practice playing to choose the correct Kanji or choose the correct translation.
Also you can search the English translation to find faster the kanji that you're looking for.
Hope you enjoy learning!
[App in beta version]
Easy Kanji
* Sample readings of kanji used in daily life with option to show translation, as well as Onyomi and Kunyomi.
* Different levels of kanji according to the simplicity of the kanji and commun use in daily life.
* Support for hiragana, katakana and kanji
* Drawing stroke for kanji
* Quiz mode where you can set the amount of kanjis to review, as well the option to create quiz from custom lists.
* Option to add custom notes for each kanji
* create your list of custom kanjis to review or use in quiz mode
* Support for English, Spanish and French
* Select from different backgrounds.
* Enjoy learning the 2000 of the most common used kanjis in daily life in an easy and pleasant way.
* Reinforce your skills in Japanese in a simple manner.
Kanji Renshuu
Kanji cards are labeled with 5 different colors from red to lime green. This color shows the difficulty level of a particular card according to your personal practice performance. A card's review schedule interval and appearance frequency during practice will be adjusted according to this level.
There are 3007 most frequently used Kanji characters registered in Kanji Renshuu database, each are indexed and given an English keyword according to the book "Remembering the Kanji" by James W. Heisig.
Notable features:
✓ Simple, straightforward UI.
✓ Simple, adjustable SRS to keep your practice focused and efficient.
✓ Color labeling as a clear performance indicator for individual cards.
✓ Performance graph to keep track of your daily practice progress.
✓ Search Kanji cards by English, Kanji, readings, or SKIP code (e.g. "1-3-5").
✓ Filter Kanji cards by Jōyō grade and JLPT level estimation.
✓ Backup and restore cards data to external storage.
✓ Kanji stroke order diagram.
The development of Kanji Renshuu is inspired by many existing flashcard applications. Concepts and ideas are adapted and adjusted to suit the developer's learning needs. If Kanji Renshuu doesn't fit your needs, you might want to consider these alternatives:
✓ Anki: Notably one of the most popular SRS flashcard app.
✓ StickyStudy (iOS): SRS flashcard app with color labeling for individual cards.
✓ JA Sensei: A complete suite for learning Japanese with Kanji quiz feature.
✓ JFCards: Simple, straightforward flashcard app, but with no built-in SRS.
Check out this page for more detail:
If you like Kanji Renshuu, please consider buying the ad-free license.
✓ Internet access permission is required to load ads.
✓ External storage access permission is required for backup & restore functionality.
Học Kanji cho người Việt
Ứng dụng học chữ Kanji cho người Việt thông qua:
-Hình ảnh minh họa cụ thể
-50 Bài học về chữ Kanji của Minano Nihongo
-Bộ chữ Kanji trong tiếng Nhật
-Trắc nghiệm theo bài
Ứng dụng hoàn toàn miễn phí. Nếu thấy hay mong mọi người click quảng cáo ủng hộ mình tiếp tục phát triển ứng dụng tốt hơn.
Với ứng dụng này mong rằng việc học kanji trong tiếng nhật sẽ trở nên thú vị hơn cho mọi người
[keyword] nvtsoft,ikanji,hoc kanji,jbenkiyo,
Kanji Draw
Open source software. Free and no ads.
It identifies the character you have drawn using a special form of handwriting recognition. You can select the correct character from a list. After entering one or more characters, you can copy them into the clipboard as text for use in a dictionary.
Note that this will NOT work - at all - if you don't know basically how to draw kanji. If you just draw something any old way that looks like it, it certainly won't be recognised. You have to draw characters basically the official way.
That said there are two forms of recognition: exact (you must enter the character with the correct stroke count, stroke order, and direction) and inexact (you must draw basically the correct strokes but can use any order and direction). If the inexact search doesn't find it, you can try searching for characters with 1 stroke more or fewer than you drew.
This might sound complicated but the interface is easy; you get exact results straight away, if it's not there then hit the button and wait for inexact results (this takes several seconds, there's a progress bar), and if it's not there either, you can go onto the +/- 1 results.
- If you've drawn a character and the 'Done' button is still greyed out, this is because it's still loading the data file. It usually only takes a few seconds, so please wait. This only happens the first time you draw a character after starting the app.
- Some characters don't work very well if you draw them in the normal handwriting style. The data is based on print style. If you have difficulty getting a character recognised, try drawing it like the print version.
This program is released under GNU Public License version 3. It's based on the leafdigital kanjirecog library, which is already released under that license. https://github.com/quen/kanjirecog/tree/android
ACKNOWLEDGEMENT - Uses kanji drawing database derived from the SVG kanji stroke order images produced by the KanjiVG project and released under Creative Commons Attribution-Share Alike 3.0 license. See kanjivg.tagaini.net.
Kanji - Read and Write
* Learn to break down Kanji into small readable parts
* Includes over 100 Kanji, including all JLPT N5 level characters
* Eleven lessons that cover radicals, vocabulary, stroke order, etc
* Practice reading with carefully chosen words, phrases and sentences that you can actually read
* Write complex Kanji on the popup view
* Comprehensive Practice Mode to test your knowledge after the lessons
Learning Kanji N5
* Helps you to learn all words of Kanji N5 in 1 week.
* Wonderful design and graphic, help you learn faster and easier.
* Support for hiragana, katakana and kanji
* 5 games mode for learning.
* Support for English, Vietnamese.
Like us on Facebook: https://www.facebook.com/japanesewow
*If you don't see any Japanese character when learning, please make sure your device has Japanese font.
If you have installed Japanese font and still get this problem about not seeing Japanese characters, please contacts us. We'll reply within 24 hours.
Kanji Image
-Learn kanji by image,help to you remember kanji better
-Bookmark kanji
-App no purchase
[keywork] kanji,kanji image,jbenkiyo,ikanji,nvtsoft...
¡Todos querrán aprender Japonés!
Kanji es una aplicación increíble que te permitirá aprender japonés de una forma innovadora. Ahora con tu smartphone o tablet podrás aprender la escritura asistida de Kanjis y revisados de manera interactiva.
Aprende jugando. Tendrás evaluaciones de manera constante y niveles que deberás de superar. Kanji está pensada para chicos y grandes. ¡Diviértete y aprende!
Kanji Sensei
Grade 3 - 9 coming soon!!!
We Japanese learn 80-kanjis first at an elementary school in a first grader.
You can learn 18-kanjis in this app!
The kanji is categorized into several groups like "number", "day of the week" to image it easily with pictures
and when you finish learning each categories, you can get "good job" stamps!
If you send your number of stamps, you can check your order/ranking!
Please enjoy learning!
Kanji Reader
* Professional quality vocabulary set; support almost all (6,000+) kanji's used in the modern Japanese language.
* With the Japanese Dict Extension (22,000+ words), Kanji Reader can present vocabulary meanings as well.
* You may pass any Japanese text from other apps to Kanji Reader by "Share"
Hoc Kanji Han Viet
Bao gồm 1945 chữ kanji thông dụng đã được sắp xếp theo tần số sử dụng (chữ kanji được sử dụng với tần số cao được xếp trước.)(Nguồn http://yurika.saromalang.com/han-tu---kanji/1945-chu-kanji-ban-tra-nhanh)
- Phần mềm giúp người dùng tra cứu qua lại giữa kanji - hán việt - âm on - âm kun.
- Phần Bookmark giúp người dùng đánh dấu để ghi nhớ các từ.
- Phần Tag giúp gom nhiều từ kanji thành 1 nhóm.
- Phần Test giúp người dùng kiểm tra lại các từ kanji đã thuộc (Được chia ra làm nhiều cấp độ ).
Keyword: Học kanji, hoc kanji, han viet, hán việt.


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By Karen Geier Every article you read on the future of social media talks about how storytelling is the reason
Displaying 1 - 5 of 5
Storytelling that builds trust and brand reputation
By Gini Dietrich As organizations, we're faced with telling our stories in a way that is as compelling as sex,
How to Use Storytelling to Build Brand Awareness
By Tannette Johnson-Elie Everybody has a story to tell and no two narratives are the same. For the small business
Ask the Expert: 5 great tips on how to create content and conversations, courtesy of Rebecca Lieb
In case you missed it, yesterday marked episode No. 3 of Marketwire and HubSpot's free 6-part webinar series, "How to
You.com: Storytelling at its best takes social media To Infinity and Beyond
Everyone has a great story to tell. Everyone. Icons like Oprah Winfrey have built their careers around telling stories –
Displaying 1 - 5 of 5


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Gay Rights Topics
Democracy Now! stories, posts and pages that relate to Gay Rights
- While the media focuses primarily on the presidential race, we get an overview of some of the 153 ballot initiatives being voted today in thirty-six states. Voters will weigh in on matters as diverse as clean energy, children's health insurance, stem cell research, predatory lending, affirmative action, immigrant rights, abortion, gay marriage, adoption, nonviolent drug offenses, income tax, and treatment of farm animals. We speak with...November 04, 2008 | Story
- In California, dozens of gay and lesbian couples were married Monday night as the state performed its first legally recognized same-sex weddings. California is the second state, after Massachusetts, to marry same-sex couples, but it is the first ready to grant licenses to couples from any state. [includes rush transcript]June 17, 2008 | Story
- Muslim gay filmmaker Parvez Sharma spent five-and-a-half years documenting the lives of gay and lesbian Muslims in twelve countries. His subjects include a gay imam in South Africa, an Egyptian who fled to France after his imprisonment and torture, and a lesbian couple in Turkey. [includes rush transcript]May 20, 2008 | Story
- Opposition is growing against President Bush's nominee to be the next surgeon general, Dr. James Holsinger. Holsinger has argued that homosexuality is unnatural and dangerous and that sexual orientation is a lifestyle choice. We speak to Nation reporter Max Blumental and BoxTurtleBulletin.com founder Jim Burroway.June 15, 2007 | Story
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today than before President Clinton's much vaunted "don't ask,
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number of gay men and lesbians discharged from the military
this year is 42 percent higher than in 1994, the year in which
the "don't ask, don't tell" policy was started.
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text:
"Peach Belle" from Lowes
I picked this up on impulse & it turned out to be a fine rose. Very vigorous, floriferous, & disease free. don't have a photo yet. Only fault is very low fragrance.
It has a tag: "Peach Belle" BALpeach but I can't find it in my Modern Roses or on helpmefind.
PEACH BELLE was a rose hybridized by Jerry Twomey. He hybridized several famous roses, and a bunch of obscure ones, many of which never got registered I assume. Back in the late 90s he brought out a line of Dream Roses, that were supposed to be the perfect landscape roses with good bloom and no disease. They weren't anything all that exciting, and quickly bombed. They've since been renamed and were offered on QVC a few yrs ago (like 2008?).
I bought the two assortments they offered because I wanted one called SAVANNAH SILK. QVC's roses come from Cottage Farms Nursery. They had 8 of Jerry's roses in the 2 assortments. I lost some of them, as Cottage Farms plants are not the best quality. The one I wanted most, SAVANNAH SILK, either died, or was mismarked. I gave away ACAPULCO SUNSET (originally called DREAM ORANGE) and one of the others that survived (can't remember the name). PEACH BELLE actually is one that survived and is somewhere out there in one of my flower beds of roses that don't bloom much, and that I don't care about much but can't bring myself to get rid of. I don't think I've seen a bloom on it in over 2yrs. (could just be the crappy soil and somewhat shady location!)
When I ordered those roses, I had found a link to a website (possibly in Canada) that showed a bunch of Jerry's roses, including PEACH BELLE, and showed most of the ones I got. I lost the website link so I can't look it up. It may be no longer there anyway. I was really disappointed in most of those roses.


text:
The Castle Rock Quilt Club meets the First & Third
Tues. of each month at
New Hope Presbyterian Church, Castle Rock Room
3737 New Hope Way Castle Rock, CO
SW corner of Prairie Hawk and Meadows Pkwy
6:00 pm Meet and Greet Social
Meeting 6:30-8:30pm
Castle Rock Quilt Club
New Hope Presbyterian Church
3737 New Hope Way
Castle Rock, CO 80104
April 21 Sewing Mtg. at the Church, 6pm. Bring a project, BOM or ROM, or Charity kit to work on .
Weather Cancellations will be by, Facebook, Email and Website.
Like"us on Facebook. Click on the link to go to our page.
If you would like to help with snacks at a future meeting, please, contact Cathi Allen at email@example.com
It's time to start looking for new board members for the 2015-16 year. Check under the Leaders List tab and check on the position for the list of responsibilities. I need 3 volunteers, for the Nominating Committee, to help look for willing volunteers for each position. Let me know if you would like to do this ASAP.
Thanks to all who volunteer to help with all our activities!
Andrea Kroenig Class
Dominique's Treasure
2 Quilts for the Price of one!
Friday and Saturday,
May 8 & 9, 9:30 - 4:00
Cost $50 + pattern
Sign ups begin at the March Meeting.
Charity Quilts
Pick up a kit for a
Charity Quilt at the
meeting and bring your
finished top or quilt to
a meeting
Quilt Camp/Bees
Be sure to attend your
under Quilt Camp/Bees tab.
Castle Rock Quilt Club
New Hope Presbyterian Church
3737 New Hope Way
Castle Rock, CO 80104


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text:
Windham parents say they want solutions to school overcrowding
About two dozen citizens attended the July 23 meeting with school board members Michael Joanis, Jerome Rekart and Michelle Farrell and Superintendent Winfried Feneberg. Board members Stephanie Wimmer and Dennis Senibaldi didn't attend.
In March 2012, voters rejected a ballot item that would have added modular classrooms to address space needs and fund architectural and engineering in the design of the new seventh and eighth grade school. In March, a warrant article to build a new school on London Bridge Road, near the new high school, along with a new high school turf field, also was rejected.
Jim Dreyfus said he hoped to see a warrant article for a new running track on the 2014 ballot because the district has no track.
Farrell noted that adding a new track would likely be an expensive project as the high school doesn't have enough fields cleared to build one.
Julie Kaplan said she's "all for exploring options" when it comes to adding more educational space. "I'm no facilities or budget expert, but as a parent I think we need to find a solution," she added.
"She's in the pea soup right now," she said, noting the crowding issues at the middle school. "This need isn't a want by any stretch of the imagination; it is urgent and critical."
Feneberg urged citizens to come by the schools and see for themselves. "Once fall begins, we can certainly organize walk-throughs, and I'd love to hear everyone's suggestions," the superintendent said.
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text:
Fall 2010
Border Culture: Globalization and Contemporary Art
Listed in: Art and the History of Art, as ARHA-91
Lorne Falk (Section 03)
This course will look at the phenomenon of globalization and contemporary art through the lens of border culture, a term that refers to the "deterritorialized" nature of an image when it is removed from its context or place of origin. Its themes include borders within the realms of language, gender, ideology, race, and genres of cultural production. Border culture emerged in the 1980s in Tijuana/San Diego in a community of artists who had spent many years living outside their homelands or living between two cultures—an experience that today might well represent the nature of contemporary life as well as art praxis.
Requisite: One course in an area of cultural studies or art history or consent of the instructor. Limited to 24 students. Fall semester. Visiting Lecturer Falk.
If Overenrolled: Preference to art majors, then prioritized by class year, in descending order
KeywordsFine arts for non-majors, Foreign culture taught in English, Writing attentive, Speaking attentive
Offerings2014-15: Not offered
Other years: Offered in Fall 20102014-15: Not offered
Other years: Offered in Fall 2008, Fall 2009, Fall 2010, Spring 2012, Fall 20122014-15: Offered in Fall 2014
Other years: Offered in Fall 2008, Fall 2009, Fall 2012, Fall 2013


text:
1. VaR is specified as a level M given a confidence level p. For example, given a 99% confidence level (p = 0.99), VaR is that level M such that worse losses than M will occur with probability at most 1% p(i.e., probability at most 1 - p). The minimal information needed to compute VaR is the distribution of returns of the portfolio for which VaR is being calculated. If the distribution is normal, then the minimum informa- tion needed is the mean and variance of returns. Again, see Section 20.1 for a simple example. Advantages and limitations of VaR are discussed in Section 20.2.
Chegg is one of the leading providers of homework help for college and high school students. Get homework help and answers to your toughest questions in math, calculus, algebra, physics, chemistry, science, accounting, English and more. Master your homework assignments with our step-by-step solutions to more than 3000 textbooks. If we don't support your textbook, don't worry! You can ask a homework question and get an answer in as little as two hours. With Chegg, homework help is just a few clicks away.


text:
Lake Champlain Valley Cabin Rentals(25)
25 Results
6 more choices from the HomeAway Network
Recent Lake Champlain Valley Reviews
Breath-takingly Beautiful Log Cabin
This cabin's beauty far exceeds these photographs. The owner was exceptionally easy-going and helpful pre-trip with questions about the local town, activities, parking, amenities, etc. During our stay he was easily available for all questions. This house is absolutely gigantic and accomodating. The great room has a beautiful fireplace with lots of seating room which opens to the kitchen and dining room. The basement is full of activities and games (air hockey, pool, board games, entertainment center), so you really would never need to leave the house! The house does contain some breakable items, so small children might need to be supervised. We had a group of ~15 adults and had more than enough room and entertainment for the whole weekend. Our plans of going out in Burlington were cancelled because no one wanted to leave this amazing cabin! Absolutely stay here if you can, just for the experience. Thank you, Dino! Alison
Your cabin was breathtaking and cozy, perfect for our 13 wedding anniversary. We plan on coming back with grandchildren.
The Best Camp In South Hero Awaits
Fell absolutely in love with this camp. Definitely one of the newer and modern camps located in the area. Inside the camp are big windows that allow lots of ambient light from outside to illuminate the camp inside so little need to turn on any lights inside the camp. At night the windows help provide a nice cross-breeze in the camp when combined with the ceiling fans. A full kitchen with an island which was fantastic.Oven and microwave were great and the refrigerator/freezer was clean and spacious. Even water and ice cubes were provided for our stay which was nice. Both bedrooms had comfortable beds with spacious closets. The master bedroom had a TV which was a big plus. Both bedrooms also had ceiling fanst. The queen size futon was also very comfortable and especially nice to sleep on at night with the cross-breezes. Plenty of chairs inside the camp and the kitchen table was nice and spacious. All cooking utensils, bakeware, drinkware and spices were at our disposal. Keurig coffee maker was also a big plus. Both bathrooms were great and well lit and ventilated with fans. Shower in the master bathroom was awesome and the ½ bathroom was especially handy for guests. Having a washer/dryer onsite was especially handy. Plenty of towels and replacement lines were also available. We really enjoyed the nice spacious deck outside. The front deck is shaded in the morning and the side deck gets more shade in the afternoon. Late afternoon/early evening the trees provide additional shade for the whole deck. It was so very nice having breakfast and supper at the table on the deck and many afternoons spent kicking back in their beach chairs. The lawn was so very big and was great for just about any lawn game you love. The fire pit was great and located between the front of the camp and the lake. You get a fantastic view of the sunset across the lake. Just a small walk down the road and you can catch the sunrise if you're an early bird. The lower beach area was great, again especially if you have small kids. Lots of sand to dig in and the water was very shallow so your little ones will have a ball. Two kayaks were so fun to use. The owner was available if we ever needed anything fixed or replaced. We noticed that the water pressure had gotten low but the owner came immediately to remedy the issue and all was well again. It's nice to have an owner that is available when needed. We look forward to coming back.