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Children and Family Programs
The Gathering Place has three Child Life specialists on staff to help children of all ages cope with a cancer diagnosis in their family: Kathleen McCue, MA, LSW, CCLS, Kathy Maxwell, LISW-S, and Erin Rafter, PhD. Our children's specialists are also available to provide short term counseling for children and teens. Call for an appointment.
Children & family programs at The Gathering Place include family counseling with licensed professionals and programming that facilitates an understanding of the cancer journey for children. Our regular programs include bimonthly KidShop and Bridges Bereavement group, and Animal Camp in the summer.
The link below provides more information about current children and family programs. Please note this is a link to a PDF file.
Children & Family Programs, April-June 2015
The link below is to a list of books helpful for explaining cancer to children.
Books to help children when an adult family member has cancer
Please call us at 216-595-9546 with questions or for more information.

subset: commoncrawl


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200. Praise You - Fatboy Slim - Directed by Spike Jonze
January 4th 2009 22:19
For our 200TH post I thought I'd give you a very special all time favourite video of mine. Fatboy Slim has made a name for himself with catchy tunes and great videos. Spike Jonze is the director who has put music videos on the map. This outrageous crazy clip features the director Jonze as the leader of a fictional dance troup - Richard Koufey of the Torrence Community dancers. The group perform a routine to puzzled theatre goers outside a Los Angeles cinema who are not quite sure what to make of it. Fatboy Slim has a cameo in the clip as an onlooker. The end of the clip features a mockumentary interview with the leader Koufey and the troup post performance - where he claims to have a lot of B-Boy influence coming from New York. Such a easy concept but it is so well done - would have cost them next to nothing and the final result is one of the most famous and best music videos of all time. Enjoy
For the best music videos of all time there is only one place
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It's time to remember Pope John II in miniseries form! Jon Voight and some German dude star. Two popes? What is this Avignon? (yes, that's the most intelligent joke you're ever going to see here. don't get used to it.)
Evidently hip hop has an "image†problem. That's crazy. In other news, DMX is sentenced to 7 days in jail.
Enrique Iglesias lashes back at rumors that he has a small penis. Maybe he's not the Hero that he claims to be.
Tara Reid might be dating Paris Latsis. I'm guessing this is a bogus story because the source describes Reid as a "stunning actress.â€


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Part Three: Faculty Organization
III. Department Chairs and Associate Department Chairs
B. Associate Department Chairs
1. Faculty Executive Committee
2. Subcommittees of the Faculty Executive Committee
3. Election Procedure for Subcommittees of the Faculty Executive Committee
4. Executive Committees of the Divisions
1. Academic Events Committee
2. Admission and Financial Aid Committee
3. Advancement Advisory Committee
4. Assessment Committee
5. Athletics Board
6. Budget Committee
7. Campus Design Review Board
8. Children's Center Committee
9. Colorado Springs Undergraduate Research Forum (CSURF) Committee
10. Committee on Instruction
11. Compensation Committee
12. Curriculum Committee
13. Dean's Advisory Committee
14. Diversity and Equity Advisory Board
15. Faculty Representative to the Cutler Board
16. Faculty Representative to the Investment Committee of the Board of Trustees
17. Faculty Research and Development Board
18. Faculty Secretary
19. First-Year Experience Committee
20. Health Professions Advisory Committee
21. Information Technology and Library Board
22. Institutional Review Board
23. International Studies Committee
24. KRCC Liaison
25. Press Committee
26. Summer Session Committee
27. Writing Committee
1. Honor Council Advisor
The faculty normally meets once each Block during the academic year. The Dean of the College / Dean of the Faculty prepares a schedule of faculty meeting dates for the year. At an extra meeting at the end of Block 8, the faculty approves the graduation list and student honors at graduation. Additional meetings may be called as the President deems necessary.
Agenda items must be received by the Dean's Office ten days before a regularly scheduled faculty meeting. The Dean's Office distributes the agenda several days prior to the meeting. The Faculty Secretary keeps a record of the proceedings of regular faculty meetings (and other faculty meetings upon request) and circulates these minutes to all faculty members and administrators. The Dean's Office maintains the permanent file of faculty minutes.
In addition to the faculty, as defined in PART TWO, I. (with the exception of part-time and short-term visitors), the following Colorado College administrators have the right to vote at regular faculty meetings: the President, the Dean of the College / Dean of the Faculty, the Vice President for Finance and Administration / Treasurer, the Vice President for Advancement, the Vice President for Student Life / Dean of Students, Associate Dean of Students, the College Chaplain, the Dean of Summer Programs, the Associate Dean of the College, the Associate Dean of the Faculty, the Library Director, the Director of the Colket Student Learning Center, the Registrar, the Vice President for Enrollment Management, the Vice President for Information Management, and the Director of Assessment and Program Review, and the Coordinator of Campus Activities. Other College administrators have the privilege of the floor at faculty meetings.
The Faculty Executive Committee may schedule special forums of the faculty during the academic year and decides whether to invite only teaching faculty or to include as well persons who attend regular faculty meetings.
With the exceptions of General Studies and the interdisciplinary programs (Asian Studies, Comparative Literature, Environmental Program, Feminist and Gender Studies, Film and New Media Studies, Race and Ethnic Studies, Southwest Studies), the faculty has organized the academic program of the College into three divisions.
Division of Humanities: Art; Classics; Theatre and Dance; English; French, Italian and Arabic; German, Russian, and East Asian Languages; Music; Philosophy; Religion; Spanish; and Studies in the Humanities
Division of Natural Sciences: Biology; Chemistry and Biochemistry; Geology; Mathematics and Computer Science; Physics; Psychology; Sport Science; and Studies in the Natural Sciences
Division of Social Sciences: Anthropology; Economics and Business; Education; History; Political Science; Sociology; and Studies in the Social Sciences
(For the sake of concision, the term chair or department chair refers to academic program directors as well as to chairs of academic departments.)
A. Department Chairs
Department chairs are appointed by the Dean after she or he considers the advice of a department and consults with the President. The term of appointment may vary according to a department's circumstances, but normally appointments are for three years, with the possibility of renewal. The College grants department chairs an additional non-teaching Block because of their increased responsibilities. In years when those responsibilities are unusually extensive and demanding, a chair may negotiate with the Dean for additional compensation.
Department chairs oversee all departmental activities, but no chair is expected to fulfill all his or her duties without assistance. A chair should instead delegate various tasks widely and equitably among departmental colleagues. When other persons agree to undertake particular departmental tasks, they should consult regularly with the chair as the work proceeds.
One of the most important responsibilities of a department chair is to promote the morale of her or his department through consultative and supportive leadership. The chair's specific duties fall into four categories.
Governance. The chair manages all the resources of the department: its personnel, academic program, space allocation, and equipment. The chair represents the department in the budget- planning process, at chairs' meetings and faculty meetings, and in other meetings called to conduct College business. The chair oversees periodic self-studies and external reviews of the department and prepares assessment reports that are required by certification boards or accrediting agencies.
Personnel. The chair submits directly to the Dean all departmental recommendations regarding reappointment, sabbatical leaves, and leaves of absence. The chair sends to the Divisional Executive Committee recommendations regarding third-year reviews, tenure, and promotion for the members of his or her department. The chair oversees the process of recruiting and hiring new faculty members as well as the hiring and orientation of Block visitors.
A chair has no more important responsibility than advising and counseling junior members of the department. Conversations about a wide range of subjects—from teaching philosophy, criteria for tenure, and faculty expectations of students to such mundane matters as choosing course texts, constructing syllabi, and giving exams—can help allay anxiety and enable new faculty to become familiar with the culture of Colorado College. With a view to third-year and tenure reviews, a chair also facilitates colleagues' visits to class sessions of the department's junior members.
The chair conducts annual salary reviews for non-tenured members of the department and bi- annual reviews for tenured faculty and forwards her or his salary recommendations to the Divisional Executive Committee.
The chair supervises all non-teaching employees of the department—office personnel, laboratory technicians, paraprofessionals, and student assistants. This supervisory role includes the responsibility of preparing performance evaluations and making salary recommendations.
Curriculum. Chairs make the final decisions about teaching assignments for members of their department. They prepare the department's annual schedule of courses for the Registrar and submit proposals for new courses or course changes to the appropriate Divisional Executive Committee.
Chairs are responsible for enabling members of the department to provide adequate academic advice to their advisees. They make sure that departmental requirements and up-to-date information about graduate programs and career opportunities are accessible to majors, and they organize activities such as departmental social functions and departmental seminars featuring visiting speakers. A chair, after consulting with student and supervising faculty member, must sign all proposals for independent study undertaken in the department.
Chairs can contribute to the wider academic goals of the College by helping to develop cooperative teaching opportunities and by encouraging department members to participate in inter-disciplinary programs, General Education courses, and the College's First Year Experience initiative.
Budget. The chair prepares the department's annual budget request; provides budget information, when requested, to authorized College offices or committees; and monitors departmental spending.
B. Associate Department Chairs
After consultation with members of the department, a chair may request the Dean to authorize an associate chair to assume some of the department's administrative duties. The kinds of circumstances that could support such a request might include the large number of departmental faculty, high course enrollments, numerous majors, high demand for student advising, an extensive slate of upcoming personnel reviews, an impending external review, unusual expectations for departmental involvement in community service, and a two-in-one departmental structure (Art History and Art Studio, for example).
When the Dean authorizes the appointment of an associate chair, the chair must specify, in writing, the duration of the appointment and the associate chair's duties, which, in some cases, may warrant application to the Dean for an additional Block without teaching. These duties do not, however, diminish the chair's overall responsibility for the affairs of the department.
The President, the Dean, or the Faculty Executive Committee may establish ad hoc committees to study issues that do not fall within the purview of standing committees. Depending on the task with which a committee is charged, either the FEC itself or the President or Dean, after consultation with the FEC, appoints members of ad hoc committees. When an ad hoc committee is to address matters of particular interest to the faculty, the FEC helps formulate the committee's charge and then monitors the committee's progress, requires interim reports (at least one each semester), and ensures that the committee's final report is made available to the whole faculty.
A. Elected Committees
Only full-time tenure-track members of the faculty are eligible to serve on elected committees.
1. Faculty Executive Committee
The Faculty Executive Committee is composed of ten elected faculty members, which make up its three constituent subcommittees (Budget and Planning, Governance, and Personnel), plus (ex officio, non-voting) the President and the Dean.
The FEC will consist of the following:
1. Three members of a Budget Subcommittee.
2. Three members of a Governance Subcommittee.
3. Four members of a Personnel Subcommittee, one from each division and one elected at large, all of whom are tenured. All serve three-year terms.
The subcommittees work independently, but each reports to the full Faculty Executive Committee, which exercises the power of final recommendation to the faculty or administration. The Faculty Executive Committee advises the Dean and the President on all College matters concerning the faculty. Through regular contact and conversation, it represents the faculty to the Board of Trustees. The chair of the Faculty Executive Committee reports on behalf of the FEC at meetings of the Board.
The Faculty Executive Committee normally meets twice each Block.
2. Subcommittees of the Faculty Executive Committee
Each of the three subcommittees of the Faculty Executive Committee is composed of full- time members of the faculty and (ex officio, non-voting) the President and the Dean. Three faculty members of each subcommittee, one from each academic division of the College, and a fourth member of the Personnel Subcommittee, are elected by the faculty as a whole for staggered three-year terms (unless a member is elected to take the place of someone on leave from the College, in which case the replacement shall serve only as long as the regular member is on leave). At least two members of the Governance and Budget subcommittees, and all four members of the Personnel Subcommittee, must be tenured. The faculty members of each subcommittee elect its chair.
a. Budget and Planning Subcommittee
The Budget and Planning Subcommittee serves as the faculty representatives to the Budget Committee and makes recommendations to the FEC regarding College priorities and long-range planning, and advises the President and the Dean on these matters.
The Committee on Compensation and its Faculty Salary Subcommittee submit reports to the Budget and Planning Subcommittee for review and comment prior to presenting them to the faculty. The Budget and Planning Subcommittee may request other faculty committees that make recommendations having long-term budgetary impact to consult with it before they bring their proposals to the Budget Committee or the full faculty for approval.
b. Governance Subcommittee
The Governance Subcommittee is responsible for overseeing FEC elections each spring and for assigning faculty members to standing appointive faculty committees. The Subcommittee either appoints faculty members of ad hoc committees or consults with the Dean or the President if she or he makes these appointments. Following FEC and Divisional Executive Committee elections in the spring, the Subcommittee presents a list of committee appointees to the faculty. In the spring, after consultation with committee chairs and review of their interim and final reports, the Subcommittee may issue written charges to particular committees for their work the following academic year. The Subcommittee oversees the work of all faculty committees but gives particular attention to those charged with bringing significant proposals to the faculty.
After consultation with representatives of faculty, administrators, and students, the Subcommittee may recommend proposed changes in the faculty committee structure to the FEC. Any such changes must be approved by the faculty.
c. Personnel Subcommittee
The Personnel Subcommittee works with divisional committees, forming three Personnel Councils, on third-year, tenure, and promotion reviews. It works with the full FEC on termination of tenured appointments, and allocation among departments of tenure-track positions.
3. Election Procedure for Subcommittees of the Faculty Executive Committee
The Governance Subcommittee each spring requests from the Dean a list of faculty who are eligible to stand for election to the FEC, excluding department or program chairs and those going on sabbatical. The Subcommittee then prepares a ballot that explains how candidates meet requirements of tenure and academic division, and lists the continuing members of each subcommittee. Faculty may request removal of their name from the ballot for unusual personal or professional circumstances. The Subcommittee sends the FEC ballot to all faculty members, who vote to fill subcommittee positions according to division and rank for the following academic year. Faculty members return their ballots to a designated member of the Governance Subcommittee. The first round constitutes the nomination of the top four candidates for each position, and the second round is conducted by Borda Count method, in which voters rank the candidates, 1 through 4.
4. Executive Committees of the Divisions
The Divisional Executive Committee works with the four members of the Personnel Subcommittee of the Faculty Executive Committee to assess third-year reviews, reappointments, tenure, and promotions of faculty members of the division. These groups of seven individuals are called Personnel Councils. Recommendations on personnel files from the Councils are then forwarded to the Dean of the College.
B. Appointed Committees
Faculty committee members are appointed by the Governance Subcommittee for staggered three- year terms. Whenever possible, the Governance Subcommittee honors faculty requests for relief from committee service every fourth year. Members of College committees who are not faculty or students are appointed by the President, on the advice of the President's Cabinet and Staff Council. Student members are appointed by the Colorado College Student Government Association. The Governance Subcommittee appoints all committee chairs except when a person serves as chair by virtue of his or her office.
The Governance Subcommittee oversees the work of all appointed faculty committees unless, in particular cases, this Handbook indicates otherwise. Each committee pursues its work according to the general and continuing charge included in this Handbook's description of committee responsibilities and, in some years, an additional and more specific charge given by the Governance Subcommittee. Within the boundaries of these charges, committees should exercise their own initiative in identifying and addressing relevant needs and concerns of the Colorado College community.
1. Academic Events Committee
The Academic Events Committee invites nominations from the College community for honorary degrees and alumni honorary degrees and forwards a list of candidates to the President's Cabinet that submits recommendations to the Board of Trustees for approval.
After soliciting recommendations for speakers from appropriate academic divisions and departments, the Committee makes arrangements for the Demarest Lloyd Lectures in the Humanities and the William Jovanovich Lectures in Public Affairs.
The Academic Events Committee consists of three faculty members, no two from the same academic division of the College, and three exempt staff, one from the Alumni and Parent Relations Office and one from the President's Office.
2. Admission and Financial Aid Advisory Committee
In the context of the aims of Colorado College and the role of higher education in our society, the Admission and Financial Aid Advisory Committee discusses issues related to College admission and financial aid policies, formulates policy guidelines, and forwards recommendations to the Faculty Executive Committee and the administration. To provide a basis for its recommendations, the Committee reviews the procedures followed in admission and financial aid decisions, the constraints and resources affecting these decisions, and statistics about offers made and accepted and the characteristics of the entering class.
The Admission and Financial Aid Advisory Committee consists of three faculty members, no two from the same academic division of the College, one of whom chairs the committee, and two staff members. A longer term than three years is desirable on this committee. The Vice President for Enrollment Management serves ex officio.
3. Advancement Advisory Committee
The Advancement Advisory Committee works to improve communication and understanding between the Colorado College faculty and the Advancement Office. The faculty members on the Committee seek to become informed about the organization and functions of the Advancement Office, and they advise the Advancement Office regarding faculty participation in alumni and fund-raising activities. When questions about the role or policies of the Advancement Office arise, the Committee serves as a liaison between Advancement and the faculty.
The Advancement Advisory Committee consists of three faculty members, no two from the same academic division of the College; the Vice President for Advancement; and the Assistant Vice President for Development.
4. Assessment Committee
The Committee is responsible for developing and managing an assessment plan for the College. The Committee guides and supports department, program, and college-wide assessment practices and provides feedback designed to ensure the efficacy of these practices. The Committee keeps current on reaccreditation requirements of the Higher Learning Commission, regularly reviews assessment outcomes and drafts requisite reports.\
The Assessment Committee is composed of three faculty members, no two from the same academic division of the College, the Associate Dean of the Faculty (ex officio), a Librarian from Tutt Library (ex officio) and the Director of Assessment and Program Review (ex officio).
5. Athletics Board
The Athletics Board is responsible for overseeing the College's athletic and recreational programs. The Board assesses the effectiveness of current athletics policies and programs at all levels (intercollegiate athletics, club sports, and intramural sports), identifies shifting needs and interests regarding athletics, and recommends changes that would strengthen the College's athletics program. It also advises the President regarding the athletics budget, athletics schedules, conference memberships, athletic fields and facilities, and the composition and structure of athletics personnel within the department. The Board's broadest responsibility is to serve as a liaison among the different constituencies of the College community—students, faculty, staff, and alumni/ae—in all matters related to athletics.
The Athletics Board consists of four faculty members, including the NCAA faculty representative—a full-time tenured member of the faculty who is appointed by the President and is expected to serve for at least five years; two exempt staff who are department heads or report directly to the President; two students; an alumnus or alumna of the College, appointed by the National Alumni Council; two non-exempt staff representatives; and one member of the Board of Trustees. The Athletic Director and either the Associate Athletic Director or the senior Assistant Athletic Director serve ex officio and without vote. This committee reports to the President, and the annual report of the committee is available to the general college community.
6. Budget Committee
With the goal of sustaining the College's fiscal integrity and the quality of its academic program, the Budget Committee is responsible for making recommendations to the President, for approval by the Board of Trustees, that will ensure a balanced and sustainable College budget over the next three years. To this end the Committee reviews budget planning assumptions and current budget forecasts; articulates specific budget objectives; projects revenue (especially endowment payout and tuition) and expenses (particularly the financial aid and compensation pools) for the following one, two, and three years; assesses management practices across campus and identifies areas for cost-cutting and savings; formulates proposals needed to achieve a balanced budget; and establishes a time-line for key policy decisions that affect the budget. The Committee regularly informs the College community about the process and results of its work.
The Budget Committee consists of the Dean of the College, who chairs the Committee; three members of the faculty, who are the elected representatives from the Budget and Planning Subcommittee of the Faculty Executive Committee; two staff members, one of whom is non-exempt; two students; the Vice President for Finance and Administration / Treasurer; the Vice President for Student Life / Dean of Students, and a senior exempt staff member appointed annually by the President.
7. Campus Design Review Board
The Campus Design Review Board is charged with reviewing proposals for new buildings and major renovation projects in order to ensure that they are consistent with the goals and values of Colorado College. The Board gives particular attention to the potential of a proposed facility to enhance the academic experience of the persons who will be using it; a facility's compatibility with the Long Range Development Plan, including its location in relation to the topography of the campus and to driveways, parking lots and setbacks; and the size of a structure in relation to the campus design as a whole. The Board also considers the quality of design and site planning (the materials and colors proposed, landscaping, lighting, signage), compatibility with existing development in areas adjacent to the campus, and compliance with ADA requirements.
The Campus Design Review Board consists of three faculty members appointed by the Faculty Executive Committee in consultation with the President, no two from the same division of the College; a representative of the administration from Student Life, Advancement, Finance and Administration, or an academic office whose director reports to the Dean; a member of the non-exempt staff; the Director of Facilities Services (ex officio); and the chairs of any active planning committees for a proposed building or renovation. The College may appoint additional committee members, including outside consultants, as needed.
8. Children's Center Advisory Committee
The Children's Center Advisory Committee works to ensure the high quality of early childhood education for the Colorado College community. The Committee, as an advisory board, provides advice regarding the Center's programs, helps develop goals, reviews policies and budgets, offers support to members of the Center's staff, participates in periodic staff reviews, and assists in preparing for and responding to external and accreditation reviews.
The Children's Center Committee consists of at least seven members, including, when possible, at least one person who is not a Children's Center parent and a current Children's Center parent from each of these groups: the faculty, the non-exempt staff, the exempt staff, and the student body. The Director of the Children's Center and one other member of the Children's Center staff are ex-officio, non-voting members.
9. Colorado Springs Undergraduate Research Forum (CSURF) Committee
The committee members of Colorado College serve as representatives of the College on the larger CSURF committee made up of faculty representatives from the University of Colorado at Colorado Springs (UCCS), the United States Air Force Academy (USAFA) and Colorado College (CC). CSURF gives undergraduate students from all three institutions the opportunity to present their research and creative work in a formal academic setting and receive feedback from scholars and peers across the disciplines.
In consultation with the Dean's Office and individual faculty members, the Committee sets the date, plans and implements the spring CSURF event. In consultation with the Dean's office the CSURF committee sets the Colorado Colleges budget for the forum. Every third year the event is held at Colorado College.
The Colorado College CSURF Committee consists of three faculty members, no two from the same academic division of the College. With permission from the Dean and from Department chairs, administrative assistants will help with arranging the forum when it is hosted at Colorado College.
10. Committee on Instruction
The Committee on Instruction discusses curricular issues at the operational level, usually referring questions of curricular policy to the Curriculum Committee. One important function of the Committee is to review general academic policy and administrative procedures. It also evaluates proposals for course changes, new courses, new majors and minors, and new interdisciplinary programs. When the Comittee approves proposals, it submits them to the full faculty for its consideration. Any course that is to be added, dropped, or substantially modified requires review by the Committee on Instruction and approval by the faculty. In judging the merits of a proposal under review, the Committee is guided by the recommendation of the appropriate Divisional Executive Committee (except in the case of General Studies courses), the overall aims of the College's academic program, and the course's effect on teaching resources and staffing. In the case of departmental courses, the Committee takes into account as well the department's stated curricular objectives. The Committee reviews graduation lists prepared by the Registrar and forwards these lists and its recommendations regarding honors at graduation to the faculty.
The Committee on Instruction also reviews all courses proposed for CP (Critical Perspectives), or Q (Quantitative Reasoning) designation. Departments submit proposals for special designation to their Divisional Executive Committee, which forwards to the Committee on Instruction those courses that, in its judgment, meet the faculty's criteria for special designation. The Committee on Instruciton oversees the assessment program for the College's CP courses and every third year the Committee reviews all courses with CP designation, and recommends to the faculty whether to renew or deny the CP designation for each of these courses. The Committee regularly assess the College's General Education requirements and forwards any recommended changes to the Curriculum Committee. Each year the Committee is responsible for ensuring that enough courses are offered so that students can complete General Education requirements in their first two years. The Registrar's Office may, from time to time, refer questions to the Committee regarding General Education designation for course credits transferred form other academic institutions.
The Committee on Instruction consists of up to two members of the Dean's Office, one of whom serves as chair; one designated representative of each Divisional Executive Committee; an FEC appointed faculty representative of interdisciplinary programs; three student members, one from each division, elected at a caucus of the majors in that division; a member of Assessment and Program Review; and the following non-voting members: the Registrar and a member of the library staff.
11. Compensation Committee
The Compensation Committee is responsible for reviewing current and proposed allocation of the salary pool as well as all benefits, including retirement programs for faculty and staff.
During the fall, the three full-time faculty members of the Compensation Committee serve as the Faculty Salary Committee. After consulting with the Budget Committee, the Faculty Salary Committee submits its report to the faculty for approval. The six staff members of the Compensation Committee serve as the Staff Salary Committee. After consulting with Human Resources and Staff Council, the Staff Salary Committee may submit a report to the Compensation Committee.
The Compensation Committee consists of three full-time faculty members, one from each of the professorial ranks; one retired faculty member; one faculty member with Phased Retirement status; three exempt staff; and three non-exempt staff. The Director of Human Resources is an ex-officio, non-voting member of the Committee. This committee reports to the Budget Committee.
12. Curriculum Committee
The Curriculum Committee is responsible for reviewing the academic program of the College, assessing its effectiveness, and recommending program and policy changes for improvement. On its own initiative or at the request of other faculty committees, the Committee investigates educational innovations and best practices; discusses and, when it thinks appropriate, recommends long-range academic policies; and reviews the College's General Education requirements.
The Curriculum Committee consists of three faculty members, no two from the same academic division, three students, the Dean, the Associate Dean of the Faculty (ex-officio), and the Director of Assessment and Program Review (ex-officio).
13. Dean's Advisory Committee
The Dean's Advisory Committee reviews student and faculty requests for waivers or interpretations of the College's academic rules and regulations; reviews Venture Grant proposals and awards Venture Grant funds; reviews students' academic records at the end of each semester in order to determine academic suspensions and warnings; reviews applications for leaves of absence for off-campus study when a program is not sanctioned by the College; and approves proposals for Independently Designed majors (IDM) and independent minors.
The Dean's Advisory Committee consists of two faculty members not from the same academic division or professorial rank, the Associate Dean of the College, the Director of the Learning Commons, a representative of the Registrar's Office, and two students. The Associate Dean chairs the Committee. The Committee reports to the Dean of the College.
14. Diversity and Equity Advisory Board (DEAB)
The Diversity and Equity Advisory Board serves as an advisory group to the President of the College and the Cabinet on all matters related to diversity and equity regarding staff and faculty. The Board promotes and nurtures an inclusive campus culture that values different backgrounds, experiences, ideas and opinions, recognizing the various intersections of identities that make up the CC community. Its work helps ensure that the College addresses on a continuing basis all of the possible implications of the protections as stated in our anti-discrimination policy statement. Specific duties of the DEAB include, but are not limited to: monitoring campus climate through data collection and policy development; overseeing educational programming for staff and faculty on issues of diversity and equity; consulting with faculty, staff, and administration on curriculum and other program development and future diversity/equity goals; and becoming campus leaders knowledgeable about current diversity-related issues in higher education.
The DEAB consists of eight voting members: four (4) faculty as assigned by the FEC, with no more than two from any one division, and including at least one person active in an ID program, all serving staggered three year terms, if possible; and four (4) staff as assigned by the Staff Council, all serving three year terms, if possible. In teams of two (one faculty and one staff), members will be assigned to oversee one specific aspect of diversity/equity, to make sure all key issues are recognized and addressed, and the board as a whole will address the intersections as well as any emerging issues. Those areas are: race/ethnicity, gender/sex/sexual orientation, disability and two at large positions. Non-voting members of the DEAB are the Title IX Coordinator, the ADA/504 Coordinator, the Assistant Vice President and Director of the Butler Center, and a librarian with diversity/equity research and/or collection responsibilities.
15. Faculty Representative to the Cutler Board
The Faculty Representative on Cutler Board helps the board manage student publications. Cutler is a non-profit institution formally independent of Colorado College. The responsibilities of the faculty member, carried out in conjunction with student representatives, include attending two meetings per month; interviewing and selecting editors for the Catalyst, Leviathan, and Cipher; preparing budgets and securing funding; arbitrating staff disputes; and ensuring up-to-date technology. The Faculty Advisor also serves as a liaison between Cutler Board and the faculty and administration.
16. Faculty Representative to the Investment Committee of the Board of Trustees
The Faculty Representative on the Investment Committee of the Board of Trustees is a non-voting member, though a full participant in the board's deliberations. Responsibilities include familiarizing oneself with the materials prepared by investment advisors for the board's examination; attendance at meetings (usually four sessions per year); supplying the board, when requested, with information regarding the climate of opinion toward the endowment on the campus; and being available to explain aspects of the board's policy to students and faculty.
17. Faculty Research and Development Board
The Faculty Research and Development Board advises the Dean and the President regarding College support for faculty research and development. In particular, the Board sets policy regarding divisional distribution of research and development funds, makes annual budget recommendations to the Dean that are related to research and development, and advises the Dean on the awarding of sabbatical leaves, Benezet Summer Stipends, the Mrachek Fellowship, Faculty Development Blocks, and other competitive all-College research grants.
The Faculty Research and Development Board consists of the three designated representatives of the Divisional Executive Committees; the Dean of the College; and the Director of Faculty Research Support. The Board elects its chair from among the three faculty members.
18. Faculty Secretary
The Secretary of the Faculty is a tenured or tenure-track faculty member who attends all the regular meetings of the faculty in order to record official actions of the body along with reports and statements delivered by Deans, the President, committee chairs, etc. The Secretary coordinates with staff of the Dean's Office to assure that the meeting minutes are distributed in advance of succeeding meetings, and that final approved versions of the minutes constitute, in combination with the official Agenda, an accurate record of the proceedings. Other duties include assisting as necessary with voting procedures. It is helpful for the Secretary to be broadly acquainted with faculty colleagues.
19. First-Year Experience Committee
The First-Year Experience Committee works with the Office of the Dean to oversee all aspects of the First-Year Experience. The Committee's responsibilities include making plans for FYE courses, recruiting FYE faculty, developing pedagogical support programs, recruiting and training student mentors, and assessing the effectiveness of FYE courses and the overall program.
The Committee works closely with the Colket Student Learning Center and the Writing Center to ensure that needs of incoming students are understood and met. In collaboration with the Office of Student Life, the Committee proposes readings and speakers for the New Student Orientation and supports efforts to assist students in their transition to college.
The First-Year Experience Committee consists of four faculty members, one of whom serves as chair; two students; the Associate Dean of the Faculty; the Directors of FYE Mentoring, the Colket Student Learning Center, the Crown Faculty Center, and the Writing Center; and a representative from the Office of Student Life. The Director of Assessment and Program Review serves periodically as an advisor and consultant to the Committee. Other staff members may be invited to serve on the Committee in years during which their expertise is needed.
20. Health Professions Advisory Committee
The Health Professions Advisory Committee oversees the academic programs related to the health professions and informs interested students about current developments in the field. As the emphases and requirements of graduate programs change, the Committee encourages academic departments to ensure adequate access to courses and other educational opportunities that will help students prepare for graduate work in the health professions. The Committee also participates in the hiring and periodic review of the non-faculty health professions staff.
The Committee solicits faculty evaluations of students who are applying for graduate school in one of the health professions and uses these evaluations to write a composite letter of recommendation for each graduating pre-health-professions student. The experience of the Committee over many years is a valuable resource in its endeavor to produce balanced appraisals which graduate school admissions committees can trust and which therefore directly benefit our student applicants.
The Committee awards all grants and academic honors made possible by the Figge-Bourquin endowments. These endowments support collaborative student-faculty research and educational enrichment opportunities for pre-health-professions students.
The Health Professions Advisory Committee consists of three faculty members, two from departments that teach courses required for pre-health-profession students (Biology, Chemistry, English, Mathematics, Physics, Psychology, and Sport Science). The Pre-Health Professions Manager and the Director of the Career Center are ex officio members. Faculty appointments are typically for three years and begin in June as most of the work of this committee is completed in the summer. The Governance Subcommittee appoints the Committee chair in consultation with the members of the HPAC.
21. Information Technology and Library Board
The Information Technology and Library Board makes policy recommendations to the President and the Dean and advises the Vice President for Information Management and the Director of Tutt Library on campus technology and library issues.
The Information Technology and Library Board consists of three faculty members, no two from the same divisions; the Associate Dean of the College; two staff representatives; and two students. The Vice President for Information Management and the Director of Tutt Library are non-voting members of the Board.
22. Institutional Review Board
The federal government mandates institutional review boards at colleges, universities, and other research institutions in order to ensure that all research involving human subjects at these institutions is carried out ethically and within legal limits. The Colorado College Institutional Review Board reviews and approves or rejects faculty and student research proposals, educates the campus about carrying out ethically sound research, provides research resources upon request, and otherwise works to keep Colorado College in compliance with federal regulations and to preserve the good reputation of the College among persons knowledgeable about human subject research.
By federal law an Institutional Review Board must have at least five members, and these persons may not all be of the same gender. The Colorado College IRB consists of two faculty members, at least one of them from an academic discipline that routinely conducts human subject research; one exempt or non-exempt staff member who is unfamiliar with human subject research; one person with human subject research expertise who is not associated with Colorado College; and the Director of Assessment and Program Review, who serves as permanent chair of the IRB. The faculty and staff members serve two-year terms. The outside member's term of service is not fixed. The IRB chair solicits expert advice from persons outside the IRB as required by particular cases.
Potential IRB members, both staff and faculty, must be willing to complete a brief on-line training session on the ethics of human subject research (the Human Subject Assurance Training on the United States Health and Human Services Office for Human Research Protections Web site) by the second meeting of their first year on the IRB.
23. International Studies Committee
The International Studies Committee formulates and recommends to the faculty and administration policies and guidelines regarding various aspects of international studies programs that attract Colorado College students. The Committee reviews and evaluates the College's own study abroad programs and those with which the College has affiliation agreements; approves students' petitions to participate in programs that do not have official College endorsement; monitors all programs with a view to ensuring the health and safety of participating students; and assesses the academic effectiveness of students' study abroad experience. The Committee also encourages the development of courses that would further internationalize the curriculum and facilitates site visits for faculty members who wish to explore new study abroad possibilities.
The International Studies Committee consists of three faculty members; the Director of the Office of International Programs, who chairs the Committee; the Coordinator of Off-Campus Study; the Dean of Summer Programs; and a member of the Student Life staff. Only the faculty members, the Associate Dean, and the Dean of Summer Programs (when a member of the faculty) may vote on matters pertaining to academic credit.
24. KRCC Liaison
The KRCC faculty liaison works to help link KRCC and the wider National Public Radio network with the College's faculty, administration and students. In so doing the liaison also functions as an advocate for KRCC on campus, helping to extend the reach of the station, to clarify and explain its goals, and to integrate the station and its staff into campus life. Finally, KRCC's liaison assists in assuring the long-term sustainability of the station by assisting in KRCC's fundraising activities; such fundraising includes, but is not necessarily limited to, coordinating individuals from across campus to pitch during KRCC's membership drives.
25. Press Committee
The Press Committee is responsible for oversight of the Press at Colorado College. It advises the Director of Libraries on the hiring of the Printer and arranges programming of for-credit courses as well as workshops and volunteer activities offered by the Press; it offers direction on the Press's artistic and publication program. Its membership includes faculty in Art, History, and English as well, potentially, as other interested departments, in addition to College administrators from gallery and development staffs; the College's Printer is an ex officio participant. The Press Committee heeds the counsel of an external Press Advisory Board of national experts on fine printing in shaping the Press's course, but retains responsibility—in cooperation with the College's Librarian, under whose administrative oversight the Press lies—for supervision of its Printer and the ongoing activities of the Press at Colorado College. The facilitator of the Press Committee serves in lieu of other committee responsibilities, but its other members participate according to their and their respective departments' interests without formal appointment.
26. Summer Session Committee
The Summer Session Committee reviews Summer Session policies, evaluates previous Summer Session curricula and recommends appropriate changes, and approves course proposals submitted in the fall for the following Summer Session.
The Committee also approves summer courses offered by the College's Master of Arts in Teaching programs. In joint meetings with the Education Department, the Committee reviews policies of the Master of Arts in Teaching licensure program and sends proposed changes to the Committee on Instruction.
The Summer Session Committee consists of the Dean of Summer Programs, who chairs the Committee; the Assistant Dean of Summer Session; the chair of the Education Department; designated representatives of each of the three Divisional Executive Committees; a representative of the Admission Office; a representative of the Registrar's Office; a representative of interdisciplinary studies; and one other exempt staff member selected by the Dean of Summer Programs.
27. Writing Committee
The Writing Committee oversees the Colorado College Writing Program and advises the Director and professional staff of the Writing Center. In collaboration with the Writing Center, the Committee works with faculty members to develop writing intensive and writing in the discipline courses; advises faculty regarding the College's Writing Proficiency requirement; sponsors faculty workshops designed to make faculty members better teachers of writing; and facilitates faculty evaluation of student writing, including assessment of the writing portfolios of first-year students.
The Writing Committee consists of three faculty members, one of whom is the faculty Director of the Writing Program who chairs the committee, no two from the same academic division of the College; one non-exempt staff member; and the Director and professional staff of the Writing Center.
C. Non-Appointed Committees
1. Honor Council Advisor
The Honor Council Adviser serves as a resource and consultant for the Colorado College Honor Council. Fully respecting the Honor Council as an institution managed by and for students, she or he advises the Council in its efforts to educate the College community about standards of academic integrity and in its work of investigating and adjudicating allegations of Honor Code violation. The Advisor provides a consistent faculty presence in the Council's several regular meetings per Block and in special meetings with College administrators. He or she assists in documenting the work of the Council and forwarding Council decisions to appropriate College authorities; arranges for the Council's annual report to the faculty; and serves as a liaison with faculty members who inquire about Honor Code principles and their application in particular academic contexts.


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Eating Out
Know of any great sandwich shops in Boston?
I'm interested in any kind of sandwich (banh mi, grinder, club, panino, etc.), just so long as it's fabulous. Where have you had a really delicious sandwich lately?
Talk is closed, but that doesn't mean the conversations have to stop!
Check out this post for a more thorough explanation, and jump onto our Facebook page or our Twitter feed to keep the conversations going!


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Zorc was part of the Dortmund team which last won Europe's premier club competition in 1997 and is now on the verge of reaching the final as part of the club's managerial staff.
But, despite last Wednesday's impressive 4-1 win in the first leg against Real Madrid, he has warned his players that the tie remains very much alive.
"We know well and good that Real have always been capable of turning games like this around in their history," he said ahead of Tuesday night's second leg in the Spanish capital.
"We know that they have enough quality to do so and they have shown it often enough already.
"We need to play as well as we did in the first leg if we are to reach the final."
Real have scored 78 goals in 26 games at the Bernabeu this season, on nine occasions winning by a margin which would see them advance to the Wembley final.
They have lost just one of their 17 home European matches under Jose Mourinho, and been beaten only twice by German opposition on home soil.
"We know that Real Madrid will play differently at the Bernabeu to how they played in Dortmund," Zorc said to Sport1 television.
"I think we're going to come up against something very strong. (But) if we play the way we did in the group phase or against them last week, then I am not worried."


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UNFAIR: Christians and the LGBT Question
Paperback, 5.5 x 8.5″, direct from John Shore, autographed by John Shore and inscribed per your request.
PayPal or credit card
The touching, brave, and frequently heartbreaking letters in UNFAIR should be required reading for any Christian who claims that gay people can't also be Christians–and for LGBT people who feel there's some conflict between their sexual orientations or gender identities and their faith. John Shore is sharp, he's funny, and he's right. To find out why I've called him America's preeminent non-douchey Christian, buy and read this book. And I challenge anyone who believes that the Bible justifies the persecution of their gay and lesbian neighbors–particularly those on the religious right who've made lucrative careers for themselves out of bearing false witness against their gay and lesbian neighbors—to read this book's opening essay, Taking God at His Word: The Bible and Homosexuality. — Dan Savage (American Savage, Savage Love, founder of the It Gets Better Project)
John Shore (who is straight) is one of America's leading Christian writers on the subject of the relationship between LGBT people and Christianity. His pioneering, galvanizing essays are widely credited with being central to the sea change in Christian thinking that has occurred on this issue in recent years. UNFAIR offers the best of Shore's writings on homosexuality and Christians/Christianity, along with thirty extremely moving life stories from people telling what it's like to grow up both gay and Christian. The book's opening essay, "Taking God at His Word: The Bible and Homosexuality," is a must-read for anyone seeking clarity on the relationship between the Bible, Christianity, and LGBT people. If you read only one book on this subject, make it this one. (This is the revised and updated edition of Shore's book, UNFAIR: Why the 'Christian' View of Gays Doesn't Work.)
Softcover edition
Kindle edition
NookBook edition
More praise for UNFAIR:
For most of us, the fact that gay kids growing up in evangelical homes are made to feel worthless, unloved and unwanted is just plain depressing. For John Shore … it's a challenge–an opportunity to teach, to preach, to gently mock, and, most importantly, to throw the love of Jesus right back at evangelicals. — Randy Roberts Potts
Amen! A book that gives voice to the thousands of lesbian, gay, bisexual, transgender and questioning people who have been told they must sacrifice their identity to be Christian — Believe Out Loud
John Shore writes a very popular blog on religious and social issues. Early in 2011, I observed as a few folks began emailing John about their struggles with the church's position on homosexuality and the prejudice they faced from the church because of their sexuality. Without fail, John responded with grace and love to those letter writers, and in his responses, issued numerous challenges to the church to repent of their sins.
Sensing the power of these personal stories, John issued a call for folks to share their stories, to share the pain inflicted upon them by the church, and their struggles to reconcile faith and sexuality. Those letters form the framework of this book. Each of these letters tore at my heartstrings as I read of the hatred and abuse heaped upon the writers, and I am angered by the fact that this abuse was committed in the name of Christ. Yet there is liberation in the letters as well, as some of the writers relate wonderfully touching, amazing personal experiences of a God that offers no condemnation, but only love and welcome.
Interspersed between these letters are John's own reflections, in articles that challenge the church to actually inhabit the gospel of grace and share that grace with others.
Finally, John and his wife Cat systematically lay waste to all so-called "biblical" opposition to homosexuality, taking each of the so called "clobber passages" and stripping them of the rhetoric that has been attached.
As a former conservative evangelical, and now progressive pastor; I have studied the issue of homosexuality for years. I can say that without a doubt, this book is the best treatment of the subject that I have ever read. This should be on the desk of every pastor, every teacher or youth leader. — Roger McClellan, The Progressive Christian Alliance
I just finished reading John Shore's UNFAIR: Why the 'Christian' View of Gays Doesn't Work.
I'm not trying to exaggerate, but anyone who reads this book and still has a hard heart towards gay people defended by a christian worldview, I would seriously question the existence of their soul, conscience, heart or ability to reason.
Shore presents a collection of letters that he's received over the years from GLBT individuals who have had a first hand experience of the Church's discrimination against gay people (he writes a blog, so he gets a lot of mail/email from readers), interspersed with essays written by himself, all ultimately demonstrating "Why the 'Christian' View of Gays Doesn't Work". The last chapter is an essay written by Shore and his wife entitled Taking God at his Word: The Bible and Homosexuality, which addresses the 7 specific verses in the Bible that appear to refer to homosexuality.
The letters themselves are what I found most powerful about this book. Personal accounts of people who have lost relationships, livelihood, and love because of the Church's insistence on defending the lie that God does not accept gay people as they are. Some of them lost hope and lost their faith. But a very good many of them learned to separate the Church (humans) from God, and found that God loved them and wanted to have a relationship with them. It is really beautiful, and this testament supports the overwhelming truth of this book. God loves everyone, he created everyone to be exactly who they are, and he intended gay people to belong in his Church body.
Shore's essays are sharp and clairvoyant. He has a gift for seeing the true nature of things, and expressing it concisely with words. He clears the cloudiness in our minds of why this issue makes people uncomfortable, why they fight it so strongly, why this topic, hardly discussed in the Bible, is blown SO COMPLETELY out of proportion as to destroy people's lives. He exposes the blatant hypocrisy in the church on this issue, that should leave just about anyone who identifies as Christian, not just a little embarrassed. He is confident that things are changing, and that it is only a matter of time before the church hardly remembers a time when it excluded gay people.
John Shore is a straight, married man. He didn't become a Christian until he was 38 years old, but he is very earnest about his faith, and I think that's why this is so important to him. He came into the church later in life and was horrified to see that this was going on in communities of believers. People who grow up in the church I think become immune the appalling attitudes of the church towards GLBT people.
Please, for the Love of God, read this book. — Fish out of Water: The Life and Times of a Gay Girl in the Midwest
John Shore, a straight, humorous, insightful man has written UNFAIR: Why the "Christian" View of Gays Doesn't Work. The "quotes marks" around Christian are on purpose, in case you were wondering. Now, lest you think this is John's only book about Christianity, what works and what doesn't, think again. He's been writing these thought provoking page turners for a while.
UNFAIR offers thirty powerful pieces of writing that ran the gamut of personal persecution stories to gays by people who feel the Bible justifies them and makes them right in their thinking, and an additional eighteen pieces of writing by Mr. Shore that point out why what these "Christians" are doing in the name of Christianity is so wrong. It's pretty potent stuff. The beautiful thing is that much of the book is done with insight and humor, which make it eye opening without being inflammatory — Shelly's LGBT Book Review Blog
{ 60 comments… read them below or add one }
- March 6, 2015 at 2:53 pm
It's awesome designed for me to have a website, which is good in support
of my knowledge. thanks admin
- February 16, 2015 at 3:15 am
- January 31, 2015 at 1:53 am
- December 22, 2014 at 2:45 am
- December 14, 2014 at 1:59 am
- December 4, 2014 at 4:36 am
- December 2, 2014 at 4:12 pm
- April 30, 2014 at 5:58 am
I'm really enjoying the design and layout of your website. It's a very easy on the eyes which makes it much more pleasant for me to come here and visit more often. Did you hire out a designer to create your theme? Excellent work! dkdkakgeaeed
- April 14, 2012 at 3:21 pm
John, you sum up everything I believe. If only the world had more folk like you, fanatics in all forms would never win.
- December 18, 2011 at 7:55 pm
Did you read the book? Most of us here can spew back what we've heard from our pastors regarding homosexuality. That does not mean that the spewage is correct.
The line, "Sometimes, repentance means deliverance from a lifestyle a person thinks they were born with," is just downright rude, since it is obvious that you are referring to gay people, as opposed to sinners or other bad folks.
Why not hang around and read John's blog, and maybe read the book. Then get yourself some gay friends and family members and then shoot us another comment.
Susan in NY
- December 18, 2011 at 5:40 pm
oh yeah, baby!
- December 18, 2011 at 4:45 pm
John is this available in Canada?
- December 24, 2011 at 4:14 am
I was trying to find it at Chapters/Indigo in Canada too, but, it wasn't there. Canada NEEDS this right now John.
- December 2, 2011 at 9:33 am
Love your insight, John. As always, thanks.
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PLoS Neglected Tropical Diseases, 04/26/2012
The disparity between CD25hiFoxp3+ CD4 T cell frequency in peripheral blood, Foxp3 expression at the site of cutaneous responses to leishmanin, and suppressive capacity provides evidence of impaired Treg function in the pathogenesis of CDL. Moreover, the concurrence of increased Leishmania–specific suppressive capacity with induction of a CD25hiCD127- subset of CD4 T cells during healing supports the participation of Tregs in the resolution of chronic dermal lesions.
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We specialize in catering that will make your event perfect for you. Whether you are planning a business meeting, birthday party, wedding, baby shower, or even a football party we will work with you to choose just the right menu. At Blue Daze our menu spans from sandwiches and crab cakes to roasted pork and prime rib, so you are sure to find just the right foods to suit your occasion. From a formal sit down dinner to a buffet style menu, or if appetizers and party platters are more your style then we are ready to make it happen.
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No occasion is too big or too small and our goal is to make your event easier for you to enjoy. We even offer sweet treats to any catering, from cupcakes and brownies to specialty made items of your choice, to give you the sweet ending you are looking for.
For more information or any catering questions please call Kelly at 662-469-9304, or email firstname.lastname@example.com. We can't wait to create a menu just perfect for you!


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Mathematics Concept & Skill Development Lecture Series: Webvideo consolidation of site lessons and lesson ideas in preparation. Price to be determined.
Bright Students: Top universities want you. While many have high fees: many will lower them, many will provide funds, many have more scholarships than students. Postage is cheap. Apply and ask how much help is available. Caution: some programs are rewarding. Others lead nowhere. After acceptance, it may be easy or not to switch.
Are you a careful reader, writer and thinker?
Five logic chapters lead to greater precision and comprehension in reading and
writing at home, in school, at work and in mathematics.
Early High School Arithmetic
Deciml Place Value - funny ways to read multidigit decimals forwards and
backwards in groups of 3 or 6.
Early High School Algebra
What is
a Variable? - this entertaining oral & geometric view
may be before and besides more formal definitions - is the view mathematically
Early High School GeometryMaps + Plans Use - Measurement use maps, plans and diagrams drawn to scale.
- Coordinates - Use them not only for locating points but also for rotating and translating in the plane.
- What is Similarity - another view of using maps, plans and diagrams drawn to scale in the plane and space. Many human-made objects are similar by design.
- 7 Complex Numbers Appetizer. What is or where is the square root of -1. With rectangular and polar coordinates, see how to add, multiply and reflect points or arrows in the plane. The visual or geometric approach here known in various forms since the 1840s, demystifies the square root of -1 and the associated concept of "imaginary" numbers. Here complex number multiplication illustrates rotation and dilation operations in the plane.
- Geometric Notions with Ruler & Compass Constructions :
1 Initial Concepts & Terms
2 Angle, Vertex & Side Correspondence in Triangles
3 Triangle Isometry/Congruence
4 Side Side Side Method
5 Side Angle Side Method
6 Angle Bisection
7 Angle Side Angle Method
8 Isoceles Triangles
9 Line Segment Bisection
10 From point to line, Drop Perpendicular
11 How Side Side Side Fails
12 How Side Angle Side Fails
13 How Angle Side Angle Fails
www.whyslopes.com >> Algebra Starter Lessons >> 3 Adding Words To Arithmetic Next: [4 A Brief Story of numbers and algebra.] Previous: [2 What is a Variable.] [1] [2] [3] [4][5] [6] [7]
Words before Symbols: In the first instance, the use of letters in formulas to denote lengths or amounts stems from their shorthand role in providing a more compact description of a calculation. But that shorthand role of letters and symbols has limitations. For example, calculation of the perimeters of a triangle, quadrilateral and polygons in general may be simply given by the instruction: add the lengths of the sides. Before the introduction of algebra, that instruction can be understood and followed. In contrast, the algebraic description of the calculation of these perimeters introduces many letters and symbols, alone or with subscripts, and in doing so raises the level of complexity. That introduction of letters and symbols is has a role in the introduction of algebra but when the aim to show how to compute perimeters, algebraic expressions for perimeters are not needed.
Before algebra begins, words may be also used to say when different counting or arithmetic methods lead to the same result. Here again the words may be simpler to understand and follow than the corresponding and far more complicated algebraic descriptions of the same mathematical rules or patterns. In particular, the following sequence of phrases describe common practices in primary and secondary mathematics more easily explained and understood with words. In mathematics lessons given by teachers not fully versed in algebra, the use of words in place of symbols makes instruction simpler with little or no loss of content and rigour.
Explanations of why these inter-related practices work - all or some can assumed as axioms and those not assumed may explained in terms of the others.
Oral Rules for Arithmetic
Each rule or pattern in below has value in its own right. But the earlier ones lead to the last two. Moreover, these rules or patterns may developed and understood verbally before any algebraic description of properties of numbers, whole to real. The rules wordily given and explained reflect and extend the common know-how in ways that may have take-home value.
The first two of the last three rules or patterns imply that sums and products of terms and factors may calculated and grouped (carefully) in different ways even before algebra begins.
The distributive property of arithmetic with real numbers is introduced elsewhere with the aid of geometry and coupled with a column methods for calculating products of sums. See using geometry in algebra. Mastery of the algebraic form of properties of real numbers etc may be left to courses in pure mathematics. The modern mathematics course designs seen in my student days emphasized the algebraic form of arithmetic properties, but presented as axioms for real numbers etc. The use of algebra in that manner raise the level of complexity beyond the level of many students and teachers. Furthermore, in the senior high school development of mathematics, the necessary extensions to aid if not justify polynomial addition, subtraction, multiplication were indicated orally and not written algebraically. Thus the use of oral rules to justify if not explain has been part of secondary mathematics previously, that being for ease of exposition.
With the expansion of the role of words before and in algebra to expand and enrich the common know-how or knowledge in mathematics, Upper high school mathematics and calculus instruction may have balance the verbal and algebraic description of arithmetic properties of numbers, whole to real or complex. Course design and delivery will have to adjust.
www.whyslopes.com >> Algebra Starter Lessons >> 3 Adding Words To Arithmetic Next: [4 A Brief Story of numbers and algebra.] Previous: [2 What is a Variable.] [1] [2] [3] [4][5] [6] [7]
Road Safety Messages for All: When walking on a road, when is it safer to be on the side allowing one to see oncoming traffic?
Play with this [unsigned] Complex Number Java Applet to visually do complex number arithmetic with polar and Cartesian coordinates and with the head-to-tail addition of arrows in the plane. Click and drag complex numbers A and B to change their locations.
Pattern Based Reason
Online Volume 1A, Pattern Based Reason, describes origins, benefits and limits of rule- and pattern-based reason and decisions in society, science, technology, engineering and mathematics. Not all is certain. We may strive for objectivity, but not reach it. Online postscripts offer a story-telling view of learning: [ A ] [ B ] [ C ] [ D ] to suggest how we share theory and practice in many fields of knowledge.
Site Reviews1996 - Magellan, the McKinley Internet Directory:
Mathphobics, this site may ease your fears of the subject, perhaps even help you enjoy it. The tone of the little lessons and "appetizers" on math and logic is unintimidating, sometimes funny and very clear. There are a number of different angles offered, and you do not need to follow any linear lesson plan. Just pick and peck. The site also offers some reflections on teaching, so that teachers can not only use the site as part of their lesson, but also learn from it.
2000 - Waterboro Public Library, home schooling section:
CRITICAL THINKING AND LOGIC ... Articles and sections on topics such as how (and why) to learn mathematics in school; pattern-based reason; finding a number; solving linear equations; painless theorem proving; algebra and beyond; and complex numbers, trigonometry, and vectors. Also section on helping your child learn ... . Lots more!
2001 - Math Forum News Letter 14,
... new sections on Complex Numbers and the Distributive Law for Complex Numbers offer a short way to reach and explain: trigonometry, the Pythagorean theorem,trig formulas for dot- and cross-products, the cosine law,a converse to the Pythagorean Theorem
2002 - NSDL Scout Report for Mathematics, Engineering, Technology -- Volume 1, Number 8
Math resources for both students and teachers are given on this site, spanning the general topics of arithmetic, logic, algebra, calculus, complex numbers, and Euclidean geometry. Lessons and how-tos with clear descriptions of many important concepts provide a good foundation for high school and college level mathematics. There are sample problems that can help students prepare for exams, or teachers can make their own assignments based on the problems. Everything presented on the site is not only educational, but interesting as well. There is certainly plenty of material; however, it is somewhat poorly organized. This does not take away from the quality of the information, though.
2005 - The NSDL Scout Report for Mathematics Engineering and Technology -- Volume 4, Number 4
... section Solving Linear Equations ... offers lesson ideas for teaching linear equations in high school or college. The approach uses stick diagrams to solve linear equations because they "provide a concrete or visual context for many of the rules or patterns for solving equations, a context that may develop equation solving skills and confidence." The idea is to build up student confidence in problem solving before presenting any formal algebraic statement of the rule and patterns for solving equations. ...
Senior High School Geometry
Euclidean Geometry - See how chains of reason appears in and
besides geometric constructions.
Calculus Starter Lessons
Why study slopes - this fall 1983 calculus appetizer shone in many
classes at the start of calculus. It could also be given after the intro of slopes
to introduce function maxima and minima at the ends of closed intervals.


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Ryushin Paul Haller and Myogen Steve Stücky
Assessment of New Abbacy Leadership Model
On June 1, 2010, San Francisco Zen Center began a one-year trial period of a new model of abbatial leadership. The trial model consists of a central abbot, concerned primarily with Zen Center-wide issues; an abiding abbot at City Center and at Green Gulch Farm, each concerned primarily with issues at his or her respective practice center; and an abiding teacher at Tassajara, concerned primarily with issues at Tassajara. During the trial period, Myogen Steve Stücky fills the position of Central Abbot, Ryushin Paul Haller is the Abiding Abbot at City Center, and Eijun Linda Ruth Cutts is the Abiding Senior Dharma Teacher at Green Gulch Farm. ("Abiding Senior Dharma Teacher" will change to "Abiding Abbot/Abbess" at Green Gulch Farm if we permanently adopt the new leadership structure.) Leslie James is the Abiding Teacher at Tassajara. The trial period continues to July 1, 2011.
For almost three years the Elders Council and the Board had been exploring a number of problems associated with the current co-abbot structure:
During the one-year trial period, the new leadership model will be rigorously assessed. We are highly committed to a process that will provide reliable and accurate information about whether the new model is working satisfactorily and is addressing the problems initially identified. The abbots, abiding teachers, tantos, officers, directors, and board chair, as well as a joint committee of members of the Elders Council and of the Board, have been involved in developing assessment tools. The first part of the assessment will be personal interviews with the abbots and abiding teachers, officers, directors, tantos, and board chair. These interviews are planned for January 2011 (6 months after the beginning of the trial). We plan a written survey of the same persons, plus a survey of residential and non-residential members, to take place in July 2011 (1 year after the beginning of the trial). In addition to these formal aspects of the assessment, each abbot and abiding teacher is regularly checking in with the joint committee about how it is going from his or her perspective.
Feedback from residents and non-residential sangha members is also very important. We anticipate that there will be membership teas at each practice center during the next year to provide opportunities for the giving and receiving of feedback on the trial restructuring and for sangha members to discuss the proposed new model and the assessment results.
By October 2011, the board will decide whether the by-laws should be amended to provide for the new model through restructuring of the abbatial leadership.
If you have any questions or wish to speak with a member of the Board or Elders Council, please contact the SFZC Corporate Secretary via email.


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The Board of Trustees approved the hiring of Larry Fedora as new Head Coach of the North Carolina Tar Heels. Fedora comes to Chapel Hill from Southern Mississippi where he took his team to a 10-2 record this season and a trip to the Hawaii Bowl.
Fedora has been an assistant coach at Florida and Oklahoma State before becoming Head Coach at Southern Miss.
Fedora was officially introduced on Friday in a Press Conference in Chapel Hill. The University trustee's approved a 7 year contract worth 1.7 million dollars annually. There are several incentive bonuses in the deal including winning a division or conference championship, reaching a BCS game and high graduation rates.
Fedora promised an up tempo, no huddle offense, "You'd better buckle your seat belts and you better hold on because it's going to be a wild ride."
Several players attended the conference including quarterback Bryn Renner. Head basketball Coach, Roy Williams attended as well.
Interim Coach, Everett Withers will coach the Tar Heel bowl appearance in Shreveport as the Heels prepare for the Independence Bowl.


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Founded in 2003, Rhythm brings together a unique group of individuals with a shared dream of creating a livelihood doing what they love. Drawing on influences from art, music and surf - past, present and future.
Rhythm speaks to creative self-expressionists who yearn for new frontiers off the well-worn path.
This is Rhythm. "The Sound of Change".


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Rev up for Inforum 2013 with a Power Training course being offered onsite at the Orange County Convention Center in Orlando April 18-21, before the conference opens.
Choose from 22 Power Training courses, designed to help you gain in-depth understanding of the Infor products and solutions that matter most to you. Multi-day classes will provide intensive, hands-on computer training that will help you make the most of the conference.
Power Training courses are offered Thursday, April 18 through noon Sunday, April 21. Inforum follows immediately from noon Sunday, April 21 through Wednesday, April 24.
You must be registered for Inforum to participate, but Power Training course fees are not included in Inforum registration.
Register for Power Training by Jan. 7 and secure a 15% discount off the list price-a savings of up to $472. Fees include breakfast and lunch.
- Application classes: $900/day or $765/day with the discount
- Technology and EPM classes: $1,050/day or $892/day with the discount
Check Power Training course listings and pricing details.
Register for Power Training now on the Inforum registration page.


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Soyuz docks succesfully, astronauts meet
Soyuz docks succesfully, astronauts meet
Kids try and fail to teach J.J. Watt the Nae Nae
Unlock your personal NFL Now stream by signing in to NFL.com
The Soyuz and its three crew members arrive trouble-free at the International Space Station, and were welcomed by fellow cosmonauts. Rough Cut (No reporter narration)
Texans defensive end J.J. Watt knows he is pretty terrible at doing the Nae Nae. So a group of kids at a Houston YMCA decided to remedy that!
Joyce Mitchell, the woman who helped two killers escape from a New York prison last month, cried as she entered a guilty plea to one felony and one misdemeanor charge Tuesday. She confessed to buying the men tools and having sexual encounters with one of them. Anna Werner reports.
Two young children are in critical condition after a huge tree fell on them Tuesday in Pasadena near Los Angeles. Eight day campers were hurt in all. About two dozen more just missed being hit. Rescuers worked frantically to bring them to safety. Ben Tracy reports.
Clashes break out between Jewish settlers and Israeli forces as the authorities knock down two dwellings built on Palestinian-owned land. Rough Cut (no reporter narration).
Donald Trump is back on the offensive, rejecting any notion he raped his ex-wife decades ago. Trump is also distancing himself from his attorney's claim that "you can't rape your spouse." Michael Cohen said Tuesday, "I made an inarticulate comment, which I do not believe, and which I apologize for entirely." Nancy Cordes reports on the damage control by the Republican presidential frontrunner.
Kids try and fail to teach J.J. Watt the Nae Nae
Brothers suffer horrific sunburns on school trip
Usain Bolt videobombs BBC reporter on live TV
Kate Hudson and son dance to 'Trap Queen' in airport lounge
Fitness magazine features plus-size model on the cover
Women video game characters given a "realistic" makeover
The New York Times - Wage Justice Is on the Menu
The New York Times - Gazpacho
The New York Times - Muslim Image-Makers, Made in Moscow
The New York Times - Intersection | Montevideo, Uruguay
The New York Times - ScienceTake | The Very, Very Clean Ant
The New York Times - Drugged, Kidnapped and Enslaved


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News, trends and ideas we're tracking today.
Posts by Author
Baytown woman accused of stealing from mother-in-law
Amanda Fern Grubbs, 32, is accused of using Sara Aguilera's debit card to withdraw money without her mother-in-law's consent, according to court records filed with the Harris County District Attorney's Office. [Read More]
Drug addicted son puts debt on Mom
A recovering cocaine addict racked up $120,000 in unpaid tolls and fines in New York tunnels and bridges, but it is his 75-year-old mother who is responsible for all the debt, according to a New York Post story. According to The Post, Peter Davis, 52, for years would drive through toll booths with his mother's […] [Read More]
Station wagon hits electrical pole
The driver of a station wagon crashed into a power pole in North Houston early Monday, KHOU reports. The station wagon was traveling southbound on Yale around 4 a.m. when it lost control at 41st Street and crashed into the pole. There were no power outtages and the driver was transported to the hospital with […] [Read More]


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Apps: ProfCast, Phynchronicity, Xounds
updated 08:00 pm EDT, Mon April 27, 2009
MacGourmet Deluxe,MindNode
ProfCast 2.5 ($60) is a tool for recording lectures and creating enhanced podcasts. Users can make audio recordings and then include either PowerPoint and/or Keynote slides to enhance the presentation. ProfCast sports live presentation recording, synchronization of slides with audio, Keynote and PowerPoint support, RSS generation and publishing support. Version 2.5 includes the ability to export recordings as .m4v files and has fixed several. [Download - 21.8MB]


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More New and Used
from Private Sellers
Extracts from the Private Letters of the Late Sir W. F. Cooke : Relating to the Invention and Development of the Electric Telegraphby Clark, Latimer; Cooke, William Fothergill
Cambridge Univ Pr
Questions About This Book?
Why should I rent this book?
Renting is easy, fast, and cheap! Renting from eCampus.com can save you hundreds of dollars compared to the cost of new or used books each semester. At the end of the semester, simply ship the book back to us with a free UPS shipping label! No need to worry about selling it back.
How do rental returns work?
Returning books is as easy as possible. As your rental due date approaches, we will email you several courtesy reminders. When you are ready to return, you can print a free UPS shipping label from our website at any time. Then, just return the book to your UPS driver or any staffed UPS location. You can even use the same box we shipped it in!
What version or edition is this?
This is the edition with a publication date of 3/28/2013.
What is included with this book?
- The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.
- The Rental copy of this book is not guaranteed to include any supplemental materials. You may receive a brand new copy, but typically, only the book itself.
Originally a maker of wax anatomical models, William Fothergill Cooke (1806-79) became aware of the new electric telegraph while he studied anatomy in Germany. Hoping initially for a return of perhaps a hundred pounds from the English railway companies, he abandoned his studies and turned his attention to the commercial development of the technology, which, though demonstrable in laboratory conditions, was still little understood. Because the process relied on secrecy and many different clockmakers and engineers, it soon became so fraught that Cooke almost gave up before its completion. However, after receiving the encouragement of Michael Faraday and joining forces with Charles Wheatstone, Cooke finally brought his plans to fruition and eventually set up the Electric Telegraph Company in 1846. First published in 1895, this book includes a selection of his private letters, written as he worked and often movingly uncertain, as well as a short memoir.


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About AQ
About Aquinas
About Grand Rapids
Adult Undergraduate
Financial Aid
A-Z Dept. Listing
Course Catalog
Service Learning
International Programs
Campus Life
Residence Life
The Moose
August 25, 2004 - According to the survey, Aquinas ranked seventh out of 15 schools on the "Best Values" list for Midwest universities. That's a jump from 12th place last year. The formula used to determine which schools offer the best value relates a school's academic quality, as indicated by the USN&WR ranking, to the net cost of attendance for a student who receives the average level of financial aid. A combination of a high quality program with a comparatively lower cost helps determine the better deals and, hence, "Best Value." Only schools ranked in the top half of their categories are included, on the premise that the most significant values are among colleges that are above average academically.Aquinas is listed among the "Top Tier Universities" in the Midwest offering master's programs. This comprehensive listing ranks universities within four geographic regions, Aquinas placed 48th out of 72 Midwest universities and colleges. The "Top Tier Universities" category was created this year from a combination of what had been USN&WR rankings of both first and second tiers schools in previous surveys. Each year, USN&WR conducts an exhaustive survey of colleges and universities across the nation. Using a multitude of criteria including student retention rate, graduation rate, student/faculty ratios, and average alumni giving USN&WR publishes detailed rankings of the colleges each fall. The list is designed as a guide to provide parents and students with an objective source of information to help in the college decision-making process. While the U.S. News Annual College Survey provides a wealth of information about institutions of higher learning, even the magazine's editors urge parent and students to use the list as a starting point. As cited in USA Today, USN&WR Executive Editor Brian Kelly said, "Dig into the data, read the numbers, then use that as a launching point to start to learn about the nature of the school, the personality." Students are encouraged to schedule campus visits and to meet with school counselors or faculty.


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No Stinkin' Dinkin'Posted by: Julie Chapman in Musings
Every workshop has its own character and personality, which is part of the joy and inspiration for me. One of the things I stress in my workshops is drawing without noodling; a prior workshop dubbed this "no scritchy-scritchy", and the most recent workshop (June 2008, a few days ago) said "no stinkin' dinkin'".
In that somewhat tongue-in-cheek vein, let me offer a no-noodling example that comes from another species: http://www.youtube.com/watch?v=He7Ge7Sogrk&feature=related. It's an elephant, actually doing figurative work. I've seen some of the abstracts that elephants have produced – this is the first time I've seen one produce something representational.
Leaving aside the staggering philosophical implications – which are many, profound, and worthy of deep discussion elsewhere – I want everyone to note that this boy works in a careful, deliberate manner. No noodlin'. No kiddin'. Check it out.
P.S. For a very few highlights from the June 2008 workshop, visit my Workshops web page. The handful of photos shown there represents approximately 0.001% of the 2000+ photos I shot.Tags: art workshop


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The fallout from the worst idea for an exclusive interview while under indictment ever continues. It turns out that just what Jerry Sandusky admitted to Bob Costas on national television on Monday night, all of which is admissible as evidence in his trial, is enough to put him in jail for up to five years:
But under Pennsylvania's child protection laws, what Sandusky admitted to in an interview with NBC's Bob Costas could fit the definition of indecent exposure. If children under 16 were involved, it could be a first-degree misdemeanor with a maximum punishment of five years in prison and a $10,000 fine.
Indecent exposure fits under the definition of a child sex crime, according to Pennsylvania state law.
Title 18, Chapter 31 of the Pennsylvania state code defines indecent exposure as when a person exposes his or her genitals "in any place where there are present other persons under circumstances in which he or she knows or should know that this conduct is likely to offend, affront or alarm."
The law considers that exposure to be a second-degree misdemeanor. But the law also says: "If the person knows or should have known that any of the persons present are less than 16 years of age," it's a first-degree misdemeanor.
The real tell in the interview is when Costas asked Sandusky if he was sexually attracted to children, and Sandusky hesitated, mumbled something about liking the enthusiasm of children, and about 30 seconds later, said "no." That's one of those questions you should be able to answer with a good degree of alacrity.
Meanwhile, the evidence of a large coverup is mounting. [cont'd] Mike McQueary, the former quarterback and graduate assistant who witnessed the child rape in the Penn State locker room in 2002, not only insists that he ensured the rape stopped before leaving the locker room, but that he went to the police:
In a Nov. 8 email from his Penn State account, Mike McQueary wrote that he "did have discussions with police and with the official at the university in charge of police" following the alleged incident between Sandusky, a former Penn State assistant football coach, and a boy.
McQueary, now an assistant coach on administrative leave, also wrote that he "is getting hammered for handling this the right way or what I thought at the time was right."
The full email contents are in this story in the Allentown Morning Call. I think we knew that university police were informed, but this is the first time I recall that law enforcement was said to be involved in the 2002 incident. Sandusky had already been investigated in 1998 over sex abuse charges, but they were dropped. So if the 2002 allegations went nowhere, you can assume another layer of cover-up.
This looks pretty bad too:
Joe Paterno transferred full ownership of his house to his wife, Sue, for $1 in July, less than four months before a sexual abuse scandal engulfed his Penn State football program and the university.
Documents filed in Centre County, Pa., show that on July 21, Paterno's house near campus was turned over to "Suzanne P. Paterno, trustee" for a dollar plus "love and affection." The couple had previously held joint ownership of the house, which they bought in 1969 for $58,000.
This certainly looks like someone trying to minimize their financial exposure in the event of civil charges. Paterno's lawyer says it was just part of routine estate planning. But one law professor couldn't discern any tax advantage, and saw it more like the shielding of assets in case of personal liability.
Federal law enforcement officials are now getting involved in the case. This is only going to get worse.


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Vattenfall's profits halved in fourth quarter
The energy conglomerate Vattenfall posted a rise in full-year profit on Tuesday, but lower fourth quarter profits compared to 2011. The Swedish state-owned utility reported an SEK 3.8 billion profit in the fourth quarter, compared to SEK 7.5 billion for the same period last year. Vatenfall has come under criticism for making an expensive investment in the Dutch energy company Nuon and for investing too little in renewable energy.
"Demand is still low as a result of the economic recession. At the same time, new capacity is being added, especially in renewable energy production, which has led to low electricity prices," said CEO Oeystein Loeseth in a statement.
During the past year, around half of the company's total investments in electricity have gone to fossil fuel facilities, including coal power plants in Germany
The profits come amid lower revenues from the year before.
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I just finished "The Long Walk" and can add it to the list of Stephen King books that have made me sob like an itty bitty baby.
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I just finished "The Long Walk" and can add it to the list of Stephen King books that have made me sob like an itty bitty baby.
Last Dark Tower, and Insomnia, and I'm sure others but those are the only ones off the top of my head.
Oh, and Lisey's story.
Gave me stomach pains. I was very disturbed by that. And a lot of things in King's stories. But I don't think I've ever actullay cried.Right off the bat, the ending to "Cujo"[
Most of SIA Kings books have made me cry,some have left me feeling hollow as is the case with PET SEMETARY, Carrie, the green mile,cujo,but some made you cry with joy,THe girl who loved tom gordon,The dark tower ,firestarter,then agian some just made you want to scream what just happened here?
The Green Mile.
I didn't cry, but I was bummed when I finished "The Stand," because the characters became like good friends. It was hard to see them go, especially Larry Underwood (who I think, in one world or another, is Eddie Dean).
I did cry during "The Talisman" when ... SPOILER ALERT ...
Wolf died. It was unexpected, and very difficult to read.
I didn't cry, but was pretty dang close when during the final "Dark Tower" novel ... SPOILERS ...
Jake was killed, and then soon after, Oy died. I don't know which death was sadder. Eddie's death was not entirely unexpected, but Jake and Oy were a surprise, thus the greater emotional impact. I was looking for Eddie to go out in a blaze of glory ever since he tore through Balazar's men in the nude. He almost seemed to have a death-wish, even though he himself probably would have insisted otherwise.
The way that Carrie ended also caused me to tear up and cry a bit.
In the DT series when Jake.
gives his life to protect Stephen's, I bawled. I bawled harder when Roland dug his grave
Man I feel insensitive after reading peoples post's. I've felt sad for characters but never moved to tears. About the only thing that gets me to tear up is Carole Kings song "Eventually" but darn never from a book. Great questions; I think the books that made me the saddest were Bag of Bones, Parts of Hearts in Atlantis, and Lisey's story. Great question!
the one book that really brought me 2 think about things and get emotional was The Body From Stand By Me