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Professional society data relevant to the policy issues surrounding graduate education and its relationship to trends in the S&E labor market
Mike Neuschatz, American Institute of Physics
Mary Jordan, American Chemical Society
Cathy Gaddy, Commission on Professionals in Science and Technology
Association of American Universities/Association of Graduate Schools Project for Research on Doctoral Education
Rocco Russo, Educational Testing Service
The speakers this morning were very helpful in setting a policy framework. We will turn now to representatives from the professional societies who are going to talk about the data we have to address the policy issues raised. There are four main questions that those of us who are data providers ask when we deal with policymakers interested in empirical information.
First of all, we like to ask, "Are there existing studies and analyses that answer the policy questions?" That's the least labor intensive approach.
Second, if there are not existing studies, are there at least existing databases
that can be better mined to answer the questions that have been posed by the policymakers?
If the answer is still no, then, we get into the very complicated area of asking what do we
need to do to collect the desired information, and a corollary to that, especially in these
tight budget times, are the identified data collection efforts feasible, feasible from a methodological
perspective and from a cost-effectiveness perspective.
Sometimes we can't get information because we would have to intervene in programs too much. For example, we can't do some random experiments we would like to do, such as randomly assigning fellowships to certain students to see what happens 20 years later.
But also we need to consider feasibility in terms of cost effectiveness. If it's going to cost
us a million dollars to study a program that costs $3 million, it's not going to work.
The data providers will be discussing these issues, as we respond to those people who have so
ably set out some of the policy issues for us today.
I am going to turn now to Mike Neuschatz from the American Institute of Physics who will be our first presenter. I think those of you who have been coming to these sessions know that AIP is one of the premier data collectors among the professional associations.
We may have a lot of data. The question is how relevant are they to the issues.
A key question.
With that introduction, I guess the point to start out with is that we don't conduct surveys that specifically target policy questions. There are probably a lot of reasons for that -- and some of them are obviously political.
We have surveys that gather background data and surveys that nibble at the edges of the policy questions. We kind of sneak questions related to policy issues into the other surveys. We have found that that is the best and most direct way we can get answers to these questions.
One of the sad things is that often by the time we get around to asking the questions, the policy issue has changed and what we have is a retrospective look at what would have been the policy if things had stayed the same, which they rarely do.
I am going to start with a recap of some of the standard data that is background to the policy questions. That is very important and we talked about it when we went around the table. Next, I'll mention some of the more direct policy questions that we have tried to include in our surveys and some areas where there are pretty big gaps, that we hope that we or other groups can address over the coming years.
The first thing is the projection of Ph.D. numbers. This is based strictly on a projection of first year students. The thing that is significant here is that the ground underneath us is constantly shifting. Right now, we are on a high plateau in terms of Ph.D. production; however, we seem to be looking over a precipice. If we sit here five years from now and talk about the policy questions relative to graduate study and employment, some of the questions may be reversed, at least in physics.
This is based on asking questions of first year graduate students in physics?
It is based on asking universities their first year enrollment.
Are you assuming a stable retention rate of first year students?
Actually, no. When I did my projections, I looked at previous periods of plateaus and declines, and I projected based on those rather than on the immediate preceding years, because I reasoned that the attrition rate would change during the period of rapid decline. However, it still involves estimates, projections, and guesswork. No matter how finely you refine the coefficients, it is still going to be a guess.
What is going to change when you go off the edge of the precipice?
I think issues of supply. Much depends on what is seen as driving the enrollment up to begin with. That is obviously a point of some contention. Future developments will hinge on whether the things that were driving enrollment up were deep seated, structural needs, and, if so, from where in the structure they stem -- did it involve primarily changing availability and characteristics of the students who were applying or changing needs of the "consumers" of graduate students, i.e., research professors, departments and, in the end, employers. On the other hand, if there has not been a clear cut shift in those motivating factors, you can switch from a period of surplus to a period of shortage relatively quickly.
I am not saying that is what is going to happen, because there are complicating factors, and here is one of them. This is our data asking graduating students, what are your plans after your degree. Clearly, there is a long term trend of rising postdocs. You will notice I am using U.S. citizens only here. The overall curve rises even more steeply, because foreign students increased their representation throughout that period and were more likely to take postdocs.
But even when you factored out foreign students, you had a rise from below 40 percent in the early eighties to around 60 percent recently. However, we have seen a downturn during the last two years. This is not necessarily the beginning of a trend, but at least it is a temporary reversal of a long term trend.
Now, why is that happening? One reason might be improving labor market conditions. I alluded to this when we were going around the table. In fact, in '93, there was a huge increase in the proportion of people who said that they were unemployed or did not have degrees, both at the time of degree and when we did our follow up six months later. Things looked a little better for those students from the class of '94. While there may be some improvement in the unemployment rate, we don't know what kind of jobs these are, and to say unemployment by itself is a reasonable and accurate measure of the situation for graduates, I think, is a very severe error. It is crucial to know what does the employment consist of.
The other part of the equation is the number of postdocs. Some indications we have gotten suggest that that number of postdocs may have risen to above 3,000 by now. That is an interesting thing that is happening. The number of people hitting the job market after coming out of a postdoc is probably on the order of double the number who come directly from their Ph.D.
If you want to think about it as the end of the pipeline, it is almost like the pipeline now has
a new extension, and the spigot at the end of the pipeline is not any more at the point of Ph.D.,
it is several years beyond, and it varies according to how many postdocs people take, which will
also affect the overall number at any given time.
If that is true, the measures that we have to gauge where people are going after their degree are becoming outmoded by a change in the structure. In other words, we were asking people within the first six months of their degree, and it may be that six months after their degree many of them are still in a holding pattern and they really won't have their outcomes confirmed for another one, two, or three years, or even more, when they emerge from their postdoc.
There were many people who took postdocs before for reasons that were entirely consistent with further graduate training. They did it voluntarily. So, I am not trying to imply that all people who take postdocs are doing it because of a distressed market. However, if there is a relatively rapid run up in that proportion at the same time as the job market is deteriorating, it is probably reasonable to conclude that at least a hefty proportion of that run up is due to people who are extending their career both to polish their CV and also to wait for conditions to improve.
We do a study of our society members and ask people who took postdocs why they did so. I would expect that people who are still in a postdoc four or five years after receiving their doctorate feel that is a very long time to be in a postdoc, and are probably in there involuntarily. But what is interesting to me is that even for the more recent doctorates a hefty proportion take a postdoc, not to further or broaden their education, but simply because they couldn't find a permanent job.
Do you have the number of people in each of the categories there? At two years out, it looks pretty flat, and then it starts to go up rather sharply.
About 10 percent of the people in this cohort are in postdocs several years out.
It seems to me that the second and third year is kind of a cut point between first and second postdocs and you are really getting a whole different set of people in those two samples.
I agree, which would just reinforce the idea that by the time somebody is taking their second postdoc, they are probably having difficulty finding a job. The trouble with the way we asked this question in '94 was that we didn't ask why they initially took a postdoc. So, it is possible that this includes people who initially took a postdoc to further their career, and currently re-enlisted because they couldn't find a job.
Did you see a super collider effect?
I don't see one. I think that that was a very big event, but when you are looking at an entire discipline, I don't know that one event would be big enough to show up. Though maybe this would be big enough. The super collider was canceled roughly around '93, so it is possible that some of this jump could be people who had initially taken a postdoc expecting to work in the super collider and then found that that wasn't possible.
The strongest evidence you could probably put there would be time series data stratified the way you have it stratified now. Does AIP intend to do that kind of collection?
We do as soon as we get a consistent set of questions. This is the first year we asked this question. For the current survey, which is just coming in, we altered it to say, when you initially took your post doc, were you looking for a permanent job? Assuming that we can keep that question for a couple of rounds, then, we will have times series data.
Another area that is very important, but not well explored, is underemployment. We asked people whether they considered themselves underemployed. This is the purely subjective measure. We also obtained more objective measures like whether they are working part time, but wish to work full time or working in a job with no advancement, but wish one that had advancement.
Again, what is interesting to me is that when postdocs start out, many of them, even if they were there because they couldn't find a permanent job don't regard it as being underemployed. This is probably because it is such a common thing to do these days and it is a respectable and accepted part of the post Ph.D. career track. It is only when you start to stay in a postdoc status for a long time that that begins to be an issue.
But then there is this other question. I go back to the point that there are 2,800 to 3,000 postdocs. There may be, after all these years of a climbing number of postdocs, a saturation effect. There may simply be not enough postdoc positions to go around.
I don't know if this is true, but I find this to be a very interesting data point, that a quarter of the people who didn't get a postdoc, who got what we call jobs, consider themselves to be underemployed.
Of course, underemployment may go down as people find jobs that satisfy them and leave the status of being underemployed. I think 12 percent of all of the members of member societies who were in postdocs consider themselves underemployed.
We have done studies that ask people what kind of skills they use. One of the things that we felt was quite interesting is that interpersonal skills and technical writing seem to rank as high as knowledge of physics for all work sectors, not just for the ones you would expect, like industry.
That is the background information. We talked earlier about some of the more specific information we have. We asked departments this year, for the first time, whether they are consciously limiting their first year students, since we had noticed this extended decline in first year enrollments.
Only a sliver of departments say that they are consciously limiting enrollments because of the employment market down the road for their graduates. I think the number is under 5 percent. A much larger proportion, almost half, say they are limiting enrollments because of externalities like funding or a drop in faculty, which may be related to funding.
We gave them a number of reasons, and we just said "such as," and about half of the remainder checked that box. The other half said no, we are not limiting, we are limited by the people who are applying, and we would gladly take more graduate students if more qualified graduate students were available.
I was very surprised by that finding actually. In a period of falling enrollments, what it means is that the drop seems to be half driven by departmental policy, but not by desired departmental policy, but an involuntary response to external conditions, and the other half appears to be due to factors within the student population itself, that are really beyond the department's control.
Now, of course, they could redefine their view of what is a qualified graduate student, maybe opening up their pool. We are currently trying to gather data on how many people applied, how many were accepted, and then how many of those who were accepted actually enrolled.
If you look at it by type of department or type of program or quality of the program, the departments that say they are not taking any more because they don't have the funds or are losing faculty, may be doing pretty well.
We didn't get a chance to do it by quality, but I did it by size, which is highly correlated with quality, and there was no difference.
No difference.
I was surprised also. That is why I had the run done. In fact, the distribution seems to be the same for the largest departments, middle size departments, and small departments. There are slight differences, but they are really marginal.
But we were looking just for that kind of effect. Maybe when I go back, I will rerun it by quality to see if it holds.
You have data from NSF on R&D funding. You might want to look at it in terms of what are the trends in funding for those programs over a period.
Again, remember, these are the departments' subjective viewpoints, and they are limited in terms of time. We are talking about one year to the next essentially, and things can fluctuate.
The next presentation is by Mary Jordan from the American Chemical Society.
Unlike Mike, I was trained as a demographer, and we are trained never to make forecasts. We are the people who didn't forecast the baby boom, remember, and we learned our lessons well.
As most of you know, I am the new kid on this block, so I haven't tried to go in depth too much about what is going on, but we have had some indications of where things are going. 1995 was a miserable year for Ph.D.s, and the first overhead I will show you is the one that got everybody excited.
As you see, this is our fall unemployment rate. With the CPST project, we are all trying to iron timing issues out, so that we can have some equitable measures. Our survey is from July through June graduates. We send it out in August. We start running results in November. We see, for the Ph.D.s and the master's, '95 was an extremely tough year in terms of the fall unemployment rate. This does not mean they didn't get a job ultimately, but as of August or September, they still did not have a job, or postdoc.
This caused a lot of comment, as you can well imagine, but on the other hand, we do have a whole lot of BS graduates, and they had had a whole decade of pretty miserable times. In 1995, the BS salaries increased, their unemployment declined, and something else very unusual happened. This may support part of the findings for physics: for the first time since we have been keeping a chart on this, 42 percent of the graduates decided to go to work. Normally, that runs from 33 to 36 percent or at least in the 30s. So it was a large increase in proportion of graduates who did not go on to graduate school.
This [percent of bachelor's chemists who go to other graduate programs] is the number that has run around the mid 30s. This has changed throughout the years, but this has usually been about 33 percent right here. So we have had a real downturn in even those going on to medical school in the last year, in '95.
Now, we have been assuming it is because perhaps they can't get in. Well, it could be a combination of things, including that the jobs were there and they were paying more money. So students, if the jobs were there, and they were getting some offers, may have opted not to go on. This is the fall. As I said earlier, we think it has eased up and perhaps late last year or sometime during the winter this year the dam broke.
During the nineties, we have gone from where Peter said, six plus years to Ph.D. to over seven years for their Ph.D.s, from 6 to 7.3, I think it is, in '94.
That was the pipeline of PhDs filling. They were staying longer in the Ph.D. program. More of them went off to postdocs. We have a hard time tracking where all our postdocs are because, unlike most of the sciences, chemistry postdocs also go into government, industry, medical schools, agricultural colleges, etc.
Another thing that is going on with chemistry is that we have a large proportion of new grads going out to very small companies. That is where the breadth is required. Procter & Gamble can hire a Ph.D. who is doing one little finite thing over here, or a pharmaceutical company wants an analytical chemist that can do combinatorial chemistry that interfaces with the biologists and get very, very specific about what they want, but the small companies want a Ph.D. who can do everything. We had 40 percent of our Ph.D.s going into companies with 500 or under 100 employees, where they want the one or two Ph.D.s that do everything.
As I said before, it seems so much calmer this year. Even the employers -- because I talk a lot to employers as Joan can tell you -- that call and want to know about the salary surveys and will start chatting with you about why they want to know this different information -- and they were sounding optimistic.
My favorite story is the fellow, who will remain nameless at his request, who had 80 employees for about a decade now, and is going up to 120 employees, and most of them will be chemists this year. Of course, everybody wants to know where they can send their resumes, and he went through our department. He is in the middle of a lot of different industries that are chemically related, and he was very optimistic about everybody around him, too.
So in January, I started feeling that maybe things were going to be better.
One of our first indicators that '95 was going to be bad for the new grads, though, was in our regular salary survey, which in '95 was a survey of all the ACS membership, and in that survey, we saw a very large shift in the age of the unemployed.
Our department was set up much in answer to the downsizing in industry and the unemployment of older chemists. In 1995, we saw a huge shift in the age of the unemployed. The largest unemployment rate was in the ages of 25 to 29, but those under 30 had the largest unemployment rates at all degree levels, and they had the largest proportions that had some unemployment in the prior year.
That was perhaps our first indication, so we weren't totally surprised when the graduate student study came in, in the fall, that they were having the same problem.
Now, another answer that we have coming out is on the last page. One of the things that we hear from chemists in the field, we hear from graduate schools, we hear from all kinds of folks, is what else is there to do if you are trained for a very highly specific field.
This is the outline of a book that is coming out of our department, talking about alternative careers. We are not saying you should go out and be these. We are just saying there are more options at all degree levels. I know there are Ph.D.s in this book, that somehow maybe started out working in a lab, and they have gone off into other areas, and they are pretty happy about the transitions they have made and in how they made the transitions.
So that is the latest product we have. It is to give graduate students, chemists in general, or to incorporate into our talks, just to give them the idea that there are more than two or three places that you can work in this world, and that we have growing numbers of ACS members who are in those alternative areas.
Lately, I have been requested by other professional societies to send off all of our literature and I will give you the sales pitch here. You might want to pick this up if you are interested in careers, because we are pretty well established on this issue of careers, and we have all kinds of services that we offer our members and graduate students.
One of the interesting things, as some of you know, is that we do have a program on resume writing skills, interviewing skills, and those related skills that goes out into the graduate departments. In the first year that it was offered, which was last year, we were turned down or not replied to. We are rotating through the list. We have a three-year rotation through the chemistry departments that offer graduate degrees, because the career department handles graduate degrees and above, and we were turned down by those departments or not replied to. So we have had to really work to get into some of the universities.
Any evidence why?
Well, I really don't want to get into the politics. Yes, we do have some evidence. Just somehow some people just really --
Our people don't need it?
Right. And actually, some of the departments that you would think don't need it, are the ones that bring them in, and that's why their students don't need it, is that they cover every avenue.
Maybe they think it competes with university career services.
I think we always work through the university or departments' career services if we can. I mean we try to combine all kinds of services. You know, some of the very large departments do have career consultants within them, and we try to work very closely with those people. Elaine Diggs, who is here, handles the consultant program. We have career consultants throughout the United States also who will go into universities and talk and review the resumes. That is a free service we give any ACS member or student. Any other questions? Yes.
You may have said it, and I may have missed it, but the very last table in your handout, which is Career Alternatives for Chemists, where did you get the information for this?
These are actual people represented. This is the outline from the book, and these are the people who have been interviewed and their two or three page synopsis that they wrote themselves. It is a compilation of interviews and life bio sketches.
How did you select the people?
A lot by word of mouth. It wasn't a random selection. To get at it, we would have had to know somebody who knew somebody, and these were ACS members that went out and found these people or knew these people and interviewed them, and then it was written up. It was sent back to these people for their review.
I have a quick technical question. For the 2,500 people who answered your survey, is that from sending out the survey to all 9,500?
Do you have any way of knowing if these people are special in any way --
Or do you think they are representative?
I do actually, I could compare by basic demographics. I just haven't analyzed it.
The main question is, if you answer the survey, are you more likely to do it if you are employed or if you are not employed?
No, we don't have that measure. This year I am going for a much higher response rate.
Thank you.
Our last speaker in this group is Catherine Gaddy from the Commission on Professionals in Science and Technology. As many of you know, CPST is an umbrella organization for many of the societies as well as corporate and academic employers of scientists and engineers.
Let me pause for a minute and let you read my first slide before I go on: Graduate programs/advisors are responsible for ensuring that their graduates find employment OR Graduate programs/advisors are not responsible for ensuring that their graduates find employment
There is an excellent book on preparing one type of scientist entitled, "Preparing Psychologists for the 21st Century," (edited by L. Bickman & H. Ellis; Hillsdale, NJ: Lawrence Erlbaum, 1990). In particular, there are two sections entitled: "Departments Should Prepare Students for Careers, " and "Should Departments Be Held Responsible for the Marketability of Their Graduates? A Con Position." (Note these chapters tend to address doctoral-level education and training.) These sections got me thinking about what sort of data do we need to try and find the happy medium in this debate, and the two psychologists who wrote the chapters did a good job of taking the opposing positions on these issues.
What I listed at the bottom of the slide are some of the considerations that you might imagine the section authors debated, such as academic freedom, societal responsibility, equipping students for life, making a living, changing job market. How do we balance academic freedom with societal responsibility? What are we educating students for? Are we equipping students for life? or for making a living?
With regard to data needs, what level of information do we need to know about curricula and education and training, and what sort of information do we need to know about the job market to do any kind of reasonable matching? I am privileged to work with staff from ACS, AIP, AMS, and APA who are, to my knowledge, the only four societies in this country, maybe in the world, who have collected survey data directly from recent doctoral graduates in their respective fields. Of these four societies, three currently have questions that provide bridging information about the match between education and training and employment: Mike Neuschatz from AIP presented one slide today that addressed skills that are used, Mary Jordan from ACS asks about team training among other things, and Jessica Kohout of APA has a couple of questions on their questionnaire. These kinds of bridging questions I think are extremely important and very challenging.
So my second of three slides is just to get us thinking a little bit more about this. In graduate education -- and I believe Charlotte brought this up -- we want to give people this incredible broad lifetime worth of skills and knowledge in five years. It is a real challenge. Do I put a course in on cultural diversity and bag multivariate regression? There are some real issues here. It is very difficult. How many options are there? What is a core for disciplinary identity?
In any case, we have this finite period of time where we capture ostensibly the "best and the brightest" students, or at least S&E's fair share of them, and indoctrinate them into the science and engineering professions. They have some initial and subsequent employment, and we hear various guesses about how many jobs and careers people might have. We also have this concept called life-long learning or continuous learning that gets batted around, but I don't believe there is a lot of formality about it yet for many of the fields.
Also, there is the issue of on-the-job training. Do we want a Ph.D. program set up to train scientists to work in one specific company's lab? Probably not. What are the employing organization's appropriate obligations and responsibilities for training?
One pharmaceutical company spends a year or two indoctrinating their scientists to train them in "their" way. Should some of that have been done in graduate school or not? A major automotive company has a core curriculum for their engineers - if they don't arrive with it under their belts they have to take it then.
One thing we can do is to ask S&E graduates some of the kinds of things that Mike, Mary, and Jessica do: what did you learn that you use a lot, what is helpful to you in the job that you have now, what do you wish you had learned.
Of course, a big factor is when you ask. I think that the U.C. Berkeley study that Peter Syverson described of PhDs 10 years out will be very interesting. While it has its limitations, as all research projects do, I think it will be very interesting to hear the retrospective reports about graduate education as another piece of information.
As an example of one profession that has a more structured approach (and perhaps has a more structured set of job requirements than some scientists and engineers), nursing did an interesting study where they asked the supervisors and managers of nurses what they thought about the training of those that they supervised. There are very few professions or disciplines that have actually done this, i.e., rather than asking the person, go to the boss (or "clients") and say, how did we do training him or her. So there are other ways to get at it.
In some of the work we are doing now as part of the Sloan project I will discuss later, we are thinking about what kinds of things we want to ask people, when do we ask them, and what would be most helpful.
In preparing some Congressional testimony on contributions of scientists, I was really sobered that few on Capitol Hill cared about publications and citations per se. That is about the only outcome measure we have for a lot of the doctorates. I think we need to do some high-level conceptualization of what we are training them for, some high-level conceptualization of what it is they are doing out there, and then the third hard piece, which Maresi Nerad and Joe Cerny are tackling, is how do we quantify that, which is yet another step that I think will be very important.
As you can see from this third slide, I think that societies can help in some ways to do this transitioning between higher education and employers, whether the employers are in academia or in industry, and perhaps the data can be put on the table to elicit discussion. As Mike and Mary and others have pointed out, it is not perfect data, but it certainly does focus discussion, so that we start to talk about these kinds of things and what they mean. I think the societies' sensitivity to field-specific issues is extremely important, and something that is probably out of the scope for most Federal agencies; trying to keep up when you are in an association or in a field is hard enough.
If you are in NSF designing a questionnaire to go across all fields, you really can't design a questionnaire that will get at field-specific information.
Especially on things like skills.
So having expertise in the hot technical areas, either by members or staff is important. There are lots of volunteers among the membership who have field-specific expertise in education. Experience in a broad range of employment is also important and represented among their members. I sometimes think we forget that academe is also an employer. We need training for teaching, as well, which we don't often stop to think about.
It seems to me that there is a mechanism for providing national-level feedback between "school" and "work." Perhaps we can work in concert with folks doing Federal data collection to coordinate this, but I think it would be very useful. The key is that this is a school-to-work transition. We use that phrase when we talk about the high school students, but that is a pretty apt description for this transition too. What feedback can we get going, what can we tell academe, what can we tell graduate educators that is helpful to them, that they can do something about and use in their curriculum? How can we get that feedback going? I see that as a really important need that has been scratched at, but not systematically dealt with. This is something I don't think we know a lot about.
Thank you. I think it was a good session this morning. See you this afternoon.
This is the first time Rocco Russo has done a presentation for us. He has a very interesting topic. He sent me some little blurbs about it ahead of time and I thought it was really exciting. This is something we haven't heard about in these sessions before.
Thank you, Carolyn.
The project that I am going to introduce you to today is called the AAU/AGS Project for Research on Doctoral Education. AAU, probably as most of you know, stands for the Association of American Universities and AGS is the Association of Graduate Schools.
In my short fifteen minutes, I want to give you an overview of the project and also give you some insights into the data summaries that we have published and the data that we have put together.
The project was initiated in 1988 at the University of Rochester. The goal was to develop a national longitudinal database that allowed us to track the flow of students into and through doctoral programs in the arts, sciences, and engineering.
That goal was intended to provide data that addressed policy issues and questions related to some specific goals, the first being to provide information that would improve our understanding of national and institutional trends in doctoral education. A second goal was to provide data that individual departments at AAU institutions could use to compare the features of their program to other programs.
Finally, we wanted to help policymakers understand the forces affecting the flow of doctoral-student talent through admissions to completion or attrition.
The database that we are developing is based on voluntary participation by institutional members of the Association of Graduate Schools within the AAU. Currently, there are 60 AAU institutions of which roughly 40 are participating.
The data from each of these institutions are collected on an annual basis. The data are computerized student-level data that are actually transferred to the project by institutions. It is important to understand that we don't have an individual survey form that students fill out.
Rather, we ask graduate schools at, let's say, U.C. Berkeley to provide us with a computerized disk containing data about their students in each of ten doctoral program fields. We have five data areas that we are addressing -- demographic data, background data, academic talent data, student progress data, and financial aid data.
In '88, we initiated a field test, or pilot study, of students in one program, economics, to begin to develop and test our procedures. In the fall of 1989, we collected data about applicants and students in five fields: biochemistry, economics, English, math and mechanical engineering.
In 1992, we expanded the project to include the original five fields and an additional set of five fields. We selected those fields based on factors such as growing, emerging fields of study. We also wanted to cover the broad five areas of doctoral education as well as a mix of programs with varying levels of participation by women, international students, and so on. There were a variety of criteria that our governing board for the project, which is a steering committee of roughly 15 graduate deans, worked through to select these fields.
As I mentioned, a three-year cycle of data was collected in '89, '90 and '91 for applicants. We have datasets related to applicants and applications to the doctoral programs in the initial set of five fields. What I am going to be talking about today are the student datasets across the ten data fields that we have studied.
There have been a variety of summaries that have been prepared and disseminated primarily to our participating institutions. Initially, this was the main reporting focus for the project, since the AAU institutions and the AGS were funding the project. We spent the first few years developing reports that provided institution-specific data back to the participating institutions. We now have moved and expanded into more global reporting cuts of the data while still maintaining an individual reporting format for the participating institutions. Over the years of '89, '90, '91, '92 and '93, we have a core set of 28 institutions that have provided data to us in the five programs listed below for the original five doctoral fields. I would like to walk through a few summaries of those data.
We are currently completing the '94-'95 student year. That dataset will be ready in about four weeks and that series of reports will be coming out in about six weeks. So although I reference '93, it is the '93-'94 academic year.
Data for the '95-'96 academic year, the year that we are in, are due to the project at the end of June. We capture information for a graduate student's or a doctoral student's program for an entire academic year. That is part of the reason for the time lag.
By and large, I think what we see from this chart on average doctoral student enrollments by field is a continual growth in doctoral programs that has leveled off over the last two years. I expect the data to show the same leveling in '94. I think that is probably consistent with what you have found in physics.
Looking at U.S. students only, we see the percent who are U.S. students has increased slightly, particularly for the fields here on the lower end -- economics, mechanical engineering and math. It is pretty stable for biochemistry and English. Of course, English is on the high end so we wouldn't expect too much of a change upward for that field.
Looking at the percent of female enrollments; again, this is very stable across the years. This finding is present regardless of citizenship. I took a cut at the data looking at U.S. females only; again, it is very stable but 2 percent higher than the prior overhead per field. So instead of 59, we may have had 57 when we take into account both U.S. and non-U.S. students.
What about minorities? Looking at percent black Americans -- I do want to caution that the numbers that we are working with here are extremely small, in some cases less than 35. Black Americans have done best in making gains in English. We get mixed results but maybe positively slanted upward for the other fields.
Hispanics do a little bit better. You don't have a copy of this particular overhead in your materials. Here we see a more positive increase. Again, the numbers are extremely small. I wouldn't put much statistical reliance on what we are looking at here but at least it is in the right direction, and we are seeing an upward trend.
I think we see more of an increase in percent Asian in those fields, but again, the stabling-off is due to the leveling off of enrollments, English being down at the bottom, of course. Asians are not under-represented in English, so we would probably speculate that we wouldn't expect to see much happening there.
Mechanical engineering is all over the place. The numbers are just so small in some cases that three or four people will make an impact on the percentages.
That is a look at some of the trend information. What we are currently doing is taking a look at these trends and cutting them by program size, by quality, looking at some of the NCR quality measures as well as an idea that I received here today which was the R&D expenditures. So we can look to see if there are different trends in doctoral programs that are on the top end of quality versus some of the other -- among the cohort of 28 institutions.
Here I took the newer fields which we started studying in 1992 and selected out some of the science and engineering fields. Here we see that physics, again, is pretty stable and the numbers there don't really reflect a growth or reduction. From '92 to '93, in economics, we see a little bit of a move down; math, possibly; chemical engineering being pretty stable; mechanical engineering showing a little bit of an increase. But, again, year-to-year differences -- I think the trend data provide a better look at that.
Looking at those same fields in terms of citizenship status, the top is the fall 1992 cohort. Again, there are very, very stable patterns across years by field. These have been very consistent over the years.
We have also looked at gender. Mechanical engineering is on the low end for female participation. Economics. math, and chemical engineering have a little higher level of involvement. And physics is somewhat in between.
How do you know these are doctoral enrollments?
I have asked each institution to provide on October 1 or thereabouts an individual record for every doctoral student they have enrolled in biochemistry, in mechanical engineering, etc.
What happens with somebody who enrolls in graduate school and doesn't specify whether he is going to go for a doctorate?
It is based on the institution's definition. We have programs at the AAU institutions where everybody who comes in is a doctoral student from Day 1. We have others that indicate that they need to complete a master's degree first, then they have a formal or an informal entry process into a doctoral program.
A quick look at minority status. We can see these include Asians, blacks, Hispanics, and others in those fields.
We have also taken a look at some of our academic talent measures. I am presenting data for the 1993 cohort on this. The top graph is for public institutions. The bottom graph is for private institutions. Across fields, we see similar patterns. Within fields, as you can see, the blue bar would give an indicator of the range of GRE scores.
What we see is a very slight - 20 or 30 points difference -- on the GRE. The public schools are a little lower overall, as we can see here, except for physics.
By and large, if you look at the 50th percentile, for the private schools, we have just a slightly higher mean and less spread. A good indication, here, is in math. We can see at the very top end the private schools are creaming off a little higher segment of talent than the public schools. This is just to give you a flavor of some of the analyses that we have undertaken.
Finally, here is a look at the analytic score, again reflecting some of the same patterns. I don't know how much credence we want to put in 20 to 40 points difference on the GRE scores, but that is what we see there.
As we noted, part of our intent is to look at time-to-degree for students. We have pulled off, for this analysis, a set of, I believe, 14 or 17 institutions, roughly 4,000 students that we identified in fall 1989 and looked at their time-to-degree patterns.
Their representation by field, gender and citizenship status are there on the pie charts.
How long was it since they enrolled? Is this the '89 cohort?
No. This is not by cohort. This is anybody who was there in 1989. We are just beginning to take a look at some of the time-to-degree analyses.
I am seeing more resident aliens in my Ph.D. classes. Do you have any information on resident aliens as opposed to U.S. citizens?
In our analyses, we include the resident aliens and U.S. citizens together.
So even though you are saying U.S. citizens, that includes -- is that the general convention that I have been seeing today for the other information -- resident aliens are included with U.S. citizens?
Yes. There are some surveys that can give you information about resident aliens broken out.
But they are part of the U.S. talent core. There is a reason for doing that, I think.
Yes; that is why I was objecting to thinking that the resident aliens were put in "other."
We don't do that. One of the reasons is because it is so subject to legislative changes. For example, the Chinese Student Protection Act suddenly created a bubble of what appeared to be resident aliens who were temporary students before. If you don't separate them out, you can't make sense of that. There are arguments for both sides.
But they are available for employment in the U.S. -- right?
That probably should be clarified for people who don't know your conventions.
Okay. These are very initial, preliminary cuts, but I did want to share them with you today. There is more work that we need to look into. Basically, we see that non-U.S. citizens take a shorter time to complete their degree than U.S. citizens. However, in the first two years, what we are picking up is that the distribution is pretty much the same.
Our speculation as to why that is happening is that those who are coming in with a master's are finished in two or three years.
This is across all fields; yes.
First enrollment meaning the first time they appeared at that department rather than the first time in the graduate school?
Not at the department; at the doctoral program at that department.
Could it also be that there are more non-citizens in mechanical engineering than there are in English? The average length of time-to-degree in those two fields is rather different.
Yes. We will be working through some of the field-specific ones here but we just did some initial cuts.
This is the same cut by field; basically, English taking longer, mechanical engineering behind biochemistry, math, and economics; math having the shortest, very close to economics.
We look at this by field and citizenship, biochemistry, non-U.S., having a slight edge over U.S. economics; we have a weird distribution here -- almost looking bimodal. We are delving in and looking at what is happening there in the first two or three years.
You could have a couple of large departments that require a master's degree.
Right. That is what we might have.
So what you have here are early completers who have gotten their master's degrees.
They have been there for five years, but they have to finish the master's first, formally apply to enter a doctoral program and then the clock begins ticking when they formally enter a doctoral program. That is what we feel is happening.
In English; a big, big difference between non-U.S. and U.S. We also have big differences in numbers. Math is looking very similar for both U.S. and non-U.S. The numbers are fairly close as well. And then the final one is mechanical engineering. Sometimes I wonder what happens --
There is a case out there; right?
Yes. Going back to the whole group and looking at gender, females take a little longer than men but, in the first two years they are very similar.
Let's look next at gender by age. Patterns are very similar for men and women to about the age 30. Between 30 and 38 women complete more slowly than men, and, after that, women complete faster than males.
The final one, which probably shouldn't go up since the N's are so small, is a look at ethnic groups. Again, it is only U.S. citizens. The differences are not significant. Likewise, as in the male/female break across all fields, the differences were totally explained by field differences. So there were not any statistical differences by gender. I was trying to keep on time so I hope I didn't go through this too fast. I would welcome your questions.
We keep talking about the difference between longitudinal databases and time-series databases. What you have here is mostly time series except for the time-to-degree. Are there any other questions that you can address with your data such as what happens to individual students as they move through the program? I would call that longitudinal.
There are several datasets that we have. One is the applicant dataset which takes into account, on a yearly basis, the number of individuals who have applied to programs across our set of institutions. We have put together a dataset that takes into account multiple applications. We also have an application dataset that just counts numbers of applications to economics and so on. On the student side, we have the individual datasets for each field by year and the number of institutions that participated in a given year varied.
Of course, not every one of those 40 participating institutions offers a program in English, for example, Cal Tech. So the number of programs in a given year, per field, varies. The initial set of data, the graphs we talked about for the 28 institutions, took into account the same programs of varying students across years.
The very last set is the longitudinal dataset that we are creating. We made the link from Fall 1989 to 1990 looking at the student who was here in '89, were they here in '90, were they here in '91, '92. So it is an individual record-based data set. The others are more field-oriented, but include student-level data.
In a roundabout way, I hope I answered your question.
I think we are going to have to cut questions now because we are running well behind. But we will have an open discussion later. I will turn the meeting over to Al Tupek who is going to take over for the rest of the afternoon.


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text: Man shot in both legs in Derry 10 Mar 2014 A man in his 20s has been shot in both legs at a house in Londonderry. Share Share Share Story by UTV Staff, Belfast Two men reportedly carried out the attack in the Kerrigan Close area at about 10pm on Monday.Police said the victim has been taken to hospital for treatment.His injuries are not thought to be life threatening.Sinn Féin Councillor Patricia Logue has condemned the shooting."There can be absolutely no justification for this type of action."Whatever organisation carried this out, needs to come forward and give a clear explanation for their actions," she added."We are in a new era, we are creating a new society for the younger generation and there can be no place for this type of activity."Anyone with more information on what happened has been asked to contact the PSNI. © UTV Share Share Share


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County: Burleson County, TX
Year: 1939
Day: 25th
Collection: Texas Digital Newspaper Program
- The Caldwell News and The Burleson County Ledger (Caldwell, Tex.), Vol. 54, No. 7, Ed. 1 Thursday, May 25, 1939
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May 25, 2016
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Coach puts game in QB's hands after Seattle falls into 17-0 hole.
The game, the season, all of the goals the Seahawks set in training camp, all of it, was evaporating in the swelter of their mistakes.
The deficit was growing: 7-0 … 14-0 … 17-0. The Seahawks were losing to the Detroit-Freaking-Lions. And coach Jim Mora was at the end of his patience.
"It was like a 'You've-got-to-be-kidding me,' " Hawks quarterback Matt Hasselbeck said of Seattle's embarrassing start.
Finally, after another Hawks drive stalled, offensive coordinator Greg Knapp went to Hasselbeck and told him about Mora's Plan B.
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"Jim said he wants to throw it," Knapp told Hasselbeck.
And Hasselbeck did. Threw it like he rarely has thrown it before. Threw it like a rubber-armed pitcher who isn't tied down by a pitch count.
Hasselbeck dinked passes to his running backs, dunked passes to his tight end, dropped passes to his wide receivers. In Sunday's 32-20 escape from infamy, Hasselbeck broke records with his right arm and kept his team's fading playoff hopes alive at least for another week.
"It stinks that we had to put ourselves in that situation," Hasselbeck said of the aerial circus. "That wasn't the plan."
But finally, at 3:23 in the afternoon, he rolled to the right, and found T.J. Houshmandzadeh by the pylon, just inside the goal line, for a touchdown that gave the Hawks a 23-17 lead late in the third quarter.
The Hawks had completed the long slog back from the brink. Hasselbeck had rescued this inexplicable day.
"I just have so much respect for Matt Hasselbeck and his toughness, both physical and mental," Mora said. "I think today was about both of those things for him.
"He showed his true leadership to me. He showed everything that he is. I don't know if I have any more respect for any player that I've ever coached than I have for Matt Hasselbeck."
Put simply, the Hawks couldn't have won this game without a quarterback who has the cool and the smarts of Hasselbeck.
Hasselbeck broke his own record for completions in a game and broke Dave Krieg's franchise record for career completions. At one point, Hasselbeck completed 15 passes in a row. Only Warren Moon, with 17 consecutive completions, has done better as a Seahawk.
"He's calm. He's confident. He has great command of the game," Mora said of Hasselbeck. "He's a special kind of man."
A little perspective on this game: The comeback came against the Lions, who over the last two seasons, are 1-23. If there is one team in the NFL you can spot 17 points and still cover the spread, it's Detroit.
Houshmandzadeh said it best: "I thought we were going to win. It could be that we were playing Detroit."
But down 14-0 in the first quarter, Mora was seething on the sideline. He had ripped into his team last week after its dolorous performance in Dallas, and they responded with an interception and a lost fumble.
Mora was so angry, he kept the offense on the field in the first quarter, on a fourth-and-one on its own 38. The Seahawks didn't get the yard, and it led to a Jason Hanson field goal that gave Detroit its 17-0 lead.
"That was probably not a good decision to make," Mora said, being brutally honest. "As a matter of fact, it wasn't a good decision to make, but it was a decision that I made because I just felt like I'd had enough. Sometimes you do that. Even if we'd have made it, it wouldn't have been a good decision."
That's Mora. Letting his team know that he expects more. Trying to light a spark. Trying to create some aggression in a team that had become too passive and too soft.
But after that flubbed fourth down, Mora made a wiser decision. He gave the ball and the game to his quarterback.
"I really didn't feel like I played my best," said Hasselbeck, who completed 39 of 51 pass attempts for 329 yards. "I feel like there were a lot of opportunities that I missed, but there will be a lesson that will come from this. I was really just keeping it simple, trying to take what they gave me. I think this offense works best when we spread it around, instead of trying to force it in certain situations."
This win felt more like a stay of execution than a turnaround. The Hawks were sloppy, even muffing a snap on an extra point. It was a win that should be greeted with sigh, not a celebration.
It was a win for a team in a state of desperation. A victory that, for the moment at least, saved the season.
Steve Kelley: 206-464-2176 or email@example.com.
More columns at www.seattletimes.com/columnists


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The V82 wind turbine generates 1.65 megawatts of power at a nominal wind speed of 13 meters per second. It has cut-out and cut-in wind speeds of 3.5 meters per second and 20 meters per second, respectively. The cut-out wind speed of the turbine has been calculated for a timeframe of 10 minutes. This wind turbine from Vestas comprises an asynchronous water cooled generator, which generates a nominal output of 1,650 kilowatts.
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Source: http://www.vestas.com
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rjd, I don't think most of us in this forum are scared of hurting anybody's feelings. Quite the opposite.
People trying to push a point are concentrating on pushing the point and they deliberately draw attention to themselves instead of their point. They also mark themselves as potential targets and in many cases their situational awareness is down to zero because they're showing off. I want to be the gray man. I want to carry and not have people be aware of it. I do it everyday now and have done so for about 40 years without anybody ever detecting my guns on me. I like that. I want to use surprise to my tactical advantage when I need to do something. I want Johnny Dirtbag to feel my presence from afar before he sees me coming because, if I have to act, he won't have anything coming from me except lead.
I've fought long and hard for my nation, not for stupid people to act out in public. Being an old paratrooper, I tend to have some really rebellious ideas in me and I've been known to be in trouble for doing things but acting up in public isn't one of them. At least not yet. Dancing at a sacred memorial, drinking drunk and throwing up at a military shrine and so on are
rights. Those are disrespectful actions some people want to claim those actions as rights. This guy carrying a gun in the open was neither a smart move nor a right. It shows ignorance on his part. It shows a lack of common sense. Guys like this one may push the legality of an issue but it sure doesn't help those of us who work behind the scenes trying to get the rights of gun owners better understood or advanced.
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I'm sorry Recon but carrying a gun wether open or concealed is a right. If you think it isn't then you are part of the problem. Just because you don't want to carry in the open doesn't mean someone else can't. That's the way the libs think. They don't like something therefore no one else can do it either.
I don't understand where the reference of drunk driving relates to this topic I don't recall anyone saying that it was a right. I certainly didn't mention it. But carrying a weapon is most definitely a right.
2A says the right to keep and bear arms, it doesn't say anything about keeping them under our clothes. This topic isn't about tactics which by the way I agree with you. It's about our rights.
The anti gun people already dictate to many things to us ie. mag limits, waiting periods and what type of weapons we can own etc. When will it be time for us to say enough is enough?
I certainly mean no disrespect to you or anyone else Recon but we really need to open our eyes. By the way thank you for your service I to am a veteran I understand completely your sacrifice.
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I agree with you to a certain point about us needing to keep our 2A rights secure. But keep in mind that our founding fathers wanted us to have our 2A rights but they also allowed that local governments could put some restrictions on our rights for the good of other people. The main reason that they did that was so that people could live in safety. And they understood that there might be a time when limitations were needed. They didn't like it but they allowed for it. Trouble is that
the anti-gun crowd keep pushing their points too
just like this guy did with open carry.
Go back through the local newspaper articles from many years ago. Back in the day of black powder firearms, it was not unusual for those pieces to cause fires that could burn down woodlands, prairies, buildings and so on when there were periods of extreme drought. In those days, notices were sometimes issued to be careful about shooting your firearms or use of firearms were denied, except under extreme emergencies like Indian attacks and such, to keep accidental fires from happening. Later on, because a number of people were accidentally shot by drunken cowboys partying too hard, some cities like Tombstone, Dodge City and so on banned the carrying of firearms inside their corporate limits. So some of our anti-gun problems have been actually brought on against us by other people who recklessly used firearms a number of times. This guy, trying to prove his point, is as bad as any rabid anti-gunner that I have ever met. Radicals at both ends will be our undoing.
In some states open carry is legal which is fine and I like that idea.
the problem remains that even inside of those states there may be localities that don't want open carry for one reason or another and that it their right to deny open carry. We, as responsible people, have a need to know what is right and what is illegal where we live, work and travel. Sure, we can't know 100% of the time what all the local laws are but we can use common sense like many of our founding fathers wanted us to do. And pushing points does not help us further our rights to own and use firearms. Instead of helping us legal and cautious gun owners, this man put the onus on all of us with his conduct. The onus, where firearms are concerned, should be placed firmly against those that would deny you and me our rights to own guns and against criminals who illegally use guns. He drew unwanted, unneeded and undesired attention to all firearms owners. He made us look bad by pushing a point his way.
I will tell you right now that I have zero intention of ever giving up my 2A rights. I will fight tooth and nail to deny the anti-gunners their ability to take away your and my firearms. But to defeat these anti-gun people
we need to intelligently fight them at every turn
. We need to be able to ridicule them and make their arguments seem without merit. This guy pushing his point does the opposite and makes us look bad instead.
By the way, nice to meet another veteran. Welcome home.
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Thanks for the response Recon. I don't agree with everything you said but this is the way a debate is supposed to be carried on. No name calling. I appreciate your thoughtful response. One thing for you to consider is the part of 2A that says this right "shall not be infringed".
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Open carry is legal here in Michigan with out a CPL. I might not agree with or care to see somebody carrying openly, I personally think it causes attention to yourself and what your doing. Everybody is looking at you good and bad people, Some old lady panics picks up a phone and calls 911 and the police respond. All that does is make the problems bigger you have a Police officer going into a situation where a gun is involved, not knowing if it is a bg with a gun or Joe schmoe. Trigger fingers get itchy. Now if that guy had simply got a cpl or if he already had one and simply covered that gun up he would never have gotten the Police called on him because nobody would have seen that weapon.
I want everybody to be able to carry a firearm if they choose. If they want to carry concealed or open its up to them, but you have to take the consequences with carrying openly and that is unwanted attention from bgs, law abiding, and police.
Do I think that the situation in PA could have been handled differently? You bet your sweet butt kiss it could of. The Police officer could have been up on the laws, when told by the idiot he had a cpl then the officer could of come down a notch on the tough guy meter. No I wouldnt of automatically believed the guy but I would of looked into it. The idiot could of just followed instructions and yes he would have been inconvenienced for a little bit but it defiantly would not have gone as far as it is now.
What do I know im just some guy in a city that is full butt holes that act like these two did. Is carrying in the open legal? Yes. Is carrying a gun apart of our rights? Yes. Is it smart to carry a Gun openly? I say No. That is just my humble opinion.
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All you young whipper snappers and your new fangled doo dads have no clue what real construction is.......GET OFF MY LAWN!
The police cannot protect the citizen at this stage of our development, and they cannot even protect themselves in many cases. It is up to the private citizen to protect himself and his family, and this is not only acceptable, but mandatory.
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Hugo Movie Quotes
'Hugo' movie quotes represent some of the best lines from Martin Scorsese's epic family adventure/drama film (based on the 2007 Brian Selznick book 'The Invention of Hugo Cabret'). This fantastical, gorgeous movie is already getting serious Oscar buzz, so why wouldn't it contain some awesome movie quotes? We're talking about Scorsese here, after all, and we're talking about the legendary director's first-ever 3D movie (and one for kids, to boot). I've compiled what I think are some of the best quotes from 'Hugo,' though I'm sure there are many more. See a favorite listed? Vote it up! And if I've left off your personal favorite 'Hugo' movie quote, add it to the list.
In 'Hugo,' a 12-year-old orphan, Hugo Cabret (Asa Butterfield) sets out on a journey through 1930s Paris to find out more about his father (Jude Law) and the mysterious automaton he's created. Hugo lives in a train station, where his uncle tends to the many clocks. There, he meets young Isabelle (Chloe Moretz). Together, Hugo and Chloe try to unlock mysteries while eluding the evil train station inspector (Sacha Baron Cohen).
'Hugo' was hailed by many critics as being one of Martin Scorsese's great films. The Hollywood Foreign Press Association (HFPA) apparently agreed: 'Hugo' garnered multiple 2012 Golden Globes Awards nominations, including Best Motion Picture Drama, Best Director and Best Original Score.
Looking for more great family adventure movies quotes? Check out these lists for the best lines from 'The Muppets,' 'Arthur Christmas,' 'Jack and Jill,' 'Puss in Boots,' 'Happy Feet 2' and 'Harry Potter and the Deathly Hallows, Part II.'


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A Celebration of the Arts. $10-100. 6-7:30 p.m. Logan Center, Performance Hall, 915 E. 60th St. Organized by UChicago Charter's arts teachers, this special event showcases young people's creative growth and diverse artistic achievements. Community members are invited to attend in support and recognition of student's many creative successes. Proceeds from the show will benefit arts education across the UChicago Charter network.
Harper Court Music Summer Series. 6-9 p.m. Harper Court, 5235 S. Harper Ct.
Introduction to Ancestral Healing. 6 p.m. Blackstone Public Library, 4904 S. Lake Park Ave. Professor Orisade Awodola, author of the book "Root Psychology" will introduce the concept of ancestral healing in this workshop. Ancestral healing is family healing; it is a genealogy process that mirrors the self and provides a deeper understanding of purpose and self-worth as well as providing a cultural understanding of others.
Hyde Park Community Players Auditions. 7-9 p.m. Augustana Lutheran Church, 5500 S. Woodlawn Ave. Auditions for the Hyde Park Community Players' July production of Shakespeare's "The Tempest." More information available at hydeparkcommunityplayers.org.
Asian/Pacific American Heritage Month Stories and Crafts. 4 p.m. Blackstone Public Library, 4904 S. Lake Park Ave. Join us for afterschool stories, crafts and fun in celebration of Asian/Pacific American Heritage Month. Open to children ages 5 & up.
Indie City Writers Live Lit. 6 p.m. 57th Street Books, 1301 E. 57th St. Featuring writers Samantha Clark, Yvonne Jeffries, Alex Weiss, Della Leavitt, Steve Bellinger, Marissa McCants, K.B. Jensen and M.L. Kennedy.
Cultural Bazaar. 10:55 a.m.-2:30 p.m. Kenwood Academy High School, First Floor Gymnasium, 5015 S. Blackstone Ave. The World Languages Department presents a Cultural Bazaar. Activities include drawing patterns with henna, making traditional papel picado, mythology coloring and language learning. Our goal is to expose students to variations in culture within the U.S. as well as nationally.
Xbox Fun Fridays. 3:30-4:30 p.m. Blackstone Public Library, 4904 S. Lake Park Ave. School age children come and test your skills in dancing or sports with Xbox fun! Open to children ages 5 & up.
Art Party. Free. 7-10 p.m. Hyde Park Art Center, 5020 S. Cornell Ave. An evening arts soiree involving art making activities led by Chicago artists, open studios, and an after hours look at the Center's exhibitions including Karen Reimer's "Shoretime, Spaceline."
Parallel I-IV. Free. 7 p.m. Logan Center, Screening Room, 915 E. 60th St. The four-part video series Parallel, Harun Farocki's final work before his untimely death in 2014, continues his work on the politics and aesthetics of imaging technologies by exploring the digital worlds of videogames.
61st Street Farmer's Market. Every Saturday. 9 a.m.-2 p.m. 6100 S. Blackstone Ave. LINK and Senior Farmer's Market Coupons accepted. LINK purchases matched up to $25 every market day.
Tour. Private Spaces Tour of the Robie House. 9 a.m., every Saturday and Sunday, Frank Lloyd Wright Robie House, 5757 S. Woodlawn Ave., 312-994-4000, flwright.org, $55 non-members, $45 members. Tour includes spaces not normally open to the public, including the servant's wing and billiards room, and the third floor.
HashtagLunchBag. 10 a.m.-12 p.m. The Promontory, 5311 S. Lake Park Ave. Assemble lunches for the homeless. $10 suggested donation to cover the cost of food.
Saturday's Best Luncheon: A Youth Talent Extravaganza. $20 adults/$10 kids. 1-4 p.m. Grant Memorial AME Church, 4017 S. Drexel Blvd. Presented by the Chicago Ecumenical Minister's Wives Outreach.
Archival Workshop. Free with museum admission. 2-4 p.m. DuSable Museum of African American History, 740 E. 56th Pl. Learn preservation methods for works of art, photographs, audio and video recordings and ephemera.


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Skip to comments.FReeper Canteen ~ Casual Friday ~ 6 October 2006
Posted on 10/05/2006 6:03:31 PM PDT by beachn4fun
October 6, 2006
| LISTEN TO ODB RADIO: Real | MP3 | WMA
Underneath are the everlasting arms. Deuteronomy 33:27
On August 27, 1960, US Air Force Captain Joseph Kittinger Jr. sat in a gondola suspended from a high-altitude balloon. When the balloon reached 102,800 feet above the surface of Earth (more than 19 miles), Kittinger jumped out. Four minutes and 36 seconds later his main parachute opened at 18,000 feet, but not before he had attained a velocity of 614 miles per hour! Kittinger carefully planned his record-setting descent.
In the spiritual realm, we're more likely to find that life is filled with unexpected free falls. The loss of a loved one, a broken relationship, or a terminated job can make us feel as if we're dropping into the unknown. For believers, there is a spiritual "parachute"the loving arms of God.
Thousands of years ago, Moses wrote these words to the Israelites just before he died: "The eternal God is your refuge, and underneath are the everlasting arms" (Deut. 33:27). The words "everlasting arms" refer to the protection and preservation of God's people. Despite the stressful circumstances they would surely face, they could rest in the assurance of God's watchful care.
Do you feel as if you're in a free fall? Take heart. God's loving arms are there to catch you.
Bible in One Year: Bible in One Year; Isaiah 26-27; Philippians 2
It's Casual Friday. Come on....let's have fun
Good evening, Lauren
How's every little thing out your way?
by Master Sgt. Johancharles Van Boers October 3, 2006 Soldiers from Company E, 3rd Battalion, 69th Armor Regiment, 1st Brigade, 3rd Infantry Division prepare for a deployment to Iraq during a mission readiness exercise at Fort Stewart, Ga.
by Spc. Eric Jungels October 4, 2006 1st Sgt. Jamie Nakano, from the 10th Mountain Division, blends in with the mountainous terrain of Nuristan Province, Afghanistan, during a patrol.
by Petty Officer 2nd Class Eli J. Medellin September 21, 2006 Spc. Marlon Graham, from Company A, 1st Battalion, 66th Armored Regiment, provides security as his team searches for weapons in an ancient caravan route inn in Hana Qadim, Iraq.
Howdy Beachy! Doing great thanks! And I hope you are as well.
Woo Hoo
More Heroes!
Doing good.
I'm off tomorrow and Monday. Four day weekend! Yes!!!!
Way to go beachy!
Evening, ms marlowe.
Evening Ms. Feather!
How are ya this evening?
I recieved a call last night from my friend that is deploying to afghanistan.
He will be here for the a few days beginning tomorrow night.
Wh00 h00!
Lucky! I hope you enjoy your extra time off, have fun!
I don't think I'll get an extra day off 'til Thanksgiving. Sheesh!
Me, too
Awwww my, that's wonderful that you will get to see him before he deploys. Please tell him "Howdy" and an big THANK YOU!
If the weather is nice tomorrow morning, young son is taking me out on the boat we bought for some fishing and quiet time!
Then, a WalMart fun.
We're going to Michigan for Thanksgiving. Hubby's family there.
Aloha, BigLook
Gosh! Be safe.
40 yards from the beach? You're just saying that to torture me, aren't you? LOL
It is good news!
I havent seen the lad in about 7 years L0L
Yes ma'am, gratefully so. But it's been tough settling back down here from vacation, LOL!
Sounds like you're about to have some fun! Can I come, too?
Good evening, My
Woo Hoo...indeed
Give him my best wishes and my thanks. please!
Thanks for the ping, Tonk
How are the wrists?
Evening LUV!
How was your day today?
Git yur self over here, then!
Good evening, Rus! How are things in western NY?
Thanks for our beautiful lesson from God's Word. If we remain faithful to Him we will not fall.
Great pictures of our heroes! Thanks for reminding us why we are here!
Hope you've had a great week! I sure have!
Disclaimer: Opinions posted on Free Republic are those of the individual posters and do not necessarily represent the opinion of Free Republic or its management. All materials posted herein are protected by copyright law and the exemption for fair use of copyrighted works.


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Changes related to "Proof of God would undermine free will"
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- (diff | hist) . . God commanded atrocities in the Old Testament; 20:31 . . (-4) . . Tim Sheerman-Chase (Talk | contribs)


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Cashing in on Cooperation: Democracy, Free Trade, and International Rules
Davis, Christina L., Harvard International Review
Protesters in the streets view international economic organizations such as the World Trade Organization (WTO) as hostile to democracy. Critics on both the left and right warn against the restraints of international rules, which they portray as the product of corporate interests or self-serving international bureaucrats. Yet the rise of legalization in international affairs over the past 20 years has taken place alongside the spread of democracy. The trend of democratic governments confronting challenges of economic interdependence by turning to international organizations for help has proven predominant and shows few signs of abating. The role of these organizations is not simply to solve coordination problems among states but also to solve coordination problems within states, especially democratic states. Rather than seeing international organizations as a threat to democracy, we should view them as a necessary-tool for democratic leaders trying to balance conflicting pressures at home. A closer look at trade policy highlights the complementarities between democracy, economic interdependence, and international law.
How do democratic governments manage trade policy? Electoral incentives create conflicting pressures to provide economic growth that will benefit the general interest and to respond to special interest groups that offer money and votes. To the extent that free trade raises income levels, it will please everyone, but all recognize that trade brings winners and losers. Support for free trade in democracies therefore depends on whether export industries mobilize to counterbalance protectionist groups and whether the government is able to persuade the public of a broader interest in free trade. Research shows that, over the past 30 years, democracies have undertaken trade liberalization at a higher rate than other governments. How have they harnessed the pressures for aggregate welfare gains while resisting protectionist lobbies? International institutions play a critical role in this process. The WTO has been on the frontlines of the international financial crisis in ways that are not widely recognized, and it deserves credit for holding back the kind of protectionism that occurred after the stock market crash of 1929.
The Mixed Record of Democracy and. Free Trade
The rise of democratic governments in the early 20th century contributed to the unraveling of the first golden era of globalization. Leaders who sought support from newly organized and enfranchised labor movements and trade associations could not be indifferent to unemployment and the devastation wrought by falling world prices. The United States took the lead in the turn to protectionism with the infamous Smoot-Hawley Tariff Act of 1930. In a classic example of log-rolling across narrow interests in democratic legislatures, Congress passed the tariff legislation that increased tariffs across both agricultural and light industry products. President Herbert Hoover had campaigned in 1928 with promises to address the grim situation of farmers who were facing low prices and foreclosures brought on by rising mortgage debt. He faced pressure from strong protectionist sentiment in the Republican Party, and so he reluctantly signed the bill even while he criticized it for the negative effect on international cooperation and the global economy. Indeed, the legislation led to other countries imposing similar tariff hikes that choked off US exports. The Great Depression witnessed the rise of beggar-thy-neighbor policies, as governments hoped that protectionist walls and currency devaluation could shelter their home markets from downward trends in world prices. Instead, the turn toward trade protection only worsened the crisis.
The second era of globalization following World War II was made possible by two key institutional changes that helped to make democracy more compatible with free trade. …


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New Citizenship Oath drops requirement to defend the United States
According to new guidance released by the US Citizenship and Immigration Services, new immigrants will no longer be required to pledge to: Reciting the Oath is part of the naturalization process. Candidates for citizenship normally declare that they will "bear arms on behalf of the United States" and "perform noncombatant service in the Armed Forces of the United States" when required by the law. A | Read More »


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Jayne's Pistol in Bronze by JohnsonArmsWatch
©2011-2016 JohnsonArms
aaand it's done I think the bronze and titanium came out looking pretty nice. I'm trying to decide what combo to go with next.
I will be selling this on either ebay or etsy in the next few days. If you're interested, let me know and I'll post a link to the store when it's up. Thanks!
I will be selling this on either ebay or etsy in the next few days. If you're interested, let me know and I'll post a link to the store when it's up. Thanks!
Always thought that the LaMat pistol which Jane's pistol is based on was ugly. But then I read on it... that thick barrel was a 20 gage shotgun barrel.... and it offered 9 44.cal shots.... 9 glorious shots with a 10th hidden suprise.... now I think it's amazing
I'll kill a man in a fair fight... or if I think he's gonna start a fair fight.
OOOOoooo, It's the customized LeMat Single Action Revolver from Firefly!
Ya, there's another one here as well. It's newer and I did a more realistic look to it. My favorite part is probably the pistol grips, those were a lot of work for me
Holy crap... Im in love with this gun
Thank you! Did you see the steel one I just finished?
Yes I did. It is awesomely badass!
Woot! There will be more as I find a good source for the resin casts! I'l love to do a really high-detail model, but they're more than I'm willing to spend with hopes that someone buys it quickly
Dude, Jayne as in Firefly?
You are my new favorite.
You are my new favorite.
how long did it take to make?
From getting the rough casted body to the final touches it took about a week to complete. I'm also usually working on 10+ guns a week so I rotate them out so they have plenty of time to dry out before I add additional layers of paint. A week though, is a good estimate from start to finish with about 5-6 hours total time invested.
Oh that looks so cool!
thanks for all the comments, folks! If anyone's interested in buying this gun, please send me a PM before I list it on ebay.
Was this a Lemat from Denix?
No, its actually a replica from the movie, not sure of the maker. Of course as you mentioned (well done by the way!) the gun is a modified Lemat. Great looking gun
Is this actual metal?
Nope! It's a cast resin model. Starts off stark white thanks for the compliment!
I have GOT to learn how to use that stuff.
shiny, lets be bad guys
o.O WANT!
Looks soo cood!
Looks soo cood!


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Scholarships mean the difference between attracting and losing some of the country's most promising future physicians.
Nearly 90 percent of MUSC's medical students rely on loans to complete their education. And their average debt, upon graduation, totals a staggering $192,000.
With diminishing state support and corresponding tuition increases, the MUSC College of Medicine plans to make an unprecedented move to ensure that we don't miss out on our best emerging doctors because of financial limitations. This spring the College of Medicine will kick off its first-ever scholarship campaign with a goal of raising $20 million over several years.
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Noteworthy from the New York Times: "The $2.7 Trillion Medical Bill: Colonoscopies Explain Why U.S. Leads the World in Health Expenditures."
Key excerpt:
"While several cheaper and less invasive tests to screen for colon cancer are recommended as equally effective by the federal governments expert panel on preventive care and are commonly used in other countries colonoscopy has become the go-to procedure in the United States. Weve defaulted to by far the most expensive option, without much if any data to support it, said Dr. H. Gilbert Welch, a professor of medicine at the Dartmouth Institute for Health Policy and Clinical Practice.
In coming months, The New York Times will look at common procedures, drugs and medical encounters to examine how the economic incentives underlying the fragmented health care market in the United States have driven up costs, putting deep economic strains on consumers and the country."
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It is against the rules of the current Collective Bargaining Agreement in the NBA for a player to renegotiate their contract and...Read More
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