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Academic Personnel
The newly established Office of Academic Personnel provides the following support for faculty:
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It is a pleasure to welcome you to the faculty of Lehman College of the City University of New York (CUNY). Lehman College is CUNY's only public senior college in the Bronx, with a faculty of more than 400 full-time and approximately 600 adjuncts serving more than 9,000 undergraduate and 2,000 graduate students. Read More
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Walter Williams
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High School: Hillcrest
College: Ashland, New Mexico St. (school history)
Drafted by the Detroit Lions in the 2nd round (42nd overall) of the 1977 NFL Draft.
Weighted Career AV (100-95-...): 18 (5186th overall since 1950)
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Brand Review
To help you better align your marketing and communications efforts with the institutional image, Integrated Marketing and Communications provides brand review of marketing materials you may create for external audiences.
When you submit your communication materials for brand review, each piece will be evaluated using the "brand review" model shown below. It will be beneficial to review this list prior to submitting documents to IMC for brand review. In addition, our UW Oshkosh Brand Review Zones document provides guidelines and a detailed overview of the Brand Review process.
Does my marketing piece:
If you answered "yes" to all of these questions, your publication should pass the brand review process its first time through. If you answered "no" to any questions, please consider how to incorporate the appropriate edits into your piece, or contact IMC at 424-2442 to request assistance.
To submit documents to IMC for brand review, please e-mail a PDF or jpeg file of your project (Microsoft Publisher and Word files are not accepted) to firstname.lastname@example.com. NOTE: It's helpful to provide some context for what is being submitted, for example, the intended audience and goal.
Please allow approximately two to four working days, depending on the size and complexity of the document, for the review process, including making any necessary changes prior to printing.
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HLC Accreditation Statement
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UW Oshkosh is accredited by the Higher Learning Commission (HLC): uwosh.edu/accreditation
by Ceman, Jamie S — last modified Mar 25, 2015 04:12 PM
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St. Vincent backstage interview at the 2014 Rock and Roll Hall of Fame Inductions at the Barclays Center in New York City on April 10, 2014. St. Vincent performed in tribute to 2014 Inductee Nirvana with Dave Grohl and Krist Novoselic, and talks about how Kurt Cobain and Nirvana influenced her singing and style as a performer.
"Nirvana was a band that was so incredibly pivotal to me. I was nine years old when Nevermind came out; it was my everything, and it was a sea change that swept the nation and swept the music industry. It's really bitter sweet to be honest with you. Obviously I didn't know Kurt [Cobain], but it's pretty emotional to be playing these songs. I don't think the band has played these songs in 20 years. So I feel honored to be asked and also I'm just pretty emotional to be honest. I always had an appreciation for Nirvana, you know, I wouldn't be playing music if it wasn't for Nirvana. I just wouldn't, that's just a fact. But to go in and really learn the songs and figure out, 'ok how do I do this justice,' because frankly I don't want to hear anyone else sing Nirvana but Kurt. But how can I pay homage to the legacy and to all the lives that those guys have changed. It was interesting, you know, I found myself playing guitar, and sounding a little like a Pollyanna, and being like, 'no, no, no, this has got to be like rougher; this has got to be more soulful and more off the cuff.' But the thing I think the testament is that the songs just stand up; they're great songs; they're phenomenal songs, and they stand the test of time. So, like I said, I'm very honored to be here."


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The Holiday Inn® San Diego North - Miramar, just North of city center, is closest to MCAS Miramar and minutes' drive to San Diego's famous attractions like the Zoo, Sea World, Historic Old Town, La Jolla, Legoland and the new Safari Park, yet far enough to escape the city's hustle and bustle. To add to your experience, Qualcomm Stadium, great shopping, entertainment, local breweries and beaches are all located within 5-10 miles.Area businesses including Lockheed Martin, Northrop Grumman, MedImpact, Mitchell, Koch, Qualcomm, LG, Caterpillar, GE, Hitachi and Intuit are all within a very short drive, as well as the sports fields at Alliant University, UCSD and Miramar College.
Offering an extended array of amenities and perfect ambiance, our guests at the Holiday Inn North Miramar will surely enjoy their stay. Call today!


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For my upcoming trip to Thailand, are there any good scuba diving spots on Ko Samui? We'll be there in March of 2013.
All the good dive sites are close to Ko Tao but if you want to stay on Ko Samui you can easily book a day trip from Samui and they'll take you to the Ko Tao sites (more expensive than from Ko Tao). Sail Rock is considered the best dive site in the Gulf of Thailand. But talk to the guys on site to give you more advice.
Haven't been there myself, but drawing from Wikitravel's Ko Samui guide and my copy of LP: Thailand's Islands & Beaches (published July 2010), here's some information:
Lonely Planet tends to agree:
LP mentions Ang Thong too, but not in "Diving" section but "Other water activities":
However, slighty contradicting itself, the "Do" section on Wikitravel also says:
...and goes on to recommend Samran Pinnacles (for experienced divers) and Ko Kra & Ko Losin.
So, if "almost very good" is good enough, check out the places around Ko Samui. :) Otherwise, if your schedule allows, head to Ko Tao for scuba diving.
I've been to both Island and if you are into scuba diving, you should definitely stay in Ko Tao. It is full of diving resorts and divers everywhere. The vibe is much different than Ko Samui which is more mainstream.


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Rated 5 out of 5 by 4 reviewers.
Rated 5 out of 5 by RingoStella This product is great I bought the aqua/turquoise egg crate and it sits beautifully on my kitchen island. I love it. Very nice kitchen decor . September 15, 2014
Rated 5 out of 5 by zonie very easy to use My mother has trouble with her hands opening the egg carton and this is just perfect to keep eggs in for her. April 11, 2014
Rated 5 out of 5 by stardust3703 Adorable! This product was on back order, but definitely worth the wait! The color is beautiful and a fun new trinket to add to my kitchen counter!:) February 17, 2014
Rated 5 out of 5 by Propst79 Neat little item. This item is very cute. Wonderful for spring decor. April 10, 2013
1-4 of 4


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fondaparinux - injection, Arixtra (cont.)
MISSED DOSE: If you miss a dose, use it as soon as you remember. If it is near the time of the next dose, skip the missed dose and resume your usual dosing schedule. Do not double the dose to catch up.
STORAGE: Store at room temperature away from light and moisture. Do not store in the bathroom. Keep all medications away from children and pets.Each prefilled syringe can be used only once; discard any unused portion.Do not flush medications down the toilet or pour them into a drain unless instructed to do so. Properly discard this product when it is expired or no longer needed. Consult your pharmacist or local waste disposal company.MEDICAL ALERT: Your condition can cause complications in a medical emergency. For information about enrolling in MedicAlert, call 1-888-633-4298 (US) or 1-800-668-1507 (Canada).
Information last revised November 2013. Copyright(c) 2013 First Databank, Inc.
Last Editorial Review: 4/16/2014
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Analog Players Society today release Hurricane Season In Brooklyn, their lush and rich new album that bursts with flavor.
The beauty of the Analog Players Society is the impressive array of artists that comprise the collective. Led by Amon, who's who musicians from around the Brooklyn music scene jumped in on this project. Players include members from TV On The Radio, Tortured Soul, Escort, Beirut, Si*Se, Blitz the Ambassador and Akoya Afrobeat Ensemble.
The sounds are a colorful medley of funk, afrobeat, soul, and dub. Yum. Stream the entire project below and enjoy!
Purchase Hurricane Season In Brooklyn on iTunes | Amazon


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The Case School of Engineering offers its undergraduates a chance to take part in an exchange with undergraduate engineering students at Waseda University, in Tokyo. The exchange provides students an opportunity to learn about each others' culture, language, how their labs are run, research, business practices and more.
Students from Waseda and Engineering recently celebrated with a dinner, posters and stories about their stays.
Eric Dymerski, a Case Western Reserve sophomore from the Columbus area, said commuting in Tokyo provided a lesson in city design. He rode a train or walked everywhere in the city, found retail and restaurant districts outside each train station and saw trees growing on tiny bits of space among buildings that seemed to go on forever. The contrasts were startling when compared to American cities built around car travel, he said.
As students spoke about their experiences, it was clear impressions ran deep.
Chelsea Boucek, a sophomore chemical engineering major had never spoken Japanese before her trip. She said she loved the culture and the food and now wants to become fluent. Takeru Kawata , a Waseda senior, said he enjoyed learning English and working with lab students here so much, "I don't want to leave."
In all, seven students from CWRU traveled to Waseda in July. Four Waseda students arrived here in August and wrapped up their stay Saturday.
Though the exchange is a summer program, students can start the application process now by seeking an interview with Debbie Fatica, assistant dean, Engineering Student Programs, at 368-4449.
The cost of the four-week program was $4,000 per student this summer. The Case Alumni Association provided each student with a $1,500 scholarship.


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What We Do
The Administration for Children & Families (ACF) is a division of the U.S. Department of Health & Human Services (HHS). ACF promotes the economic and social well-being of families, children, individuals and communities.
Vision, Mission & Values
Read about ACF's vision, mission and values.
Strategic Initiatives
Our Strategic Initiatives Plan cascades from HHS' Strategic Goals, and articulates ACF's priorities, strategies, and specific objectives within this broader context.
Each ACF office has its own director or commissioner who ensures that the activities of the office support ACF's mission of promoting the economic and social well-being of families, children, individuals and communities.
ACF is comprised of 19 offices including the Office of Regional Operations, which represents 10 regional offices around the country.
ACF administers more than 60 programs with a budget of more than $53 billion, making it the second largest agency in the U.S. Department of Health and Human Services.
ACF strives to make informed policy decisions and become a model employer, with a culture that values fairness, diversity and inclusion in the workforce.
Interoperability refers to the ability of two or more systems or components to exchange information and use it to make better decisions. The term is often used in a technical sense but also takes into account social, political, and organizational factors that impact performance.
Jobs & Contracts
Interested in working for or with ACF? As a component of HHS, working with us gives you the opportunity to positively impact the health and well-being of people here at home and around the world every single day.


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Thank you for your interest in the ministry of
The Kathryn Kuhlman Foundation. It is our prayer that this website will be a
blessing to you.
The audio clips from Kathryn Kuhlman's teachings and
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Kathryn Kuhlman's unique abilities to yield to the
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If you have a need, please know we count it a privilege
to agree with you in prayer and believe for your miracle, FOR NOTHING IS
We look forward to hearing from you.
God bless you!


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La Monnaie ¦ Recitals ¦ Angelika Kirchschlager ¦ Intro
Angelika Kirchschlager
Twilight of the Romantics
In the latter days of Romanticism, German Lieder once again enjoyed tremendous popularity. At the end of the 19th century, such composers as Hugo Wolf and Richard Strauss were happy to return to early poems by Mörike, Eichendorff, Klopstock and numerous other romantics because they found their own musical fervour and passion reflected in them. But Romanticism continued to set the underlying tone in the 20th century too, in works by Alban Berg and Joseph Marx, and, even after the Second World War, Erich Wolfgang Korngold. So might one say that there is no time limit on Romanticism? The mezzo-soprano Angelika Kirchschlager prefers not to follow well-worn paths and, with her sensual voice, musical refinement and dramatic intensity, she leads us through an extremely captivating repertoire full of surprises.
© Nikolaus Karlinsky


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Eighth-Ranked Lewis Tops Tigers; EIVA Rival NJIT Returns Saturday At 7
The eighth-ranked Lewis Flyers ran their win streak to 13 matches with a balanced attack Friday night against Princeton. Lewis hit .367 and had six players with at least three kills apiece in the 3-0 victory over the Tigers.
Princeton, which had won six of seven matches coming into the night, had the early energy and ran out to a 5-0 lead, but Lewis chipped away until it eventually forced a tie at 17-17. Lewis didn't grab a lead until 24-23, but a Greg Petty service ace followed that and led Lewis to a 25-23 win.
The Flyers used the momentum from that win and controlled play the rest of the way for a 25-23, 25-18, 25-17 victory. The Tigers fell to 7-4 with the loss, while Lewis improved to 14-5 overall.
Junior Pat Schwagler had 10 kills and five digs for Princeton, while freshman outside Devin Stearns added eight kills and four digs. Junior setter Davis Waddell recorded 29 assists, while sophomore Tony Ensbury had seven digs. Senior Michael Dye recorded five kills and two blocks for the Tigers, who will return to EIVA play Saturday night when they host NJIT at 7 pm.


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A favorite creature from the pages of our magazine, designed with a humorous twist. This high-quality shirt is made of heavy-weight, preshrunk 100% cotton and has a fascinating, educational fact about these beetles to spread a little knowledge along with smiles. Imported.
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Grandson LOVES This Shirt!!!!!
By Nona loves Caiden
from Lebanon, PA
About Me Bargain Shopper
Comments about Meet the Beetles T-shirt - Youth Sizes:
My Grandson loves this T-shirt so much! It was a great purchase and will get a lot of wear. Thank you for an original design that is fun for him to wear.
Bottom Line Yes, I would recommend this to a friend
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Perfect for my grandson
By The cool grandma
from Lillian, AL
About Me Bargain Shopper, Casual, Classic, Eclectic
My grandson is turning 8 soon & it's getting harder to buy clothes, especially shirts,that won't be considered too cute & embarass him. This shirt fits the bill perfectly!
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Wants to wear it every day
By kdew
from dallas, tx
Purchased for a 7 year old boy and he wants his Mother to wash it as soon as it gets dirty so he can wear it again. His Mother will lay out his clothes for the day which he will dutifully put on. Then look for the "bug" shirt and if clean put it on over his other clothes.


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Joshua Hampton
Joshua Hampton is a 6-month-old infant in Grand Theft Auto IV. The Hampton family lived in an apartment in Rotterdam Hill. Hampton is accused of killing his father Abraham Hampton to marry his mother. He was arrested by police but posted bail and fled town with his newly married wife. He allegedly murdered his father because of "misuse of the milk-machines" (refering to his mother's breasts). It was also stated that he was going to marry his mother in Vice City because strange behavior is tolerated there.


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What makes Wi-Pics™ unique from other wireless options are its Data Association & Barcoding features.
Data Association is the ability to rename files with critical search data at the point of capture. Wi-Pics™ solves the problem of moving pictures from point A to point B, while adding the capability to quickly and easily search and retrieve pictures directly after they are captured, allowing for a faster workflow, reduced costs, increased sales and last but not least, a more profitable business.
When used with Wi-Pics PhoTab or SC100 Pro software, Wi-Pics QR Code Picture Retrieval Service gives the photographer the ability to offer picture download to any smartphone within seconds after picture capture.
Increase productivity and accuracy of your online listings. Photos are renamed with barcode data and immediately transferred to your server. Pictures can be retrieved quickly and accurately by searching the Stock#, Lot# or Auction#.
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Automatically rename pictures with Barcode data, instantly, or enter data manually via the onscreen keypad. Transmit pictures wirelessly to you server, laptop or printing station and/or automatically print barcoded and/or QR coded claim tags as you shoot! *


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Tuesday, June 1, 2010
Cultural Diversity in a Research Lab
Having people from all over the world comes with challenges. An important part of my maturation as an academic has been to handle these culture-related challenges as they arose in a fashion that I hope is clear-cut, fair, and inclusive.
For instance, occasionally I will have 2 or 3 people from the same country, and they tend to speak in their native language when at work, which excludes others from the conversation. Since conversations in the lab are first and foremost supposed to be work-related, and since the language of instruction at the University is English, I now explicitly require that all the conversations in the lab or office be in English.
In my opinion, perhaps the most important skill a foreign-born graduate student should acquire during graduate school in the US is excellent command of English. I have often been quite disappointed at the quality of incoming students' English (completely incommensurate with test scores): it is frustrating for them to take classes and for both the student and me to talk about research tasks. I therefore insist that students for whom English is not a native language work tirelessly on improving it, through English-as-a-second-language courses, reading a variety of literature (from technical to popular), watching US programming, and -- most importantly -- through opening up to become friends with native English speakers. Unfortunately, I have had a few students communicate, directly or indirectly, that they feel learning English is not really important, and they spend years without exiting the comfort sphere populated exclusively by their compatriots. This is quite saddening, because a technically excellent PhD student, who wants to work in the US but cannot speak English fluently, often becomes an unemployed PhD graduate. I have found a strong correlation between the speed with which a student's mastery of English ramps up in the first few years and subsequent technical productivity; I believe both are manifestations of a strong motivation to succeed.
Occasionally, there will be a clash in the lab. At one point in time, I had a very conservative and outspoken US student, with mediocre technical skills, tell one of my international students (a very mellow guy, very technically strong) to "go back to [the student's country of origin]" after the latter student challenged the former one on a technical issue. I have had a situation or two where global politics was discussed in the lab and passions ran high; one of my explicit instructions nowadays is that I will absolutely not tolerate arguments about world politics or religion in the lab.
There are also some amusing (at least in hindsight) aspects of diversity, where diversity should be interpreted in the broadest sense (i.e., not as US vs non-US folk). For instance, some of my lab/office rules now include explicit instructions on proper food storage (e.g. food should be stored in the fridge and not left out to rot on one's desk for days) and hygienic habits (frequent showers and washing laundry). This sounds silly, but I have had more than one occasion of a student with a strong body odor (these were sometimes local and sometimes international students, all with various backgrounds), where the smell was so strong that it would disrupt the work of others to the point of them avoiding to come to the lab after complaining in vain. Not only am I now well versed in conversing about someone being stinky (which used to haunt me as possibly the most uncomfortable conversation ever), I have had to occasionally do it more than once, and in one case, after repeated conversations, I had to threaten termination of research assistantship unless the situation improved (it did). I have also talked with students about laundry issues such as fabric softener choice, and I once researched Al-free deodorant for a student who would not use any deodorant for fear of cancer. I remember thinking whether this was really part of my job description as their research advisor, but I suppose it is, because I see no one else volunteering...
But, challenges aside, having a culturally diverse group is much better than having a culturally uniform one. For instance, often I have students who have excellent technical training but have been schooled in a system where initiative and independence are discouraged; I have others who are very independent and creative, which their school system fostered, but may lack, sometimes significantly, in math and physics skills. Together, the mix enables all of them to become much better young researchers overall, as they learn from each other.
It has also been quite heartwarming to see how friendships forge, sometimes between people whom you would never expect to bond, with origins very remote from one another. It is interesting to see how often students who are good friends end up coming up with very original research ideas; I have had several student-initiated papers, where it was always two students, from very different backgrounds, who became good friends in grad school and came up with an idea that meshed their expertise and resulted in cool new science.
In my opinion, getting to know one person from a certain cultural background really well has the ability to bring the whole culture much closer to you than any touristy trip ever could. Personally, I certainly have a much better appreciation for the cultures of several countries after having advised students from there. Our foreign students and postdocs are their nations' great ambassadors in the US and on the global scene. At the same time, our local, but culturally and racially diverse students, bring about the best of the US into global science.
What is your favorite anecdote that illustrates the joys or challenges of working with a culturally diverse research group?
28 comments:
- Dr. Dad, PhD said...
First of all, I think that most labs could do with more diversity. I don't have my own lab yet, but I envision a mini United Nations, with many divergent cultures present and abundant opportunities to learn from each others' life experiences and perspectives.
As a graduate student I worked in a lab that happened to be predominantly Chinese. Although they tended to converse to each other in their native language, for the most part it didn't bother me. I simply worked alongside them and would gently interrupt only if I needed something.
One day I was standing with one of the technicians when the visiting postdoc asked - in Chinese - where a reagent was. Although I should not have known what he was saying, I reflexively answered. Both turned to me in mild shock and asked how I knew what he had said. I assured them that I did not in fact understand Chinese, and may have unintentionally picked up key phrases from listening to them converse with each other. I tried to use my unconscious linguistic tools to learn more phrases, but I apparently I can only understand languages if I don't actively try to learn them....
As an aside, from that day forward they mainly spoke in English in the lab.
- June 1, 2010 at 1:23 PM
I am of European descent and my best friend from grad school is Indian. He was best man at my wedding. Now we both hold academic jobs on opposite ends of the country, but he's still the guy I call whenever I need someone's honest, no-BS opinion.
- June 1, 2010 at 7:06 PM
Our research group has a highly diverse mix of nationalities, and there is usually more than one person of a given extraction available for people to speak their native language if they so choose. It has never bothered me that people occasionally choose to talk science in their native tongue with a colleague, and they always switch back to English if they need to communicate with someone else. Living away from your home country and doing top notch science is stressful enough without having someone demand that you function in English at all times. For me it's all part of the fun of being in an international group, and it's great for me to be able to learn a bit of another tongue as well. I think you can impose high standards on written and spoken scientific English without insisting on its use at all times.
- June 2, 2010 at 1:32 AM
- Lab Rat said...
I think that always insisting on English is a bit unfair. We had two eastern European women working in our lab, (one PhD one PostDoc) which meant that when the PhD student needed to know something important, it was far easier for her to ask the PostDoc in her native language rather than trying to struggle through a question in a second language and then struggle again to understand the answer. It also gave them a very close friendship, and they could talk about things they both remembered and related too during the coffee breaks (in their own language) which certainly made the PhD student feel less homesick.
I know that if I was in a lab overseas, I probably wouldn't be able to function being forced to speak another language the whole time, even a language like French (which I'm vaguely competent at) and certainly not if there were other Brits in the lab.
- June 2, 2010 at 3:08 AM
My goodness, for someone who claims to support diversity in the lab you certainly have put in some rules that discourage it on many levels. Hopefully you will one day question your idea of so-called "diversity" and really come up with constructive ways to promote cultural, racial and socioeconomic diversity in science.
- June 2, 2010 at 9:09 AM
- GMP said...
Comment 2 of 2
Namnezia says: Hopefully you will one day question your idea of so-called "diversity" and really come up with constructive ways to promote cultural, racial and socioeconomic diversity in science.
Namnezia, I am actually a bit proponent of diversity, believe it or not. But if I do not ensure my students speak good English, they will forever be second-class citizens in the US, despite their excellent intellect.
I most certainly do not put any restrictions who anybody socializes with or how they practice their tradition. I just insist they learn English so this important issue is not in the way of their subsequent success. Do you know, for instance, how cruel teaching evaluations can be to faculty whose command of English is not good? Blog venom has nothing on the things undergrads can write on evals. And bad teaching evals have a bearing on your tenure, promotion, salary. Why would a perfectly smart international faculty have to go through this?
Running a lab is not a picnic. Work is work, and we need to be efficient about it, which means there is one language to facilitate interactions among people. What my group members do on their own time socially is up to them. People in my lab have plenty of time to socialize, and there are a number of cross-cultural friendships.
- June 2, 2010 at 10:03 AM
- GMP said...
Comment 1 of 2
Dr. Dad, Anon at 7:05, Anonymous at 1:32, Lab Rat, and Namnezia, thank you all for your comments.
Anonymous at 1:32, Lab Rat, and Namnezia, I assure you that I am not a petty tirant. And that I am speaking from a point of someone who is running a lab, which is different from my standpoint when I was in grad school, when I thought all these people speaking different tongues was just wonderful and thought that was the most important thing about my experience. I still do, but now I see a need to enforce some rules so the lab would be productive. And I also have seen many of my dear lab mates not be able to get any job in the US, and it's not for lack of technical expertise...
I also speak from a standpoint of someone who is
not a native speaker of English and who has seen how important command of English is to ensure good job prospects in the US. Let me explain a bit (over the next two comments, as the response got too big for a single comment.)
In the US, unlike in most of Europe, English is both the language of science and coincidentally the language that the local population speaks. Also, in my hard STEM field there are comparatively few Americans, so I do have a very diverse group, and we all have to communicate somehow. That language is English, the language of instruction at the University and the language of science globally. Also, unlike in Europe, a graduate student needs to take many many classes, and not speaking the language of instruction is very counterproductive.
I most certainly do not police my students about what language they use. But, I make sure early on that I consider their improving English to be important, and that in order to communicate with others in the lab I expect everyone to use English.
Anon 1:32 says: Living away from your home country and doing top notch science is stressful enough without having someone demand that you function in English at all times.
Anon, I am aware of that, and I make a conscious effort to recruit students from a certain country in pairs or threes, precisely so the students would have someone to fall back on in the early years.
For me it's all part of the fun of being in an international group, and it's great for me to be able to learn a bit of another tongue as well.
I agree, and that's what happy hours and weekend outings are for.
I think you can impose high standards on written and spoken scientific English without insisting on its use at all times.
Actually, you cannot. Mastery of a language is achieved through practice. You assume all students are motivated on their own, but it's not true. I have a lot of Chinese students, and they only socialize with other Chinese students, since there are many of them at the University. If I don't insist they speak English in the lab, they would never use it, and they would not communicate with other group members either, which is often necessary for work to be done. How would they achieve good command of English if they were always free to fall back on the safety net of compatriots?
I think that me insisting on English in a STEM lab in the US is no more an act of tyranny than your mom making you eat vegetables: you may not like it, but it's good for you.
Of course, if someone doesn't understand something, it's a first priority for them to understand, and they do so in whichever language they are most comfortable with. Again, I am not policing around what they use. I just make my preferences known.
- June 2, 2010 at 10:03 AM
Having seen some pretty scary safety issues arise in a chemistry lab specifically because a research fellow's English was not good enough to understand restrictions on the use of a chemical, I'd definitely agree that encouraging adoption of the lab language (regardless of what language that is) is of primary importance. Eventually we worked around those issues by getting another research fellow with good spoken English to translate in to a third language that was in common to the two research fellows - a very complicated way of conveying vital chemical safety information.
I'd also agree that hiring 2 or 3 individuals from the same country is a very good idea - thoughtful actually, and really important to help both assimilation into the lab culture, and for them to feel less alone in a new strange country.
Regarding personal hygiene, I'm going to take a liberal interpretation of 'cultural differences' there because while I have experienced issues with foreign students from different cultures, I've experienced just as many with local students with different cultures! In response to comments made elsewhere, I think maintaining a suitable level of personal hygiene is essential to facilitate good interactions within a lab, and requiring that is not discriminatory. Anyone who's been in the situation of dealing with such issues would understand this.
Anyway, looking forward to reading more of your blog posts.
- June 2, 2010 at 10:57 AM
Sure, I completely agree that having excellent command of English is critical for succeeding in science, particularly but not limited to the US. And as a mentor I also agree that encouraging foreign-born trainees to become proficient English speakers is one of our duties. If your post had been entirely about this, I would have whole-heartedly agreed. But the context upon which it was placed, combined with your comments about all the rules regarding foreign languages and personal hygiene (which intentionally or not DO single out foreign folks in the lab) make it seem culturally insensitive, to put it mildly. English is also my second language, and I managed to learn it without being forced not to speak my native language at work.
Encouraging diversity also means learning to question and examine one's own implicitly held assumptions and stereotypes, and learning to view one's comments through the lens of others. Otherwise, many well meaning attempts will end up having the opposite effect.
Let me give you an example. Recently in Arizona a law was approved that teachers who had a pronounced accent were not allowed to teach in classrooms where there were ESL students. The idea is that if they were to learn English, they should learn it from someone who spoke it "properly". So this was supposed to benefit the students. However, I don't have to tell you that if you are a Mexican kid or teacher in one of these classrooms, this law is sending a very different message.
- June 2, 2010 at 11:23 AM
- GMP said...
Anon 10:57 and Namnezia, thanks for your comments.
Anon, thanks for sharing your experiences and taking a liberal interpretation on the hygiene issue. I certainly wasn't intending to be xenophobic or racist; there were issues of hygiene in my lab (and my grad school experience too) that definitely included some local 'offenders'.
Namnezia, thanks for your comment. I suppose you are right, it might have come across as equating foreign with smelly, and that's certainly not the case. Actually I've had hygiene issues and food left to rot in the lab with people from several different backgrounds, some local, some international. I will reword that sentence in the post so that it does come across more accurately and less offensively.
You are right about implicit biases, and sometimes well-meant attempts may backfire. Posts like these are meant to get people thinking about diversity, and be challenged by others with a different view. So thanks for your comments!
I actually lived in Arizona for several years and have a bit of knowledge about the school system there. And I am painfully aware how ghettoized a lot of Mexican population there is, and how limited their job-prospects are, owing to, at least in part, no or poor command of English. Let me say at the outset that I don't agree with a lot of Arizona legislation, but I actually think that Mexican-American students' future job prospects significantly increase with decreasing accent. Is that really fair? Absolutely not. But it is true, nonetheless, at least presently, and will be in the near future. But, the more young Mexican-Americans make it to high-ranking places in the industry and government (and doing so is probably somewhat facilitated by less accent), the more good these high-ranking people will be able to do in turn for the general Mexican-American population. Perhaps this is cynical of me, but for any minority (such as women and Latinos), one first has to get some critical mass in high ranks, doing whatever it takes (e.g. women acting 'manly' in science); only then, from the inside, can a larger-scope change be made. I believe this is simply how politics works.
Anon and Namnezia, thank you both for your thoughtful comments. I think this type of conversation is very important. I hope you will keep reading and commenting, and calling me on my BS when needed! :)
- June 2, 2010 at 1:01 PM
- Ambivalent Academic said...
"Mexican-American students' future job prospects significantly increase with decreasing accent. Is that really fair? Absolutely not. But it is true, nonetheless, at least presently, and will be in the near future."
But you are still asking the already disadvantaged students to make further effort to comply with an inherently and wrongly biased system. This is not a solution to the problem. A solution would be to change the system to not be so biased toward individuals with accents.
Perhaps more pertinent to the title of your post, it is not encouraging diversity. It is encouraging conformity.
- June 2, 2010 at 1:50 PM
- GMP said...
We are getting a bit off topic with the Arizona discussion, because I am not a legislator, and I talk about the issue as someone who lived there and has Mexican-American friends.
But you are still asking the already disadvantaged students to make further effort to comply with an inherently and wrongly biased system. This is not a solution to the problem. A solution would be to change the system to not be so biased toward individuals with accents.
I actually agree with you, but expecting a discriminatory system to change simply because it's wrong or unfair is unrealistic and I would say naive (no offense intended). The discriminatory majority has little incentive to make changes, and minority is not part of the in-crowd so it does not have the power to implement the changes from the outside. Any discriminatory system must change from the inside, and a way to do it is to change the composition of the majority through the advancement of Trojan-horse, conforming minority members. I think conformity of minority is necessary in the initial stages of a non-revolutionary political change.
Example: Everyone says we need to have more women in high-ranking places and more role models for women for women's numbers in science to really go up. Most of these high-ranking women had to conform to a larger or smaller degree in order to not hit the glass wall. But now that there are more women in high ranking places, they have the ability to make farther-reaching changes than if they had been left on the outskirts.
Regarding the title of the post: a lab is an enterprise, and it needs to be run efficiently. Diversity in a lab is a blessing, but conforming to the rules is also necessary. An inefficient, unproductive lab benefits no one. I think the post illustrates the pros and cons of having a diverse population and both the benefits and challenges that come with it in the context of doing resarch efficiently.
Thank you for commenting!
- June 2, 2010 at 2:15 PM
I came to the US as a young child from a Spanish-speaking country. I learned English in school, from people who "spoke it properly." My parents, who came to the US with some command of English, refused to speak it at home. They did this for two reasons: 1) so that their kids would not lose their fluency in their native tongue; and 2) so that their kids would not pick up their accents. I think they did the right thing. Today, no one can tell that English was not my first language, and I am also fluent in Spanish. And anyone that has lived in a foreign country for an extended period of time knows how empowering it is to have a near-native command of the language.
- June 2, 2010 at 3:50 PM
- Ambivalent Academic said...
I actually agree with you, but expecting a discriminatory system to change simply because it's wrong or unfair is unrealistic and I would say naive (no offense intended). The discriminatory majority has little incentive to make changes, and minority is not part of the in-crowd so it does not have the power to implement the changes from the outside. Any discriminatory system must change from the inside, and a way to do it is to change the composition of the majority through the advancement of Trojan-horse, conforming minority members. I think conformity of minority is necessary in the initial stages of a non-revolutionary political change.
I see your point (and no offense taken). This change the system by changing the majority idea is popular, but I think it is problematic. I agree that changing the system is *more difficult*, for all the reasons you mention. That doesn't mean it isn't worth pursuing. Some of us are not the minority. Some of us are in a position to effect change, and if we are truly vested in the value of diversity it is important to cultivate true diversity rather than just the appearance of it. Is it enough to have representative proportions of each demographic? Is this sufficient if we are asking those in the minority to basically do away with the actual diversity that they bring to the table just so that the majority won't feel threatened? I don't think it is - I'm not as interested in the *appearance* of diversity as I am in the actual acceptance of different people. I'm not interested in asking them to conform.
I agree with you on this: "Most of these high-ranking women had to conform to a larger or smaller degree in order to not hit the glass wall. But now that there are more women in high ranking places, they have the ability to make farther-reaching changes than if they had been left on the outskirts."
Lots of women had to conform to get to where they are (and we often still do, so has this really been effective?) - but just being there is not true diversity if we have to fake that we're men to get there, and those of us who are there now have a responsibility to enact change in the system so that others that come after will find it a more accepting place for them.
I honestly don't know whether your Trojan horse model is more efficient than a revolutionary model. But I've not been terribly impressed with the way the Trojan horse model has panned out for women in science - it risks pushing real accepting diversity underground or not tolerating it at all. I'm inclined to try something different and push for real change in the system here and now.
- June 2, 2010 at 4:23 PM
- GMP said...
Hope and Ambivalent, thanks for your comments.
Hope, I am happy that you enjoy the benefits of being fully bilingual.
Ambivalent, I think we are actually in agreement. There is the incremental (non-revolutionary) and the revolutionary way for reform. I have no idea which is better, but history seems to teach us that for the revolutionary changes the timing has to be right. You may be right, maybe the Trojan horse model has not worked for women, or not aas well as it could have. The revolutionary model seems to require good timing and a fair bit of organization; I don't know if adequate organization exists for women in science...
But I think we're getting into topics I don't know as much as I should about. Perhaps we could have a political scientist chime in on the merits of evolutionary vs revolutionary overhaul and the probabilities for success.
- June 2, 2010 at 4:47 PM
- Ambivalent Academic said...
Well, it probably depends on how we measure success. I'd say that the personal investment in revolution model is having very real tangible effects in the microcosms in which I work. This is a good thing. It makes me happy to continue working in this place, on this science, because I'm not ALSO having to work on proving my right to be right there doing just that all the time. Since this has a real tangible impact for me, I'm invested in producing a real tangible impact for other people insofar as I am able. I'm just a post-doc. If I were a PI I could probably do more. I suggest that actively cultivating an environment where one's trainees don't constantly feel inadequate or unwelcome because of ethnicity or native language or gender or whathaveyou will go a long way toward fostering diversity in one's own microcosm. Maybe they'll even feel more like talking to you as the PI and other people who might be in a position to give them valuable career advice...in English even.
- June 2, 2010 at 5:00 PM
- Ambivalent Academic said...
- June 2, 2010 at 5:24 PM
I quite enjoyed this post and reading through your past posts. Thank you for sharing your insights and welcome to the internet!
Re-post of my comment from Isis' blog:
I'm surprised at how many people feel that faculty shouldn't mandate that English is spoken in their labs. I'm a native English speaker and I've done training in two foreign countries. In both countries, when in the lab, I spoke the language of my co-workers. It was difficult, but it was part of the learning and training process. A PhD in science often used to require foreign language training; I think it's a shame that it no longer does. As faculty, we are required to train our students- and learning scientific English in an English-speaking country is an important part of that training. Too many faculty are happy to bring in lots of immigrant students, have them work long hours in the lab as technicians, and not provide real mentoring. During their free time or in cases of emergency, it's fine to speak your native language. But during work, it's critical to speak English. This is in the international student's best interests (better job prospects, better manuscripts, more likely to get selected to go to conferences), other student's best interests (more opportunity for collaborations and interactions), in the lab's best interests (enhanced safety). I was a PD in a lab where 50% of the trainees were from one foreign country while the remaining 50% were from all over. The first 50% only spoke their native tongue at work. None received jobs in the US, although all of them applied. I see this as a tremendous failure by the professor. Professors are educators, not science managers.
- June 2, 2010 at 6:37 PM
Ambivalent academic said:
"Perhaps more pertinent to the title of your post, it is not encouraging diversity. It is encouraging conformity....
....I suggest that actively cultivating an environment where one's trainees don't constantly feel inadequate or unwelcome because of ethnicity or native language or gender or whathaveyou will go a long way toward fostering diversity in one's own microcosm. "
Bingo and double bingo! Thanks for so eloquently stating what I was trying to say before.
- June 2, 2010 at 7:42 PM
- GMP said...
Namnezia and Ambivalent,
My students don't feel unwelcome in my group. I spend way more one-on-one time with each of my students than most PIs do, so my students know I care about them. Just because I clearly delineate rules which I trust will serve them well in the long run doesn't make them unwelcome. Bending over backwards to accommodate everyone's preference for language or culture or smell in the lab is not doing anyone any favors. If they want to stay in the US, they have to speak English well, period. Regarding hygiene, there is BO, cooking O, banana left in bottom drawer for 2 months O, clothes unwashed for weeks O, smoking 2 packs a day O, smelly perfume making people wheeze O. All these O's are unwelcome, as they will be unwelcome in their workplaces. None of these are restricted to foreigners, and apply to different cultural groups (e.g., percent of smokers drastically varies in the US with economic status; students who smoke face significant prejudices).
Ambivalent, when you have your own lab and realize things are not getting done or people are put in danger because someone doesn't in fact understand instructions, you may not feel I am unreasonable and bigoted for requiring that one language be used in a lab.
I am tired of the political correctness. The world is biased. Many of the comment posts on Isis' blog are outraged that I am implying biases exist and people from different cultures are disadvantaged. Well, they are. I am offering my students some advice on how to make it in that world. Apparently, many people think implying anything other than "the world needs to change ASAP" makes me a bigot. Well, I am sorry, but until the world does change into the utopian world where no biases exist, I am happy to help my students achieve a better life for themselves, and that means a job first and foremost. You say I am prejudiced, I say I am practical.
Anonymous at 6:37, thank you for your comment!
I am glad you enjoyed the post.
- June 2, 2010 at 8:22 PM
In your last comment at 8.22 pm, you write
"You say I am prejudiced, I say I am practical."
I am sure that in formulating the English-only-in-labs policy, you have the best interests of your lab and your students in mind. It certainly does not make you a bigot. Far from it, you come across as a professor who cares for her students and wants the best for them. When I started grad school in US (I am from Asia), my advisor told me that during job searches, once I make it to a short-list and get invited for a campus interviews, it would be absolutely essential that I can communicate well in English. I am grateful to him that he specified this right in the beginning.
You also write in your blog
"At one point in time, I had a very conservative and outspoken US student, with mediocre technical skills, tell one of my international student (a very mellow guy, very technically strong) to "go back to [the student's country of origin]" after the latter student challenged the former one on a technical issue."
I am very curious to know how the international student tackled it. Also,
the behavior and attitude of the "conservative US student", if unchecked, can land him in big trouble in the future and is also not healthy for the functioning of the lab. As an advisor and PI of this student, how did you address this incident ? Do you have any rules in the lab that prevent this kind of behavior?
As an international student, I am always at a loss how to respond when someone says or implies something like "Go back to your country". Hence, my question.
- June 2, 2010 at 9:13 PM
- Ambivalent Academic said...
GMP - I never said you were a bigot. I don't think you are a bigot. I merely think that your *intentions* (however benevolent) for your trainees reflect a relatively narrow POV - your own, with no consideration to their individual experience. I came to the impression from the overarching theme of your post that you are interested in fostering diversity and in soliciting feedback in how to best do so. As such, I have suggested that perhaps your tack on handling these issues reflects what is most convenient for you, but not the actual interests of your trainees. I apologize if this is not the feedback you were looking for.
- June 2, 2010 at 9:49 PM
- GMP said...
Hi Ambivalent, I think I owe you an apology. I know you never said I was a bigot. I guess I lost my temper amidst all this blog turmoil.
I don't know if you missed it in one of the early comments, but how I run my lab has to do a lot with my experiences as grad student and young professor. English is not my native language, and I definitely know what many of my international students are going through (see comment Anon at 9:13 PM) because I have been there. And the best way to get even for bigotry is to show them you can beat them at their own game, which means you have to learn the rules of the game.
Thanks for your comments and the links you provided, and I do appreciate the input.
To Anon at 9:13:
I heard about that particular incident from another student. My international student in question didn't say anything (he is very mellow). Eventually, I ended up letting the US student go; the reason was his mediocre performance combined with his repeated provocations of several of my international students (he was more interested in harassing my international students than doing his work, apparently). The international student in question is one of my best students, getting ready to graduate with a stellar record (and a very good command of spoken and written English). He can do anything he wants when he graduates.
How do you address when someone tells you "Go back to your country?" I think this depends on your personality. Many people just ignore it.
The most important thing is that you yourself don't believe this person has a point. You must believe that you have every right to be here: you did well in undergrad studies, passed all the required tests, were admitted by the University, you got all the paperwork necessary to legally come to study here, and you are now working hard. This makes you as qualified as anybody else to be in your graduate program. Perhaps this is what you can say when you are provoked. You have every right to be here, don't let anyone else tell you otherwise. Good luck!
- June 2, 2010 at 10:33 PM
- Comrade PhysioProf said...
And isn't it a lovely fucking coincidence that this "Trojan horse" strategy allows the privileged to tell the oppressed to just shut the fuck up, lay low, and not rock the boat--i.e., not do anything that might disturb existing power relations?
- June 3, 2010 at 5:05 AM
- GMP said...
Yeah, I get from Zuska's article that I am now an agent for the oppressor...
But what should I tell my students instead: you will get a job because in all fairness the world owes you one? You just get good and angry and you will get a job?
And for the last time: whoever thinks I am one of the privileged and doing this out of convenience, I am not. I am a 1st generation immigrant, English is not my 1st language. Where I got as a woman in this field and in this country was by playing by the current rules of the game. My personal clout was too small to change the rules of the game, so I decided to show "the oppressors" that I can beat them at their own game. This is what I am advocating to my students, as this is what I know to work.
Rocking a boat while having little clout will get you nowhere (except maybe wet). Once you actually are in the system you have more power to make changes.
Or alternatively my international students can remain out of the system, unemployed, and angry. But as long as they gave the oppressors' boat a good shake, I am sure they will feel great.
- June 3, 2010 at 6:47 AM
- Isis the Scientist said...
If you write a pseudonymous blog, no one is going to know that you are an immigrant/brown/a chicken/etc. What they will read is a post that tells the foreign kids to shower and learn the language. I still may not agree with you entirely, but what you wrote in your last comment is infinitely more informative and heartfelt than the above post was.
If you're going to blog using a pseudonym, you have to remember that people don't know you're not a trained monkey unless you provide them with a point of reference.
- June 3, 2010 at 7:00 AM
As a newly appointed prof. at a small university in Southern Europe, I decided when starting my group (still tiny and with no foreigners) that English would be the "official" language of presentations and discussion at group meetings.
Students don't like it very much (our results in foreign language proficiency are not very good as a country) and neither do some of the older profs. in the group, but they have come to appreciate its benefits when having to deal with writing papers or going to conferences around the world (even taking into account our less than perfect command of English). So I completely understand your policy regarding language here, even if I really appreciated being able to speak my own native language now and then while I was postdoc-ing in the US.
Kind regards,
- June 3, 2010 at 7:45 AM
- GMP said...
Anita, thanks for your comment.
I am closing comments to this post; if you have an opinion to share, please comment on the follow-up.
- June 3, 2010 at 8:56 AM


text:
Distance: Two miles out and back
Elevation gain: 600 feet
Time: One hour out and back with stops for photos, water and admiring the beautiful creek (give yourself more time if you want to keep going on the Centerville Canyon trail).
Trail: Don't let the noise from the Centerville ATV Park or nearby rifle range fool you. Pretty soon dirt bikes and Motley Crue blasting from some dude's Jeep will give way to the sound of tiny creatures darting into bushes and the creek's rushing water. The trail is pretty narrow to start and bleeds into the canyon's cliff wall, so stay alert.
Who you'll see: Solo hikers, couples and some dogs. Paragliders way above you.
How to get there: Go north on I-15 and get off on the Parrish Lane exit in Centerville. Make a right on Parrish Lane, right on 400 East then left on 100 South. Drive till you reach a hill that's forested on both sides and drive up. Turn right when you hit the dirt road, and follow the road to the ATV Park and turn left. The trailhead will be on your left.
Notable: Pretty sturdy logs crisscross the creek along the way, but sometimes you'll find several stones and blocks of wood instead. You will get your feet wet. The dirt road to the trail has trucks hauling dirt bikes from the ATV Park during the day. To avoid dust and potential rock chips, park in the neighborhood down on 100 South and hike your way up to the trail head. We actually recommend it for an extra workout and incredible views of the valley along the way. The Deuel Creek South trail eventually meets the Deuel Creek North trail to create the Centerville Canyon Trail. Once you reach this fork, you can turn around to head back to your car, loop back on Deuel Creek North or keep on going.
Apres-hike: Centerville has ice cream, frozen custard, frozen yogurt, smoothies and shaved ice places, but it's definitely not a bar town. Instead, grab a Sam Adams and Bistro Burger at Iggy's Sports Grill, 782 W. Parrish Lane.


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Daily View
Programming Workshop (Thu. 14 Aug, 2014 5:00 am - 6:00 am)
August 6, Mankato
August 7, Stockton
August 13, Minneapolis
August 14, Ellsworth
Presenters: CKLS Consultants and Staff
Light refreshments will be served at no charge. Lunch is on your own.
In 2013, CKLS librarians and trustees said they wanted to start doing more library programming. CKLS will offer an annual programming workshop based on a broad theme. This year's theme is food.
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text: Previous Thursday, July 4, 2013 Next View Programs By: Day Week Month 4 Jul CREATE Health Scholars II, July 2013 7:00 AM-10:00 PM The CREATE Health Scholars will be on campus from 7/1-7/26/2013. Please contact those listed below for specific questions and scheduling inquiries.*Participants will have sessions in classrooms throughout the Lowell Campus. For specifc schedule questions please contact Event Services at 303-458-4143.Participants should proceed to the designated check in area on the day of arrival. If an area has not been designated please contact the department listed above or contact the group organizer listed below.Please also feel free to head to the Welcome Desk on the first floor of the Student Center with any questions you may have while you're visiting the Lowell Campus of Regis University.CREATE Health is a year-long correspondence program with a one-month summer intensive experience. Participating undergraduate students will strengthen their applications to professional schools and programs by receiving hands-on training and exposure to a variety of health careers, by receiving advanced test preparation from our partners at Kaplan Test Prep, and by cultivating a greater understanding of current issues and events that are shaping the field of healthcare today. The CREATE Health Scholars program focuses on primary care and includes student interests spanning Behavioral Health, Medicine, Nursing, Dentistry, Pharmacy, Public Health, and Research.For more information please contact Jennifer Hellier at 720-308-2552. You can also email Jennifer at email@example.com CREATE Health Scholars website can be found here.*Please note that after 7/13, the main meeting space will change from Claver 309 to Claver 210. We apologize for any confusion this may cause. Location: St. Peter Claver, S.J. Hall Rm 309 4 Jul Jesuit Novices 2013 4:00 PM-5:15 PM Location: Loyola Hall Rm 4


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Useful Links
The Partnership for Education and Research about Responsible Living
- Date submitted: 26 Oct 2011
- Stakeholder type: Major Group
- Name: The Partnership for Education and Research about Responsible Living
- Submission Document: Download
Full SubmissionSUBMISSION TO THE BUREAU OF THE UNITED NATIONS CONFERENCE ON SUSTAINABLE DEVELOPMENT by PERL (The Partnership for Education and Research about Responsible Living) October 2011 PERL (The Partnership for Education and Research about Responsible Living) (http://www.perlprojects.org), is a Partnership of educators and researchers from 130 institutions in 50 countries who work developing methods and materials to encourage people to contribute to constructive change through the way they choose to live. PERL offers the following proposal for the compilation of the zero draft outcome document for UNCSD June 2012. Proposed text for the Rio+20 Outcome Document Education for responsible, sustainable living Sustainable lifestyles are central to overcoming poverty and conserving and protecting the natural resource base for all. Sustainable methods of production are needed; use of resources needs to be minimized; and pollution and waste reduced. In the current state of multiple global crisis, innovation in education is essential to tackle these challenges. Teaching people to better understand the problems we are currently facing, and to think differently in order to tackle them, is an important task for education systems, as are building skills for critical thinking and problem-solving. Rationale In a world threatened by economic crisis, environmental disaster, poverty, social unrest and conflict, there is growing global consensus that the international community must unite to prepare for a better common future. Education is at the centre of the development process; our ability to generate well-educated societies is critical in overcoming the challenges we face. Thus, education is inextricably linked to well-balanced development that takes into consideration the social, environmental and economic dimensions of an improved quality of life for present and future generations. The global financial and economic crisis together with other crises linked to climate change, food and energy, have demonstrated the need for viable, long-term solutions. A system of production and consumption imposing significantly lower pressures on natural resource stocks and the environment while improving the quality of life and social well-being for all, is now widely recognised as necessary in order to move to sustainable development. This has given new relevance to debates on how education should respond to changing realities and contribute to a better future. Education for SCP should not be understood in a narrow sense so that it simply means learning to consume and produce less. Instead, such education should serve to empower consumers by making them aware of their rights and responsibilities as well as the needs of individuals throughout the world. It should equip them with critical thinking skills to be conscious consumers and active, compassionate citizens. Education for SCP should train people to support business practices and government policies that are ethically sound, seek eco-efficiency, provide a wide range of choices and alternatives, and supply reliable information to consumers. Changing unsustainable patterns of consumption and production requires changes in attitudes and behaviours on a massive scale. Such education needs to be based on multi-stakeholder partnerships, research and activities which support sustainable lifestyles innovation in both developed and developing countries. Regulations, new technology and material incentives alone cannot bring about significant attitude and behaviour changes. Education cannot do this alone either. Together, education, regulations and material incentives/new technology can provide the necessary knowledge, frameworks and motivation for constructive change to sustainable living. Together they can provide the foundations for the transitions needed to achieve a more equitable and sustainable economy. Concrete measures / recommendations ? Encourage all countries to include a comprehensive program of value-based, holistic, interdisciplinary and practical education for sustainable living in their curricula, teacher training, school activities and informal education ? Endorse a 10-year framework of programs on sustainable consumption and production to support the development of education for sustainable living in formal and informal educational systems in all countries as well as dissemination of good practices, learning kits, guidelines and material. This Framework of programs would build upon the work of the UN Decade of Education for Sustainable Development. It would encompass a variety of approaches but ensure focus on life skills and creative social learning processes. ? Provide the resources for carrying out the above-mentioned programs. ? Carry out a mid-way review after five years of the progress made.


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TUCSON — Rosemont Copper now has an air-quality permit for it to operate a mine southeast of Tucson.
The Arizona Department of Environmental Quality says it reviewed Rosemont Copper's computerized air pollution forecasts.
ADEQ says it found the mine's emissions wouldn't violate any federal air standards for carbon monoxide, nitrogen and sulfur dioxide, or fine and large particles.
The permit came despite many concerns from opponents that the mine would send high levels of dust or hazardous pollutants into the air and reduce visibility at Saguaro National Park East.
The Arizona Daily Star reported Rosemont Copper needs only final approval from the Forest Service on its environmental impact statement and a U.S. Army Corps of Engineers permit to start construction. It will also have to survive an expected court challenge.


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Growing up a fashionista in Communist Romania must have taken real passion, but Brandusa Niro has a lifelong supply. In The Daily, a magazine distributed at New York's Fashion Week (September 8 to 15), Niro has created a publication that's as addictive as a gossip site and fresher than the fashion trades. Equally impressive: She speaks to the fashion elite about their business in a voice that's neither insulting nor fawning.
The daughter of a professor and a Ministry of Agriculture CFO, Niro fueled her youthful fashion obsession with contraband copies of French Elle, which an uncle pinched from the French Embassy in Bucharest. She'd pore over the photos, then beg her mother to handstitch re-creations of things she liked.
After arriving in the United States in 1990, Niro made up for lost time. Stilettos blazing, she worked in ad sales and fashion marketing, then in 1998 launched the website Fashion Wire Daily (which eventually became Fashionweekdaily.com). It provided the template for The Daily. "I love a sense of urgency," Niro says. "The idea was to be the Associated Press of fashion." Mission accomplished: With equal parts news, glossy photos and dish, The Daily is a must-read roundup.
This summer Niro started a weekly version of The Daily in the Hamptons, and this month a bilingual edition will debut at Milan's fashion week. "You have to please your audience, but you also have to surprise them," Niro says. "I take a celebratory approach to the fashion industry, and I want to have a ridiculous amount of fun while doing it."
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WilmingtonBiz event expected to draw thousands
Published: Tuesday, March 19, 2013 at 11:35 a.m.
Last Modified: Tuesday, March 19, 2013 at 11:35 a.m.
WILMINGTON | More than 3,000 people are expected to attend the WilmingtonBiz Conference & Expo Thursday at the Wilmington Convention Center.
The expo features 150 booths of exhibitors from the fields of business, technology, hospitality and health and wellness.
Twenty free seminars also are being offered on a range of business topics.
Entry to the expo is $10 at the door and $5 if you pre-register online at www.WilmingtonBizExpo.com.
The keynote speech at 11:30 a.m. by Gov. Pat McCrory is sold out, said Rob Kaiser, publisher of the Greater Wilmington Business Journal.
The WilmingtonBiz Expo Hall will open after the McCrory event and be open from 1:30 to 7 p.m.
A WilmingtonBiz After Hours networking event starts at 5:30 p.m.
– Wayne Faulkner
Reader comments posted to this article may be published in our print edition. All rights reserved. This copyrighted material may not be re-published without permission. Links are encouraged.


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The deadline to accept Fall 2016 admission offers has passed. Unaccepted offers for those who were admitted before April 10 have been cancelled so that Purdue may continue planning for the incoming class. Students who were admitted after April 10 have three weeks (21 calendar days) from their admit date to accept admission offers.
Set Up Your Online Career Account
To accept an offer of admission, admitted students must first activate their online student career accounts. After activating their account, students gain access to their myPurdue online portal, through which they can accept their offer of admission and conduct other university business, such as view and accept financial aid awards and register for classes.
To activate your account, you must have your Purdue University ID (PUID) number and your career account setup password, both of which are provided in the admissions offer letter. Your offer letter is viewable via your online application status within 48-72 hours after the admission decision has been made.
Accept Through MyPurdue
If you have activated your career account, you may access your myPurdue online portal to accept your admission offer. View a PDF (Size: 1.1 MB) of how to accept your admission offer.
A nonrefundable $400 deposit will be required at the time you accept your offer. The deposit will be applied toward first-semester fees.
The nonrefundable deposit may be paid by e-check or with MasterCard, American Express, Discover or Visa credit cards. Be sure to choose "deposit" not "payment" when submitting this $400 advance deposit.
The online payment system to accept your offer and pay your deposit is not compatible with the Google Chrome Internet browser. Use a different browser, such as Internet Explorer or Firefox, to do this.
Some students will not be required to pay the $400 deposit but still must accept their offer of admission by the appropriate deadline. The online student system, myPurdue, recognizes students who are exempt from the fee, and will allow them to accept their offer online without the payment
Deadlines to Accept Admission Offers
Fall term - Students admitted by April 10 must accept their offer by May 1. Students admitted after April 10 have three weeks to accept.
Spring term - Students admitted by December 1 must accept their offer by December 15. Students admitted after December 1 have three weeks (or until the start of the semester) to accept.
Summer Term - Students admitted by May 1 must accept their offer by May 15. Students admitted after May 1 have three weeks (or until the start of the term) to accept their admission offer.
Students who cannot access their online portal may accept their offer via paper mail by sending their nonrefundable $400 advance deposit and a note with the student's full name and birth date to:
Purdue University
Bursar's Office
610 Purdue Mall
West Lafayette, IN 47907-2040
Declining an Admission Offer
If you wish to decline (cancel) your admission offer, you may submit this online form.


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Dr. Christine A. Hunt, Chair firstname.lastname@example.com
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Plassmann Hall Room B12
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The undergraduate major in elementary education is designed to help students develop knowledge and skills necessary for effective teaching in today's elementary schools.
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I practice personal transparency along with humor. I believe we all bring something to the table and I will learn from my students along the way.
Technology is infused in my teaching and embedded into all of my classes. It helps simplify, clarify, reiterate expectations (syllabi, assignment guidelines, class power points), expand on the topic (additional websites and resources, current research), assess (online quizzes), and provides students with immediate feedback on their efforts.
My passion for education and what I teach helps me to engage others into listening a while longer. I encourage discussion and questions and do not shy from discussing current educational issues. The ideal of the practitioner/scholar is one that I aspire to emulate. Simultaneously I believe we must equip our students with the ability to make sound decisions and think critically, as the population they serve is changing rapidly.
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Schools embody society's multiple facets and our educational system is experiencing much turbulence. In this age of increased accountability it is important to preserve the ideal of social justice, understanding that schools and the teachers can become the conduit for transformation (Aronowitz & Giroux, 1987).
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I am always interested in challenging students to question and research areas they might be interested in, encouraging their affiliation to professional organizations. I have been instrumental in starting a new chapter of the Council for Exceptional Children (CEC) on campus, and have co-presented with students at state and national conferences at least three times (CEC -11, NAME-10/11).
I feel a sense of urgency in my role as a teacher-educator. We desperately need more talented teachers able to respond and challenge the needs of the students they serve as during these tumultuous times.
Contrary to popular belief, teaching is not for the faint of heart.
Application forms, procedures and additional information
There are many ways to experience
St. Bonaventure for yourself
Learn more about the programs that interest you


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More on romney
Editor's note: In our last issue, we ran your feedback on Matthew D. LaPlante's June story, "The Myth of Mitt," about Mitt Romney and the Salt Lake Olympics. The response was so broad that we saved some letters for this issue, too.
While I understand Mr. LaPlante's perspective and grant that some of his points make sense, he failed to understand what Mitt contributed to the 2002 Olympic Organizing Committee on Sept. 11, 2001, and beyond. The morning the first tower was hit called into question, in a very real way, whether all the efforts of many dedicated people from around the globe would be for naught. Countries, athletes and sponsors spoke of pulling out and not coming to America. In the midst of this uncertainty, there was one guy who led us through the turmoil—that's right, Mitt.
Had he not been there, with his ability to lead, his commitment and his compassion, I'm not sure Mr. LaPlante would have had anything at all to write about. In the end, a lot of nations, including our own, had a cause for celebration and a moment of uplift thanks to the 2002 Olympic Winter Games.
—Leslie A. Bates, former employee of the 2002 Winter Olympic Organizing Committee
What an incredibly well-researched article. I like the way the author brought us the list of former countries' problems and scandals connected with staging the Olympics. Atlanta 1996 still stands out for me. To this day, the city has not made any attempt to point out that two innocent people lost their lives in the bombing.
I appreciate the bravery of Jimmy Carter in standing for world honor in not allowing our athletes to attend the 1980 Moscow Olympics. However, here we are sacrificing our human and financial capital in Afghanistan. Will the madness never end?
—Pat Dasko, New York City
The June issue featured two articles which were "left leaning" and personally offensive.
No. 1: "Myth of Mitt," which discredited the role Mitt Romney played in the Olympics held in Salt Lake City. No. 2: "Welcome to the Gayborhood," which touts the emergence of the gay, lesbian and transexual residents of the city.
I always viewed the magazine as a travel publication which features restaurants, hotels and other attractions. It has, until now, been interesting and informative. [But] mixing liberal social agendas with conservative Utah is stupid. Bashing a person such as Romney in Utah and criticizing the Mormon Church and BYU is not only stupid, it is unbelievably arrogant.
—John Dedolph, Lamoille, Nev.
Talk to Us
We want to know what you think. E-mail us at email@example.com or post to:
515 S. 700 East, Suite 3i
Salt Lake City, UT 84102
Include your name, address, email address and daytime phone number. Letters may be edited for length and clarity.


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Price: $12.99
This beautiful wall map of Michigan's Isle Royale National Park is in poster format for easy framing and hanging. Based on the popular Trails Illustrated map of the park, this poster gives you rich topographic detail to show the park's magnificent mountains and valleys, as well as updated trail and road information. A perfect keepsake from the glorious park.
Please allow 2-4 weeks for delivery.
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Kind of interesting how the mistrust, tension, and lack of effort is shown for about 2 1/2 years when it came to the labor agreement.
Then, about 8 hours before the current agreement was set to expire, they decided to extend the agreement for 24 hours. Then, with 8 hours left on that clock, they voted to extend for 7 additional days.
The prevailing rumor is that they've made some progress and there is at least a *ray of hope* that they may come to an accord in that time.
I still say don't count on it. But stranger things have happened, and you never know.
Anyway, during this coming week, there is what amounts to a work stoppage. There can be no coaching, no signings, nothing. Its as if the NFL doesn't exist for the next 7 days, or until they reach an agreement, or elect to extend again.
I, for one, will enjoy the break. You won't see any posts from me until something happens (a collective cheer erupts, I know).
I had planned a podcast for today to talk about "things" .... but that will have to wait for a while longer.
Home » Unlabelled » That old "11th hour"
Friday, March 04, 2011
That old "11th hour"
Posted by David Kennedy
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UT Arlington | find
people | maps | submit
an event
Stampede through Downtown is an old school scavenger hunt with a new twist. Contestants - armed with clues and their cell phones - compete to find landmarks in downtown Arlington. Find a landmark, take a picture, post it to Facebook and tag it @Downtown Arlington Texas. Everyone who finishes the scavenger hunt gets a prize and is entered to win a $500 pre-loaded Visa card! Stampede through Downtown runs from August 20 through August 30. For more information, visit www.facebook.com/DowntownArlingtonTexas. Ready, set, Stampede!
Office of
University Communications(for inquiries on individual
please contact the event sponsor)


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Peptide Drugs Are Not Only Diverse...
Three-Dimensional Cell Culture Has Two Dimensions,...
Widespread Adoption of Biomarkers Has Been...
To Conduct Cellular Censuses Sequence Deeply...
Insight Genetics received a $1.5 million Phase II SBIR contract from the National Cancer Institute (NCI), a continuation of a $193,000 Phase I contract NCI awarded to the company back in October of 2011. The firm says this new contract will allow it to continue developing Insight ALK Resistance™, a diagnostic test that it says can help clinicians monitor non-small-cell lung cancer (NSCLC) patients for resistance to the therapies prescribed to them.
Insight ALK Resistance, according to Insight Genetics, is a qPCR-based test that that can detect all clinically identified resistance mutations in the ALK kinase domain or specific mutations within 48 hours. The test can be used for investigational research, aid in clinical decision-making for alternative treatments, help to monitor treatment efficacy, and other applications. Insight Genetics says it has obtained an exclusive worldwide license from St. Jude Children's Research Hospital for the detection of ALK inhibitor resistance mutations.
The firm adds that this SBIR award, its sixth contract and third consecutive Phase II contract from NCI's Companion Diagnostics program, will allow it to refine the assay further toward a premarket approval application with the FDA.
"The Insight ALK Resistance assay meets a significant unmet need in non-small-cell lung cancer by giving physicians a way to monitor their patients for drug resistance and providing information to help them determine the most effective course of treatment," Eric Dahlhauser, chairman and CEO of Insight Genetics, said in a statement. "Our team is delighted to continue our collaboration with the NCI to create companion diagnostic tests that can enhance how cancer is diagnosed, treated and monitored."
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Yes, and his crash had nothing to do with any hardware failure. He ran out of fuel in one wing, and the manual fuel switch was located behind his seat. At 700 feet altitude, he reached around to try to turn the switch, inadvertently pushed in his rudder pedal, and dove into the ocean.Quote:
remember jon denver?


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I think one reason it took me so long to finish it up is because this quilt is not destined for any particular person or place. You might recall that last fall/winter I made two quilt tops for a mystery-gender baby—the if-it's-a-girl version was my Urban Lattice quilt, and this was the if-it's-a-boy version. The baby wisely opted for the Urban Lattice by being born a girl, and this quilt has languished on my WIP pile ever since.
Despite the fact that I seemed to be working on it for decades, I really love this quilt. You can't go wrong with this design, which is based on Amy Smart's "Chain Linked" pattern (but uses my own sizes/dimensions). And Modern Meadow is definitely one of my all-time favorite fabric lines. The tree print from this line has to be one of my fave prints ever, but it can be difficult to use in a quilt since it's quite large-scale. I got a good chunk of it on the back of this quilt, which makes me happy. The only drawback is that I didn't quilt this one, which is why the stippling looks so darn perfect. (Maybe a little too perfect? Yeah, just humor me.)
Anyway, here are the stats:
Design: Based on "Chain Linked" by Amy Smart of Diary of a Quilter
Fabric: Modern Meadow by Joel Dewberry, Kona Cotton in White and Bone
Binding: Modern Meadow Honeycomb print in Grass
Size: 45" x 53"
Quilting: Stippling pantograph done by my LQS
So now I just need to decide what to do with it. It's a little smaller than what I like in a couch quilt, and I have a different project in mind for Kate's 100 Quilts for Kids in September, so I'm actually toying with the idea of selling this one. We'll see.
I'm linking up to Gen X Quilters' Summer Fair, so hop over there to see some other pretty quilts. (Alas, I have no recipe, since I can hardly boil water.) The fair ends tomorrow if you want to link up something of your own!