text:
Students may complete a major or a minor in Anthropology. Within the major, students may complete a concentration in environmental studies or geoarchaeology.
Richard S. Davis, Professor and Chair
Tereza Hyankova, Lecturer
Philip L. Kilbride, Professor
Tamara Neuman, Visiting Assistant Professor
Melissa J. Pashigian, Associate Professor (on leave semesters I and II)
Denise Fay-Shen Su, Assistant Professor
Ayumi Takenaka, Associate Professor (on leave semesters I and II)
Amanda Weidman, Assistant Professor (on leave semesters I and II)
Gina Velasco, Andrew W. Mellon Foundation Postdoctoral Fellow in the Humanities
Anthropology is a holistic study of the human condition in both the past and the present. The anthropological lens can bring into focus the social, cultural, biological and linguistic variations that characterize the diversity of humankind throughout time and space. The frontiers of anthropology can encompass many directions: the search for early human fossils in Africa, the excavations of prehistoric societies and ancient civilizations, the analysis of language use and other expressive forms of culture, or the examination of the significance of culture in the context of social life.
Major Requirements
Requirements for the major are ANTH 101, 102, 303, 398, 399, an ethnographic area course that focuses on the cultures of a single region, and four additional 200- or 300-level courses in anthropology. Students are encouraged to select courses from each of four subfields of anthropology: archaeology, bioanthropology, linguistics or sociocultural.
Students may elect to do part of their work away from Bryn Mawr. Courses that must be taken at Bryn Mawr include ANTH 101, 102, 303, 398 and 399.
Qualified students may earn departmental honors in their senior year. Honors are based on the quality of the senior thesis (398, 399). Units of independent work may be taken with the approval of the instructor in the department.
Minor Requirements
Requirements for a minor in anthropology are ANTH 101, 102, 303, one ethnographic area course and two additional 200- or 300-level courses in anthropology.
Concentration in Environmental Studies
The Department of Anthropology participates with other departments in offering a concentration within the major in Environmental Studies.
Concentration in Geoarchaeology
The Department of Anthropology participates with other departments in offering a concentration within the major in geoarchaeology.
ANTH B101 Introduction to Anthropology
An introduction to the place of humans in nature, primates, the fossil record for human evolution, human variation and the issue of race, and the archaeological investigation of culture change from the Old Stone Age to the rise of early civilizations in the Americas, Eurasia and Africa. In addition to the lecture/discussion classes, there is a one-hour weekly lab. (Davis, Su, Division I)
ANTH B102 Introduction to Cultural Anthropology
An introduction to the methods and theories of cultural anthropology in order to understand and explain cultural similarities and differences among contemporary societies. (Kilbride, Hyankova, Division I)
ANTH B111 Introduction to Peace and Conflict Studies
(Neuman, Division I; cross-listed as POLS B111)
ANTH B185 Urban Culture and Society
(Arbona, McDonogh, Division I; cross-listed as CITY B185)
ANTH B190 The Form of the City: Urban Form from Antiquity to the Present
(Cohen, Hein, Division I or III; cross-listed as CITY B190 and HART B190) Not offered in 2009-10.
ANTH B200 The Atlantic World 1492-1800: Indians, Europeans and Africans
(Gallup-Diaz, Division I or III; cross-listed as HIST B200) Not offered in 2009-10.
The relationship of humans with their environment; culture as an adaptive mechanism and a dynamic component in ecological systems. Human ecological perspectives are compared with other theoretical orientations in anthropology. Prerequisites: ANTH 101, 102 or permission of instructor. (Davis, Division I)
ANTH B204 North American Archaeology
For millennia, the North American continent has been home to a vast diversity of Native Americans. From the initial migration of big game hunters who spread throughout the continent more than 12,000 years ago to the high civilizations of the Maya, Teotihuacan and Aztec, there remains a rich archaeological record that reflects the ways of life of these cultures. This course will introduce the culture history of North America as well as explanations for culture change and diversification. The class will include laboratory study of North American archaeological and ethnographic artifacts from the College's art and archaeology collections. (Davis, Division I) Not offered in 2009-10.
ANTH B206 Conflict and Conflict Management: A Cross-Cultural Approach
(Ross, Division I; cross-listed as POLS B206) Not offered in 2009-10.
The position of humans among the primates, processes of biocultural evolution, the fossil record and contemporary human variation. Prerequisite: ANTH 101 or permission of instructor. (Su, Division I)
ANTH B210 Medical Anthropology
This course examines the relationships between culture, society, disease and illness. It considers a broad range of health-related experiences, discourses, knowledge and practice among different cultures and among individuals and groups in different positions of power. Topics covered include sorcery, herbal remedies, healing rituals, folk illnesses, modern disease, scientific medical perceptions, clinical technique, epidemiology and political economy of medicine. Prerequisite: ANTH 102 or permission of instructor. (Pashigian, Division I; cross-listed as CITY B209) Not offered in 2009-10.
ANTH B212 Primate Evolution and Behavior
An exploration of the aspects of the biology and behavior of living primates as well as the evolutionary history of these close relatives. The major focus of this study is to provide the background upon which human evolution is best understood. (Su, Division I)
ANTH B214 Third World Feminisms
The course focuses on the figure of the "exploited Filipina body" as a locus for analyzing the politics of gendered transnational labor within contemporary capitalist globalization. We will examine gendered migrant labor, the international sex trade, the "traffic in women" discourse, feminist and women's movements, and transnational feminist theory. (Velasco, Division I)
ANTH B220 Methods and Theory in Archaeology
An examination of techniques and theories archaeologists use to transform archaeological data into statements about patterns of prehistoric cultural behavior, adaptation and culture change. Theory development, hypothesis formulation, gathering of archaeological data and their interpretation and evaluation are discussed and illustrated by examples. Theoretical debates current in American archaeology are reviewed and the place of archaeology in the general field of anthropology is discussed. Prerequisite: ANTH 101 or permission of instructor. (Davis, Division I)
ANTH B226 Post-Communist Transitions in Eastern Europe
After the fall of communism around 1989, there was widespread acceptance of a capitalist free-market model. This course will compare pre-communist and post-communist social formations in Eastern Europe in specific nation-states. We will consider social changes as it has influenced various spheres of life such as family, morality, religion, economic institutions, and nationalism. Prerequisites: any introductory social science course or permission of instructor. (Hyankova, Division I)
ANTH B227 Ragas to Rap: Music and Performance in South Asia
Examines contemporary music scenes of South Asia and the South Asian diaspora. Approaches music and performance anthropologically, examining the historical, social and cultural contexts of different genres including north and south Indian art musics, film songs, experimental fusion music, bhangra and rap through a combination of written material, sound recordings, live performances and films. Prerequisite: one course in music, dance or anthropology or consent of the instructor. (Weidman) Not offered in 2009-10.
ANTH B229 Comparative Urbanism
(McDonogh, Division I; cross-listed as CITY B229, EAST B229, and HART B229)
ANTH B231 Cultural Profiles in Modern Exile
(Seyhan, Division III; cross-listed as GERM B231 and COML B231) Not offered in 2009-10.
ANTH B232 Nutritional Anthropology
This course will explore the complex nature of human experiences in satisfying needs for food and nourishment. The approach is biocultural, exploring both the biological basis of human food choices and the cultural context that influences food acquisition and choice. Material covered will primarily be from an evolutionary and cross-cultural perspective. Also included will be a discussion of popular culture in the United States and our current obsession with food, such as dietary fads. (staff, Division I) Not offered in 2009-10.
ANTH B234 Forensic Anthropology
Introduces the forensic subfield of biological anthropology, which applies techniques of osteology and biomechanics to questions of forensic science, with practical applications for criminal justice. Examines the challenges of human skeletal identification and trauma analysis, as well as the broader ethical considerations and implications of the field. Topics will include: human osteology; crime scene investigation; search and recovery of human remains; taphonomy; postmortem interval; trauma analysis; the development and application of innovative and specialized techniques; and the analysis and review of current forensic case studies and media representations. (staff, Division I) Not offered in 2009-10.
(Gardiner, Marenco, Division II; cross-listed as GEOL B236 and BIOL B236)
ANTH B240 Traditional and Pre-Industrial Technology
An examination of several traditional technologies, including chipped and ground stone, ceramics, textiles, metallurgy (bronze), simple machines and energy production; emphasizing the physical properties of various materials, production processes and cultural contexts both ancient and modern. Weekly laboratory on the production of finished artifacts in the various technologies studied. Prerequisite: permission of instructor. (Davis, Division I) Not offered in 2009-10.
ANTH B242 Urban Field Research Methods
(Takenaka, Division I; cross-listed as SOCL B242 and CITY B242) Not offered in 2009-10.
ANTH B243 Culture of Technology: Aesthetics, Senses and the Body
Examines the impact of technologies such as photography, film, sound recording and the internet on ideas of authenticity and cultural value. Using readings on Western and non-Western contexts, considers how such technologies affect notions of space and time, the conceptualization of the body and the definition and status of the "human" itself. Prerequisite: ANTH 102 or permission of the instructor. (Weidman, Division I) Not offered in 2009-10.
ANTH B247 Gender, Nation, Diaspora
This course examines the relationship of gender to both the nation and the diaspora, within a context of globalization. We will study the co-constitutive relationship of gender, sexuality, race/ethnicity, and class in national and transnational contexts. Although focused primarily on Filipino American/Philippine cultural production, we examine multiple geopolitical sites. (Velasco, Division I)
ANTH B249 Asian American Communities
(Takenaka, Division I; cross-listed as SOCL B249 and CITY B249) Not offered in 2009-10.
ANTH B253 Childhood in the African Experience
An overview of cultural contexts and indigenous literatures concerning the richly varied experience and interpretation of infancy and childhood in selected regions of Africa. Cultural practices such as pregnancy customs, naming ceremonies, puberty rituals, sibling relationships and gender identity are included. Modern concerns such as child abuse, street children and other social problems of recent origin involving children are considered in terms of theoretical approaches current in the social sciences. Prerequisites: anthropology major, any social sciences introductory course, Africana studies concentration, or permission of instructor. (Kilbride, Division I) Not offered in 2009-10.
ANTH B256 Applied Anthropology
An introduction to the application of anthropological knowledge in the contemporary world. Applied anthropologists work in government, NGO and corporate settings around the world and advise and implement development projects, commercial ventures and mediate cultural relations. Ethical implications of this work will be discussed and new applications of anthropology explored. Prerequisite: ANTH B102 or permission of the instructor. (staff, Division I) Not offered in 2009-10.
ANTH B258 Immigrant Experiences
(Takenaka, Division I; cross-listed as SOCL B246) Not offered in 2009-10.
ANTH B259 Ethnic Minorities in Europe
Drawing on anthropological and other social science and historical sources, this course will consider ethnic minorities in Europe and compare ethnic conflicts in the Balkan regions, tensions between Fleminish and Walloon populations in Belgium and the situations of Catalans and Basques in Spain. In the context of politics of indigenous people, it will include Sami in Norway, Sweden, and Finland and the gypsies in Europe. Prerequisite: any introductory social science course or permission of instructor. (Hyankova, Division I)
ANTH B261 Palestine and Israeli Society
Considers the legacy of Palestine and the centrality of the Israeli-Palestinian conflict as key in the formation of Israeli society, shaped by ongoing political conflict. New ethnographic writings disclose themes like Zionism, Holocaust, immigration, religion, Palestinian citizenry, Middle Eastern Jews and military occupation and resulting emerging debates among different social sectors and populations. Also considers constitution of ethnographic fields and the shaping of anthropological investigations by arenas of conflict. Prerequisites: sophomore standing and POLS B111 or ANTH B101 or B102 or permission of the instructor. (Neuman, Division I; cross-listed as HEBR B261 and HIST B261)
ANTH B267 The Development of the Modern Japanese Nation
(Takenaka, Division I; cross-listed as SOCL B267 and EAST B267) Not offered in 2009-10.
(Barber, Magee; cross-listed as ARCH B270 and GEOL B270) Not offered in 2009-10.
ANTH B272 Conflict and Inequality in Latin America
An overview of Latin America focusing on social conflict and inequality through consideration of the construction and operation of ethnic boundaries, the "neo-colonial" role of the United States, and the ecological, social, economic and political problems in the region. Studies the dynamics of contemporary Latin American societies and the nature of their inequality and power relations. Prerequisite: ANTH B102 or permission of instructor. (staff, Division I) Not offered in 2009-10.
An introduction to human osteological analysis, a subfield of human anatomy. Lab work emphasizes identification of landmark features on each bone, and techniques of sexing and aging human skeletal material. Lecture introduces skeletal biology and covers the fundamentals of bioarchaeological analysis. Topics include nutrition, diet, stress and deprivation, determination of gender and age, population affinities, and principles of paleopathological identification. Prerequisite: ANTH B101 or equivalent, or permission of the instructor. (staff; cross-listed as ARCH B274) Not offered in 2009-10.
ANTH B275 Cultures and Societies of the Middle East
Through a close reading of ethnographic, historical and literary materials, this course will introduce students to some of the key conceptual issues and regional distinctions that have emerged from classic and contemporary studies of culture and society in the Middle East. The course will survey the following themes: orientalism; gender and patriarchy; democracy and state formation; political Islam; oil and Western dominance; media and religion; violence and nationalism; identity and diaspora. Prerequisite: Introduction to Anthropology or equivalent. No knowledge of the Middle East is assumed. (Neuman, Division I)
ANTH B281 Language in Social Context
Studies of language in society have moved from the idea that language reflects social position/identity to the idea that language plays an active role in shaping and negotiating social position, identity and experience. This course will explore the implications of this shift by providing an introduction to the fields of sociolinguistics and linguistic anthropology. We will be particularly concerned with the ways in which language is implicated in the social construction of gender, race, class and cultural/national identity. The course will develop students' skills in the ethnographic analysis of communication through several short ethnographic projects. (Weidman, Division I; cross-listed as LING B281) Not offered in 2009-10.
ANTH B286 Cultural Perspectives on Ethnic Identity in the Post-famine Irish Diaspora
Theoretical perspectives and case studies on exclusion and assimilation in the social construction of Irish ethnic identity in the United States and elsewhere in the Irish diaspora. Symbolic expressions of Irish ethnicity such as St. Patrick's Day celebrations will consider race and gender. A colonial model in various nations will be considered concerning Irish adjustment in Africa and elsewhere. Racism and benevolence in the Irish experience will highlight a cultural perspective through use of ethnographies, personal biographies and literary products such as novels and films. Prerequisite: introductory course in social science or permission of instructor. (Kilbride, Division I)
ANTH B303 History of Anthropological Theory
A consideration of the history of anthropological theories and the discipline of anthropology as an academic discipline that seeks to understand and explain society and culture as its subjects of study. Several vantage points on the history of anthropological theory are engaged to enact an historically charged anthropology of a disciplinary history. Anthropological theories are considered not only as a series of models, paradigms or orientations, but as configurations of thought, technique, knowledge and power that reflect the ever changing relationships among the societies and cultures of the world. Prerequisite: at least one additional anthropology course at the 200 or 300 level. (Kilbride, Division I)
ANTH B312 Anthropology of Reproduction
An examination of social and cultural constructions of reproduction, and how power in everyday life shapes reproductive behavior and its meaning in Western and non-Western cultures. The influence of competing interests within households, communities, states and institutions on reproduction is considered. Prerequisite: at least one 200-level ethnographic area course or permission of instructor. (Pashigian, Division I) Not offered in 2009-10.
ANTH B327 American Colonial History: Indians of the Americas
(Gallup-Diaz; cross-listed as HIST B327) Not offered in 2009-10.
ANTH B335 Mass Media and the City
(McDonogh, Division I; cross-listed as CITY B335) Not offered in 2009-10.
This course aims to comparatively examine the key features of settler colonialism and its legacy in the 20th century. Settler colonialism will be re-examined in light of recent scholarship which defines it as a particular kind of colonial venture that has focused on eliminating indigenous populations and seizing land. (Neuman)
ANTH B342 Middle Eastern Diasporas
Focuses on Middle Eastern diasporas, particularly Arab, especially Palestinian, Turkish, Iranian and Jewish communities living outside the Middle East or in the transnational communities within the region. Examines the range of experiences covered by the term "diaspora." Seeks to understand how ethnic identities and social bonds are created, extended and perpetuated in relation to Middle Eastern places of origin, and how plurality of experiences forge real and imagined links to various homelands. Prerequisites: sophomore standing, POLS B111 or ANTH B101 or B102 or permission of the instructor. (Neuman, Division I; cross-listed as HEBR B342) Not offered in 2009-10.
ANTH B347 Advanced Issues in Peace and Conflict Studies: Utopias, Dystopias, and Peace
(Neuman; cross-listed as POLS B347)
ANTH B350 Advanced Topics in Gender Studies: African Childhoods
A gendered perspective on selected topics in the experiences of children and youth in Africa concerning indigenous cultural practices such as initiation ceremonies and sexual orientation. The extended family, sibling relationships and infancy rituals will be portrayed. Postcolonial concerns such as HIV/AIDS, street children and formal education also involving gender will be considered from a social, cultural and economic perspective. Life stories, case studies and ethnographic methodology will be featured. (Kilbride, Division I) Not offered in 2009-10.
ANTH B354 Identity, Ritual and Cultural Practice in Contemporary Vietnam
This course focuses on the ways in which recent economic and political changes in Vietnam influence and shape everyday lives, meanings and practices there. It explores construction of identity in Vietnam through topics including ritual and marriage practices, gendered socialization, social reproduction and memory. Prerequisite: at least ANTH B102 or permission of the instructor. (Pashigian, Division I; cross-listed as EAST B354) Not offered in 2009-10.
ANTH B359 Topics in Urban Culture and Society
(Arbona, Division I or III; cross-listed as CITY B360 and HART B359) Not offered in 2009-10.
ANTH B397 Senior Seminar in Environmental Studies
(Oze, Stroud, Barber; cross-listed as GEOL B397, BIOL B397, and CITY B397)
ANTH B398, B399 Senior Conference
The topic of each seminar is determined in advance in discussion with seniors. Sections normally run through the entire year and have an emphasis on empirical research techniques and analysis of original material. Class discussions of work in progress and oral and written presentations of the analysis and results of research are important. A senior's thesis is the most significant writing experience in the seminar. (Davis, Hyankova, Kilbride, Division I)
Independent work is usually open to junior and senior majors who wish to work in a special area under the supervision of a member of the faculty and is subject to faculty time and interest. (staff)
ANTH B425 Praxis III: Independent Study
Haverford College currently offers the following courses in Anthropology:
ANTH H103 Introduction to Anthropology
ANTH H155 Themes in Anthropology of Ritual
ANTH H202 Among Men: Construction of Masculinities
ANTH H204 Anthropology of Gender
ANTH H205 Social Anthropology
ANTH H207 Visual Anthropology
ANTH H209 Anthropology of Education: State of the Debate
ANTH H218 Culture in the Global Economy
ANTH H241 Anthropology of the Mediterranean: Seminar on Greece
ANTH H244 Anthropology of China
ANTH H303 History and Theory of Anthropology
ANTH H358 Anthropology of Capitalisms
ANTH H205 Social Anthropology: Artisans in Global Context
ANTH H247 Anthropology and Literature: Ethnography of Black South African Writing 1888-2008
ANTH H249 Colonialism, Law, Human Rights in Africa
ANTH H327 Ritual, Performance and Symbolic Practice
ANTH H350 Social and Cultural Theory: Housing, Culture, and Society
ANTH H355 Anthropology and New Faces of Modernity
ANTH H361 Advanced Topics in Ethnographic Area Studies: Modern Turkey
ANTH H451 Senior Seminar: Supervised Research and Writing


text:
girldubbsy's Mom Answers Activity
Recent Activity | Asked | Answered
Most recent answer (11/12/2012):
thank you for sharing i think i will make an appointement and ask about it so maybe the midwives will have some imputposted by a BabyCenter Member
30 weeks and leaking Watch this
Most recent answer (11/10/2012):
It could be your waters leaking but im not sure . I would call your doctor I have read that if it has a sweet smell it could be your wate...posted by girldubbsy
8 months after giving birth, am i pregnant again? Watch this
Most recent answer (11/10/2012):
My friend breastfed for the first year and it took her over 3 months before her period had returned..it can take time for things to level...posted by girldubbsy

subset: commoncrawl


text:
Gun control groups to hold vigil on Sandy Hook anniversary
Updated 12:08 pm, Tuesday, December 10, 2013
SAN ANTONIO — The Texas chapter of Moms Demand Action for Gun Sense in America will host a memorial event Saturday in San Antonio to mark the one-year anniversary of the massacre at Sandy Hook Elementary School in Newtown, Conn.
The "No More Silence" vigils are designed to "make noise" about gun reform, according to a release from the organization. The group will ring bells in lieu of holding a moment of silence at 9:30 a.m. at Main Plaza in front of San Fernando Cathedral.
Two other such events will be held the same day in Houston and Austin, and more than 50 will be held in 35 states, according to the organization. The Texas vigils are co-sponsored by Mayors Against Illegal Guns, Texas Gun Sense and Organizing for Action.
News Channel
Local leaders and gun violence victims will speak, according to the release.
On Dec. 14, 2012, Adam Lanza, 20, killed 20 children and six adults at the school, as well as his mother at their home, before turning a gun on himself.
Twitter: @AliaAtSAEN


text:
By seeking — and appreciating — the views of the entire group, a manager can turn dubious followers into active participants in the task at hand.
Via Jim Manske, John Michel, Rchilli Parser, Bobby Dillard
Get Started for FREE
Sign up with Facebook Sign up with Twitter
I don't have a Facebook or a Twitter account
Your new post is loading...
Your new post is loading...
Think about how you or the people you work with approach the creation of a blended learning lesson plan. The first steps of coming up with and flushing out your initial idea. Then, scouring the web to find safe, factually accurate sites that are not blocked by your school filters and checking the fine print …
This method of teaching does require a certain amount of bravery. There is a very real chance that when a student asks you a question (How do I add media? How do I change the font? How do I import pictures? etc. etc.) you will have to say the dreaded "I don't know". But the neat thing is, your students are ok with this. You're all learning as you go. More often than not another child in the class will be using the same site or will have at least used it before. If a classmate knows the answer, they can step into the role of teacher – from which much confidence is gained and leadership skills are learned.
Even the most reserved kid really enjoys teaching their teacher a trick or two. If no one knows the answer, they can collaborate to find the solution; an activity that provides important life skills with many real-world applications. All while leaving the initiative, process development and ownership of the learning itself right where it belongs, in the hands of the learners.
Gust MEES: I started with it in 2002 already and was a pioneer in my country, BUT I got BEST results! Make sure to work TOGETHER as a TEAM with the students, learners, create ALSO some groups where the BEST work together with the weakest. YOU will love it later and YOU will miss it as it gives YOU a direct feedback of WHAT THEY learned and YOU adjust on demand and necessity... WHEN the BEST feel boring, give THEM a special task to motivate THEM ;) ===> Adjust <===.
Concerning the questions from the students, please check my advice here:
- http://gustmees.wordpress.com/2014/01/04/practice-better-ways-to-say-i-dont-know-in-the-classroom/
- http://gustmees.wordpress.com/2012/05/02/work-sheet-teachers-best-practiceshowto/
Via Gust MEES
Ivon Prefontaine, PhD's insight:
I am not sure what is being suggested is putting students in charge. It is more about a complicated conversation between teachers and students about the subject matter. There is an in-between space where teachers and students meet.
Gust MEES's comment, May 28, 2014 7:18 PM
@Ivon Prefontaine, PhD I will take it is a priority to create THAT blog, stay tuned, please ;)
Alan Jordan's curator insight, April 3, 2016 4:13 PM
I am not sure what is being suggested is putting students in charge. It is more about a complicated conversation between teachers and students about the subject matter. There is an in-between space where teachers and students meet.
From hbr
Change is hard in the same way that it's hard to finish a marathon.
Via Ian Berry
Ivon Prefontaine, PhD's insight:
Organizational change is hard, but change is always happening. The difference is organizational change should be purposeful and meaningful to the people in the organization. One of the reasons school remain little changed over time is that there is little effort on the part of those imposing change from outside on those inside schools and classrooms to engage teachers in the process. Instead of reform, we end up with school deform.
Ian Berry's curator insight, July 22, 6:55 PM
Like the metaphor "Change is hard in the same way that it's hard to finish a marathon." Yes change is hard work. It's less hard in my experience when we stop trying to change people and instead focus on changing processes
From www
"I want to affirm that getting people connected at the beginning of a meeting is essential for creating an openness and willingness to challenge. Peter Block has influenced my thinking on this issue. He always says, "Connection before Content." If a group is going to concentrate on a difficult issue, they need to learn who others are, the skills they bring, the experience they represent, and the values they hold. Stasser, who studies group performance, notes, "Group performance increases when everyone in a group is aware of each other member's expertise." But unfortunately, icebreakers, like those I've listed above, don't accomplish that that goal.
Jim Lerman's insight: Very informative article
Via Jim Lerman, Luciana Viter
Ivon Prefontaine, PhD's insight:
I am not a big fan of icebreakers. The article suggests to "connect" in a group, form community, activities have to be well-thought out. What is the gathering about? What does the group want to accomplish?
Paulette Dotson's curator insight, July 18, 2:29 PM
You must remember as a younger person those awful icebreakers at camp, school etc. There are other options to help build connections in groups.
The way it is usually told, the message Everything is Connected to Everything Else is not fun to hear. It is intended to cause repentance and reformation. More often, of course, it causes guilt, fear, and an uncontrollable urge to avoid environmentalists.
Via David Hain, Anne-Laure Delpech
Ivon Prefontaine, PhD's insight:
Hannah Arendt contended that action is what transcends the space and time we exist in. Teaching is that way. What happens in this moment can transcend space and time, finding new solutions and creating new problems unexpectedly. If we teach children to be environmentally aware, it is a gift that will find its way into the future.
David Hain's curator insight, June 27, 7:22 AM
Forget about the butterfly's wings, there is a positive side to inter-connectedness - if we reframe our view of it!
Ian Berry's curator insight, June 30, 7:34 PM
Good reminder of the power of both/and. When it comes to solutions to problems acceptance of both/and is often the key to finding the third alternative
If you're like most writers, you probably spend a big part of your day seated at your desk in front of a computer. There are stories and blog posts to write, comments to reply to, emails to send…
Ivon Prefontaine, PhD's insight:
I walk every day. For me, it is a meditative space. It is interesting how often, when I get back from a walk, I have an idea or edit for my writing. Meditation helped me while I was teaching.
From www
People are innately wired to avoid risk. During times of times of change and uncertainty, our risk aversion is amplified.
Via Mike Klintworth, William Rowell, Maria Lopez Alvarado, MBA, Dean J. Fusto
Ivon Prefontaine, PhD's insight:
Create a space for healthy and robust conversations. Let people speak up, with respect, and voice their ideas. I stress the overlapping features of teaching and leading. I can easily apply the article and poster to a classroom.
Mike Klintworth's curator insight, September 2, 2014 8:07 AM
Imagine the innovation and creativity that could be unleashed in your team or organization if everyone in it had the courage to speak candidly, try new approaches, and lay their reputation on the line for the bigger mission of your organization.
William Rowell's curator insight, September 3, 2014 5:51 AM
How do leaders foster the type of bold thinking and brave behavior needed to build competitive advantage and grow collective prosperity? They do so by cultivating a "Culture of Courage"
Drawing on her heritage and memories of the Middle East, the Palestinian-American poet speaks to language's power to bridge divisions between places and cultures.
Via iPamba
Ivon Prefontaine, PhD's insight:
I enjoy poetry and Naomi Shihab Nye is one of my favourites. She speaks to the fragility and power of language in this one, which is of great interest to me right now, as I read Paul Ricoeur.
From medium
Reading is a huge key to success and wealth, but how can you actually benefit from this habit as a busy adult? I've said it many times: reading books is a major key to success.
Via Penelope
Ivon Prefontaine, PhD's insight:
There are many hidden moments to read.
Penelope's curator insight, June 30, 1:28 PM
Read before you decide to write. Sage advice, but when? One tip from this author is...there are hidden minutes everywhere. Find yours.
***This review was written by Penelope Silvers for her curated content on "Writing Rightly"***
From medium
I'd been extolling the benefits of stream-of-consciousness writing with a new friend halfway across the world. I think I sounded like some kind of wizard. "Start writing, and the ideas will flow!" I…
Ivon Prefontaine, PhD's insight:
I had several similar, but not as detailed prompt sources when I taught. These are better in that they are more detailed and can easily be modified based on student ages and needs.
The Rarity of Engaged Reading by Angela Peery, TeachThought PD Facilitator Grow with >> TeachThought PD Literacy Workshops Picture a classroom full of youngsters. They could be darling, chubby-cheeked kindergartners or swaggering, confident high school seniors – or anything in between.
Ivon Prefontaine, PhD's insight:
Two stories came to mind for me as I read the article. A student who struggled with reading had begun reading Underground to Canada. The following year I noticed he had started reading the book from the beginning. I asked "why?" He said he enjoyed the book so much, had not finished it the year before, and did not want to miss anything in it.
A student and I decided to read Night by Elie Wiesel as a novel study. I told her not to read ahead as I wanted to discuss chapters as she read them. The following week she came to school and told me she had read the whole book in one sitting. She asked, "are we supposed to cry when we read a book?" I said, "yes, depending on the book." We figured out another way to discuss the book.
From catlintucker
One of the most challenging aspects of this school year has been using project-based learning to integrate curriculum. Projects are a beast! It feels like I am boarding a roller coaster each time we begin a new project. In fact,
Via Tom D'Amico (@TDOttawa)
Ivon Prefontaine, PhD's insight:
Project-based learning was invigorating for students and me. It allowed me to teach in a cross-curricular manner, integrating subjects. For example, The Cay provided bridged Social Studies, Science and Language Arts.
I spent time with multiple curricula, the projects, and rubrics each year. At the heart of a project are problems waiting to be addressed
Arizona State University, Claire McLaughlin's curator insight, June 23, 6:16 PM
Have you tried project based learning with your English language learners? If so, was it a roller coaster? PBL is challenging, and one has to be ready for that challenge.
Oskar Almazan's curator insight, June 25, 4:26 PM
One of the most challenging aspects of this school year has been using project-based learning to integrate curriculum. Projects are a beast! It feels like I am boarding a roller coaster each time we begin a new project. In fact, it feels like every project follows the same emotionally turbulent trajectory as pictured below.
From some of the experts in our midst comes a host of powerful and effective writing exercises that will get students thinking critically and creatively.
Via Elaine J Roberts, Ph.D., Penelope
Ivon Prefontaine, PhD's insight:
I wish I had known about these when I taught. I used some of them i.e. visual prompts and describing something in a 100 words.
Morning writing would have been a great idea. Students could have walked in and written about was happening in their lives.
Elaine J Roberts, Ph.D.'s curator insight, March 8, 6:06 PM
There are some wonderful ideas here, most of which can be modified easily for different grade levels. They don't have to be limited to creative writing because the skills themselves can be applicable to a range of writing activities.
Penelope's curator insight, March 9, 9:35 PM
I love these suggestions for writing exercises! These are super for students, but will work equally well for writers of all ages.
***This review was written by Penelope Silvers for her curated content on "Writing Rightly"***
Charlie Dare's curator insight, March 28, 6:51 AM
Scripts have to be written~ There are some wonderful ideas here, most of which can be modified easily for your production project in mind. They don't have to be limited to creative writing because the skills themselves can be applicable to a range of writing activities.
From www
Poet Matthew Zapruder say that we are too often asked to find the "hidden meanings" in poems, as if a poem is a riddle.
Ivon Prefontaine, PhD's insight:
I used to ask: "what does this poem mean to you?" I agree with the author, Matthew Zapruder, that we treat poems like riddles. Quite often, the meaning is right there, even if it is somewhat different for each person.
The New Rambler Review publishes reviews of books about ideas, including literary fiction. It is edited by Eric Posner, Adrian Vermeule and Blakey Vermeule
Ivon Prefontaine, PhD's insight:
"The Moral Economy appeals to an ancient truth. Incentives and self-interest are no substitute for moral motivation and altruism"
Bowles makes an argument based on Aristotle's view of the good legislator and citizen. Subjected to laws from above that conflict with local norms people resist the former and accept the latter. This can be seen in classrooms as community comes together with good teachers leading the way. The converse is the person who spent little time, if any, teaching and professes to understand what it meant technically by teaching.
Find out what's damaging workplace productivity, as well as some effective and proven solutions.
Via Bobby Dillard
Ivon Prefontaine, PhD's insight:
The answer is interruptions. I found this is the case in teaching. Principals feel they are entitled to walk in and interrupt teaching.
There are many things leaders want from their followers. You will get most more of them, most of the time, when you first respect those you want to follow you.
Via Kevin Watson, Bobby Dillard
Ivon Prefontaine, PhD's insight:
Respect is the one thing. I think about this through the teaching lens. I wanted to follow the leaders who respected my teaching, asked questions to understand how I taught, and engaged in thoughtful conversations with me. Those leaders were few and far between. For the last decade, they did not exist. I felt I was working for someone, not with someone. Having said this, I discovered, along the way, the respect I desired was what my students desired, as well.
Sometimes, you can be so busy reacting to everything that is happening around you that you lose touch with the core of who you are, this soul of your Being. And it is when you stop listening to…
Ivon Prefontaine, PhD's insight:
Being present to your writing, teaching, drinking tea, etc. is essential to the art of completing that task well.
From www
Turn that jumble of notes and ideas into a well-organized draft by getting organized, staying focused, setting a schedule, seeking feedback, and finding your voice.
Via Mark E. Deschaine, PhD
Ivon Prefontaine, PhD's insight:
A straightforward article that can be helpful. Organize, follow a schedule, be focused on the task, seek feedback, and find your writer's voice are excellent ideas.
Marshall Goldsmith is consistently named to Forbes' The World's Most Influential Business Thinkers list and has been recognized as the top-rated executive coach at the Thinkers50 ceremony in London since 2011. Marshall is also an award-winning author, and his recent book, Triggers: Creating Behavior That Lasts—Becoming the Person You Want to Be, is a Wall Street Journal and New York Times #1 bestseller. I'm thrilled that he is my guest blogger today, sharing his five essential books on leadership. Book 1: Old Path White Clouds: Walking in the Footsteps of the Buddha By Thich Nhat Hanh This book makes me feel peaceful and content as I read it. It is very simple and very profound at the same time. Book 2: Hesselbein on Leadership By Frances Hesselbein Peter Drucker said that Frances Hesselbein is the greatest leader he ever met. Read this book and you will agree with him! Book 3: The Leadership Challenge: How to Make Extraordinary Things Happen in Organizations By Barry Posner and
Via Kevin Watson, Ricard Lloria
Ivon Prefontaine, PhD's insight:
The books are interesting, including one by Thich Nhat Hanh: Old Path White Clouds: Walking in the Footsteps of Buddha.
Your career needs change with your job title.
Ivon Prefontaine, PhD's insight:
Finding someone close to your level who can help you learn your job is essential. Having said this, relationships are essential to mentor-protege scenarios and that is a bigger factor.
A new principal in a school may turn to someone who has been in the school for a number of years, but has not been an administrator. This can leave a gap that might need to be filled. So it is less about one relationship and more about several that meet the needs of the context.
Learn about 4 steps any leader can take to help them become inquisitive in order to bring out the best from those they lead.
Via donhornsby, Roy Sheneman, PhD
Ivon Prefontaine, PhD's insight:
Asking questions means listening to listen, not answer. Teaching and leading are synomous.
From themission
Saying you learned something that gave you a crucial insight, altered the way you think about the world, or made you better at your business or profession means everything. I read because there's a…
Via Bobby Dillard
Ivon Prefontaine, PhD's insight:
Haidt, Gilbert, Drucker, etc. appeal to me; Peter Thiel less so.
From www
Many times I've had people ask me, "In addition to coaching and training, what else can I do to learn more about how to improve myself? How can I learn to be a great leader that propels myself and others towards greater growth and greater opportunities?"
Via David Hain, Create Wise Leader
Ivon Prefontaine, PhD's insight:
A list that includes Viktor Frankl and Man's Search for Meaning is good.
Jerry Busone's curator insight, June 23, 7:46 AM
being honest not all these are what I'd call 21st century reads... lesson is simple read something about our craft and make yourself better . Read my book #offthebenchleadership or another ... but read
Ian Berry's curator insight, June 24, 7:37 PM
What I do is compare recommended reading lists When the same books appear I get them As is this case with this list a few make my lists too http://www.ianberry.biz/wp-content/uploads/2015/12/IanBerrysrecommendedreadinglist.pdf
Kudos's curator insight, July 13, 10:36 AM
Good list of books worth the read. Take a look. This is a what we are reading - http://kudosnow.com/en/blog/story/what-we-are-reading-on-employee-engagement-volume-1 Enjoy.
From www
Focusing on the present moment through the practice of mindfulness can help you and your team be more innovative. Here are some practical ways you can use mindfulness to develop creativity.
Via Roger Francis, Bobby Dillard
Ivon Prefontaine, PhD's insight:
When I meditate, I get up and see the world differently than when I began. Being mindful is being present in new ways. I listened to students and parents differently.
From www
Neuroscientists say a full understanding of the complexity of the human brain will require new research strategies that better simulate real-world conditions.
Via THE *OFFICIAL ANDREASCY*, Stephania Savva, Ph.D
Ivon Prefontaine, PhD's insight:
People need to be stretched in their learning. That does not mean what they are learning is something that lacks familiarity. Instead, it is something that is familiar and moves learning forward as it challenges us to think differently and in new ways.
People enjoy solving problems. A problem piques their curiousity. They want to learn more and things they do not already know about that learning. When students completed their Science Fair for class, they were asked to describe what they learned and, if their experiment did not yield their anticipated results, why.
From smartbrief
We all have some working relationships that just work better than others. It can be tempting to latch on to what has been successful for us in the past, whether that's a certain style, a certain personality type or even a specific person or group. While it's good to play to your strengths, there's a difference between sticking with what works and being stuck in a rut.
Ivon Prefontaine, PhD's insight:
These are six leadership habits, which can both hurt and harm organizations. Being aware of them and how they can hurt an organization is essential. Trust is an important quality.
|Follow us
|How it Works


text:
LIVE IP on server behind DMZ zone scenario with BGP Failover Scenario
We are recieving two separate last mile fibers from our ISP. We are receving two separate /30 subnets from the ISP and a separate /28 pool. Now the first pool for instance is x.x.x.128/30, the second one is x.x.x.136/30 and the last pool is x.x.x.160/28. We have an eBGP relationship with the ISP. We were informed that the /28 pool is for live IPs for our servers which would be in a DMZ zone on the firewall. I am assuming that we will need to give a static route to these servers from our edge router (eBGP running router with ISP), through the firewall to the server and advertise the /28 live ip pool via BGP to the ISP. In this scenario if the connection fails over from the first connection to the ISP to the second one the live IPs will still be accessible via the second link. I won't be creating a NAT entry for these entries on the routers since these are being pubicly advertised over the internet. Now firstly, am I right in understaiding that this design is right? Also, on the DMZ interface on the firewall should I assign the x.x.x.161/28 IP as a secondary IP (secondary IP because that zone already has a private IP addressing scheme for INSIDE users on the firewall. The server in that zone for instance would have the second useable IP in that range. x.x.x.162. This would give my servers a live IP on the internet. Am I right here?


text:
Beginners: please read this post and this post before posting to the forum.
0 Members and 1 Guest are viewing this topic.
(thicker gauge wire)
servos cannot handle 7.2V, but the microcontroller with the 5V regulator can.
Couldn't I put a couple of diodes between the battery and microcontroller to reduce the voltage to 6v?
you mean resistors, right? cause diodes wont help.resistors would turn that extra enery into heat. same thing the regular 5v regulator does. get a switching regulator


text:
I did not answer, but took the circlet from his hands, and placing it in the safe shut the massive steel door.
Her long black hair was bound above her forehead with a circlet of turquoises, and the ends, curled about her glittering girdle.
He was not satisfied with having a circlet of gold about his head.
She pulled the circlet from her finger and almost flung it at him.
A circlet of radially situate infrabasals (IBB) may also be present.
On this ring, inside the circlet, were engraven my name and rank!
She saw the circlet of stars on the gray epaulet; she saw the stern handsome face; she saw the dark tired eyes.
The circlet was beautiful in itself, and astonishingly heavy.
I moved towards the window and, ostensibly catching the light upon the facets of the matchless 126 stone, peeped into the circlet.
"How lovely" cried Helen glancing at the circlet of gold on her wrist.


text:
Ministers´ views on the three sub-themes of the conference
1) Freedom of expression and information in times of crisis
Helena Demakova, Minister of Culture of Latvia
"In times of crisis we must ensure the full freedom of the media. If relevant information exists, and here I exclude information, which, for investigative reasons, needs to be kept secret for the prevention of harm to public security or for the solution of a case, it is unreasonable to withhold it from the public. However, while the media enjoy the freedom to publish the information they receive, it is also crucial that they are aware of their responsibility not to create panic but to report in a factual, accurate and impartial way. It is my belief that by pursuing a policy of balanced co-operation, we can best contribute to the security of our populations.''
Andreas Christou, Minister of the Interior of Cyprus
"The Council of Europe has an important role to play in order to ensure that European states do not interfere in a restrictive way in the free-flow of information between the sources of information and their citizens. The only justification for states to interfere is when public safety or public order is at stake."
Nikolay Vassilev, Deputy Prime Minister and Minister of Transport and Communications of Bulgaria:
2) Cultural diversity and media pluralism in times of globalisation
Nikolay Vassilev, Deputy Prime Minister and Minister of Transport and Communications of Bulgaria
Brian Arthur Mikkelsen, Minister of Culture of Denmark
Helena Demakova, Minister of Culture of Latvia
"The benefit of activities at European level is that they would encourage relevant developments at national level as well and address the transnational cases of media ownership more effectively. It would also co-ordinate actions and harmonise the criteria applicable to define harmful media concentration. Moreover, regarding transnational media concentration, a national legal framework alone may be insufficient."
3) Human rights and regulation of the media and new communication services in the Information Society
Andreas Christou, Minister of the Interior of Cyprus
"The Internet industry should assume its responsibilities and be made liable for the activities of its users in any area of crime and especially on sensitive issues such as the provision of harmful content to children or the promotion of terrorist activities."
Nikolay Vassilev, Deputy Prime Minister and Minister of Transport and Communications of Bulgaria
Helena Demakova, Minister of Culture of Latvia
"The Internet plays an important role in the media environment, often having a similar impact as that of traditional media. This leads to the idea that a more technology-neutral regulation of audiovisual content should be developed. The content is the most important thing, and not the technical means by which it is delivered."


text: This is a soft and quiet piano movement, creating a mellow and sentimental feeling. Expressive and pensive music. It has a very strong mood towards calm and love. Great for setting a dreamy and reflective vibe full of complex emotional moods. This would work well in any project with themes of love, intimacy, friendship, etc.


text:
Two years ago Amanda Ridden and her boyfriend embarked on a "Bonnie and Clyde" rampage across Sydney, robbing the Roseville Cinemas and a Revesby pub with a sawn-off shot gun and an axe.
Their crime spree ended at a southern Sydney McDonald's two days later but not without Ms Ridden biting, swearing, kicking and spitting at the police offices who arrested her.
When in custody the 23-year-old then kicked and scratched an officer and yelled, "f*** you, I am going to find out where you live and get [my boyfriend] to rape your wife," according to court documents.
Ridden was silent on Friday, her eyes welling with tears as she was sentenced to a maximum of nine years and six months for the crime spree she embarked on with then boyfriend Daniel Roach.
She will be eligible for parole in March, 2019.
Her parents sat in the gallery wiping away tears and said outside the court that "there are no winners".
Judge Andrew Haesler told the court Ridden had rebelled from a young age, after being brought up in a strict religious family on Sydney's northern beaches.
"She left home and school early. She spent a short time in a hairdressing apprenticeship. She took up the use and abuse of drugs," Judge Haesler said.
After only being out of jail a few months, Ridden and Roach hatched a plan to rob the Roseville Cinemas and recruited two other men to help them.
"Her time in custody did not deter her," Judge Haesler said during her sentencing at the Sydney Downing Centre District Court.
"She simply did not care about others, or that she was going to jail," he said.
On the evening of September 23, 2013, Ridden was part of the group who robbed an 87-year-old man of his car on the driveway of his Lane Cove home on Sydney's lower north shore.
"The offence was pointless and nasty," Judge Haesler said.
From here the crew drove to Roseville Cinemas where they covered their faces with jumpers and t-shirts before approaching Michael Sheppard – the man behind the candy bar.
They demanded Mr Sheppard hand over money from the till but he told them to "f*** off" and triggered a silent alarm.
One of the robbers said to Mr Sheppard, "Do you want to die?"
The group threatened to shoot some of the cinema goers if they did not hand over their wallets but only one complied.
A further $506 was stolen from the till and Ms Ridden and her co-offenders took off towards the Revesby Pacific Hotel, in Sydney's south-west.
Ridden was armed with a walking stick, while the men still had the shotgun and axe.
They told staff and customers to get on the floor and managed to steal $3873 and five packs of cigarettes.
After that the group went to Westmead where they set fire to the stolen Nissan Pulsar.
The following day, Ridden and Roach were approached by police at Kirrawee McDonald's in Sydney's south.
Roach was under the influence of drugs and began assaulting police.
Meanwhile, Ridden spat, abused, scratched and kicked the officers trying to arrest her.
"These were not trivial assaults. Actual harm was inflicted," Judge Haesler said.
Ridden was sentenced to a minimum of five years, eight months' jail for the 10 offences she was found guilty of including six counts of assaulting a police officer and two counts of robbery armed with a dangerous weapon.
Ridden's ex partner Roach is currently serving an 11 year maximum sentence.


text:
September 26, 2005
Five newly-hired full-time faculty members have completed their three-day orientation, spending time with President Moeller and Provost Snider and discussing issues pertaining to teaching and learning.
Elizabeth Daugherty, chair of Computer Information Technology, and Barb Thompson, Communication Skills, discussed assessment with the new faculty members, Elizabeth Betzel, Mathematics, discussed "Formation/Why We Teach," and Deans Conner, Hockenbery, Marr, Rogers and Wagner each briefed the new faculty on their areas.
In addition, a faculty panel provided information on preparing to teach, managing time, and looking forward to promotion and tenure. Joining the panel discussion were: Rick Bartlett, Business Management; Deborah Bertsch, Communication Skills; Joan Young, Engineering Technologies; and Brenna Michelis, Developmental Education. The orientation was coordinated by Shah Hasan, Director, Human Capacity Development, and Bill Dross, Coordinator, Human Capacity Development.
Kevin Karam, Columbus State Aviation Maintenance student, was presented a $500 Tuition Scholarship from The Central Ohio Professional Aviation Maintenance Association (COPAMA) at the September 13 meeting.
Small Business Center to offer 10-session class on growing a businessThe Ohio Small Business Development Center at Columbus State will offer the "NxEntrepreneurs" business plan development class starting October 11, 5:30 - 8:00 p.m. in Nestor Hall Seminar Room J.
The NxEntrepreneur class provides in-depth instruction into the art and science of building a growth business. The 10-session training program is designed to teach better business practices while producing a comprehensive business plan to guide business decisions regarding growth. The classes provide a venue for frank discussions on the specifics of running a business, according to Michael Bowers, director of the SBDC at Columbus State.
Series registration is $225, which includes all materials and books. To register, or if you have questions, call ext. 5300 or visit www.SBDC.cscc.edu.


text:
Whats on your Christmas wish list ?
Just emailed mine to the North Pole. I have been a good girl this year, so hope santa hooks me up....lol
1. Old Winchester 30-30
2. Super Redhawk in 7.5in / .45
3. New trap shooting vest.
Whats on your list..........?
Santa isn't into the whole "good girl" thing once you reach a certain age...
Just a fyi ;)
I already got a 5 1/2 bbl 1858 Remington. Gonna be getting some reloading stuff next.
A new place to live, preferably out of NY. My roof is now leaking , there is mold in the walls, and my landlord's property manager won't get off his @$$ to fix the problems. Add to that, I had to go into savings to fix BOTH of my trucks in the last month. Clutch on the big one, rear axle and exaust on the small one. I swear they conspire against me at night, while they are parked!
Thank you, I feel better now.
A new wood stove. But I think I'll be getting it belatedly.
|All times are GMT. The time now is 09:42 PM.
Copyright ©2000 - 2017, Jelsoft Enterprises Ltd.


text:
As a Spanish professor at Eastern Oregon University, Elizabeth Boretz found herself emotionally unable to let troubled students slide out of sight.
It kills me when students are not doing their best, she explains. Sometimes I couldn';t do anything to effectively help the students who needed it most. I had to change that.
Boretz obtained a partial teaching release to start an intervention program for students who had been reinstated after academic discipline. Soon she realized she had found her true calling and began work on a Master';s degree in Student Affairs. She then came to UC Merced based on her desire to return to California and the UC system – she';s an alumna of UC Riverside. Now she heads up planning for UC Merced';s Student Advising and Learning Center (SALC), which will incorporate academic advising, tutoring and other services.
Tutoring shouldn';t be seen just as something you do when you get into academic trouble, Boretz explains. It should be expected on your road to success. Nobody should be ashamed to ask for help. Plenty of our tutoring will even be offered free of charge.
Help will also be available in many subjects, especially calculus, chemistry and writing. Boretz';s goal is for students to see these courses as opportunities, not obstacles, and to know that they can excel in these areas.
We need strong tutors, Boretz says. Any student who has an academic strength should contact our office. We have paying positions available this fall at all levels that will provide great experience for student tutors.
Tutors will be trained in balanced, sensitive approaches to student success. Students sometimes have trouble with their grades because of outside problems in their lives. SALC will be able to direct them to resources like financial aid or counseling to support their efforts in school.
The center will also offer academic advising, helping students decide on courses of study and then register for the classes they need to graduate in their fields of choice.
In all her plans, Boretz';s passion for students'; well being shines through. College should be one of the greatest times of your life, she says. These services can help you achieve that.