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Colgate Announces 3rd Quarter Results And New Global Growth And Efficiency Program For Sustained Growth
Operating profit decreased 1% to $1,027 million in third quarter 2012 compared to $1,035 million in third quarter 2011. Excluding the above noted items in both periods, Operating profit increased 3% to $1,037 million.
Net cash provided by operations year to date was $2,133 million compared to $2,057 million in the comparable 2011 period. Net cash provided by operations for 2012 includes higher income tax payments, higher payments related to business realignment and other cost-saving initiatives and the payment for the previously disclosed competition law matter in France related to a divested detergent business, and lower voluntary benefit plan contributions. Working capital as a percentage of Net sales was 2.2%, up 160 basis points versus the year ago period. This increase was primarily due to the timing of income tax payments and higher accounts receivable.
Ian Cook, Chairman, President and Chief Executive Officer, commented on the results and outlook excluding the 2012 and 2011 items noted above and the costs of the Global Growth and Efficiency Program discussed below, "We are very pleased to have achieved another quarter of strong profitability with gross profit margin, operating profit margin and net income as a percent to sales all increasing versus year ago, despite an intense competitive environment and challenging macroeconomic conditions worldwide.
"Our growth momentum continued on the top line as well, with organic sales increasing a healthy 5.0% during the quarter, led by the emerging markets where organic sales grew a robust 9.5%.
"We are delighted that gross profit margin increased by 180 basis points during the quarter, the largest expansion we have seen in ten quarters. This allowed for higher advertising spending behind Colgate's brands both in absolute dollars and as a percent to sales, which drove market share gains around the world. "Colgate's global market shares in toothpaste and manual toothbrushes are both at record highs year to date. Colgate's share of the global toothpaste market strengthened to 44.9% year to date, up 0.6 share points versus year ago. Our global leadership in manual toothbrushes also strengthened during the quarter with Colgate's global market share in that category reaching 32.7% year to date, up 0.8 share points versus year ago.Check Out Our Best Services for Investors
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text:
Love never dies a natural death. It dies because we don't know how to replenish its source. It dies of blindness and errors and betrayals. It dies of illness and wounds; it dies of weariness, of withering, of tarnishing. -Anais Nin
It isn't enough for your heart to break because everybody's heart is broken now. -Allen Ginsberg
When one door closes another door opens; but we so often look so long and so regretfully upon the closed door, that we do not see the ones which open for us. -Alexander Graham Bell
Tears are the safety valve of the heart when too much pressure is laid on it. -Albert Smith
I hate the day, because it lendeth light To see all things, but not my love to see. -Edmund Spenser
I believe there are more urgent and honorable occupations than the incomparable waste of time we call suffering. -Colette
It is foolish to tear one's hair in grief, as though sorrow would be made less by baldness. -Cicero
Nothing takes the taste out of peanut butter quite like unrequited love. -Charlie Brown
Heaven knows we need never be ashamed of our tears, for they are rain upon the blinding dust of earth, overlying our hard hearts. -Charles Dickens
Rock bottom is good solid ground, and a dead end street is just a place to turn around. -Buddy Buie
Love, a powerful emotion and choice. It creates strong affection and builds the bonds of relationship. If cultivated well, it starts as overwhelming desire and mellows to a life long endearment and attachment. It embodies the virtues of loyalty, kindness, charity, compassion, and affection. It is so central to who we are, that those that are religious find the most identified of human emotions in God is - Love. And because love is a vital force in cementing interpersonal relationships and is central to who we are, it is also the most common theme in the arts.
At Greatest Love Quotes.com, we want to celebrate all that we call love. The love quotes that we have compiled capture the wide range of how people look at it. From ridicule to rapturous devotion - we find the quotes that put love in perspective. More importantly, we searched far and wide to encapsulate what it means to be human and - love.
Dive into our site and find a love quote that speaks to who and where you are at. Browse our pages and if you have a love quotes of your own to share, please do. You may be featured as one of our celebrated authors!
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"It is a curious thought, but it is only when you see people looking ridiculous that you realize just how much you love them." ~Agatha Christie
"If I had a flower for every time I thought of you, I could walk in my garden forever." ~Alfred Lord Tennyson
"Love makes the wildest spirit tame, and the tamest spirit wild." ~Alexis Delp
"The best and most beautiful things in the world cannot be seen or even touched. They must be felt with the heart." ~Helen Keller
"I love you, not only for what you are, But for what I am when I am with you." ~Roy Croft
"Love reminds you that nothing else matters." ~Amy Bushell
"I don't wish to be everything to everyone, but I would like to be something to someone." ~Javan

subset: commoncrawl


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Cleveland's Best Linkfest!
- Posted by Greg Harmon
- on November 10th, 2012
Charts/Markets/Business/Economy You Might Not See Otherwise
Alcohol Cycle
The OECD says old people slow us down NYT
China decided it is turning the corner on the economy, their market says otherwise Reuters
Deals on foreclosed homes dwindling Ohio.com
Ally near $4 billion unit sale, GM seen in lead Reuters
United Steelworkers of America approve deal with Cliffs Natural Resources cleveland.com
The Fab Fizz: SodaStream Source Geek Chic WSJ.com When innovation is new colors and finishes you are done.
A Brand Icon in Need of Some Oversight NYT Start by cutting the personal trainer, its not working
Cleveland Flair
For the adults, the Orchestra performs Beethoven Saturday night while the Youth Orchestra performs its Autumn Concert on Sunday, both at Severance Hall.
If you prefer a 50 year old woman parading in her underwear, Madonna plays the Q on Saturday. Go find out what religion she is following now.
The in-laws saw The Whipping Man at Playhouse Square this week and are raving. It runs through December 2.
Over at the I-X Center the Fabulous Food Show is taking place this weekend.
Glen Campbell – The Goodbye Tour is at the Kent Stage Saturday night.
Dragonfly Facts
Dragonflies do not walk.
If you like what you see above sign up for deeper analysis and trading strategy by using the Get Premium button above. As always you can see details of individual charts and more on my StockTwits page.
The information in this blog post represents my own opinions and does not contain a recommendation for any particular security or investment. I or my affiliates may hold positions or other interests in securities mentioned in the Blog, please see my Disclaimer page for my full disclaimer.
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Gregory W. Harmon CMT, CFA, has traded in the Securities markets since 1986. He has held senior positions including Head of Global Trading, Head of Product Development, Head of Strategy and Director of Equity. (More)
Recent Posts
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- Premium Earnings 2-24-15


text:
Space-multiplexed optical scanner
Applied Optics, Vol. 43, Issue 13, pp. 2703-2708 (2004)
Enhanced HTML Acrobat PDF (541 KB)
A low-loss two-dimensional optical beam scanner that is capable of delivering large (e.g., >10°) angular scans along the elevation as well as the azimuthal direction is presented. The proposed scanner is based on a space-switched parallel-serial architecture that employs a coarse-scanner module and a fine-scanner module that produce an ultrahigh scan space-fill factor, e.g., 900 × 900 distinguishable beams in a 10° (elevation) × 10° (azimuth) scan space. The experimentally demonstrated one-dimensional version of the proposed scanner has a supercontinuous scan, 100 distinguishable beam spots in a 2.29° total scan range, and 1.5-dB optical insertion loss.
© 2004 Optical Society of America
OCIS Codes
(110.0110) Imaging systems : Imaging systems
(120.5800) Instrumentation, measurement, and metrology : Scanners
(230.5440) Optical devices : Polarization-selective devices
Original Manuscript: September 23, 2003
Revised Manuscript: January 23, 2004
Published: May 1, 2004
Nabeel A. Riza and Zahid Yaqoob, "Space-multiplexed optical scanner," Appl. Opt. 43, 2703-2708 (2004)
Sort: Year | Journal | Reset
- L. Beiser, R. B. Johnson, "Scanners," in Handbook of Optics, M. Bass, E. W. Van Stryland, D. R. Williams, W. L. Wolfe, eds. (McGraw-Hill, New York, 1995), Vol. II, pp. 19.1–19.57.
- L. Beiser, S. F. Sagan, G. F. Marshall, eds., Optical Scanning: Design and Application, Proc. SPIE3787, (1999).
- N. A. Riza, "Multiplexed optical scanner technology," U.S. patent6,687,036 (3February2004).
- Z. Yaqoob, A. A. Rizvi, N. A. Riza, "Free-space wavelength multiplexed optical scanner," Appl. Opt. 40, 6425–6438 (2001). [CrossRef]
- Z. Yaqoob, N. A. Riza, "Free-space wavelength-multiplexed optical scanner demonstration," Appl. Opt. 41, 5568–5573 (2002). [CrossRef] [PubMed]
- Z. Yaqoob, M. A. Arain, N. A. Riza, "High-speed two-dimensional laser scanner based on Bragg gratings stored in photothermo-refractive glass," Appl. Opt. 42, 5251–5262 (2003). [CrossRef] [PubMed]
- N. A. Riza, M. A. Arain, "Code-multiplexed optical scanner," Appl. Opt. 42, 1493–1502 (2003). [CrossRef] [PubMed]
- N. A. Riza, S. A. Khan, "Programmable high-speed polarization multiplexed optical scanner," Opt. Lett. 28, 561–563 (2003). [CrossRef] [PubMed]
- Z. Yaqoob, N. A. Riza, "Agile optical beam scanner using wavelength and space manipulations," in Algorithms and Systems for Optical Information Processing V, B. Javidi, D. Psaltis, eds., Proc. SPIE4471, 262–271 (2001). [CrossRef]
- M. Yu. Loktev, V. N. Belopukhov, F. L. Vladimirov, G. V. Vdovin, G. D. Love, A. F. Naumov, "Wave front control systems based on modal liquid crystal lenses," Rev. Sci. Instrum. 71, 3290–3297 (2000). [CrossRef]
- S. A. Khan, N. A. Riza, "High speed polarization-multiplexed optical scanner for three-dimensional scanning applications," in Free-Space Laser Communication and Active Laser Illumination III, D. G. Voelz, J. C. Ricklin, eds., Proc. SPIE5160, 3–8 (2003).
- A. Marrakchi, Photonic Switching and Interconnects (Marcel Dekker, New York, 1993).
- Product specification sheet, Corning SMF-28 optical fiber (Corning, Inc., Corning, N.Y., 1998).
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Judith Webb's profile
Name: | Judith Webb |
Member since: | Dec 22, 2002 4451 days old |
Uploads: | 3 |
About: | I have been doing genealogy for about 25 years. My dads lines go back to Charlemenge, to about the year 400, and my moms is only back to 1820,, I have two serious brickwalls, that I don;t know if they will ever be found out. |
Surnames: | Elmore, Cleary, Beaudry, Hamm, Levasseur, Bergeron, Lalonde, Lebleu, Lablue |
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The philosophical riddle that BLEW MY MIND.
On learning what other people think.
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Found the same room at a different price? Tell us, and we'll offer to match it.
Directions - Montreux House Apartments, Bath
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DirectionsView directions provided by hotelFrom the M4 Leave at junction 18, take the A46 to Bath.At the first roundabout, take a RIGHT onto the A420. After about a mile take a LEFT (at the brow of a hill) and follow the this winding road to a T junction. Turn LEFT at the T junction, up a hill. You will go past Bath Racecourse on your right. Continue on this road all the way down the hill until you reach St Stephen's Church and another T junction. Turn RIGHT at this T junction and follow the hill to the traffic lights at the bottom. Turn RIGHT at the lights and follow the road around a sharp LEFT hand bend into Queen Square. Take 3 sides of the square and exit onto Charlotte Street. Follow Charlotte Street for a hundred yards and, as it bends right take the turning on the left called Little Stanhope Street. Little Stanhope Street bends sharp left at the bottom and is then called James Street West. The Apartment block is on the corner on the left hand side of the road, opposite the Riverside Health Centre. A confirmation e-mail will be sent to you as soon as I have taken payment (3 days prior to your arrival) on which you will find important key pick-up information. Please ensure you give the correct e-mail address to Laterooms alternativley I can text you if its easier. Railway:Bath Spa Oldfield Park Avoncliff Bradford on Avon Attractions:Herschel Museum of Astronomy Theatre Royal Bath Queens Square Bath Street |


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LA is a great town for relaxing and being a total beach bum. This chic towel is the perfect accessory for hitting the sand and catching a few rays.


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- Your file is being downloaded. It will remain available for download from the "My Files" section of your member area for 72 hours.
#42696556 -
Zen Meditation
© Leah-Anne Thompson - See portfolioPricing
Author | Leah-Anne ThompsonSee portfolio |
Image reference | 42696556 |
Country | Australia |
Descriptive Category | People On Location Fields/Farm |
Conceptual | Welfare Soul Meditation |
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Friday, February 27, 2015
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Note that Reiss is reporting that the Patriots just recognized $2.7mm in salary escalators: Wilson - $1.475mm Caldwell - $550K Scott - $500K Warren - $200K The big charges to Wilson and Scott probably increase the importance of a DB early in the draft.
Reiss says these escalators are based on reaching performance standards. What sort of standard can Eugene Wilson have passed on IR
Must have been cumulative games started or games played. Any cumulative stat could have kicked in an escalator from his rookie contract. Remember that Seymour had a big one right before he re-negotiated. I think they are fairly typical - and significant - in first and second-round rookie contracts.
I don't know, but Reiss says that these charges were "factored into the team's salary cap when free agency began in early March".
I think Miguel already had these covered. These are added to salary so usually appear on the NFLPA site PDQ. I know he did for Caldwell's escalator and his cap numbers seem to reflect it on the others. He actually has Caldwell a little above what Reiss states his cap to be.
Miguel must have already tried to figure this in, but was off on Caldwell's cap hit. Here is the actual difference compared to where Miguel has their cap figures: Wilson's $2.4M hits the cap at around the same amount as Miguel's figures "$2,444,220" Caldwell's $1.65M is actually .221M under Miguels projection of "$1,871,720" Warren's $1.65M hit is about the same as Miguels projection of "$1,656,720" Scott's $1.3M cap hit is again about the same as Miguels projection of "$1,336,720" Miguel has NE's pre-June 2nd cap at $8.2M under, these adjustments could bring them up to $8.421M under their 2007 adjusted salary cap. On June 2nd NE gets another $2.5M back from Dillon's cap hit, which will bring their cap up to $10.921M under their 2007 adjusted salary cap. That's the best I can do for ya. Fixed
You are comparing Mike's cap #'s to Miguel's salary numbers rather than Miguel's cap #'s which seem to be at or above Mike's. He had these figures already. He is only above on Caldwell because he has a $300K roster bonus in addition to the salary increase. Perhaps reaching the escalator precluded getting the roster bonus.
Yeah, I e-mailed Mike about those a few weeks ago: http://www.patsfans.com/new-england-patriots/messageboard/showthread.php?t=51686 I also gave the heads-up to Miguel, who applied them. So there's no change to the cap now, as it has already been adjusted.
He still has Caldwell's cap number to high, though. Miguel has Caldwell at "$1,871,720" against the cap, when his cap figure is actually $1.65M.
Thanks for the info guys from those of us curious but insufficiently motivated to do the research. -phil, the slacker
I have other sources but here is Reiss: "Caldwell's salary cap charge is now $1.65 million, the same as Warren" Also, the NFLPA had Caldwell at 1.55M, not the 1.871M Miguel list him at.
FYI, every now and again I go over to Jets Insider's and see how the other side is getting along. They are over there celebrating, thinking the Pats are going to have $3MM less in cap room. They were pretty disappointed when I and other Pats fans set them straight. BTW- it is good to get out and see how the other half lives. Some of the discussion is ridiculous, but often you get to post in some interesting threads. Its often more fun than just talking with a board that is filled with a lot of like minded people.
OMG! Miguel went on vacation and didn't post a 200k cap adjustment! What was he thinking! Just kidding. Everyone should know by now Miguel keeps the best cap salary cap page on the ENTIRE INTERNET, BAR NONE. He's a human being. Good job as always Miguel. Go outside and enjoy the sun.


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Cafekid Jade Dresser with Mirror
Item #892562
The lovely Jade seven-drawer dresser has an airy, casual style plus outstanding storage and display potential. All seven drawers have smooth operating, full extensions glides and sturdy dovetail construction. The Jade dresser is ideal for growing wardrobes and will provide ample room for clothes, games and other items. The Jade dresser and beveled mirror are ideal for growing girls and their growing wardrobes. Seven spacious drawers provide ample storage for clothes and the lovely beveled mirror is perfect for checking her "look". The spacious dresser top is perfect for displaying favorite treasures, jewelry and makeup. Jade's linen white finish enhances the tasteful detailing and exquisite styling of this great looking dresser. All pieces of the Jade collection are well crafted with solid hardwood frames and dovetailed joinery for strength and durability. The Jade dresser will provide your child a refreshing and cheerful bedroom for years to come.
- Color: Linen White
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- Full extension drawer glides
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- Virgin nylon floor glides
- Adult assembly required (for feet and safety brackets)
- 52" L x 18.8" W x 33.8" H
- Net weight: 162.7 lbs
- 37" L x 1.6" W x 32.8" H
- Net weight: 24.69 lbs
Collection Name: Jade
Color: White
Height: 33.8 in.
Length: 52 in.
Material: Hardwood
Weight: 24.69 in.
Width: 18.8 in.
Room of choice upgrade/option is available at an additional handling fee. This fee will be quoted at checkout. Room of choice upgrade will include placement of your item into your room or area of choice, unpackaging and removal of packaging materials. This service does not include setup or assembly.
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text:
- Age / Gender:
- 21, Male
- Location:
- Plastic Beach
- Joined:
- 2/10/10
- All Stats >
I'm a begginer who uses FL Studio 8 to make crappy songs. I'm interested to contact with noobies like me and more experienced musicians.
User Statshot
- Community Stats
Level 4 Musician
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Ranked as Civilian
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Unlock this medal to see it's details.
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Kill 25 Executioners.
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High Demon LEET
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Survive the ninth encounter.
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Total Medals Earned: 911 (From 132 different games.)
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text:
Novavax Initiates Phase 2 Clinical Trial Of RSV Vaccine Candidate
ROCKVILLE, Md., Oct. 8, 2012 (GLOBE NEWSWIRE) -- Novavax, Inc. (Nasdaq:NVAX) today announced that enrollment has begun in a Phase 2 dose-ranging clinical trial of its respiratory syncytial virus (RSV) vaccine candidate in women of childbearing age. The study is being conducted in collaboration with PATH, an international nonprofit organization that transforms global health through innovation, which is providing approximately $2 million in funding to support the trial.
This randomized, blinded, placebo-controlled Phase 2 study will evaluate the immunogenicity and safety of two dose levels of Novavax's RSV-F protein nanoparticle vaccine with and without aluminum phosphate as an adjuvant. The study will enroll 330 women of childbearing age who will receive either one or two intramuscular injections at each dose level of vaccine or placebo at days 0 and 28. Safety and immunogenicity will be evaluated over six and four month periods, respectively.
"In addition to evaluating the safety and immunogenicity of our RSV vaccine candidate in an important patient population, this study will be crucial for both the determination of the optimal dosing regimen for future studies and the potential adjuvant effect of aluminum phosphate, an adjuvant used in U.S. licensed products," said Gregory Glenn M.D., Senior Vice President and Chief Medical Officer of Novavax. "Previous clinical and preclinical findings have suggested that immunization with our nanoparticle vaccine produces functional neutralizing antibodies to multiple sites on the F protein. We expect to report top-line results from this trial, through Day 56 observations, in the first quarter of 2013."
About RSV and Maternal Immunization RSV is the most common cause of childhood respiratory infection globally, with a disease burden of 64 million cases and approximately 160,000 deaths annually. Severe RSV disease necessitates 3.4 million hospital admissions per year and disproportionately affects infants below six (6) months of age. A severe episode of RSV bronchiolitis can lead to recurrent bouts of reactive airway disease/asthma for many years after the initial event. It is a highly contagious virus that occurs as a predictable epidemic from late autumn through early spring in the U.S. and other northern hemisphere regions and can have more than two annual peaks in tropical climates. RSV disease burden in low-resource countries is significant, and available data indicate that the virus is responsible for a high proportion of childhood acute lower respiratory infection in these settings, particularly in the first few months of life. Currently, there is no approved RSV prophylactic vaccine available. Maternal immunization is a widely practiced strategy for protecting infants in a variety of diseases, such as neonatal tetanus and is currently recommended by the Center for Disease Control's Advisory Committee on Immunization Practices for battling infant pertussis. Maternal immunization can lead to heightened antibodies in infants and thereby protects them against the targeted disease, and thus may be a key strategy to protect young infants from RSV illness.Check Out Our Best Services for Investors
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Learning Environments of the Future steering committee drivers
A CABE research proposal within the 'Building Futures' programme Learning Environments of the Future steering committee: drivers… draft interim report Stephen Heppell Carole Chapman Richard Millwood Mark Constable Jonathan Furness and others in the Ultralab team page 0 of 20 this is a draft, needing proofing and some final edits to keep it congruent to the overall report key drivers: macro Throughout the initial interim report there was much reference to macro influences impacting on the effectiveness of the design process: changing pedagogy; new technologies; political policy and will. These are key drivers of the change in learning environments that our work signposts. Similarly our Initial Reflections: impacting trends paper briefly explored social, technological, economic, environmental, scale, political, and pedagogic drivers. The initial interim report also explored the micro-influences which our work have shown to be key to the effectiveness of school design: the impact of eye line on the ability of a class to collaborate; the design contrast between individual task orientated learning and more open ended collaborative learning (for example furniture layout in assessment scenarios); the impact of the timetable on what is achievable (we are confident from our work with cBBC that producing good quality, media rich work with children typically requires whole day blocks of time); the inflexibility of laboratory furniture (for example the inability to harness drama based activity to reinforce science concepts) and more. This report explores the macro-drivers that have emerged as significant for the project. Perhaps a meta level reflection here should be that, above these individual drivers, the pace of change is significantly increasing, requiring some constant iteration. Building for a constancy of change and indeed for the certainty of uncertainty is not straightforward and requires designs that are far more than just :agile" or 'flexible". This pace of change, above all else, is the primary driver. page 1 of 20 this is a draft, needing proofing and some final edits to keep it congruent to the overall report • Social Just as mobility changes diminished the power of the extended family, so information and communication changes are regenerating distributed communities in companies, families and in learning. Current educational political trends are towards 'networked learning communities' of schools and 'federations' of school organisations, which recognise the need for schools to move from a philosophy of competition towards one of collaboration. Although much of this is driven by economies of scale which are currently realised by geographical proximity these will soon be realised by ICT links across considerable distances. But a much clearer and more powerful social driver is the family. Nearly one in four (22.9 per cent or 2,672,000 dependent children) live in lone-parent families - 91.2 per cent of which are headed by the mother and this is an upward trend that impacts on schools' role and function. A survey of 800 single parent families shows, for example, that when money is tight more than half (53 per cent) still have to skip meals to save money, with more than one-quarter doing so often (28 per cent). Asked what were the hardest things about being on a low budget when money is tight, one fifth said not being able to afford school-related or social activities for their children. It is clear that the school's role in society is thus becoming more important. Paul Kenny, from the GMB, said: "These figures demonstrate the absolute necessity of employers adopting family-friendly policies to enable these lone parents to participate fully in the workforce." Pre and after-school clubs and other supports for childcare are also essential. This is demonstated by the support for, and development of, school breakfast clubs and summer school activities which enable parents to extend their working hours. Added to the inexorable trend towards a longer learning day and greater community access it is clear that tomorrow's schools will be much more 24/7 institutions than today's, with profound implications for facilities within them. An alternative to this 'extension of school' vision is the view that ICT and the development of collaborative, community, virtual learning (as seen in Notschool.net, Discovery 1 and the Warwick Learning Programme) will enable pupils to demonstate concurrent learning, and may free schools from the view that learning only takes place in a learning organisation. Hence the possibility of flexible day / week becomes a reality. The function of schools as 'childcare' organsiations for working parents will militate against this and it is, perhaps, an economic debate about which will "win". page 2 of 20 this is a draft, needing proofing and some final edits to keep it congruent to the overall report Finally, one interesting social trend to observe is the move towards a more litigious society. If we take school toilet design for example, it is clear from much good exisiting research that children try to avoid using toilets during the school day. This translates into a loss of concentration during the afternoon as a result of dehydration and an increase in urinary tract infections. Given that this is known and documented, why wouldn't parents sue for the impact of this loss in attention thresholds, or health. Sooner or later they will and presumably it will be "negligent" designers that they sue? The short summary of this driver in design terms is this: schools' increasing social functions need to be designed for; the 24/7 school is more rather than less likely litigation will impact on the quality of school design page 3 of 20 this is a draft, needing proofing and some final edits to keep it congruent to the overall report • Technological The history of learning technology encompasses a number of clear cycles. Our widely circulated Ultralab's Law from the early 90s suggests that "With new technologies, between denial and adoption is the space for innovation and that is where radical progress is made" and this can be observed with every emergent learning technology from ball-point pens to smart phones. It is clear that we are in that space in 2003; we have indeed observed some radical progress in a number of schools globally, largely predicated on technological change; this should be a fertile time for school design. . Technology is evolving rapidly. Gordon Moore observed his rather more famous "Moore's Law" in 1965, just four years after the first planar integrated circuit was discovered. In his original paper, Moore observed an exponential growth in the number of transistors per integrated circuit and predicted that this trend would continue. It has so far. This has profound implications for schools as today's phones, for example, have the processing power of about a ten year previous desktop microcomputer and might be expected to progress at the same rate. We are already seeing the profound effect of this as the "computer suite" with its fixed rows of CRT monitors and fan cooled, noisy, CPUs begin to look like inflexible dinosaurs alongside the freedom and flexibility that schools are finding with portable and wireless technology. Thus the trend sees small and personal equipment becoming steadily more commonplace, affordable and powerful whilst schools attempt first to ban and then to inspire their use before governments intervene to promote and then mandate adoption. Schools are currently encouraging to personal computer ownership at home, whilst rather less are encouraging "bring your computer to school" and most are discouraging to the use of mobile phones in the learning environment. It was the same with ballpoint pens and then calculators in previous decades. In each country progress is reported as rapid, often more rapid than expected. In Scotland the 2001 School Census showed that the target ratio of 1 modern computer for every 5 pupils had been achieved a year early. Significant progress was also reported in primary schools, where there was 1 computer for every 11 pupils compared to 1 for every 18 in 2000, and primary Internet access had risen from 64% of schools to 84%. There is an inexorable trend with learning technology from the central, controlled and provided to the personal and individually empowering. This is not a simple, linear change, but a frenetic tug-of-war with an observable trend line on a cyclical and unstable baseline underpinned by a concern over equity. With calculators we moved from "they won't page 4 of 20 this is a draft, needing proofing and some final edits to keep it congruent to the overall report matter, ban them" to " we should buy some class sets" to "don't forget to bring your calculator to the maths exam" in three decades. It will be faster with computers and faster yet with phones. This is immediately translated in design terms into a tension between provision and enabling. The schools computer suites or a wireless network for personal ownership? between provided whiteboards or ubiquitous projectors for teachers' laptops, between places to watch others' broadcasts or participative spaces to make and stream your own video. Phones, interestingly, may have evolved too rapidly to ever become institutionalised, they are never "centralised", rarely "provided", and may pass straight to the acceptable personal ownership stage. As a learning technology they are potentially the most powerful of all; they are always "symmetrical" in nature (as soon as telephone technology let you see video you could also contribute it) and we are clear that they are as, if not more, important to learning than computers. Personal equipment requires shared collaborative space and whether it is the media rich wall spaces of the Australian School for Maths and Science, the valued projection screens of many current new schools or the ubiquitous plasma screens of corporate Britain, design attention needs to be given to the need to share with medium and large groups the work on small screens. We are dismayed to comment that school halls and assembly spaces are particularly poorly designed in this respect. How a space for celebration, performance and information exchange can be so universally appallingly designed beggars belief in the 21st century. We saw, and heard of, countless schools where inadequate curtains on highlight windows, poorly controlled ambient light spilling onto the "stage" area, and a complete lack of forethought about the installation of projection equipment made it completely impossible for pupils or staff to harness ICT capabilities with a large audience other than at night. This might have been foolish in the 1980s but it is frankly negligent now. Designing for a world where pupils bring a wide range of information and communication technologies through the door with them, and expect them to work as a learning tool, is a simple but obvious way to make school design forward facing and we have seen and documented some innovative school designs embracing the inevitability of this already, but it is rarely the case that teachers vision and architects understanding is translated into the ICT infrastructure's design which is, generally, imposing and constraining by intention. There was a clear consensus amongst all the heads we spoke to in new build schools that designing in ICT requirements at page 5 of 20 this is a draft, needing proofing and some final edits to keep it congruent to the overall report the outset, rather than bolting them on afterwards, was the only way to ensure anything like an adequate provision for today's (let alone tomorrow's) learning. To a large extent this task is currently left to wiring or ICT contractors but we see it as an essential design task at the outset. We lost count of the number of projectors we observed with trailing leads precariously balanced in classrooms because no one thought at the designs stage that children and teachers might want to share their ICT enabled work in whole class situations. We were similarly dismayed by the number of new classrooms we observed without even a single internet access point, or without one anywhere near the class focal point, or where the wall structure and design precluded wireless technology from connecting learners. To date, technology has done a rather poor job of eliminating the most wasteful and tedious administrative functions from schools, but there is a real sense of rapid change beginning to occur; for example registration is currently handled poorly with tutorial groups and all the room, timetable and movement implications that go with it. But schools like Chafford Hundred introducing smart cards now have pupils logged in and out of the premises, saving valuable time, reducing the design need (in organisation and architecture) for dedicated space. We are confident that this will continue radically to impact on schools organisation design needs. The short summary of this driver in design terms is this: children will move around school substantially less; they and their teachers will want to show to each other what they are doing and to the whole class, whole school, whole community, in daylight. Provision for this needs to be designed at the outset. ICT is part of the essential design of the school, not of the "after build" infrastructure what the school provides today the students will bring with them tomorrow (although for a few there will always need to be a loan stock as there is now with pencils and calculators) and they will expect it to work effectively. Computer suites will almost certainly be a waste of space. page 6 of 20 this is a draft, needing proofing and some final edits to keep it congruent to the overall report • Economic Put simply, education is in part driven by an economy's needs; what the economy needs varies over time. We are currently at a time of variation and thus of change. Inevitably education is cautious, conservative even, in nature and needs to see economic trends confirmed before the curriculum and pedagogy move so meet them. In the agrarian age learning, like production, was small scale, one on one. It was located in existing institutions: the family, the local community, farms, craft teams. As the economy moved on into an industrial age, learning became based on what became a familiar input output model, seeking institutional economies of scale through much larger learning organisations, with a product rather than process focus; the vocabulary of inspectors, standards, performance tables and costs was very much the language of mid-twentieth century Britain. In this economic phase communities were marginally relevant and the alienation, anomie and disengagement that characterised Britain's factories in the 1950s and 60s characterised some schools too. Clearly towards the end of the last century the economy began to be characterised by what some suggest is an information age, but is clearly beyond the agrarian and industrial ages. Whatever the correct term, the economy began to find words like downsizing, agility, collaboration, disaggregation, empowerment, creativity and process more beguiling than the mechanistic vocabulary of productivity. Quality assurance began to superseded the rigidity of quality control. Inevitably this trend is less clearly seen in structurally declining industries and more clearly seen in newer high value industries. The language of 20 years ago was of capability and quantifiable standards; to accompany this the design of schools spoke largely of efficiency in moving pupils or in heating and lighting, whilst decor was judged by its impact on concentration levels and behaviours. There is now a clear economic imperative driving the needs for agility creativity ingenuity and collaboration. This is reflected in the desire amongst top companies for graduates who have skills in team working, creativity and presentation. Courses and programmes for companies reflect this, for example "Create a team-based culture that will leverage and celebrate differences for greater productivity· Recognize opportunities to synergize within the work team, department or organization· Develop and foster teaming relationships as a source of trust· Be a positive model of a team player who is able to implement a sensitive leadership style that promotes collaboration " Asian Executive Experiential Learning page 7 of 20 this is a draft, needing proofing and some final edits to keep it congruent to the overall report Education is now recognising these essential economic skills and they are being reflected in educational policy around the world; China and Singapore for example have both embraced "creativity" in their guiding plans for education. Designing a business environment for creativity is very different from designing for productivity as many commercial buildings reflect. Given that education tends to lag behind economic needs conservatively, it is starkly clear that there is some mismatch between what schools think they should be producing, what the curriculum and assessment systems offer value to and what the future economy will need them to produce. Our report signals a real concern that this may lead to significantly inappropriate building stock. For example creative organisations often work in an organic way with teams assembling as they work on overlapping projects; a key skill is the ability to negotiate these collaborations and manage the complexity of multiple working relationships. The traditional school design, both organisationally and physicality, with its emphasis on individual endeavour and single task groups in small dedicated spaces, specifically locks children out of the opportunity to evolve and hone these important economic skills. These economic imperatives will drive through to learning in schools. Design will, in time, reflect this, but the key debate is the extent to which this clear economic driver is failing to be responded to, in designs, now. The short summary of this driver in design terms is this: we should by now be designing for creativity not for productivity; the structures of school both architecturally and organisationally must soften page 8 of 20 this is a draft, needing proofing and some final edits to keep it congruent to the overall report • Environmental It is noticeable that architects are often selected for the energy efficiency and environmental sympathy of their designs. It is also noticeable that when cash gets tight these features are the first to be dropped, when the school has sufficient autonomy to do so. This is not because they disagree with the aims, but because there is little help in offering economic and revenue models of the future school; no one says "if you save this amount of energy you will be able to teach in this better way". In other words the capital judgements of the school build are not weighed in any way against the revenue judgements of operating the school. To some extent the simplistic view that "if we build a stunning new school we will attract more students" always outweighs the "if we build an energy efficient new school we will save an indeterminate amount of money in the future". Curiously, it is very rare to hear of architects selected because of the radical impact their designs have had on pedagogy, learning, staff retention, examination grades (although there are some good attempts to minimise bullying); this is because it is easy to calculate heat loss from a building, but tougher to calculate learning loss! Inevitably there is often a mismatch between the design intentions of the school community and the architects. Whilst impact on the local environment is examined in planning terms, including traffic flows, the cultural and learning impact is considered rarely. Where schools have been designed to bridge the gap between learning and other community activity (rather than simply by the designation of "community school") they have had an often electrifying effect on the local population. Seeing Discovery1 in Christchurch, designed intentionally in a shopping mall to bring the community and learning closer together, and seeing the impact it has, has raises some serious concerns about the extent to which this key aspect is neglected elsewhere. Too often issues of "identity" and "security" end up producing "fortress" schools with a minimal interface with the local community. A litmus test is an exercise we carried out with head teachers: "draw the rough outline of your school on a sheet of graph paper, walk around the school and mark with a cross all those places where the work of your children is shared or celebrated with the local community". Almost without exception the heads returned with a blank sheet of paper; very little imagination has been directed to showcasing children's work to the community the school serves. Perhaps as a result of this lack of communication of current education's exceptional outcomes, schools also report that planning for more radical school designs often face local opposition as local communities want a "traditional" school. Again, this lack of understanding of current and future learning needs acts as a brake on design; it is hard to imagine a page 9 of 20 this is a draft, needing proofing and some final edits to keep it congruent to the overall report community wanting, or insisting, on a 'traditional" dentist for example. Communities, in general, have been much more radical in their ability to absorb changes in their retail and shopping lives than in their schools. We observed only one school where the whole environmental management was transparently open to students. The complex data collected by the environmental management equipment was consciously displayed for students and indeed was used by them in project work. In this way a very real understanding was developing between student's behaviours (for example opening windows in winter) and the impact on the environment (for example through carbon emissions). This simple leap of imagination by school and designers was achieved at minimal cost (the monitoring equipment was already a part of the school's environmental control system - it only required a glass door and a data interface to be added). With environmental concerns being such a significant driver in what is, and isn't, possible in school design, building a clearer understanding of those environmental issues and engaging students in an understanding of them is an opportunity that should not be missed. But similarly building a much clearer understanding of what learning is, how it can be progressed and nurtured or stultified and lost is an essential task for the architecture profession and a necessary quid pro quo for the massive investment by governments in their building design work. The short summary of this driver in design terms is this: environmental issues guide and drive school design, but these are not well represented to the students in them the impact of a school on the local environment is significant; an understanding of current trends in learning would help local planners to welcome more imaginative designs page 10 of 20 this is a draft, needing proofing and some final edits to keep it congruent to the overall report • Scale Large or small; high volume or low volume? Simple economics suggests that in designing containing surfaces large volume is cheaper than small volume. Thus we have large tankers and warehouses. This opens a very interesting debate in school design with a number of unexpected directions: Schools have so many specific space requirements (like form rooms, libraries, dining areas and corridors) that the relationship between scale and cost is broken. Big schools are substantially more expensive to build than, say, corporate headquarters or superstores. Yet schools that break the need for specialist space have produced some remarkable learning spaces either bigger or cheaper than expected. This trade off between cost and volume is not typically offered at the design stage because of design restrictions. Open plan schools fell out of favour ten or twenty years ago because of the problems, amongst others, of noise management and lack of privacy and their consequent unpopularity with teachers. On the other hand learning is a noisier activity than it was twenty years ago and sound management is better implemented - open plan offices have helped us here with our understanding of privacy and aural environment needs. Some startling large volume buildings are appearing on school sites, often in some controversial circumstances, but we haven't yet found any large volume entire schools because of the restraints of the planning process. In Singapore we found very large scale primary schools, with thousands of pupils, operating a two shift day system to fully utilise scarce resources, but the building designs were broken up by colour coding or other design devices into effectively smaller units. Groups of around half a dozen schools would share in a cycle of replacement and renewal so that at any time one of the group would be seeing their school replaced. In some instances the "new' school community would be learning within another school as they waited for their own school to be finished. These high volumes allowed relatively cheap building costs, a cycle of constant renewal and consequently a very agile school building stock. When the government decided to add life science laboratories to all primary schools (because of a burgeoning biotech global industry) this could be achieved within less than a decade. On the other hand given the emerging trend of mixed age teaching, there is little work to suggest other than that very page 11 of 20 this is a draft, needing proofing and some final edits to keep it congruent to the overall report small schools offer viable and delightful learning environments. The principle reason for high marginal costs in small schools is not architectural but admin. and it is clear that this is a problem technology can solve with ease. Indeed the UK government is keen on federal schools and network learning communities (sharing admin.) but this does not seem to have generated the effective tiny schools that we believe are viable. We are so interested in this potential for a distributed school that Ultralab has submitted a proposal to "assemble" a distributed school from a number of potential learning spaces and groups of children all too small to be viable on their own. The strongest design link in terms of scale is with head teacher income! Given the pivotal position of head teachers in the design process this rather skews the model towards large and indeed larger schools. Since new schools attract students (parents like them, regardless of design) this produces an inevitability about size. This does not mean that size per se is desirable. The short summary of this driver in design terms is this: the system is skewed towards large schools, it shouldn't be lately, we have not properly explored very small, or indeed very large, or all-age schools; we should economies of scale are not now linked to geographical proximity - designing for the distributed school is a significant challenge page 12 of 20 this is a draft, needing proofing and some final edits to keep it congruent to the overall report • Political Education is not currently a "political football" in the way that it has occasionally been historically. There is a cross party consensus that improvement is necessary, that pedagogy is changing, that school buildings and ICT capability are vital and that provision is needed in capital and revenue terms to resource that change. "A workforce with technological skills for the 21st Century is vital to Britain's success" Charles Clarke, speech, 25th June 2003. "The Government are supporting £657 million of investment in schools' information and communications technology (ICT) provision up to 2002 as part of the National Grid for Learning Initiative. This funding may be used to install new equipment and software and to replace or upgrade older infrastructure." Michael Wills, Education questions, Hansard, 26th June 2002 "the time is right to approach capital investment in a new way to build schools of the future.... ...we must ensure we have a standard of school that our young people deserve, inspirational well-designed schools to motivate teaching and learning, and up-to-date facilities to enable us to compete as a world-class economy in the 21st Century" David Milliband, speech, 26th June 2003 and indeed modernising schools rather than modernising teaching or rejuvenating the curriculum has always been something of a vote winner and a popular manifesto commitment: "Already, up and down the country, hundreds of new modern schools are showing the shape of things to come. Our programme will open up the opportunities that they provide for further education and better careers to every boy and girl; and by 1965 we expect that at least 40 per cent will be staying on after fifteen" Conservative party manifesto, 1959 "The building of new schools and the modernising of existing ones will be pressed ahead. The rising school population will put heavy page 13 of 20 this is a draft, needing proofing and some final edits to keep it congruent to the overall report pressure on our resources, but we are determined to devote a share of each year's programme to improving conditions in the older primary schools." Conservative party manifesto, 1959 In practice this is obviously a welcome political commitment, but it is problematic. Tangible investments like new schools, modern schools, up-to-date facilities, schools of the future, are all easily understood by the electorate, more so than curriculum reform, more targeted CPD, or new forms of assessment. Unfortunately, a central tenet of this work has been the clear understanding emerging from the research that moving the design of schools forward cannot happen in a vacuum any more than pedagogy can be changed on its own or the administrative infrastructure. The sight of a new school might be electorally desirable, but without the radical changes that are needed to accompany it those new schools will be "yesterday's schools" rather than tomorrow's. It would be like moving a three legged stool forward one leg at a time. In short political commitment is needed to progress a programme of new school building, but political bravery is needed to progress the necessary accompanying changes too and that is harder for politicians to offer, with some honourable exceptions. It is, bluntly, as hard for politicians to justify high levels of expenditure on schools without clear evidence of substantial gains in learning outcomes as it is for architects to design better schools without the feedback of better data on the learning that results from their designs. The short summary of this driver in design terms is this: political commitment to a building programme is relatively easy to understand for the electorate, on the other hand the other changes that need to accompany it are less simple to convey as important - this makes it a promise that is easy to make but hard to sustain; it doesn't help that we don't know, or haven't expressed well, what learning is and what better learning looks like. page 14 of 20 this is a draft, needing proofing and some final edits to keep it congruent to the overall report • Pedagogic Arguably, the post war baby boom defined a generation of school organisation and design, as systems and structures struggled to cope with a huge growth in numbers. After a long period of stability in educational organisation and pedagogy we have seen some dramatic new directions are emerging, for example Discovery 1 in Christchurch. The boldest schools are questioning all assumptions about organisation and management; some electrifying new approaches to learning are emerging as a result. The single age class is being challenged by all through mixed age teaching, as evidenced by schools like Chafford Hundred. The artificial subject boundaries are being pushed by cross curriculum study, the relationship between learning within school and out is being challenged (this will only increase with the significant UK investment that is "Curriculum Online"), as children spend increasing parts of their day learning in the community or, in one case, in the "host" university. The number of adults in the classroom is changing: classroom assistants, adults other than teachers, student teachers, older children (perhaps from another education phase), parent helpers, inspectors, advisers. Classrooms are no longer one-teacher, one-group spaces and yet designing for this (for example with multiple foci) is not well understood. Much of the professions rejection of open plan schools in the last century was triggered by the threat to a teacher's "privacy" in "their" classroom and by noise issues, but although that privacy has long since been breached by team teaching, inspection, initial teacher education, assistants and even parents, and the noise level in a multimedia classroom is already higher, open plan has not been properly placed back into a portfolio of design opportunities. Pedagogic trends do tend to come and go; currently whole class teaching is firmly back as desirable component in a variety of teaching techniques, but in some areas of many schools, particularly ICT rich rooms, whole class teaching is simply precluded by previous design decisions. We visited one school where a new science block had no network connections in most rooms, but where a cramped ICT suite with many network points had no focal point, no display or board area and where, in both cases, current pedagogic trends could simply not be countenanced having been excluded by very recent, poor, design decisions. The length of the school day is changing with a mixture of curriculum need, curriculum crowding, parent employment, single parent families and much else moving schools toward pre-school and after school formal activity. This kind of page 15 of 20 this is a draft, needing proofing and some final edits to keep it congruent to the overall report 'longer day school' has very different design needs to a traditional 9 to 3 school (for example a need for better washroom facilities and café facilities with lower marginal costs of use). But these changes are highly complex and frighteningly interdependent: one school where the subject structure had been abandoned found it hard to recruit junior staff (without a subject structure applicants couldn't see career path leading them towards "head of department"); another school produced a learning environment so exciting that it became a target of local militants fearing for radical changes to the conditions of service. Children we surveyed saw the need for more open spaces for "doing things" and these type of spaces were apparent in any designs that these school students offered. They are acutely aware of the increasing need for built in flexibility. However one of the issues that was reported time and again was the conservatism of the teaching profession. This is almost certainly not innate; teachers are imaginative and creative professionals, but perhaps as the result of substantial pressure to improve standards and associated regulatory framework of quality control rather than quality assurance, teachers reported feeling "imprisoned" and constrained. This is not the ideal situation from which to develop innovative schools that deliver on the creativity needs of tomorrow's economy. Moving the profession from a regime of quality control to a reflective philosophy of quality assurance, through a habit of action research and of reporting, may take so long that the building stock is complete just as the profession is finally empowered to take learning forward. A nightmare scenario is that the profession starts to move forward, but finds that the new stock designed by the "old" profession becomes its major impediment. Government needs strategies to avoid this disaster. Many head teachers commented that newly qualified teachers had gone through a system of tests and national curriculum, and learnt to teach using a framework of testing and monitoring. In this climate, they suggested, it was sometimes difficult for those head teachers who wished to innovate with the organisation of learning in their institution to effect change. Teachers are, arguably, not well prepared as action researchers, to evaluate an evolving pedagogy. The short summary of this driver in design terms is this: pedagogy is changing in a complex way; all architects need to understand how, why and in what direction page 16 of 20 this is a draft, needing proofing and some final edits to keep it congruent to the overall report performance measures may drive the specification of schools to deliver in terms of current, not future, pedagogy; ...but children will work a longer day, be more flexible and collaborative in school, mix both ages and subject focus, work with multiple adults in their classrooms and embrace learning in the community more. This does not rest easily in the designs of today's schools. page 17 of 20 this is a draft, needing proofing and some final edits to keep it congruent to the overall report • Design life Almost without exception school design assumes a residual value measured in scores of years, with a build quality to match. This creates the tough challenge of designing a school that will deliver appropriate teaching and learning for, say 2050 or beyond and a clear driver is the assumption of longevity; it permeates the allocation of capital rather than revenue to school design, it makes planners over cautious about what will be acceptable to future generations and it limits experimentation. A key driver of the current funding model has been this assumption of longevity. Obviously, most schools have a long design life and we don't see that changing, but there is clearly a case for building some with much shorter design lives and using them to explore, in a way constrained only by the fact that real children living real lives will still need to be educated within them, new designs for new pedagogies. We have observed an interesting experiment where a school is "assembled" briefly for a very few years using the design values of retail space with a philosophy of constant renewal and repurposing of space, moving from leasehold to leasehold and, by adding value to the overall site through this community focussed occupancy, getting favourable leasehold conditions. We didn't observe such an experiment in the UK; we think we should have although there is much other commendable design exploration in the UK not necessarily constrained by longevity, notably the DfES Classrooms of Tomorrow work. Technological design life is not treated well either. It is clear that electronic whiteboards are very effective at moving the technologically under confident forwards professionally. But is is also clear that the countries which moved first into electronic whiteboards are finding that teachers quickly move on to want "plumbed in" projectors that can quickly display a full laptop, either the teacher's or children's. Schools are being designed around today's needs for electronic whiteboards but not around the certain needs of tomorrow's confident, flexible, laptop projecting teachers. They should be. The short summary of this driver in design terms is this: assumptions of longevity can be a significant brake on innovation in buildings; page 18 of 20 this is a draft, needing proofing and some final edits to keep it congruent to the overall report false assumptions of longevity in pedagogy or technology will leave us with the "wrong" buildings in the future; architects need a much clearer view of the dynamic of schools and of learning and the of the gradient of change over time. page 19 of 20 this is a draft, needing proofing and some final edits to keep it congruent to the overall report


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GR Auto Gallery is pleased to present this radical 1941 Willys Coupe for purchase. This is a custom built fiberglass body Willys with a... More
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Aqua Moto Racing 3D Screenshots, Cheats. (Nintendo DS)
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"The harder you work, the luckier you get." by Gary Player
Below is the poem entitled Defines Ones Path which was written by poet Steven Henderson. Please feel free to comment on this poem. However, please remember, PoetrySoup is a place of encouragement and growth.
Read Poems by Steven Henderson
Best Steven Henderson Poems
Mind logic does conclude no matter what that trials and tribulations bring forth sight Giving clear understanding to the one that heart felt pain must endure Body in Lift Spirit fallen souls who choose the prize living in a non-material world


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I¨m a social swedish guy who loves NY and all the people in it. Non smoker.
Sebastian_(email hidden) has completed online and offline ID verification.
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Professor Maria Mitchell Office
Office: Stager 111 Wed
& Fri, 11:00-11:50 a.m.
Office Phone: 291 4241 Thurs,
1:00-3:00 p.m.
E-mail: email@example.com and
by appointment
The calamitous history of modern Germany has
propelled its
into anguished retrospection. That
terrible question –
could it have happened? – weighs on them, a burden at
hard to bear and impossible to shake off.
Peter Gay, Freud, Jews and Other Germans:
Masters and Victims in Modernist Culture,
p. 3.
course introduces students to the major events and themes of modern German
history. We will focus on
continuities and ruptures in German society during the Second Empire, the
Weimar Republic, National Socialism, the competing Republics, and the (unified)
Federal Republic of Germany. Major
questions of the course include the supposed peculiarity or
"belatedness" of German industrial and state formation; gender,
class, and religious identities; the impact of total war; economic and
political crisis; the roots of dictatorship and democracy; revolution; the
organization of genocide; and European unity.
Course Books:
Anonymous. A Woman in Berlin:
Eight Weeks in the Conquered City: A Diary, translated by Philip Boehm.
Henry Holt and Company, 2005.
Doris L. Bergen. War &
Genocide: A Concise History of the Holocaust, 2nd ed. Rowman
& Littlefield Publishers, Inc., 2009.
Fulbrook. A Concise History of Germany, 2nd ed. Cambridge
University Press, 2004.
Jana Hensel. After the Wall:
Confessions from an East German Childhood and the Life that Came Next,
translated by Jefferson Chase. Public Affairs, 2004.
Heinrich Mann. Man of Straw.
Viking Penguin, 1992. Also
available as The Loyal Subject, edited by Helmut Peitsch. Continuum
International Publishing Group, 1997.
Maria Remarque. The Road Back, translated by A.W. Wheen. Ballantine
Publishing Group, 1998.
Additional assignments are available on eDisk (People Þ M Þ Maria
Mitchell Þ Courses Þ HIS 355 Þ
Course Requirements and Late Paper Policy:
There will be two in-class exams, two six-to-eight-page
papers, five scheduled quizzes, and a final examination. The format of the exams and paper will
be discussed in class. You must
submit a paper and pass the final exam in order to pass this course. Both papers should be e-mailed as
attachments to me by 4:30 p.m. on their respective due dates. There will be no extensions
granted. Final grades on papers
received within twenty-four hours of their due times will be lowered two levels
(from an A to a C, for example).
Any paper submitted more than twenty-four hours late will be given an F.
You should always come to class
prepared to discuss the assigned reading; full class periods devoted to
discussion are noted in the syllabus.
Please remember: It is difficult to participate in class when you
are not present; attendance is by definition crucial to your Class
Participation grade.
Exam 16.67%
Exam 16.67%
Exam 16.67%
Paper 16.67%
Quizzes 16.65%
Topic Outline and Scheduled
are designed to complement the readings; readings should always be completed
for the day assigned before coming to class.
"Deutschland? aber wo liegt es? Ich weiss
das Land nicht zu finden":
Germany Undefined
Wednesday, August 31: Introduction to German History
Review of the syllabus; discussion of topics and themes
Friday, September 2: The Early Modern Inheritance and the Politics of Restoration Germany
Fulbrook, 69-115; begin Mann
Monday, September 5: 1848: The Turning Point that Didn't Turn?
Fulbrook, 116-122; continue Mann
Wednesday, September 7: Bismarck and the Incomplete Nation
Fulbrook, 122-137; continue Mann
"What a turn of events has occurred through
God's guidance":
The Kaiserreich and its Critics
Friday, September 9: Society and Politics in Wilhelminian Germany
Fulbrook, 137-148; continue Mann; Heinrich Class,
"If I Were Kaiser" ( http://www.h-net.msu.edu/~german/gtext/kaiserreich/class.html );
"Die Internationale" ( http://www.h-net.msu.edu/~german/gtext/kaiserreich/internat.html )
Monday, September 12: The Separation of Gendered Spheres
Continue Mann
Wednesday, September 14: The Making of the Man of Straw
Continue Mann
of Mann, chapters I - IV
Friday, September 16: Masculinity, Nationalism, and the Duel
Continue Mann
Monday, September 19: The Man of Straw Comes to
Finish Mann
of Mann, chapters V - VI
"Had we returned home in 1916
...": War, Revolution, and
the Weimar Republic
Wednesday, September 21: The Outbreak of World War
Fulbrook, 148-154; begin Remarque
Friday, September 23: No Class
Continue Remarque
paper as attachment over e-mail by 4:30 p.m.
Monday, September 26: Defeat and Revolution
Fulbrook, 155-163; continue Remarque
Tuesday, September 27, 7:30 p.m.: "Rosa
The Other Room
Wednesday, September 28: The Death of the Radical Left
Rosa Luxemburg, "The War and the Workers" ( http://www.h-net.msu.edu/~german/gtext/kaiserreich/lux.html );
continue Remarque
of Luxemburg
Friday, September 30: The Weimar Republic's Early Agonies
Fulbrook, 164-167; continue Remarque
Monday, October 3 (Tag der deutschen Einheit): The Long Road Back from War
Finish Remarque
of Remarque
Wednesday, October 5: EXAM
Friday, October 7: The Weimar Republic Takes Hold
Fulbrook, 167-172
Monday, October 10: Weimar
Culture: Art, Architecture, Gay Life, and the New Woman
Bauhaus – Archiv Museum of Design ( http://www.bauhaus.de/english/ );
Wassily Kandinsky
( http://www.mcs.csuhayward.edu/~malek/Kandin.html
Paul Klee
( http://www.mcs.csuhayward.edu/~malek/Klee.html
"The Theory and Practice of Hell":
National Socialism, World War II, and the Holocaust
Wednesday, October 12: The Rise of National Socialism
Begin Bergen; Program of the National Socialist German
Workers' Party
( http://avalon.law.yale.edu/imt/nsdappro.asp
Friday, October 14: The Republic under Siege
Fulbrook, 172-179; continue Bergen
Wednesday, October 19: The Construction of Dictatorship
Fulbrook, 179-187; continue Bergen; Nazi Propaganda
( http://www.calvin.edu/academic/cas/gpa/posters2.htm
Friday, October 21: "Wollt Ihr den totalen Krieg?": Germany at War
Fulbrook, 187-197; continue Bergen; Address by Adolf
Hitler to the Reichstag
( http://avalon.law.yale.edu/wwii/gp2.asp )
Monday, October 24: "An unwritten and never-to-be-written page ...": The
Fulbrook, 197-204; continue Bergen
Wednesday, October 26: War & Genocide
Finish Bergen
of Bergen
Friday, October 28: EXAM
"Sie haben
gebangt und gearbeitet": Zero Hour and the Hour of the Woman
Monday, October 31: Germany in "Stunde Null"
Fulbrook, 205-212; begin Anonymous, Foreword,
Introduction, April 20-May 8,
June 16-22, 1945
Wednesday, November 2: Die Stunde der Frau: The Marriage of Maria Braun
Continue Anonymous, Foreword, Introduction, April 20-May
8, June 16-22, 1945
Friday, November 4: Race,
Sex, and Masculinity in Postwar Germany
Maria Höhn, "Heimat
in Turmoil: African-American GIs in 1950s West Germany," in Hanna Schissler,
ed., The Miracle Years: A Cultural History of West Germany, 1949-1963
(on eDisk); continue Anonymous, Foreword, Introduction, April 20-May 8, June
16-22, 1945
with Professor Maria Höhn, Vassar College
The Phillips
Museum of Art, Rothman Gallery, 4:45 p.m.
Exhibit Opening
Monday, November 7: A Woman in Berlin
Finish Anonymous, Foreword, Introduction, April 20-May
8, June 16-22, 1945
of Anonymous
"Wen schmerzt noch Deutschlands
Teilung?": Germany Divided
Wednesday, November 9: The Cold War: Germany East and West
Fulbrook, 212-220
Thursday, November 10: No Class
paper as attachment over e-mail by 4:30 p.m.
Friday, November 11: The Federal Republic of Germany
Fulbrook, 220-224, 230-235; begin Karin Bauer, "In
Search of Ulrike Meinhof," in Karin Bauer, ed., Everybody Talks about the
Weather … We Don't, 12-99 (on eDisk)
Monday, November 14: Students on the March: 1968
Rudi Dutschke, "On Anti-authoritarianism," in Carl
Oglesby, ed., The New Left Reader, 243-253 (on eDisk); Rudi Dutschke,
"The Students and the Revolution (7 March 1968)," in Jeremi Suri, The Global
Revolutions of 1968, 118-131 (on eDisk); continue Karin Bauer, "In Search
of Ulrike Meinhof," in Karin Bauer, ed., Everybody Talks about the Weather …
We Don't, 12-99 (on eDisk)
Wednesday, November 16: The Turbulence of Terrorism: The RAF
Finish Karin Bauer, "In Search of Ulrike Meinhof," in
Karin Bauer, ed., Everybody Talks about the Weather … We Don't, 12-99
(on eDisk)
Friday, November 18: Everybody Talks about the Weather … We Don't
Ulrike Meinhof, "Napalm and Pudding, "Counter-Violence,"
"From Protest to Resistance," and "Setting Fires to Department Stores," in
Karin Bauer, ed., Everybody Talks about the Weather … We Don't, 229-248
(on eDisk)
of Dutschke, Bauer, and Meinhof
Monday, November 21: The German Democratic Republic
Begin Hensel; The Berlin Wall ( http://germanhistorydocs.ghi-dc.org/sub_imglist.cfm?sub_id=106§ion_id=15 )
Monday, November 28: Between Honi and Helmut: Germany East and West
Continue Hensel; Erich Honecker Addresses the FDJ
( http://www.calvin.edu/academic/cas/gpa/fdj.htm )
"Einigkeit, und Recht, und Freiheit"?
Germany Unified
Wednesday, November 30: The Wende and the New Republic
Fulbrook, 243-249; continue Hensel
Friday, December 2: The Undersides of Unification
Fulbrook, 250-261; continue Hensel
Monday, December 5: Germany
into the Twenty-First Century
Continue Hensel
Tuesday, December 6, 7:30 p.m.: "Good
Bye Lenin!"
The Other Room
Wednesday, December 7: After the Wall
Finish Hensel
of Hensel and "Good Bye Lenin!"
Friday, December 9: "Deutschland? Aber wo liegt es?
Ich weiss das Land nicht zu finden"
for the Final Exam
Exam scheduled
by Registrar (December 14-18)


text:
Diamond Heights Apartments for Rent
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Get answers about Diamond Heights from local experts or tell us what you love about it.
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text:
Teacher Tips: Beware of schools or agencies that ask you to send any kind of payment (for 'application', 'visa processing' etc). NEVER send bank or credit card details to employers. Jobs that sound 'too good to be true' probably are! If any TEFL.net job advertiser requests money from you, please contact us immediately.
Teflnet ESL Teacher Resumes Full-time ESL Job Wanted: Spain, one of the bigger citiesPosted By: Ruth Emode To whom it concerns,
I have copied my curriculum vitae below for you to see my work experience, but I am a Canadian currently teaching ESL for academic purposes at a university, with a Master's Degree in English and a TESL Diploma (I am willing to send along electronic copies of my certifications). I won't be coming to Spain until early next year, but since I would like to try to arrange employment before I get there, I'm researching and looking for jobs now. I will also be taking beginner Spanish classes soon to achieve basic proficiency before I arrive.
I plan to stay in Spain for 4-6 months, and since I'm currently 26, I would appreciate an employer who could help me get the work permit/visa specifically for Canadians (Agreement between Spain and Canada on Youth Mobility Programs). I'm open to both full-time and part-time work.
I am also interested in participating in a homestay program involving teaching English to a host family for 15 hrs a week as a means to accommodation.
Thank you for your consideration,
Employment & Professional Experiences
York University English Language Institute (YUELI), Toronto ON
2014 ESL Teacher
Eurocentres, Toronto ON
2013-2014 Freelance Editor
FriesenPress, Publishing Company, Victoria BC
2011-2013 Tutor of Advanced Level Korean International Students
EduVictoria, Victoria BC
2010 – 2011 ESL Teacher at Geumnam and Daedong Public Elementary Schools
Yeongi-gun, Chungcheongnam-do, South Korea
Education & Qualifications
University of Victoria, Victoria, BC
2012 TESL/TESOL Diploma Approved by TESL Canada
2005-2009 Bachelor of Arts Degree with Honours in English Literature
Teflnet ESL Teacher Resumes is maintained by TEFL.net with WebBBS 5.00. |


text:
Obama Sends Well Wishes for Nigeria's Independence
"I am delighted to send best wishes to the people of Nigeria as you celebrate your Independence Day this October 1," President Obama said in a statement. On Oct. 1, Nigerians the world over commemorated the West African nation's declaration of independence from British colonial rule in 1960.
(Photo: Getty Images/John Gurzinski)
Global Week in Review: Iran, US Talk Historic Nuclear Deal
02/23/2015World Lens: At Least 16 Dead in Haiti Carnival Accident
02/17/2015World Lens: Boko Haram Suspected of Explosion in Nigeria
02/12/2015A Timeline of Recent Boko Haram Attacks
02/10/2015World Lens: Boko Haram Kills at Least 90 in Cameroon
02/05/2015Google Doodles Celebrating People of Color
02/02/2015World Lens: Deadly Blast Destroys Mexico Maternity Hospital
01/29/2015Haiti Uncovered: 6 Photos of the Island's Cuisine
01/27/2015World Lens: Ebola Vaccine Study Set to Begin in Liberia
01/23/2015World Lens: Malian Hero of Paris Attack Awarded
01/16/201512 Things You Must Know When Vacationing in Abu Dhabi
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01/09/2015World Lens: Dozens Die at New Year's Eve Stampede
01/02/2015Global Week in Review: Africa's Growing Middle Class
12/24/2014Global Week in Review: Thousands Killed in South Sudan
12/16/2014Global Week in Review: Haiti Protests for Elections
12/09/2014Kenyan #MyDressMyChoice Campaign Spotlights Women's Rights
12/04/2014What We Know About the Nigerian Abductions
11/21/2014Haiti's Bull Fighting Culture Brings Fortune to Some
11/19/2014World Lens: Black Pete Protests Result in 90 Arrests
11/18/2014Global Week in Review: Plane Crash Kills Bahamas Pastor
11/11/2014Global Week in Review: WHO to Pick New Leader for Africa
11/05/2014Global Week in Review: Ebola Cases Surpass 10,000
10/28/2014Global Week in Review: Dozens More Nigerian Girls Kidnapped
10/23/2014Global Week in Review: Delayed Elections Amid Crisis in CAR
10/07/2014Global Week in Review: Boko Haram Leader Threatens Nigeria
09/30/2014Global Week in Review: Ebola Deaths Could Reach 1 Million
09/25/2014Swallowed by the Sea: A Look at Recent Migrant Ship Deaths
09/17/2014Global Week in Review: Human Zoo Exhibit Called Racist
09/15/2014A Look at What's Happening in Ukraine
09/05/2014What You Need to Know About the Israel-Hamas Crisis
08/28/2014Global Week in Review: Death Toll Rises in Ebola Epidemic
08/26/2014Children From Brazil's Favelas Turn to Ballet for Escape
08/26/2014Global Week in Review: Egypt Tells U.S. to Use 'Restraint'
08/19/2014Global Week in Review: Untested Drugs Now Ethical for Ebola
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