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first_imgMiocene–Recent alkaline volcanic rocks form numerous outcrops scattered widely throughout the Antarctic Peninsula and eastern Ellsworth Land. They occur mainly as short-lived (typically 1–2 million years) monogenetic volcanic fields but include a large outcrop area in northern Antarctic Peninsula which includes several substantial polygenetic shield volcanoes that were erupted over a 10 million year period (the James Ross Island Volcanic Group (JRIVG)). As a whole, the outcrops are of considerable importance for our understanding of the kinematic, petrological and palaeoenvironmental evolution of the region during the late Cenozoic. Until now, there has been no formal stratigraphical framework for the volcanism. Knowledge of the polygenetic JRIVG is still relatively poor, whereas a unifying lithostratigraphy is now possible for the monogenetic volcanic fields. For the latter, two new volcanic groups and twelve formations are defined, together with descriptions of the type sections. The volcanic fields (both polygenetic and monogenetic) vary in area from c. 1 to 4500 km2, and aeromagnetic data suggest that one may exceed 7 000 km2. The rocks are divisible into two contrasting petrological ‘series’, comprising basanites–phonotephrites and alkali basalts–tholeiites. The JRIVG is dominated by alkali basalts–tholeiites but also contains rare basanites, and phonotephrite–tephriphonolite compositions occur in minor pegmatitic segregations in sills. By contrast, in the monogenetic volcanic fields, basanites–phonotephrites generally form the older outcrops (mainly 15–5.4 Ma) and alkali basalts–tholeiites the younger outcrops (4(?)–<1 Ma). Throughout the region, erupted volumes of alkali basalts–tholeiites were an order of magnitude greater, at least, than those of basanite–phonotephrite compositions. Interpretation of the lithofacies indicates varied Miocene–Recent palaeoenvironments, including eruption and deposition in a marine setting, and beneath Alpine valley glaciers and ice sheets. Former ice sheets several hundred metres thick, and fluctuating ice surface elevations, which were generally higher during the eruptive periods than at present, can also be demonstratedlast_img read more

first_imgEstate agents may be busy now but many are looking for new ways to keep their businesses on the straight and narrow once the mini-boom ends and the recession kicks in.But an agency in Norwich is taking a novel approach to this after proposing to sell posh gin as well as property via its branch.Think Property, which has an office on St Benedicts Street in the city centre, has applied for a licence to sell alcohol via a ‘premium spirits shop’.The licence application has been made by Mathew Drakers, the brother of Think Property owner Micky Drakers, who told the licencing committee that he owns a company making premium gins and liqueurs that has been severely impacted by the closure of pubs and restaurants during Covid, and needs an outlet for its products.Despite objections to the application, the local council committee has approved his plans and soon, it appears, those house hunting will be able to pick up a posh tipple when popping in to discuss their property sale.ObjectionsHowever one fly in the plan’s ointment is that one of those objecting to the new ‘hybrid agency’ is its landlord.His representative Oliver Chapman told the committee that the “first we knew about the application was when we found it on the city council website.Chapman said the landlord was “not interested in having a licensed premise in one of his shops”.Mr Dakers told local media that the landlord’s objection had come as a surprise to him and that he hoped he would change his mind.Read more about Norwich estate agents.think property Mathew Drakers Micky Drakers September 16, 2020Nigel LewisWhat’s your opinion? Cancel replyYou must be logged in to post a comment.Please note: This is a site for professional discussion. Comments will carry your full name and company.This site uses Akismet to reduce spam. Learn how your comment data is processed.Related articles Letting agent fined £11,500 over unlicenced rent-to-rent HMO3rd May 2021 BREAKING: Evictions paperwork must now include ‘breathing space’ scheme details30th April 2021 City dwellers most satisfied with where they live30th April 2021 Home » News » Agencies & People » Highly unusual ‘hybrid agency’ with a lot of bottle gets green light previous nextAgencies & PeopleHighly unusual ‘hybrid agency’ with a lot of bottle gets green lightThink Property in Norwich has successfully applied for a licence to sell posh gins and liqueurs within its branch.Nigel Lewis16th September 202001,350 Viewslast_img read more

first_img View post tag: Enterprise View post tag: CSG Training & Education View post tag: Arrive Share this article View post tag: News by topic View post tag: Navy View post tag: AOR April 5, 2012 Back to overview,Home naval-today USS Enterprise, CSG 12 Arrive in US 5th AOR View post tag: 5th View post tag: USS View post tag: US View post tag: Naval View post tag: 12 USS Enterprise, CSG 12 Arrive in US 5th AOR The world’s first nuclear-powered aircraft carrier USS Enterprise (CVN 65) and Carrier Strike Group (CSG) 12 arrived in the U.S. 5th Fleet area of responsibility (AOR), April 3.This marks Enterprise’s 22nd deployment to the AOR and is slated to be the last for the aircraft carrier.Prior to arrival in theater, the Enterprise CSG successfully completed a robust training cycle, where the crew was presented with various scenarios and situations they might face while deployed. These exercises involved simulated maritime security operations, counter-piracy operations, and theater security cooperation engagements.“We’ve trained hard since our last deployment to the region making sure that the capabilities we bring remain flexible, adaptable and persistent,” said Rear Adm. Walter E. Carter, commander, Enterprise Carrier Strike Group. “Enterprise has been deploying to this region for 50-years, and we are looking forward to serving along side our coalition and regional partners in support of operations in the region.”Enterprise CSG joins the Abraham Lincoln CSG to support the combatant commander’s operational requirements, while ensuring security and stability in the U.S. 5th Fleet AOR.Enterprise CSG consists of: USS Enterprise (CVN 65) and embarks Carrier Air Wing (CVW) 1; guided-missile cruiser USS Vicksburg (CG 69); and Destroyer Squadron (DESRON) 2, comprised of guided-missile destroyers USS Nitze (DDG 94), USS Porter (DDG 78) and USS James E. Williams (DDG 95).Enterprise departed its homeport of Norfolk for its final deployment, March 11. The ship conducted a port visit to Piraeus, Greece, for three days before transiting the Suez Canal. Following the deployment, Enterprise will be inactivated, and eventually decommissioned.[mappress]Naval Today Staff , April 05, 2012;last_img read more

first_imgApplication Instructions Supplemental QuestionsRequired fields are indicated with an asterisk (*). Job Posting TitleElectronics Technology Adjunct Assistant Professor SalaryPlease See LRCCD Salary Schedules * Considering this specific position that you are applying to –where/how did you learn about this position?College DepartmentCareerBuilderChronicle of Higher Ed (Vitea.com)Community College Registry Job Fair: OaklandCommunity College Registry Job Fair: Los AngelesCommunity College Registry Online Job BoardCommunity Outreach (ex. Festivals, etc.)CommunityCollegeJobsComunidadCraigslistDiverse: Issues in Higher EducationD’Primeramano MagazineEdJoinFacebook (Campaign)Facebook (Los Rios Page)GlassdoorGreater Sacramento Urban LeagueHandshake (CSU, UC Job Boards)HigheredJobsIndeedInstagramJob SitesJob JournalLatina Leadership Network of the California CommunityCollegesLinkedInLos Rios Community College District EmployeeLos Rios Community College District Human Resources EmailLos Rios Community College District WebsiteLRCCD Resource Group – API (Asian Pacific Islander Legacy)LRCCD Resource Group – Black Faculty & Staff Association(BFSA)LRCCD Resource Group Native American Collaborative (NAC)LRCCD Resource Group – Spectrum (LGBTQIA+)Professional NetworksSacramento Black Chamber of CommerceSacramento Asian Chamber of CommerceSacramento Builders ExchangeSacramento Hispanic Chamber of CommerceSacramento Rainbow Chamber of CommerceSacramentoWorksThe HUBTwitterYouTubeZipRecruiter Beginning and/or Ending Dates Part-time, Assistant Professor Position. Adjunct pools are opencontinuously and applicants are contacted/hired year round forassignments based on college needs. Please visit our Frequently Asked Questions for completeinformation on how to apply online with our District. If you needassistance with any phase of the application process, please call(916) 568-3112 during regular business hours Monday through Friday8:00 AM to 5:00 PM.After hours inquiries should be emailed to [email protected] of applications are by 11:59 p.m. of the posting closingdate. AboutThe Los Rios Community College District is the second largest,two-year public college district in California, servingapproximately 75,000 students in the greater Sacramento region. Thedistrict’s 2,400 square mile service area includes Sacramento andEl Dorado counties and parts of Yolo, Placer, and Solano countiesand is comprised of four uniquely diverse colleges – AmericanRiver, Cosumnes River, Folsom Lake and Sacramento City colleges. Inaddition to each college’s main campus, the district offerseducational centers in Placerville, Davis, West Sacramento, ElkGrove, Natomas and Rancho Cordova.The Los Rios district office is centrally located in the heart ofthe Sacramento valley. The growing Capital Region has strongcommunities and emergent arts and dining scenes, and is nearby someof the most celebrated tourist destinations in the country – LakeTahoe, Napa Valley and San Francisco. The Sacramento area is agreat place to live and work!StrengthsThe district has approximately 6,000 employees throughout our fourcolleges and district office complex. The District office iscentrally located between all four colleges and provides welcoming,inclusive, and equitable environments for Los Rios students,employees and our community partners. Our departments strive forthe highest quality in all programs, services, and activities, andare focused on advancing the learning of our diverse studentpopulation through improved academic and social outcomes.Our VisionOur colleges offer equity-minded, academically rigorous, studentsuccess centered education. Our objective is to help our studentssuccessfully achieve their academic goals, whether they want totransfer to a four-year college or university, earn an associate’sdegree, or obtain one of more than 100 certificates in high demandcareer fields.The Los Rios Community College District’s Human ResourcesDepartment is committed to diversity, equity, and to ensuring aninclusive, thriving environment for all of its employees, students,and surrounding communities. To that end, the Human ResourcesDepartment is intentional in recruiting, hiring, and retainingdiverse employees, to reflect the diversity of our colleges’student populations. Position Summary Assignment Responsibilities The Institution LocationLos Rios Community College District (District Office) Posting Details The Los Rios Community College District is seeking a pool ofqualified applicants for possible temporary part-time facultyteaching assignments. These positions are filled on an as neededbasis and are on-going recruitment efforts.Adjunct pools are open continuously and applicants arecontacted/hired year round for assignments based on collegeneeds.Teaching assignments may include day, evening, on-line, hybrid,weekend, and/or off campus classes. Special Requirements Closing Date Applicants applying to this Los Rios Community College DistrictFaculty1. A completed Los Rios Community College District ClassifiedApplication (required).2. Resume (recommended).3. Unofficial transcripts of college/university work (indicatingcompleted or conferred date) (required if using education to meetthe Minimum Qualifications of this position). * (“graduate advisingdocuments and grade reports” will not be accepted as unofficialtranscripts) (Required). NOTE : Los Rios employees are alsorequired to submit unofficial copies of transcripts.4. Two (2) letters of recommendation (recommended).5. Letter of Interest (recommended).6. Certification and/or Licenses ( NOTE : list requirement withpositions with additional accreditation MQ)NOTES :● Applications submitted without all required documents, listedabove, will be disqualified. Applicants indicating “see resume” onthe online application will be disqualified.● Graduate advising documents and grade reports will not beaccepted as official transcripts.● It is the responsibility of Los Rios Community College Districtemployees to also provide official transcripts, if required in theminimum qualification for the position. (Within 60 days of the timeof hire, employees are required to submit official transcripts, ifrequired in the minimum qualification for the position).● Individuals who have completed college or university course workat an institution in a country other than the United States mustobtain a complete evaluation of foreign transcripts, degrees andother relevant documents.● A foreign transcript evaluation is required any time foreigncourse work is used to meet minimum qualifications and/or salaryplacement even if the foreign transcript has been accepted by acollege or university in the United States.● Foreign transcript evaluations are ONLY accepted from AICE(Association of International Credential Evaluations, Inc.) orNACES (The National Association of Credential Evaluation Services)agencies or evaluators. Foreign Degree Transcript Evaluations click hereDo not submit additional materials that are not requested. Physical Demands Open ContinuouslyYescenter_img * Can you perform the essential functions of this position?YesNo Work Schedule Offers of employment are contingent upon the successful clearancefrom a criminal background check, freedom from tuberculosis, andproof of identity and eligibility to work in the United Statesprior to the first day of work. The District may select additionalqualified candidates should unexpected vacancies or needs occurduring this recruitment/selection process. When education is arequirement for the position, official academic transcripts fromthe accredited college/university must be submitted within 60 daysof hire. Posting Date12/19/2016 Department Location * Criminal History Verification and Release: I acknowledge andagree that I understand that by answering the question below, Icertify that the information provided by me is true, correct andcomplete to the best of my knowledge and belief. I authorizeinvestigation of all statements contained herein, and on the P-881(if applicable and submitted), and I release from liability allpersons and organizations furnishing such information. I understandthat any misstatements, omissions or misrepresentation of facts onthis form, my application, and, if applicable, the P-881 orattachment(s) may be cause for disqualification or dismissal. Ifyou have ever been convicted of an offense other than a minortraffic violation you are required to complete the form ‘ArrestsWhich Led to Convictions for Crime’, P-881 (you must discloseconvictions that have been dismissed pursuant to Penal Code Section1203.4; Ed. Code 87008). Please copy and paste the provided URL forthe form -https://losrios.edu/docs/lrccd/employees/hr/forms/p-881.pdf – andattach the completed form to your application.Yes, I acknowledge and agreeNo, I do not acknowledge or agree 1. Have a bachelor’s degree AND two years of occupational and/orprofessional experience directly related to the assignment beingtaught OR have an associate’s degree AND six years of occupationaland/or professional experience directly related to the assignmentbeing taught OR the equivalent* OR hold a California CommunityCollege Instructor’s Credential in the discipline area.* Alldegrees must be from an accredited institution.2. Have an equity-minded focus, responsiveness, and sensitivity toand understanding of the diverse academic, socioeconomic, cultural,disability, gender identity, sexual orientation, and ethnicbackgrounds of community college students, including those withphysical or learning disabilities as it relates to differences inlearning styles; and successfully foster and support an inclusiveeducational and employment environment.*NOTES:● Applicants applying under the “equivalent” provision must attachdetails and explain how their academic preparation and/orprofessional experience is the equivalent of the degrees listedabove.● If your degree title differs from the minimum qualificationslisted above, you are requested to submit this equivalencystatement. Additional Salary InformationNo additional salary information to note Work YearN/A Conditions General Responsibilities:The adjunct faculty member shall be responsible for the following:teaching assigned classes under the supervision of the area dean;helping students fulfill their maximum potential in masteringcourse content; assessing student learning outcomes; maintaining athorough and up-to-date knowledge in his/her regular teachingfield; continuing professional development; utilizing currenttechnology in the performance of job duties; maintaining standardsof professional conduct and ethics appropriate to the professionalposition; assisting with articulation and curriculum developmentand review; serving on college committees and participating infaculty governance including accreditation and studentco-curricular activities; assuming other responsibilities asassigned by the area dean; fulfilling other duties andresponsibilities of an adjunct faculty member as outlined in thecollege faculty handbook. Quicklinkhttps://jobs.losrios.edu/postings/2587 Posting NumberF00056P Minimum Qualifications Total Hrs per Week/Day * Please indicate how you meet the minimum qualifications forthis position. Select the appropriate answer.I possess the minimum qualifications for this discipline aslisted on the job announcement. (Attach unofficial transcripts froman accredited college/university and/or evidence of jobexperience.)I possess a valid California Community College Credential forthis discipline. (Attach a copy of appropriate credential withapplication.)I possess qualifications equivalent to those listed and haveattached evidence. (To review Equivalency Process.)I have previously been granted equivalency to teach thisdiscipline by the Los Rios Community College District. (Attach theEquivalency Determination Form P-38 and transcripts.) How and where to apply Applicant DocumentsRequired DocumentsUnofficial Transcript 1Optional DocumentsResume/Curriculum VitaeLetter of InterestLetter of Recommendation 1Equivalency Determination Letter (P-38 or Equivalency RequestStatement)P-881 Report of Arrests Which Led To Convictions For CrimeDocumentLetter of Recommendation 2last_img read more

first_imgDEFENDANTS, COURT BUILDING DEVELOPMENT, LLC, HULMAN BUILDING DEVELOPMENT, LLC FENDRICH PLAZA DEVELOPMENT, LLC AND KUNKELSQUARE, LLC’S ANSWER AND AFFIRMATIVE DEFENSES TO PLAINTIFF’S COMPLAINTDefendants’ Answer and AffirmativeFOOTNOTE: The above legal links were posted by the City-County Observer without opinion. bias or editing.FacebookTwitterCopy LinkEmailSharelast_img

first_imgWhen Tom Wolfe passed away on Monday, the literary world lost one of its most influential minds. Throughout his career, Wolfe tackled the human experiences, manners, and morals of a variety of areas within American culture. His 1979 book, The Right Stuff, captures the bravery and resolve of post-war military test pilots during the beginnings of NASA’s push into outer space. His satirical 1987 novel, The Bonfire of The Vanities, tackled all the vastly varying, endlessly interlocking storylines that make up New York City. From Wall Street suits to Grand Concourse street criminals and everyone in between, Wolfe’s examination of the ripples that emanate from a racially tinged hit-and-run in the Bronx deftly echoed the city’s all-too-real societal ills, despite being a work of fiction. The list goes on and on…Wolfe was a pioneer of “New Journalism,” the more narrative, novelistic style of reporting used by many of the celebrated writers of the 1960’s—a time of cultural revolution and reinvention in American unlike any the country had seen before. As Wolfe explained in his 1973 anthology, The New Journalism:The Sixties was one of the most extraordinary decades in American history in terms of manners and morals. Manners and morals were the history of the Sixties. … A hundred years from now when historians write about the 1960’s in America, they won’t write about it as the decade of war in Vietnam or of space exploration or of political assassinations…but as the decade when manners and morals, styles of living, attitudes toward the world changed the country more crucially than any political events.That notion was never more true than in one of Tom Wolfe’s earliest books, 1968’s The Electric Kool-Aid Acid Test. The work of nonfiction still stands today as one of the seminal examples of “New Journalism,” as well as one of the most thematically and descriptively accurate depictions of the burgeoning LSD culture in the mid-’60s.In the book, Tom Wolfe trails author, scholar, and West Coast psychedelic pioneer Ken Kesey and his band of Merry Pranksters as they begin the acid-oriented lifestyle that eventually made them idolized figures in the growing counterculture. Tom’s writing style fit this new lifestyle perfectly, making him ready and able to capture the interactions, emotions, and often fragile mental state of affairs that came along with it. Despite being fully engulfed in the movement and aligned with the Prankster’s philosophy, the book is still hailed for Wolfe’s ability to distinguish between the realities of the Pranksters and Kesey’s experiences and the emotions and actions triggered by their acid-fueled paranoia and disarray.[1965 Acid Test Flier]The Electric Kool-Aid Acid Test chronicles the rise of LSD culture with Kesey and the Pranksters as its vessel, from the earliest acid parties thrown on his La Honda, California property to, eventually, the notorious “Acid Tests” for which the book is named. That is where they came in contact with The Grateful Dead, another rising psychedelic institution that truly cut their teeth as improvisational musicians playing at Kesey’s manic Acid Tests.Today, The Electric Kool-Aid Acid Test stands as one of the most important 60s’ counterculture texts, as it sees Tom Wolfe (now known for his unconventional and uniquely descriptive style of nonfiction reporting) using all his literary power to describe the experience of the Grateful Dead (which would become widely known simply for defying description)–well before either entity was a household name. You can check out several great Tom Wolfe passages about The Grateful Dead and the Acid Tests from The Electric Kool-Aid Acid Test below:On The Grateful Dead’s Acid Test PerformancesThose who were … not on the bus … would come to the realization that there was no schedule. The Grateful Dead did not play in sets; no eight numbers to a set, then a twenty-five-minute break, and so on, four or five sets and then the close-out. The Dead might play one number for five minutes or thirty minutes. Who kept time? Who could keep time, with history cut up in slices. The Dead could get just as stoned as anyone else. The … non-attuned would look about and here would be all manner of heads, including those running the show, the Pranksters, stroked out against the walls like slices of Jello. Waiting; with nobody looking very likely to start it back up. Those who didn’t care to wait would tend to drift off, stoned or otherwise, and the test would settle down to the pudding.On The Origins Of Ken Kesey & Jerry Garcia’s RelationshipKesey had hooked up with a rock ‘n’ roll band, The Grateful Dead, led by Jerry Garcia, the same dead-end kid who used to live in the Chateau in Palo Alto … and you had to throw them out when they came over and tried to crash the parties on Perry Lane. Garcia remembered—how they came down and used to get booted out “by Kesey and the wine drinkers.” The wine drinkers—the middle-class bohemians of Perry Lane. They both, Kesey and Garcia, had been heading into the pudding, from different directions, all that time, and now Garcia was a, yes, beautiful person, quiet, into the pudding, and a great guitar player. Garcia had first named his group The Warlocks, meaning sorcerers or wizards, and they had been eking by playing for the beer drinkers, at jazz joints and the like around Palo Alto. To the Warlocks, the beer drinker music, even when called jazz, was just square hip. They were on to that distinction, too. For Kesey–they could just play, do their thing.On Young Jerry Garcia Trying To Have A Real-Life Conversation At The Acid TestsGarcia, for his part, however, doesn’t know which bursts out first, the music or the orange laugh. Out the edges of his eyes he can see his own black hair framing his face—it is so long, to the shoulders, and springs out like a Sudanese soldier’s.On Owsley’s Acid & How The Dead And The Acid Tests Invented “Acid Rock”When the acid scene spread to England in late 1966 and 1967, the hippest intelligence one could pass around was that one was in possession of “Owsley acid.” In the acid world, this was bottled-in-bond; certified; guaranteed; and high status. It was in this head world that the … Beatles first took LSD. … Through The Dead’s experience with the Pranksters was born the sound known as “acid rock.” And it was that sound that the Beatles picked up on, after they started taking acid, to do a famous series of acid-rock record albums, Revolver, Rubber Soul, and Sergeant Pepper’s Lonely Hearts Club Band.On The Influential Effects Of The Acid Tests & The Grateful Dead On Media Consumption“Mixed media” entertainment—this came straight out of the Acid Tests’ combination of light and movie projections, strobes, tapes, rock n’ roll, black light. “Acid rock”—the sound of the Beatles’ Sergeant Pepper album and the high-vibrato electronic sounds of the Jefferson Airplane, the Mothers of Invention and many other groups—the mothers of it all were the Grateful Dead at the Acid Tests. The Dead were the audio counterpart of Roy Seburn‘s light projections. Owsley was responsible for some of this, indirectly. Owsley had snapped back from his great Freakout and started pouring money into the Grateful Dead and, thereby, the Tests.Maybe he figured the Tests were the wave of the future… Maybe he thought “acid rock” was the sound of the future and he would become a kind of Brian Epstein for the Grateful Dead. I don’t know. In any case, he started buying the Dead equipment such as no rock n’ roll band ever had before, the Beatles included, all manner of tuners, amplifiers, receivers, loudspeakers, microphones, cartridges, tapes, theater horns, booms, lights, turntables, instruments, mixers, muters, servile mesochroics, whatever was on the market. The sound went down on so many microphones and hooked through so many mixers and variable lags and blew up in so many amplifiers and roiled around in so many speakers and fed back down so many microphones, it came on like a chemical refinery. There was something wholly new and deliriously weird in the Dead’s sound, and practically everything new in rock ‘n’ roll, rock jazz I have heard it called, came out of it.Rest in peace, Tom Wolfe. To purchase The Electric Kool-Aid Acid Test and read more about Tom Wolfe’s adventures with Ken Kesey, the Merry Pranksters, and the Grateful Dead, head here.last_img read more

first_imgHarvard College announced today (Feb. 24) that it will restore nonbinding early action as part of its admissions process this fall and significantly enhance its recruiting program to assist talented students from modest economic backgrounds in navigating the admissions process. Harvard also announced it will increase its investment in undergraduate financial aid next year to more than $160 million. Currently, more than 60 percent of Harvard College students receive scholarship aid, and the average grant is about $38,000.In 2007, Harvard eliminated its nonbinding early action program on a trial basis and moved to a single admissions deadline, announcing at the time that it would evaluate the impact of the change after several years.“We piloted the elimination of early action out of concern that college admissions had become too complex and pressured for all students, and out of particular concern for students at under-resourced high schools who might not be able to access the early admissions process,” said Harvard President Drew Faust. “Over the past several years, however, interest in early admissions has increased, as students and families from across the economic spectrum seek certainty about college choices and financing. Our goal now is to reinstitute an early-action program consistent with our bedrock commitment to access, affordability, and excellence.”“We looked carefully at trends in Harvard admissions these past years and saw that many highly talented students, including some of the best-prepared low-income and underrepresented minority students, were choosing programs with an early-action option, and therefore were missing out on the opportunity to consider Harvard. We have decided that the College and our students will be best served by restoring an early option,” said Dean Michael D. Smith of the Faculty of Arts and Sciences.Harvard’s concerns about equity and transparency will continue to guide the structure of its admission program. It will maintain a nonbinding approach, which maximizes freedom and flexibility for students. As in the past, students can apply under the single-choice, early-action program by Nov. 1 and will be notified by Dec. 15, at which point students completing financial aid applications will receive notice of their awards. Regular decision will continue to operate as usual, with applications due on Jan. 1 and notification on April 1. All students, whether admitted under early action or regular decision, will have until May 1 to decide whether to attend.To ensure that the return to early action serves Harvard’s commitment to access and diversity across many dimensions, the change in admissions policy will be accompanied by enhancements in the College’s recruiting program, including a new program promoting transparency in college admissions, greater outreach, and targeted staff visits to schools where few students apply early to college; increased involvement of Harvard undergraduates throughout the year in three major recruiting efforts — the Harvard Financial Aid Initiative, the Undergraduate Minority Recruitment Program, and the Undergraduate Admissions Council’s Return to High School Program; and enhanced web features providing families with the ability to calculate the likely net cost to them of sending a child to Harvard, and perspectives from financial aid students on life at Harvard.“The commitment to including first-generation, low-income, and historically disadvantaged minority students in the full spectrum of admissions options is a key feature of this new early-action option,” said Harvard College Dean Evelynn Hammonds. “We have made significant gains in recent years in recruiting larger numbers of these students and in supporting them for success once here. I am very pleased that we are able to re-conceive early action, consistent with these goals, and to work with students based on whatever timetable best meets their needs.”“We continue to be concerned about the pressures on students today, including those associated with college admission,” said Harvard College Dean of Admissions and Financial Aid William R. Fitzsimmons. “In all of our work, we will do everything possible to level the playing field in admissions and encourage all students to make thoughtful choices about how they can best contribute to society.”last_img read more

first_img Related In less than three years, the world will mark the 100th anniversary of the founding of the Bauhaus, the influential school of modernist art and design active during the years of Germany’s Weimar Republic (1919–33). The Harvard Art Museums will be no exception, with plans underway to mount a special exhibition in 2019 focused on connections between the Bauhaus and Harvard. However, some of the groundwork for the exhibition has already found a place online.A digital resource on the museums’ website offers a wealth of Bauhaus-related materials, research, and other information. Conceived and edited by Robert Wiesenberger, the Stefan Engelhorn Curatorial Fellow at the Busch-Reisinger Museum, the Bauhaus Special Collection gives users access to records for the more than 32,000 Bauhaus-related objects in the museums’ collections and archives. These include photographs, textiles, paintings, and periodicals. Geared toward students, scholars, and the general public, the site demonstrates the breadth and strength of the collection, and supports scholarship on the Bauhaus.Founded by architect Walter Gropius, the Bauhaus promoted collaboration across creative disciplines as part of a utopian project of designing a new world. Important modernists, such as Josef and Anni Albers, Lyonel Feininger, Wassily Kandinsky, Paul Klee, and Oskar Schlemmer, taught in the school’s various workshops, realigning hierarchies of high and low by embracing new technologies, materials, and media, and enacting cosmopolitan forms of communal living. Though the school existed for only 14 years, its influence has been far-reaching, extending into the ways we teach, learn, and live even today.Josef Albers, a longtime friend of Gropius, teaching at the Harvard Graduate School of Design in 1950. Photo: Harvard Art Museums, © President and Fellows of Harvard CollegeIt’s no coincidence that a vast archive of Bauhaus material resides at Harvard. “Both during and after the school’s brief existence in Europe, Harvard was a key site for the reception, documentation, and dissemination of Bauhaus ideas,” Wiesenberger said. “This came about through the work of its students, museum curators, and émigré faculty.”The University was the first location in the United States to host a Bauhaus exhibition, organized by Harvard undergrads in 1930. Gropius himself chaired the Department of Architecture at the Graduate School of Design from 1937 until 1952 and brought Bauhaus student-turned-master Marcel Breuer to join the faculty. By introducing Bauhaus pedagogy — as well as practitioners — to Harvard, Gropius shaped a new generation of architectural modernists, such as I.M. Pei and Philip Johnson. This pedagogical legacy also informed the founding of the Carpenter Center for the Visual Arts, where the practice of the arts is encouraged alongside theoretical study. Gropius literally left his mark on campus with his Graduate Center, which opened in 1950. A modernist complex of dormitories and a commons building, the center featured the art of some of his modernist allies and former Bauhaus colleagues, including Hans Arp, the Alberses, and Herbert Bayer.Gropius and Charles Kuhn, then curator of the Germanic Museum (now the Busch-Reisinger Museum) collaborated to form what was variously referred to as Harvard’s Bauhaus study collection or Bauhaus archive. After World War II, Germany had neither the will nor the resources to preserve Bauhaus objects. The Germanic Museum, however, felt obligated to do so. Gropius solicited gifts from his Bauhaus contacts, and works of art arrived by the hundreds for incorporation into the collection. Correspondence, student notes, and other ephemera were added to the archives.Bauhaus Exhibition Postcard No. 19, designed by Kurt Schmidt, 1923. Photo: Harvard Art Museums, © President and Fellows of Harvard College“It’s amazing material,” Wiesenberger said, “but not enough people know it’s here or how to view it.”The Harvard Art Museums’ digital Bauhaus Special Collection aims to broaden awareness of both the Bauhaus and its afterlife in America, specifically at Harvard. It presents a history and chronology of Harvard’s Bauhaus-related holdings, and enables easier access to virtual copies of all of the objects. A menu bar lets users browse topics specific to the Bauhaus, such as “The Bauhaus at Harvard,” “Pedagogy,” and “Typography.” Bauhaus artists, as well as students of those artists (and in some cases, even students of students), are searchable, as are time periods, techniques, and more.The resource also includes a history of all Bauhaus shows held at the Busch-Reisinger/Germanic Museum, an extensive bibliography, and an annotated Google map of Bauhaus-related sites in and around Boston. These resources could fuel future Bauhaus research and catalyze new engagement with the collection, particularly through the museums’ Art Study Center.As the Harvard Art Museums prepare for the 2019 Bauhaus exhibition and related centennial events, the hope is that the Special Collection will serve multiple audiences.“We want this to appeal to all levels,” Wiesenberger said. “If you’ve never heard of the Bauhaus, you can use it. If you’re writing your dissertation on the Bauhaus, you will hopefully find new and rich material. One hundred years later, the relevance of the Bauhaus remains undiminished.”SaveSaveSaveSaveSaveSaveSave Scholar spotlights Albers’ wall as part of GSD series Eyes on ‘America,’ with hope of drawing morelast_img read more

first_imgAiming at facilitating discussion on issues related to gender and race, the fourth biennial international Gender Studies Program Conference titled “Intersectional Inquiries and Collaborative Action: Gender and Race” is set to take place in McKenna Hall starting Thursday afternoon.Organized by faculty and students associated with the Gender Studies Program, the three-day event will feature a multitude of guest speakers, artists and activists from across the nation and world who specialize in a variety of disciplines.“The conference is bringing together some of the best and brightest people in intersectionality studies, but we are gathering not just to discuss research but also to strategize solutions for our world’s ongoing problems regarding race and gender,” Gender Studies Program director Mary Celeste Kearney said.The conference will consist of roundtables, creative presentations, papers, two plenary sessions and a keynote address, all of which will feature an array of perspectives on topics related to the conference’s theme: intersections of race and gender.“I think this conference may have more of an impact on our campus community than previous Gender Studies conferences, since it is not just focused on scholarship, but also art work and activism,” Kearney said. “The issues we’ll be discussing impact everyone, not just academics.”According to the conference program, some of the topics that will be addressed at the conference are pay equity, equitable representation in the media, asylum seekers, the Black Lives Matter movement, feminist teaching and learning in secondary schools, sexual violence across a continuum of institutional systems, and women in active combat roles and in the government.Students, faculty and staff can freely attend any session, but will not be given a name tag, program or food unless they register on-site for all three days.“We have over 60 Notre Dame faculty, staff [and] students registered for the conference, which is far more than normal for Gender Studies’ conferences,” Kearney said.The keynote address, titled “Sharpening Intersectionality’s Cutting Edge,” will be conducted by Professor Patricia Hill Collins, a professor of sociology at the University of Maryland, College Park. According to Kearney, Collins is “one of the most respected scholars on intersectionality today.”As the only Notre Dame professor speaking at a plenary session, Atalia Omer, associate professor of religion, conflict, and peace studies in the Kroc Institute for International Peace Studies and the sociology department, said she decided to participate in the conference because she is especially fascinated with the “intellectual insights of intersectionality” and how it has informed various social justice movements.“Intersectionality should be a central component of our discussions at the [Kroc Institute for International Peace Studies],” Omer said. “It has not been and so my own engagement with this academic and activist sets of discourses is motivated partly by this failure of peace studies to more centrally integrate feminist modes of analysis and scholarship.”Omer will be presenting on “Biopolitics and Borders: Intersectional Bodies and the Globalizing of Nation” through the perspective of a cultural sociologist of religion.Many other Notre Dame professors, as well as scholars from universities in South Africa, Canada, Texas, Colorado, Maryland and plenty of other locations across the United States will also be presenting at the conference.“It would be hard for me to compare this group of scholars to those who have come to other [Gender Studies] conferences, since the topics of each conference has been very different,” Kearney said. “But, given the conference theme, my guess is that we will have a far more racially diverse group than in previous years, and it’s likely that women of color will be in the majority.”Tags: Gender Studies, gender studies conference, intersectionality, Marylandlast_img read more

first_imgMost parents plan on seeing their child’s teacher only a few times a year at parent-teacher conferences. But building a relationship with your child’s teacher can improve your child’s performance during the school year. Parents who have a working relationship with their children’s teachers can tackle problems with the child’s academic performance or behavior earlier and more effectively. “That relationship with a teacher is important, especially when a child is young,” said Diane Bales, a child development specialist with the University of Georgia College of Family and Consumer Sciences. “The teachers are sometimes the first people to see when a child is having difficulty and can alert parents to any problems.” One key to building an open conversation with your child’s teacher is to start talking at the beginning of the school year before any problems arise. When a teacher has to tell a child’s parent that their child is misbehaving or falling behind, tensions can run high. That’s not the best time to start a relationship with your child’s teacher. “Don’t wait until something goes wrong to talk to your child’s teacher,” Bales said. She suggests meeting the teacher in person at the beginning of the year and then touching base regularly through a quick email or with a phone call. If you feel your child is facing a hurdle in class or you have other serious concerns, set up an appointment to meet with the teacher. You don’t have to wait for the parent-teacher conference at the end of the grading period to have a conversation about your child. When parent-teacher conference time does come around, make the most of it. Write down any questions or concerns you want to address and use that to guide the conversation. Be prepared to share information about any life changes that you or your child are going through during the school year — a move, a new sibling or a change in parents’ relationship can impact a child’s classroom performance. “You don’t have to tell your whole life story, but give the basics about why your child might be upset so the teacher knows what’s going on,” Bales said. Above all, don’t be defensive if your child’s teacher reaches out to you about a behavior problem or your child’s difficulties in class. Teachers sometimes have insight into children’s behaviors and academic performance that parents don’t. They also can help find your child the extra help or interventions they need to get back on track. “A parent is the expert on their child, but teachers know, on average, what children are like and may spot problems before parents,” Bales said. “Parents may not notice that something is unusual; they are not around as many different children as teachers.”last_img read more