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Curriculum Vitae
CURRICULUM VITAE Gregory Starrett Address: Department of Anthropology University of North Carolina at Charlotte 9201 University City Boulevard Charlotte, NC 28223-0001 phone: (704) 687-5126 fax: (704) 687-1678 e-mail: [email protected] website: http://clas-pages.uncc.edu/gregory-starrett/ Employment 2020- Chair, Department of Anthropology, University of North Carolina at Charlotte (Acting Chair January-June 2018, 15 May-30 June 2019). 1992- Professor of Anthropology (2008-); Associate Professor of Anthropology (1998- 2008); Assistant Professor of Anthropology (1992-1998), University of North Carolina at Charlotte. 1984- Lecturer (1991), Acting Instructor (1991-92), Teaching Assistant (1984-89), 1991 Stanford University. Education 1991 Ph.D. in Anthropology, Stanford University. 1985 Master of Arts in Anthropology, Stanford University. 1983 Bachelor of Arts/Master of Arts in Anthropology, Northwestern University (4-year B.A./M.A. Program). B.A. with Highest Distinction; Departmental Honors; Phi Beta Kappa. Publications: Books n.d. The Jewish Question Again. Joyce Dalsheim and Gregory Starrett, eds. Chicago: Prickly Paradigm Press. Forthcoming November 2020. 2007 Teaching Islam: Textbooks and Religion in the Middle East, Eleanor Doumato and Gregory Starrett, eds. Boulder, CO, and London: Lynne Rienner Publishers. 1998 Putting Islam to Work: Education, Politics, and Religious Transformation in Egypt. Berkeley: University of California Press. 2 Publications: Journal Articles and Book Chapters n.d. “Introduction: The Jewish Question, Again,” Joyce Dalsheim and Gregory Starrett, in Dalsheim and Starrett, eds., n.d. n.d. “On Being Always Already Unprepared for the Present,” Gregory Starrett and Joyce Dalsheim, in Dalsheim and Starrett, eds., n.d. 2019 “Time and the Spectral Other: Demonstrating Against Unite the Right 2,” Gregory Starrett and Joyce Dalsheim. -
Saudi Arabia's Curriculum of Intolerance
2008 Update Saudi Arabia’s Curriculum of Intolerance With Excerpts from Saudi Ministry of Education Textbooks for Islamic Studies Center for Religious Freedom of the Hudson Institute 2008 WITH THE INSTITUTE FOR GULF AFFAIRS 2008 Update: Saudi Arabia’s Curriculum of Intolerance Center for Religious Freedom of Hudson Institute With the Institute for Gulf Affairs 2 Copyright © 2008 by Center for Religious Freedom Published by the Center for Religious Freedom Printed in the United States of America. All rights reserved. No part of this publication may be used or reproduced in any manner without the written permission of the Center for Religious Freedom, except in the case of brief quotations embodied in critical articles and reviews. Center for Religious Freedom Hudson Institute 1015 15th Street, NW Washington, D.C. 20005 Phone: 202-974-2400 Fax: 202-974-2410 Website: http://crf.hudson.org 3 About the Center for Religious Freedom The Center for Religious Freedom promotes religious freedom as a component of U.S. foreign policy by working with a worldwide network of religious freedom experts to provide defenses against religious persecution and oppression. Since its inception in 1986, the Center has sponsored investigative field missions, reported on the religious persecution of individuals and groups abroad, and undertaken advocacy on their behalf in the media, Congress, State Department and White House. Religious freedom faces difficult new challenges. Recent decades have seen the rise of extreme interpretations of Islamist rule that are virulently intolerant of dissenting voices and other traditions within Islam, as well as other faiths. Many in the policy world still find religious freedom too "sensitive" to raise. -
2005-06 TOEFL Test Center Lists and Institution Codes
2005-06 ™ Test of English as a Foreign Language Test Center Lists and Institution Codes To register for a TOEFL® test, use the lists in this publication. These lists are also available in the Learners and Test Takers section of the TOEFL Web site at www.ets.org/toefl. • iBT Test Locations • Department Codes • CBT Test Centers • iBT Native Country and Region Codes • CBT International Regional • iBT Native Language Codes Registration Centers • CBT/PBT Native Country and • PBT Test Centers Region Codes • Institution Codes • CBT/PBT Native Language Codes There are several different ways to register. For the fastest and most convenient service, register online! Internet-Based Testing (iBT) • Online – go to the Learners and Test Takers section of the TOEFL Web site • Phone – in the U.S. and Canada, call 1-800-GO-TOEFL; all other locations, call your Regional Registration Center • Mail – complete the registration form in the center of the Bulletin Computer-Based Testing (CBT) • Online – go to the Learners and Test Takers section of the TOEFL Web site • Phone – call your Regional Registration Center • Mail or Fax – complete the International Test Scheduling Form in the Bulletin and mail or fax it to the appropriate Regional Registration Center Paper-Based Testing (PBT) • Online – go to the Learners and Test Takers section of the TOEFL Web site • Mail – complete the registration form in the center of the Bulletin Go to the TOEFL Web site at www.ets.org/toefl Listening. for the most up-to-date information. Learning. Copyright © 2006 by Educational Testing Service. All rights reserved. Printed in the U.S.A. -
The Pennsylvania State University the Graduate School Department of Educational Leadership
The Pennsylvania State University The Graduate School Department of Educational Leadership THE EFFECTIVENESS OF USING COOPERATIVE LEARNING TO PROMOTE READING COMPREHENSION, VOCABULARY, AND FLUENCY ACHIEVEMENT SCORES OF MALE FOURTH- AND FIFTH-GRADE STUDENTS IN A SAUDI ARABIAN SCHOOL A Thesis in Educational Leadership by Mohammed S. Alhaidari © 2006 Mohammed S. Alhaidari Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy May 2006 The thesis of Mohammed S. Alhaidari was reviewed and approved* by the following: J. Daniel Marshall Chair of Committee Professor of Education Bernard Badiali Associate Professor of Education Robert Stevens Thesis Advisor Associate Professor of Educational Psychology Peggy Van Meter Associate Professor of Educational Psychology Nona A. Prestine Professor of Education In Charge of Graduate Program in Educational Leadership *Signatures are on file in the Graduate School. ABSTRACT This study examined the extent to which the use of cooperative learning in the Islamic Saudi Academy (ISA) in Washington, DC had an impact on the reading performance of grade four and five students in the standard reading curriculum. The ISA is a bilingual English-Arabic school with dual American and Saudi Arabian curricula. The Arabic language arts (including reading) and religion curricula follow the Saudi Arabian education system, while the remaining curricula such as math and science reflect the American education system. The study used a quasi-experimental design. Four groups of ISA male students participated in the study: two fourth grade classes, and two fifth grade classes. The researcher developed and administered pre- and post-measures for reading performance, which designed vocabulary, reading comprehension, and fluency. -
Curriculum Vitae
CURRICULUM VITAE GEORGE CURT FIEDLER Contact Information: 300 University Drive Phone: (671) 734-2788 UOG Station, Biology Department Mobile: (671) 489-9250 University of Guam Mangilao, Guam 96923 email: [email protected] USA [email protected] Date of Birth: 27 November, 1963 Nationality: USA Positions: Editor, Micronesica, University of Guam, Mangilao, Guam, January 2014 to present. Associate Professor in Biology, UOG Marine Lab Research Associate, University of Guam, Mangilao, Guam, Fall 2012 to present. Associate Professor in Natural Sciences, University of Maryland University College, Asia Division, Tokyo, Japan, Fall 2003 to Summer 2012. Adjunct Lecturer, Tamagawa University, Faculty of Agriculture, Scientific English Communication; Tokyo, Japan, Spring 2011 to Summer 2012. Adjunct Lecturer, Sophia University, Faculty of Liberal Arts, Environmental Issues; Tokyo, Japan, Fall 2006 to Spring 2007. Instructor, University of Puget Sound, Pacific Rim/Asia Study-Travel Program, (Marine Biology & Oceanography), Okinawa, Japan Session, Fall 2002. Graduate Teaching Assistant, University of Hawai`i at Manoa. (Zoology, Biology, and Entomology Departments), 1988-1990 & 1992-2000. Research Consultant, US Fish & Wildlife Service, Honolulu, Hawai`i 1996-1997. Instructor, Kansai Gai Dai Hawai`i College. Chemistry Lecturer (6th term), Spring 1994. Research Assistant, Hawai`i Institute of Marine Biology. Research consists of assessment of Kaneohe Bay fisheries stocks for a portion of the MHI/MRI program, 1990-1992. Field Technician, Hawai`i Cooperative Fisheries Research Unit. Research includes biological surveys of stream and estuary habitats for environmental assessment, Spring/Summer 1990. Education/Training: Postdoctoral Research Fellow, Japan Society for the Promotion of Science, Tropical Biosphere Research Center, University of the Ryukyus, Okinawa, Japan, Spring 2001 – Spring 2003. -
Internationalization of Higher Education in Japan
Internationalization of Higher Education in Japan 1 Overview of Government Policy and Initiatives in Japan 1. Plan for acceptance of international students (1983) “100,000 International Students Plan” (2008) “300,000 International Students Plan” 2. Promotion of internationalization of universities (2009~2013) “Global 30” project (2014~) “Top Global University Project” 3. Promotion of regional student mobility as government initiatives (2011~) “Inter-University Exchange Project” 4. Growing needs for global human resources (2012~) “Go Global Japan (GGJ)” project FY2017 Draft Budget 6.3 billion yen Top Global University Project (2014-2023) （FY2016 Budget 7.0 billion yen） Through carrying out comprehensive university reform and internationalization, this project aims to enhance the international compatibility and competitiveness of higher education in Japan, creating an environmental infrastructure to foster capable and talented graduates. 【Project overview】 Prioritize support for universities that are thoroughgoing in their efforts to internationalize -- including new efforts to build Increase international competitiveness and accelerate partnerships and exchange programs with world-leading universities; reform personnel and administrative systems; and strengthen systems to cultivate Increase international compatibility the ability of students to deal with globalization. Grad •Top Type: 13 universities Efforts to boost ◆Use education Universities aiming to rank in the top 100 in the world Thoroughgoing Thoroughgoing internationalization -
The Muslim-American Muddle
The Muslim-American Muddle Peter Skerry decade after 9/11, America has reached a political and in- A tellectual stalemate regarding the Muslims in its midst. Many Americans continue to fear their Muslim neighbors and fellow citizens, if not as potential terrorists then as terrorist sympathizers — or, more generally, as the bearers of an alien culture shared by America’s enemies. Stoking these fears are a handful of zealous investigative journal- ists and bloggers who recycle a body of facts about the Islamist origins of most Muslim leaders and of virtually all major American Muslim organizations. Largely taken from the federal government’s successful prosecution of the Holy Land Foundation, a Hamas front group, this evidence is incontrovertible — yet its implications are far from clear. As critics repeat and re-examine them, the facts take on a frozen-in- time quality, like artifacts of political archeology never put into any wider context. The critics fail to acknowledge that individuals who once espoused Islamist views do not necessarily remain committed to them over time. People do mature beyond youthful folly and rage, and America causes immigrants to change. On the other hand, our political, media, and intellectual elites rou- tinely dismiss these findings as irrelevant ancient history. This, too, is a mistake, both substantively and politically: Though these Muslim leaders and organizations do not represent all (or even most) Muslim Americans, they do dominate the relevant political space. Moreover, their Islamist ideology has had, and continues to have, a formative influ- ence on how Muslims think of their place in America and of America’s relationship to the Islamic world. -
Selecting Curriculum Resources for Australian Schools: a Review and Analysis of Current Methods and Future Possibilities
DOCUMENT RESUME ED 405 249 SO 026 514 AUTHOR Watt, Michael G. TITLE Selecting Curriculum Resources for Australian Schools: A Review and Analysis of Current Methods and Future Possibilities. PUB DATE 96 NOTE 311p.; M.S. Project Report, University of Tasmania. PUB TYPE Reports Descriptive (141) Tests/Evaluation Instruments (160) Dissertations/Theses Undetermined (040) EDRS PRICE MFO1 /PC13 Plus Postage. DESCRIPTORS *Curriculum Development; Curriculum Problems; Educational Resources; Elementary Secondary Education; Foreign Countries; *Instructional Materials IDENTIFIERS *Australia ABSTRACT This project examines past and present activities in curriculum planning affecting the Australian educational system, and the relationship of curriculum change to prospects for improving the selection of curriculum materials used in Australian schools by investigating current developments in curriculum reform and methods for selecting materials. The project focused on identifying key elements in the decision-making process for selecting materials in the context of curriculum reform by investigating: (1) the historical context for national collaboration in curriculum development in Australia; (2) the present context for developing a national curriculum framework in Australia; (3)the procedures used by state and territory education and accreditation agencies in Australia to select and evaluate curriculum materials; (4) the practices used in a nationwide sample of Australian schools to select materials and use information services;(5) research literature on procedures used in the United States for selecting materials, and by conducting a survey of state education agencies in the United States;(6) case studies of selection procedures used in the states of California, Florida, and Washington, and by Connie Muther & Associates; and (7) case studies of services used to exchange evaluative information on curriculum materials in the United States, United Kingdom, and Australia. -
KTN Location Report February
Location Status Testing Location Name City Province/State Country Not Active Drake International_Melbourne Melbourne Victoria Australia Not Active Xplore Group Test Center_Kontich Kontich N/A Belgium Available NC Elite Career Service Center_Cary Cary North Carolina United States Not Active ApS Brno Brno N/A Czech Republic Not Active Midwestern State University Wichita Falls Texas United States Not Active Austin Community College Austin Texas United States Available Gateway Community and Technical College Florence Kentucky United States Not Active Ivy Tech Community College_South Bend South Bend Indiana United States Available Ivy Tech Community College_Lafayette Lafayette Indiana United States Available Ivy Tech Community College_Kokomo Kokomo Indiana United States Not Active Ivy Tech Community College_Terre Haute Terre Haute Indiana United States Available Ivy Tech Community College_Indianapolis Indianapolis Indiana United States Not Active Ivy Tech Community College_Columbus Columbus Indiana United States Not Active Ivy Tech Community College_Evansville Evansville Indiana United States Not Active Ivy Tech Community College_Sellersburg Sellersburg Indiana United States Not Active Ivy Tech Community College_Bloomington Bloomington Indiana United States Available Lawson State Community College Birmingham Alabama United States Available Wichita State University Wichita Kansas United States Not Active University of Idaho Counseling and Testing Center Moscow Idaho United States Available University of Wisconsin_Oshkosh Oshkosh Wisconsin United -
Resume Wizard
Kimberly D. Campbell, Ph.D. P.O. Box 144 Email: [email protected] Boulder, Colorado 80306 Email: [email protected] Exemplary Educator ♦ Global Learning ♦ Inner Engineering ♦ Transformational Leadership Career Summary More than 20 years of successful experience in higher education teaching, administration, research, and service. Experienced in facilitating understanding among adult learners with different learning styles and learning goals among members at different organizational levels. PhD, Organizational and Intercultural Communication, Howard Univ., Washington, DC, 12/02 Education MA, Advertising (Int’l/Foreign Market focus), California State University, Fullerton, CA., 7/97 BA, Advertising. Double Minor: Business & Sociology, Florida State Univ., Tallahassee, FL. 5/93 Instructor, Leeds School of Business, University of Colorado-Boulder (Aug. 2015- Professional present) Academic Teach & strengthen development of the “Communication Strategy” curriculum Experiences Facilitate two large Bus. Comm. lecture/Workshops for 300 business students. Provide “Business Communication” coaching to 2nd year business students Partner with MBA & Global Studies to build new “Communication” initiatives Special Assistant Professor (August 2012 – July 2013), Department of Communication Studies, Colorado State University, Fort Collins, CO. Taught Business Communication and Conflict Resolution courses Advised and responded to student concerns Asst. Professor (August 2008 – December 2012) & Interim Chair (Jan. 2009 – Jan. 2012), -
Islamic Saudi Academy Hits
Islamic Saudi Academy Hits: • Abigail Spanberger spent almost two semesters—from 2002 to 2003—working as an English Literature teacher at the Islamic Saudi Academy, even though school’s extremist reputation was widely known before she accepted the position. • Abigail Spanberger taught at the Islamic Saudi Academy, which did not require U.S. history or government be taught, offering Arabic social studies as an alternative. • Spanberger taught at a school at which court documents said anti-Americanism was “prominent” after 9/11, and that some students considered the attacks to be acceptable retaliation for the United States' treatment of the Muslim world. • The Islamic Saudi Academy—where Spanberger taught for two semesters—used Saudi textbooks that called Christianity ‘perverted’ and Judaism an ‘octopus’ that seeks to destroy Islam, compared Jews and Christians to apes and pigs, and forbid friendship with members of either religion. • Abigail Spanberger taught at the Islamic Saudi Academy, whose 1999 Valedictorian was convicted in 2005 for joining al Qaeda and attempting to kill President Bush. BACKUP: Abigail Spanberger spent almost two semesters working as an English Literature teacher at the Islamic Saudi Academy, from 2002 to 2003: Editor’s Note: Spanberger omitted her time at the Islamic Saudi Academy from the resume she submitted to the Virginia Government for consideration for a post on the Virginia Fair Housing Board. For a copy of that resume, please contact the NRCC. • Spanberger spent two semesters teaching English at a Saudi Embassy school beginning in December 2002. “Spanberger said her job teaching two semesters at a Saudi Embassy school outside Washington isn’t a secret, and it didn’t stop the CIA from entrusting her with two federal security clearances. -
2018 SRGS Guide for Public and Private School Administrators
2019 Summer Residential Governor's Schools (SRGS) A Guide for Public and Private School Administrators The 2019 Summer Residential Governor's School (SRGS) selection process is consistent with the mission of the Virginia Department of Education (VDOE) to provide eligible students in the Commonwealth fair and equitable access to programs and services. The process continues to provide representation in the SRGS to students throughout the Commonwealth from public school divisions and accredited private schools. All guides, parent and student information, applications, and school nomination forms are available on the VDOE Governor’s School Programs Website. The administrative guide has been developed to assist counselors and others who are working with current sophomores or juniors who wish to apply for any of the Summer Residential Governor’s Schools. The guide outlines the specific process for the summer programs from prenomination through completion of the summer program. To assist schools and counselors through this process, the VDOE has established specific VDOE deadlines (Attachment A) and has recommended deadlines for divisions to use to facilitate submission of student information through the VDOE’s Single Sign-on Web System (SSWS). Public school divisions’ gifted education coordinators and private school regional coordinators act as the primary VDOE contacts for all information and submission of student nominees. Please refer to Attachment B for the names and contact information of the private school regional coordinators and a listing of private schools by region. In reviewing the VDOE deadlines, divisions and private school regional coordinators should establish their own deadlines for the submission of the various parts of the applications.