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Garrison Forest School School Profile 2018–2019
GARRISON FOREST SCHOOL 300 Garrison Forest Road Owings Mills, MD 21117 p 410-559-3129 f 410-559-3108 CEEB 210580 www.gfs.org Christopher Hughes, Head of School Reema Khanchandani, Head of Upper School Ann Marie Strauss, Director of College Counseling, [email protected] Stephanie Metruk, Associate Director of College Counseling, [email protected] Lynn Lyon-Vaiden, College Counseling Coordinator, [email protected] SCHOOL PROFILE 2018–2019 THE SCHOOL Garrison Forest School, founded in 1910, is a PreK–12 girls’ day and boarding school, located on 100 rural acres with easy access to the Baltimore and Washington areas. It is accredited by the Middle States Association of Colleges and Secondary Schools and the Association of Independent Maryland Schools. 100% of our graduates are accepted to four year colleges and universities. ENROLLMENT Total – 555. Upper School – 239. Senior Class – 69. Garrison Forest School is a diverse community. 36% of the Upper School population identifies as students of color and 15% are international. GRADUATION REQUIREMENTS FOR THE CLASS OF 2019 English 4 credits History 3 credits It is expected that a student will carry Mathematics 3 credits The Arts 2 credits at least five academic credits per Science 3 credits Physical Education 1 credit semester and will graduate with a Foreign/Classical Language 3 credits Decision Making required, non-credit minimum of 21 credits. and Transitions Advanced Placement (AP) Courses Additional AP courses are offered through Online School for Girls. Biology Computer Science Principles Psychology Calculus AB English Literature Spanish Language and Culture Calculus BC Environmental Science Spanish Literature and Culture Chemistry French Language and Culture Statistics Chinese Language and Culture Latin US History AP/Honors Courses Offered Junior Year Senior Year 15 AP courses 2 AP course limit* 3 AP course limit* NO honors sections offered in English, History or Biology; 19 Honors courses It is uncommon to take more than four honors courses due to scheduling constraints. -
The Network Atlas
Géza Perneczky NETWORK ATLAS Works and Publications by the People of the First Network Volume 1: A - N A Historical Atlas for the Post-Fluxus Movements as Mail Art, Visual Poetry, Copy Art, Stamp Art & Other Relative Trends with Addresses, Projects, Publications & Exhibition Events (Unedited manuscript) * Up to date: July 2004. © Geza Perneczky Soft Geometry, Cologne 2 3 It's very important for me to say that I consider my occupation as an artist as very small and insignificant but at the same time as one of great dignity. I mean the refusal to accept compromisses with power, no matter of what kind it is, and the rejection of the use of art and the artistic work as its instrument... Es muy importante para mí expresar que el ejercicio de mi profesión artística lo veo como una actividad muy modesta, pero con mucha dignidad a la vez. Me refiero a la actitud de rechazo de todo compromiso con el poder, cualquiera que sea, y de la utilización de la actividad creadore como instrumento de él... Es ist für mich sehr wichtig zu sagen, daß ich meine künstlerische Tätigkeit als sehr bescheiden betrachte, gleichzeitig aber als eine von großer Würde. Ich meine damit das Zurückweisen von Kompromissen mit der Macht, egal welcher Art sie ist, und das Zurückweisen der Benutzung der Kunst und der künstlerischen Tätigkeit als ihr Instrument... (Guillermo Deisler: Some events... ) 4 1 a Collective de Arte Postale» Faculdade de Filosofia. Arapongas Brasil 1978 → °1 a Collective de Arte Postale. Doc. List of 29 parts. 1978 «A 1. Waste Paper Comp. -
2012-Fall-Magazine.Pdf
SALISBURY MAGAZINE FALL 2012 Board of Trustees Michael S. Sylvester ’59 Chairman Richard D. Field ’59 Vice-Chair Richard E. Riegel III ’84 Secretary T. Williams Roberts ’83 Treasurer Chisholm S. Chandler ’11 (Hon.) Headmaster Daniel M. Cain P’15 Lisa Callahan P’04, ’08, ’09 John W. Childs ’59 (Hon.) James W. Gerard ’79 Ashley Harrington P’13 Adelaide H. Harris P’07 G. Anne Harris Thomas M. Joyce P’13 Charles Lynch ’86 Eric Macy P’13 Helen S. Maher P’01 Mark T. Mulvoy ’92* Devin Price ’98 Thomas D. Rutherfoord, Jr. P’08 Amanda D. Rutledge P ’80, ’84 J. Wood Rutter ’98 (Hon.) J. Anton Schiffenhaus ’48 William H. Schweitzer P’04 . Lee B. Spencer P’09 James P. Townsend P’10 The mission of Salisbury School *ex-officio is to educate young men by inspiring in each student an enthusiasm for learning and the self- confidence needed for intellectual, spiritual, physical Trustees Emeritus and moral development. The close partnership John G. Brim ’64 of student and teacher encourages each young Dr. Richard S. Childs, Jr. ’63 man to take pride in his own education and to Barron G. Collier II ’70 make responsible decisions for his future. With H. Crosby Foster II ’57 established expectations for performance and Sir Eddie Kulukundis, OBE ’50 behavior, Salisbury School promotes service to Herbert A. May III ’83, P’12 others, trust and honesty, religious faith, and respect J. Richard Munro P’88, ’90 for ethnic, cultural, gender and learning differences. Edward C.A. Wachtmeister ’67, P’95, ’98 The School’s spirit of community fosters long- Jeffrey P. -
Political Reality on North Carolina Campuses: Examining Policy Debates and Forums with Diverse Viewpoints
Political Reality on North Carolina Campuses: Examining Policy Debates and Forums with Diverse Viewpoints George R. La Noue February 2021 Political Reality on North Carolina Campuses February 2021 Author’s Acknowledgments I am greatly indebted to Rabbi Adam Shulman, UMBC School of Public Policy graduate, for his indefatigable work in examining the campus calendars that are the basis for this report. Rabbi Shulman was one of the principal researchers for my book Silenced Stages: The Loss of Academic Freedom and Campus Policy Debates (Carolina Academic Press, 2019). The James G. Martin Center for Academic Renewal and the John William Pope Foundation provided the financial support for this research and I am grateful. The ideas expressed are solely my own and do not necessarily reflect those of any organization. Political Reality on North Carolina Campuses February 2021 Executive Summary Everywhere in higher education, there is a rhetorical affirmation of the values of free speech and the development of informed citizens. North Carolina’s state motto in Latin is Esse Quam Videri, which translates to “To Be Rather Than to Seem.” So it is reasonable to research what kind of speech actually exists on North Carolina campuses, particularly about public policy issues. Examination of official campus rules about free speech, as the Martin Center and the Foundation for Individual Rights in Education have done, is a good starting point. Campus climate surveys where students are asked if they feel free to express themselves and whether they might forcefully oppose a speaker they might not like are helpful. Understanding the partisan identifications of faculty can provide some context.