DOCSLIB.ORG

P R O G R a M O F S T U D I

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
P R O G R a M O F S T U D I PROGRAM OF STUDIES 2020-2021 Dear Families, Rising Tide Charter Public School (Rising Tide) offers a choice in public education to families. While Rising Tide has many components that families would expect in a middle and high school, there are also many unique aspects to the program at Rising Tide. Our school culture is centered around trust, honesty, respect and responsibility; our staff and students work together to create an environment that is safe physically, emotionally, and intellectually. Our teachers are devoted to creating the best education possible for all children, including those who have excelled in school as well as children who have struggled in school. At Rising Tide, the adults work hard to know each child. In such an environment, we are able to focus our attention on teaching and learning, where students can develop the self-confidence to take risks, ask questions, and work to find solutions. Central to the identity of our school program is our approach to teaching and learning. At Rising Tide, we use an inquiry and skills-based approach, for both personal and academic growth. The inquiry and skills-based approach is used to support personal growth by encouraging students to reflect, take ownership for their actions, and build skills to resolve conflicts. Questioning is at the heart of the inquiry and skills-based approach. When a challenging social or disciplinary issue arises with a student, the adult takes time to listen to and question the student about the situation. In this way, the student is given an opportunity to reflect upon the situation and is supported in the process of understanding and resolving the issue. Student mistakes are treated as teachable moments from which students may learn and grow. In a social or disciplinary setting, this approach encourages students to take responsibility, advocate for themselves, and develop an awareness of themselves and others. The inquiry and skills-based approach is used to support academic growth by encouraging students to think critically and ask questions. Teaching and learning at Rising Tide is approached as a process of exploration rather than a reporting of information and memorization of facts. In an inquiry and skills- based classroom, teachers and students engage in meaningful questions and discussions, collect and analyze information, draw conclusions, and communicate an understanding of the material. The inquiry and skills-based approach is not limited to project-based learning; the approach may be used in posing challenges where direct skill instruction is taking place, such as working with a piece of literature, a mathematical pattern, or a scientific problem. In this academic environment, a teacher acts as a facilitator for student learning, encouraging and leading the questioning, listening and directing student discovery, and constructively critiquing for better understanding or development of skills. At Rising Tide, each student is acknowledged as a critical thinker who brings valuable prior knowledge and experiences to the classroom. Students are expected to be active learners, and teachers are expected to help students build skills as well as navigate and make sense of the world. This Program of Studies provides an overview of the program at Rising Tide program. If you have questions, feel free to visit our school website, come to an informational Open House session, or call to schedule a tour. Sincerely, Michael O’Keefe Head of School TABLE OF CONTENTS Hybrid Model ....................................................................................................... 2 Curriculum Overview .............................................................................................. 3 Mission and Goals .................................................................................................. 4 Schoolwide Objectives, Benchmark Skills, and Guiding Questions ......................................... 4 Middle School Program ............................................................................................ 9 Upper School Program and Graduation Requirements ..................................................... 10 Academic Disciplines: Guiding Statements, Essential Questions, and Course Descriptions The Arts: Dance, Music, Theater, Visual Art ........................................................... 11 English ...................................................................................................... 19 Mathematics and Computer Science ................................................................... 22 Physical Education ........................................................................................ 27 Science ...................................................................................................... 29 Social Studies .............................................................................................. 33 World Languages: Classics, Modern World Languages ............................................... 38 Elective Courses Middle School Discover ................................................................................... 43 Middle School Exposition ................................................................................. 54 Upper School Electives ................................................................................... 62 Advisory Curriculum ............................................................................................. 79 Schoolwide Objectives and Benchmark Skills References ................................................. 80 Sources ............................................................................................................ 82 1 HYBRID MODEL Program Adjustments for the 2020-2021 School Year Due to the Covid-19 safety guidelines, Rising Tide began this year in a hybrid model. Students are assigned to one of four cohorts: Cohort A, Cohort B, Cohort 4-Day, or Cohort Fully Remote. Students in Cohort A access in-person learning on Mondays and Tuesdays, and students in Cohort B access in-person learning on Thursdays and Fridays. Some students access in-person learning four days a week, based on need, and other students elect to be fully remote. All students in the hybrid model access their courses at the scheduled time, no matter the setting. Teachers provide synchronous instruction to all students, whether they are at home on Google Meet or in person, for the opening of each class. After the opening of class, teachers may continue to provide live instruction to all students, or they may assign asynchronous assignments to the students at home. All teachers at Rising Tide have access to a variety of technology tools: GSuite Enterprise for Education, Kami, PearDeck Premium, Formative, Flipgrid, EdPuzzle Pro, Screencastify Unlimited, Parlay Ideas, and Brainpop. All students have access to a device and internet. MIDDLE SCHOOL PROGRAM Courses Middle School students’ program of core courses remains the same. The schedule operates on a five day, fixed schedule. Core classes meet for 50 minutes, four days per week (Monday, Tuesday, Thursday, and Friday). On the days when core classes meet, students have Advisory check-ins twice per day and Academic Support each day for 30 minutes. Elective Period In the hybrid model, many elements of the elective period are changed or implemented differently. Advisory Curriculum and Skills Workshop occur on Wednesdays, fully remotely. In place of Discover and Expo, students utilize adaptive programming geared toward addressing lost learning time in numeracy and literacy. UPPER SCHOOL PROGRAM Courses Upper School students’ program of core courses remains the same. The schedule operates on a five day, fixed schedule, with four 85 minute periods per day occurring four days per week (Monday, Tuesday, Thursday, Friday). Courses meet twice a week, and students’ total course load is unchanged. On the days when core courses meet, students have a morning Advisory check-in and a half hour Academic Support block each day. Wednesday programming includes two sessions during which students utilize adaptive programs to develop literacy and numeracy skills and one Advisory Curriculum session led by school staff in the areas of Community Building, Future Planning, and ellness.W Graduation Requirements Graduation requirements and the program of core courses remain the same. Elective Block The elements of the Elective Block remain the same. Fitness class is being conducted fully remotely. The Senior Internship Course has been deferred to the spring semester. 2 CURRICULUM AT RISING TIDE CHARTER PUBLIC SCHOOL At Rising Tide, the faculty designs the curriculum. Teachers work together with Curriculum Coordinators and School Leaders to develop courses that reflect our school’s philosophy, explore the central questions and ideas in each discipline, and align with state requirements. The curriculum at Rising Tide is guided by our Mission and Goals and by the four Schoolwide Objectives listed on the following page. By the time each student graduates from Rising Tide, he or she should feel confident in his or her ability to be an effective Communicator, Investigator, Self-Directed Learner, and Community Steward. Teachers use these Schoolwide Objectives to set expectations, design teaching and learning activities, and assess student progress in all school-related activities. The Schoolwide Objectives and Benchmark Skills remain the same across grades levels; however, as students move into higher grade levels, they are expected
Load more

Recommended publications
  • Unlversiv Micrijfilms Intemationéü 300 N
    INFORMATION TO USERS This was produced from a copy of a document sent to us for microfilming. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help you understand markings or notations which may appear on this reproduction. 1. The sign or “target” for pages apparently lacking from the document photographed is “Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the fîlm along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure you of complete continuity. 2. When an image on the Him is obliterated with a round black mark it is an indication that the film inspector noticed either blurred copy because of movement during exposure, or duplicate copy. Unless we meant to delete copyrighted materials that should not have been fîlmed, you will And a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photo­ graphed the photographer has followed a defînite method in “sectioning” the material. It is customary to begin filming at the upper left hand comer of a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again—beginning below the first row and continuing on until complete. 4. For any illustrations that cannot be reproduced satisfactorily by xerography, photographic prints can be purchased at additional cost and tipped into your xerographic copy.
    [Show full text]
  • Callimachus and Callimacheanism in the Poetry of Gregory of Nazianzus
    THE CATHOLIC UNIVERSITY OF AMERICA Callimachus and Callimacheanism in the Poetry of Gregory of Nazianzus A DISSERTATION Submitted to the Faculty of the Department of Greek and Latin School of Arts and Sciences Of The Catholic University of America In Partial Fulfillment of the Requirements For the Degree Doctor of Philosophy © Copyright All Rights Reserved By Matthew Alexander Theris Poulos Washington, D.C. 2019 Callimachus and Callimacheanism in the Poetry of Gregory of Nazianzus Matthew Alexander Theris Poulos, PhD Director: William McCarthy, PhD In this study, I analyze the poetics of Gregory of Nazianzus (ca. 330–390 AD), who was one of the first Christian poets writing in Greek to leave an extensive corpus of poetry (about 17,000 lines). Gregory work is striking not only for its breadth but also for its wide variety of themes and metrical schemes. As my focal point, I have chosen Gregory’s reception and adaptation of the poetry and poetics of Callimachus of Cyrene (ca. 290–230 BC). Callimachus was the first poet in the western tradition to enunciate an aesthetic and came to typify for subsequent authors an approach to poetry that privileged finely-wrought, compressed, and erudite compositions. I argue that for Gregory, Callimachus’ works are more than simply one more source to exploit for nice turns of phrase; rather, Callimachus pervasively shapes Gregory’s entire approach to poetic composition. This is seen not only in Gregory’s allusions to Callimachean works, which are numerous and occur quite frequently in programmatic contexts, but also in features of Gregory’s work like poikilia (variety) and a strong authorial persona that have their best precedent in Callimachus’ variegated oeuvre.
    [Show full text]
  • Neoteric Poetics in the Shorter Poems of Edmund Spenser
    University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 12-2015 "O Carefull Verse": Neoteric Poetics in the Shorter Poems of Edmund Spenser Melissa Joy Rack University of Tennessee - Knoxville, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the Literature in English, British Isles Commons Recommended Citation Rack, Melissa Joy, ""O Carefull Verse": Neoteric Poetics in the Shorter Poems of Edmund Spenser. " PhD diss., University of Tennessee, 2015. https://trace.tennessee.edu/utk_graddiss/3554 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Melissa Joy Rack entitled ""O Carefull Verse": Neoteric Poetics in the Shorter Poems of Edmund Spenser." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in English. Robert E. Stillman, Major Professor We have read this dissertation and recommend its acceptance: Heather Hirschfeld, Anthony Welch, Robert Sklenar Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) “O Carefull Verse”: Neoteric Poetics in the Shorter Poems of Edmund Spenser A Dissertation Presented for the Doctor of Philosophy Degree The University of Tennessee, Knoxville Melissa Joy Rack December 2015 © Copyright 2015 by Melissa Joy Rack All rights reserved.
    [Show full text]
  • Chicago Architecture Biennial 2017
    THE INDEPENDENT VOICE OF THE VISUAL ARTS Volume 32 No. 1 September/October 2017 CHICAGO ARCHITECTURE BIENNIAL 2017 INSIDE Architecture Biennial Returns to Chicago • Biennial’s Co-Artistic Director Shares His Views Local Architects Pick Chicago’s Best Buildings • Graphic Novel Channels Daniel Burnham’s Plan Amanda Williams: Architecture’s Sharp Social Critic • Report from Kassel on this year’s documenta 14 NEW ART EXAMINER New Art Examiner STATEMENT OF PURPOSE The New Art Examiner is a publication whose purpose The New Art Examiner is published by Art Message International. The name “New Art Examiner” and is to examine the definition and transmission of culture the logo are trademarks of Art Message Internation- in our society; the decision-making processes within al. Copyright 2017 by Art Message International; all museums and schools and the agencies of patronage rights reserved. Authors retain the copyright to their which determine the manner in which culture shall be essays. transmitted; the value systems which presently influence Editor in Chief—Michel Ségard the making of art as well as its study in exhibitions and books; and, in particular, the interaction of these factors Senior Editor—Tom Mullaney with the visual art milieu. Social Media Editor—Thomas Feldhacker Copy Editor—Anne Ségard Design and Layout—Michel Ségard EDITORIAL POLICY Contributing Editors: Bruce Thorn As the New Art Examiner has consistently raised Web Site: the issues of conflict of interest and censorship, www.newartexaminer.org we think it appropriate that we make clear to our Cover Design: readers the editorial policy we have evolved since Michel Ségard our inception: 1.
    [Show full text]
  • Definitions of 'Comics'
    Uncomics – reconsidering the comics form through the prism of its experimental periphery A Master’s Thesis for the Degree of Master of Art (120 credits) in Visual Culture Allan Haverholm Division of Art History and Visual Studies Department of Arts and Cultural Sciences Lund University KOVM12, Master Thesis, 30 credits Supervisor: Max Liljefors Spring semester 2018 Allan Haverholm Uncomics KOVM12 ABSTRACT The interdisciplinary field of Comics Studies has developed since the late 20th Century, in response to the increasing, popular reach of comics as a mass phenomenon capable of addressing a wide range of subject matter and approaches, including journalism, (auto)biography, and academical papers. Still, these apparent innovations and, in turn, their scholarly dissemination are predicated upon genre conventions and commercial dictates dating back to the period between World Wars I and II. In a word, as popular comics has thrived, its form has congealed around it. In the periphery of the comics field, however, experimenting practitioners have extended the boundaries of comics away from traditional, linear narrative, towards abstract visuals and poetic textual modes, essentially pushing comics into modernism a century later than other arts. Challenging sequential narrative, text-image integration, and even representational art, these peripheral expressions are so deliberately contrary to the general perception of comics that they are herein considered ‘uncomics’, requiring a reassessment of the way comics are conceptualized as a phenomenon. In examining formal definitions of the art form formerly known as comics; selected works of this outlier comics avant garde; and the related visual phenomena they converge upon, this thesis proposes an expansion of those definitions, and of the analytical tools available to the scholarly study of the form.
    [Show full text]
  • Scientific (IJTSRD)
    International Journal of Trend in Scientific Research and Development (IJTSRD) International Open Access Journal ISSN No: 2456 - 6470 | www.ijtsrd.com | Volume - 2 | Issue – 2 Modern Poetic Trends of Odisha versus the Neoteric Strives of Guruprasad Santosh Kumar Nayak Dr. Akshay Kumar Panigrahi Assistant Professor and Head, (O.E.S.-I) Lecturer, Department of Odia, B.P. (Degree) College, P.G. Department of Odia Language and Literature Santaragadia, Balasore, Odisha, India Government College, Dayananda Vihar, Koraput, Odisha, India ABSTRACT This paper tries to bring out the literary trends of Odia Introduction literature from nineteenth century to the last part of twentieth century. With reference to the long literary Any form of literature, any kind of writer of any time, passage of some 175 years attempts have been made any age or space is really dependant and associated to introduce Guruprasad Mohanty and churn out the with the society, its culture, tradition, economic specialty by the by of his poetry. How the passage condition, collective psychology and political runs, with what level of frequency and with what background. A writer is a responsible citizen of the newness- all these things are discussed here in this state who shows the probable future, inner truth of article. What was the need of the modern literature present time and churns the crux out from the past and why it is so- everything in this regard has been through his close investigation, analysis, scrutiny and discussed along with various proofs. The real and anatomization. S/he perceives very close and finds the underneath reasons of complexity of this post- delicate truths of life and society.
    [Show full text]
  • The Origins of Ethno/National Separatist Terrorism: a Cross
    THE ORIGINS OF ETHNO/NATIONAL SEPARATIST TERRORISM: A CROSS- NATIONAL ANALYSIS OF THE BACKGROUND CONDITIONS OF TERRORIST CAMPAIGNS A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts (International-Comparative Politics) By Brandon Charles Snell Bachelor of Arts in Political Science, Wright State University, 2009 2009 Wright State University WRIGHT STATE UNIVERSITY SCHOOL OF GRADUATE STUDIES April 13, 2009 I HEREBY RECOMMEND THAT THE THESIS PREPARED UNDER MY SUPERVISION BY BRANDON SNELL ENTITLED THE ORIGINS OF ETHNO/NATIONAL SEPARATIST TERRORISM: A CROSS-NATIONAL ANALYSIS OF THE BACKGROUND CONDITIONS OF TERRORIST CAMPAIGNS BE ACCEPTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS (INTERNATIONAL-COMPARATIVE POLITICS). ______________________________ Dr. Liam Anderson, Ph.D. Thesis Director ______________________________ Laura M. Luehrmann, Ph.D. Director, Master International- Comparative Politics Program Committee on Final Examination: ___________________________________ Dr. Liam Anderson, Ph.D. Department of Political Science ___________________________________ Dr. Chad Atkinson, Ph.D. Academic Department ___________________________________ Dr. Pramod Kantha, Ph.D. Academic Department ___________________________________ Joseph F. Thomas, Ph.D. Dean, School of Graduate Studies ABSTRACT Snell, Brandon Charles. M. A., Department of International and Comparative Politics, Wright State University, 2009. The Origins of Ethno/National Separatist Terrorism: A Cross-National
    [Show full text]
  • Aands Book4cd.Pdf
    CLASSICAL MEMORIES/MODERN IDENTITIES Paul Allen Miller and Richard H. Armstrong, Series Editors Reflections of Romanity DISCOURSES OF SUBJECTIVITY IN IMPERIAL ROME RICHARD ALSTON AND EFROSSINI SPENTZOU THE OHIO STATE UNIVERSITY PRESS / COLUMBUS Copyright © 2011 by The Ohio State University Press. All rights reserved. Library of Congress Cataloging-in-Publication Data Alston, Richard, 1965– Reflections of Romanity : discourses of subjectivity in Imperial Rome / Richard Alston and Efrossini Spentzou. p. cm. — (Classical memories/modern identities) Includes bibliographical references and index. ISBN-13: 978-0-8142-1149-6 (cloth : alk. paper) ISBN-10: 0-8142-1149-6 (cloth : alk. paper) ISBN-13: 978-0-8142-9250-1 (cd) 1. Latin literature—History and criticism. 2. Self in literature. 3. Subjectivity in litera- ture. I. Spentzou, Efrossini. II. Title. III. Series: Classical memories/modern identities. PA6003.A45 2011 870.9'353—dc22 2010039574 This book is available in the following editions: Cloth (ISBN 978-0-8142-1149-6) CD-ROM (ISBN 978-0-8142-9250-1) Cover design by Laurence J. Nozik Type set in Adobe Garamond Pro Text design by Juliet Williams Printed by Thomson-Shore, Inc. The paper used in this publication meets the minimum requirements of the American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials. ANSI Z39.48-1992. 9 8 7 6 5 4 3 2 1 Για τα αγγελάκια μας, το Βασίλη και το Στέφανο Only connect. E. M. Forster, Howards End Contents Series Editors’ Foreword ix Acknowledgments xiii Chapter 1 Introduction. Talking to Strangers: Classical Readings and the Modern Self 1 Chapter 2 Home Alone: Terror and Power 27 Chapter 3 Death and Love: Rationality and Passion 65 Chapter 4 Private Partners and Family Dramas 107 Chapter 5 Living with the Past: Tradition, Invention, and History 141 Chapter 6 Imperial Dreams: Being Roman in a World Empire 193 Chapter 7 Epilogue 225 Bibliography 231 Index 241 Series Editors’ Foreword Talking to strangers can be dangerous.
    [Show full text]
  • Blurring the Edges Ricœur and Rothko on Metaphorically Figuring the Non-Figural
    Blurring the Edges Ricœur and Rothko on Metaphorically Figuring the Non-Figural B. Keith Putt Samford University Abstract: This essay examines Ricœur’s mimetic and transfigurative perspective on non-objective art and adopts it as an idiom for examining Mark Rothko’s artistic intention in the multiform canvases of his “classical” period from 1949 until his death in 1970. Rothko unequivocally denied being an abstractionist, a colorist, or a formalist, insisting, on the contrary, that he desired to communicate discrete dimensions of experience and emotions to his viewers, specifically, experiences of the sacred and the spiritual. His large canvases, with their blurred edges, force the spectator into an intimacy of experience that opens the potentiality of heterogeneous interpretations. In other words, one might consider his paintings to be metaphors of dense meanings that imitate reality, not through facile representation, but through a Kierkegaardian repetition of worlds that track Ricœur’s own ideas of prefiguration, configuration, and re-figuration. I contend in this essay that Rothko’s “abstract expressionism” adequately illustrates Ricœur’s contention that non-figurative art succeeds far better than representational art in refiguring new worlds of meaning. Keywords: Metaphor, Mimesis, Abstract Art, Mystery. Résumé: Cet essai examine la perspective mimétique et transfigurative de Ricœur concernant l’art non objectif et l’adopte comme un idiome pour examiner l’intention artistique de Mark Rothko dans les toiles multiformes de sa période “classique” de 1949 jusqu'à sa mort en 1970. Rothko a nié catégoriquement être un peintre abstrait, un coloriste ou un formaliste, insistant, au contraire sur le fait qu'il voulait communiquer des dimensions distinctes de l'expérience et des émotions à ses spectateurs, en particulier, les expériences du sacré et du spirituel.
    [Show full text]
  • Art @ Jon M. Huntsman Hall
    The Art Collection of Jon M. Huntsman Hall Table of Contents Click on the artist’s name for more information TOM APPELQUIST CHARLES KALICK MARTHA ARMSTRONG MICHAEL KESSLER MICHAEL R. BARTMANN ANDREW MILLNER LEONARD BASKIN MARIANNE MITCHELL MOE BROOKER CHRIS NISSEN THOMAS BRUMMETT KEITH RAGONE DAVID BURDENY ROBERT ROACH DIANE BURKO VAL ROSSMAN STEVEN FORD OTMAR SATTEL BERNARD GASTNER CHARLES SEARLES JENNIFER HAGER DAVID SHAPIRO RALPH HARGARTEN JOHN SHUETZ WEI JIA JULIAN STORY DEBORAH KAHN ION ZUPCU ! TOM APPELQUIST (b. 1949) COLORADO, 2009 OIL ON CANVAS 68 x 72 INCHES LOCATION: JON M. HUNTSMAN HALL:FORUM:ELEVATOR HALL Tom Appelquist Biographical Statement After practicing architecture in Philadelphia for 30 years, I moved to Santa Fe in 2005 to paint full time. As an undergraduate at the University of Pennsylvania I took drawing and color theory courses with the landscape painter Neil Welliver who had studied at Yale with Joseph Albers. These courses stayed with me during the many years when I was painting on my own while working as an architect. A raft trip down the Colorado River through the Grand Canyon in 2006 provided a transcendent experience of the elemental forces of the American West: water, rock, sunshine and stars. My water colors from this trip, painted with river water, have grit in their surface. Following a workshop with Judy Tuwaletstiwa at Santa Fe Art Institute, I began at her suggestion to use oil sticks on canvas and to work at a much larger scale. My training as an architect seemed to make the idea of painting with an oil stick, which is like a large crayon, feel natural and familiar.
    [Show full text]
  • SLSA 2011 Program Sept 15, 2011
    SLSA 2011 Program Sept 15, 2011 Please see the website for last-minute changes: http://litsciarts.org/slsa11/changes.php Session 1 - Thurs 1:30pm - 3pm Session 1 (A) Museum Classroom Informational Animals with Material Bodies: Biosensors, Genome Scans, and Non-Determining Technologies Chair: Scout Calvert Thick networks of laws, standards, and practices define human and animal relations in contemporary North American livestock production. Billions of animals are raised in North America each year for food and fiber, posing challenges for food safety, biosecurity, animal welfare, and human livelihoods. Consumer interest in food quality, animal welfare, and food safety is on the rise. Voluntary and mandatory certification practices address some consumer concerns, but contentiously. In the wake of high profile diseases like BSE (Bovine Spongiform Encephalitis, or ―mad cow disease‖), avian flu virus H5N1, E. coli, and salmonella, demands for new technologies for disease surveillance are emerging. Meanwhile, improvements in genetic technologies have made genetic testing and tracking more cost effective. This panel considers the ways animals and their bodies are understood and husbanded within information and biotechnical systems, including with major advances in genetically-mediated cattle pure-breeding, and the development of biosensors for use in animal welfare monitoring and disease surveillance. But these technologies are ambivalent, as in the case of Angus cattle breeding: phenotype prediction databases can prevent the spread of genetic disease or promote it. Biosensors can have the potential to monitor animal health and welfare but what will be monitored will contentious, with more powerful actors setting priorities. And reliance on such technologies for preventing safety breaches in the food chain could encourage large-scale production systems that push the technologies past our abilities to predict and control the outcomes.
    [Show full text]
  • ENERGY in MOTION “Abstract Expressionism” at London’S Royal Acadamy of Art Page 10 by Stephen Eisenman
    THE INDEPENDENT VOICE OF THE VISUAL ARTS Volume 31 No. 4 March/April 2017 £4 UK/ $6.00 US/ $7.75 Canada/ C=6.50 Europe Established 1973 ENERGY IN MOTION “Abstract Expressionism” at London’s Royal Acadamy of Art Page 10 By Stephen Eisenman “Blood-drenched Brushes and Golden Easels” — JORGE BENITEZ’S second installment in his trilogy, The Avant-Garde and the Delusion of American Exceptionalism Page 13 Has the Arts Council Betrayed Its Origins? — DAVID LEE examines Nicholas Serota’s new leadership of the Arts Council Page 16 NEW ART EXAMINER CONTENTS 5 LETTERS 7 Editorials 8 Op Ed BRUCE THORN: Art in Our Time and Political Milieu 9 Speakeasy STEPHEN FELMINHAM: Art is Our Weapon 10 Energy in Motion STEPHEN EISENMAN reviews “Abstract Expressionism” at London’s Royal Academy of Art 13 “Blood-drenched Brushes and Golden Easels” JORGE MIGUEL BENITEZ’S second essay of his trilogy: The Avant-Garde and the Delusion of American Exceptionalism 16 Has the Arts Council Betrayed Its Origins? DAVID LEE examines Nicholas Serota’s new leadership of the Arts Council and the history of this body and its current policies against its founding principles 27 U.S. Reviews 27 “There was a whole collection made: Photography from Lester and Betty Guttman” by JENNIFER MURRAY 28 “Kemang Wa Lehulere: In All My Wildest Dreams” by EVAN CARTER 30 “Unreal Realms” Five Outsider Artists at Intuit Gallery by EVAN CARTER (continued on page 2) 1 NEW ART EXAMINER CONTENTS (continued from page 1) 32 Europe Review 32 “Yve Klein at the Tate Liverpool” by GUY BARKLEY-SMITH 33 Book
    [Show full text]