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Memory,Ritual and Place in Africa TWIN CITIES AFRICANIST SYMPOSIUM
Sacred Ground: Memory,Ritual and Place in Africa TWIN CITIES AFRICANIST SYMPOSIUM Carleton College February 21-22, 2003 Events Schedule Friday, February 21 Great Hall, 4 to 9 p.m. Welcoming Remarks Allen Isaacman, University of Minnesota Keynote Lecture “The Politics and Poetics of Sacred Sites” Sandra Greene, Professor of History, Cornell University 4 to 6 p.m. Reception with African Food, Live Music Musical performance by Jalibah Kuyateh and the Mandingo Griot Ensemble 6 to 9 p.m. Saturday, February 22 Alumni Guest House Meeting Room Morning panel: 9 to 10:30 a.m. Theme: Sacred Ground: Memory, Ritual and Place in Africa Chair: Sandra Greene, Cornell University William Moseley, Department of Geography, Macalester College, “Leaving Hallowed Practices for Hollow Ground: Wealth, Poverty and Cotton Production in Southern Mali” Kathryn Linn Geurts, Department of Anthropology, Hamline University, “Migration Myths, Landscape, and Cultural Memory in Southeastern Ghana” Jamie Monson, Department of History, Carleton College, “From Protective Lions to Angry Spirits: Local Discourses of Land Degradation in Tanzania” Cynthia Becker, Department of Art History, University of St. Thomas, “Zaouia: Sacred Space, Sufism and Slavery in the Trans-Sahara Caravan Trade” Coffee Break Mid-Morning panel: 11 a.m. to 12:30 p.m. Theme: Memory, Ritual and Performance in Africa Chair: Dianna Shandy, Macalester College Michele Wagner, Department of History, University of Minnesota, “Reburial in Rwanda: Ritual of Healing or Ritual of Revenge?” Tommie Jackson, Department of English, St. Cloud State University, “‘Fences’ in the drama by August Wilson and ‘Sizwe Bansi is Dead,’ by Athol Fugard” Helena Pohlandt-McCormick, Department of History, University of Minnesota, “Memory and Violence in Soweto” Pamela Feldman-Savelsberg, Department of Anthropology, Carleton College, “Remembering the Troubles: Collective Memory and Reproduction in Cameroon” Break 12:30 to 2 p.m. -
Economic Growth, Poverty, and Household Welfare in Vietnam Paul
Book Review: Economic Growth, Poverty, and Household Welfare in Vietnam Paul Glewwe, Nisha Agrawal and David Dollar (eds) World Bank, Washington, DC, 2004. pp. 520. ISBN 0 821 35543 0 Paul Burke and Adam McCarty Mekong Economics Ltd. http://www.mekongeconomics.com - Pre-publication version - Asian-Pacific Economic Literature Somebody should start a business to turn draft research papers into publishable articles and books. This awesome 628-page tome was not published until 2004, although first drafts of the papers were reviewed at a workshop in Hanoi in May 2001. After that workshop a busload of World Bank researchers came to dinner at my [Adam’s] house, and we toasted our good fortune to be working in Vietnam at a time when it was transformed ‘from basket case to rice basket’. Not that we or the donor community in general could claim any of the credit. David Dollar, now heading the World Bank China office, was Country Economist for Vietnam in the early 1990s. Once famously introduced at a workshop as ‘Mr. American Dollar’, he was the only one the Bretton Woods institutions sent to Vietnam before 1993. David liked to think that the Vietnamese 1 had followed his policy advice. We will never know the counterfactual, but what we do know is that the remarkable reform and macroeconomic stabilisation during 1987–92 was achieved without any need for structural adjustment lending or balance of payments support. To the book. In Economic Growth, Poverty, and Household Welfare in Vietnam, Glewwe, Agrawal and Dollar of the World Bank present 16 edited papers that explore important issues related to Vietnam’s recent rapid development. -
Below Is a Sampling of the Nearly 500 Colleges, Universities, and Service Academies to Which Our Students Have Been Accepted Over the Past Four Years
Below is a sampling of the nearly 500 colleges, universities, and service academies to which our students have been accepted over the past four years. Allegheny College Connecticut College King’s College London American University Cornell University Lafayette College American University of Paris Dartmouth College Lehigh University Amherst College Davidson College Loyola Marymount University Arizona State University Denison University Loyola University Maryland Auburn University DePaul University Macalester College Babson College Dickinson College Marist College Bard College Drew University Marquette University Barnard College Drexel University Maryland Institute College of Art Bates College Duke University McDaniel College Baylor University Eckerd College McGill University Bentley University Elon University Miami University, Oxford Binghamton University Emerson College Michigan State University Boston College Emory University Middlebury College Boston University Fairfield University Morehouse College Bowdoin College Florida State University Mount Holyoke College Brandeis University Fordham University Mount St. Mary’s University Brown University Franklin & Marshall College Muhlenberg College Bucknell University Furman University New School, The California Institute of Technology George Mason University New York University California Polytechnic State University George Washington University North Carolina State University Carleton College Georgetown University Northeastern University Carnegie Mellon University Georgia Institute of Technology -
APRIL 2020 Newsletter
Submissions from the t- shirt design contest are Read about future plans in! Check them out on for some of the class of page 4! 2020 in the Senior Spotlights on pages 7-8! ST. OLAF COLLEGE TRIO Upward Bound Messenger March/April 2020 Volume XXXI Issue #6 wp.stolaf.edu/upward/ UB Reminders and Updates By: Mari Avaloz Although spring is generally a time we will focus on math and science start thinking about graduation, BBQs homework help and are available to and living at Olaf for the summer, we you for the remainder of the school seem to remain in a time of year. uncertainty. UB staff also feel the same and miss seeing our students in UB Summer Program person, but we are thankful for their continued dedication to the program. UB is here to remind students to SP The most up-to-date information and remember, this too will pass. about summer is detailed in the letter th Don’t lose motivation to finish the sent on April 10 . Students, please school year strong, and look forward keep up with your email regarding In This Issue: to the time we can unite again. It will updates about summer. Parents/ happen. This article highlights a few guardians, we will send more info of our most recent updates (more once we lock down more specifics. UB SPIRIT WEEK . page 2 details can be found in the letter sent Please feel free to call UB with any to participants on April 10, 2020). additional questions or concerns. WELCOME NEW STUDENTS! . -
Fall 2019 College Visits Users' Guide
Fall 2019 College Visits Users’ Guide Providence Academy College Counseling Disclaimer: The descriptions in this guide have been formed from the combined experience of PA’s college counselors, input from admission representatives, feedback from PA students and graduates, and recognized college guides. This guide does not depict all that there is to know about these campuses, nor does it mention all the strong academic offerings which may be available. We hope it helps you choose visits well and to broaden your college search! REMINDER: To attend college meetings scheduled during the Light Blue or Pink elective periods, students must obtain a college visit pass from Mrs. Peterson at least one day in advance of the visit and then, also at least one day in advance, speak with and obtain the signature of their elective course or study hall instructor . With a signed college visit pass, students may proceed directly to the college meeting at the start of the period. Tuesday, September 24 8:00 AM: University of British Columbia (Vancouver, BC) (UBC is a very large, internationally recognized research university that recruits heavily from abroad, which includes recruiting U.S. students to its campus on the edge of the Strait of Georgia in Vancouver, Canada. The massive campus requires considerable independence and self-direction, but the academic programs are widely considered to be first-rate. Prominent programs include computer science, economics, and international relations.) 8:00 AM: Lynn University (Boca Raton, FL) (A private university in Boca Raton, Fla., Lynn enrolls 2,300 undergraduate students and is considered one of the country’s most innovative colleges. -
Data Watch: the World Bank's Living Standards Measurement Study Household Surveys Author(S): Margaret E
American Economic Association Data Watch: The World Bank's Living Standards Measurement Study Household Surveys Author(s): Margaret E. Grosh and Paul Glewwe Source: The Journal of Economic Perspectives, Vol. 12, No. 1 (Winter, 1998), pp. 187-196 Published by: American Economic Association Stable URL: https://www.jstor.org/stable/2646946 Accessed: 04-05-2019 13:38 UTC JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at https://about.jstor.org/terms American Economic Association is collaborating with JSTOR to digitize, preserve and extend access to The Journal of Economic Perspectives This content downloaded from 151.28.174.136 on Sat, 04 May 2019 13:38:33 UTC All use subject to https://about.jstor.org/terms Journal of Economic Perspectives-Volume 12, Number 1-Winter 1998-Pages 187-196 Data Watch The World Bank's Living Standards Measurement Study Household Surveys Margaret E. Grosh and Paul Glewwe This section will offer a description of a data source that may be of interest to economists. The purpose is to describe what data are available from that source or in that subject area, what questions can be addressed because of the unique features of the data, and how an interested reader can gain access to the data. -
St. Olaf College
National Institute for Learning Outcomes Assessment September 2020 Assessment in Motion: Steps Toward a More Integrated Model Susan Canon, Kelsey Thompson, and Mary Walczak Olaf College St. Foreword By Pat Hutchings As part of an ongoing effort to track and explore developments in student learning outcomes assessment, the National Institute for Learning Outcomes Assessment (NILOA) has published a number of institutional case studies which are housed on the website. We are now revisiting and updating some of those earlier examples in order to understand how campus assessment practices evolve over time—through lessons learned from local experience but also as a result of changes in institutional priorities, the launch of new initiatives, leadership transitions, and trends in the larger assessment movement. This report on St. Olaf College is an update of theoriginal 2012 case study by Natasha Jankowski. Founded in 1874 by Norwegian Lutheran immigrants, St. Olaf College is a nationally ranked residential liberal arts college of the Evangelical Lutheran Church in America (ELCA) located in Northfield, Minnesota. St. Olaf challenges students to excel in the liberal arts, examine faith and values, and explore meaningful vocation in an inclusive, globally engaged community nourished by Lutheran tradition. St. Olaf has roughly 3,000 students, offers 49 majors and 20 concentrations (minors), and has a robust study-abroad program, with more than two-thirds of students studying abroad before graduating. St. Olaf has a long history with assessment, having participated in many different assessment initiatives over the years including a Teagle-funded project with Carleton College and Macalester College focused on using assessment findings to improve specific learning outcomes, and eth Associated Colleges of the Midwest-Teagle Collegium on Student Learning exploring how students learn and acquire the knowledge and skills of a liberal education. -
Teacher Incentives†
American Economic Journal: Applied Economics 2 (July 2010): 205–227 http://www.aeaweb.org/articles.php?doi 10.1257/app.2.3.205 = Contents Teacher Incentives† Teacher Incentives† 205 By Paul Glewwe, Nauman Ilias, and Michael Kremer* We analyze a randomized trial of a program that rewarded Kenyan I. Background and Program Description 206 primary school teachers based on student test scores, with penalties for students not taking the exams. Scores increased on the formula used to reward teachers, and program school students scored higher on the exams linked to teacher incentives. Yet most of the gains A. Teacher Incentives in Kenya 206 were focused on the teacher reward formula. The dropout rate was unchanged. Instead, exam participation increased among enrolled students. Test scores increased on exams linked to the incentives, but B. Program Description 207 not on other, unrelated exams. Teacher attendance and homework assignment were unaffected, but test preparation sessions increased. JEL I21, I28, J13, O15 C. School Selection 209 ( ) ncentives for public school teachers are weak in many countries. Teacher absence II. Analytical Framework, Outcome Measures, and Data 209 Iis one symptom. A study of five developing countries found a 19 percent teacher absence rate Nazmul Chaudhury et al. 2006 . Many policies have been proposed to ( ) address weak incentives, including rewards for teacher attendance, adjusting teacher III. Program Impact of Student Outcomes 212 salaries based on students’ exam scores, voucher programs, and increased commu- nity oversight. This paper examines a Kenyan program that rewarded teachers based on students’ exam scores, with penalties for students missing the exam. -
College Fair
Sunday, October 13, 2019 • 1:00 - 3:30 pm COLUMBUS SUBURBAN COLLEGE FAIR helpful hints NEW for a successful LOCATION! college fair Westerville Central High School Pre-Register 7118 Mt. Royal Ave., Westerville, Oh 43082 your profile now to receive information from your college(s) of interest. The Columbus Suburban College Fair sophomores. Each college has a separate 1. Text MASCOT to 75644 and complete your offers you and your family the opportunity table where information is displayed and a profile at the link in the reply text. to explore a variety of colleges and speak representative is available to answer your 2. Colleges will receive your profile directly with admissions representatives. questions. Approximately 200 colleges will information when you select the colleges of your interest This event is a must for all juniors and be arranged alphabetically, And don't and text their 4-digit codes, one by one, to 75644. You most seniors and a great introduction to forget – Financial Aid sessions begin can text more college codes during, and even after, the the college search process for freshmen and at 2:00 p.m. and 3:00 p.m. college fair. Colleges’ 4-digit codes can be found on the college fair website, www.college-fair.org Sponsored by these area Central Ohio High Schools: At the College Fair 1. Introduce yourself to the representative and Bexley Hilliard Davidson St. Francis DeSales Bishop Watterson New Albany Thomas Worthington get his or her name, phone number, and email address. Dublin Coffman Olentangy Upper Arlington This is your contact at that college. -
The Impact of Child Health and Nutrition on Education in Less Developed Countries⋆
Chapter 56 THE IMPACT OF CHILD HEALTH AND NUTRITION ON EDUCATION IN LESS DEVELOPED COUNTRIES PAUL GLEWWE Department of Applied Economics, University of Minnesota, 337A Classroom Office Building, 1994 Buford Avenue, St. Paul, MN 55108, USA EDWARD A. MIGUEL Department of Economics, University of California, Berkeley, 549 Evans Hall # 3880, Berkeley, CA 94720-3880, USA Contents Abstract 3562 Keywords 3562 1. Introduction 3563 2. Some basic facts on health, nutrition and education in less developed countries3563 2.1. Health and nutrition 3564 2.2. Education 3566 3. Analytical framework 3571 3.1. A simple two-period model of child health and schooling outcomes 3572 3.2. Relationships of interest 3581 4. Estimation strategies: Problems and possible solutions 3582 4.1. Retrospective estimates from cross-sectional data 3583 4.2. Retrospective estimates from panel data 3586 4.3. Randomized evaluations 3587 5. Empirical evidence 3589 5.1. Retrospective estimates using cross-sectional data 3589 5.2. Retrospective estimates using panel data 3592 5.3. Estimates based on randomized evaluations 3597 6. Summary and concluding comments 3602 References 3604 We would like to thank Gustavo Bobonis, Mark Rosenzweig, John Strauss and T. Paul Schultz for com- ments on earlier versions of this chapter. Handbook of Development Economics, Volume 4 © 2008 Elsevier B.V. All rights reserved DOI: 10.1016/S1573-4471(07)04056-9 3562 P. Glewwe and E.A. Miguel Abstract Hundreds of millions of children in less developed countries suffer from poor health and nutrition. Children in most less developed countries also complete far fewer years of schooling, and learn less per year of schooling, than do children in developed coun- tries. -
School Resources and Educational Outcomes in Developing Countries: a Review of the Literature from 1990 to 2010
NBER WORKING PAPER SERIES SCHOOL RESOURCES AND EDUCATIONAL OUTCOMES IN DEVELOPING COUNTRIES: A REVIEW OF THE LITERATURE FROM 1990 TO 2010 Paul W. Glewwe Eric A. Hanushek Sarah D. Humpage Renato Ravina Working Paper 17554 http://www.nber.org/papers/w17554 NATIONAL BUREAU OF ECONOMIC RESEARCH 1050 Massachusetts Avenue Cambridge, MA 02138 October 2011 This paper benefited from comments by participants at the conference on "Education Policy in Developing Countries: What Do We Know, and What Should We Do to Understand What We Don’t Know?" University of Minnesota, February 2011. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research. NBER working papers are circulated for discussion and comment purposes. They have not been peer- reviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications. © 2011 by Paul W. Glewwe, Eric A. Hanushek, Sarah D. Humpage, and Renato Ravina. All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit, including © notice, is given to the source. School Resources and Educational Outcomes in Developing Countries: A Review of the Literature from 1990 to 2010 Paul W. Glewwe, Eric A. Hanushek, Sarah D. Humpage, and Renato Ravina NBER Working Paper No. 17554 October 2011 JEL No. H4,I25,J24,O15 ABSTRACT Developing countries spend hundreds of billions of dollars each year on schools, educational materials and teachers, but relatively little is known about how effective these expenditures are at increasing students’ years of completed schooling and, more importantly, the skills that they learn while in school. -
Colleges & Universities
Bishop Watterson High School Students Have Been Accepted at These Colleges and Universities Art Institute of Chicago Fordham University Adrian College University of Cincinnati Franciscan University of Steubenville University of Akron Cincinnati Art Institute Franklin and Marshall College University of Alabama The Citadel Franklin University Albion College Claremont McKenna College Furman University Albertus Magnus College Clemson University Gannon University Allegheny College Cleveland Inst. Of Art George Mason University Alma College Cleveland State University George Washington University American Academy of Dramatic Arts Coastal Carolina University Georgetown University American University College of Charleston Georgia Southern University Amherst College University of Colorado at Boulder Georgia Institute of Technology Anderson University (IN) Colorado College University of Georgia Antioch College Colorado State University Gettysburg College Arizona State University Colorado School of Mines Goshen College University of Arizona Columbia College (Chicago) Grinnell College (IA) University of Arkansas Columbia University Hampshire College (MA) Art Academy of Cincinnati Columbus College of Art & Design Hamilton College The Art Institute of California-Hollywood Columbus State Community College Hampton University Ashland University Converse College (SC) Hanover College (IN) Assumption College Cornell University Hamilton College Augustana College Creighton University Harvard University Aurora University University of the Cumberlands Haverford