DOCSLIB.ORG

This Book Represents a 2-Year Study of the Problems and Possibilities For

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
This Book Represents a 2-Year Study of the Problems and Possibilities For DOCUMENT RESUME ED 022 713 SP 001 503 By- Taylor, Harold THE WORLD AND THE AMERICAN TEACHER: THE PREPARATION OF TEACHERS IN THE FIELD OF WORLD AFFAIRS. American Association of Colleges for Teacher Education, Washington, D.C. Spons Agency-American Association of Colleges for Teacher Education, Washington, D.C. Pub Date 68 Note 319p. Available from-American Assn. of Colleges for Teacher Education, 1201 16th St., N.W., Washington, D.C. 20036 ($6.50) EDRS Price MF-$125 HC Not Available from EDRS. Descriptors-AGENCY ROLE, AMERICAN CULTURE, COLLEGE ROLE, CROSS CULTURAL TRAINING, *CULTURAL PLURALISM, *EDUCATIONAL IMPROVEMENT, FOREIGN RELATIONS, GOVERNMENT ROLE, INTERCULTURAL PROGRAMS, INTERNATIONAL EDUCATION, INTERNATIONAL ORGANIZATIONS, *INTERNATIONAL PROGRAMS, PRIVATE AGENCIES, STATE DEPARTMENTS OF EDUCATION, TEACHER CERTIFICATION, *TEACHER EDUCATION, TEACHER EDUCATION CURRICULUM, TEACHER EXCHANGE PROGRAMS, *WORLD AFFAIRS Identifiers- Agency for International Development, AID, International Education Act of 1966, International Secretariat for Volunteer Service, ISVS, Peace Corps, United Nations, Volunteers to America This book represents a 2-year study of the problems and possibilities for extending the education of teachers to include education in international and cultural pluralism. It presents evidence and conclusions drawn from visits toa 50-institution cross section of colleges and universities where teachers are prepared and from conferences with educators, government officials, students, United Nations personnel, and members of private organizations an.1 public agencies. The "Introduction" reviews the methodology of the study and places it in the context of current activity in the field. Chapter 1is a background analysis of the dimensions of the problem of educating teachers in the American system and its cultural and social setting. The role of "Colleges for Teachers" is dicsussed in Chapter 2, particularly with reference to programs of such group.s as the Peace Corps. Chapter 3 reviews programs of "International Experience Abroad and at Home whichare possible through existing. organizations and irdernational connections. Chapter 4, "The Certification Question, deals with the rose of federal, state, and local agencies along with educational associations and private organizations in teacher s.clucation. "The Cultural Element in Foreign Policy: examines the relationship between the education of American teachers and the conduct of foreign policy. A final chapter summarizes 72 recommencations for improving the quality of education in a world dimension. (JS) PROCESS WITHMICROFICHE AND PUBLISHER'SPRICES. MICRO- FICHE REPRODUCTIONONLY. ..., T..- ... t.:AtOfcik.':/.60,0t11.#1:0N .OF COLLEGESfg:k.l: 'A.H:a, Ippc: I.071,0$1:'... PROCESS WITH MICROFICHEAND PUBLISHER'S PRICES. MICRO- FICHE REPRODUCTION ONLY. THE WORLD AND THE !I' .1, 40 The Preparation of Teachers in the Field o. World Affairs HAROLD TAYLOR U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVEDFROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICEOF EDUCATION POSITION OR POLICY. THE AMERICAN ASSOCIATION OFCOLLEGES FOR TEACHER EDUCATION Published by THE AMERICAN ASSOCIATION OF COLLEGES FOR TEACHER EDUCATION 1201 Sixteenth Street, N.W., Washington, D.C. 20036 The research reported herein was performed pursuant toa contract with the U.S. Department of Health, Education, and Welfare, Officeof Education, under theprovisions ofthe Cooperative Research Program. Library of Congress Catalog Card Number: 68-19800 Printed in the U.S.A. Additional copies of this publicationare available at $6.50 each. Order from: DR. EDWARD C. POMEROY, Executive Secretary THE AMERICAN ASSOCIATION OF COLLEGES FOR TEACHER EDUCATION 1201 Sixteenth Street, N.W., Washington, D.C. 20036 Permission to reproduce this copyrighted workhas been granted to the Educational Resources InformationCenter (ERIC) and to theorganization operating undercontract with the Office to Education to reproducedocuments in- cluded in the ERIC system by means of microficheonly, but this right isnot conferred toany users of the micro- fiche received fromthe ERIC DocumentReproduction Service. Further reproductionof any part requiresper- mission of the copyrightowner. Foreword The World and the American Teacher reflectsin a significant way the growing contribution of the American Association ofColleges for Teacher Education to the development ofa curriculum for prospective teachers which effectively represents the interpational relationshipsso much a part of today's world. Fortunately for the Association andfor the remaking of American teacher education, the interest and scholarlyefforts of Harold Taylor were sec ured to conduct the study whichis so well reported in this volume. Dr. Harold Taylor has long beenIn advocate of change and improve- ment in American education.Formerly president of Sarah Lawrence College, he has written and spoken eff:xtivelyregarding the problems facing higher ed ucation, including teachereducation. The Conferenceon World Education, held at Airlie House, Virginia,December 9-11, 1966, and reported by Dr. Taylor inan earlier publication of AACTE, was an integral part of a two-year effort represented bythe present volume. The study was instituted in 1965as a result of the efforts of the AACTE Committeeon International Relations and has been supported by a grant from the U.S. Office of Education, The Association'scommittee has provided general direction of the studyfrom its inception and appointed the National Advisory Committee which worked closelywith Dr. Taylor. The committec members include the following: H. KENNETH BARKER, Dean of the Collegeof Education and Dean of International Programs, University ofAkron. HENRY STEELE COMMAGER, Professor ofAmerican History, Amherst College. PETER GILLINGHAM, Executive Associate of Educationand World Affairs, Counsel f.0 the House of RepresentativesTask Force on the International Education Act. FRANCIS HAMBLIN, Chairman, InternationalRelations Commit- tee of the American Association of Colleges for Teacher Education; presently Vice-President forAcademic Affairs, Northern Arizona University, Flagstaff, Arizona. FRANK KLASSEN, Associate Secretary ofthe American Association of Colleges for Teacher Education. BRIAN URQUHART, Office of the Secretary Generalof the United Nations. HARRIS WOFFORD, President, State Universityof New York in Old Westbury. AACTE commends its Committeeon International Relations, the members of the National Advisory Committee,Dr. Taylor and hisasso- ciates, and members of the AACTE staff who havebrought the study to completion. The results will be addedto other Association efforts to assist member institutions in improving theirprograms of instruction, the federal government in assessing and revising its internationalprograms, and the Association itself in determining future activitiesin international education. The views expressed in thisreport are those of Dr. Taylor and donot necessarily represent the position of AACTE.Dr. Taylor was encomaged from the beginning to conduct the study withoutrestrictions other than those imposed by hisown integrity as a scholar. Readers will undoubtedly find some viewpoints whichare controversial as well as those with which they strongly agree. It is the expectation ofAACTE that this study will be F rovocative and that it will push forward the improvementof teacher education by means ofmore effective consideration of world affairsas an integral part of every teacher'spreparation. EDWARD C. POMEROY Executive Secretary March 1968 iv Contents Introduction 1 Teacher Education and Internationalism 5 The International Education Act of 19667 Education and World Affairs8 The International Programs of American Universities9 The Conference on World Education10 Additional Documents 11 The Point of View12 Chapter 1.The Dimensions of the Problem14The Context of Education 18 The Argument for Internationalism20 The Community and Its Culture21 The International Content of the Curriculum26 Some Underlying Causes of Neglect29 The Growth in Size32 Changes in American Society36 The Response of Educators39 A Personal Note on Educational Theory 42 The Definition of World Affairs44 The Graduate School of Education49An Alternative Example55 Some Analogies with the Professional Schools56 Some Examples of International Pro- grams in Graduate Schools of Education59 Teachers College, Columbia University59 Stanford University61 University of Michigan62 The Sources of Initiatives64 Some Samples of Programs70 The General Conditions73 Western and Non- Western Cultures75 The National Shortage of Teachers80 Some Points of Intervention84 The State Colleges and Uni- versities86 Chapter 2.Colleges for Teachers89The Academic Intelligence 91 The Student Movement Toward Autonomy93 The New Graduate Student94 Student Initiatives in Internationalism96 Conservatism and the Social Sciences98 Students and the Teaching Profession99 Education for Students 101 The Con- version of Colleges102 The Peace Corps as a Teachers College 103 The Impact of the Peace Corpson Education 104 A New Framework for the Education of Teachers107 The Lessons of the Peace Corps109 Some Extensions of the Idea of Voluntary Service Abroad112 International Education at Home 120 The Quali- ties of Cultural Learning 121 The Role of Colleges for Education 122 An Idea for the Use of Existing Resources124 The World Confederation of Organizations
Load more

Recommended publications
  • Graduate Assistant: Connor Deason, Peabody College
    AY ’16-17 Immersion Committee John Geer, vice provost for academic and strategic affairs; Gertrude Conaway Vanderbilt Professor of Political Science; co-chair; Bruce Barry, Brownlee O. Currey, Jr. Professor of Management, Owen Graduate School of Management; Vanessa Beasley, Dean of The Martha Rivers Ingram Commons; associate professor, communication studies, College of Arts & Science; Cynthia Brame, assistant director, Center for Teaching; senior lecturer, biological sciences; Kate Brooks, Evans Family Executive Director, Career Center; Andre Christie-Mizell, senior associate dean of undergraduate education, College of Arts & Science; associate professor, sociology; Cynthia Cyrus, vice provost for learning and residential affairs; professor of musicology; Aurelio Galli, professor, molecular physiology and biophysics, School of Medicine; Christopher Loss, associate professor, public policy and higher education, Peabody College; Elizabeth Meadows, assistant director, Curb Center; senior lecturer, English; Greg Melchor-Barz, professor of musicology, Blair School of Music; faculty head of house, Martha Rivers Ingram Commons; Dan Morgan, associate dean, College of Arts and Science; senior lecturer, earth & environmental sciences; Bart Quinet, University Registrar; Erin Rodgers, assistant professor, School of Nursing; Phillis Sheppard, associate professor, religion, psychology and culture, Divinity School; Brent Tener, Director, Office of Student Financial Aid and Scholarships; Mike Vandenbergh, David Daniels Allen Distinguished Chair in Law, Law School; and Thomas Withrow, assistant dean for design, School of Engineering; associate professor of the practice of mechanical engineering. Graduate Assistant: Connor Deason, Peabody College .
    [Show full text]
  • Anjali Forber-Pratt CV
    Updated: April 5, 2020 Anjali J. Forber-Pratt, Ph.D. Vanderbilt University Office Phone: 615-322-0975 PMB 90 -- 230 Appleton Place Mobile: 847-282-0176 Nashville, TN 37203-5721 Office [email protected] Location: 4072 Sony Building Website: www.anjalifp.com ACADEMIC APPOINTMENTS 2015-present Assistant Professor in the Dept. of Human and Organizational Development, Peabody College, Vanderbilt University 2019-2023 Assistant Professor in the Dept. of Physical Medicine & Rehabilitation (Secondary Appointment), Vanderbilt University Medical Center 2018-2023 Assistant Professor in the Dept. of Special Education (Tertiary Appointment), Peabody College, Vanderbilt University 2013-2015 Assistant Research Professor, Lifespan Institute, University of Kansas Beach Center on Disability & Kansas University Center for Developmental Disabilities AREAS OF SPECIALIZATION Disability; Identity Development; Inclusion; Social Justice and Empowerment; Role of Sport; School Safety; Bullying & Victimization; Qualitative Research Methods EDUCATION 2012 Ph.D., Human Resource Development, Department of Education, Policy, Organization & Leadership, University of Illinois, Urbana-Champaign Dissertation Title: Dream. Drive. Do.: Becoming that ‘Someone Like Me’ 2007 M.A., Speech Language Pathology, concentration in American Sign Language and Pediatric Traumatic Brain Injury, Department of Speech and Hearing Science, University of Illinois, Urbana-Champaign 2006 B.S., Speech and Hearing Science, concentration in Speech Language Pathology and Rehabilitation
    [Show full text]
  • Educational Directory 1°30
    UNITED STATESDEPARTMENT OF THE INTERIOR RAY LYMAN WILBUR. Secretary s. OFFICE OF EDUCATION WILLIAM JOHN COOPER. Commissioner BULLETIN, 1930, No. 1 EDUCATIONAL DIRECTORY 1°30 1 --"16. ,0 DANIA el 9-111911,- , Al.. s."2:1,_ 111 %. a a. Al. UNITED STATES GOVEANNIENT PRINTING OFFICE WASHINGTON:1930 - bes oh by the Swerintendept ofDocuments, Yashington, D. C. e . Price 30 casts o ) ..:41 1\1 456391 g. JUrl-71118 AC4 1,69 \ '30 ,1101141117111.... swim r-" R :7) - - -.40- - t .1.111= CONTENTS I 1 Page I. United StatesOffice ofEducation___ _ _ 1 II. PrincipalState schoolofficers .. ______ .. ... s .;2 III. Countyand other localsuperintendents of schools'_ _...... _ .............. 16 Iv. Superintendentsof public schoolsin cities andtowns 40 I V. Public-schoolbusiness managers_______- ____---.--..... --- 57, VI. Presidentsof tiniversitiesand colleges 58 VII. Presidents of juniorcolleges _ , 65 VIII. Headsof departmentsof education_ 68 "P r Ix. Presidentsor WM OW .N. deans of sehoolsof theology__ m =0 MMM .. ../ Mt o. w l0 X. Presidentsordeans of schools oflaw _ 78 XI. Presidentsor deans of schools of medicinP M Mo". wt. MP OM mm .. 80 XII. Presidentsordeans of schoolsof dentistry__.---- ___--- - 82 XIII. Prusidentsordeans of dchoolsof pharmacy_____ .. 82 XIV. PNsidentsofrschools ofosteopathy : 84 XV. Deansof schools ofveterinary medicine . 84 XVI. Deansof collegiateschools ofcommerce 84 XVII. Schools, colleges,ordepartments ofengineering _ 86 XVIII. Presidents,etc., of institutions forthetraini;igof teachers: , (1) Presidents ofteachers colleges__:__aft do am IND . _ . _ 89 (2) Principals of Statenormal schools_______ _ N.M4, 91 (3) Principals ofcity public normalschools___ __ _ 92 (4) Principals ofprivate physicaltraining schoolss.,__ _ 92 (5) Prinoipals ofprivatenursery,kindergarten, andprimary training schools 93 (6) Principals of privategeneral training schools 93 XIX.
    [Show full text]
  • University of Nashville, Literary Department Building HABS No. TN-18 (Now Children's Museum) O 724 Second Avenue, North M Nashville Davidson County HAB'j Tennessee
    University of Nashville, Literary Department Building HABS No. TN-18 (now Children's Museum) o 724 Second Avenue, North m Nashville Davidson County HAB'j Tennessee PHOTOGRAPHS § HISTORICAL AND DESCRIPTIVE DATA Historic American Buildings Survey National Architectural and Engineering Record National Park Service 1 Department of the Interior Washington, D.C. 20240 &S.TENN. fl-NA^H. ISA I HISTORIC AMERICAN BUILDINGS SURVEY HABS No. TM-18 UNIVERSITY OF NASHVILLE, LITERARY DEPARTMENT BUILDING (now Children7s Museum) > v. >- Location: 724 Second Avenue, South, Nashville, Davidson County, Tennessee Present Owner: Metropolitan Government of Nashville and Davidson County Significant: Begun in 1853 by Major Adolphus Herman, one of Nashville's pioneer architects, the main building for the University of Nashville inaugurated the rich tradition of collegiate Gothic architecture in Nashville. Housing the Literary Department of the University, the building was one of the first permanent structures of higher learning in the city. The University of Nashville was one of the pioneer educa- tional institutions in the State of Tennessee, its ancestry antedating Tennessee statehood. PART I. HISTORICAL INFORMATION A. Physical History 1. Date of Erection: The cornerstone was laid on April 7, 1853. The completed building was dedicated on October 4, 1854. 2' Architect; Adolphus Heiman. However, he was not the architect first selected by the Board of Trustees, their initial choice having been the eminent Greek Revivalist Isaiah Rogers, WUJ had moved from Boston to Cincinnati. On March 4, 1852, the Building Committee of the Board of Trustees for the University of Nash- ville reported that they had engaged the services of Isaiah Rogers, then of Cincinnati, as architect.
    [Show full text]
  • Special Education 108 Teaching and Learning 116
    Peabody College Peabody College 1 Vanderbilt University 2008/2009 Containing general information and courses of study for the 2008/2009 session corrected to 1 July 2008 Nashville The university reserves the right, through its established procedures, to modify the require- ments for admission and graduation and to change other rules, regulations, and provisions, including those stated in this bulletin and other publications, and to refuse admission to any student, or to require the withdrawal of a student if it is determined to be in the interest of the student or the university. All students, full- or part-time, who are enrolled in Vanderbilt courses are subject to the same policies. Policies concerning noncurricular matters and concerning withdrawal for medical or emo- tional reasons can be found in the Student Handbook, which is on the Vanderbilt Web site at www.vanderbilt.edu/student_handbook. NONDISCRIMINATION STATEMENT In compliance with federal law, including the provisions of Title IX of the Education Amend- ments of 1972, Title VI of the Civil Rights Act of 1964, Sections 503 and 504 of the Reha- bilitation Act of 1973, and the Americans with Disabilities Act of 1990, Vanderbilt University does not discriminate on the basis of race, sex, religion, color, national or ethnic origin, age, disability, or military service in its administration of educational policies, programs, or activ- ities; its admissions policies; scholarship and loan programs; athletic or other university- administered programs; or employment. In addition, the university does not discriminate on the basis of sexual orientation consistent with university non-discrimination policy. Inquiries or complaints should be directed to the Opportunity Development Officer, Baker Building, VU Station B #351809, 2301 Vanderbilt Place, Nashville, Tennessee 37235-1809.
    [Show full text]
  • WECEWH) 77? United States Department of the Interior National Park Service F JUL 0 6 1998 National Register of Historic Places Registration Form
    NFS Form 10-900 *' )MB No. 10024-0018 (Oct. 1990) WECEWH) 77? United States Department of the Interior National Park Service f JUL 0 6 1998 National Register of Historic Places Registration Form This form is for use in nominating or requesting determinations for individual properties and districts. See instructions in How to foompiete the National Register of Historic Places Registration Form (National Register Bulletin 1&). Complete each item by marking "x" in the^ppropriate box or by entering the information requested. If an item does not apply to the property being documented, enter "N/A" for "not applicable." For functions, architectural classification, materials, and areas of significance, enter only categories and subcategories from the instructions. Place additional entries and narrative items on continuation sheets (NPS Form 10-900a). Use a typewriter, word processor, or computer, to complete all items. 1. Name of Property Cumberland Mountain School historic name other names/site number Cumberland Camp Ground 2. Location Old U. S. Highway 127 North street & number _ u not for publication Crossville city or town __ u vicinity Tennessee . TN . Cumberland state code ___ county ________ code ^^ zip code 3. State/Federal Agency Certification As the designated authority under the National Historic Preservation Act, as amended, I hereby certify that this [29 nomination D request for determination of eligibility meets the documentation standards for registering properties in the National Register of Historic Places and meets the procedural and professional requirements set forth in 35 CFR Part 60. In my opinion, the property 03 meets D does not meet the National Register criteria.
    [Show full text]
  • The Pennsylvania State University the Graduate School College Of
    The Pennsylvania State University The Graduate School College of Education MISSION MATTERS: PRESIDENTIAL PERSPECTIVES ON THE ROLE OF HISTORICALLY BLACK COLLEGES AND UNIVERSITIES IN THE HIGHER EDUCATION SYSTEM A Thesis in Higher Education by Ronyelle Bertrand Ricard Copyright 2006 Ronyelle Bertrand Ricard Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August 2006 The thesis of Ronyelle Bertrand Ricard was reviewed and approved* by the following: M. Christopher Brown II Associate Professor of Education Thesis Adviser Chair of Committee Robert M. Hendrickson Professor of Education Beverly Lindsay Professor of Education Mark Hill Assistant Professor of Sociology and Demography Roger L. Geiger Distinguished Professor of Education Head of the Department of Higher Education *Signatures are on file in the Graduate School. ABSTRACT The study explores the mission of historically black colleges and universities from the perspectives of four-year presidents. Historically black colleges and universities (also known as HBCUs) identify institutions of higher education founded prior to 1964 for the purpose of educating African American students. Mission refers to the institutions’ explicit role, purpose, and function within the larger system of American higher education. The purpose of the study is to examine how presidents define and implement mission coupled with the task of identifying challenges that hinder mission implementation. The study, embedded in qualitative research methods, employs elite interviewing as the means of gathering data. Higher education’s core area of organization of governance serves as the foundation of the conceptual framework. A total of fifteen presidents participated in the study. The results show that although black colleges possess special qualities that help students succeed, their mission is not unique.
    [Show full text]
  • Anjali Forber-Pratt CV
    Updated: August 2017 Anjali J. Forber-Pratt, Ph.D. Vanderbilt University Office Phone: 615-322-0975 PMB 90 -- 230 Appleton Place Mobile: 847-282-0176 Nashville, TN 37203-5721 Office [email protected] Location: 203CB Mayborn Website: www.anjalifp.com ACADEMIC APPOINTMENTS 2015-present Assistant Professor of Human and Organizational Development, Peabody College, Vanderbilt University 2013-2015 Assistant Research Professor, Lifespan Institute, University of Kansas Beach Center on Disability & Kansas University Center for Developmental Disabilities AREAS OF SPECIALIZATION Disability; Identity Development; Social Justice and Empowerment; School Safety; Role of Sport; Bullying & Victimization; Qualitative Research Methods; Inclusion EDUCATION 2012 Ph.D., Human Resource Development, Department of Education, Policy, Organization & Leadership, University of Illinois, Urbana-Champaign 2007 M.A., Speech Language Pathology, concentration in American Sign Language and Pediatric Traumatic Brain Injury, Department of Speech and Hearing Science, University of Illinois, Urbana-Champaign 2006 B.S., Speech and Hearing Science, concentration in Speech Language Pathology and Rehabilitation and Disability Studies, Department of Speech and Hearing Science, University of Illinois, Urbana-Champaign Graduated with Highest Honors, Bronze Tablet PROFESSIONAL EXPERIENCE 2009-2016 Athlete Ambassador, The Hartford, Simsbury, CT 2013 National Online Learning Service Delivery Specialist, K12 Inc. Remote/Herndon, VA 2007-2012 Athlete, United States Paralympic
    [Show full text]
  • The Foreign Service Journal, September 1946
    9L AMERICAN FOREIGN SERVICE JOURNAL SEPTEMBER, 1946 SPECIAL ISSUE—THE FOREIGN SERVICE ACT OF 1946 ENJOY THE FINEST-TASTING THREE FEATHERS IN 63 YEARS THREE FEATHERS The American Whiskey Par Excellence TI,REE FEATHERS ■* aLsxci, «• THREE FEATHERS DISTRIBUTORS, Inc. Empire State Building, New York CONTENTS SEPTEMBER, 1946 SPECIAL ISSUE THE FOREIGN SERVICE ACT OF 1946 Cover Picture: Secretary of Stale James F. Byrnes Photo by Outer Foreign Service Changes 5 How the Legislation Developed 7 By Julian F. Harrington Statement by the President 1() Statement by Undersecretary Dean Acheson 10 Congressional Sponsors of the “Kee-Connally Bill”—photos j] Officers Immediately Concerned with the Prep¬ aration of the Bill—photos 12 and 14 Statement by Assistant Secretary Spruille Braden 13 Statement by Selden Chapin 13 Press Comment 25 Statement by Assistant Secretary William Benton 16 The Foreign Service and the Information Pro¬ gram 27 By Selden Chapin °*ntr °fficers W,1° Participated in Various Phases of the Preparation of the Bill—pho- tos 19 and 20 What Will My Salary Be? 21 Diary of a Successful Revolution—Official Des¬ patch from the Hon. Joseph Flack 22 Editors’ Column 26 The Retirement System 27 News from the Department 28 By Jane Wilson Photographed for the National Orographic in Saudi Arabia, News from the Field 50 this mining foreman finds something to smile about! The Bookshelf 52 Francis C. De Wolf, Review Editor Language 1 raining for the Foreign Service and the Department of State 54 By Perry N. Jester and Henry Lee Smith—Part i YOU BE Increased Opportunities for Administrative, Clerical, and Fiscal Personnel 35 Service Glimpses 38-39 THE AUTHOR From the Minutes of the Meetings of the Execu¬ tive Committee of the American Foreign Serv¬ Mr OREIGN SERVICE OFFICERS: By writing concise ice Association, May, June and July 1946.
    [Show full text]
  • Rolling Mill Hill & the Rutledge Hill Neighborhood
    Nashville Civic Design Center ROLLING MILL HILL & THE RUTLEDGE HILL NEIGHBORHOOD FINDINGS AND RECOMMENDATIONS 2002 TABLE OF CONTENTS This document was produced to help guide devel- Executive Summary 4 opment of the Metro- owned properties known as Roll- ing Mill Hill. These holdings include the site of the Study of the Site 6 former Metropolitan Hospital and the area of the his- toric trolley car barns. The work was produced by the Geology of the Site 8 Nashville Civic Design Center in concert with the greater Nashville community. The design staff and in- History of the Site 10 terns of the Civic Design Center during the study were: Mark M. Schimmenti, Design Director; John Development of the Site 18 Houghton, Design Assistant; and the design interns Blythe Bailey, Ted Booth, Abbie Lee Majors, and Recommendations for Development 27 Catherine Tracy. The historical research was conducted by Astrid Schoonhoven. The geological study was by Appendix 30 John Houghton. Judy Steele of the Metropolitan De- velopment and Housing Agency, Randall Hutcheson of the Metro Planning Department, and Jeff Campbell of Metro Public Works contributed significantly to the report. Questions and comments may be directed to: Nashville Civic Design Center 700 Church Street #102 Nashville, Tennessee 37203 (615) 248-4280 voice (615) 248-4282 fax [email protected] ©2002 Nashville Civic Design Center Nashville Civic Design Center Report: Rolling Mill Hill page 2 Second Avenue/Lower Broad Entertainment District Shelby Street Pedestrian Bridge Proposed Gateway Bridge Cumberland River Rolling Mill Hill Rutledge Hill Neighborhood Metro Offices I-40 Children’s Theater Academy Place Footbridge Nashville Civic Design Center Report: Rolling Mill Hill page 3 EXECUTIVE SUMMARY Howard School area and the neighborhood of Rutledge Hill.
    [Show full text]
  • Senate District 14 Senator Shane Reeves (R-Murfreesboro)
    Senate District 14 Senator Shane Reeves (R-Murfreesboro) This data is for all of Bedford, Lincoln, Marshall, Moore, and Rutherford counties for FY 2020. VANDERBILT UNIVERSITY IMPACT $2,815,360 in financial aid paid by VU to 1,335 undergrad students from the 101 VU alumni living in the district students enrolled district (undergrad, grad, professional, and/or non-degree seeking) $1,400,353 IN FINANCIAL AID PAID BY VU TO 4 VU SCHOOL OF ENGINEERING STUDENTS UNDERGRAD PELL GRANT RECIPIENTS WORKED WITH LOCAL AGENCIES ON DESIGN PROJECTS 375 VU EMPLOYEES 3 SCHOOLS WITH STUDENT TEACHERS FROM 284 VU DONORS VU PEABODY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT 220 PRACTICING VU SCHOOL OF NURSING ALUMNI 2 STUDENTS ENROLLED AS FOUR-YEAR STUDENTS THROUGH NEXT STEPS AT VU 3 PRACTICING VU-TRAINED NURSE MIDWIVES 7 FREE CONCERTS (LIVE/VIRTUAL) PROVIDED 33 VU SCHOOL OF NURSING STUDENTS THROUGH VU BLAIR SCHOOL OF MUSIC WORKED WITH PROVIDERS FOR CLINICAL EXPERIENCE 12 RESIDENTS ENROLLED IN PRE-COLLEGE AND/OR ADULT PROGRAMS AT VU BLAIR 238 VU ATHLETICS SEASON TICKET HOLDERS SCHOOL OF MUSIC 13 TEACHERS INVOLVED AT THE VANDERBILT 3 YOUTH PARTICIPATED IN DYER OBSERVATORY INSTITUTE OF NANOSCALE SCIENCE AND SUMMER CAMP ENGINEERING To learn more about Vanderbilt University's impact throughout Tennessee visit vanderbilt.edu/sgro/vudistrictimpact/index.php Senate District 14 Senator Shane Reeves (R-Murfreesboro) 6 INDIVIDUALS PARTICIPATED IN UNIQUE LEARNING OPPORTUNITIES THROUGH OSHER LIFELONG LEARNING 20 YOUTH PARTICIPATED IN SUMMER ACADEMY VANDERBILT FOR YOUNG 9
    [Show full text]
  • NPS Form 10-900 OMB No
    NPS Form 10-900 OMB No. 10024- 0018 (Oct. 1990) United States Department of the Interior National Park Service National Register of Historic Places Registration Form This form is for use in nominating or requesting determinations for individual properties and districts. See instructions in How to Complete the National Register of Historic Places Registration Form (National Register Bulletin 16A). Complete each item by marking “x” in the appropriate box or by entering the information requested. If an item does not apply to the property being documented, enter “N/A” for “not applicable.” For functions, architectural classification, materials, and areas of significance, enter only categories and subcategories from the instructions. Place additional entries and narrative items on continuation sheets (NPS Form 10-900a). Use a typewriter, word processor, or computer, to complete all items. 1. Name of Property historic name Bridgeforth High School other names/site number Bridgeforth School; Greater Richland Creek Missionary Baptist General Association; Central Building 2. Location street & number 1095 Bledsoe Road NA not for publication city or town Pulaski NA vicinity state TN code TN county Giles code 055 zip code 38478 3. State/Federal Agency Certification As the designated authority under the National Historic Preservation Act, as amended, I hereby certify that this nomination request for determination of eligibility meets the documentation standards for registering properties in the National Register of Historic Places and meets the procedural and professional requirements set for in 36 CFR Part 60. In my opinion, the property meets does not meet the National Register criteria. I recommend that this property be considered significant nationally statewide locally.
    [Show full text]