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Student Self Governance Book
STUDENT SELF GOVERNANCE PREPARING THE NEXT GENERATION TO LEAD Charlottesville, Virginia Table of Contents Preface Student Council 1. A History of the Student Council at the University of Virginia ............... 5 a. Establishment of Student Council ............................................... 7 b. A New Structure for a New Era: 1960 - 1970 ............................... 7 “One of the most distinctive c. Student Activism Reaches a Peak: The Rotunda features of the University of Strike of 1970 ............................................................................. 9 d. Student Council’s New Direction: 1971-1973 ............................. 9 Virginia is a long tradition e. The Sabato Era: The Building of Clemons .................................. 10 of vigorous student self- f. The Conservative Backlash of 1976 .......................................... 11 g. Apathy and Cynicism Grow: 1980s-1990s ................................. 12 government. Faculty and h. The Modern Era: 2000-Present ................................................. 13 administrators should not 2. Challenges facing Student Council ................................................... 15 and must not intervene in matters controlled by No Higher Honor: The Honor System 3. A History of the Honor System .......................................................... 19 student government. The a. “Chaste Honor”: The Jeffersonian Heritage of Honor (1785) ...... 19 University as a whole benefit b. “Resolved”: The Honor Code is Born (1825- 1909) .................. 19 c. -
Sedley Alley DNA Testing Petition Dismissed
Public Records & Notices View a complete day’s public records and notices at memphisdailynews.com. www.chandlerreports.com Wednesday, November 20, 2019 MemphisDailyNews.com Vol. 134 | No. 185 Rack–50¢/Delivery–39¢ Orion expanding in Little Rock, multiple projects planned in Memphis CHRISTIN YATES The Memphis-based bank business in Little Rock and the “We will start construction of a organizations in the financial Courtesy of The Daily Memphian plans to grow its presence in the surrounding area within that in- branch in Little Rock in the next services industry have to grow to Orion Federal Credit Union Little Rock, Arkansas, market and stitution’s field of membership. three months, and we are look- gain economies of scale to pro- recently filed a building permit along the Interstate 40 corridor “We are expanding in the ing at different opportunities to vide competitive products and for construction of a new bank that links the two cities. Orion Little Rock market with plans for expand in Little Rock.” services. branch at 3852 Hacks Cross Road. acquired Arkansas Employees two to three additional locations Additional new markets The new branch in Southeast But that is not the only project in Federal Credit Union in January there,” Ashley McAdams, chief fi- may be coming in the future, store. 2018, which allowed Orion to do nancial officer for Orion FCU, said. Orion officials say, noting that ORION CONTINUED ON P2 Alley’s daughter, April Alley, petitioned the court through the nonprofit Innocence Project to test DNA to find out if it clears her father of the Sedley Alley DNA testing crime. -
The Cavalier Daily Vol
THE CAVALIER DAILY Vol. 131, Issue 17 Thursday, April 22, 2021 MARTHA WILDING | THE CAVALIER DAILY SPEAKING UP Education and Comprehensive education Mandatory workshops Training Institutional Train student leaders Survivor Accountability ResourceS Address U.Va.’s Survivor-centered history health Improve resource services allocation Mental health External resources review of Title IX Reform office Title IX investigations Center marginalized Anonymous voices reporting OneOne yearyear ofof survivorsurvivor demandsdemands FifthFifth annualannual benefitbenefit concertconcert PagePage 33 PagePage 1010 2 | www.cavalierdaily.com The Cavalier Daily NEWS BOV freezes tuition for most undergraduates, This week in-brief supports digital contextualization of monuments The Board of Visitors voted to freeze tuition for most undergraduate students and support CD News Staff recommendations made by the Committee on Naming and Memorials at a meeting of the full board April 13. According to the resolution, there will be no changes to tuition and fees for the upcoming U.Va. Health, BRHD and VDH pause 2021-2022 school year for most undergraduates. Both in-state and out-of-state students who entered the College of Arts & Sciences in 2019 will still see a $2,700 increase for the 2021-2022 school year due to a 2018 decision by the Board, however. distribution of Johnson & Johnson vaccine “If there were ever a year to raise undergraduate tuition, it would be this year given the large and unexpected costs and the loss of revenues because of COVID,” University President U.Va. Health officially paused the distribution of the Johnson & Johnson vaccine follow- Jim Ryan said. “At the same time, if they were ever a year not to raise undergraduate tuition, ing the development of a rare blood clot disease in six Americans, meaning that University it is also this year given the pandemic and the financial hardship facing a lot of our students students who signed up to receive the vaccine through U.Va. -
Reflections on Affirmative Action: Its Origins, Virtues, Enemies, Champions, and Prospects
DOCUMENT RESUME ED 456 204 UD 034 379 AUTHOR Gaston, Paul M. TITLE Reflections on Affirmative Action: Its Origins, Virtues, Enemies, Champions, and Prospects. PUB DATE 2001-00-00 NOTE 18p.; In: Orfield, Gary, Ed., Diversity Challenged: Evidence on the Impact of Affirmative Action. Cambridge, Harvard Education Publishing Group, 2001. p277-293. See UD 034 365. PUB TYPE Opinion Papers (120) Reports Descriptive (141) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Affirmative Action; Civil Rights; *College Admission; *Diversity (Student); Higher Education; Minority Groups; Racial Discrimination; Racial Integration IDENTIFIERS University of Virginia ABSTRACT This chapter reflects on the civil rights movement and affirmative action at the University of Virginia from the 1960s to 1999, when affirmative action was challenged by people claiming that it discriminated against new groups. It describes how affirmative action changed the author's teaching at the University as he challenged deep-rooted racial beliefs. The chapter suggests that affirmative action is essential to higher education for the pursuit of justice and the health of U.S. society. It details the attack on affirmative action, describing differences between what opponents of affirmative action call racial discrimination and what actual racial discrimination involves. It explains what affirmative action means to education, noting that misconceptions about the admission process often spring from unexamined assumptions that universities base their admissions offers on estimates of candidates' academic promise. In reality, universities typically do not base their admission offers on estimates of academic ability alone but instead also consider interests, needs, talents, skills, sex, race, nationality, and residence. The principle of affirmative action laid out by Justice Lewis Powell of Virginia states that race may be legitimately considered where it is simply one element, to be weighed fairly against other elements, in the selection process. -
US, JAPANESE, and UK TELEVISUAL HIGH SCHOOLS, SPATIALITY, and the CONSTRUCTION of TEEN IDENTITY By
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by British Columbia's network of post-secondary digital repositories BLOCKING THE SCHOOL PLAY: US, JAPANESE, AND UK TELEVISUAL HIGH SCHOOLS, SPATIALITY, AND THE CONSTRUCTION OF TEEN IDENTITY by Jennifer Bomford B.A., University of Northern British Columbia, 1999 THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN ENGLISH UNIVERSITY OF NORTHERN BRITISH COLUMBIA August 2016 © Jennifer Bomford, 2016 ABSTRACT School spaces differ regionally and internationally, and this difference can be seen in television programmes featuring high schools. As television must always create its spaces and places on the screen, what, then, is the significance of the varying emphases as well as the commonalities constructed in televisual high school settings in UK, US, and Japanese television shows? This master’s thesis considers how fictional televisual high schools both contest and construct national identity. In order to do this, it posits the existence of the televisual school story, a descendant of the literary school story. It then compares the formal and narrative ways in which Glee (2009-2015), Hex (2004-2005), and Ouran koukou hosutobu (2006) deploy space and place to create identity on the screen. In particular, it examines how heteronormativity and gender roles affect the abilities of characters to move through spaces, across boundaries, and gain secure places of their own. ii TABLE OF CONTENTS Abstract ii Table of Contents iii Acknowledgement v Introduction Orientation 1 Space and Place in Schools 5 Schools on TV 11 Schools on TV from Japan, 12 the U.S., and the U.K. -
Nancy Hale Bibliography
Nancy Hale: A Bibliography Introduction Despite a writing career spanning more than a half century and marked by an extensive amount of published material, no complete listing exists of the works of Nancy Hale. Hale is recognized for capturing both the mentality of a certain level of woman and the aura of a period, glimpsed in three distinctly different areas of the country: Boston, New York, and the South. The three locations are autobiographical, drawing first on the New England of Hale’s birth in 1908 where she remained for her first twenty years, followed by nearly a decade in New York City while she pursued her career, and eventually shifting during the late 1930s to Virginia where she remained for the rest of her life. Those three locales that she understood so well serve exclusively as backdrops for her fiction throughout her long career. Childhood years are always critical to what we become, and Hale’s background figures prominently in her life and her writing. She slipped, an only child, into a distinguished line of New England forebears, marked by the illustrious patriot Nathan Hale and including such prominent writers as grandfather Edward Everett Hale, author of “The Man Without a Country,” and great aunts Harriet Beecher Stowe (Uncle Tom’s Cabin) and Lucretia Peabody Hale (The Peterkin Papers). Her heritage connects her solidly to America’s literary beginnings and repeatedly shapes her own writings, resulting eventually in a publisher’s invitation to edit the significant literature of New England, which results in A New England Discovery. The second geographical site in which Hale sets her fiction, again affords a sensitive representation of an era and its players. -
“A Great Light: the Office of African-American Affairs at The
“A Great Light: The Office of African-American Affairs at the University of Virginia, 2006-2015” An overview commemorating its fortieth anniversary by Professor Ervin L. Jordan Jr., Research Archivist, Albert and Shirley Small Special Collections Library The people who sat in darkness have seen a great light. —Matthew 4:16 (New King James Version) The history we share should give you hope. The future we share should give you hope. Your generation is poised for success unlike any generation of African Americans that came before it. —Barack Obama This essay, derived from a forthcoming history of African-Americans at U.Va., is copyrighted © 2015 by Prof. Ervin L. Jordan Jr., and reproduced here by permission. No part of this work may be reproduced or stored in a retrieval system or transmitted in any form or by any means without his written permission. All Rights Reserved. On the eve of its fortieth anniversary (2016), the Office of African-American Affairs (OAAA) at the University of Virginia can look back on a praiseworthy record against the backdrop of two recently notable examples of racial and gender-based change in America and at the University: the 2008 election of Barack Obama as the first African-American president of the United States, and the 2010 election of Teresa Sullivan as the University’s first female president—events unimaginable a decade ago. This essay is a 2006-2015 historical overview of the OAAA and supplements my previous piece, “The First Generation: Thirty Years of the Office of African-American Affairs at the University of Virginia.” More than merely a cultural refuge, the OAAA facilitates solutions to issues of university concern as a substantial intellectual resource whose forty-year journey on stony paths intermittently potholed with controversies has not always involved only race matters. -
Fall 2006 129
Fall 2006 129 Excerpts from Le Dialogue Dramatique et le Metathéâtre by 1 Sławomir Świontek Translation by Jenn Stephenson II. The Theatrical Situation as an Element of Dramatic Discourse . All acts of language, including all ordinary conversation, presuppose an action that can be defined thus: someone speaks to another. The imitation of the act of language that is dramatic dialogue (as much written as presented in the scene) reaffirms another presupposition: someone speaks to another person for a second other person. So the imitation always presumes another for whom it is made: to imitate constantly signifies “imitating in the presence of someone.” Thus imitation of acts of speech necessarily project, in a certain sense, their enunciation in the presence of an external addressee. In the dramatic text, one does not cite conversation, one imitates it.2 It is this presence in the imitated acts of language in writing, that speaks to the proper situation of theatre, where there is an identity between the time of the execution and that of the reception in a space that assures direct contact between the actor/characters and the spectators. From the theatrical situation inscribed in the text (unlike that of the dramatic situation comprised as an arrangement of relations, connections, tensions, and conflicts between characters), one will comprehend all the textual signs that take into consideration the projected presence of the external addressee of the dialogue and the communal spatio-temporal conditions of its executor and of the witness of its execution. The signs make possible, to some extent, the theatrical act as a presentation, by a real executor (actor) in the presence of a real addressee (spectator), of the fictional acts of communication between the characters, in order to provoke a real act of communication across the actor-spectator (stage-house) axis. -
Uva Parents Fund & Committee Uva
UVA University of Virginia P.O. Box 400807 PARENTS Charlottesville, VA 22904-4807 434-924-7493 | 800-688-9882 [email protected] FUND & www.uvaparents.virginia.edu COMMITTEE 2014-2015 ANNUAL REPORT 3 From the Chairs THE U.VA. PARENTS FUND enjoyed another banner year as more families than ever before demonstrated support for our mission to enhance the undergraduate experience. More than ______ of you made gifts during the 2014–15 year, an outpouring of generosity that led to an unprecedented $1,xxx,xxx in donations! Thank you! The Parents Fund is administered by the U.Va. Parents Committee, a group of more than 260 families from all over the country. We meet twice yearly to hear from students and administrators about critical needs and strategic opportunities on Grounds, and we couldn’t be more excited about some of the ways the Parents Fund is impacting our students’ lives. For instance, this past year we partnered with University Career Services to launch the Virginia Alumni Mentoring program and build a network of Career Communities designed to help our kids land internships and jobs. We made a significant investment in student health and safety by funding programs like #HoosGotYour Back, and by working with groups like the U.Va. Women’s Center and the Gordie Center for Substance Abuse Prevention. And we continued to fund some of the beloved traditions that help shape the U.Va. experience: The annual Lighting of the Lawn, College Advising Seminar Classes (COLAs), and a diverse array of cultural, athletic, and volunteer programs that help students connect with one another and foster a sense of place. -
Memorialization and Mission at UVA Our Grounds Should Embody Our History, Our Mission, and Our Values Submitted to President James E
Memorialization and Mission at UVA Our Grounds should embody our history, our mission, and our values Submitted to President James E. Ryan March, 2020 Memorialization on Grounds Committee Members: Garth Anderson, Facility Historian, Geospatial Engineering Services, Facilities Management James T. Campbell, Edgar E. Robinson Professor in US History, Stanford University Ishraga Eltahir, Col’ 2011 and founding Chair of Memorial for Enslaved Laborers Wesley L. Harris, CS Draper Professor of Aeronautics and Astronautics, MIT Carmenita Higginbotham, Associate Professor and Art Department Chair Ervin L. Jordan, Jr., Associate Professor and Research Archivist, Albert and Shirley Small Special Collections Library Phyllis K. Leffler, Professor Emerita of History Matthew McLendon, J. Sanford Miller Family Director and Chief Curator, The Fralin Museum of Art at the University of Virginia Louis Nelson (chair), Professor of Architectural History and Vice Provost for Academic Outreach Ashley Schmidt, Academic Program Officer, PCUAS Zaakir Tameez, Presidential Fellow, Office of President James Ryan Elizabeth R. Varon, Langbourne M. Williams Professor of American History Howard Witt, Director of Communications and Managing Editor, Miller Center PCUAS Co-Chairs: Andrea Douglas, Executive Director, Jefferson School African American Heritage Center Kirt von Daacke, Assistant Dean & Professor (History & American Studies) I. Introduction The University of Virginia’s mission statement, adopted by the Board of Visitors in 2013, makes clear UVA’s “unwavering support of a collaborative, diverse community bound together by distinctive foundational values of honor, integrity, trust, and respect.” Those values are conveyed through the policies the University enacts, the programs and courses it offers, the students it graduates, the faculty and staff it hires — and, not least, in the names the University inscribes above the entrances to its buildings and the people it honors with statuary and monuments. -
Schmoke.Pdf (226.2Kb)
Interview No. SAS4.10.02-2 Murray Schmoke Interviewer: Brendan Costigan Location: Baltimore, Maryland Date: April 10, 2002 Q: My name is Brendan Costigan. I’m a sophomore at Johns Hopkins University in the Baltimore’s Black Community Music Project. Right now I’m interviewing Mr. Murray Schmoke. Mr. Schmoke, can you just say quickly what your musical interest is? Schmoke: My musical interest is strictly in singing. I have been singing ever since — well, I can remember when my mother forced into the young people’s choir in my church in Raleigh, North Carolina. So I’ve been singing a long time, starting off as a tenor, and when my voice changed, I reverted to bass. Q: So you say you first started out in the church choir. You were prompted to do so by your mother. What path did your singing take after that? Schmoke: After that I joined the high school choir, and that was under the direction of George Vanhoy Collins, who was a graduate of Hampton Institute, a very, very fine musician. He had been taught by a student in Hampton, who had been taught by R. Nathaniel Dett. The African American community owes R. Nathaniel Dett a great debt of gratitude for recording the spirituals that were brought into him by the young people that came from all parts of the United States. Q: Okay. So after high school, what? Schmoke: After high school, I went to Morehouse College, and there I joined the Morehouse College Glee Club. I sang in that for four years, and I was in the quartet for two years of that time. -
2013 Annual Report
THE MISSION OF THE JEFFERSON SCHOLARS FOUNDATION IS TO SERVE THE UNIVERSITY OF VIRGINIA BY IDENTIFYING, ATTRACTING, AND NURTURING INDIVIDUALS OF EXTRAORDINARY INTELLECTUAL RANGE AND DEPTH WHO POSSESS THE HIGHEST CONCOMITANT QUALITIES OF LEADERSHIP, SCHOLARSHIP AND CITIZENSHIP. Jefferson Scholars Foundation 2013 ANNUAL REPORT PAGE TWO INTRODUCTION 04 | LETTER FROM THE PRESIDENT AND CHAIRMAN 12 | DEVELOPMENT 18 | FINANCE PAGE TWENTY UNDERGRADUATE SCHOLARS PROGRAM 24 | SCHOLARS GRADUATING CLASS OF 2013 40 | SCHOLARS CLASS OF 2014 44 | SCHOLARS CLASS OF 2015 48 | SCHOLARS CLASS OF 2016 53 | INCOMING SCHOLARS CLASS OF 2017 58 | SCHOLARS ENRICHMENT PAGE SIXTY-FOUR GRADUATE FELLOWS PROGRAM 68 | GRADUATE FELLOWS DEPARTING THE PROGRAM 73 | GRADUATE FELLOWS IN RESIDENCE 80 | FELLOWS ENRICHMENT PAGE EIGHTY-EIGHT ALUMNI PAGE NINETY-ONE APPENDIX THE MISSION OF THE JEFFERSON SCHOLARS FOUNDATION IS TO SERVE THE UNIVERSITY OF VIRGINIA BY IDENTIFYING, ATTRACTING, AND NURTURING INDIVIDUALS OF EXTRAORDINARY INTELLECTUAL RANGE AND DEPTH WHO POSSESS THE HIGHEST CONCOMITANT QUALITIES OF LEADERSHIP, SCHOLARSHIP AND CITIZENSHIP. LETTER FROM THE PRESIDENT AND CHAIRMAN 3 LETTER FROM THE PRESIDENT AND CHAIRMAN ecure in the belief that actions speak louder than words, and always remem- bering that Mr. Jefferson never publicly took credit for writing what is argu- ably the most significant document in the history of Western civilization, the Jefferson Scholars Foundation has relentlessly pursued excellence year S after year without fanfare. In a slight alteration to the Foundation’s general aversion to “tooting its own horn,” this annual report seeks to highlight some of the Foundation’s significant accomplishments and the positive influence it has had both G. MOFFETT COCHRAN on its recipients and the University community.