Colby Alumnus Vol. 69, No. 1: Fall 1979
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2016 – 2017 Exeter Fund Class Agent Manual
2016 – 2017 Exeter Fund Class Agent Manual Thank you for volunteering as a Class Agent! Class agent goals Increase class participation Increase class dollars raised for The Exeter Fund Keep classmates connected to and engaged with the Academy Class agent responsibilities BE A LEADER; make your own gift to The Exeter Fund before asking your classmates ASK classmates for gifts to The Exeter Fund THANK classmates who have given to The Exeter Fund SHARE Academy news with classmates and classmate news with PEA Important dates July 1, 2016 – June 30, 2017: Fiscal year, Exeter Fund 2016-2017 September 23-24, 2016: Exeter Leadership Weekend November 14, 2016: NYC Phonathon November 28 – December 10, 2016: Contact your assigned classmates January 2017: Send thank you notes Spring Challenge TBD (your time will be needed for one week) June 1-10, 2017: Contact your assigned classmates July 2017: Send thank you notes “ “Every day, I appreciate my Exeter education. It is where I discovered how to learn—to think critically, write effectively and communicate persuasively. It's very rewarding to serve as a Class Agent, knowing the work to support annual giving makes the Exeter experience available to so many talented students.” - Ann Lockwood ’81 Annual Budget 2016-17: Projected Income Auxiliary and Other Income 8% The Exeter Fund and Restricted 9% Endowment Income 54% Tuition (Net Student Fees) 29% Annual Budget 2016-17: Expenses Plant and Technology 15% Salaries and Benefits 59% Department Expenses, Summer Programs, Other 26% Did you know? Our Exeter Fund goal for the 2016-2017 year is to raise $7,000,000 in cash and pledges. -
Alumni Faculty BULLETIN Faculty of Dentistry, School of Dental Hygiene, the University of Manitoba Fall/Winter 2005 Vol
Alumni Faculty BULLETIN Faculty of Dentistry, School of Dental Hygiene, the University of Manitoba Fall/Winter 2005 Vol. 24 / No. 1 IN THIS ISSUE: Welcome to New Students p. 2 Alumni News pp. 3-7 Special Thanks to Part-time Teaching Staff p. 12 Network for Oral Research Training and Health p. 13 Dental Hygiene Alumnus Wins National Award p. 15 Farewell to the Class of 2005 A PIONEER IN DENTISTRY p. 20 Dr. Olva Odlum receives lifetime membership to the Manitoba Dental Association. FEATURE Faculty of Dentistry and School of Dental Hygiene Welcome First Year Students at Opening Assembly First year Dentistry and Dental Hygiene students were formally welcomed to the Faculty of Dentistry and the School of Dental Hygiene at the Faculty’s Opening Assembly on Sept. 15 at the Bannatyne Campus. Theatre A was fi lled with hundreds of friends, family, students and instructors, as the fi rst year students offi cially received their white laboratory coats during the White Coat Ceremony. “The Faculty of Dentistry is committed to helping you have a successful and productive experience during your years at the Faculty,” said Dean Johann de Vries. “Our main goal is to help students to lead lives that are productive and rewarding, to be socially responsible and obtain personal fulfi llment.” During the presentation, Dean de Vries pointed out that, with a steady rise in the number of provincial students over the past few years, Manitobans now make up a large percentage of Dentistry and Dental Hygiene classes at the University of Manitoba. Manitobans account for 96 percent of Dental Hygiene’s fi rst year class and make up 86 percent of Dentistry’s fi rst year class. -
Ed 087 354 Title Institution Pub Date Note Available From
DOCUMENT RESUME ED 087 354 HE 005 172 TITLE ,'accredited Postsecondary Institutions and Programs 1972, Tncluding Institutions Holding Preaccredited Status as of September 1,1972. INSTITUTION Office of Education (DHEW), Washington, D.C. PUB DATE 1 Sep 72 NOTE 203p. AVAILABLE FROM Superintendent of Documents, U.S. Government Printing Office, Vashington, D.C. 20402 (Order No. 1790-01103, $2.00) EDRS PRICE MF-$0.65 HC-$9.87 DESCRIPTORS *1,ccreditatioa (Institutions); *Certification; *Higher Education; *Institutions; *Vocational Schools ABSTRACT This is the second annual edition of a list of postsecondary institutions and programs that are accredited by, or have preaccredited status awarded by, the regional and national specialized agencies recognized by the U.S. Commissioner of Education. In addition to the lists of postsecondary specialized and vocational institutions and institutions of higher education that have attained accredited status as of September 1, 1972, this publication includes those institutions or programs that have attained a preaccredited status with the accrediting agencies having recognized procedures for assigning such status. Not included are lists of institutions that are approved, recognized, classified, or licensed by State agencies authorized to perform these functions. This publication is revised annually to record the chang?.s that occur among the institutions and programs that are accredited or have a preaccredited status. (Author/PG) 0, .). K At - TE EP,At, Os . accredited tseconday Institut= and pcograms 1972 The Role of Voluntary Accreditation in the United States One of the distinctive features of American education is that the development and maintenance of educational standards are the responsibilities of nongovern- mental, voluntary accrediting associations. -
William White
THE DESCENDANTS OF WILLIAM WHITE, OF HAVERHILL, MASS. GENEALOGICAL NOTICE·S BY HON. DANIEL APPLETON WHITE. ADDITIONAL GENEALOGICAL AND BIOGRAPHICAL NOTICES BY ANNIE FRANCES RICHARDS. TOGETHER WITH PORTRAITS AND ILLUSTRATIONS. AMERICAN PRINTING AND ENGRAVING COMPANY, BOSTON, MASS. BY THE N.,.~l\1E OF \/\'HITE. INTRODUCTORY NOTE. JUDGE WHITE warmly loved the memory of his pious ancestry, and spared no pains to gather whatever information could be obtained co~cerning them and their descendants. Among his papers was one entitled "William White· of Haverhitl, Mass., and Descendants, 1640-1853." Of this, with some additions from his copies, for the use of such members of the family as may be inter ested in the subject. In explanation of the fact that much of the genealogical matter contained in the following pages is similar in form to portions of the "Genealogies and History of Watertown," by Henry Bond, M. D., of Philadelphia, published in 1855, it should be s~ated that the materials for those portions of Dr. Bond's valuable work were furnished by Judge White, from the abundant material which he had collected during his researches concerning his family history. H. W. F. [ 1863.J PREFACE. In 1887 Mr. Joseph C. White, of Bangor, Me., the only surviv ing grandchild of Timothy White, a " book-seller of Boston " and a descendant of William White, of Haverhill, deplored the meagre information possessed by his generation in regard to the family history. His niece, whom he was visiting, having a copy of the "Genealogies and History of Watertown," promised to have re printed, for the benefit of Timothy's numerous descendants, that part of the work relating to William White. -
The Strength of Black Families: the Elusive Ties of Perspective and Praxis in Social Work Education
The Strength of Black Families The Strength of Black Families: The Elusive Ties of Perspective and Praxis in Social Work Education Tanya Smith Brice & Denise McLane-Davison “These are times when our most prolific commodity is language, and language has a great deal to do with alienation and legitimacy.“ - Chicago Catalysts: Declare War on White Racism, 1968 “We must go a step further. If it is clear that the practice of social work by blacks for blacks must operate from a new theory, then this theory of liberation must be fully and unquestionably developed to its fullest by those blacks. This new social theory must not be arrived at by outside sources who would distort the true meaning of liberation.” - LeVerne McCummings, Chairman Philadelphia Alliance of Black Social Workers, 1969 The strengths perspective, although briefly commented on by E. Franklin Frazier’s (1939) early research describing the Negro family, becomes intrinsically tied to the cultural scholarship produced thereafter which pointed to the impact of structural oppression on the Black family. The political era of the Civil Rights, Women’s Rights, and The Black Power Movement demanded the inclusion of rigorous research that centered racial and gender identity as significant narratives for inclusion in curric- ulum (Collins, 1998; Solomon 1976, Chunn, 1975). The emergence of Black Studies and Women’s Studies, along with student-led and national organizations incorporat- ing the same identity politics, also became familiar parts of the intellectual land- 25 Rooted in Strengths: Celebrating the Strengths Perspective in Social Work scape. Billingsley (1968), Hill (1972), Nobles (1974) and Solomon (1976) emerged as prominent scholars who disrupted the common rhetoric of the pathologized Black family through their emphasis on connecting African cultural values, traditions, and generational behaviors as strengths. -
Final RESULTS
The British Championships Alexander Stadium - Birmingham From Friday 24 June to Sunday 26 June 2016 Men 's 5000 Metres Race Walk HLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS Final RESULTS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS ATHLETICS A 26 June 2016 TIME TEMPERATURE Start 12:03 16°C 64 % MARK COMPETITOR NAT AGE Record Date WR18:05.49 Hatem GHOULA TUN 23 1 May 1997 NR19:00.73 Tom BOSWORTH GBR 25 5 Jul 2015 CR19:00 Tom BOSWORTH GBR 25 5 Jul 2015 SR19:00 Tom BOSWORTH GBR 25 5 Jul 2015 POS COMPETITOR AGE LANE MARK 1 Dane BIRD-SMITH 23 5 19:08.76 AUSTRALIA 2 Tom BOSWORTH 26 4 19:13.56 SB TONBRIDGE A C 3 Callum WILKINSON 19 8 19:54.47 PB ENFIELD & HARINGEY H 4 Cameron CORBISHLEY 19 9 20:50.91 SB MEDWAY & MAIDSTONE 5 Christopher SNOOK 16 7 22:37.43 SB AFD AC 6 Timothy SNOOK 18 3 23:37.67 SB AFD AC 7 Francisco REIS 55 2 24:17.48 SB PORTUGAL 8 Mark WILLIAMS 51 10 24:48.81 SB TAMWORTH Dominic KING 33 6 DQ 230.7A COLCHESTER H Guy THOMAS 18 1 DQ 230.7A TONBRIDGE A C 1 2 Issued Sunday, 26 June 2016 at 12:30 5000 Metres Race Walk Men - Final RESULTS POS COMPETITOR AGE LANE MARK INTERMEDIATE TIMES 1000 50 Tom BOSWORTH 3:48.26 2000 1 Dane BIRD-SMITH 7:39.63 3000 50 Tom BOSWORTH 11:29.54 4000 1 Dane BIRD-SMITH 15:22.15 GREAT BRITAIN & N.I. -
Summer 2018 (PDF)
FOR ALUMNI AND FRIENDS OF THE UNIVERSITY OF NEW ENGLAND, WESTBROOK COLLEGE, AND ST. FRANCIS COLLEGE SUMMER 2018 PRESIDENT’S LETTER With the one-year anniversary of my joining the University of New England fast-approaching, I have been prompted to reflect on what my first year on the job has taught me about our community and what makes it so special. The one thing I keep coming back to is the depth of our commitment, across the board, to putting students first. On so many occasions, I have witnessed interactions between our faculty members and students or members of our professional staff and students that have made me very proud to be a Nor’easter. My colleagues embrace the responsibility of educating and guiding our students with such diligence, care, and affection that our students can’t help but respond by committing themselves with matching dedication to and passion for their work. It is fitting then, that the theme of this issue of the UNE Magazine is “students first.” In the pages to follow, you will learn more about the unique learning experiences our students enjoy and also about the organizations, programs, and recreational activities that combine to create a one-of-a-kind atmosphere for intellectual and personal growth. You will learn, as well, about our newest building, the Danielle N. Ripich Commons, which has provided our students, and all of us, with a visually stunning place to gather, swap ideas, share meals, and otherwise strengthen the strong bonds that already unite us on the Biddeford Campus. As the story and photos inside detail, this revolutionary facility was not only designed for students but by them as well. -
The Convention of 1819
Maine History Volume 9 Number 3 Article 3 2-1-1970 The Convention of 1819 Robert B. Williamson Supreme Judicial Court of the State of Maine Follow this and additional works at: https://digitalcommons.library.umaine.edu/mainehistoryjournal Part of the Legal Commons, and the United States History Commons Recommended Citation Williamson, Robert B.. "The Convention of 1819." Maine History 9, 3 (1970): 64-72. https://digitalcommons.library.umaine.edu/mainehistoryjournal/vol9/iss3/3 This Article is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Maine History by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. The following is a transcript of an address delivered by the Honorable Robert B. Williamson, Chief Justice of the Supreme J u d ic ia l Court o f the State o f Maine to those assembled at First Parish Church in Portland on October 12y 1969 to commemorate the Sesquicentennial o f the writing of the Constitution f o r Maine. FIRST PARISH MEETING-HOUSE, 1740 - - 1825. THE CONVENTION OF 1819 by the Honorable Robert B. Williamson "History is the story o f mankind", are the opening words of Samuel Eliot Morison's History of the American People . He tells of the day: "On 12 October 1^92 at 2 a.m. a lookout in P in ta sighted in the moonlight a limestone c liff on what turned out to be an island in the Bahamas. Columbus named i t San Salvador and i t is so called today." A fter dawn Columbus and his captains went ashore. -
154 Acadiensis Maine: a Bibliographical Review
154 Acadiensis Catholics could argue that because Saskatchewan and Alberta were created by the Dominion, they should be endowed with a separate school system and guarantees for the French language, but this ignored the fact that the North west did have a large measure of self-government and its own Ottawa- approved institutions before 1905. Lupul has discovered that even the minor ity's legal adviser felt that the Catholics had no constitutional grounds to stand upon. Bishop Legal of St. Albert was prepared to accept the bill, but not so his metropolitan, Archbishop Langevin of St. Boniface, who demanded a complete return of the separate school system of 1875. However most Catholics realized that Langevin's hard line had done little for them in Mani toba, where there were no state-supported Catholic schools, even in name. Consequently, Langevin's position attracted little support from either his fellow bishops or the papal delegate. If there had been an election on the issue, as in 1896, French Canadians would have been able to vote Liberal with a clear conscience because, Bourassa's statements to the contrary, Laurier had gone as far as possible under the circumstances to protect minority rights in the North-West. Even more than in 1896, most Québécois understood that it was pointless to force their institutions upon a region where they had become hopelessly out numbered by an unsympathetic majority, particularly when the cost would be more federal power and prestige at the expense of the provinces. The fate of French Canada in the West did not hinge upon the school questions; those issues would not have arisen had that fate not already been sealed. -
A Nation at Risk
A Nation at Risk: The Imperative for Educational Reform A Report to the Nation and the Secretary of Education United States Department of Education by The National Commission on Excellence in Education April 1983 April 26, 1983 Honorable T. H. Bell Secretary of Education U.S. Department of Education Washington, D.C. 20202 Dear Mr. Secretary: On August 26, 1981, you created the National Commission on Excellence in Education and directed it to present a report on the quality of education in America to you and to the American people by April of 1983. It has been my privilege to chair this endeavor and on behalf of the members of the Commission it is my pleasure to transmit this report, A Nation at Risk: The Imperative for Educational Reform. Our purpose has been to help define the problems afflicting American education and to provide solutions, not search for scapegoats. We addressed the main issues as we saw them, but have not attempted to treat the subordinate matters in any detail. We were forthright in our discussions and have been candid in our report regarding both the strengths and weaknesses of American education. The Commission deeply believes that the problems we have discerned in American education can be both understood and corrected if the people of our country, together with those who have public responsibility in the matter, care enough and are courageous enough to do what is required. Each member of the Commission appreciates your leadership in having asked this diverse group of persons to examine one of the central issues which will define our Nation's future. -
Philadelphia and the Southern Elite: Class, Kinship, and Culture in Antebellum America
PHILADELPHIA AND THE SOUTHERN ELITE: CLASS, KINSHIP, AND CULTURE IN ANTEBELLUM AMERICA BY DANIEL KILBRIDE A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 1997 ACKNOWLEDGMENTS In seeing this dissertation to completion I have accumulated a host of debts and obligation it is now my privilege to acknowledge. In Philadelphia I must thank the staff of the American Philosophical Society library for patiently walking out box after box of Society archives and miscellaneous manuscripts. In particular I must thank Beth Carroll- Horrocks and Rita Dockery in the manuscript room. Roy Goodman in the Library’s reference room provided invaluable assistance in tracking down secondary material and biographical information. Roy is also a matchless authority on college football nicknames. From the Society’s historian, Whitfield Bell, Jr., I received encouragement, suggestions, and great leads. At the Library Company of Philadelphia, Jim Green and Phil Lapansky deserve special thanks for the suggestions and support. Most of the research for this study took place in southern archives where the region’s traditions of hospitality still live on. The staff of the Mississippi Department of Archives and History provided cheerful assistance in my first stages of manuscript research. The staffs of the Filson Club Historical Library in Louisville and the Special Collections room at the Medical College of Virginia in Richmond were also accommodating. Special thanks go out to the men and women at the three repositories at which the bulk of my research was conducted: the Special Collections Library at Duke University, the Southern Historical Collection of the University of North Carolina, Chapel Hill, and the Virginia Historical Society. -
CRISIS of PURPOSE in the IVY LEAGUE the Harvard Presidency of Lawrence Summers and the Context of American Higher Education
Institutions in Crisis CRISIS OF PURPOSE IN THE IVY LEAGUE The Harvard Presidency of Lawrence Summers and the Context of American Higher Education Rebecca Dunning and Anne Sarah Meyers In 2001, Lawrence Summers became the 27th president of Harvard Univer- sity. Five tumultuous years later, he would resign. The popular narrative of Summers’ troubled tenure suggests that a series of verbal indiscretions created a loss of confidence in his leadership, first among faculty, then students, alumni, and finally Harvard’s trustee bodies. From his contentious meeting with the faculty of the African and African American Studies Department shortly af- ter he took office in the summer of 2001, to his widely publicized remarks on the possibility of innate gender differences in mathematical and scientific aptitude, Summers’ reign was marked by a serious of verbal gaffes regularly reported in The Harvard Crimson, The Boston Globe, and The New York Times. The resignation of Lawrence Summers and the sense of crisis at Harvard may have been less about individual personality traits, however, and more about the context in which Summers served. Contestation in the areas of university governance, accountability, and institutional purpose conditioned the context within which Summers’ presidency occurred, influencing his appointment as Harvard’s 27th president, his tumultuous tenure, and his eventual departure. This work is licensed under the Creative Commons Attribution - Noncommercial - No Derivative Works 3.0 Unported License. To view a copy of this license, visit http://creativecom- mons.org/licenses/by-nc-nd/3.0/. You may reproduce this work for non-commercial use if you use the entire document and attribute the source: The Kenan Institute for Ethics at Duke University.