DOCSLIB.ORG

What Is Soka Education?

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
What Is Soka Education? This file has been cleaned of potential threats. If you confirm that the file is coming from a trusted source, you can send the following SHA-256 hash value to your admin for the original file. 284cabed60ea3b04d009902e0db777d97675c8461aa602196f331b212ca46b9f To view the reconstructed contents, please SCROLL DOWN to next page. The 10th Annual Soka Education Conference 2014 Soka University of America Aliso Viejo, California th th February 15 - 17 , 2013 Pauling 216 Disclaimer The contents of the papers included in this volume do not necessarily reflect the opinions of the Soka Education Student Research Project, the members of the Soka Education Conference Committee, or Soka University of America. The papers were selected by blind submission and based on a brief proposal. Copyrights Unless otherwise indicated, the copyrights are equally shared between the author and the SESRP and articles may be distributed with consent of either part. For permission to copy a part of or the entire volume with the use of the title, SESRP must have given approval. The Soka Education Student Research Project is an autonomous organization at Soka University of America, Aliso Viejo, California. Soka Education Student Research Project (SESRP) Soka University of America 1 University Drive Aliso Viejo, CA 92656 Office: Student Affairs #316 www.sesrp.org sesrp@soka. Table of Contents Introductory Letter SESRP 2 What is Soka Education? SESRP 3 Conference Program ---- 4 Keynote Biography Winston Langley 7 Special Speaker Biographies ---- 8 Presenter Biographies ---- 10 Workshop Information ---- 15 Soka Education and Teacher Education in India: Restructuring the Life of a Teacher Swati Raj 20 Makiguchi’s Pedagogy as Applied to English Language Education in Japan Ritsuko Rita 40 Dialogic Educational Practice for Melissa Bradford 62 Development and Becoming Cassidy Bradford Padmini Hands Realizing Soka Education – Design and Implementation Shanti Hands 84 Krishanda Williams Putting the Theory into Practice: Reflections on the Implementation of Soka Mathematics Education Ryan Hayashi 103 Creating Value Through Art in Action: A Documentary of Jennifer Hayashi Edu-Culture and Hip Hop in Ecuador 130 School on a Hill: Soka, Rural America, and the Transformative Power of Education Michael Strand 142 Designing an ESP Course for University Administrative Staff Based on the Pedagogical Framework of Kazuhiro Iguchi 161 Tsunesaburo Makiguchi Soka Education as Literary Genre Maria Sanchez 199 Fostering Global Citizenship through Dramatic Art Rekha Gokhale 209 Refugee-Migrant Education and Soka Education: A Value-Creative Takako Yoshizawa 249 Approach to Practicing Global Citizenship Education Acknowledgements SESRP 268 Introduction Dear Reader, We would like to extend a warm thank you for participating in the 10th Annual Soka Education Conference taking place on February 15-17, 2014. We have been working on realizing this conference for over a year now, so it is with great pleasure that we present these three busy days to you. This booklet that you are reading will serve as a document and reminder of our 2014 conference, a final compilation of everyone’s efforts as well as a point of departure for future inquiries into Soka Education. As you know, this year marks the 10th anniversary of Soka Education Conferences. This weekend is full to the brim with the thorough research of students, alumni, faculty, and professionals across a multitude of interest focuses. This year, presentations range from education through the art of drama, hip-hop as an agent of social change, the practice of exerting social control by banning books, and a dialogue with Dr. Daisaku Ikeda, the founder of SUA, about Dewey and Soka Education, just to name a few. In addition to the academic brilliance of this conference, it is also a celebration of the progress Soka Education has made over the decades. With every conference, we become more and more curious as to how Soka Education or humanistic education in general is being implemented in communities around the world, in both traditional and non-traditional educational spheres. As this conference marks the 10th year of providing an academic venue for people to come together to discuss Soka Education and humanistic education at SUA, we hope that this discussion will increasingly incorporate experiences of the theoretical and tangible applications of humanistic education. We hope to partake in this historic conference with you and set the tone of humanistic education for decades to come. This year’s keynote speaker is Dr. Winston Langley, who currently serves as Provost and Vice Chancellor for Academic Affairs at the University of Massachusetts Boston, working to deepen the culture of research and the quality of a student-centered education. His fields of interest include human rights, international relations, religion, and international political power structures. Dr. Langley's publications on human rights have received numerous awards, including Choice Outstanding Academic Book Award and Gustavus Myers Center for the Study of Bigotry and Human Rights Award for Outstanding Book on Human Rights in North America. We are excited to say the least to share this experience with Dr. Langley and to hear his impressions and directions of humanistic education. In addition to Dr. Langley, we will have two SUA alumni, Simon Hoffding and Gonzalo Obelleiro, join us for a special conjoined facilitation of a discussion on Soka Education, value, and creativity. Two Dewey scholars, Dr. Jim Garrison and Dr. Larry Hickman, will also be joining us to present their research on their dialogue with Dr. Ikeda. Finally, Jason Goulah will be presenting his research, called “Soka Education or Human[istic] Education: A Historical and Bicultural Analysis of Daisaku Ikeda’s Educational Philosophy and Practice.” We are so grateful to have such an amazing lineup of guest speakers alongside the SUA students and alumni. From around the corner or across the world, thank you so much for coming to the 10th Annual Soka Education Conference. We sincerely appreciate the continued support of the students, faculty, alumni, family, and community members in understanding more deeply the significance of humanistic education in today’s world. Please enjoy this booklet and all its contents. We hope to see you next year! Warmly,Soka Education Student Research Project 2 | P a g e What is Soka Education? What is Soka Education? The starting point and essence of Soka education is the spirit to treasure each student individually so that they can become happy and enjoy a glorious future. Education does not exist for the sake of the nation, for business, or for religion. The aim of Soka education is the happiness of oneself and others, as well as society as a whole, and peace for all humanity. - Daisaku Ikeda, Founder of Soka University of America Soka Education was founded by Tsunesaburo Makiguchi (1871-1944), a Japanese educator in the early 20th century. Emerging out of 40 years of classroom experience, Soka Education is one of the first full-fledged educational theories ever put forward by a Japanese elementary school principal. Soka (創価) is derived from the Japanese characters “sozo” (creation) and “kachi” (value), and literally means value creation. Soka education seeks to empower students to perceive value in every aspect of life. A key element of Soka Education is the quality of the relationship between teacher and student. Rather than exercise authority over the students, teachers are expected to engage in the learning process and grow together with the students. Thus, Soka education is not a mere injection of knowledge, but a humanistic process that nurtures wisdom and enables the individual's potential to bloom to the fullest. The teacher’s genuine care and concern for the student, and their efforts to nurture the unique character and potential of each learner, make up the heart of Soka education. Makiguchi established this pedagogy based on his firm belief that the happiness of children should be the purpose of education. This was a radical idea in Japanese society, oppressed under fascist militarism before and during the war. Individuals were forced to place precedence upon national prestige rather than their own happiness, and children were taught at school to serve that purpose. It was against this backdrop that Makiguchi advocated that the happiness of children be the utmost priority of education. Today Soka education is being practiced globally: in Japan the Soka education system encompasses kindergarten through university; in the United States, Soka University of America was founded in California; and there are Soka Kindergartens in Brazil, Hong Kong, Malaysia, Singapore and South Korea, as well as other parts of the world. The Soka Education Student Research Project (SESRP) is a student-initiated and student-run project at Soka University of America. Project members engage in the study, research, and exhibition of Soka Education as a unique educational philosophy. The purpose of SESRP is: - To inspire individuals to embody and perpetuate the spirit of Soka Education - To create a community united in protecting the values of Soka Education - To encourage thorough and rigorous research into the meaning, possibilities, and development of Soka Education The objectives of the SESRP are: - To establish Soka Education as an acknowledged field of research - To develop a centralized source and venue for information and discussion on Soka Education To build and maintain relationships with
Load more

Recommended publications
  • Annual Report 2018 – 2019
    ANNUAL REPORT 2018 – 2019 TABLE OF CONTENTS _______________________________________________________________ About EDCO Collaborative . 3 Message from the Executive Director . 4 Mission and Vision . 5 Objectives. .5 History . 6 Governance and Leadership. 7 Standing and Advisory Committees. 7 Organizational Chart. 8 Collaborative Districts . 9 Programs and Services . .10 Information Technology. 11 Deaf & Hard of Hearing Program . 12 Partners Program . .15 North Crossing Academy Therapeutic Day Program . 18 North Crossing 45-Day Therapeutic Program . 21 District Based Services IDEAS. .. 23 Educator Leadership Institute . 25 Culinary Department . 26 Community Education and Building Use . 27 LABBB – EDCO Specialized Transportation Services. 28 Tuition Rates . 29 Cost Comparison . 30 Contract Services Contracted Services and Grants . 31 Youth Alternative Program . 34 Wrentham Habilitative Services . 35 Special Education Surrogate Parent Program . 37 Massachusetts Migrant Education Program. 39 New England High School Equivalency Program . 40 McSwiney Center for Professional Learning. 41 Addendum I – Revenue Charts. 45 2 ABOUT EDCO COLLABORATIVE EDCO is a collaborative of 16 urban and suburban school districts serving the Greater Boston area and beyond. We are governed by a Board of Directors comprised of superintendents and school committee members representing each of our member school districts. All EDCO programs and services are developed and implemented through consultation with member school districts and other sponsoring agencies. EDCO
    [Show full text]
  • Table of Contents
    Table of Contents Welcome from President of ESAI ...................................................................................................................... 2 ESAI Conference 2019 Theme ........................................................................................................................... 3 Keynote Speaker ............................................................................................................................................... 4 Panel Discussion ................................................................................................................................................ 4 ESAI Executive 2018-2019 ................................................................................................................................. 5 Presidents of ESAI ............................................................................................................................................. 5 List of Conference Locations 1976-2019 ........................................................................................................... 6 General Editors of Irish Educational Studies ..................................................................................................... 7 ESAI Corporate Members 2018/19 ................................................................................................................... 8 ESAI Invited Symposium at AERA 2019 ........................................................................................................... 11
    [Show full text]
  • 2021-2022 District Wide Goals, June 28, 2021
    Sudbury Public Schools District wide Goals for 2021-2022 Mission and Vision Sudbury Public Schools Mission Statement Sudbury Public Schools Vision The Sudbury Public Schools strive to enable all students to We are committed to excellence in educating students to be reach their intellectual and personal potential. The school knowledgeable, creative, independent thinkers who are system, in partnership with families and the community, will caring collaborative members of the school and wider work with integrity and respect to realize the shared vision of communities. enabling students to become lifelong learners and effective contributors of society. Core Values and Theory of Action Sudbury Public Schools Core Values Sudbury Public School Theory of Action ● Enhance the learning and teaching process to IF SPS provides: enable and inspire students to achieve their potential ○ Differentiated high quality instruction ● Actively promote personal responsibility and integrity ○ Safe school environment ● Seek and promote opportunities to advance equity ○ Instructional leadership and ongoing ● Cultivate a lifelong commitment to community professional development ○ The use of data to inform instruction THEN: ○ Students will be challenged and their varied learning needs met ○ Capacity of educators will grow ○ Existing achievement gaps will narrow Equity School Committee Goal and Action Steps Superintendent Goal and Action Steps Goal: By June of 2022, the superintendent will evaluate and improve Goal: educational equity to ensure access to curriculum, high-quality The Sudbury School Committee will work to ensure that Sudbury Public Schools welcomes, affirms and celebrates all students, staff instruction, and culturally proficient practices for all students. and families. The Sudbury School Committee will collaborate with the Superintendent in this work to prioritize anti-bias and Action Steps: anti-racist education for all students.
    [Show full text]
  • School Handbook
    School Handbook Last Updated July 7, 2020 Chagrinvalleyschool.org Preface This handbook is “required reading” for students and parents, but also for community members and anyone who is interested to learn about self-directed education and our school model. The first chapter is an introduction to self-directed education that comes from the Alliance for Self-Directed Education. The second chapter is a guide to all facets of Chagrin Valley School, including its history, school structures and how it operates. This is for transparency and to help everyone understand all the inner workings of the school. The third chapter describes the transition process for students and parents adjusting to self-directed learning. The last chapter is a long list of resources for further information about self-directed education. Table of Contents Chapter 1: What is Self Directed Education? The Four Educative Drives The Six Optimizing Conditions Why Choose Self-Directed Education? How Do People Practice SDE? The Agile Tree // The Self-Directed Model Chapter 2: Chagrin Valley School History School Overview Democratic Structure Preamble School Meeting Judiciary Committee Committees Info Station Off Campus Trips Enrollment Attendance What to Bring to School Parents Tuition Staff Frequently Asked Questions Permaculture Volunteering Community & Events School Board Mission & Vision Chagrin Valley School Handbook 1 Chapter 3: Deschooling What is Deschooling? Deschooling in Parents Deschooling in Students Chapter 4: Further Information & Resources Books Film & Video Podcasts & Radio Shows Research & Journals Websites, Blogs & News Social Media Pages & Groups Chagrin Valley School Handbook 2 Chapter 1: What is Self Directed Education? This first chapter is an introduction to self-directed education and comes from the Alliance of Self-Directed Education.
    [Show full text]
  • SPS SC Agenda Packet, September 14, 2020
    AGENDA and NOTICE SCHOOL COMMITTEE MEETING Regular Session Meeting L OCATION Monday, September 14, 2020 Remote Location Meeting Dial-In: 1 646 558 8656 Webinar ID: 840 0424 2349 6:00 PM URL: h ttps://us02web.zoom.us/j/84004242349 AGENDA 6:00 p .m. Open E xecutive S ession - Remote Call --To d iscuss contract negotiations with union personnel, as to d o so in public session would be detrimental to the District’s position; and --To discuss contract negotiations with non-union personnel, specifically the S uperintendent, as to do so i n public session would be detrimental t o the District’s p osition; a nd --To R eview and Approve E xecutive S ession Minutes (8/7, 8/10). 7:30 p.m. Open Regular Session - Remote Call 1. Special Matters a. Recognition of School Committee Member Christine Hogan b. Welcome o f new S chool Committee Member Sarah Troiano c. Covid-19/School Reopening Update ( Discussion/Action) 20 m ins 2. Public Comment 20 Mins This is an opportunity for members of the community to address the School Committee. School Committee Policy BEDH allots each speaker three (3) minutes to present their material, which “may address topics on the agenda, items specified for public comment, or items within the scope of responsibility of the School Committee.” Members of the Public wishing to address the Committee shall sign in on the form provided at the Meeting and, after being recognized by the Chair, shall state their name, address, and the agenda item they wish to address.
    [Show full text]
  • 30-9-2014 Changes Mobile Library
    PUBLIC Author: Don Gibbs Agenda Item No 7a DERBYSHIRE COUNTY COUNCIL CABINET 30 September 2014 Report of the Strategic Director, Health and Communities CHANGES TO THE MOBILE LIBRARY SERVICE (Health and Communities) 1. Purpose of the Report To seek Cabinet approval: 1. To make changes to Mobile Library Service routes and stops, including withdrawing eight vehicles from service; 2. For officers to start the process of investigating the suitability of the alternative stops, within the communities identified, with a view to modifying the draft timetable to reflect these suggestions prior to implementation; 3. To implement the associated staffing changes, subject to consultation with staff and relevant trade unions; 4. For staff affected by the proposed changes to the Mobile Library Service to be treated as a ‘pocket of difficulty’ and that the voluntary early release schemes are made available for this group of employees if necessary; 5. For further decisions relating to the implementation of the review of the Mobile Library Service to be delegated to the Strategic Director Health and Communities in consultation with the Cabinet Member for Health and Communities. 2. Information and Analysis 2.1 Background Derbyshire County Council is facing severe budget pressures and needs to save £157m by 2018. Reductions in Government grants, inflation and greater demands on areas of the County Council's budget for adult social care and vulnerable children mean it must re-think the way it delivers services. It means some services will remain, some will be run differently but some will have to cease. As part of the County Council’s four-year programme of budget reductions up to 2018 the Health and Communities Department has to identify total budget reductions of approximately £1.28m in 2014/15 and £1.3m in 2015/16.
    [Show full text]
  • Democratic Schooling: What Happens to Young People Who Have
    Democratic Schooling: What Happens to Young People Who Have Charge of Their Own Education? Author(s): Peter Gray and David Chanoff Source: American Journal of Education, Vol. 94, No. 2, (Feb., 1986), pp. 182-213 Published by: The University of Chicago Press Stable URL: http://www.jstor.org/stable/1084948 Accessed: 09/05/2008 10:33 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=ucpress. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit organization founded in 1995 to build trusted digital archives for scholarship. We enable the scholarly community to preserve their work and the materials they rely upon, and to build a common research platform that promotes the discovery and use of these resources. For more information about JSTOR, please contact [email protected]. http://www.jstor.org Democratic Schooling: What Happens to Young People Who Have Charge of Their Own Education? PETER GRAY and DAVID CHANOFF Boston College A follow-upstudy was conductedof the graduatesof the SudburyValley School (SVS), a democraticallyadministered primary and secondary school that has no learning requirementsbut rather supports students' self-directedactivities.
    [Show full text]
  • Sudbury Public Schools Sudbury, Massachusetts School Committee Regular Meeting Wednesday January 22, 2014 Curtis Middle School
    Sudbury Public Schools Sudbury, Massachusetts School Committee Regular Meeting Wednesday January 22, 2014 Curtis Middle School Present: Dr. Rich Robison, Ellen Winer Joachim, Bob Armour, Lucie St. George, Scott Nassa Also Present: Dr. Anne Wilson, Superintendent; Dr. Todd Curtis, Assistant Superintendent; Mary Will, Director of Business and Finance; Dr. Robert Mealey, SEA Open Session Rich Robison called the Open Session to order at 7:32 p.m. The meeting was taped for public access broadcast. 1. Open Forum No comments. 2. Recognitions Superintendent Wilson recognized eighth grade student Madelyn Paquette who represented Sudbury at Project 351, Governor Patrick’s day of youth service and leadership. Dr. Wilson also applauded Loring 4th grade student Abigail Sobol and Curtis student Connor Orr, who recently took the test to qualify for the Geography Bee state finals. 3. Curtis PTO Welcome (Carrie Lucchese, Judy Merra, and Cara Maxwell) Superintendent Wilson introduced Curtis Principal Stephen Lambert, as well as House Administrators Angela Menke, Elizabeth Greer, and David Jurewicz. Principal Lambert acknowledged the teaching staff and those parents in attendance who served on the School Improvement Committee. He introduced Curtis CPO Co-Chairs Carrie Lucchese, Judy Merra, and Cara Maxwell. Ms. Lucchese provided an overview of support functions the CPO serves. Ms. Merra praised Mr. Lambert and the supportive parent volunteers. Ms. Maxwell, whose sixth- and seventh-grade students both were on the Lime team, commented on the benefits of the 1:1 technology. Among other things, she noted the sense of ownership and timely feedback from teachers, as well as the ease of access to lesson plans on-line.
    [Show full text]
  • Senior School Handbook 2019
    Senior School Handbook 2019 CONTENTS Part 1: Essential Information Beginning of Term Arrangements Term Dates Useful Contact Information Part 2: Joining Felsted Clothing Co-Curricular Options Day Students Doctors Electrical Equipment Fees Finance Geography Guardians Half Term and Weekend Arrangements Health Matters Insurance Laptops Modern Foreign Languages Music at Felsted Old Felstedian Society Parent Portal Pocket Money Policies Rules Speech and Drama Lessons Stationery Transport Travel for Minors Please note that all information included in this induction pack, plus other additional information, such as Felsted’s aims and other school policies, can be found in the Parents’ area of our website www.felsted.org. PART 1: ESSENTIAL INFORMATION Autumn Term - Beginning of Term Arrangements Tuesday 27th August: LEAP course commences for International students (all Year groups) Please refer to the separate booklet regarding LEAP Sunday 1st September: Lower Sixth IB students arrive by 9.30 am Monday 2nd September: Lower Sixth A Level students arrive by 4.00 pm Tuesday 3rd September: 2.00pm All Year 9 and new Year 10 boarders arrive at Houses wearing school uniform 3.00pm Service of Commencement for all Year 9, new Year 10 and Parents (Holy Cross Church) followed by Reception (The Bury Gardens) 5.00pm Parents and Day pupils depart All Year 9 boarders expected to board on first night Wednesday 4th September: All Day students should be in school by 8.15 am 8.30am Registration and House Assemblies 9.00am Beginning of Year
    [Show full text]
  • Preparatory Schools 2018 a Guide to 1500 Independent Preparatory and Junior Schools in the United Kingdom 1 Providing Education for 2 ⁄2 to 13-Year-Olds
    JOHN CATT’S Preparatory Schools 2018 A guide to 1500 independent preparatory and junior schools in the United Kingdom 1 providing education for 2 ⁄2 to 13-year-olds 21ST EDITION The UK’s Leading Supplier of School and Specialist Minibuses • Fully Type Approved 9 - 17 Seat Choose with confidence, our knowledge and School Minibuses support make the difference • All The Leading Manufacturers • D1 and B Licence Driver Options 01202 827678 • New Euro Six Engines, Low Emission redkite-minibuses.com Zone (LEZ) Compliant [email protected] • Finance Option To Suit all Budgets • Nationwide Service and Support FORD PEUGEOT VAUXHALL APPROVED SUPPLIERS JOHN CATT’S Preparatory Schools 2018 21st Edition Editor: Jonathan Barnes Published in 2018 by John Catt Educational Ltd, 12 Deben Mill Business Centre, Woodbridge, Suffolk IP12 1BL UK Tel: 01394 389850 Fax: 01394 386893 Email: [email protected] Website: www.johncatt.com © 2017 John Catt Educational Ltd All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publishers. Database right John Catt Educational Limited (maker). Extraction or reuse of the contents of this publication other than for private non-commercial purposes expressly permitted by law is strictly prohibited. Opinions expressed in this publication are those of the contributors, and are not necessarily those of the publishers or the sponsors. We cannot accept responsibility for any errors or omissions. Designed and typeset by John Catt Educational Limited. A CIP catalogue record for this book is available from the British Library.
    [Show full text]
  • Additional Estimates 2003-04
    2001 Accountability Figures Attachment B E841_04 GREEN REPORT SYSTEM TOTAL ACCOUNTABILITY TOTAL *DIFFERENCE NSW 4101 Catholic 662,474,251 662,562,053 87,802 4110,4111,4112 SDA 10,250,044 Refund Amount 16718 Anglican 8,430,701 Non Sys 342,736,058 TOTAL Indep 361,416,803 361,375,871 -40,932 TOTAL 1,023,891,054 Late Payment VIC 4102 Catholic 611,688,761 611,688,761 0 4113 SDA 4,107,499 15303 Lutheran 8,469,545 15833 Ecumenical 27,704,873 15886 Christian 4,438,802 Non Sys 160,019,014 TOTAL Indep 204,739,733 204,723,467 -16,266 TOTAL 656,409,480 Late Payment QLD 4103 Catholic 357,006,500 357,006,500 0 4114,4115 SDA 4,232,043 14224 Lutherans 31,462,179 15325 Anglicans 33,780,975 Non Sys 141,010,110 TOTAL Indep 210,485,307 210,467,769 -17,538 TOTAL 567,491,807 Late Payment SA 4104 Catholic 129,521,232 129,521,232 0 4116 SDA 1,469,853 4109 Lutheran 25,011,642 16028 Anglican 12,632,596 Non Sys 62,183,840 TOTAL Indep 101,297,931 101,297,931 0 TOTAL 230,819,163 WA 4105 Catholic 186,108,539 186,108,539 0 13362 Anglican 16,724,232 4117 SDA 1,620,949 13636 Swan 6,351,795 Non Sys 92,250,967 TOTAL Indep 116,947,943 116,901,818 -46,125 TOTAL 303,056,482 Late Payment TAS 4106 Catholic 41,955,407 41,955,407 0 4118 SDA 418,219 Non Sys 19,642,090 TOTAL Indep 20,060,309 20,060,309 0 TOTAL 62,015,716 NT 4107 Catholic 12,210,888 12,210,888 0 15333 Christian 2,592,780 Non Sys 11,812,359 TOTAL Indep 14,405,139 14,405,139 0 TOTAL 26,616,027 ACT 4108 Catholic 39,137,640 39,137,640 0 Non Sys 26,695,827 TOTAL Indep 26,695,827 26,695,827 0 TOTAL 65,833,467 Attachment
    [Show full text]
  • Memorial Tributes: Volume 10
    THE NATIONAL ACADEMIES PRESS This PDF is available at http://nap.edu/10403 SHARE Memorial Tributes: Volume 10 DETAILS 297 pages | 6 x 9 | HARDBACK ISBN 978-0-309-08457-4 | DOI 10.17226/10403 CONTRIBUTORS GET THIS BOOK National Academy of Engineering FIND RELATED TITLES Visit the National Academies Press at NAP.edu and login or register to get: – Access to free PDF downloads of thousands of scientific reports – 10% off the price of print titles – Email or social media notifications of new titles related to your interests – Special offers and discounts Distribution, posting, or copying of this PDF is strictly prohibited without written permission of the National Academies Press. (Request Permission) Unless otherwise indicated, all materials in this PDF are copyrighted by the National Academy of Sciences. Copyright © National Academy of Sciences. All rights reserved. Memorial Tributes: Volume 10 i Memorial Tributes NATIONAL ACADEMY OF ENGINEERING Copyright National Academy of Sciences. All rights reserved. Memorial Tributes: Volume 10 ii Copyright National Academy of Sciences. All rights reserved. Memorial Tributes: Volume 10 iii NATIONAL ACADEMY OF ENGINEERING OF THE UNITED STATES OF AMERICA Memorial Tributes Volume 10 NATIONAL ACADEMY PRESS Washington, D.C. 2002 Copyright National Academy of Sciences. All rights reserved. Memorial Tributes: Volume 10 iv International Standard Book Number 0-309-08457-1 Additional copies of this publication are available from: National Academy Press 2101 Constitution Avenue, N.W.Box 285Washington, D.C.20055800–624–6242 or 202–334–3313 (in the Washington Metropolitan Area) B-467 Copyright 2002 by the National Academy of Sciences. All rights reserved.
    [Show full text]