APM - 270 Professor of (E.G., Psychology) in Residence Series
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Pink Collar Work
September 2017 Pink collar work Gender and the Ohio workplace Lea Kayali Introduction Women are an essential part of the Ohio and national workforce. However, men consistently earn more than women. We call this wage disparity the gender pay gap. Improving jobs and compensation for women will boost our economy and provide more opportunity and security to women and their families. Husbands, sons and fathers depend on the salaries of women in their lives. Equal pay concerns all of us. Analysts cite several reasons for the gender wage gap. These include discrimination, differential compensation for jobs that have historically attracted men and women, occupational choice, level of labor force participation, and hours of work. This report provides an overview of the job market women face and considers these variables and the effect they have on the gap. Women in the workforce: An overview Women are a little less than half (48 percent) of Ohio’s workers.1 Men are more likely both to be in the labor force (68 percent) than women (57 percent) and to be employed (65 vs. 57 percent). Women comprise a far higher share of part-time workers than men do. It’s hard for families with children to send all adults into the workforce full time, so the lower-paid parent often works part time to manage more of the parenting. Figure 1 Ohio labor force statistics by gender, 2016 Source: EPI analysis of CPS Labor Force Data 1People are part of the workforce if they are working or are unemployed but actively seeking work. -
Pythian International
Page 12 Supreme Lodge Knights of Pythias The New 1 2013 Supreme Lodge Poster Contest Winners Pythian International PUBLISHED BY THE SUPREME LODGE, KNIGHTS OF PYTHIAS VOLUME I No. 2 SUMMER/FALL 2013 Grand Lodge Conventions Summer/Fall 2013 Maryland September 5-7 Ocean City 1st Place Poster, winner of $1,000.00 2nd Place Poster - winner of $500.00 3rd Place Poster - winner of $250.00 New Mexico September 6-7 Lordsburg Ariana Quintero - 12th Grade Jane Harmsworth - 11th Grade Zach Knisley - 12th Grade Desert Edge High School Mark R. Isfeld Secondary School Springfield, Ohio Illinois September 12-13 Goodyear, Arizona, 85338 Courtenay, BC, Canada V9N 2T8 Peoria Nevada September 18-21 Listed below are 4th thru 8th place (winners of $100 each) Henderson A Message from Ohio September 18-21 Columbus 4th Place Poster (At Large Submission) 7th Place Poster (At Large Submission) The Supreme Chancellor North Carolina September 19-22 Sabrina Leal - 11th Grade Elizabeth Crisler - 12th Grade Myrtle Beach Nogales High School Ambassadors for Christ Academy Michigan September 20-21 Nogales, Arizona, 85621 Bella Vista, AR 72715 Dear Pythian Family : Lansing Welcome to the second edition of The Pythian In- 5th Place Poster 8th Place Poster Washington September 20-22 ternational. I trust you had a pleasant summer. Yakima Amanda Bevilacqua - 12th Grade Alyssa Gallagher - 12th Grade With the absence of a Domain in Ontario Canada, I Downingtown West High School Manchester West High School Colorado/Wyoming September 20-21 am pleased to welcome two new Subordinate Downingtown, Pennsylvania Manchester, NH 03102 Cheyenne, WY Lodges in Ontario, they will be under the jurisdic- tion of Michigan. -
KNIGHTS of COLUMBUS Msgr
KNIGHTS OF COLUMBUS Msgr. James Corbett Warren Memorial Council 5073 2400 Industrial Street, Burlington, Ontario L7P 1A5 905-335-5073 t email: [email protected] website: www.kofc5073.ca NEWSLETTER June 2016 Msgr. J. C. Warren COUNCIL EXECUTIVE 2015-2016 A Message from our Grand Knight CHAPLAIN Fr. Ronald Hodara John D’Addario GRAND KNIGHT John D’Addario 905.639.9727 DEPUTY GRAND KNIGHT Kevin Abraham 905.330.7545 CHANCELLOR Brothers, Michael Mark 905.333.3623 RECORDER The end of a Fraternal year should not be looked at as a sad and negative Bill Manley event. It should be looked at as the end of a chapter in a book that you are 905.632.7410 FINANCIAL SECRETARY currently reading and just do not want to put down. It is a great book about Paul Catena a council that has been around since 1960 with members who give their time 905.630.1840 to strengthen four parish communities in a great city called Burlington. What TREASURER Jim Csordas is the name of this book ? It could be called “Monsignor James Warren 905.681.2075 Memorial Council 5073.” The completion of this Fraternal year marks the LECTURER 56th chapter of the book. Many accomplishments and loads of stories and Frank Miele 416.606.0436 good deeds have been documented in the book to date. The writing of the ADVOCATE 57th chapter starts on July 1, and together we can write a chapter that will Jim Csordas truly show Brother Knights in the future that we stand by our motto “In 905.681.2075 WARDEN Service to One, In Service to All.” In the months ahead, please share your Michael Attardo ideas with your Brother Knights, get involved, and remember that someone 905.635.8775 thought very highly of you to invite you to join the Knights of Columbus. -
PROFESSOR of PRACTICE (Revised 9/18)
V-20 PROFESSOR OF PRACTICE (Revised 9/18) I. Definition Appointees in the Professor of Practice series are distinguished professionals, either practicing or retired. A few may have traditional academic backgrounds, but most do not. The working title of Professor of Practice helps promote the integration of academic scholarship with practical experience. Appointees provide faculty, undergraduate students, and graduate students with an understanding of the practical applications of a particular field of study. Professors of Practice teach courses, advise students, and collaborate in areas directly related to their expertise and experience. Appointment may be made as Professor of Practice or Visiting Professor of Practice. The underlying title of Adjunct Professor will be used for payroll purposes. II. Appointment and advancement criteria Evaluation of the candidate for appointment or advancement as Professor of Practice or Visiting Professor of Practice shall take into account the nature of the duties and responsibilities and shall adjust accordingly as to the emphasis placed on each of the following four criteria: 1. Professional competence and activity For appointments, departments must identify the candidate’s leadership in, and major contributions to, the field in question as well as document what credentials from practice he or she will bring to bear in teaching, research, and service. At the time of review, the department must demonstrate the appointee’s continued record of exemplary professional practice and leadership in the field. 2. Teaching contributions Professors of practice will design and teach undergraduate and graduate courses based on their expertise. Appointees are expected to teach primarily in professional programs at the graduate level. -
Chivalry in Western Literature Richard N
Rollins College Rollins Scholarship Online Master of Liberal Studies Theses 2012 The nbU ought Grace of Life: Chivalry in Western Literature Richard N. Boggs Rollins College, [email protected] Follow this and additional works at: http://scholarship.rollins.edu/mls Part of the English Language and Literature Commons, European History Commons, Medieval History Commons, and the Medieval Studies Commons Recommended Citation Boggs, Richard N., "The nbouU ght Grace of Life: Chivalry in Western Literature" (2012). Master of Liberal Studies Theses. 21. http://scholarship.rollins.edu/mls/21 This Open Access is brought to you for free and open access by Rollins Scholarship Online. It has been accepted for inclusion in Master of Liberal Studies Theses by an authorized administrator of Rollins Scholarship Online. For more information, please contact [email protected]. The Unbought Grace of Life: Chivalry in Western Literature A Project Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Liberal Studies by Richard N. Boggs May, 2012 Mentor: Dr. Thomas Cook Reader: Dr. Gail Sinclair Rollins College Hamilton Holt School Master of Liberal Studies Program Winter Park, Florida The Unbought Grace of Life: Chivalry in Western Literature By Richard N. Boggs May, 2012 Project Approved: ________________________________________ Mentor ________________________________________ Reader ________________________________________ Director, Master of Liberal Studies Program ________________________________________ Dean, Hamilton Holt School Rollins College Dedicated to my wife Elizabeth for her love, her patience and her unceasing support. CONTENTS I. Introduction 1 II. Greek Pre-Chivalry 5 III. Roman Pre-Chivalry 11 IV. The Rise of Christian Chivalry 18 V. The Age of Chivalry 26 VI. -
THE UNIVERSITY of EDINBURGH
THE UNIVERSITY of EDINBURGH 3 February 2020 Professor Julia Buckingham Chair of the Concordat Strategy Group By email to: [email protected] Dear Professor Buckingham Letter of Commitment to the Concordat to Support the Career Development of Researchers I, Peter Mathieson, on behalf of The University of Edinburgh, confirm our commitment to the Concordat to Support the Career Development of Researchers. The University of Edinburgh fully supports the Principles of this revised Concordat and we intend to uphold our obligations and responsibilities as a signatory. Research staff play a vital role at The University of Edinburgh and we are determined to support them to achieve their potential. We were one of the first eight UK universities to be awarded the HR Excellence in Research Award and have a comprehensive Code of Practice for the Management and Career Development of Research Staff. Our engagement in the process of revising this Concordat brought together research staff and allies in support services, Schools and Colleges, and research staff societies. This community will form a Concordat Implementation Group to embed our new responsibilities in core practices ensuring that researchers’ voices are at the heart of our plans. We are excited to work collectively and engage with initiatives to address systemic challenges in progressing towards a UK research system where researchers work in healthy and supportive environments. We agree that researchers should be recognised and valued for their contributions in research and beyond, supported in their professional and career development, and equipped and empowered to succeed in their chosen careers. Professor Peter Mathieson Principal & Vice-Chancellor The University of Edinburgh Old College, South Bridge Edinburgh, EH8 9YL T +44 (0)131 650 2150/49 E [email protected] The University of Edinburgh is a charitable body, registered in Scotland, with registration number SC005336 . -
Slavery and Reparative Justice by Professor Sir Geoff Palmer British Slavery in the West Indies Was Chattel Slavery and Was Lega
Slavery and Reparative Justice by Professor Sir Geoff Palmer British slavery in the West Indies was Chattel Slavery and was legal. This slavery was supported by a Slave Trade which was abolished in 1807. One important aspect of the abolition of the slave trade was that the powerful Scottish politician Henry Dundas proposed successfully in Parliament in 1792 that this trading in slaves should be “gradually” abolished. This prolonged the Slave Trade for another 15 years during which time about 630,000 African people were transported into slavery. There were about 800,000 British Slaves in the West Indies when slavery was finally abolished in 1838. About 30% of the slave plantations in the British West Indies were owned by Scots. There is now significant evidence of Scotland’s involvement in this slavery. It is worth noting that documents such as the Jamaica Telephone Directory contain a significant number of Scottish surnames. Many place names in Jamaica are Scottish in origin and the flags of Jamaica and Scotland are of the same design. The year 2007 was the 200 th anniversary of the abolition of the Slave Trade. Since this date there has been a significant growth in interest in this slavery. Evidence seems to suggest that many Scottish people were not aware of the extent to which Scotland was involved in the practice of British slavery in the West Indies. It is this ‘public interest’ that has induced institutions to adopt a more serious approach to the study of Chattel Slavery. This extends from schools to universities to national and international organisations. -
Criteria for Promotion to the Rank of Teaching Professor Teaching
Criteria for Promotion to the rank of Teaching Professor Teaching excellence beyond Senior Lecturer Since senior lecturers are required to stay current in their discipline and pedagogy, but not required to seek promotion to Teaching Professor, the evidence supporting promotion should go beyond the excellent teaching typically expected of a senior lecturer. To qualify as a Teaching Professor, the candidate must have a record of accomplishment that advances the teaching mission of Indiana University. The criteria for granting long-term contracts after a probationary period shall be analogous to the criteria for granting tenure, except that lecturers shall earn the right to a long-term contract on the basis of their excellence only in those responsibilities that may be assigned to them. Each school will establish procedures and specific criteria for review of individuals concerning the renewal of long-term contracts or their equivalent.1 Promotion to Senior Lecturer or higher is based on continued improvement in and demonstration of excellence in teaching or service, with at least satisfactory performance in the remaining area.2 The dossier should convincingly substantiate a case in accordance both with the criteria in the Indiana University Academic Handbook and with any approved unit promotion and tenure guidelines. Promotion to Teaching Professor is analogous to being promoted from Associate to Full Professor. While no specific distinctions are made between being promoted to Associate Professor, to Professor, to Senior Lecturer or to Teaching Professor, higher levels of promotion will expect greater demonstrated achievement— in merit and in impact. However, what indicates excellence—for example, in research for a person seeking promotion to associate professor—is quantitatively and qualitatively different from what is expected of a person seeking promotion to professor.3 Lecturers are academic appointees whose primary responsibility is teaching. -
The Trouble with the Creative Class
‘creative’ in the traditional sense – that is, who produce the art The trouble with the and music that attracts the creative class – are as poor as they Creative Class ever were. A recent Australia Council report (called Don’t give up your day job) says that very few artists in Australia earn high incomes and that most earn very low incomes. Half Australia’s Kate Shaw artists have a creative income of less than $7,300 a year You’ve probably come across the ‘uber-cool’ Richard Florida, (Throsby and Hollister 2003). Provision of what they’ve always American economics professor, and his ‘creative class’ thesis needed – cheap space to live and work – which can only be by now – it’s hard not to, with governments all over the world done systematically in a gentrifying city by government, will falling over themselves to pay his minimum US $10,000 support Melbourne’s claim to creative city status. speaking fee. Here’s an extract from his visit to Melbourne in The self-congratulatory claims made by the current State December 2004: Smith Street, Collingwood – diverse and pumping. Docklands – where’s the people?. Government are, really, largely unwarranted. Much of what Professor Florida: I think it’s obvious what you have done here Florida admired in his 2004 visit – Melbourne Docklands, the is truly amazing. vibrant mix of uses in the city, the cafés and bars – were He ranks cities throughout the world on the creativity index, • What’s going on: the vibrancy of street life, café culture, arts, delivered under the Kennett Government. -
Special Rapporteur on Extreme Poverty and Human Rights
Statement on Visit to the United Kingdom, by Professor Philip Alston, United Nations Special Rapporteur on extreme poverty and human rights London, 16 November 2018 Introduction The UK is the world’s fifth largest economy, it contains many areas of immense wealth, its capital is a leading centre of global finance, its entrepreneurs are innovative and agile, and despite the current political turmoil, it has a system of government that rightly remains the envy of much of the world. It thus seems patently unjust and contrary to British values that so many people are living in poverty. This is obvious to anyone who opens their eyes to see the immense growth in foodbanks and the queues waiting outside them, the people sleeping rough in the streets, the growth of homelessness, the sense of deep despair that leads even the Government to appoint a Minister for suicide prevention and civil society to report in depth on unheard of levels of loneliness and isolation. And local authorities, especially in England, which perform vital roles in providing a real social safety net have been gutted by a series of government policies. Libraries have closed in record numbers, community and youth centers have been shrunk and underfunded, public spaces and buildings including parks and recreation centers have been sold off. While the labour and housing markets provide the crucial backdrop, the focus of this report is on the contribution made by social security and related policies. The results? 14 million people, a fifth of the population, live in poverty. Four million of these are more than 50% below the poverty line,1 and 1.5 million are destitute, unable to afford basic essentials.2 The widely respected Institute for Fiscal Studies predicts a 7% rise in child poverty between 2015 and 2022, and various sources predict child poverty rates of as high as 40%.3 For almost one in every two children to be poor in twenty-first century Britain is not just a disgrace, but a social calamity and an economic disaster, all rolled into one. -
Why Kenya's Decision to Appoint 'Corporate' Chancellors Won't Fix Universities
Why Kenya's decision to appoint 'corporate' chancellors won't fix univers... https://theconversation.com/why-kenyas-decision-to-appoint-corporate-... Why Kenya's decision to appoint 'corporate' chancellors won't fix universities Ishmael Munene The choice of chancellors appointed to head universities is a good indicator of the direction in which the state seeks to steer its institutions. It can foster or erode autonomy and shared decision-making. This has been a big issue in Kenya for decades. But the country isn’t alone. The balance between university autonomy and politicisation is relevant everywhere. In the British tradition, which Kenya generally applies, the university chancellor is a ceremonial head of a university. This titular head is usually a prominent citizen, a business or political leader. The executive academic and administrative head of the university is the vice-chancellor. Since independence the chancellors of public universities have either been heads of state or their appointees. They preside over graduation ceremonies, can give advice to the university councils, and make recommendations to the cabinet secretary of education. In theory the chancellor is a ceremonial position. But in practice Kenya’s chancellors are able – and even expected – to steer their universities in specific directions. This power is underlined in the three epochs that characterise the evolution of public universities’ chancellorship in the country. These are the political chancellor; the academic chancellor; and, more recently, the corporate chancellor. The corporate chancellor, common since 2013, is a response to mounting financial challenges facing Kenyan universities. The appointees include successful bankers, businessmen, corporate chief executives, industrialists and philanthropists. -
Chancellor's Cabinet Update
Chancellor’s Cabinet Update MEMBERSHIP FEBRUARY 2012 MEMBERSHIP FEBRUARY 2012 Constance M. Carroll, Ph.D. ConstanceChancellor M. Carroll, Ph.D. Chancellor SPRING 2012 ENROLLMENT AND SUMMER 2012 UPDATE Terry Burgess, Ph.D. Enrollment for the colleges this spring continues to be very strong with very high TerryPresident, Burgess, Ph.D. SanPresident, Diego City College demand for classes across all three colleges. The college class fill rate as of census is San Diego City College 94%. As a result of state budget and workload reductions, the District is offering 515 Pamela Luster, Ed.D. fewer classes than were offered last spring for the colleges and Continuing Education. PamelaPresident, Luster, Ed.D. College enrollment is currently 3% lower compared to last spring. However, the President, San Diego Mesa College projected total FTES for 2011-12 for the three colleges is about 6% over the state- San Diego Mesa College Patricia Hsieh, Ed.D. funded enrollment targets for the year. PatriciaPresident, Hsieh, Ed.D. SanPresident, Diego Miramar College The state-mandated workload reduction and state budget outlook for 2012-2013 has San Diego Miramar College led the Cabinet to endorse the recommendation of the Presidents that the 2012 Anthony Beebe, Ed.D. summer session be limited to year-round classes, contractual obligations with SDSU, President, Anthony Beebe, Ed.D. grant-funded classes, pre-season training classes for the Intercollegiate sports teams ContinuingPresident, Education Continuing Education competing in the fall, prior commitments to the U.S. Marine Corps Air Station at Otto Lee, Ed.D. Miramar, and mandated public safety in-service training classes.