October 2012 Marshall Chronicles
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July 2008 Marshall Chronicles
The MarsMarshallhall July 2008 Volume# VII, Number 7CChro hroniclesnicles THE 43RD ANNUAL NACTT SEMINAR: THE SAN FRANCISCO TREAT This year the National Association of Chapter 13 Trustees held panels consisted of a team including a creditor attorney, a debtor their 43rd annual seminar in San Francisco. The annual seminar attorney, a Trustee and a Judge. The first panel Judge Margaret provides Chapter 13 Trustees and their staff an opportunity to Mahoney, Trustee Hank Hildebrand, Marcy Ford and Max Gard- mingle, share war stories and educate themselves on the various ner discussed the Mortgage Morass and various topics that affect topics unfolding around the country that affect Chapter 13 case dealing with administering mortgage claims. Part of the concerns administration. The seminar opened on Tuesday, July 8th, for the discussed by the panel was how we could ensure through the Trustees with a Board of Director’s Meeting. Wednesday was Chapter 13 processes that debtors would emerge from the case filled again for Trustees with various current with their mortgage obligations. We discussed reviewing committee meetings and training on the claims for accuracy, adversary actions to deem the mortgage new requirements in filing final reports. claims current and loan modification actions. The sec- For the rest of us, the seminar truly ond panel of the day further took began Wednesday night with the tradi- apart mortgage issues discussing tional gathering for the opening re- non-modifiable mortgage claims ception in the downtown Marriott. It and dealing with the specific topic was good to meet up with old friends of administering Chapter 13 cases and colleagues sharing some typical and how we can get the debtor’s San Francisco flavors. -
Entering Mentoring a Seminar to Train a New Generation of Scientists
18795_MentorTX1 4/22/05 4:39 PM Page i Entering Mentoring A Seminar to Train a New Generation of Scientists Jo Handelsman Christine Pfund Sarah Miller Lauffer Christine Maidl Pribbenow THE WISCONSIN PROGRAM FOR SCIENTIFIC TEACHING • Supported by the Howard Hughes Medical Institute Professors Program • 18795_MentorTX1 4/22/05 4:39 PM Page ii Entering Mentoring Jo Handelsman Christine Pfund Sarah Miller Lauffer Christine Maidl Pribbenow • THE WISCONSIN PROGRAM FOR SCIENTIFIC TEACHING • Supported by the Howard Hughes Medical Institute Professors Program • Contact Information: Phone: (608) 265-0850 Email: [email protected] Website: http://scientificteaching.wisc.edu The development of this book was supported by a grant from the Howard Hughes Medical Institute to the University of Wisconsin-Madison in support of Professor Jo Handelsman. With contributions from: Janet Branchaw, Center for Biology Education Evelyn Fine, Women in Science and Engineering Leadership Institute HHMI Graduate Teaching Fellows and their faculty mentors Edited by: Hilary Handelsman Front Cover: The cover art is a fractal image, entitled, “Fractal Mitosis,” by Jay Jacobson, the creator of the art form, FractalismTM Copyright © 2005 by the Board of Regents of the University of Wisconsin System ISBN 0-299-21570-9 For PDF version of this book, go to www.hhmi.org/grants/pdf/labmanagement/entering_mentoring.pdf 18795_MentorTX1 4/22/05 4:39 PM Page iii Preface Effective mentoring can be learned, but not taught. Good mentors dis- cover their own objectives, methods, and style by mentoring. And mentoring. And mentoring some more. Most faculty learn to mentor by experimenting and analyzing success and failure, and many say that the process of developing an effective method of mentoring takes years. -
THE SEMINAR of JACQUES LACAN the Logic of Phantasy
16.11.1966 I 1 THE SEMINAR OF JACQUES LACAN BOOK XIV The logic of phantasy 1966-1967 Translated by Cormac Gallagher from unedited French manuscripts FOR PRIVATE USE ONLY 16.11.1966 I 2 Seminar 1: Wednesday 16 November 1966 Today I am going to throw out some points that are rather in the nature of a promise. “Logic of phantasy”, I entitled, this year, what I count on being able to present to you about what is required at the point that we are at on a certain path. A path which implies, I will recall it forcefully today, this sort of very special return that we have already seen, last year, inscribed in the structure and which is properly speaking fundamental in everything that Freudian thinking uncovers. This return is called repetition. To repeat is not to find the same thing again, as we will articulate later, and contrary to what is believed, it is not necessarily to repeat indefinitely. We will come back then to themes that I have in a certain fashion already situated for a long time. It is, moreover, because we are at the moment of this return and of its function, that I believed I could no longer put off presenting to you in a unified way what up to now I thought necessary as a minimal indication of this journey, namely, this volume that you already find within hand‟s reach. It is because this year it will no doubt be possible for us to study in depth the function of this relation to writing - which after all, in a certain way, I forced myself up to the present if not to avoid, at least to delay - that here again I believed I could take this step. -
Seminar on School-Community Relations. INSTITUTION Indiana Public School Study Council, Muncip
DOCUMENT RESUME ED 044 820 EA 003 174 AUTHOR Strom, Merle T., I. TITLE Seminar on School-Community Relations. INSTITUTION Indiana Public School Study Council, MunciP. PUB DATE Jan 70 NOTE 990.; Report of Seminar on School-Community Relations (Indianapolis, Tnd., Sept. 19 0) EDRS PRICE EDRS Price MF-$0.50 HC-$5.05 DESCRIPTORS *Communication Problems, *Information Dissemination, *News Media, Press Opinion, Public Opinion, *Public Relations, *School Community Relationship ABSTRACT This document contains speeches, panel discussions, and audience reactions from a seminar on school-community relations. The material is designed to broaden the unaerstanding of superintendents, central office administrators, and public information personnel on the importance of soundly conceived programs for school-community relations. (JP) U.S. DEPARTMENT OF HEALTH, EDUCATION 8 WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT,POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. Seminar on School Community Relations \ September 25, 1969 Holiday Inn East Indianapolis, Indiana A Publication of - - -- The Indiana Public School Study Council ---- January, 1970 EA 003 174 TABLE OF CONTENTS Foreword Seminar Program iii WHAT IS SCHOOL COMMUNITY RELATIONS? 1 Mr. Ned Hubbell WHAT'S IN IT FOR ME? 27 Workshop Session WHY SCHOOL PUBLIC RELATIONS? 52 Dr, Richard Gray REACTIONS TO DR, GRAY'S ADDRESS 68 Dr, Clarence Robbins VIEWS BY A SCHOOL BOARD MEMBER 73 Mr, Herbert W. Hoover REACTIONS TO MR. HOOVER'S ADDRESS 76 Mr. Austin Walker IS ANYBODY LISTENING? 78 Mr, Ned Hubbell FOREWORD The Seminar on School-Community Relationsheld on September 25 at the Holiday Inn East, Indianapolis was sponsoredby the Indiana Public School Study Council. -
October 2006 Marshall Chronicles
TThhee MMaarrsshhaallll October 2006 #Volume V, Number 10 CChhrroonniicclleess To Discharge Or NAs we “celoebrate ” thte one -yeaTr anniversoary of BA PCPAD’s effec - isW.D.c Wis. 2h006), deaalt with rthe gnewly aemended ?section tive date, I am fixated on a problem that faces all bankruptcy 727(a)(8). While this article will focus on §1328(f), I thought this practitioners – the §1328(f) mystery. What exactly does §1328(f) opinion was relevant and worthy of discussion. The United States mean? Reader, I challenge you to figure it out. §1328(f) states the Trustee for this region, William T. Neary, filed an adversary com - following: plaint to determine the debtor’s eligibility for a discharge. The Notwithstanding subsections (a) and (b), the court debtor filed a Chapter 7 on October 19, 1998, and she received shall not grant a discharge of all debts provided her discharge on January 27, 1999. She later filed another for in the plan or disallowed under section 502, Chapter 7 on January 19, 2006. When she filed if the debtor has received a discharge – her first Chapter 7, the time between Chapter 7 discharges was six years. (1) in a case filed under Chapter 7, 11, or 12 of As we all know, BAPCPA extended this title during the 4-year period preceding the time to eight years, and this pro - the date of the order for relief under this vision was in effect when the debtor Chapter, or filed her second case. She argued that (2) in a case filed under Chapter 13 of this BAPCPA could not be applied to her title during the 2-year period preceding retroactively, and to do so would vio - the date of such order. -
The Seminar of Jacques Lacan Book X Anxiety 1962
THE SEMINAR OF JACQUES LACAN BOOK X ANXIETY 1962 - 1963 Translated by Cormac Gallagher from unedited French typescripts FOR PRIVATE USE ONLY 14.11.62 I 2 Seminar 1: Wednesday 14 November 1962 I am going to speak to you this year about anxiety. Someone who is not at all distant from me in our circle, nevertheless let me see the other day his surprise at the fact that I chose this subject which did not seem to him to be something that had all that much to offer. I must say that I will have no trouble in proving the contrary to him. In the mass of questions that are proposed to us on this subject, I will have to make very severe choices. That is why I will try from today to throw you into the work. But already this question seemed to me to preserve the trace of some naivety or other which has never been checked because it seemed to indicate a belief that it is by choice that each year I pick on a subject, like that, which appears interesting to me to continue on some sort of idle chatter. No. As you will see, I think, anxiety is very precisely the meeting point where you will find waiting everything that was involved in my previous discourse and where, together, there await a certain number of terms which may appear not to have been sufficiently connected up for you up to the present. You will see on this terrain of anxiety how, by being more closely knotted together, each one will take its place still better. -
Goofy's First
Name_______________________________________ Goofy Goofy’s debut (birthday) is: ___________________________ Goofy’s first appeared in: ______________________________ Some other names Goofy had before “Goofy Goof” include: __________________________________________________ What is Goofy’s famous phrase? ___________________________________________________ Goofy’s best friends are_______________and______________ What was Goofy’s solo cartoon called? ____________________________________________________ Who is one person who has voiced Goofy? ____________________________________________________ What is Goofy’s signature look (what does he always wear)? ____________________________________________________ Goofy Goofy is a funny animal cartoon character created in 1932 at Walt Disney Productions. Goofy is a tall, anthropomorphic dog, and typically wears a turtle neck and vest, with pants, shoes, white gloves, and a tall hat originally designed as a rumpled fedora. Goofy is a close friend of Mickey Mouse and Donald Duck and is one of Disney's most popular characters. He is normally characterized as extremely clumsy and dimwitted, yet this interpretation isn't always definitive; occasionally Goofy is shown as intuitive and clever, albeit in his own unique, eccentric way. Goofy debuted in animated cartoons, starting in 1932 with Mickey's Revue. Goofy also starred at his first solo cartoon called Goofy and Wilbur which was directed by Dick Huemer and first released on March 17, 1939. The short featured Goofy fishing with the help of Wilbur, his pet grasshopper. Originally known as Dippy Dawg, the character is more commonly known simply as "Goofy," a name used in his short film series. In his 1950s persona, Goofy was called George Geef, or G. G. Geef, implying that "Goofy" was merely a nickname. In Goofy Gymnastics (1949) he fills out a coupon with the name James Boyd.Sources from the Goof Troop continuity give the character's full name as Goofy Goof, or G. -
2 • 0 • 1 • 1 Walt Disney Classics Collection 101 Dalmatians Contd
Facts Fi&rsts 2 • 0 • 1 • 1 WALT DISNEY CLASSICS COLLECTION 101 DALMATIANS CONTD. $US 2011 Suggested Retail Price List - 1028569 Lucky: (1995 Open House Ornament) Closed Edition 10/95 $40 - 4006676 Nanny and Lucky: “Look, Here’s Lucky!” THE WALT DISNEY CLASSICS COLLECTION is the only collection of fine Production Year Limited to 2007 $150 animation sculptures created using the time-honored principles of Disney - 1028647 Opening Title film animation. As a result, each sculpture captures all the emotion and Suspended 4/08 $29 - 1028619 Perdita with Patch and Puppy: Patient Perdita magic of the unforgettable characters and settings created by Disney. Retired Edition 10/99 $175 To earn their place in the Collection, sculptures are designed and - Pongo with Pepper and Penny: Proud Pongo reviewed by animators, sculptors and painters at the Disney Studios in Special Backstamp Limited Edition 1,200 Burbank, California. Countless materials, including character model (1996 Disneyana Sculpture) $175 - 1028618 Pongo with Pepper and Penny: Proud Pongo sheets, storyboards, layout drawings, and original film cels are Retired Edition 10/99 $175 referenced during the creation of each sculpture. Many sculptures are - 1228030 Pongo and Perditia with Base: Going to the Chapel “plussed” with metal, crystal or blown glass to further enhance the (2003 Gold Circle Dealer Exclusive) Disney “illusion of life.” And each sculpture carries a signature Numbered Limited Edition 2,000 $325 backstamp with the production year mark (see back page) and comes - 4004524 Roger, Anita, Pongo and Perdita: Tangled Up Romance with a Certificate of Authenticity imprinted with the signatures of Disney (2006 Gold Circle Dealer Exclusive) Archivist Dave Smith and Walt Disney Classics Collection Creative Numbered Limited Edition 1,000 $399 Director Dave Pacheco. -
Recruitment Guidelines & Processes
1 Edited 7/30/2020 TABLE OF CONTENTS A. PRE RECRUITMENT 1. Submit SOM/DOM Approval and develop job description/competencies 2. Assembling the Search Committee and develop job competencies (Initial Set-up - 2-4 weeks prior to kick off) 3. Search Committee Charge and Unconcious Bias Training Role of the Search Committee Chair (Pre Recruitment activities) Role of the Search Committee members B. RECRUITMENT 1. Job/position announcements and Advertise Affirmative Action Compliance Responsibilities 2. Review and screen of Applicants 3. Campus visits and Interviews C. DECISION MAKING 1. Identify Successful Candidate 2. Finalize Employment Offer D. DISCOVER UAB + DOM 1. Announcement 2. Onboarding 3. Leadership Development Opportunities E. NEED TO KNOW 2 Edited 7/30/2020 LIST OF APPENDIX/RESOURCES A. PRE RECRUITMENT URM list Search Committee Charter document Search Committee Checklist Tips and guidelines: How to effectively run a Search Committee Search Committee Interview/Assessment Questions (EXAMPLES) Candidate Evaluation/Assessment tools - COMING SOON TEMPLATE Search Committee Pictorial Search Committee Confidentiality Agreement List of Executive Search Firms B. RECRUITMENT Potential Resources for Identifying Diverse Faculty Candidates Campus visit checklist Concierge Service: The Chalker Group Concierge Service: The VAL GROUP Introduction e-mails to Concierge service Candidate visit e-mail to Division TEMPLATE first visit Itinerary TEMPLATE second visit Itinerary TEMPLATE third visit itinerary TEMPLATE Seminar Flyer Hotels and UAB Rates/Real Estate/Ground Transportation Restaurants Suggestions Materials to include in your informational package to candidate HR Questions TO AVOID during interview process Resources – Divisional informational packet – materials to include C. DECISION MAKING D. DISCOVER UAB + DOM E. NEED TO KNOW 3 Edited 7/30/2020 A. -
Osher Lifelong Learning Institute
OSHER LIFELONG LEARNING INSTITUTE OSHER LIFELONG LEARNING INSTITUTE Fall Virtual Learning Program September 13 – November 5, 2021 Online Registration Begins August 10th, 2021 Celebrating 27 Years of Lifelong Learning! CONTENTS About Us UDOLLI Information 3-4 Dates to Remember 27 Thank You Contributors 29 Administration 30 What We’re Offering Fall Seminars 6-24 UDOLLI at Night 25 Online Learning 26 Join Us! Membership Information 4-5 Other Continuing Education Programs at UD 31-32 Registration Procedures 32 Connecting Generations & Cultures 28 Calendar 35 Registration Form 36 2 | Osher Fall 2021 Seminars | LEARNING IS FOREVER OSHER LIFELONG WELCOME TO THE OSHER LIFELONG LEARNING LEARNING INSTITUTE INSTITUTE AT THE UNIVERSITY OF DAYTON The Osher Lifelong Learning Institute (UDOLLI) began 27 years ago as the University of Dayton Institute for Learning in Retirement or UDILR. Since 2004, we have been proud members of the Osher Lifelong Learning Network, a group of more than 100 institutes across the country dedicated to meeting the needs of adult learners over 50 years of age who wish to gather for the joy of learning and personal fulfillment. OUR MISSION STATEMENT The purpose of the Osher Lifelong Learning Institute at the University of Dayton is to offer adults 50 years or better a wide variety of seminars based on the peer-learning concept and designed to be intellectually stimulating in an informal and noncompetitive environment. We are a vibrant community We are adults with wide-ranging interests in art, current events, health and fitness, history, literature, music, religion and science. A curriculum committee works with the Executive Director of Special Programs and Continuing Education to select our curriculum on the basis of member requests, the expertise of moderators, variety, and balance. -
THE SEMINAR of JACQUES LACAN BOOK VI Desire
THE SEMINAR OF JACQUES LACAN BOOK VI Desire and its Interpretation 1958 - 1959 Translated by Cormac Gallagher from unedited French typescripts FOR PRIVATE USE ONLY 12.11.58 2 Seminar It 12 November 1958 We are going to speak this year about desire and its interpretation. An analysis is, it is said, a therapy; let us say a treatment, a psychical treatment which relates at different levels of the psyche, at first this was the primary scientific object of its experience, to what we call marginal or residual phenomena, dreams, parapraxes, witticisms, I stressed that last year, to symptoms. On the other hand, if we get into this curative aspect of the treatment with regard to symptoms in the broadest sense, in so far as they manifest themselves in the subject by inhibitions, are constituted in symptoms and sustained by these symptoms, on the other hand this treatment which modifies structures, these structures which are called neuroses or neuro-psychoses which Freud in reality first structured and qualified as neuropsychoses (2) of defence. The psychoanalyst intervenes in order to deal at different levels with these diverse phenomenal realities in so far as they bring desire into play. It is specifically under this rubric of desire, as signifying desire that the .phenomena..which_I called above residual, marginal, were first of all apprehended in Freud, in the symptoms which we see described from one end to the other of Freud's thought, it is the intervention of anxiety, if we make of it the key point of the determination of symptoms, but in so far as such and such an activity which is going to enter into the operation of symptoms is eroticised, or to put it better: is namely caught up in the mechanism of desire. -
Apropiación, Traslación Y Substitución De Cómicos Y De Personajes Cómicos Y De Cómics
Quaderns de Filologia. Estudis literaris. Vol. XIII (2008) 223-252 “¡ESTE MONIGOTE ES MÍO!”: APROPIACIÓN, TRASLACIÓN Y SUBSTITUCIÓN DE CÓMICOS Y DE PERSONAJES CÓMICOS Y DE CÓMICS Juan José Calvo García de Leonardo Universitat de València 0. IN T RODUCCIÓN Peter Newmark –que no creía en la ciencia traductológica, en la Übersetzungswissenschaft1– llegó a decir, hace años, que, si en algún caso era evidente la acientificidad de la traducción, ese era en el de la versión de los nombres propios. Si por “científico” hemos de entender –como es error común– “matemáticamente enunciable y demostrable”, entonces el británico tenía toda la razón. Y, en tanto, los nombres propios deberían ser los translemas más sencillos de trasponer, puesto que, “opacos”, no nos permitirían ambicionar un mas-allá de lo que nos muestran; pero objetivamente –y muchas veces por su propia falta de referente extralingüístico– son de los mas difíciles de verter a la L2, la lengua meta. Y si ello es así con lo nombres propios en general, el problema se agudiza cuando nos adentramos en el campo cinematográfico y, en especial, en el de los tebeos y los dibujos animados, indistintamente de su carácter: infantil, juvenil o adulto. Como cualquiera puede deducir de un vistazo somero a los títulos y los a.k.a cinematográficos en las diferentes lenguas y tuvimos ocasión de observar de pasada (Calvo, 2000), la versión de los títulos cinematográficos se desempeña en la más absoluta anomia2. Y no solamente en castellano, por supuesto. La apropiación, la traslación y la substitución, las tres opciones que veremos más adelante, se suceden o alternan de manera absolutamente 1 “In spite of the claims of Nida and the Leipzig translation school (...) there is no such thing as a science of translation and never will be” (1973: 9).