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CURRICULUM VITAE – Paul D. Grannis April 6, 2021 DATE of BIRTH: June 26, 1938 EDUCATION
CURRICULUM VITAE { Paul D. Grannis July 15, 2021 EDUCATION: B. Eng. Phys., with Distinction, Cornell University (1961) Ph.D. University of California, Berkeley (1965) Thesis: Measurement of the Polarization Parameter in Proton-Proton Scattering from 1.7 to 6.1 BeV Advisor, Owen Chamberlain EMPLOYMENT: Research Professor of Physics, State Univ. of New York at Stony Brook, 2007 { Distinguished Professor Emeritus, State Univ. of New York at Stony Brook, 2007 { Chair, Department of Physics and Astronomy, Stony Brook, 2002 { 2005 Distinguished Professor of Physics, State Univ. of New York at Stony Brook, 1997 { 2006 Professor of Physics, Stony Brook, 1975 { 1997 Associate Professor of Physics, Stony Brook, 1969 { 1975 Assistant Professor of Physics, Stony Brook, 1966 { 1969 Research Associate, Lawrence Radiation Laboratory, 1965 { 1966 1 AWARDS: Danforth Foundation Fellow, 1961 { 1965 Alfred P. Sloan Foundation Fellow, 1969 { 1971 Fellow, American Physical Society Fellow, American Association for the Advancement of Science Exceptional Teaching Award, Stony Brook, 1992 Exceptional Service Award, U.S. Department of Energy, 1997 John S. Guggenheim Fellowship, 2000 { 2001 American Physical Society W.K.H. Panofsky Prize, 2001 Honorary Doctor of Science, Ohio University, 2009 W. V. Houston Memorial Lectureship, Rice University 2012 Foreign member, Russian Academy of Science, 2016 Co-winner with the members of the DØ Collaboration, European Physical Society High Energy Particle Physics Prize, 2019 2 OTHER ACTIVITIES: Visiting Scientist, Rutherford -
Sandra G. Biedron - Curriculum Vitae – January 2020
Sandra G. Biedron - Curriculum Vitae – January 2020 Page # Name and Contact, Brief Listing of Research and Career Interests, Security Clearances Previously Held, Education, and Training and/or Certification Necessary for Some Federal Contracts and Access to National Laboratories ... 2 Significant Honors and Awards ....................................................................................................................................................... 4 Professional Organizations and Service .......................................................................................................................................... 6 Work and Consulting Experience .................................................................................................................................................... 8 Grants, Contracts, Funding, and Recent Donations or Transfers ........................................................................................... 14 Books ................................................................................................................................................................................................. 17 Journal Articles ................................................................................................................................................................................. 19 Conference Papers .......................................................................................................................................................................... -
The Making of Chicago Review: the Meteoric Years
EIRIK STEINHOFF The Making of Chicago Review: The Meteoric Years Chicago Review’s Spring 1946 inaugural issue lays out the magazine’s ambitions with admirable force: “rather than compare, condemn, or praise, the Chicago Review chooses to present a contemporary standard of good writing.” This emphasis on the contemporary comes with a sober assessment of “the problems of a cultural as well as an economic reconversion” that followed World War II, with particular reference to the consequences this instrumentalizing logic held for contemporary writing: “The emphasis in American universities has rested too heavily on the history and analysis of literature—too lightly on its creation.” Notwithstanding this confident incipit, cr was hardly an immediate success. It had to be built from scratch by student editors who had to negotiate a sometimes supportive, sometimes antagonistic relationship with cr’s host institution, the University of Chicago. The story I tell here focuses on the labors of F.N. Karmatz and Irving Rosenthal, the two editors who put cr on the map in the 1950s, albeit in different and potentially contradictory ways. Their hugely ambitious projects twice drove cr to the brink of extinction, but they also established two idiosyncratic styles of cultural engagement that continue to inform the Review’s practice into the twenty-first century. Rosenthal’s is the story that is usually told of cr’s early years: in 1957 and ’58 he and poetry editor Paul Carroll published a strong roster of emerging Beat writers, including several provocative excerpts from Naked Lunch, William S. Burroughs’s work-in-progress. -
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R 1 E 12/20/12 9:48 AM 104, NUMB E LUM O SEPTOCT 2011, V R 3 E 105, NUMB E LUM O B 2013, V E JANF AUSTRIA TO PAKISTAN … BOOK COVERS … L IGHT … VA CCINE TESTING … BENJAMIN MAYS JANFEB 2013 UCH_JAN–FEB_covers and spine_v6.indd 1 alumniweekend June –June , LET KNOWLEDGE GROW FROM MORE TO MORE. Mark your calendar now for Alumni Weekend 2013. • CHALLENGE conventional thinking and join scholarly conversations at UnCommon Core sessions. • HONOR outstanding alumni and faculty service to the University and the global community. • STRENGTHEN personal and professional connections across professional schools and divisions. • JOIN the broader University of Chicago alumni community and discover the rich spectrum of experience, achievement, and perspectives. uestions? Call 800.955.0065, e-mail [email protected], or visit alumniweekend.uchicago.edu. Alumni Weekend Jan/Feb ad_12.11.indd 1 12/19/12 12:51 PM Features 26 A PASSAGE TO INDIA In 1956, two new PhDs drove a Land Rover from Austria to India to begin the JANFEB 2013 research that would be their life’s work. Notes from their journey. By Lloyd VOLUME 105, NUMBER 3 and Susanne Rudolph 38 UNDER THE COVERS Isaac Tobin’s designs for University of Chicago Press books provoke readers to take a deeper look. By Jason Kelly 46 TWILIGHT ZONE Exploring the attributes of low light, an architect and a physicist try to cultivate a dim awareness. By Lydialyle Gibson 54 NEEDLE AND THREAT The road to safe, reliable bioweapon vaccines for children is fraught with ethical peril. -
52-234, Steinhoff2.Indd
EIRIK STEINHOFF The Making of Chicago Review: The Meteoric Years Chicago Review’s Spring 1946 inaugural issue lays out the magazine’s ambitions with admirable force: “rather than compare, condemn, or praise, the Chicago Review chooses to present a contemporary standard of good writing.” This emphasis on the contemporary comes with a sober assessment of “the problems of a cultural as well as an economic reconversion” that followed World War II, with particular reference to the consequences this instrumentalizing logic held for contemporary writing: “The emphasis in American universities has rested too heavily on the history and analysis of literature—too lightly on its creation.” Notwithstanding this confident incipit, cr was hardly an immediate success. It had to be built from scratch by student editors who had to negotiate a sometimes supportive, sometimes antagonistic relationship with cr’s host institution, the University of Chicago. The story I tell here focuses on the labors of F.N. Karmatz and Irving Rosenthal, the two editors who put cr on the map in the 1950s, albeit in different and potentially contradictory ways. Their hugely ambitious projects twice drove cr to the brink of extinction, but they also established two idiosyncratic styles of cultural engagement that continue to inform the Review’s practice into the twenty-first century. Rosenthal’s is the story that is usually told of cr’s early years: in 1957 and ’58 he and poetry editor Paul Carroll published a strong roster of emerging Beat writers, including several provocative excerpts from Naked Lunch, William S. Burroughs’s work-in-progress. -
Between Two Languages: the Linguistic Repertoire of Italian Immigrants in Flanders
Between Two Languages: The Linguistic Repertoire of Italian Immigrants in Flanders Stefania Marzo K.U.Leuven 1 Introduction This paper is part of a larger, ongoing PhD-project carried out at the K.U.Leuven in Belgium. The project investigates the linguistic effect of intensive bilingualism on Italian as a subordinate language for two generations of Italian-Dutch bilinguals who reside in Limburg, the easternmost region of Flanders, Belgium. The study examines language contact phenomena (language variation and language change) and specific speech patterns and the main purpose is to determine whether different types of grammatical phenomena (morphological, syntactic and lexical) in the speech of bilinguals are affected by language contact in the same way. It also seeks to determine whether the identified changes can be explained on the basis of the processes that are recognized in the literature (Muysken 2001; Silva- Corvalán 1994; Van Coetsem 1995) as characteristic of language contact, namely simplification and transfer. Finally, the project verifies in which way these features correlate with social factors. Until now very few studies on ‘migrant Italian’ in Europe have been carried out up, and most of them have focused on language attrition of the first generation. As far as concerns the Italian language in Belgium, most of the studies on second generation Italians in Flanders concern language behaviour, as eg. language shift (Jaspaert & Kroon 1991) or school problems of children of migrant workers (Jacqmain 1978a; 1978b; 1979). For the second1 and third generation Italians, which constitute the group we have opted for, the concept of language loss is composite. -
Curriculum Vitae
CHRISTY PICHICHERO, Ph.D. www.christypichichero.com 4400 University Drive, MSN 3E5 2809 Dumbarton Street NW Fairfax, VA 22030-4444 Washington, DC 20007 703.993.1220 (office), 703.993.1245 (fax) 415.533.8237 (cell) [email protected] [email protected] ACADEMIC POSITIONS AND EMPLOYMENT Associate Professor of History and French, George Mason University (GMU), August 2018-present. Academic Affiliations: Women and Gender Studies, War and the Military in Society, African and African American Studies. Assistant Professor of French, GMU, August 2011-April 2018. Associate Director (Director, Mills Campus), Middlebury French School, Middlebury College, August 2010-August 2011. Postdoctoral Fellow, Introduction to the Humanities Program, Stanford University, September 2008-June 2011. Summer Faculty, Middlebury French School, Middlebury College (Mills College Campus), June-August 2010. EDUCATION ‘ Stanford University, Stanford, California Ph.D. in French Studies, 2008 Dissertation: Battles of the Self: War and Subjectivity in Early-Modern France Committee: Keith Baker, Dan Edelstein, Hans Ulrich Gumbrecht École Normale Supérieure, Paris, France Visiting student researcher, Spring 2006 King’s College, Cambridge University, Cambridge, England King’s College visiting junior fellow, Fall 2005 Eastman School of Music, Rochester, New York B.M. Magna Cum Laude in Applied Music (Voice - mezzosoprano), 2000 Princeton University, Princeton, New Jersey A.B. in Comparative Literature; Certificate in Italian, 1998 MONOGRAPHS The Military Enlightenment: War and Culture in the French Empire from Louis XIV to Napoleon (Ithaca: Cornell University Press, 2017; paperback, 2021). Chinese translation: China Renmin University Press (forthcoming, 2022). Finalist for the 2018 Oscar Kenshur Book Prize for best interdisciplinary book in eighteenth-century studies. -
Appendix A: Educational Resources in Astronomy
Appendix A: Educational Resources in Astronomy A.I Planetariums, Museums, and Exhibits A.I.I Planetariums and Museums in the United Kingdom England - AAC Planetarium, Amateur Astronomy Centre, Bacup Road, Clough Bank, Tod morden, Lancs. OLl4 7HW. Tel: 0706816964. - British Museum, Great Russell Street, London WC1B 3DG; Tel: 071-323 8395 ext. 395. Astronomical clocks. - British Museum (Natural History), Cromwell Road, South Kensington, London SW7 5BD; Tel: 071-938 9123. Extensive meteorite collection. - Caird Planetarium, Old Royal Observatory, Greenwich, London SE 10. - William Day Planetarium, Plymouth Polytechnic, School of Maritime Studies, Ply- mouth PL4 8AA. Tel: 0752 264666. - Electrosonic Ltd., 815 Woolwich Road, London SE7 8LT. - Greenwich Planetarium, South Building, Greenwich Park, Greenwich, London SE 10. Tel: 081-858 1167. - William Herschel House and Museum, 19 New King Street, Bath, BA1 2Bl. Con tact: Dr. A.V. Sims, 30 Meadow Park, Bathford, Bath; Tel: 0225 859529. Open Mar-Oct daily 2-5 pm, Nov-Feb Sundays only, 2-5 pm. - lodrell Bank Planetarium and Visitor Center, Lower Withington, Nr. Macclesfield, Cheshire SK11 9DL; Tel: 0477 71339. - Kings Observatory, Kew, Old Deer Park, Richmond, Surrey TW9 2AZ. - University of Leicester, The Planetarium, Department of Astronomy, University Road, Leicester LEI 7RH; Tel: 0533 522522. - Liverpool Museum Planetarium, William Brown Street, Liverpool, Merseyside L3 8EN. Tel: 051-2070001 ext. 225. - London Planetarium, Marylebone Road, London NW1 5LR; Tel: 071-486 1121 (9:30--5:30), 071-486 1121 (recording). - City of London Polytechnic, The Planetarium, 100 Minories, Tower Hill, London EC3N BY. 071-283 1030. - London Schools Planetarium, John Archer School Building, Wandsworth Rd., Sutherland Grove, London SW18; Tel: 081-788 4253. -
UC Santa Barbara UC Santa Barbara Electronic Theses and Dissertations
UC Santa Barbara UC Santa Barbara Electronic Theses and Dissertations Title Italian Teachers' Intercultural Pedagogical Strategies in Multicultural Classroom Permalink https://escholarship.org/uc/item/3db1b7c2 Author Pierfederici-Leifer, Monica Publication Date 2014 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA Santa Barbara Italian Teachers’ Intercultural Pedagogical Strategies in Multicultural Classroom A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Education by Monica Pierfederici-Leifer Committee in charge: Professor Jenny Cook-Gumperz, Chair Professor Carol N. Dixon Professor Judith L. Green December 2014 The dissertation of Monica Pierfederici-Leifer is approved. __________________________________________________ Professor Judith L. Green __________________________________________________ Professor Carol N. Dixon __________________________________________________ Professor Jenny Cook-Gumperz, Committee Chair September 2014 Italian Teachers’ Intercultural Pedagogical Strategies in Multicultural Classroom Copyright © 2014 By Monica Pierfederici-Leifer DEDICATION This dissertation is dedicated to my family: My parents Adele Milozzi e Silvano Pierfederici, My brother Claudio In loving memory of my dearest grandparents And to my beloved Ira, for his unending love and support And especially to my beloved grandfather Gaetano (nonno Nino) for teaching me to seek social justice and that no one is ever too old to study and learn. iv ACKNOWLEDGEMENTS I would like to thank the members of my committee, Dr. Jenny Cook-Gumperz, Dr. Judith Green, and Dr. Carol Dixon for their knowledge, their encouragement, and their patience during this long journey of finishing my dissertation. I owe special thanks to Jenny Cook-Gumperz whose care, wise guidance, and support throughout my graduate career have been invaluable. -
The Society for French Historical Studies: the Early Years
French Historical Studies The Society for French Historical Studies: The Early Years Edward Berenson and Nancy L. Green When Lenard Berlanstein asked us to consider presenting a history of the Society for French Historical Studies (SFHS) at the fiftieth- anniversary meeting in Paris, we were skeptical at best. Who, we won- dered, could possibly be interested in the history of an academic organi- zation, even our own? But thanks to some archival sleuthing by Dale Van Kley and John Rule and to a documentary bequest by Evelyn Acomb, we discovered a rich vein of correspondence and other materials that convinced us that our original skepticism was wrong.1 The history of the SFHS, it turned out, was fascinating and not without surprise. By delv- ing into the early years of our organization, we could see just how far French history à l’américaine has come. In the mid-1950s our field was an intellectual backwater, and the American media showed little understanding of France. ‘‘Even the New Edward Berenson is professor of history and director of the Institute of French Studies at New York University. He is currently writing a book on the reception of Empire in late-nineteenth- century France. Nancy L. Green is directrice d’études (professor) at the Ecole des Hautes Etudes en Sciences Sociales (Paris), in the Centre de Recherches Historiques. She is currently working on a book manuscript titled ‘‘The Other Americans in Paris: Businessmen, Countesses, and Wayward Youth, 1880–1940.’’ We would like to thank Lenard Berlanstein, immediate past executive director of the SFHS, for having encouraged us to pursue this early history, and Dale Van Kley, who, with the help of John Rule, rediscovered the SFHS archives buried, uncataloged, in the rare book library of Ohio State University. -
Exploring Language Frameworks
Exploring Language Frameworks Proceedings of the ALTE Kraków Conference, July 2011 For a complete list of titles please visit: http://www.cambridge.org/elt/silt Also in this series: Experimenting with Uncertainty: Essays in Assessing Academic English: Testing honour of Alan Davies English profi ciency 1950–1989 – the IELTS Edited by C. Elder, A. Brown, E. Grove, K. Hill, solution N. Iwashita, T. Lumley, T. McNamara, Alan Davies K. O’Loughlin Impact Theory and Practice: Studies of the An Empirical Investigation of the IELTS test and Progetto Lingue 2000 Componentiality of L2 Reading in English for Roger Hawkey Academic Purposes IELTS Washback in Context: Preparation for Edited by Cyril J. Weir, Yang Huizhong, Jin Yan academic writing in higher education The Equivalence of Direct and Semi- direct Anthony Green Speaking Tests Examining Writing: Research and practice in Kieran O’Loughlin assessing second language writing A Qualitative Approach to the Validation of Stuart D. Shaw and Cyril J. Weir Oral Language Tests Multilingualism and Assessment: Achieving Anne Lazaraton transparency, assuring quality, sustaining Continuity and Innovation: Revising the diversity – Proceedings of the ALTE Berlin Cambridge Profi ciency in English Examination Conference, May 2005 1913–2002 Edited by Lynda Taylor and Cyril J. Weir Edited by Cyril J. Weir and Michael Milanovic Examining FCE and CAE: Key issues and A Modular Approach to Testing English recurring themes in developing the First Language Skills: The development of the Certifi cate in English and Certifi cate in Certifi cates in English Language Skills (CELS) Advanced English exams examination Roger Hawkey Roger Hawkey Language Testing Matters: Investigating Issues in Testing Business English: The revision the wider social and educational impact of the Cambridge Business English Certifi cates of assessment – Proceedings of the ALTE Barry O’Sullivan Cambridge Conference, April 2008 European Language Testing in a Global Edited by Lynda Taylor and Cyril J. -
UNIVERSITY of CALIFORNIA Santa Barbara Italian Teachers
UNIVERSITY OF CALIFORNIA Santa Barbara Italian Teachers’ Intercultural Pedagogical Strategies in Multicultural Classroom A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Education by Monica Pierfederici-Leifer Committee in charge: Professor Jenny Cook-Gumperz, Chair Professor Carol N. Dixon Professor Judith L. Green December 2014 The dissertation of Monica Pierfederici-Leifer is approved. __________________________________________________ Professor Judith L. Green __________________________________________________ Professor Carol N. Dixon __________________________________________________ Professor Jenny Cook-Gumperz, Committee Chair September 2014 Italian Teachers’ Intercultural Pedagogical Strategies in Multicultural Classroom Copyright © 2014 By Monica Pierfederici-Leifer DEDICATION This dissertation is dedicated to my family: My parents Adele Milozzi e Silvano Pierfederici, My brother Claudio In loving memory of my dearest grandparents And to my beloved Ira, for his unending love and support And especially to my beloved grandfather Gaetano (nonno Nino) for teaching me to seek social justice and that no one is ever too old to study and learn. iv ACKNOWLEDGEMENTS I would like to thank the members of my committee, Dr. Jenny Cook-Gumperz, Dr. Judith Green, and Dr. Carol Dixon for their knowledge, their encouragement, and their patience during this long journey of finishing my dissertation. I owe special thanks to Jenny Cook-Gumperz whose care, wise guidance, and support throughout my graduate career have been invaluable. Thank you for encouraging me to follow my interests, and believing in my ability to do so successfully. I am thankful to Judith Green for her care, her dedication and thoughtful mentorship throughout my graduate career. To Carol Dixon I am thankful for her wise advice and for offering care and support in critical moments during this process.