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The Importance of the Catholic School Ethos Or Four Men in a Bateau
THE AMERICAN COVENANT, CATHOLIC ANTHROPOLOGY AND EDUCATING FOR AMERICAN CITIZENSHIP: THE IMPORTANCE OF THE CATHOLIC SCHOOL ETHOS OR FOUR MEN IN A BATEAU A dissertation submitted to the Kent State University College of Education, Health, and Human Services in partial fulfillment of the requirements for the degree of Doctor of Philosophy By Ruth Joy August 2018 A dissertation written by Ruth Joy B.S., Kent State University, 1969 M.S., Kent State University, 2001 Ph.D., Kent State University, 2018 Approved by _________________________, Director, Doctoral Dissertation Committee Natasha Levinson _________________________, Member, Doctoral Dissertation Committee Averil McClelland _________________________, Member, Doctoral Dissertation Committee Catherine E. Hackney Accepted by _________________________, Director, School of Foundations, Leadership and Kimberly S. Schimmel Administration ........................ _________________________, Dean, College of Education, Health and Human Services James C. Hannon ii JOY, RUTH, Ph.D., August 2018 Cultural Foundations ........................ of Education THE AMERICAN COVENANT, CATHOLIC ANTHROPOLOGY AND EDUCATING FOR AMERICAN CITIZENSHIP: THE IMPORTANCE OF THE CATHOLIC SCHOOL ETHOS. OR, FOUR MEN IN A BATEAU (213 pp.) Director of Dissertation: Natasha Levinson, Ph. D. Dozens of academic studies over the course of the past four or five decades have shown empirically that Catholic schools, according to a wide array of standards and measures, are the best schools at producing good American citizens. This dissertation proposes that this is so is partly because the schools are infused with the Catholic ethos (also called the Catholic Imagination or the Analogical Imagination) and its approach to the world in general. A large part of this ethos is based upon Catholic Anthropology, the Church’s teaching about the nature of the human person and his or her relationship to other people, to Society, to the State, and to God. -
Catholic University As Witness” with Guest, Patrick Reilly
The “Crisis of Truth” (and the Renewal) in American Catholic Education By Patrick J. Reilly, Papal Visit 2015 Commemorative Issue Patrick J. Reilly is president of The Cardinal Newman Jesuits. Their embrace of secular values and disdain for Society, which promotes and defends faithful Catholic Catholic orthodoxy have contributed substantially to education. the corruption of American society, including Catholic laity. The last time a Pontiff visited America, he urged Cath- olic school and college educators to confront the “con- And our treasured parochial school system is in decline. temporary crisis of truth” that is “rooted in a crisis of In the last 50 years, the number of Catholics in the faith.” United States in- creased nearly two- Speaking at The Catho- thirds to 80 million, but lic University of Amer- the number of students ica in Washington, in Catholic schools de- D.C., Pope Benedict in- clined by more than 60 vited a renewal of fidel- percent. Enrollment in ity, rededication to truth urban areas has de- and recommitment to clined by nearly a third the moral and religious in just the last decade. formation of students — and he rejected In San Francisco, Pope Americans’ radical ver- Francis can find evi- sion of “academic free- dence of another sort dom” which disregards of decline. More than truth and the common Students from Christendom College in Front Royal, Virginia, carry the March 80 percent of the Arch- good. for Life banner in front of the U.S. Supreme Court in Washington January 22, diocese’s high school 2009. It was the 36th annual March for Life. -
Rise of the New Catholic Colleges
Rise of the New Catholic Colleges BY TIM DRAKE; REGISTER SENIOR WRITER September 23-29, 2007 Issue | Posted 9/18/07 at 11:31 AM The Register’s annual college guide (see special section) is bigger than ever this year. And it’s no wonder. A Catholic higher education renaissance is in the air, from the new John Paul the Great University in San Diego to Southern Catholic College near Atlanta. Sacramento University was given a donation of 200 acres of land for their campus, while Ave Maria University just finished building on its new campus in Naples, Fla. Even older colleges like Belmont Abbey College in North Carolina are seeing new programs — the school is now home to the Envoy Institute, applying Catholic teaching to cutting-edge issues. But at least seven entirely new Catholic colleges and universities have been created over the last few years. Their foundation has led to a debate about the nature of Catholic higher education and whether the newer schools are altering the landscape of Catholic higher education. “Growing a half dozen new schools isn’t going to reach many of the 85% of Catholic students who are going to schools that are not Catholic-sponsored,” said Richard Yanikoski, president of the Washington, D.C.-based Association of Catholic Colleges and Universities, representing more than 200 of the nation’s Catholic colleges. “From the Church’s point of view, the mission is far larger.” Yet, it’s impossible not to notice the fact that nearly all of the schools established since the Second Vatican Council embrace their Catholic identity in a way much different from the schools founded prior to the council. -
Wyoming Catholic College Student Handbook
Wyoming Catholic College Student Handbook 2016–2017 2 TABLE OF CONTENTS I Introduction…………………………………………………………………………….…..…13 II Academic Regulations……………………………………………………………….…..…..15 A. Degree Requirements……………………………………………………………….…..….16 Course Load and Degree Requirements B. Registration and Advising……………………………………………………….………....16 (1)Enrollment (2)Registration (3) Academic Advising & Tutoring (4) Don Rags (5) Practica C. Grades & Honors………………………………………………………………....…….…..18 (1) Grading System (2) Academic Honors (3) Graduating with Honors D. Study and Class Participation……………………………………….….…………...….….19 (1) Class Preparation (2) Class Attendance (3) Authority of Professors E. Probation, Dismissal, and Incompletes……………………………………………...……..20 (1) Academic Probation (2) Academic Failure (3) Appealing Grades (4) Incompletes (5) Withdrawal (6) Reapplying to the College (7) Repeating a Semester F. Intellectual Honesty……………………………………………………………..………….21 G. Academic Freedom……………………………………………………………………..….22 H. Records…………………………………………………………………………………......23 (1) Records Policy (2) Student Access to Records (3) Transcripts (4) Certifications of Enrollment I. Community Enrichment……………………………………………………………..……...24 (1) Lecture Series (2) Cor ad Cor (3) AllSchool Seminar J. Book Purchases……………………………………………………………………….....….24 III Rules of Residence……………………………………………………………………..…....25 A. Residential Organization……………………………………………………………..…….26 (1) Director of Student Life & Director of Student Services (2) Student Life Advisor (3) Prefects -
What Happened to Notre Dame?
What Happened to Notre Dame? Charles E. Rice Introduction by Alfred J. Freddoso ST. AUGUSTINE’S PRESS South Bend, Indiana 2009 Copyright © 2009 by Charles E. Rice Introduction copyright © 2009 by Alfred J. Freddoso All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of St. Augustine’s Press. Manufactured in the United States of America. 1 2 3 4 5 6 15 14 13 12 11 10 09 Library of Congress Cataloging in Publication Data Rice, Charles E. What happened to Notre Dame? / Charles E. Rice ; introduction by Alfred J. Freddoso. p. cm. Includes index. ISBN-13: 978-1-58731-920-4 (paperbound : alk. paper) ISBN-10: 1-58731-920-9 (paperbound : alk. paper) 1. University of Notre Dame. 2. Catholic universities and colleges – United States. 3. Catholics – Religious identity. 4. Academic freedom. 5. University autonomy. 6. Obama, Barack. I. Title. LD4113.R54 2009 378.772'89 – dc22 2009029754 ∞ The paper used in this publication meets the minimum requirements of the American National Standard for Information Sciences - Permanence of Paper for Printed Materials, ANSI Z39.48-1984. St. Augustine’s Press www.staugustine.net Table of Contents Acknowledgments ix Introduction by Alfred J. Freddoso xi 1. Invitation and Reaction 1 2. The Justification: Abortion as Just Another Issue 9 3. The Justification: The Bishops’ Non-Mandate 18 4. The Obama Commencement 25 5. ND Response 34 6. Land O’Lakes 42 7. Autonomy at Notre Dame: “A Small Purdue with a Golden Dome”? 54 8. -
Wyoming Community College Commission
Wyoming Community College Commission th 2300 Capitol Ave., 5 Floor, Suite B, Cheyenne WY 82002 Commissioners Ex-officio Mr. Gregg Blikre, Gillette Governor Mark Gordon Mr. Dennis Boal, Evanston State Superintendent Ms. Katherine Dooley, Powell Jillian Balow Dr. Craig Frederick, Guernsey Executive Director Dr. Jackie Freeze, Rock Springs Dr. Sandra Caldwell Ms. Julia Newman, Torrington Phone: 307-777-7763 Ms. Ember Oakley, Riverton Fax: 307-777-6567 www.communitycolleges.wy.edu Memo To: Joint Appropriations Committee From: Dr. Sandy Caldwell, Executive Director, Wyoming Community College Commission Mr. Larry Buchholtz, CFO, Wyoming Community College Commission Date: December 10, 2020 RE: Update CARES HEERF Funds and State and GEER Funds to Community Colleges Total Costs Due to COVID-19: Approximately $85 million requested including student grants for Fall 2020 with $54.9 million funded via HEERF, GEER and CARES State Funds combined The Wyoming Community Colleges experienced significant impacts due to the impacts of COVID-19. As a result, the WCCC worked on behalf of the colleges and, in some respects, the University of Wyoming and private institutions to ensure student success and operational institutions. The WCCC worked across the funding sources of three primary components of CARES funding to focus on three specific phases of operations: 1. Mitigation; 2. Recovery and Re-Entry; and 3. Return to the New Normal. In order to achieve supporting the community colleges and higher education students statewide, the institutions had three primary sources of CARES funds: • HEERF Funds—Higher Education Emergency Relief Fund provided a direct distribution from USDE to the IHE equally split between institutional operations and student grants. -
Nos. 12-5273, 12-5291 in the UNITED STATES COURT OF
USCA Case #12-5273 Document #1403338 Filed: 11/05/2012 Page 1 of 32 [ORAL ARUMENT SCHEDULED FOR DECEMBER 14, 2012] Nos. 12-5273, 12-5291 IN THE UNITED STATES COURT OF APPEALS FOR THE DISTRICT OF COLUMBIA CIRCUIT WHEATON COLLEGE and BELMONT ABBEY COLLEGE, Plaintiffs-Appellants, v. KATHLEEN SEBELIUS, Secretary, United States Department of Health and Human Services, UNITED STATES DEPARTMENT OF HEALTH AND HUMAN SERVICES, HILDA SOLIS, Secretary of the United States Department of Labor, UNITED STATES DEPARTMENT OF LABOR, TIMOTHY GEITHNER, Secretary of the United States Department of the Treasury, UNITED STATES DEPARTMENT OF THE TREASURY, Defendants-Appellees. ON APPEAL FROM THE UNITED STATES DISTRICT COURT FOR THE DISTRICT OF COLUMBIA BRIEF FOR APPELLEES STUART F. DELERY Acting Assistant Attorney General RONALD C. MACHEN, JR. United States Attorney MARK B. STERN ALISA B. KLEIN ADAM C. JED (202) 514-8280 Attorneys, Appellate Staff Civil Division, Room 7240 U.S. Department of Justice 950 Pennsylvania Ave., N.W. Washington, D.C. 20530 USCA Case #12-5273 Document #1403338 Filed: 11/05/2012 Page 2 of 32 CERTIFICATE AS TO PARTIES, RULINGS, AND RELATED CASES A. Parties and Amici The plaintiffs-appellants in these consolidated appeals are Belmont Abbey College and Wheaton College. The defendants-appellees are Kathleen Sebelius, Secretary, United States Department of Health and Human Services; the United States Department of Health and Human Services; Hilda Solis, Secretary of the United States Department of Labor; the United States Department of Labor; Timothy Geithner, Secretary of the United States Department of the Treasury; and the United States Department of the Treasury. -
Curriculum Standards 2.Indd
APPENDIX A Educating to Truth, Beauty, and Goodness20 The world, in all its diversity, is eager to be guided towards the great values of mankind, truth, good and beauty; now more than ever…Teaching means to accompany young people in their search for truth and beauty, for what is right and good. Educating Today and Tomorrow: A Renewing Passion, 201421 We want our students to maximize their human potential and to both be good and do good in authentic freedom. In order to do this, our students need to be able to know how to wisely and fully apprehend and interrogate all aspects of reality from a solid Christian intellectual tradition. This intellectual tradition involves not just teaching facts and skills, but is also essentially focused on seeking to know the value and nature of things and in appreciating the value of knowledge for its own sake. One method of assisting students to keep focus on these aspects of Catholic intellectual inquiry is to use the lenses of truth, goodness, and beauty to evaluate a subject under consideration. These three elements are often understood as being among the transcendentals. Transcendentals are the timeless and universal attributes of being.22 They are the properties of all beings. They reflect the divine origin of all things and the unity of all truth and reality in God. These elements are among the deepest realities. They help unite men across time and culture and are often a delight to explore and discuss, because they are substantive to our very nature. The transcendentals of truth, beauty, and goodness are closely intertwined. -
Catholicism on Campus: Stability and Change in Catholic Student Faith By
Number 9 Catholicism on Campus: Stability and change in Catholic student faith by college type Center for Applied Research in the Apostolate at Georgetown University Putting social science research at the service of the Church since 1964. CARA is a national, non-profit, Georgetown University affiliated research center that conducts social scientific studies about Catholicism and the Catholic Church. Founded in 1964, CARA has been affiliated with Georgetown University since 1989. CARA has three major dimensions to its mission: to increase the Church's self understanding; to serve the applied research needs of Church decision-makers; and to advance scholarly research on religion, particularly Catholicism. CARA’s longstanding policy is to let research findings stand on their own and never take an advocacy position or go into areas outside its social science competence. All CARA researchers have graduate degrees in relevant social science disciplines. CARA researchers are Georgetown faculty members and are active in the academic community publishing in peer-reviewed journals and presenting research about the Catholic Church at professional academic conferences. The CARA Inspiration: In pastoral care, sufficient use must be made not only of theological principles, but also the findings of the secular sciences, especially of psychology and sociology, so that the faithful may be brought to a more accurate and mature life of faith. —The Second Vatican Council Pastoral Constitution on the Church in the Modern World (Gaudium et Spes) Mary E. Bendyna, -
Student Handbook
Wyoming Catholic College Student Handbook 2021–2022 2 TABLE OF CONTENTS I 16 Introduction 16 II Academic Regulations 18 A. Degree Requirements 19 Course Load and Degree Requirements 19 B. Registration and Advising 19 Enrollment 19 (2) Registration 20 (3) Academic Advising & Tutoring 20 (4) Don Rags / Senior Conference 20 (5) Practica 20 C. Grades & Honors 22 (1) Grading System 22 (2) Academic Honors 23 (3) Graduating with Honors 23 D. Study and Class Participation 23 (1) Class Preparation 23 (2) Class Attendance 23 (3) Authority of Professors 23 E. Probation, Dismissal, and Incompletes 24 (1) Academic Probation 24 (2) Academic Failure 24 (3) Appealing Grades 24 (4) Incompletes 25 (5) Withdrawal 25 (6) Expulsion 25 (7) Reapplying to the College 25 (8) Repeating a Semester 26 F. Intellectual Honesty 26 G. Academic Freedom 27 H. Records 28 3 (1) Records Policy 28 (2) Student Access to Records 28 (3) Transcripts 28 (4) Diplomas 28 (5) Certifications of Enrollment 29 I. Community Enrichment 29 (1) Lecture Series 29 (2) All-School Seminar 29 J. Book Purchases 29 III Rules of Residence 31 A. Residential Organization 32 (3) Event Coordinator 33 (4) Resident Life Coordinator 33 (5) Prefects 33 B. Campus 33 (1) Campus Locations 34 (2) Off-Campus Housing Policy 34 C. General Rules for Campus Life 36 (1) Dress Code 36 (2) Conduct Towards Members of the Opposite Sex 37 (3) Technology 37 (4) Off-Campus Employment 39 (5) Obedience to the Law 40 (6) Tobacco Use 40 (7) Alcohol & Drugs 40 (8) Weapons 41 (9) Other Offenses 42 D. -
2020 Maine SAT School Day Student Answer Sheet Instructions
2020 MAINE SAT® SCHOOL DAY Student Answer Sheet Instructions This guide will help you fill out your SAT® School Day answer you need to provide this information so that we can mail sheet—including where to send your four free score reports. you a copy of your score report.) College Board may Be sure to record your answers to the questions on the contact you regarding this test, and your address will answer sheet. Answers that are marked in this booklet will be added to your record. If you also opt in to Student not be counted. Search Service (Field 16), your address will be shared with If your school has placed a personalized label on your eligible colleges, universities, scholarships, and other answer sheet, some of your information may have already educational programs. been provided. You may not need to answer every question. If you live on a U.S. military base, in Field 10, fill in your box Your instructor will read aloud and direct you to fill out the number or other designation. Next, in Field 11, fill in the appropriate questions. letters “APO” or “FPO.” In Field 12, find the “U.S. Military Confidentiality Bases/Territories” section, and fill in the bubble for the two- letter code posted for you. In Field 13, fill in your zip code. Your high school, school district, and state may receive your Otherwise, for Field 10, fill in your street address: responses to some of the questions. Institutions that receive Include your apartment number if you have one. your SAT information are required to keep it confidential and to Indicate a space in your address by leaving a blank follow College Board guidelines for using information. -
MTL201 Evangelium Andreii
“When I eat a banana and it happens to be enchanted, I got super powers by chance.” -Andrew MTL201 Evangelium Andreii 2 Table of Contents Foreward ................................................................................................................................................................... 4 Yes, these are more quotes... .................................................................................................................................... 5 The Many Senses of “Spicy” .................................................................................................................................... 6 Immersion Through Metal ...................................................................................................................................... 10 The Fake Peloponnesian War ................................................................................................................................. 14 A Rusty Life ........................................................................................................................................................... 17 Food Fights: Spike and History .............................................................................................................................. 20 "Ruth's Posse" Swoops Into Lander: Who Are They Really? ................................................................................ 23 Ruthie’s Family .....................................................................................................................................................