Read Ebook {PDF EPUB} Video Games The Ultimate Guide by Oriental Institute University of Chicago. The University of Chicago was founded in 1892 by businessman John D. Rockefeller and the American Baptist Education Society. Located several miles south of downtown Chicago, in the neighborhood of Hyde Park. It quickly became a major university for both education and research. One unique aspect of the university at the time was that classes were held year-round and that students were allowed graduate at any time in the year, after completing the requirements. Also, it allowed the enrollment of women and minorities at a time when many universities were not gender or race integrated. Contents. History [ edit | edit source ] In 1920, after having been rejected by Harvard, Yale, and Northwestern, Indiana Jones began attending the University of Chicago, hoping to study archaeology. Though archaeology was his passion, his father pointed him towards linguistics, which was his first declared major; his initial course load consisted of Intermediate Syntax, Historical Linguistics, Introduction to Biology and Genetics, the lab for that course, and Introduction to Russian Civilization. [1] While at the university, Jones met and became friends with Harold Oxley. Jones's roommates were Eliot Ness, studying business and law, and Jack Shannon. As Indy became more interested in learning how to play jazz under the tutelage of Sidney Bechet, he brought his soprano saxophone with him to practice in his dorm room. Eliot suggested that he practice elsewhere. Indy and Eliot attended a party thrown at the Alpha Sigma Chi fraternity house, but were kicked out after Indy, in an attempt to impress Susie Hilton, played jazz, which was looked on disapprovingly by many of the white students. While working as a waiter, and going out the jazz clubs, Indy's schoolwork began to suffer, though he did attend a lecture where he challenged his classics professor's notion of the reasons behind music by bringing up the blues. During the investigation of Jim Colosimo's murder in May, Indy and reporter Ernest Hemingway met up in his dorm room, which led to Eliot's involvement on the case. The trio used the dorm room as a meeting point to discuss their discoveries. After visiting New York City and Los Angeles during the summer of 1920, Indy returned, and continued his academic work. His archaeological studies were done under the mentorship of Abner Ravenwood, until Indy's relationship with Abner's daughter, Marion caused a falling out between the professor and his student. Ravenwood would later be fired as his obsession with the Ark of the Covenant grew. Locations within the University of Chicago [ edit | edit source ] Dormitory of Indiana Jones and Eliot Ness (Room on second floor) Lecture Hall Alpha Sigma Chi fraternity house. Behind the scenes [ edit | edit source ] The opening chapters of the novel Indiana Jones and the Peril at Delphi are set in 1920, during which Indiana Jones graduates from the University of Chicago. However, The Young Indiana Jones Chronicles later established that that was the year he began studying there, contradicting the events of Peril at Delphi . The franchise's continuity keeper Leland Chee subsequently stated the discrepency was accounted for by treating the Peril at Delphi chapters as having covered two periods of time so Jones enters Chicago in 1920 and later graduates in 1922, when he begins his studies at the Sorbonne as depicted in the rest of the novel. [2] The Oriental Institute. Members receive benefits such as invitations to exhibit openings, library privileges in the research archives, free audio tours, up to 20% off education and family programs, a 10% gift-shop discount and twice-yearly annual discounts. All museum visitors receive free admission, with a suggested donation. Fine Print. About The Oriental Institute. From a 17-foot-tall statue of King Tutankhamun to a 40-ton sculpture of a human-headed winged bull that once stood in the palace of an Assyrian king, The Oriental Institute Museum houses the many-splendored wonders of the ancient Middle East. The treasures–which also include jewelry, mummies, and some of the earliest written documents in the world–represent the life's work of the University of Chicago's archaeologists, the real- life Indiana Joneses who bring the past to life through their excavations and research. Guided tours help visitors explore the galleries, and special programs introduce students to hands-on archaeological experiences such as simulated digs and artifact analysis. Exhibits spanning the history of 5,000 years fill galleries such as the Mesopotamian Gallery, where more than 1,000 objects lurk beneath the glass of custom-designed walnut cases. Graphic displays describe pottery, clay tablets, and metal jewelry from one of the world's first urban civilizations, all of which surround centerpieces such as the Code of Hammurabi. The museum's East Wing Galleries explore cultures of ancient Assyria, Anatolia, and Israel through artifacts such as a fragment of the Dead Sea Scrolls, carved reliefs from an Assyrian palace, and Bronze Age tools, weapons, and figurines. In the Egyptian Gallery, limestone-lined cabinets house 800 objects such as carvings, canopic jars, a child mummy, and the bust of King Neferhotep. In addition to tending to the permanent collection, the staff also assembles special events such as archaeology workshops, lectures, and screenings of films set in the ancient Middle East that let visitors delve deeper into the past. The Museum also hosts enthralling temporary exhibits; on now through September 3, 2017, "Persepolis: Images of an Empire" presents large-format photographs of the ruins of one of the greatest dynastic centers of antiquity, built at the height of the Achaemenid Empire (550-330 BC). Taken during the Oriental Institute's Persian Expedition (1931- 1939), the photographs capture the magnitude and grandeur of Persepolis, one of the most important archaeological sites in modern-day Iran. University of Chicago. The University of Chicago (UChicago) is one of the world’s premier private research university located in Chicago, Illinois on a 200+-acre campus just seven miles outside of the downtown area. Incorporated in 1890 with its first classes opening in 1892, UChicago was founded by the American Baptist Education Society with a sizeable donation from John D. Rockefeller, the wealthiest man in history. Committed to free and open inquiry with an interdisciplinary approach to research that spans arts, to engineering, medicine to education, scholars at UChicago lead the country in scientific and technological innovations. Nearly 90 Nobel laureates have been affiliated with the university – the fourth most of any institution in the world, – and alumni of the school include Rhodes Scholars, Marshall Scholars, Fields Medalists, National Humanities Medalists, members of the United States Congress, heads of foreign nations, and several billionaires. Academic Programs. With an emphasis placed to teaching students not what, but how to think, UChicago seeks to create an atmosphere of free and open inquiry where students and professors are able to debate, collaborate, investigate, and challenging assumptions. UChicago is partnered with a number of affiliate laboratories, including the Argonne National Laboratory, Fermi National Accelerator Laboratory, and the Marine Biological Laboratory in Woods Hole, Massachusetts. Student Life. As an NCAA Division III school, UChicago is a founding member of the Big Ten Conference and since its early days has been committed to producing scholar-athletes whose primary focus is on academic achievements. UChicago sponsors 19 intercollegiate sports with over 500 participants who compete in more than 300 competitions annually. UChicago has a wide variety of clubs and organizations – over 400 – known collectively as the Recognized Student Organizations (RSOs). These include cultural and religious groups, academic clubs and teams, and common-interest organizations. A few notable groups among the RSOs include the Model United Nations team, the top ranked team in North America; Doc Films, the nation’s longest continuously running film society; and the University of Chicago College Bowl Team which has won over 100 tournaments and more than 10 national championships. Healthy Kids Innovation Program. Five years after our founding, we were certain that salad bars, school gardens and healthy teachers were key elements to a healthy school environment. Which started us wondering…are there other innovations that could have an equally profound impact for our kids? Fortunately, innovation was a core value of the United Health Foundation. Together, we set out to see what schools and educators were doing that we could support, amplify and learn from. We received more than 300 letters of interest! They contained lot of great ideas for innovative garden education – we funded quite a few of those as special projects. Twenty four organizations were invited to submit a full application and we proudly funded nine projects across the U.S. Our team will follow each of these organizations progress with the goal of sharing learnings and tools with the thousands of schools we support. KEEP IOWA BEAUTIFUL – DES MOINES, IOWA. “A Garden for Every School,” is a free, online, video-based training program for school garden planning through Keep Iowa Beautiful, a nonprofit that brings cultural and economic vitality to communities through improvement and enhancement projects. Ten short, easy-to-share videos on Teachers-Going-Green.com provide step-by-step training on how to plan and build a garden, from assembling a team to asset-mapping. A downloadable school garden-planning guide is also available. The videos and planning guides can be revisited and updated annually as an ongoing resource for school gardens. 2018 Update: There are now ten videos that can inspire and support schools everywhere to start and succeed with a school garden: https://keepiowabeautiful.org/programming/a-garden-for-every-school/ CHARLES BARRETT ELEMENTARY - LOS ANGELES, CALIFORNIA. With relatively few grocery options in South Los Angeles, access to fresh fruits and vegetables is limited. This grant will support a nutrition education and entrepreneurship program at Charles Barrett Elementary School run in partnership with Girls Inc., which develops research-based programs that encourage girls to take risks and master challenges. Female students will have the opportunity to manage a garden, learn about the nutritional value of vegetables and create a sustainable business through class time and an after-school garden club. Students will tend the garden and will create a farmers market program. Through mentorship and education, this program addresses the need for fresh vegetables in the community, helps foster student entrepreneurship, and expands healthy eating and financial literacy for girls. WILLAMETTE FARM AND FOOD COALITION – EUGENE, OREGON. Willamette Farm and Food Coalition (WFFC) works to increase low-income individuals’ access to locally grown foods. The grant will enable WFFC to lead farm-to-school activities for students at the Bethel Production and Education Farm, which is funded and managed by the Bethel School District. This will also assist the district’s nutrition services staff in sourcing food from the farm, engage residents of the surrounding low- income community in gardening opportunities, and help establish a low-cost community support agriculture (CSA) program and farm stand. JEFFERSON COUNTY PUBLIC SCHOOLS – LOUISVILLE, KENTUCKY. Research indicates that teachers are more at risk than other adults to neglect self-care. Seeking to disrupt this trend, Jefferson County Public Schools will create professional development opportunities for its teachers to create self-care plans. The two-day educator retreat will include seminars that address topics such as mindfulness, self-care and nutrition. The teachers will then create curriculum to share with students and will form a monthly professional learning community to maintain momentum in mindful health and wellness. UNIVERSITY OF ILLINOIS, CHICAGO, THE ORIENTAL INSTITUTE – CHICAGO, ILLINOIS. The Oriental Institute will use the grant to help fund a program for teachers that use the archaeological exploration of food, health and nutrition in ancient civilizations to help students understand human diets and the importance of food diversity for health. The Oriental Institute is dedicated to providing learning opportunities about the cultures of the ancient Near East to children. This new program will help teachers connect children with the lives of ancient peoples and help them make healthy, educated food decisions. 30 fifth through eighth-grade teachers from the Chicago area will train to use this curriculum to teach nutrition and gardening through the lens of ancient archeology. ENCINITAS UNION SCHOOL DISTRICT – CARLSBAD, CALIFORNIA. Connecting a district-wide garden education program to the district lunch program, Encinitas Union School District (EUSD) will further the “Farm at School” program. By providing all students with a full-day field trip to the district’s 10-acre Farm Lab, an organic garden for nutritional education, students will acquire grade-level-appropriate lessons that support a food-literate culture. Experiential learning will incorporate design, research, engineering, art, math and science to support nutrition that connects school garden education to the cafeterias at each school in the district. The Farm at School program will aid students in making the connection between EUSD-grown food and school lunch choices with a student-led branding campaign and videos to promote the Farm Lab food. An app for parents and students will share menus and notifications about EUSD-grown produce. 2020 Update: Farm Lab DREAMS campus is now fully developed and engaging all 9 schools in the Encinitas Unified district in addition to growing thousands of pounds of food for the school lunch program every year. Mim Michelove, the founding director of FarmLab, has started her own non-profit to support other districts who want to develop similar resources. We’re proud to support her work with National City Schools. SLOW FOOD USA – DENVER, COLORADO. School garden programs continue to proliferate across the country, providing students with hands-on experience in growing, harvesting, cooking and eating healthy fresh produce; however, due to food safety concerns, lack of kitchen facilities or staff training, few school districts allow school garden produce to be served in cafeterias. The grant will support the development of a Garden-to-Cafeteria Toolkit for Slow Food USA’s chapter sites across the U.S. to support the protocol development and training necessary to have a successful program. The second phase of the project will involve in-person workshops at five school districts, and remote support for five to ten school districts to overcome any hurdles to successful implementation. This program is a tremendous opportunity for students to see the connection between fresh produce grown in the school garden and healthy food that is served in the cafeteria. 2019 Update: The toolkit is in action along with a program to support school districts that want to implement Garden to Cafeteria programs. There are many success stories, one includes our support for the state of Hawaii implementing Garden to Cafeteria in all island schools. Read all about the toolkit here. URBAN STRATEGIES, INC. – MINNEAPOLIS, MINNESOTA. Urban Strategies is a not-for-profit organization working to build safe and thriving communities in urban core neighborhoods. The grant will allow the expansion of the organization’s Green Garden Bakery program, a youth-run environmental veggie dessert business that engages underserved kids in a weekly after-school program. Students learn about gardening, cooking, and nutrition education, and will grow, harvest and develop recipes for their produce while simultaneously developing the brand and business. The expansion of the program will incorporate more youth and impact more individuals throughout Minneapolis. 2020 Update: This student run business has continued to grow! They recently completed fundraising to build their own commercial kitchen. Meet Head Baker Elicia Powel who joined our young entrepreneur round table. CAPTAIN PLANET FOUNDATION – ATLANTA, GEORGIA. Captain Planet Foundation is an environmental education nonprofit that operates Project Learning Garden to share a comprehensive school garden program with educators that include the tools necessary to integrate gardens in school culture. With the ultimate goal of helping children develop an early palate for fresh fruits and vegetables, the grant will fund the development of an app to collect school garden data, including pounds harvested, tasting events, lessons given, photos, quotes and workdays, along with a web-based interface to allow for streamlined reporting by multiple groups. Infection, Not a Rival, May Have Dealt the Fatal Blow to King Tut. Refuting some modern conspiracy theories, researchers who for the first time examined the mummy of ancient Egypt’s best-known ruler, Tutankhamen, with a sophisticated CT scanner said Tuesday that his death was not due to foul play. The Egyptian team still does not know precisely how the 19-year-old king died, about 1323 B.C. But the most likely explanation is a natural cause such as the flu or bacterial infection associated with a broken leg, said Zahi Hawass, head of the country’s Supreme Council of Antiquities, who organized the project. The findings are a disappointment to a number of Egyptologists, who have suggested elaborate conspiracies against the king. “There has been so much wild speculation about the cause of death, most of it based on very poor observations,” said Emily Teeter of the Oriental Institute Museum at the University of Chicago. “I’m delighted to find out that those of us who have been very conservative about this have to some extent been vindicated,” she said. Much of the speculation has been based on previous X-rays of Tut’s skull that showed broken fragments at the back, possibly indicating a fracture. Based on that, researchers such as Bob Brier of Long Island University have woven theories about murder and intrigue. In his book “The Murder of Tutankhamen,” Brier speculated that the foul deed was ordered by Aye, the commoner who ruled Egypt as regent while Tutankhamen grew up. Aye succeeded Tut, married his widow and possibly killed her. But the new CT scans clearly show that the skull fracture occurred well after Tut’s death -- possibly during the embalming process but more likely some 3,200 years later when explorer Howard Carter discovered Tut’s tomb and dismantled the body to remove almost 150 jewels, amulets and other artifacts. Some archeologists had found support for the murder theory in the widely accepted belief that Tut’s embalming was hurried and careless. But the team found extensive evidence, including the presence of five different embalming materials, that great time and care had been taken in the king’s mummification. “Conspiracies are not beyond the realm of possibility, but at least in this case, if there was a murder, it didn’t happen because of a blow to the skull,” said archeologist David Silverman of the University of Pennsylvania Museum. Brier saluted the findings, saying, “I’m glad they have the data now.” His idea, he noted, was “really only a theory. Nobody should be too invested in their theory.” The CT scans, which were done in early January, are part of a larger project to analyze, inventory and preserve the mummies of Egypt. The 15-minute session, which produced more than 17,000 images, was conducted with a mobile scanner donated to the government of Egypt by Siemens Medical Solutions of Germany and the National Geographic Society. The scans unexpectedly revealed a fracture in the king’s left femur, or thighbone. The ragged fracture differs from the sharp bone breaks known to have been produced by Carter’s team in its effort to pry the body out of its inner coffin. Two layers of embalming material were found in the fracture. The team is divided on the fracture’s significance. Some members think the break occurred a few days before Tut’s death, which may have resulted from an infection in the wound. Others think the break occurred after death and that Carter’s team inadvertently forced the embalming material into the opening. Silverman noted that an unusually large number of walking sticks were in the tomb, which might support the idea that Tutankhamen fractured his leg. “But the truth of the matter is, the early Egyptians liked walking sticks and used them a lot,” he said. “They are a mark of the upper class.” The scans determined that Tutankhamen was about 5 feet 6 with a slight build. The condition of the bones indicated he was between the ages of 18 and 20 when he died. There were no signs of malnutrition or infectious diseases during childhood, and he appeared to have been well fed and cared for. Although the king’s teeth were in relatively good shape, he had a small cleft in his hard palette, the bony roof of the mouth, although it probably did not affect his appearance. His lower teeth were slightly misaligned and he had large front incisors and an overbite -- both characteristic of kings from his line. He also had an impacted wisdom tooth, but it showed no evidence of an infection that could have been fatal. The team also believes they have found Tut’s penis, which has been missing since Carter’s examination. They think it is in the sand bed in which the mummy has been lying, along with a thumb, other digits and pieces of vertebrae. Hawass said Tuesday that the mummy had been placed back into its tomb and was unlikely to be disturbed again. “I believe these results will close the case of Tutankhamen, and the king will not need to be examined again,” he said. “We should now leave him at rest.”