By Marty Graham SAN DIEGO (Reuters) - The mayor of Murrieta, California, who led a local backlash against the arrival of undocumented Central American immigrants flooding the U.S. border, has been arrested on suspicion of drunken driving in an accident that injured four teenagers. Mayor Alan Long was arrested late Thursday on suspicion of causing injury while driving under the influence after his truck crashed into a car carrying four Murrieta Valley High School students, Murrieta police said in a statement. ...
By Alex Dobuzinskis LOS ANGELES (Reuters) - Former Los Angeles public schools Superintendent John Deasy said on Friday, a day after resigning from his post, that his testimony in a landmark case on tenure rules for teachers created a polarizing atmosphere over his leadership. The former top official of the second-largest school district in the nation, who has been praised by reform groups seeking to hold teachers to more stringent standards, also told reporters in a conference call that he might eventually run for office. ...
“Everyone should have an opportunity to participate in higher education.”
With those words, Michael K. Young, President of the University of Washington, opens a new video from his institution’s AccessComputing Project, IT Accessibility: What Campus Leaders Have to Say. Developed with support from the National Science Foundation, this video presents university presidents, chief information officers, and other higher education leaders who stress the importance to higher education of accessibility for persons with disabilities, and of having campus technology environments that support it.
“When we were doing our studies for the National Academies, the typical first response of university presidents or CFOs or provosts was to say: ‘I understand things are changing very rapidly, but I'll ask my CIO to take care of it. The CIO usually can.’ We would then ask: ‘Suppose you wake up in the morning and come in to your office and nothing works anymore. You can't access e-mail. All of your course systems have collapsed. Who fixes the problem?’ They begin to scratch their heads, and pretty soon it's like the five phases of grief. They start off with denial and anger, move through bargaining and depression, and finally reach acceptance.” — James J. Duderstadt, Change and the Research University
The EDUCAUSE annual publication of top IT issues has long resonated as a yearly snapshot of the most pressing issues for IT leaders in higher education. At the top of list for 2012:Updating IT professionals’ skills and roles to accommodate emerging technologies and changing IT management and service delivery models Supporting the trends toward IT consumerization and bring-your-own device Developing an institution-wide cloud strategy
Below are the EDUCAUSE Review article summarizing the IT Issues Panel's findings for 2012 and accompanying resources.
This free hour-long session, “Rolling Out a BYOD (Bring Your Own Device) Program,” will offer ideas, sample policy statements and guidelines, and lessons learned for campuses interested in implementing a BYOD strategy for mobile devices on campus.
Those unable to attend may wish to visit the archives after the event or browse related resources.
Interact on Twitter at #EDULive.
As someone who has a vested interest in higher education IT, you are part of a dynamic and close-knit community where we share new ideas, network with peers, and work toward the common good of the profession.
EDUCAUSE provides opportunities to be an active member by volunteering in a variety of roles, either short- or long-term, throughout the year. These opportunities include:
Gartner predicts that by the end of 2012, agile development methods will be used on 80 percent of all software development projects. Project Management Institute’s research shows that agile project management tripled from December 2008 to May 2011, and can help decrease product defects, improve team productivity, and increase business value.
To help you apply project management processes at your organization, EDUCAUSE members have access to a selection of professional development resources:
A foreign language is a dangerous thing. It can rob us of our comfort, our convictions, and our certainties. For the world is not the same when seen through two different languages, but rather two different worlds. A language is no interchangeable set of signs we hang on fixed objects, but an alchemy which transforms those objects themselves.
Not until we step outside of our language and culture -- not just verbally, but mentally and emotionally, not until we leave behind the assumptions and values of our mother tongue to immerse ourselves in an alien way of viewing the world -- do we realize that the nature of things, their meaning and purpose, their importance and urgency, are not objectively given, but created by language and culture.
Only then can we see that each people, each tradition, does not see the world as it is, but as it would like it to be; that what each calls "reality" is but a collective dream which its members share; and that what we call truth is only the familiar hallowed by time.
We sense these things darkly, and so, as a people, we distrust foreign languages. They draw into question our notions of right; they subvert our bulwark of righteousness; they cast doubt on ours as the only right way. So we control, domesticate, and render them safe. We reduce them to stereotypes and language "requirements." We limit their knowledge to the mundane and basic. We dare not risk long-term, in-depth exposure.
For the same reason, we distrust foreign travel. It might change us if we let it come close. We want prepackaged adventure, antiseptically filtered in air-conditioned comfort through tour bus windows, the unfamiliar kept safely at bay from our hermetically-sealed isolation.
Yet it is only when we spend time in a different culture that we realize that different cultures see the world differently; and only after returning to our own do we sense that both we and our culture are no longer the same. We begin to understand the relativity, impermanence, and fragility of our world, our values, and our way of life. Travel dissolves our illusions.
Our foreign policy also shares this distrust of the foreign. We don't let so-called Third World countries be what they are to pursue their own destinies, but make them movable pawns on our corporate chessboards, on which they are plundered, their leaders bought off, and their people betrayed into serfdom.
We preach tolerance for ideas as long as those ideas agree with our own, international understanding as public relations, but we recall career diplomats who, seeing ourselves through foreign eyes, warn us of the damage we cause. They've been abroad too long, "gone native," lost their perspective.
In a culture that has little patience with whatever is different, we can expect little more of an educational system as defined by that culture. Too much of our curriculum reinforces a jingo provincialism in its photoshopped view of American history, rather than teaching the good, the bad, and the ugly.
Students don't want historical fairy tales, but Vergangenheitsbewaeltigung, an honest coming to terms with our past and integrating it into the national consciousness. This is what a great nation does -- courageously faces its demons and admits its wrongdoing, asks forgiveness and makes amends, and vows to do better.
This is moral grandeur that would stop the sun in the heavens, whereas denial of what one has done only sickens the soul. Better to exorcize the evil spirits and be free of them lest they fester in the subterranean vaults of our national soul. Seneca put it quite simply, "Part of the cure is the wish to be cured."
In teaching history, we neglect the panoramic sweep and multifariousness of other times and cultures that could save us from the insular myopia and hubristic fate of "Ozymandias, King of Kings." We don't need to learn more and more about America. It is already too much with us in our xenophobic Fortress America. We don't need more and more reasons about why we are right. What we need is more air that comes of a larger perspective on the world and ourselves.
To love it, we must leave it by not succumbing to it, getting detachment from it, for it is only when we get distance from ourselves that we come closer to ourselves to see ourselves as we really are. Education worthy of the name should make us citizens of a larger world, impart an Olympian outlook, not reduce us to the worm's-eye view of a narrow tribalism!
To be sure, we should love our country, but our country is not the policies of the particular administration, party, or plutocracy which is running the country. Our country is our better selves as enshrined in those thrilling ideals set forth in our Declaration of Independence and Constitution with its Bill of Rights.
True patriotism is loving our country by wanting to make it better and returning it to its pristine self; by decrying our government's shocking privileging of the already privileged and its heartless warfare against its own people, especially the poor and our children, tens of millions of whom, to our nation's eternal shame and embarrassment before the rest of the world, must go to bed hungry.
It beggars belief what is happening in America today -- our very government treating the American people as if it were the enemy! We are forever sending our troops abroad while running away from our problems at home. There are always untold billions for defending freedom around the globe, but the cupboard is always bare for the needs of the American people. FDR, where are you?
The president and the Congress, with exceptions well-known to all, betray us by their studied inaction, with some even boasting for causing the catastrophe. In the meantime, the American Dream has retreated to the enclaves of the Super Rich, at whose tables certain Supreme Court justices are always welcome.
"Thou shalt not be different" is our national creed. However, foreign languages teach four lessons about being different: other cultures are, indeed, different, but that doesn't mean that those cultures are wrong, but just different; that since they are different with different perspectives, they cannot fully be fathomed, let alone judged, and much less condemned; that there are different ways of being human and of being right; and that no nation has a monopoly on either commodity.
Foreign languages help free us from ethnocentrism, the delusion that we alone are the measure of all things human, and they connect us to a larger, saner, more humane world. It is because of their magical powers that foreign languages have always been numbered among the liberal arts, which liberate us from the two-fold sickness, or that two-headed monster, of hate and distrust, assuming, of course, that we wish to be cured.
We must outgrow that ancient Manichaean view of the world which sees others as Darkness and ourselves as the Light. It is a nightmare vision which sanctifies hate, a view of our fellow mortals unworthy of us.
I just read an article on another site that argued that it is easier now to get into a selective college than it was 30 years ago. The argument is that some selective colleges have added seats in the last 30 years and some colleges that didn’t use to be selective now are so those...Continue Reading >
This time of year I get many questions about when the different parts of the application need to be submitted. For instance, what happens if a recommendation letter gets sent before the application? †As it happens, the answer is very simple. It does not matter one bit the order in which colleges get different parts...Continue Reading >
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I sometimes have students ask this time of year which college they should apply to early decision. And the answer is simple. None. Don’t get me wrong. Early decision can be a great choice for some students. If you have found a college that you really love, and you have done your homework looking at...Continue Reading >
In the past 3 months I have had a number of seniors call wanting to work with me on BS/MD admissions. Unfortunately, I have been completely booked with current seniors. Until today. I just had a student drop out and I have one opening for a senior. The opening is for help with all aspects...Continue Reading >
For those of you who have been regular readers of the blog, this may seem like a strange post. Colleges don’t typically want to see a resume and I discourage them in most instances. But… Once in a while a college asks for a resume. So, for those instances, what should you put on a...Continue Reading >
One of the most frequent questions I get this time of year is how many recommendation letters do I need. Students know that they need one or two teacher recommendations and a guidance counselor recommendation for most colleges. But what they are really asking is, how many extra letters of recommendation do I need. Almost...Continue Reading >
RSS Feed Content © Todd Johnson and College Admissions PartnersExtra Recommendations. Why They Are Often a Problem.
The post Extra Recommendations. Why They Are Often a Problem. appeared first on BS/MD Admissions by College Admissions Counseling.