SALT Equalizer, Vol. 2011, Issue 2

Contents of This Issue: Raquel Aldana & Steven W. Bender, Co-Presidents’ Column, at 1. Hazel Weiser, Executive Director’s Column, at 1. Hazel Wesier, SALT Board of Governors Election, at 4. Hazel Weiser, Breaking In: Committed to Diversity in the Legal Academy, at 7. Hope Lewis, SALT and Northeastern Host Well-Received “Breaking Into Law Teaching Program,” at 7. Solangel Maldonado, B.A. to J.D. Pipeline Initiative: November Conference on Diversifying the Legal Profession, at 8. Ruben Garcia, Great Teacher Keith Aoki’s Legacy to be Celebrated at 2012 SALT Dinner, at 9. Doug Colbert & Pamela Bridgewater, Access to Justice Committee: Progress, Projects, and a New Co-Chair, at 10. Jackie Gardina, LGBT Committee: What Does Repeal of Don’t Ask Don’t Tell Really Mean?, at 11. Andi Curcio & Carol Chomsky, Issues in Legal Education Committee: Continuing Work on Pending ABA Accreditation Standards, at 12. Majorie Cohn, Human Rights Committee: SALT Signs Amicus Brief Against Alabama Racial Profiling Law, at 13. Hazel Weiser, A New School Year Means It’s Time to Renew Your SALT Membership, at 14. Robert Lancaster & Ngai Pindell, SALT Public Interest Retreats: Coming Soon to a Location Near You, at 15. SALT 2011-12 Calendar: Enjoy the Benefits of SALT Membership, at 15

Space Weather Action Center

This is a revised "Tracking a Solar Storm-Student Observation Network" with a new format and Web site. The Space Weather Action Center (SWAC) allows students to use near real time data and track a solar storm. By following the basic steps in the Instructional Guide students can access, analyze and record NASA satellite and observatory data. There is a downloadable 'step-by-step' Educator's Setup Guide where you will find a variety of recommendations and diagrams detailing how to construct a fully functional SWAC while keeping potential limitations on space and technology in mind. Flip charts provide the step by step data use and there are also instructions for using green screen technology. Educational levels: Intermediate elementary, Middle school, High school, Undergraduate lower division, Undergraduate upper division, Graduate or professional

The letters of Charlotte Mary Yonge (1823-1901) edited by Charlotte Mitchell, Ellen Jordan and Helen Schinske.

Charlotte Yonge is one of the most influential and important of Victorian women writers; but study of her work has been handicapped by a tendency to patronise both her and her writing, by the vast number of her publications and by a shortage of information about her professional career. Scholars have had to depend mainly on the work of her first biographer, a loyal disciple, a situation which has long been felt to be unsatisfactory. We hope that this edition of her correspondence will provide for the first time a substantial foundation of facts for the study of her fiction, her historical and educational writing and her journalism, and help to illuminate her biography and also her significance in the cultural and religious history of the Victorian age

The Long Wait (Part I): A Personal Account of Infantry Training in Britain, June 1942–June 1943

In the early summer of 1942, Harold (Hal) MacDonald, a young infantry officer from Saint John, New Brunswick, was posted overseas to join the North Shore (New Brunswick) Regiment, then stationed in Great Britain. The North Shores were part of a growing Canadian military presence in Britain, preparing for the day when the Allies would return to the continent to help defeat the armies of Adolf Hitler’s Third Reich. Canadian troops had begun to arrive in England in 1939, and indeed, after the fall of France in the late spring of 1940, formed an important part of Britain’s defence forces at a time when it and the Commonwealth stood alone against the combined might of Germany and Italy. By the time that MacDonald arrived, the number of Canadian troops had swelled to some 130,000, for the most part concentrated in the south of England, where they underwent rigorous training exercises and highly realistic simulated battles designed to prepare them to meet the enemy

Space Weather Action Center

The Space Weather Action Center is a computer-based activity that allows students to track, from their classroom, the development and progress of solar storms. The activity incorporates online NASA data and addresses national education standards in science, technology and math. Students rotate through four space weather learning stations and are challenged to answer the following questions: Do sunspot regions exist today that could be a source of solar storms?; Have radio signals been recorded today from a flare or coronal mass ejection that could affect Earth?; Has there been a measurable disturbance in the Earth's magnetic field?; and Have auroras been seen within the last 24 hours because of a solar storm? A setup guide is provided to show how to create a Space Weather Action Center in the classroom, including recommendations, diagrams, and the necessary list of materials. The instructional guide features background and evaluation materials, alignments to national standards, extension activities, and instructions on how to read, analyze and record space weather data. Educational levels: Middle school, High school

Immediation|toward the selfless other?

One should hear the calling of two hyperbolic selfs within this questioning concerning what I would propose to call here the desire for panop-tech-clair-voyance: Selfless interpreted as an infinite reactivity (machinery) Selfless interpreted as an infinite responsibility (agency

Exploring library anxiety among Sudanese university students

Library anxiety is one of the psychological barriers that encounter students when they are performing a library task. This study explores library anxiety among 51 Sudanese university students using diary method for data collection. The finding indicates that library anxiety among Sudanese university students are manifested into five dimensions, namely; (a) Negative perceptions towards library environment, (b) Negative perceptions towards peer students, (c) Negative perceptions towards library staff, (d) Negative perceptions towards library services, and (e) Psychological barriers. Details of statements under the dimensions highlight the issues that are unique and not covered by previous studies in library anxiety