CWU Faculty Senate Minutes - 05/15/1996

These are the official Central Washington University Faculty Senate Minutes for the 05/15/1996 regular meeting

1993 Faculty Senate Meeting Minutes & Supplementary Materials

Faculty Senate Meeting Minutes & Supplementary Materials for 1993

A Bridge Builder or a Raconteur? How Japan Manoeuvres the Global Development Discourse within the TICAD Process

Japan has been a major actor in the field of development cooperation for five decades, even holding the title of largest donor of Official Development Assistance (ODA) during the 1990s. Financial flows, however, are subject to pre-existing paradigms that dictate both donor and recipient behaviour. In this respect Japan has been left wanting for more recognition. The dominance of the so called ‘Washington Consensus’ embodied in the International Monetary Fund (IMF) and the World Bank has long circumvented any indigenous approaches to development problems. The Tokyo International Conference on African Development (TICAD) is a development cooperation conference that Japan has hosted since 1993 every five years. As the main organizer of the conference Japan has opted for the leading position of African development. This has come in the wake of success in the Asian region where Japan has called attention to its role in the so called ‘Asian Miracle’ of fast growing economies. These aspirations have enabled Japan to try asserting itself as a major player in directing the course of global development discourse using historical narratives from both Asia and Africa. Over the years TICAD has evolved into a continuous process with ministerial and follow-up meetings in between conferences. Each conference has produced a declaration that stipulates the way the participants approach the question of African development. Although a multilateral framework, Japan has over the years made its presence more and more felt within the process. This research examines the way Japan approaches the paradigms of international development cooperation and tries to direct them in the context of the TICAD process. Supplementing these questions are inquiries concerning Japan’s foreign policy aspirations. The research shows that Japan has utilized the conference platform to contest other development actors and especially the dominant forces of the IMF and the World Bank in development discourse debate. Japan’s dominance of the process is evident in the narratives found in the conference documents. Relative success has come about by remaining consistent as shown by the acceptance of items from the TICAD agenda in other forums, such as the G8. But the emergence of new players such as China has changed the playing field, as they are engaging other developing countries from a more equal level.Siirretty Doriast

A local model of writing program assessment : fourteen community college faculty define and evaluate writing proficiency.

The introduction to this doctoral dissertation is an argument for locating Writing Across the Curriculum programs on the community-college campus for several reasons, among them the proximity of the disciplines on the community college campus, the increasingly underprepared community college student, and movements toward accountability and assessment at the local and state levels. As an example of what a WAC program may accomplish in the area of program assessment, which developed from WAC proper in the last decade of the last century, Chapters One, Two and Three present data I collected from fourteen faculty volunteers who gave up a beautiful Saturday in May of 1995 to read and evaluate a set of randomly selected student essays. Chapter One summarizes faculty responses to a ten-minute freewriting exercise, in which I asked respondents to describe or define proficient writing from the perspectives of their disciplines. In their responses, I locate four global characteristics used by a simple majority of respondents and 21 other characteristics used by at least one respondent. I argue that these characteristics, especially the global ones, constitute our College\u27s local definition of proficiency. I close the chapter pointing out that future WAC workshops could include discussions of global and other characteristics locating them in student work, and discussing how to teach them, both in writing classes and elsewhere. Although the data in Chapter One are incomplete, they provide a starting place for a teacher-researcher who is interested in how colleagues across the campus describe writing. They also prompt questions about whether the respondents know what they are saying when they use terms like style, purpose, grammar, and audience. Do they really look for the characteristics they claimed to look for in their freewritings? Are there other characteristics to be added to the list? Chapters Two and Three report and interpret additional data from the workshop. Each faculty member read and evaluated end of semester ENG 102 papers, rating them NP (nonproficient), P (proficient), or HP (highly proficient). These chapters are based on an unpublished study Dr. Tom Blues created at the University of Kentucky in May of 1993. Blues was ahead of his time by several years. In 1996, the Southern Association of Colleges and Schools (SACS) mandated an exit-exam for all students in ENG 102 and ENG 105 at Jefferson Community College. I show that a qualitative program assessment could complement or eventually replace the quantitative outside evaluation we are now using and conclude that in 1995 faculty in areas other than English often confused terms associated with writing, but generally returned to their freewriting definitions and descriptions throughout their evaluations. Chapter Four summarizes my conclusions and recommendations, discusses the benefits of local, constructivist assessments in a culture that increasingly truncates and supplants genuine, holistic writing and undermines progress (Shafer 242). The chapter ends with practical recommendations mostly for my colleagues in the Writing Program at Jefferson Community College. Where do we go from here? That sort of thing

The UCF Report, Vol. 17 No. 20, April 28, 1995

Revised strategic plan for UCF in the works as council sets agenda; Survey shows strong support for financial aid; UCF researchers identified tactics for improving foul shooting

The 1996 Comprehensive Test Ban Treaty: a study in post Cold War multilateral arms control negotiations

A Comprehensive Test Ban Treaty (CTBT) had been on the arms control agenda since 1954, the subject of intermittent bilateral or trilateral talks that achieved only partial measures. The end of the Cold War provided renewed public pressure and political impetus for banning nuclear explosions. This thesis analyses the context and processes of the multilateral test ban negotiations that opened in the Conference on Disarmament in 1994. Combining participant-observation and contemporaneous notes with extensive use of documentary sources, unpublished materials and interviews, the study explores the dynamics of the CTBT negotiations in light both of regime theory and post cold war concepts of multilateralism, highlighting the role of civil society actors as well as states. Providing historical background and rich detail on the negotiating process from 1994-1996, the thesis examines the causal factors, strengths and weaknesses of the outcomes in four key areas: prenegotiations, scope, verification and entry into force. Focusing on the strategies and mechanisms by which actors with competing expectations and interests reached agreement, two types of convergence are explored: distributive, encompassing both imposed and managed divisions of gains and losses; and integrative, in which expectations of what would constitute an acceptable agreement are expanded or changed through cognitive strategies and the shaping of norms and interests. The thesis shows that whilst sharing a general objective of a CTBT, governments had significantly different views on what a test ban should encompass and accomplish, particularly with respect to broader concepts of nonproliferation and disarmament. While nuclear interests played a major role in determining a state's expectations and negotiating posture, other factors were important in reaching convergence. These included: knowledge and ideas; civil society engagement; norms and regime values; partnerships and alliances; internal policy cohesion or division; and the level of domestic and international political attention and support. By choosing to incorporate transnational civil society as a principal unit of analysis, along with states, the thesis contributes to a fuller understanding of how governments' calculations of what constitutes self-interest and security can be influenced and shaped, opening up alternative solutions for agreement than might have been initially envisaged