Local Innovations and Practical Answers to Campaign Costs

In this transcript, former Congressman Bill Green and a member of the New York City Campaign Finance Board moderated a panel a five-person panel on the challenges campaign finance reformers face attempting to limit demand with regard to campaign finance. The panelists discussed the relationship between public campaign subsidies and efforts to encourage candidates to limit spending, provide more disclosure, restrict contribution amounts, and to mandate debate participation in the wake of the Supreme Court’s rejection of mandatory spending limits for federal candidates in Buckley v. Valeo, The panel also addressed reform efforts that seek to ease the demand for campaign funds by providing free television time, nonpartisan voter guides and other forms of free media to reach voters with campaign information. The five panelists were: (1) Joel Gora, associate dean of Brooklyn Law School and general counsel of the New York Civil Liberties Union; (2) Mark Green, former “right-hand man” to Ralph Nader, former head of Congress Watch for Nader’s organization in the 1970s, two-time Public Advocate of New York City, and a candidate for federal office, including the Democratic nomination for the U.S. Senate; (3) Joseph Mercurio, a political consultant and experienced campaign and ballot-initiative worker; (4) Paul Taylor, executive director of the Alliance for Better Campaigns and former journalist with the Washington Post, among other publications; and (5) Robert M. Stern, Co-Director of the Center for Governmental Studies, and past General Counsel of the California Fair Political Practices Commission. This panel was held during From the Ground Up: Local Lessons for National Reform, a national conference on campaign finance reform held on November 9, 1998, sponsored by the New York City Campaign Finance Board and the Association of the Bar of the City of New York

2021 Suzanne Kay Hart Alumni Service Award: Barb Brown Dalton, 1981

Barbara Brown Dalton ’81 was honored with the Suzanne Kay Hart Alumni Service Award (previously known as the Pine Tree Emblem Alumni Service Award). Dalton has worked on behalf of the association’s Board of Directors, and as both president and a longtime correspondent for the Class of 1981. She is a faithful fan of Black Bear Athletics, an Honorary M Club member, Maine Mentor, a loyal donor, and a dedicated supporter of the university and its alumni

Reviews

Teaching and Learning Materials and the Internet by Ian Forsyth, London: Kogan Page, 1996. ISBN: 0–7494‐ 20596. 181 pages, paperback. £18.99

Translating expert system rules into Ada code with validation and verification

The purpose of this ongoing research and development program is to develop software tools which enable the rapid development, upgrading, and maintenance of embedded real-time artificial intelligence systems. The goals of this phase of the research were to investigate the feasibility of developing software tools which automatically translate expert system rules into Ada code and develop methods for performing validation and verification testing of the resultant expert system. A prototype system was demonstrated which automatically translated rules from an Air Force expert system was demonstrated which detected errors in the execution of the resultant system. The method and prototype tools for converting AI representations into Ada code by converting the rules into Ada code modules and then linking them with an Activation Framework based run-time environment to form an executable load module are discussed. This method is based upon the use of Evidence Flow Graphs which are a data flow representation for intelligent systems. The development of prototype test generation and evaluation software which was used to test the resultant code is discussed. This testing was performed automatically using Monte-Carlo techniques based upon a constraint based description of the required performance for the system

Late-Stage Molecular Editing Enabled by Ketone Chain-Walking Isomerization

Herein, a method for the isomerization of ketones in a manner akin to the chain-walking reaction of alkenes is described. Widely available and inexpensive pyrrolidine and elemental sulfur are deployed as catalysts to achieve this reversible transformation. Key to the utility of this approach was the elucidation of a stereochemical model to determine the thermodynamically favored product of the reaction and the kinetic selectivity observed. With the distinct selectivity profile of our ketone chain-walking process, the isomerization of various steroids was demonstrated to rapidly access novel steroids with "unnatural" oxidation patterns.ISSN:0002-7863ISSN:1520-512

Knowing practice in English teaching? Research challenges in representing the professional practice of English teachers

This article problematises representations of professional practice. It investigates assumptions behind received accounts of professional practice, including professional standards that purportedly capture what accomplished English teachers &ldquo;should know and be able to do&rdquo;, &ldquo;scientific&rdquo; studies that construct accounts of classrooms from the standpoint of academic researchers, and narratives written by teachers that claim to explore dimensions of classroom teaching that elude outside observers. Especially significant are attempts by practitioner researchers to develop accounts of their professional practice vis-a-vis constructions of their work from other standpoints. We argue that it is timely for practitioner researchers to reflexively examine the conditions for producing such accounts, and to address the question of the validity of their knowledge claims. Yet this is also &ndash; crucially &ndash; more than an epistemological issue, but one that requires acknowledging the primacy of practice for engaging with the complexities of classroom settings. This article gives an account of our ongoing efforts to develop forms of representation that might begin to do justice to the complexities of practice in comparison with accepted accounts of what English teachers know and do. We intend it to be read as a position paper which outlines a framework for research on English teaching as a dynamic culture practice. <br /