\u27Remember Me?\u27 The Life and Legacy of Jean Byers Sampson

In April 1961, Jean Byers Sampson wrote to the director of branches of the NAACP notifying him that she was involved with establishing a branch in Lewiston-Auburn. Because Jean had worked for the national branch of the NAACP in the late 1940s, she began her letter with a friendly “Remember me?” It is a short, intimate phrase that characterized how Jean worked throughout her life. “‘Remember Me?’ The Life and Legacy of Jean Byers Sampson,” the third annual event of the Sampson Center, is a tribute to how one person’s life changed Maine. Table of Contents: The Mosaic of Maine Life (Mark B. Lapping, Provost and Vice President of Academic Affairs 1994-2000, Interim Provost and Vice President of Academic Affairs, 2007-08) History of the Jean Byers Sampson Center (Susie R. Bock, Director, Sampson Center for Diversity in Maine and Head, USM Special Collections) “Remember Me?” The Life and Legacy of Jean Byers Sampson(Margaret Ann Brown, owner of Storyworks in South Portland with Abraham J. Peck, scholar-in-residence for the Sampson Center for Diversity in Maine’s Judaica Collection)https://digitalcommons.usm.maine.edu/event_catalog/1002/thumbnail.jp

The Crescent Student Newspaper, March 4, 1935

Student newspaper of Pacific College (later George Fox University). 4 pages, black and white.https://digitalcommons.georgefox.edu/the_crescent/1947/thumbnail.jp

Face-to-face and online collaboration: appreciating rules and adding complexity

This paper reports how 6-8 year-old children build, play and share video-games in an animated programming environment. Children program their games using rules as creative tools in the construction process. While working both face-to-face and remotely on their games, we describe how they can collaboratively come to explain phenomena arising from programmed or 'system' rules. Focusing on one illustrative case study of two children, we propose two conjectures. First, we claim that in face-to-face collaboration, the children centre their attention on narrative, and address the problem of translating the narrative into system rules which can be =programmed‘ into the computer. This allowed the children to debug any conflicts between system rules in order to maintain the flow of the game narrative. A second conjecture is that over the Internet children were encouraged to add complexity and innovative elements to their games, not by the addition of socially-constructed or 'player' rules but rather through additional system rules which elaborate the mini-formalism in which they engaged. This shift of attention to system rules occurred at the same time, and perhaps as a result of, a loosening of the game narrative that was a consequence of the remoteness of the interaction

The Crescent Student Newspaper, March 4, 1935

Student newspaper of Pacific College (later George Fox University). 4 pages, black and white.https://digitalcommons.georgefox.edu/the_crescent/1947/thumbnail.jp

The Crescent Student Newspaper, March 4, 1935

Student newspaper of Pacific College (later George Fox University). 4 pages, black and white.https://digitalcommons.georgefox.edu/the_crescent/1947/thumbnail.jp

The Crescent Student Newspaper, March 4, 1935

Student newspaper of Pacific College (later George Fox University). 4 pages, black and white.https://digitalcommons.georgefox.edu/the_crescent/1947/thumbnail.jp

The Crescent Student Newspaper, October 2, 1934

Student newspaper of Pacific College (later George Fox University). 4 pages, black and white.https://digitalcommons.georgefox.edu/the_crescent/1916/thumbnail.jp

The Crescent Student Newspaper, February 19, 1935

Student newspaper of Pacific College (later George Fox University). 2 pages, black and white.https://digitalcommons.georgefox.edu/the_crescent/1946/thumbnail.jp

The Crescent Student Newspaper, October 16, 1934

Student newspaper of Pacific College (later George Fox University). 4 pages, black and white.https://digitalcommons.georgefox.edu/the_crescent/1917/thumbnail.jp