The self portrait

My thesis is a series of five self portraits that are based on the transformation of form by light. The oil paintings are small in size (from 11 x 13 inches to 16 x 18 inches) and they concentrate on the head and shoulders with no figurative elements in the background, which provides an airy atmosphere to complement and lend spatial placement to the portraits. Although color is used, an overall impression of the work is the balance of lights and darks in neutral tones with exceptions being made only for the color of the shirt. The forms are modulated by light in several ways. Sometimes the change is in a modeled tone; sometimes it is defined by a dark outline; sometimes by a light outline. These changes in light define the forms. Light and dark brush strokes are often apparent in the work and these strokes move with the line and the forms. A dark halo effect behind the head has beer, used in two of the portraits; it serves to emphasize the receding or turning of the head and shoulders. Long dark hair in other portraits achieves this same effect. Turning the side of the face or head is also accomplished by using tones of light colors. The choice to use a dark or light tone is based on observation of the falling light patterns on the face and shoulders of the subject

Indian teachers and environmental identity in Aotearoa New Zealand early childhood education

The Aotearoa New Zealand early childhood education (ECE) landscape is becoming increasingly multicultural, in particular with a significant number of migrant Indian teachers working in the field. This paper explores the potential role of environmental identity as migrant Indian ECE teachers navigate between the Indian and New Zealand cultures, wherein the environment may hold different meanings and place in these two cultural systems. The natural environment holds a special place in Aotearoa New Zealand’s cultural systems and is an integral part of the national identity. It can be argued that early childhood environmental education is important, and is already playing a part, in developing children’s environmental identity across the country. In facilitating this, teachers’ environmental identities can be equally important, especially in the case of migrant teachers, whose identities are influenced by different cultural systems. Our interest is in the environmental identities of migrant Indian teachers’ given their growing numbers in Aotearoa New Zealand ECE

Report of the Task Force on the Special Educational Needs of Women

On January 17, 1972 an ad hoc committee was appointed to evaluate the special educational needs of women within the University of Maine at Orono/Bangor and in the larger community served by this University. This committee was chaired by Dr. Constance Carlson. PROBLEM : The intellectual, social and professional climate of the University does not encourage women students (undergraduate, graduate, CED, and special) to realize their full intellectual, social and professional potential. SOLUTION: The University environment must become a vital catalyst encouraging each woman student to make the most of the educational opportunity and cultural freedom available at Orono/Bangor thereby achieving her unique potential and developing a self-vision of herself as a responsible human being both in personal and in public life