Funding Cuts to Public Health in Massachusetts: Losses Over Gains

Examines ten public health areas, from children's health to substance abuse, and describes the widening health disparities, reduced data collection, and other effects of budget cuts to programs in prevention, outreach, training, and technical assistance

When I was young I read \u27The idiot\u27

self-portrai

Spectres in the city –De Chirico’s mythologized streetscapes

It is generally accepted that some of the unsettling scenes of the Italian metaphysical painter Giorgio de Chirico, arose from his response to the northern Italian city of Turin, a city he claimed a great affinity with. While de Chirico&rsquo;s paintings and commentary of this period abound with references to Turin, there has been little investigation into how genuine these citied locations really are. We know that de Chirico&rsquo;s preference for Turin arose from his passionate engagement with the writings of the philosopherFriedrich Nietzsche and Nietzsche&rsquo;s fondness for the city. Yet there is much evidence to suggest that Munich, the city of de Chirico&rsquo;s early art school days permeated his imagery more completely; whereas Turin reflected his philosophical and aesthetic concerns. This article examines how cities have operated for the artist and how using iconography from both the world of the real and imagined produced powerful enigmatic images that evoked a profound mood of illusion and revelation.<br /

Banner review of the Mostyn Bramley-Moore : an album exhibition

Banner review on Art Hub website. The Mostyn Bramley-Moore : an album exhibition was open July 10-27 2013, at the Watters Gallery, Sydney

Freedom Time: Rethinking Federal Democracy for a Postcolonial World

A review of Gary Wilder, Freedom Time: Negritude, Decolonization and the Future of The World (Duke University Press, 2015)

Patterns in Women\u27s Emerging Leadership

The majority of the literature dealing with improving university preparation programs fails to address how women develop as leaders and what kind of structures foster and encourage their development

A Case Study of Action Research as Staff Development: Facilitating Teacher Reflection

This ethnographic multi-case descriptive study looked at staff development for teachers in a child-care setting through the use of facilitated action research. The participants in the study chose an area of their practice to concentrate on, and their action research was facilitated by someone with expertise in their field of early childhood. This study examined the processes of reflection the participants underwent as they investigated an area of their practice. Data was collected over a four month period and included journal entries kept by participants, and classroom observations. Further data was collected over the course of the participants\u27 own action research

Higher Education Exchange: 2009

This annual publication serves as a forum for new ideas and dialogue between scholars and the larger public. Essays explore ways that students, administrators, and faculty can initiate and sustain an ongoing conversation about the public life they share.The Higher Education Exchange is founded on a thought articulated by Thomas Jefferson in 1820: "I know no safe depository of the ultimate powers of the society but the people themselves; and if we think them not enlightened enough to exercise their control with a wholesome discretion, the remedy is not to take it from them, but to inform their discretion by education."In the tradition of Jefferson, the Higher Education Exchange agrees that a central goal of higher education is to help make democracy possible by preparing citizens for public life. The Higher Education Exchange is part of a movement to strengthen higher education's democratic mission and foster a more democratic culture throughout American society.Working in this tradition, the Higher Education Exchange publishes interviews, case studies, analyses, news, and ideas about efforts within higher education to develop more democratic societies

Teaching 21st Century Reasoning Skills through an Authentic Interdisciplinary STEM Research Experience

This poster will highlight the work of the Real STEM grant awarded to Dr. Robert Mayes, COE Research Professor and Director of Georgia Southern University’s Institute for Interdisciplinary STEM Education. Real STEM is an Innovation Fund grant supported by the Governor’s Office of Student Achievement (GOSA). Real STEM is developing partnerships between middle and high schools throughout southeast Georgia, Research Institutes, business/industry, experts in STEM fields, and university STEM faculty in order to develop interdisciplinary STEM scientific research experiences for students. This poster will show how teachers are using Place-based Education, Problem Based Learning and Understanding by Design pedagogy to design authentic, real-world student experiences that develop 21st Century reasoning skills. Reasoning skills emphasized include: scientific reasoning (experimental design with the scientific method), engineering design, quantitative reasoning, and modeling