Law Building

Jordan & Anderson, architects. Built 1863. Northwest corner of Diagonal on corner of State and North University. Served as Law School for sixty years. An 1898 addition completely altered the exterior, removed the tower, and added a new south wing (Spier & Rohns, architect). Regents met in south wing until 1933. When Law moved to Hutchins Hall in 1933, building was renamed Haven Hall in honor of Erastus O. Haven, president, 1863-1869. Haven Hall became an LS&A building until it was destroyed by fire June 6, 1950.

Law Dept. building (new)

Jordan & Anderson, architects. Built 1863. Northwest corner of Diagonal on corner of State and North University. Served as Law School for sixty years. An 1898 addition completely altered the exterior, removed the tower, and added a new south wing (Spier & Rohns, architect). Regents met in south wing until 1933. When Law moved to Hutchins Hall in 1933, building was renamed Haven Hall in honor of Erastus O. Haven, president, 1863-1869. Haven Hall became an LS&A building until it was destroyed by fire June 6, 1950. Photographer's stamp on verso: G.R. Swain, 713 East University Ave., Ann Arbor, Mich.

The Law Building

Jordan & Anderson, architects. Built 1863. Northwest corner of Diagonal on corner of State and North University. Served as Law School for sixty years. An 1898 addition completely altered the exterior, removed the tower, and added a new south wing (Spier & Rohns, architect). Regents met in south wing until 1933. When Law moved to Hutchins Hall in 1933, building was renamed Haven Hall in honor of Erastus O. Haven, president, 1863-1869. Haven Hall became an LS&A building until it was destroyed by fire June 6, 1950. Two people on steps.

Law Building

Jordan & Anderson, architects. Built 1863. Northwest corner of Diagonal on corner of State and North University. Served as Law School for sixty years. An 1898 addition completely altered the exterior, removed the tower, and added a new south wing (Spier & Rohns, architect). Regents met in south wing until 1933. When Law moved to Hutchins Hall in 1933, building was renamed Haven Hall in honor of Erastus O. Haven, president, 1863-1869. Haven Hall became an LS&A building until it was destroyed by fire June 6, 1950.

Law Building

Jordan & Anderson, architects. Built 1863. Northwest corner of Diagonal on corner of State and North University. Served as Law School for sixty years. An 1898 addition completely altered the exterior, removed the tower, and added a new south wing (Spier & Rohns, architect). Regents met in south wing until 1933. When Law moved to Hutchins Hall in 1933, building was renamed Haven Hall in honor of Erastus O. Haven, president, 1863-1869. Haven Hall became an LS&A building until it was destroyed by fire June 6, 1950.

Law Building

Jordan & Anderson, architects. Built 1863. Northwest corner of Diagonal on corner of State and North University. Served as Law School for sixty years. An 1898 addition completely altered the exterior, removed the tower, and added a new south wing (Spier & Rohns, architect). Regents met in south wing until 1933. When Law moved to Hutchins Hall in 1933, building was renamed Haven Hall in honor of Erastus O. Haven, president, 1863-1869. Haven Hall became an LS&A building until it was destroyed by fire June 6, 1950.

Old Law Building, Later Haven Hall

An 1898 addition completely altered the exterior (Spier & Rohns, architect). The tower was removed and a new south wing added. Regents met in south wing until 1933. When Law moved to Hutchins Hall in 1933, building was renamed Haven Hall in honor of Erastus O. Haven, president 1863-1869. Haven Hall became an LS&A building until it was destroyed by fire June 6, 1950. Crowd of people in image.

Law Building (new)

An 1898 addition completely altered the exterior (Spier & Rohns, architect). The tower was removed and a new south wing added. Regents met in south wing until 1933. When Law moved to Hutchins Hall in 1933, building was renamed Haven Hall in honor of Erastus O. Haven, president 1863-1869. Haven Hall became an LS&A building until it was destroyed by fire June 6, 1950. Photographer's stamp on mount.

Law Building

An 1898 addition completely altered the exterior (Spier & Rohns, architect). The tower was removed and a new south wing added. Regents met in south wing until 1933. When Law moved to Hutchins Hall in 1933, building was renamed Haven Hall in honor of Erastus O. Haven, president 1863-1869. Haven Hall became an LS&A building until it was destroyed by fire June 6, 1950. Person in building. Image is faded.

I-Spi: innovative shared practical ideas: a support guide for literacy and numeracy in the early years of schooling, for home tutor/supervisors in distance education

Innovative Shared Practical Ideas (I-Spi) is a guide to help you and your children learn together. It is designed to affirm, support and strengthen your role as home tutor/supervisors in your daily learning sessions with your children. In this guide particular emphasis is given to the value of talk, formal and informal early literacy and numeracy practices (including ideas from distance school lessons, from home tutor/supervisors, research, and beyond), assessment of these practices together with informal assessment ideas for gauging your children’s literacy and numeracy progress, and stepping in and building on strategies

Outside in-group and out-group identities? Constructing male solidarity and female exclusion in UK builders’ talk

This article examines the spoken interactions of a group of British construction workers to discover whether it is possible to identify a distinctive ‘builders’ discourse’. Given that builders work for a mostly all-male profession (Curjao, 2006), we ask whether the ways in which male builders converse with each other while ‘on the job’ can be held in any way responsible for the under-representation of women within this major occupational sector in the UK. This article reports on a case study of the conversations of three white, working-class, male builders, which took place while travelling in a truck between different building sites. This forms part of a larger ethnographic study of builders’ discourse in different work locations. The analysis shows that male builders are highly collaborative in constructing narratives of in-group and out-group identities (Duszak, 2002; Tajfel, 1978). Various other male groups are demonized in these conversations: Polish immigrant builders, rude clients and rival builders. However, there is almost no reference to women. The article concludes that women are viewed as so unthreatening to male ascendancy in the building industry that they do not even feature within the ‘out-group’.

Municipal benchmarking:organisational learning and network performance in the public sector

The main purpose of this dissertation is to assess the relation between municipal benchmarking and organisational learning with a specific emphasis on benchlearning and performance within municipalities and between groups of municipalities in the building and housing sector in the Netherlands. The first and main conclusion is that this relation exists, but that the relative success of different approaches to dimensions of change and organisational learning are a key explanatory factor for differences in the success of benchlearning. Seven other important conclusions could be derived from the empirical research. First, a combination of interpretative approaches at the group level with a mixture of hierarchical and network strategies, positively influences benchlearning. Second, interaction among professionals at the inter-organisational level strengthens benchlearning. Third, stimulating supporting factors can be seen as a more important strategy to strengthen benchlearning than pulling down barriers. Fourth, in order to facilitate benchlearning, intrinsic motivation and communication skills matter, and are supported by a high level of cooperation (i.e., team work), a flat organisational structure and interactions between individuals. Fifth, benchlearning is facilitated by a strategy that is based on a balanced use of episodic (emergent) and systemic (deliberate) forms of power. Sixth, high levels of benchlearning will be facilitated by an analyser or prospector strategic stance. Prospectors and analysers reach a different learning outcome than defenders and reactors. Whereas analysers and prospectors are willing to change policies when it is perceived as necessary, the strategic stances of defenders and reactors result in narrow process improvements (i.e., single-loop learning). Seventh, performance improvement is influenced by functional perceptions towards performance, and these perceptions ultimately influence the elements adopted. This research shows that efforts aimed at benchlearning and ultimately improved service delivery, should be directed to a multi-level and multi-dimensional approach addressing the context, content and process of dimensions of change and organisational learning.

Inter-subjective and transnational racial effects: The role of the United States in the formation and evolution of the collective perception and racial relations in Cuba, 1898–1902

Since the arrival of the first African slaves to Cuba in 1524, the issue of race has had a long-lived presence in the Cuban national discourse. However, despite Cuba’s colonial history, it has often been maintained by some historians that race relations in Cuba were congenial with racism and racial discrimination never existing as deep or widespread in Cuba as in the United States (Cannon, 1983, p. 113). In fact, it has been argued that institutionalized racism was introduced into Cuban society with the first U.S. occupation, during 1898–1902 (Cannon, 1983, p. 113). This study of Cuba investigates the influence of the United States on the development of race relations and racial perceptions in post-independent Cuba, specifically from 1898-1902. These years comprise the time period immediately following the final fight for Cuban Independence, culminating with the Cuban-Spanish-American War and the first U.S. occupation of Cuba. By this time, the Cuban population comprised Africans as well as descendants of Africans, White Spanish people, indigenous Cubans, and offspring of the intermixing of the groups. This research studies whether the United States’ own race relations and racial perceptions influenced the initial conflicting race relations and racial perceptions in early and post-U.S. occupation Cuba. This study uses a collective interpretative framework that incorporates a national level of analysis with a race relations and racial perceptions focus. This framework reaches beyond the traditionally utilized perspectives when interpreting the impact of the United States during and following its intervention in Cuba. Attention is given to the role of the existing social, political climate within the United States as a driving influence of the United States’ involvement with Cuba. This study reveals that emphasis on the role of the United States as critical to the development of Cuba’s race relations and racial perceptions is credible given the extensive involvement of the U.S. in the building of the early Cuban Republic and U.S. structures serving as models for reconstruction. U.S. government formation in Cuba aligned with a governing system reflecting the existing governing codes of the U.S. during that time period.

From the Grassroot to the Tree Tops: How One Library has become Embedded in Online Learning

This presentation will show how a grassroots initiative has budded into the Florida International University (FIU) Libraries being an instrumental part of online learning. It will describe some of the marketing and outreach efforts that have been successful and share ideas on how to build alliances and networks with online faculty and students. Along with outreach efforts, the presentation will demonstrate some of the successful tools used to meet the needs of online students. Some of the these tools include becoming embedded in courses, building course and program specific Libguides, using Adobe Connect to reach students, creating simple YouTube videos, and creating more professional videos with FIU Online. The presentation will conclude with sharing some tips on how to keep the workload manageable when distance-learning programs are growing at the same time as library budgets and resources are shrinking.

Investigation of escape and negative student behaviors related to Florida state high stakes test preparation in Miami-Dade County Public High Schools

The purpose of this study was to determine whether there was a relationship between pressure to perform on state mandated, high-stakes tests and the rate of student escape behavior defined as the number of school suspensions and absences. The state assigned grade of a school was used as a surrogate measure of pressure with the assumption that pressure increased as the school grade decreased. Student attendance and suspension data were gathered from all 33 of the regular public high schools in Miami-Dade County Public Schools. The research questions were: Is the number of suspensions highest in the third quarter, when most FCAT preparation takes place for each of the 3 school years 2007-08 through 2009-10? How accurately does the high school's grade predict the number of suspensions and number of absences during each of the 4 school years 2005-06 through 2008-09? The research questions were answered using repeated measures analysis of variance for research question #1 and non-linear multiple regression for research question #2. No significant difference could be found between the numbers of suspensions in each of the grading periods nor was there a relationship between the number of suspensions and school grade. A statistically significant relationship was found between student attendance and school grade. When plotted, this relationship was found to be quadratic in nature and formed a loose inverted U for each of the four years during which data were collected. This indicated that students in very high and very low performing schools had low levels of absences while those in the midlevel of the distribution of school performance (C schools) had the greatest rates of absence. Identifying a relationship between the pressures associated with high stakes testing and student escape behavior suggests that it might be useful for building administrators to reevaluate test preparation activities and procedures being used in their building and to include anxiety reducing strategies. As a relationship was found, it sets the foundation for future studies to identify whether testing related activities are impacting some students emotionally and are causing unintended consequences of testing mandates.