Wellesley college: a chronicle of the years, 1875-1938,

Mode of access: Internet.

Educating...for what?: Meaning and Purpose

Higgins School of the Humanities/Difficult Dialogues: Video Recording from 10/5/2011 event featuring Diana Chapman Walsh and Arthur Zajonc titled "Meaning and Purpose" Event Description: As Kronman tells us, questions of meaning and purpose are often suspect in colleges and universities. If an understanding that to be educated relies on the integration of all of our higher faculties (mind, heart and spirit ) once existed, it was eclipsed long ago by a focus on the rational mind as the locus of reliable behavior. This reduced scope of teaching and learning within the academy has deprived both faculty and students of more substantive and meaningful experiences. How might we re-orient the academy to these deeper purposes—to the heart of higher education? Our guests for a conversation on questions of meaning and purpose are Diana Chapman Walsh, former President of Wellesley College, and Arthur Zajonc, professor of physics at Amherst College. In their work and their writing, they both inspire and ignite conversations around the issue of integrative education.

Na 1 Nachlass Max Horkheimer, 13 - Korrespondenzen u.a. mit Familie Eder (p. I 7, 1-223)

7 Briefe zwischen Edward Mead Earle, American Committee for International Studies, Princeton N. J. und Max Horkheimer, 1940-1941; 3 Briefe zwischen Margaret Ebert und Margot von Mendelssohn, 1941, 28.08.1941; 6 Briefe zwischen C. C. Eckhardt und Max Horkheimer, 1940; 5 Briefe zwischen Kay Eckstein und Max Horkheimer, 1940; 2 Briefe zwischen George Eckstein und Max Horkheimer, 16.05.1939, 35.05.1939; 1 Brief von F. K. Eden an Max Horkheimer, 02.04.1944; 33 Briefe zwischen Leopold Eder, Frieda Eder, Ruth Eder und Max Horkheimer, 1937-1940; 2 Briefe zwischen Dale Edwards und Max Horkheimer, 16.07.1940; 1 Brief von Hedwig Ehrlich an Max Horkheimer; 1 Brief von Max Horkheimer an Albert Einstein, 20.02.1935; 1 Brief von Max Horkheimer an W. Eisemann, 02.11.1939; 1 Brief von Else Eisner an Max Horkheimer, 09.12.1935; 2 Briefe zwischen Edit Elbogen und Max Horkheimer, 24.03.1942, 26.03.1942; 1 Brief von Käte von Hirsch an Max Horkheimer, 03.08.1941; 2 Briefe von Emmy Elbogen an Margot von Mendelssohn, 1945; 2 Briefe zwischen Paul Elbogen und Max Horkheimer, 02.06.1944, 09.06.1944; 4 Briefe zwischen Norbert Elias und Max Horkheimer, 1934-1935; 1 Brief von Werner B. Ellinger an Max Horkheimer, 16.12.1937; 19 Briefe zwischen dem Emergency Committee in Aid of Displaced Foreign Scholars New York und Max Horkheimer, 1938-1944; 2 Briefe zwischen dem Emergency Rescue Committee New York und Max Horkheimer, 12.06.1941, 14.06.1941; 1 Brief von F.L. Neumann an Emhardt, 13.02.1939; 23 Briefe zwischen Alice Engel und Max Horkheimer, 1937-1941; 9 briefe zwischen Paul Doernberg, Sofie Doernberg und Max Horkheimer, 1940-1942; 3 Briefe zwischen der Hebrew Sheltering and Immigrant Aid Society New York und Max Horkheimer, 05.01.1942, 1942; 1 Brief von der Selfhelp of Emigres from Central Europe, New York an Max Horkheimer, 18.08.1941; 2 Briefe zwischen R. Weissmann und Max Horkheimer, 09.01.1941, 03.02.1941; 5 Briefe zwischen Ernst Engelberg und Max Horkheimer, 1939-1940, 07.06.1939; 1 Brief von Fritz Epstein an Max Horkheimer, 10.04.1937; 1 Brief von Erika Ermel an Max Horkheimer, 15.09.1948; 2 Briefe zwischen Max Ernst und Max Horkheimer, 23.01.1936; 4 Briefe zwischen Margot Esser und Max Horkheimer, 1935-1936; 16 Briefe zwischen Rene Etiemble und Max Horkheimer, 1936-1938; 4 Briefe zwischen L.M. Ettlinger und Max Horkheimer, 1937; 8 Briefe zwischen Walter Fabien und Max Horkheimer, 1937-1941; 1 Brief von Max Horkheimer an Henry Pratt Fairchild, 25.03.1941; 2 Briefe zwischen Marvin Farber und Max Horkheimer, 14.03.1940, 17.05.1940; 4 Briefe zwischen Walter Farley udn Max Horkheimer, 1935, 01.10.1935; 8 Briefe zwischen Alexander Farquharson und Max Horkheimer, 1935-1939;

Annual reports [of] President and Treasurer.

Vols. for < > issued as Wellesley College bulletin.

Routine and ideals, by Le Baron Russell Briggs.

Routine and ideals: a school and college address. -Harvard and the individual. -Address to the school children of Concord. -Commencement address at Wellesley college. -Discipline in school and college. -The mistakes of college life. -Mater fortissima.

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Mode of access: Internet.

The ‘Celtic’ dimension of pre-first World War religious discourse in Britain: Wellesley Tudor Pole and the Glastonbury phenomenon

This article will explore the contribution made to the construction of discourse around religion outside of mainstream Christianity, at the turn of the twentieth century in Britain, by a Celticist movement as represented by Wellesley Tudor Pole (d.1968) and his connection to the Glastonbury phenomenon. I will detail the interconnectedness of individuals and movements occupying this discursive space and their interest in efforts to verify the authenticity of an artefact which Tudor Pole claimed was once in the possession of Jesus. Engagement with Tudor Pole’s quest to prove the provenance of the artefact, and his contention that a pre-Christian culture had existed in Ireland which had extended itself to Glastonbury and Iona creating the foundation for an authentic Western mystical tradition, is presented as one facet of a broader, contemporary discourse on alternative ideas and philosophies. In conclusion, I will juxtapose Tudor Pole’s fascination with Celtic origins and the approach of leading figures in the ‘Celtic Revival’ in Ireland, suggesting intersections and alterity in the construction of their worldview. The paper forms part of a chapter in a thesis under-preparation which examines the construction of discourse on religion outside of mainstream Christianity at the turn of the twentieth century, and in particular the role played by visiting religious reformers from Asia. The aim is to recover the (mostly forgotten) history of these engagements.

Why, how, what for? : motivations, actions and expectations in habitual entrepreneurship

Principal topic: Is habitual entrepreneurship different? Answering this is important to the field, however there is little systematic evidence, thus far. We addresses this by examining the role experience plays at three possible points of difference: motivations, actions and expectations; and by comparing those currently in the process of starting a business with those who have recent success in business creation. Firstly, we assess the balance of opportunity versus necessity motivation, internally versus externally stimulated decision processes and future growth aspirations. Literature suggests novices are more likely motivated to nascency out of necessity, and favour a manageable business size, while habitual entrepreneurs are more likely motivated by internally stimulated or idea driven processes. Secondly, we examine actions undertaken by successful experienced founders during gestation, contrasting ‘information collection’ and ‘opportunity definition’. Drawing on prior research we expect novices more likely to have enacted ‘information search’ while habitual entrepreneurs enact ‘opportunity definition’. Thirdly, we examine perceptions of venture success, where findings on overconfidence suggest that habitual entrepreneurs expect a higher chance of success for their ventures, while inexperience leads novices to underestimate the difficulty of entrepreneurial survival. Method: Empirical evidence to test these conjectures was drawn from a screened random sample of over 1100 Australian nascent and newly started business ventures. This information was collected during 2007/8 using a telephone survey. Results and Implications: Why do habitual entrepreneurs keep coming back? Findings suggest that while the pursuit of opportunity is shared by novice and experienced entrepreneur alike, consideration of repeat entrepreneurship may be motivated by a desire for growth. While idea driven motivations might not delineate a distinction during nascency, it does seem to be a factor contributing to the success of young firms. This warrants further research. How do habitual entrepreneurs behave differently? It seems they act to clearly define market opportunities as a matter of priority during venture gestation. What effect does entrepreneurial experience have on future expectations? Clearly a sense of realism is drawn over the difficulties that might be faced, and accords more circumspect judgements of venture survival. This finding informs practitioners considering entrepreneurship for the first time.

Assessment and curriculum reform in China : the college English test and tertiary English as a foreign language education.

Educational assessment was a worldwide commonplace practice in the last century. With the theoretical underpinnings of education shifting from behaviourism and social efficiency to constructivism and cognitive theories in the past two decades, the assessment theories and practices show a widespread changing movement. The emergent assessment paradigm, with a futurist perspective, indicates a deviation away from the prevailing large scale high-stakes standardised testing and an inclination towards classroom-based formative assessment. Innovations and reforms initiated in attempts to achieve better education outcomes for a sustainable future via more developed learning and assessment theories have included the 2007 College English Reform Program (CERP) in Chinese higher education context. This paper focuses on the College English Test (CET) - the national English as a Foreign Language (EFL) testing system for non-English majors at tertiary level in China. It seeks to explore the roles that the CET played in the past two College English curriculum reforms, and the new role that testing and assessment assumed in the newly launched reform. The paper holds that the CET was operationalised to uplift the standards. However, the extended use of this standardised testing system brings constraints as well as negative washback effects on the tertiary EFL education. Therefore in the newly launched reform -CERP, a new assessment model which combines summative and formative assessment approaches is proposed. The testing and assessment, assumed a new role - to engender desirable education outcomes. The question asked is: will the mixed approach to formative and summative assessment provide the intended cure to the agony that tertiary EFL education in China has long been suffering - spending much time, yet achieving little effects? The paper reports the progresses and challenges as informed by the available research literature, yet asserts a lot needs to be explored on the potential of the assessment mix in this examination tradition deep-rooted and examination-obsessed society.

Effect of the Summer Months on Body Weight and Composition in College Women

BACKGROUND AND OBJECTIVES: College students and young adults are experiencing the greatest increases in rates of obesity, and 20% of college students are classified as obese. The objective of this study was to compare changes and rates of change in body weight and body composition between the freshman academic year and the summer after the freshman year among female college students. METHODS: Participants were recruited early in their freshman year of college to participate in a prospective longitudinal study examining changes in body weight and composition over the college years. Height and weight were measured, and body composition was assessed using dual energy x-ray absorptiometry (DEXA) at the beginning and end of the freshman year. Upon return from the summer for their sophomore year, participants returned to have all measurements repeated. Sixty-nine female participants completed all three visits. RESULTS: Body weight increased 1.3 kg during the academic period and an additional 0.1 kg during the summer period. Body mass index (BMI) increased between the first two visits but did not change between the last two visits. However, percent fat increased at each visit. Fat-free mass significantly increased 0.5 kg over the academic year but decreased by 1.1 kg over the summer (p<0.05). Greater rates of change were detected in percent fat, fat-free mass, and BMI during the summer compared with the academic year (p<0.05). CONCLUSIONS: Differences in body composition between the academic and summer periods may reflect changes in living situations between these periods. Unfavorable changes during the summer suggest the need to promote healthy lifestyles to freshman women before they leave campus for the summer

Faculty and students’ awareness and challenges of e-learning in a college of education

This study explored the use of e-learning by student teachers and faculty members at the Paro College of Education, Royal University of Bhutan. It provides an overview of the current status of e-learning at the College including the challenges faced by both faculty members and students teachers, and the influence of ICT resources on the use of e-learning by the lecturers and student teachers. The results indicated that there exist challenges in exercising e-learning at the College for teaching and learning. The data indicated that the Internet connection is slow and revealed that most of the lecturers have average computer competency. This study strongly recommends that the College develops a strategic plan for ICT infrastructure and resources that includes policy and guidelines for use. This study also suggests that lecturers and student teachers use freely available e-learning management software.

Queensland College of Teachers annual lecture 2010 : child protection

Teachers have a crucial role as “sentinels” for children who have been abused or neglected. This professional development session will provide a framework for understanding the types, incidence and causes of child abuse and neglect, and teachers’ role in reporting suspected cases. The session will provide participants with knowledge and skills to enable them to identify warning signs and indicators of child abuse and neglect, know the basis of their duties to report suspected cases of abuse and neglect, and respond to the needs of abused and neglected children at school. The presentation will focus on: • the reasons why child abuse and neglect can occur; • the different types of child abuse and neglect and their effects on children; • the warning signs and indicators of physical abuse, emotional abuse, sexual abuse and neglect; • applying knowledge of indicators to make judgements about risk of harm; • responding to indications of risk of harm, including complying with legislative and policy-based duties to report suspected child abuse and neglect.