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Education Problem

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guardian.co.uk, Thursday 11 April 2013 12.30 BST

 

A student makes his way to class at Whitney Young High School in Chicago

  • The National Center for Transgender Equality found that 41% of transgender respondents had attempted suicide, compared to the national rate of 1.6%. Photograph: John Gress/Reuters

             When I graduate high school in June, I will receive a diploma signed by a school administration that has marginalized me. Despite the suicides of two queer students, my school leaders have done absolutely nothing to improve the lives of the sexually diverse and gender diverse youth in my community. To add insult to injury, as I walk across that stage to receive that diploma, I will be accompanied by a group of students who have treated me as an outcast because of my identity.

Despite all of this, I count myself profoundly privileged. Unlike many other young trans women, I have never found myself on the streets, been forced to have survival sex, or been incarcerated. I’ve found the resolve and been given the resources needed to get to the point where I can count on my fingers the number of weeks between the present and the moment when I indignantly grab my diploma. Even more significantly, I’ll be able to walk off the graduation stage with the knowledge that, come the following semester, I’ll be working toward an undergraduate degree.

While I was able to make it within the system, earning grades and test scores that got me into numerous universities, the current K-12 education model was not meant for people like me. Consider the recent case of Coy Mathis, a transgender six-year-old girl whose school would not allow her to use the girl’s bathroom or George Zamazal, a transgender girl who had to involve the ACLU in order to just wear a dress to prom.

Those are the stories that make the news, but there are plenty that do not. For the majority of us, we go on to be successful despite our state-provided educations, not because of them. As you can imagine, we deal with marginalization, cultural erasure, minority stress and overt acts of hostility from students, staff and family – things that are in no way conducive to the health or academics of any student. To those young people who were unable to find a way through it all, no blame should ever be levied.

For me, college presents an escape into a functional social life, with access to a wider queer community. While I have high hopes, I also know that institutional oppression of sexually diverse and gender diverse young people still runs rampant on many university campuses. Smith College, a women’s college where it’s estimated that queer students make up a third of the student body, recently rejected a transwoman because her FAFSA said she was born male. Notre Dame just recently allowed a queer student group on campus – with the condition that they must promote lifelong abstinence for the queer community. To this day, only about a dozen colleges have added healthcare coverage for gender-related procedures, medication and therapy deemed medically necessary by the American Medical Association to their student insurance plans.

The problems faced by queer youth have been oversimplified to a single principle: anti-bullying policies and non-discrimination statutes will be the magic bullets that improve the lives of queer youth suffering now. In truth, what we need is a systematic “queering” of our educational system.

Only when schools are committed to an overhaul will we stop seeing sexually and gender diverse young people harassed and marginalized. Students like me need be able to walk into classrooms where our gender identities are not assumed; find textbooks that include our history; listen to lessons that recognize our existence; use the bathroom without feeling scared or disingenuous; and have peers, teachers and administrators understand that the identities and experiences of queer people are natural and valuable.

As anyone who has been to the emergency room knows, it is common procedure to treat the most severe injuries and afflictions, not the most numerous. Too many trans young people receive terrible, persistent mistreatment at schools, but because there are less of us than cisgender Americans – those who identify with the gender announced at their birth – our problems are often overshadowed by the concerns of others.

While it’s good that cisgender, gay Americans are finally seeing their rights and concerns defended publicly, too many people still have stigmas about the trans community. Additionally, it must be understood that in vast majority of harassment cases, students are not targeted for having shown some perceived attraction the same gender, but because their behavior and appearance are seen as either too masculine for girls or too feminine for boys. Because our culture automatically connects gender variance with sexual diversity, more often than not anti-gay taunts are actually just veiled attacks on people who interpreted as gender non-compliant. Taking this into account, it becomes clear that working to end the stigma against transgender youth will help cisgender queer youth, as well.

My story isn’t unique. I’m speaking out because I want future queer youth to go to school in a safe environment where they are able to learn without the barriers of mistreatment and marginalization. Schools should call a timeout and change the game, because the responsibility to educate young people doesn’t contain exceptions, and telling straight kids to “stop bullying” just isn’t going to work.

 
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Posted by on April 14, 2013 in Uncategorized

 

8 Scariest Places on Earth

#8 : Paris Catacombs, Paris, France

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Imagine journeying 60 feet beneath the city of Paris, the darkness is thickening around you, the loamy smell of dirt and clay is filling your nostrils, when all of a sudden you realize you’re in the grave. Freaky! That’s the experience you’ll find on a tour of the Paris Catacombs,an underground crypt said to contain the exhumed remains of an estimated six million Parisians. Yes, exhumed: when the city became overpopulated by dead bodies (imagine the stench!), the government dug them up and dumped the skeletons in centuries-old stone quarries on the then-outskirts of town. And because there were so many skeletons to transport, this process took more than 30 years. But they didn’t stop there; they actually “decorated” some of the walls with stacked bones and skulls. Macabre doesn’t even begin to describe this tomb of mismatched bones. Recent travelers say Les Catacombes de Paris aren’t for the faint-of-heart or for the claustrophobic, and some say they’re not for young children either. Located in the 14ème arrondissement (14th district), the catacombs can be found off the Place Denfert-Rochereau metro.

#7 : Stanley Hotel, Estes Park, Colorado, USA

While staying in the Stanley Hotel in Estes Park, Co. — room #217, to be exact — Stephen King was inspired to write what would become a cult classic, The Shining. The film adaptation displays some pretty creepy scenes: the little boy, Danny, wiggling his little finger and screaming “Redrum” with greater and greater intensity; the wife, Shelley, finding her writer husband’s manuscript, “All work and no play makes Jack a dull boy;” and finally, Jack peeking his head through the bathroom door, telling his wife in a calm voice that he’s going to bash her brains in. Yikes. Those prone to any kind of runaway imagination could scare themselves stiff staying at the Stanley, but some say you don’t even have to work your imagination: The hotel’s real ghosts are more than willing to frighten. The Billiards Room, the Ballroom and Room 407, in particular, are known for sheltering apparitions. To book a night at this fright fest, check out the Stanley Hotel’s website.

#6 : Underground Vaults, Edinburgh, Scotland

Edinburgh puts up a great façade — the majestic rolling hills, the grand Balmoral Hotel, the refined Princes Street Gardens — but underneath all its pageantry rests a distinctly different reality. And we do mean underneath: a maze of vaults, which date back to the mid-1700s, can be found below the city, just south of the Royal Mile and underneath the arches of the South Bridge. Originally, Edinburgh‘s Underground Vaults served to benefit commerce — wealthy merchants would store their goods here. But they soon became a cesspool for criminal activity, where everyone from black market traders to prostitutes (and their clients), and even murderers congregated. Auld Reekie Tours, one company who leads brave souls through the vaults, claims the existence of ghosts, writing on its website: “The South Bridge Poltergeist has been known to attack,” and “We do believe that Niddry Wynd is home to a very active poltergeist. People have left with cuts, scratches, burns and bruises.”

#5: Lizzie Borden B&B, Fall River, Massachusetts, USA

In 1892 in Fall River, Ma., Lizzie Borden told the judge and jury that she was snacking on pears in the barn while her stepmother and father were being axed to death in the family’s house. Although she’d allegedly attempted to buy cyanide prior to the murders and she’d burnt some of her clothing after the murders occurred, she was eventually acquitted of the crimes. All the evidence was circumstantial, but doubt lingered. This creepy-catchy rhyme hovered around Lizzie for the rest of her days: “Lizzie Borden took an axe, and gave her mother 40 whacks. When she saw what she had done, she gave her father 41.” Some say it’s the ghosts of the murdered Andrew and Abby Borden that wander the house; others say that it’s Lizzie herself. Visitors with enough mental fortitude can find out for themselves by staying a night or two in the Lizzie Borden B&B,the former home of the Borden family.

#4: St. Louis Cemetery No. 1, New Orleans, Louisiana, USA

Cemeteries are always a bit creepy, especially at night, and especially when supposedly presided over by a Voodoo priestess. The St. Louis Cemetery #1 — nestled on the outskirts of the French Quarter in New Orleans — is one such graveyard. Marie Laveau, who worked her charms in the 19th century, is said to haunt the cemetery in several incarnations, one being a red-eyed black cat. Local lore says you should beware this black cat, or you could find yourself forever doing the bidding of this dead Voodoo Queen. Others say it’s the ghost of her pet snake that appears. If you visit — and like many guests before you, lay Voodoo paraphernalia on Laveau’s tomb — beware of muggers and vandals, a decidedly different (but no less disturbing) kind of danger that recent travelers warn against.

#3: Tower of London, London, England

One of the most notorious chopping blocks (for human heads, that is), the nearly millennia-old Tower of London is supposedly one of the most haunted sites in all of Britain. According to experts, a headless Anne Boleyn, Henry VIII’s second wife, is one of its most constant presences. The ghost of Sir Walter Raleigh is known to traipse the Byward Tower, and the screams of Guy Fawkes, who was found guilty of high treason in 1606, are sometimes heard, sending chills up the listener’s spine. If you see the ghosts of two young boys — Edward V and Richard of Shrewsbury — you might help close an unsolved mystery from the 15th century. Back when the Tower of London served as a royal residence, the boys (one of them bound for the Crown) lived there, but in 1483 they mysteriously disappeared — never to be heard from again. Perhaps the most horrifying sighting is of Lady Salisbury who, in 1541, ran screaming from her axe-wielding executioner, who in turn chased after her and chopped her to death. Several witnesses have reportedly seen the gruesome scene played out in full. From November through March, visitors can steel themselves for a spooky sighting and take a twilight tour of the Tower of London.

#2: Beechworth Lunatic Asylum, Beechworth, Victoria, Australia

At Beechworth Lunatic Asylum (later known as Mayday Hills Hospital), patients came in but few got out. It was a lot easier to enter the asylum than to leave it; eight signatures were required for a patient’s discharge while only two were needed for admittance. Historians today estimate upwards of 3,000 people — some of whom didn’t even need mental help — died captive within its walls. Inside the facility, which opened in 1867, a number of atrocities occurred, ranging from exploited labor and neglect to abuse and inhumane medical treatments/experiments like the Darwin chair (where doctors would tie patients to revolving chairs and spin them so fast, they would bleed from their mouths, eyes, noses and ears. With all this bad treatment, it’s easy to see why some spirits might want to linger; there are frequent ghost sightings, and not just of patients, but of doctors and nurses too. Visitors can see for themselves on a Beechworth Ghost Tour.

#1: Transylvania, Romania

Bram Stoker set his blood-chilling (or shall we say blood-sucking?) novel, Dracula, in the central Romanian region of Transylvania. According to Romania Tourism, the area is overgrown with thick forest and shrouded by steep mountains — a fitting milieu for the dark deeds Jonathan Harker witnessed at Castle Dracula.  But that’s not all. Legend has it, the fictional character Count Dracula was inspired by a real-life Romanian royal, Vlad Dracula, nicknamed “Vlad the Impaler.” His nickname, the Impaler, references his preferred form of murder: impaling people to death. Yep, sadistic Vlad was known for brutality against his enemies, namely the invading Ottomans, in the 15th century. If you dare, you can follow in Vlad’s footsteps, visiting Sighisoara, Vlad’s hometown; Snagov Monastery, Vlad’s supposed gravesite; and Bran Castle, one of Vlad’s homes. But just in case, carry garlic and guard your jugular.

 
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Posted by on March 30, 2013 in Uncategorized

 

The World’s Top 10 Universities

  • No.1: Harvard University

    The oldest and most prestigious of all the US universities, Harvard is considered to be the world’s best. Scoring a faultless 100 per cent for its academic, employer and research reputation, it leads its closest rival by 17 points. Established in 1782, the medical school’s mission is “to create nurture a diverse community of the best people committed to leadership in alleviating human suffering caused by disease.”

     

    No.2: University of Cambridge

    Cambridge‘s School of Clinical Medicine is considered the second best medical faculty in the world according to QS World University Rankings 2011/12. In 1953, James Watson and Francis Crick famously deduced the structure of DNA at Cambridge, for which they received the Nobel Prize in Medicine in 1962. The majority of UK Cambridge graduates go on to work in the NHS, and up to half become general practitioners.

     

    No.3: University of Oxford

    Oxford University takes third spot with a score of 77.7 points. In spite of the UK tuition fee hikes, a medicine degree at Oxford still costs almost three times less than it would at the likes of Harvard.

     

    No.4: Stanford University

    Stanford is the oldest continuously running medical school in the western United States, with some of the most expensive fees. Students are charged up to £27,000 per annum. In 1968 it was responsible for the first adult human heart transplant in the US. It scored 68.7 out of 100.

     

    No.5: Johns Hopkins University

    Since its establishment in 1893, John Hopkins school of medicine has been considered the model on which all other US medical schools are built. In the television series House, the fictional anti-hero, Dr Gregory House, played by English actor Hugh Laurie, attended Johns Hopkins University but was expelled for cheating.

     

    No.6: University of California, Berkeley

    The University of California is a public university and charges students no more than £8,000 per year in fees. Its medical faculty scored 63.3 out of 100.

     

    No.7: Massachusetts Institute of Technology

    MIT came third in overall global rankings, while its medical school came in seventh with a score of 61. Students are charged up to £25,000 per year in fees at the Massachusetts university.

     

    No.8: The University of Tokyo – The world’s top 10 universities

    Clearly the dean’s advice to students in 2008 was heeded as the university of Tokyo’s medical school has soared to eight place in world rankings. He said: “I feel that medical students in Japan study far less than do those in the U.S. and the U.K. You should read many textbooks and academic journal articles. You need to do that not just to acquire facts, but also to understand the mechanisms involved, and to learn how these discoveries were made.

    “Build up and maintain your stamina. Exercise both your body and your mind. I challenge you to play badminton or tennis with me: I will not be beaten easily.”

    Yearly fees at the Japanese university cost no more than £5,000 a year.

     

    No.9: Yale University

    https://i2.wp.com/admissions.yale.edu/sites/default/files/SML---Michael-Marsland.jpg

    Yale’s unique teaching methods, known as the Yale system of medical education, encourages teaching in small seminar, conference and tutorial settings, and promotes student self-evaluation, independent thought and investigation. It scored 59.4 out of 100.

     

    No.10: University of California, Los Angeles

    The David Geffen School of Medicine at UCLA, in little more than 50 years, has come to be recognised as one of the US’s most prestigious medical schools. Like UC Berkeley, fees are subsidised and capped at £8,000 per year.

 
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Posted by on February 16, 2013 in Uncategorized

 

8 Standar Pendidikan Nasional Indonesia

Berita Terkini tentang isi dari 8 Standar Pendidikan Nasional Indonesia adalah pendidikan yang berdasarkan Pancasila dan Undang-Undang Dasar Negara Republik Indonesia Tahun 1945 yang berakar pada nilai-nilai agama, kebudayaan nasional Indonesia dan tanggap terhadap tuntutan perubahan zaman (Pasal 1 Ayat 2). Untuk mewujudkan cita-cita luhur tesebut, pemerintah menetapkan 8 Standar Nasional Pendidikan Indonesia yang menjadi pedoman bagi Pendidik dan Tenaga Kependidikan untuk mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa. Berikut ini penjelasan 8 Standar Nasional Pendidikan Indonesia:

standar-pendidikan-nasional

1. Standar Kompetensi Lulusan
 Standar Kompetensi Lulusan untuk satuan pendidikan dasar dan menengah digunakan sebagai pedoman penilaian dalam menentukan kelulusan peserta didik. Standar Kompetensi Lulusan tersebut meliputi standar kompetensi lulusan minimal satuan pendidikan dasar dan menengah, standar kompetensi lulusan minimal kelompok mata pelajaran, dan standar kompetensi lulusan minimal mata pelajaran.
2. Standar Isi
 Standar Isi mencakup lingkup materi minimal dan tingkat kompetensi minimal untuk mencapai kompetensi lulusan minimal pada jenjang dan jenis pendidikan tertentu. Standar isi tersebut memuat kerangka dasar dan struktur kurikulum, beban belajar, kurikulum tingkat satuan pendidikan, dan kalender pendidikan.
3. Standar Proses
 Proses pembelajaran pada satuan pendidikan diselenggarakan secara interaktif, inspiratif, menyenangkan, menantang, memotivasi peserta didik untuk berpartisipasi aktif, serta memberikan ruang yang cukup bagi prakarsa, kreativitas, dan kemandirian sesuai dengan bakat, minat, dan perkembangan fisik serta psikologis peserta didik. Selain itu, dalam proses pembelajaran pendidik memberikan keteladanan. Setiap satuan pendidikan melakukan perencanaan proses pembelajaran, pelaksanaan proses pembelajaran, penilaian hasil pembelajaran, dan pengawasan proses pembelajaran untuk terlaksananya proses pembelajaran yang efektif dan efisien
4. Standar Pendidik dan Tenaga Kependidikan
 Pendidik harus memiliki kualifikasi akademik dan kompetensi sebagai agen pembelajaran, sehat jasmani dan rohani, serta memiliki kemampuan untuk mewujudkan tujuan pendidikan nasional. Kualifikasi akademik yang dimaksudkan di atas adalah tingkat pendidikan minimal yang harus dipenuhi oleh seorang pendidik yang dibuktikan dengan ijazah dan/atau sertifikat keahlian yang relevan sesuai ketentuan perundang-undangan yang berlaku. Kompetensi sebagai agen pembelajaran pada jenjang pendidikan dasar dan menengah serta pendidikan anak usia dini meliputi: Kompetensi Pedagogik, Kompetensi Kepribadian, Kompetensi Profesional, dan Kompetensi Sosial.
Pendidik meliputi pendidik pada TK/RA, SD/MI, SMP/MTs, SMA/MA, SDLB/SMPLB/SMALB, SMK/MAK, satuan pendidikan Paket A, Paket B dan Paket C, dan pendidik pada lembaga kursus dan pelatihan. Tenaga kependidikan meliputi kepala sekolah/madrasah, pengawas satuan pendidikan, tenaga administrasi, tenaga perpustakaan, tenaga laboratorium, teknisi, pengelola kelompok belajar, pamong belajar, dan tenaga kebersihan.
5. Standar Sarana dan Prasarana
 Setiap satuan pendidikan wajib memiliki sarana yang meliputi perabot, peralatan pendidikan, media pendidikan, buku dan sumber belajar lainnya, bahan habis pakai, serta perlengkapan lain yang diperlukan untuk menunjang proses pembelajaran yang teratur dan berkelanjutan. Setiap satuan pendidikan wajib memiliki prasarana yang meliputi lahan, ruang kelas, ruang pimpinan satuan pendidikan, ruang pendidik, ruang tata usaha, ruang perpustakaan, ruang laboratorium, ruang bengkel kerja, ruang unit produksi, ruang kantin, instalasi daya dan jasa, tempat berolahraga, tempat beribadah, tempat bermain, tempat berkreasi, dan ruang/tempat lain yang diperlukan untuk menunjang proses pembelajaran yang teratur dan berkelanjutan.
6. Standar Pengelolaan Pendidikan
 Standar Pengelolaan terdiri dari 3 (tiga) bagian, yakni standar pengelolaan oleh satuan pendidikan, standar pengelolaan oleh Pemerintah Daerah dan standar pengelolaan oleh Pemerintah.
7. Standar Pembiayaan Pendidikan
 Pembiayaan pendidikan terdiri atas biaya investasi, biaya operasi, dan biaya personal. Biaya investasi satuan pendidikan meliputi biaya penyediaan sarana dan prasarana, pengembangan sumberdaya manusia, dan modal kerja tetap. Biaya personal meliputi biaya pendidikan yang harus dikeluarkan oleh peserta didik untuk bisa mengikuti proses pembelajaran secara teratur dan berkelanjutan. Biaya operasi satuan pendidikan meliputi: Gaji pendidik dan tenaga kependidikan serta segala tunjangan yang melekat pada gaji, Bahan atau peralatan pendidikan habis pakai, dan Biaya operasi pendidikan tak langsung berupa daya, air, jasa telekomunikasi, pemeliharaan sarana dan prasarana, uang lembur, transportasi, konsumsi, pajak, asuransi, dan lain sebagainya.
8. Standar Penilaian Pendidikan
 Penilaian pendidikan pada jenjang pendidikan dasar dan menengah terdiri atas: Penilaian hasil belajar oleh pendidik, Penilaian hasil belajar oleh satuan pendidikan, dan Penilaian hasil belajar oleh Pemerintah. Penilaian pendidikan pada jenjang pendidikan tinggi terdiri atas: Penilaian hasil belajar oleh pendidik, dan Penilaian hasil belajar oleh satuan pendidikan tinggi. Penilaian pendidikan pada jenjang pendidikan tinggi sebagaimana dimaksud di atas diatur oleh masing-masing perguruan tinggi sesuai peraturan perundang-undangan yang berlaku.
Sumber: BSNP Indonesia-jamarisonline
 
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Posted by on February 10, 2013 in Uncategorized

 

Classroom Meets Gallery

AT the Yale University Art Gallery, which fully reopened in December after a painstaking expansion that spanned 14 years and cost $135 million, a sunny new fourth-floor gallery was filled recently with a collection of artworks highly unlikely ever to meet in such proximity again.

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In a conventional museum, it would be almost impossible to imagine them sharing a room to begin with: an ashen Anselm Kiefer painting from 2001, looking like a patch of scorched earth, on the same wall as an early Renaissance “Annunciation” in tempera; across the way, a thousand-year-old wooden figure from modern-day Sierra Leone and a collection of coins from India almost a thousand years older still; around the corner a deadpan 1966 Diane Arbus photograph of a Brooklyn family and, dominating the whole gallery, Ellen Gallagher’s eye-popping “DeLuxe,” a 60-piece contemporary print work that turns old advertisements into phantasmagoric riffs on race and representation.

What thread could possibly unite these works? Not a purely curatorial one, of course, but a thread that wends its way through the often wonderfully murky territory where art appreciation meets education. The room, the Levin Study Gallery, is given over to professors — from art history but also from African-American studies, South Asian studies, gender and sexuality studies, among others — who choose pieces from Yale’s vast collection to serve as teaching tools. The unorthodox space, open to the public as well as students, serves as a potent visual metaphor for what is happening throughout the institution, the nation’s oldest university art museum, and in a broader movement to embed campus art collections much more deeply into university curriculums.

Academically affiliated museums are often described as the jewels of their campuses. The term can carry the hidden implication that such collections, while treasures, are mere accessories, attached to universities but with no clear connection to their academic priorities.

That criticism, explored in a long-range study by the Andrew W. Mellon Foundation in the 1990s, burst into public view in 2009 when Brandeis University, in financial turmoil, briefly proposed selling its highly regarded Rose Art Museum collection. The fight over the Rose’s future exposed deep tensions between the university and the museum. “In our view,” a university committee later wrote to the administration and board of trustees, “the Rose, like many of its fellow university museums, has been oriented too much toward the art world and not enough toward the academy.”

Up until a decade or so ago, the Yale art gallery could easily have been in that group. But during the renovation and expansion of its buildings and collections, it began to make fundamental changes to move the museum much more fully into the life of its campus and the neighborhoods of New Haven that surround it.

It began to train undergraduates to conduct thematic tours of the holdings. It greatly expanded its collaborations with local public schools, bringing in students (more than 8,000 last year) who are taught about objects in the collections by Yale graduate students. It began a program to allow students from many different disciplines — not only art history — to serve as curators for special exhibitions. (A group of graduate students and undergraduates is now at work on a show of works donated to Yale by the influential New York collectors Herbert and Dorothy Vogel.) It built a new classroom complex, where works can be brought for study from storage or from the gallery walls. And it worked with Yale academic departments to sharply increase the number of courses — from languages to the hard sciences and even business and management — that use the museum’s galleries as classrooms.

During the 2011-12 academic year, 48 courses from departments other than art history or art were taught in the museum; counting the art courses, 578 individual class sessions were held there during the year, said Pamela Franks, the gallery’s deputy director for collections and education. “We don’t really tell anybody what they should be doing with the collection or saying about the collection.”

The jazz historian Willie Ruff uses Stuart Davis paintings as teaching tools. Students in an undergraduate English course, “Cultures of Excess,” use hyper-charged works like Joseph Stella’s “Battle of Lights, Coney Island, Mardi Gras” to jump-start literary debate. A bioethics class uses works about family ties, by artists like Käthe Kollwitz, as catalysts for discussions of the issues surrounding organ donation.

On a recent morning, a half-dozen first-year Italian students wandered through the European collections, taking part in an exercise in which they secretly selected a work, described it out loud in Italian and hoped they did so well enough for their fellow students to be able to identify it.

“Come si dice ‘sculpture’?” asked Cordelia de Brosses, a freshman, as she searched for the right words for Giovanni Paolo Panini’s 1741 painting “A Capriccio of the Roman Forum,” with its wistful view of towering colonnaded ruins.

“After you come here and see so many great Italian works of art,” Ms. de Brosses said later, “it does make you want to work at least to be able to describe them in good Italian.”

Over the last year, there has been a burst of new research and debate about how to make such crossovers between art gallery and classroom work. In October, the Samuel H. Kress Foundation published “The Campus Art Museum: A Qualitative Study,” based on extensive interviews with museum staff, faculty members and students around the country. At the same time, the Cultural Policy Center at the University of Chicago released another research effort, “Campus Art Museums in the 21st Century: A Conversation.”

Betty Farrell, the executive director of the policy center, noted that art museums have always been odd ducks within the academic structure, which is built around departments. But, she said, they are starting to find ways both to fit into their universities and to use their neither/nor status to serve as cultural gathering places for both students and the public. “Academic disciplines are pretty strongly walled,” Ms. Farrell said, “and it’s very hard to jump across them, but it’s happening. It hasn’t happened everywhere, obviously.”

Yale curators like to show off a place easily overlooked amid the flash and filigree of the renovation, where such walls have been breached altogether. Until a decade ago the university’s ancient coin and medal collection, one of its earliest holdings, was under the jurisdiction of the university library. It had been “basically stuffed, as it were, into a broom closet,” said William E. Metcalf, who teaches classics and is the gallery’s first curator of coins and medals.

But within the expanded museum, the collection has a roomy new home next to a windowed study center, where an undergraduate was sitting the other day studying a 1,600-year-old Athenian coin. Later that week, a class on the Peloponnesian War would gather at the same conference table.

“This is the only department in which students are able to actually touch the works of art,” Professor Metcalf said proudly, looking over his new domain. “Of course, we want them to wash their hands first.”

 
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Posted by on February 7, 2013 in Uncategorized

 

Manchester United

Manchester United FC

Van Persie is January’s star

Robin van Persie has been named United’s Player of the Month for the second successive month after starting 2013 with a bang.

The reigning Footballer of the Year fired in a brace at Wigan Athletic in the first game of January and has not looked back since, notching five goals in five matches during the month.

After scooping the accolade for the first time in December, it is clear the striker is becoming a firm fans’ favourite following his summer switch from Arsenal.

Van Persie garnered over half of the vote, with almost 7,500 fans opting for him ahead of fellow candidates Ryan Giggs, Patrice Evra, Phil Jones and Danny Welbeck.

Giggs finished in second spot after a tremendous contribution, particularly in the FA Cup, with Evra finishing third in recognition of his consistency at left-back and ability to cause problems in opposing boxes from set-pieces.

Youngsters Jones and Welbeck completed our short-list after enjoying an impressive month in defence and attack respectively.

Fulham boss Martin Jol said of van Persie recently: “He is the main man. He sets them up with little flicks and combination football and he also scores the most goals. He scores over 30 goals a season and will be top scorer again, as he was last year. He is like Zlatan Ibrahimovic. Wherever he goes, they will be champions. Van Persie has that quality.”

 

Manchester+United+v+CFR+1907+Cluj+Robin van Persie applauds the fans, Manchester United v Arsenal

Judi-Bola-Manchester-United

 
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Posted by on February 6, 2013 in Uncategorized

 

Travelling @ Banyuwangi

Travelling @ Banyuwangi

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Posted by on February 6, 2013 in Uncategorized

 
 
Social Mathematic

Math for live in social life

Enin Lutfi Sundari

It's My Incredible Life

ahmad syaiful rizal math site

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