Chronicle of higher education jobs executive profile,high blood pressure and swelling after c section,homemade first aid kit for camping checklist - How to DIY

24.05.2015
Angelo State University was named one of the nation’s “Great Colleges to Work For” in 2016 by The Chronicle of Higher Education, said a press release today. According to the release, ASU was one of only 93 institutions of higher education recognized nationally by The Chronicle, a major national news source for college and university faculty and administrators. Robert Duncan, chancellor of the Texas Tech University System, said, “There has never been a better time to be at Angelo State, and this national recognition is just another example of the continued success and progress underway at the university. The “Great Colleges to Work For” is based on upon surveys conducted earlier this year of more than 46,000 employees at 281 colleges and universities nationally. ASU was one of 10 Texas four-year institutions of higher education to make the list and one of only four state-supported universities to be honored.
ASU Human Resources Director Kurtis Neal said, “The leadership, commitment and hard work displayed by our employees on a daily basis create an amazing campus experience.
Additionally, Neal said the broader national exposure for ASU that comes with the recognition by The Chronicle of Higher Education will enhance the university’s ability to recruit high-quality faculty, staff and administrators.
The Chronicle survey evaluates employee satisfaction in four general areas: leadership, the workplace, careers and compensation.
About the AuthorCameron Niblock - ReporterCameron is currently a senior at Angelo State University, studying Mass Media and Communications with a minor in Political Science. Think of an LAC as a “college of arts and sciences” at a university that is removed from a broader institution and created as a stand-alone school.  It has exactly the same sort of undergraduate curriculum that exists at a university, but the LAC is completely separated from graduate programs.
An LAC offers only undergraduate degrees.  Most offer the BA, but some might offer other degrees, including a BS, BM, or even a BBA.
Because it is an entirely undergraduate institution, there are no graduate students in an LAC. Professors teach all classes, even discussion sections and laboratories, because there are no graduate programs at an LAC.
Because they are generally smaller, LACs also offer smaller class sizes than those generally found at larger universities.  Thus it is often easier to make personal connections in the classroom, both with professors and peers. The antivocational dimension of the humanities has been a source of pride and embarrassment for generations. Although critical thinking first gained its current significance as a mode of interpretation and evaluation to guide beliefs and actions in the 1940s, the term took off in education circles after Robert H. A common way to show that one has sharpened one's critical thinking is to display an ability to see through or undermine statements made by (or beliefs held by) others. The skill at unmasking error, or simple intellectual one-upmanship, is not completely without value, but we should be wary of creating a class of self-satisfied debunkers or, to use a currently fashionable word on campuses, people who like to "trouble" ideas.
In training our students in the techniques of critical thinking, we may be giving them reasons to remain guarded—which can translate into reasons not to learn. One of the crucial tasks of the humanities should be to help students cultivate the willingness and ability to learn from material they might otherwise reject or ignore. But the contemporary humanities should do more than supplement critical thinking with empathy and a desire to understand others from their own point of view. Many humanities professors have become disinclined to investigate with our students how we generate the values we believe in, or the norms according to which we go about our lives.
If we humanities professors saw ourselves more often as explorers of the normative than as critics of normativity, we would have a better chance to reconnect our intellectual work to broader currents in public culture.
The fact that language fails according to some impossible criterion, or that we fail in our use of it, is no news, really.
It is my hope that humanists will continue offering criticism, making connections, and finding ways to acknowledge practices that seem at first opaque or even invisible. The Chronicle welcomes constructive discussion, and our moderators highlight contributions that are thoughtful and relevant. Nearly two decades later, that statistic has been recited countless times, and it often comes up in the aftermath of a horrible mass-shooting incident, like the one last week in Newtown, Conn., to make the case that on the whole firearms actually save lives and that gun-control advocates fail to see the big picture. The number has been questioned—ridiculed, really—by a number of other researchers, including David Hemenway, a professor of health policy at Harvard University and director of the Harvard Injury Control Research Center. Another problem is something inherent in most survey research, a phenomenon called telescoping. And, Hemenway and his co-authors argue, in any survey a small percentage of answers are just going to be wacky. Kleck, a professor of criminology at Florida State University, responded to those criticisms at length in his 2000 book Armed: New Perspectives on Gun Control. Hemenway presented a numerical exercise that, somewhat needlessly, confirmed the self-evident general point that estimates of rare phenomena could be highly sensitive to false positives, but also falsely claimed to have demonstrated that in fact the defensive gun use estimates from the NSDS [Kleck's survey] were highly sensitive to, and greatly exaggerated by, false positives. This debate started back around the time that today’s college freshmen were learning to crawl.
Also, citing that number doesn’t justify equipping firearms with large magazines or arming teachers. Beth McMurtrie is a senior writer focused on research in international studies and the influence of geopolitics on research. Marc Parry is a staff reporter who splits his time between covering technology and writing about research in the humanities and social sciences. The latest study coming out of the Council of Graduate Schools and the Educational Testing Service suggests that graduate students need to be better able to identify the careers for which they could qualify. According to The Chronicle of Higher Education, the study, called "Pathways Through Graduate Schools and Into Careers," indicates that one problem that graduate students could encounter is the inability to match their skills with the experience necessary for their industries.
The study notes that about a third of graduate students know the full range of post-graduate career opportunities available to them before starting graduate school, and many of them depend on faculty to gain such information.


According to Pat Osmer, dean of Ohio State University's graduate school and co-chair of the study, career opportunities available to graduate students are not limited to academia. The report calls for increased collaboration between leaders in business and those in education to supply graduate students with more professional skills, a press release indicates. Other report findings indicate that school officials should track the careers that graduate students pursue, build more connections between students and alumni, provide improved career counseling, and increase the number of opportunities that students have to participate in business and industry while in school. Ron Townsend, who sat on the commission responsible for developing the study, looks to business and engineering as examples of fields that seem to successfully collaborate with the world of academia and give students a clear idea of their career options. Subscribe now for instant access to this article and thousands of others, data tables, and interactive charts — all available exclusively for Chronicle subscribers. ASU was also ranked high enough to make the 42 institutions listed in The Chronicle’s 2016 Honor Roll.
May said, “We have an outstanding team of faculty, staff and administrators that collaborates to deliver the quality education and other campus services that today’s students expect and deserve. Being honored by The Chronicle of Higher Education for two consecutive years is a testament to the distinctive and dynamic culture at Angelo State, as well as the dedicated leadership, faculty and staff who foster a welcoming and innovative campus environment. Congratulations to Dr.
He aspires to learn all different aspects of journalism so he can eventually teach others about the importance of ethics and timely reporting.
In fact, the first college established in the US remains a college:  the College of William and Mary. The persistence of this reputed uselessness is puzzling given the fact that an education in the humanities allows one to develop skills in reading, writing, reflection, and interpretation that are highly prized in our economy and culture. Ennis published "A Concept of Critical Thinking" in the Harvard Educational Review in 1962. In overdeveloping the capacity to show how texts, institutions, or people fail to accomplish what they set out to do, we may be depriving students of the capacity to learn as much as possible from what they study.
In the 18th century there were complaints about an Enlightenment culture that prized only skepticism and that was satisfied only with disbelief.
The confident refusal to be affected by those with whom we disagree seems to have infected much of our cultural life: from politics to the press, from siloed academic programs (no matter how multidisciplinary) to warring public intellectuals. We should also supplement our strong critical engagement with cultural and social norms by developing modes of teaching that allow our students to enter in the value-laden practices of a particular culture to understand better how these values are legitimated: how the values are lived as legitimate. In other words, we have been less interested in showing how we make a norm legitimate than in sharpening our tools for delegitimization. This does not have to mean an acceptance of the status quo, but it does mean an effort to understand the practices of cultures (including our own) from the point of view of those participating in them.
It is a mode that can take language very seriously, but rather than seeing it as the master mediator between us and the world, a matrix of representations always doomed to fail, it sees language as itself a cultural practice to be understood from the point of view of those using it. In supporting a transition from critical thinking to practical exploration, I am echoing a comment made by my undergraduate philosophy teacher Louis Mink, and echoed by my graduate mentor, Richard Rorty. In so doing they also helped me to acquire tools that have energetically shaped my scholarship and my interactions with colleagues and students.
One is the likelihood that the respondent is not telling the truth, and that the gun wasn’t used in self-defense, but rather to commit a crime. If you ask someone about incidents in the last year, the stories they tell may have happened more than a year ago.
If people lie about using guns to defend themselves, don’t others lie to conceal that they’ve used guns to defend themselves, perhaps fearing prosecution? This is especially a concern since the study estimates that 2.6 million new jobs will require advanced degrees by 2020. However, since faculty members are usually only aware of career opportunities specific to their fields, they often provide students with limited information. As he told Inside Higher Ed, "People are not so aware of opportunities outside the regular academic and research track. Employers particularly value communication and problem-solving skills and the ability to work well in teams.
Osmer, vice provost and dean of the graduate school at Ohio State University and chair of the commission that developed the report, says, "Graduate school is no longer about making clones of ourselves and training people with the same techniques to work on the same problems from decades ago. Plus your subscription includes weekly print or digital delivery of The Chronicle and The Review and the Chronicle iPad® Edition.
Our employees are committed to making Angelo State a great university for our students and a great place to work.
Sure, specific training in a discrete set of skills might prepare you for Day 1 of the worst job you'll ever have (your first), but the humanities teach elements of mind and heart that you will draw upon for decades of innovative and focused work. Ennis was interested in how we teach the "correct assessment of statements," and he offered an analysis of 12 aspects of this process.
In a humanities culture in which being smart often means being a critical unmasker, our students may become too good at showing how things don't make sense. Our contemporary version of this trend, though, has become skeptical even about skepticism.
As humanities teachers, however, we must find ways for our students to open themselves to the emotional and cognitive power of history and literature that might initially rub them the wrong way, or just seem foreign. Students seem to have learned that teaching-evaluation committees take seriously the criticism that "the professor, or the material, made me uncomfortable." This complaint is so toxic because being made uncomfortable may be a necessary component of an education in the humanities.
Current thinking in the humanities is often strong at showing that values that are said to be shared are really imposed on more-vulnerable members of a particular group.


The philosopher Robert Pippin has recently made a similar point, and has described how evolutionary biology and psychology have moved into this terrain, explaining moral values as the product of the same dynamic that gives rise to the taste for sweets. The news that is brought by the humanities is a way of turning the heart and the spirit so as to hear possibilities of various forms of life in which we might participate.
It is my hope that as guides, not judges, we can show our students how to engage in the practice of exploring objects, norms, and values that inform diverse cultures. This essay was part of a lecture commemorating the 50th anniversary of the founding of Wesleyan's Center for the Humanities. If you’re involved in a drug deal gone bad, and you shoot someone, you might be more likely than a jury to chalk that up to self-defense—but giving researchers a false positive.
Do a phone survey asking about alien abductions, and you will get nearly a 1-percent positive response, which doesn’t confirm the existence of extraterrestrials.
By focusing only on the possibility of false positives, according to Kleck, Hemenway and his co-authors reveal themselves to be ideologues. Within the next eight years, jobs requiring a master's degree will increase by an estimated 22 percent, while the number of jobs requiring a doctoral or professional degree will increase by an estimated 20 percent.
But we do teach a set of skills, or an attitude, in the humanities that may have more to do with our antipractical reputation than the antivocational notion of freedom embedded in the liberal arts. Ennis and countless educational theorists who have come after him have sung the praises of critical thinking. To be able to show that Hegel's concept of narrative foreclosed the non-European, or that Butler's stance on vulnerability contradicts her conception of performativity, or that a tenured professor has failed to account for his own "privilege"—these are marks of sophistication, signs of one's ability to participate fully in the academic tribe.
That very skill may diminish their capacity to find or create meaning and direction in the books they read and the world in which they live. Critical thinking is sterile without the capacity for empathy and comprehension that stretches the self.
Creating a humanistic culture that values the desire to learn from unexpected and uncomfortable sources as much as it values the critical faculties would be an important contribution to our academic and civic life. Current thinking in the humanities is also good at showing the contextualization of norms, whether the context is generated by an anthropological, historical, or other disciplinary matrix. Pippin argues, on the contrary, that "the practical autonomy of the normative is the proper terrain of the humanities," and he has an easy task of showing how the pseudoscientific evolutionary "explanation" of our moral choices is a pretty flimsy "just-so" story. For many of us, this would mean complementing our literary or textual work with participation in community, with what are often called service-learning courses. When we learn to read or look or listen intensively, we are not just becoming adept at exposing falsehood or at uncovering yet more examples of the duplicities of culture and society. In doing so, students will develop the ability to converse with others about shaping the objects, norms, and values that will inform their own lives. There is now a Foundation for Critical Thinking and an industry of consultants to help you enhance this capacity in your teachers, students, or yourself. But this participation, being entirely negative, is not only seriously unsatisfying; it is ultimately counterproductive. Once outside the university, our students continue to score points by displaying the critical prowess for which they were rewarded in school. Perhaps that's why we teach our students that it's cool to say that they are engaged in "troubling" an assumption or a belief. But in both of these cases we ask our students to develop a critical distance from the context or culture they are studying. For others, it would mean approaching our object of study not with the anticipated goal of exposing weakness or mystification but with the goal of turning ourselves in such a way as to see how what we study might inform our thinking and our lives.
We are partially overcoming our own blindness by trying to understand something from another's artistic, philosophical, or historical point of view.
They will develop the ability to add value to (and not merely criticize values in) whatever organizations in which they participate. Citing it now, as the NRA and other gun advocates do, doesn’t make sense, even if you think Hemenway is wrong or biased.
They wind up contributing to a cultural climate that has little tolerance for finding or making meaning, whose intellectuals and cultural commentators delight in being able to show that somebody else is not to be believed.
To declare that one wanted to disprove a view would show too much faith in the ability to tell truth from falsehood. They will often reject roads that others have taken, and they will sometimes chart new paths. And to declare that one was receptive to learning from someone else's view would show too much openness to being persuaded by an idea that might soon be deconstructed (or simply mocked).
Of course hard-nosed critical thinking may help in this endeavor, but it also may be a way we learn to protect ourselves from the acknowledgment and insight that humanistic study has to offer. But guided by the humanities, they will increase their ability to find together ways of living that have meaning and direction, illuminating paths immensely practical and sustaining. As students and as teachers we sometimes crave that protection because without it we risk being open to changing who we are.



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