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To nurture toward compassion, to balance toward wholeness, to challenge toward excellence and achievement — these are the goals to which the Waldorf School of Garden City aspires. Based on the insights of Rudolf Steiner and enriched by the diversity of our community, our methods of teaching reflect an understanding of the growing child and acknowledge the spiritual origins of humanity. At A Glance Founded: 1947 Grades: Nursery through Grade 12 Enrollment: 350 Number of Faculty and Staff: 86 Number of Graduates: 1,037 Garden City Campus: 10-acres Extension Campus: 250-acres at Camp Glen Brook in ON THE COVER: As part of their studies in American History and Civics, Waldorf's 8th grade class went on a 3-day trip to Washington D.C. and met with Congresswoman Carolyn McCarthy (top row, second from right.) Photo courtesy of Rep. McCarthy's Office. Marlborough, New Hampshire Accredited by: The Association of Waldorf Schools of North America (AWSNA) and the New York State Association of Independent Schools (NYSAIS) The Waldorf Magazine is published annually by the Waldorf School of Garden City for nearly 3,000 alumni, parents and friends around the world. The Waldorf Magazine welcomes reader observations and letters: call (516) 742-3434 ext. 311, fax (516) 742-3457 or email email@example.com
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For Bishop Enrico Dal Covolo, rector of the Pontifical Lateran University, Catholic universities can be models of authentic international higher education. The Lateran is under the direct authority of the Vatican and is thus known as the “University of the Pope”. Bishop Dal Covolo identifies its particular charism as the teaching of law, and its distinctive approach to that field exemplifies the synthesis of philosophy and theology that he says is vital to pursuing the fundamental questions. Uniquely among Rome’s pontifical universities, the Lateran offers degrees not only in canon law but also in Italian civil law, and the two branches of the discipline inform each other, he says.
Low-income communities and individuals have always had limited access to financial services, affordable credit, and investment capital. The problem has multiple causes, including historical patterns of racial and ethnic discrimination, banks' and thrifts' concerns about profitability, suburbanization and the flight of capital out of the inner city, and the restructuring of 1 the financial services industry. These and other factors have created both a need and an opportunity for financial institutions that specifically target minority and low-income communities. These “alternative” entities, now referred to as community development financial institutions (CDFIs), include community development banks and credit unions; community development venture capital providers; micro-enterprise funds; and housing, business, and facility loan funds. Although diverse in scope and structure, all CDFIs have a primary mission of improving economic conditions for low-income individuals and communities by providing financial products and services that usually cannot be obtained from more “mainstream” financial institutions. They augment this financing with a range of educational services and borrower-specific technical assistance, so as to increase their borrowers’ economic capacities and potential. Despite a growing interest in CDFIs, we still know very little about these institutions. This paper begins to address this gap. It outlines the history of the CDFI industry and describes how CDFIs are responding to three specific needs in low-income communities: basic financial services; affordable credit for home purchase, rehabilitation, and maintenance; and capital for business development. We conclude with a discussion of three key quesitons facing the CDFI industry: 1. What are the impacts of CDFIs; 2. What is the role of CDFIs relative to conventional financial institutions; and 3. What does the future hold for the CDFIs industry?
FIVE STEPS TO FASTER WRITING ASSESSMENTS By Jennifer J. Salopek, Writer A s part of Strayer University’s Writing Across the Curriculum initiative, faculty are often asked to assess student writing in their courses, regardless of the subject. This may result in instructors feeling overwhelmed by the prospect of teaching writing in addition to the course’s subject matter and by the potential number of writing assignments that will require grading. Beth Hewett, Ph.D., author of The Online Writing Conference: A Guide for Teachers and Tutors, says faculty can maximize time efficiency and provide helpful remediation to students with just a few adjustments to the way they approach writing assignments. “My goal is to help faculty stop doing things that are a waste of their time and show them how to address student writing in a focused way,” says Dr. Hewett. According to her, the most common mistake is to spend an inordinate amount of time correcting the writing assignment—trying to fix it rather than showing the student how to fix it. Hewett led a webinar last fall for Strayer University faculty titled, “Using Online Conferencing Strategies to Improve Writing Instruction,” in which she offered five tips fo r quicker, better and more efficient essay responses.
SUMMARY. Tonsillitis was studied in 317 patients over two years. A short course of antibiotics was found to be highly effective in clearing streptococci from the throat, but it was questionable whether the clearance shown represented eradication. It is suggested that the duration of treatment should be on a selective basis, using a ten-day, or short antibiotic course, according to circumstances. Withholding antibiotics altogether is not considered advisable. I could not differentiate between streptococcal and presumed viral tonsillitis on clinical grounds. The resulting possible policies of treatment are discussed. I suggest giving all cases of tonsillitis antibiotics at the time of presentation. Introduction While there is general agreement that penicillin is the antibiotic of choice, the duration of treatment in tonsillitis is more controversial. Traditional teaching advocates a ten-day course to eradicate streptococci and thereby prevent rheumatic fever (Wannamaker et al. 1953; Catanzaro et al, 1954), but the incidence of rheumatic fever is now low and it is questionable whether eradication of the streptococcus in every instance of tonsillitis is still necessary. The Dutch community studies by Valkenburg et al. (1971) tend to support this view, their results indicating that the attack rates of rheumatic fever were no higher among patients not treated with antibiotics. If rheumatic fever prevention should no longer be a major concern in the treatment of tonsillitis, then a ten-day antibiotic course with its problem of compliance (Bergman and Werner, 1963; Charney et al, 1967) would not usually be necessary, and a short course to alleviate immediate infection would probably be adequate. Further, some credence would also be given to the view that antibiotics are not necessary at all, particu¬ larly as over half the incidence of tonsillitis is non-streptococcal.
Intervista a Mons. Enrico Dal Covolo, Rettore della Pontificia Università Lateranense a Specchio Economico: “Oggi l’idea stessa di università è molto diversificata. L’università è nata nel Medioevo in casa-Chiesa, «universitas scientiarum» che al vertice e come punto di reductio ad unum prevedeva la sintesi filosofico-teologica. Molte università hanno rinunciato a ciò. L’università Lateranense, invece, si propone di conservare integra l’idea genuina di università”.
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In this volume, 14 students of Slobodan Ćurčić present chapters on Byzantine architecture, representing the wide variety of topics and approaches inspired by his teaching and mentoring over the past four decades.1 Taken together, the chapters provide a useful overview of the methodologies currently employed in the study of Byzantine architecture, as well as revealing the broad range and rich repertory of monuments. In this introduction, we attempt to situate the contributions of Ćurčić and his students more broadly within the scholarship on Byantine architecture of the last half century. While much has changed since Professor Ćurčić began his own investigations, what may be most apparent from a perusal of the present volume is the relative newness of Byzantine architecture as a subject of scholarly enquiry. Few Byzantine buildings have received basic documentation, let alone thorough examination. The monographic examination of a building may now seem quaint and recherché for other periods of architecture, but for Byzantium it remains an absolute necessity.2 In areas of rapid development, demographic changes, and conflict, the buildings often disappear before they can be properly studied. Of the Anatolian churches Gertrude Bell visited in the early twentieth century, for example, fewer than half still stand, and those are considerably worse for wear.3 Some of the most significant buildings, such as the church of the Nativity in Bethlehem, San Vitale in Ravenna, Hosios Loukas and Daphne in Greece, HH. Sergios and Bakchos, and even Hagia Sophia in Istanbul await detailed, authoritative studies to this day. Many of the most important monuments have preserved no written documentation at all, and thus basic questions of chronology remain to be sorted out. Such is the case with several of the churches of Thessalonike, where it is unclear whether we accept revised (if perhaps controversial) dating provided by dendrochronology or the traditional dating from inscriptions ...