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Kiki van Eijk
Coup de Théâtre for La Montre Hermès | Codes of The House
Kiki van Eijk and Hermès started working together in 2012, when Kiki designed exceptional travelling display windows for Hermès which were initially presented at the Bijenkorf department store in Amsterdam, and later travelled the world with Hermès to Milan, Vancouver, Osaka and Tokyo. Following this successful collaboration, Kiki is now invited by La Montre Hermès, the watch division of the house of Hermès, to design unexpected stage-settings for their watch collections.
For La Montre Hermès, Kiki van Eijk designed a nomadic window display decor concept, drawing her inspiration from her poetic inner dream world. Each display is a miniature theatre intended to recreate a certain atmosphere; Kiki designed veritable miniaturised scenes linked to the company's collections; Cape Cod, Dressage, Clipper, Arceau, Heure H, as well as to the precious watches.
Consisting of miniature decors and objects, each little scene looks like a theatre stage where all the elements intrigue, with their details, colours and occasionally incongruous proportions, as is always the case in Kiki's world.
"La Montre Hermès has history and a wealth of knowledge" Kiki emphasises. "It plays with surprise elements linked to horses and the sea, while travel is always on the agenda. Consequently, I created an original environment for this itinerant exhibition which invites spectators to take part in a fairytale-like voyage. Enchanted by the decor, the spectator is like a child who sees something for the first time. It's a bit like the sort of surprises one has when travelling and exploring unknown territory".
Pervaded by a sense of playfulness, elegance and precision, Coup de Théâtre by Kiki van Eijk for La Montre Hermès, embodies the spirits of both Hermès and Kiki.
And, like a production by a theatre group, the mini theatres will soon set off to present a show in several countries around the world from the end of 2012 through 2013.
Photography by Tony Wang


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We are currently in Mariel's hometown of Ketchum, Idaho for the first part of our summer. The rivers and streams are full and flowing, the Wood river, Trail Creek, Warm springs and the Salmon river to name a few. The lakes at elevations of 7000 ft. plus are pristine and energizing with profound life force. Cold plunges for me are two times a day. Whether just waking up, or just after hiking, biking, running, climbing or training. The ice-cold rivers, and lakes are great for recovery and healing. It's a big part of the fountain of youth, staying young healthy and strong.
I am happy to say that I am a big time water guy! I am very conscious of drinking water all day. I start out every morning with one liter of water before ingesting anything else. 16 ounces alone, then 16 ounces with added minerals. I do this then wait 45 minutes before eating or drinking anything else. I average between 4 to 6 liters a day. Drinking this much water when waking up is considered water therapy. This water therapy helps relieve many ailments like headaches, high blood pressure and diseases of the eyes, ears, nose and throat. Drinking this much water upon waking will help you feel energized and improve your entire body function.
Your body holds different amounts of water in different parts. Water constantly moves through your cells. Somewhere between 4 to 10 percent of your water gets replaced with fresh water everyday! Our blood is made of approximately 93% water and your muscles are about 73%. Even our body fat is about 10% water. Drinking the right amount of water for you and your lifestyle is important for good health. I am a 10% plus water replacement guy, because of the active lifestyle I live. I jump in it, swim in it, paddle and surf in it. I carry fresh water with me whenever possible which is just 99.9% of the time.
Did you know your body produces 8 to 16 oz. of water per day on average? During a marathon your muscles can produce that much water in 2 or 3 hours. This helps your body protect against dehydration. When you sweat you lose hydration from inside and out. To measure the water you lose when you sweat, weigh yourself before and after one hour of hard exercise with no fluid intake. The change in body weight reflects sweat loss. Roughly a one-pound drop in weight equals to the loss of 16 oz. of sweat. A two-pound drop equal to 32 oz. of sweat. That is why I am hydrating before, during, and after training.
I am sitting on a plane and I am thirsty. This is not a good sign, because now that I am thirsty I am already beyond dehydrated. The actual feeling of thirst comes long after my body has needed water to function best. SO, I've got to get a glass of water pronto.
Water is key to our survival… our precious existence. We are made up of at least 70% water so the incredible relationship we have with it is crucial to our well-being. Obesity, general tiredness, headaches, hunger, cloudy thinking, poor skin quality, achy body and a myriad of other serious and seemingly not so serious ailments are due to our lack of hydration. Most people in this country do not realize that when they feel hungry that a glass or two of water is often the solution. A need for water will sometimes be masked as the feeling of hunger.
The obesity problem in America is in line with our population's lack of water consumption too. Since the 60's and the boom of soft drinks and other packaged beverages, obesity has risen steadily. (There are many reasons for that. Carbonated beverages make a person hold weight, the use of high fructose corn syrup in them is a source of weight gain, synthetic sweeteners and sugar are also contributors to poor health and being overweight).
People often choose every other liquid besides water when they are thirsty. So many people don't like to drink water because they say it lacks flavor, or feel that it's boring. Personally I love water and I love the way GOOD (filtered or pure spring water) water tastes. I feel like it is the only thing that can truly quench my thirst. I know that when I hydrate, especially when I am active that I am helping my body to be in balance and strong. It is not a mistake that all athletes have water with them all the time. Water and physical (even mental) activity work together.

subset: commoncrawl


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So Sad: Death Of Derek Williams.. Struggling For His Life In The Back of A Police Car (Pleads That He Cannot Breathe)
"Derek Williams begs the police to open the windows to the squad car, and pleads that he cannot breathe...the watch him die in the backseat as he fights for his life.. Derek told the police officer that he could not breath and the officer says that he is lying. In the video, you see him grasping for air. After a while, Derek is shown taking his last breath. The police officer then proceeds to get in the back and check on him, but he is dead. Please help Derek Williams's family get justice served!" - Tynetta
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KRFP-LP (92.5 FM) is a radio station licensed to Moscow, Idaho, USA. The station is currently owned by Radio Free Moscow, Inc.
Radioline gives to users access to more than 60.000 News, Sports, Talk, Music radio stations and podcasts worldwide. The user can easily find and listen to his favorite radio stations, and discover new ones according to his mood, location, musical taste and more!


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The Convention on the Rights of Persons with Disabilities>>
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What is the Convention on the Rights of Persons with Disabilities?
The Convention on the Rights of Persons with Disabilities (CRPD) is an international disability treaty that was inspired by U.S. leadership in recognizing the rights of people with disabilities. The CRPD is a vital framework for creating legislation and policies around the world that embrace the rights and dignity of all people with disabilities. The Americans with Disabilities Act (ADA) was the model for the CRPD, which values of independence and respect and concept of reasonable accommodation are echoed throughout the treaty.
The United States signed the CRPD in 2009. On December 4, 2012 the United States Senate considered the ratification of the CRPD but fell 5 votes short of the super-majority vote required (ratification of a treaty requires a 2/3 vote of the U.S. Senate). The media coverage of the Senate's failure to ratify the disability treaty has been overwhelming and the CRPD's Senate leaders, the disability community and its allies remain committed to bringing the treaty up in the 113th Congress.
Please visit the Quick Links on the right sidebar to learn more about the treaty and to get the latest updates on the ratification process in the United States!


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Created by DGA in the memory of the "Father of Disc Golf" Ed Headrick, the "Steady" Ed Memorial Disc Golf Trophy is awarded yearly to the player who best exemplifies "Steady" Ed's code of conduct for the sport of Disc Golf. Ed believed that one should "leave things better than you find them" and that "whoever has the most fun, wins". It is in that spirit that the participants of the yearly Masters Cup tournament will be chosen for the recipient of the "Steady" Ed Memorial Trophy for that year.
Sometimes it is the small but significant acts of kindness, generosity, integrity or thoughtfulness that ultimately result in not only 'leaving it better than you found it' (whatever 'it' is), but encourage others by reminding us that sometimes it is the simple things that matter most, things that we are all capable of if we choose to act in a similar way, things that enhance the human spirit a little at a time, giving us a little more of that elusive happiness and inner peace we all seek.
Thus, the player who will be chosen to receive the award will have demonstrated not only talent and proficiency of the sport of disc golf, but also the personal attributes of integrity and generosity of the spirit described above.
Molded from stainless steel and polished to a chrome finish, the "Steady" Ed Memorial Disc Golf Trophy stands fifteen inches high atop its base. The base, created from old growth white oak timbers recycled from a 200-year-old tobacco plantation in Tennessee, stands six inches high and fifteen inches wide and deep. (The use of oak is symbolic of Oak Grove Park, the first formal disc golf course created by Ed.) Each year's recipient's name will be added to a metal plate attached to the trophy. The trophy, Ed's memory and the yearly recipient will become a living historical record for the sport.


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Former Maryland center Shaquille Cleare has signed to play the rest of his college basketball for Texas.
Texas said in a statement Thursday that Cleare signed a scholarship agreement and plans to enroll in classes this summer. Although he'll train and practice with the Longhorns, he'll be ineligible under NCAA rules to play until the 2015-16 season when he'll have two seasons of eligibility left.
Maryland granted Cleare and guards Nick Faust and Roddy Peters releases to transfer earlier this month.
The 6-foot-9 Cleare came to Maryland two years ago as a highly touted recruit from the Bahamas but started only 28 of 69 career games. He averaged 3.0 points and 2.5 rebounds as a sophomore last season.
(Copyright 2014 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.)


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Established in 2003, Artists & Fleas Artist, Designer & Vintage Market is a weekly Williamsburg Brooklyn indoor market (Located in a large early 1930s manufacturing warehouse in the heart of Williamsburg's North Side) where emerging and independent artists, designers, vintage collectors and DIYers can showcase their wares, set up shop and meet their market. It's a unique destination where consumers can interact and buy directly from the source.
The shadows of midday pass over the entrance to the flea market as a passerby has a smoke break.
Aren't shadows sneaky? Isn't the sun strange? Here I am snapping photos in nearly the same spot, at a different time of day.
Delicate, vintage wedding dresses and prom delights hang in neutral shades.
Part designer showcase, part maker's market, this pop-up will host over 30 independent creators and sellers of jewelry, art, design, home accessories, vintage clothing, and all things indie, funky, Brooklyn and bespoke from both Artists & Fleas' 9 years in Williamsburg, Brooklyn and the larger creative community. In addition, the market will play host to an eclectic mix of weekly programming led by independent designers and artists open to the public.
Now in its seventh year, the flea market has done so successfully that it has expanded its offerings to Chelsea Market for a pop-up event! I adore flea markets for both their visual appeal and their ability to foster true customer bonding. It is always wonderful to see goods and wares displayed exactly how store owners want; the browsing experience is greatly enhanced by knowing that items were personally curated for the market event.
Punk, hardcore, wicked, whatever adjective or descriptor one uses, the jewelry still has edge from FSMNYC.


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all equipment is maintained & tuned up by professional technicians. skis are reconditioned, sharpened & waxed to provide a perfect edge. just starting out or a seasoned vet, get what you need to hit the slopes. exact brand may vary at peak rental times with availability. package includes ski sizes 176 to 196cm, boot size 37-46 and poles 130 to 160cm
sarah, the owner rates this rossignol- nordic adult ski package - 176cm-196cm as being in very good condition
this item hasn't had the chance to be reviewed by the community yet. book now to be the first one!
does this come with any associated safety products? please list.
are any transportation accessories included? Please list.
are there any extra or detachable pieces and accessories with this item? please list.
does it come in a case or packaging to be transported and returned in?
there are no instructions or requirements for this item
cancellation policy is easy-going
a.) If the member booking the item sends a cancellation notification at least 48 hours before the booking Start Date and Time, they are entitled to a full refund minus the booking fee, and payment processing fee. The item price and any additional price including delivery will be refunded.
Ruckify's insurance does not cover Renters. Renters remain fully liable to the Poster for any damage, loss, or theft of the item during the Renter's rental.
pickup from item's location
return to owner's location
find items and spaces you want to rent
having a family reunion and need a barbeque or projector? are you going camping and need a tent? search the Ruckify Marketplace and find what you need!
select the dates and times you want it
book your item or space for the dates and times you need. view all the details about what you want to rent and ask the poster any question you have.
enjoy saving money, space and the planet
pick up, have it delivered or arrive at your rented space and enjoy the fact you not only saved money and space, but you helped the environment by renting, not buying.


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Having plain old window treatments can give an entire room a drab and unexciting feeling, but if you're looking for new curtains, blinds and shades, it's good to know what's trending.
Natural elements
Anything that evokes a natural tone or is made from natural materials is all the rage when it comes to window treatments, according to HGTV. Bamboo blinds, wood blinds and curtains with shades of greens and browns are just a few of the ways to make your windows feel more organic. If your window gets enough sunlight, why not go all the way and put potted plants there? Nothing feels closer to nature than living plants in your home.�Some windows can't support plants on their own or you may feel less inclined to incorporate them in your home due to rambunctious cats or allergies, but you could still utilize plants in�your decor: A bowl of fruit or the branch of an attractive plant like a pussy willow can fill the same role without spreading pollen..
New styles
It's becoming very chic to hide the simplify the appearance�of household items for the sake of a modern, minimal decor. This doesn't necessarily mean that everything has to be straight-laced, rather that simplicity should be emphasized. In terms of windows, Roman shades�are a great choice. These graceful window treatments work much like typical curtains but only appear as billowed rolls of gorgeous, colorful fabric. These treatments are also a great way to add a subtle splash of color to a room that may be otherwise dominated by neutral tones.�
New technologies
Each day there are dozens of new applications for smart phones that can do a wide variety of things - even control the curtains in your home. Once Loxone's system is set up, it is able to open and close your curtains�with the push of a button. With the proper set-up, curtains can be placed on an electric track so you are able to open and shut them with a simple touch of your smartphone. This service also allows you to automatically adjust the times that your curtains will open and close throughout the day, for instance, maximizing morning light while cutting down on afternoon glare. When combined with discount window treatments, this can be a very affordable way to bring your home decor into the future.�


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Boom Festival is a creative platform that involves everyone in a spirit of respect, justice, humility, devotion and collaborative work.
Boom Festival have invited Nebula Meltdown to play this year! And they have chosen Suntrip to be their Ambassadors in Belgium.
From January 1st 2014 we are entitled to sell Boom 2014 tickets. Basically there are 3 phases. One, already finished, was for those early birds of you; only online via the Boom Festival website. The 2nd and 3rd phases will last till April and July respectively. The fares table is below:
As usual Boom set the prices taking into consideration the different economic realities of each country.
For those of you living in Belgium, just purchase your tickets here in our webshop! Other countries of origin are accepted too naturally (especially Netherlands and Luxembourg which have no ambassador).
IMPORTANT: You can't come knocking to our address in Gent, it's our office, not a shop.
In case of questions, please submit them to email@example.com. Note that you'll have to pay the paypal fees (3.4% + 0.35€ for BE) if you're paying via Paypal or Credit Card. There's no fee if you're paying via bank transfer (most of you in BE).
All other details are on the Boom Website.
© 2004-2019 Suntrip Records - All rights reserved


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Ozzy Osbourne's Speech Is Finally Intelligible, Thanks to a New iPhone App
As anyone who's ever watched an episode of 'The Osbournes' is no doubt aware, Black Sabbath singer and solo star Ozzy Osbourne can be somewhat difficult to understand when he isn't singing — but it isn't just the sloppy diction of a legendary rock star that's to blame: Ozzy hails from Birmingham, where the thick "Brummie accent" was recently voted the "least cool" in all of England.
But help is on the way, thanks to an intrepid software developer who's bringing a little gadget called the iBrummie app to your iPhone.
Athernet, the company behind the app, is no stranger to the translation game — they've already found success with iWiganese, an app that helps translate the speech of residents of the Wigan area of Lancashire.
They held a competition to determine whose voice would be used for iBrummie, eventually settling on a retired paramedic who referred to himself as "about as Brummie as it gets."
If you're interested in finally figuring out what the Prince of Darkness has been saying all these years, iBrummie will be available as a free download at iTunes and the Android market starting Dec. 19.


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|You Tell Me
(Paul McCartney)
© 2007 MPL Communications
Bm D6 When was that summer when skies were blue? F#m The bright red cardinal flew down from his tree C#m(b5) F# Bm You tell me D6 When was that summer when it never rained? F#m The air was buzzing with the sweet old honey bees C#m(b5) F# Let's see Bm You tell me Em F# Were we there? Was it real? Bm Em Is it truly how I feel? F# Maybe Bm You tell me D6 F#m Oooh C#(b5) F# Bm Em F# Were we there? Is it true? Bm Em Was I really there with you? F# Let's see - mmm Bm You tell me D When was that summer of a dozen words? (dozen words) F#m The butterflies and the hummingbirds flew free C#m(b5) F# Let's see Bm You tell me C#m(b5) F# Oh, let's see - ooooh Bm You tell me (you tell me)
Lyrics and chords are presented here by macca-central.com for archival, educational, and/or critique purposes. Lyrics and chords are the property of their respective authors, artists and/or labels and
MACCAcentral in no way claims any ownership.
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Welcome back to the second half of our new Weekly Moves column. If you haven't aleady seen it, check out Brent's breakdown of the notable Eastern Conference transactions spawning from the ratification of the new CBA. I have been given the task of breaking down the same types of movement out West, and will do so following the jump.
Central Division
Detroit Red Wings
Recalled D Brendan Smith and F Damien Brunner from Grand Rapids (AHL).
With Nick Lidstrom removed from the lineup, the changing of the guard is officially underway for the Wings. The ever-crafty wizard that he is, GM Ken Holland has been stockpiling young talent in Detroit's farm system for the past few years, anticipating the decline of his aging superstars. Both Smith and Brunner figure to get a look at the NHL level, and the latter will begin with a role in Detroit's top-six forward group. Smith, on the other hand, will be given a chance to help glue the back-end of the D-corps together in Lidstrom's absence. We've all grown accustomed to Detroit being front and center in big trades and free agent signings, but Smith and Brunner figure to pave the way for a slew of talent working toward playing time in Motown.
Chicago Blackhawks
Recalled F Brandon Bollig, F Marcus Kruger, F Brandon Saad, F Andrew Shaw, and D Nick Leddy from Rockford (AHL).
Also showing the depth of their young talent, Chicago recalled familiar faces in Kruger, Saad, Shaw, and Leddy to the big club. Enforcer Brandon Bollig will start the year on the team's fourth line while Kruger and Shaw look to build on the extended ice-time they saw last season. With a full season of Johnny Oduya, Nick Leddy won't be leaned on as heavily at even strength and figures to be a horse on the PP for GM Stan Bowman. Youngster Brandon Saad is the wild card of the group, as the team will have five games to determine whether or not they'll demote him in favor of his entry-level contract "sliding" another year.
Nashville Predators
Claimed F Richard Clune off waivers from Los Angeles.
Looking to bolster the depth at the bottom-end of his forward group, Nashville GM David Poile put in a waiver claim for the Kings' Richard Clune. Seemingly your standard around-the-margins NHL move, Clune is no stranger to the penalty box and figures to serve as a player whose game won't be adversely affected by confinement to the press box.
Columbus Blue Jackets
Assigned D Tim Erixon to Springfield (AHL).
Heading back to the AHL, Erixon becomes the only active player from Columbus' end of the Rick Nash trade that won't begin the season with the Jackets. Not much to note here; there's no reason to rush a young player into the fire during a shortened season with low expectations.
St. Louis Blues
Agreed to terms with D Wade Redden on a one-year contract for $800,000 with $200,000 in potential bonuses.
We were all wondering where he'd land, and St. Louis was the team to take a one-year flier on the services of Wade Redden. The Blues already have a very solid and underrated defense group, but a no-risk signing that could help the PP on a team that struggled to score goals last season was a perfect fit. There's no real downside for St. Louis if it doesn't work out, and we're given another year of jokes at Redden's expense. Everybody wins!
Assigned F Chris Porter to Peoria (AHL).
Porter saw 45 and 47 games with the Blues the past two seasons, respectively, yet he's only scored 14 total points. The Blues are a bit short on available forward slots with Vladimir Tarasenko and Jaden Schwartz beginning the season with the big club. Porter figures to be a serviceable call-up in a tight spot going forward, but serves as a roster casualty given the Blues' improved forward depth.
Northwest Division
Vancouver Canucks
Signed D Cam Barker to 1-year contract for $700,000.
Looking to bolster depth behind their top-6 on defense, Vancouver decided to sign Barker to a low-risk contract following the lockout. The Canucks dressed 10 different defensemen last year, so Barker gives them an extra body on the active roster should injuries or fatigue turn their final pairing into a revolving door once again. For now, he looks to (rightfully) join Andrew Alberts in the press box on most evenings.
Re-signed D Alex Edler to a six-year contract for $30MM.
Staring at his unrestricted free agency after this season, the Canucks locked up one of their most important players for six additional years. Vancouver has done a great job securing their core defensemen at reasonable prices, and couldn't pass up the opportunity to do the same with Edler. His $5M cap hit saves Vancouver the price of finding his replacement on the open market and is a great price for his age 27-32 seasons. There's certainly nothing wrong with having a solid defensive unit locked up for the foreseeable future, which seems to be the motto of GM Mike GIllis.
Calgary Flames
Signed C Steve Begin to a one-year, two-way contract.
We haven't heard from Begin at the NHL level since he played two games with the Predators in 2010-2011. For now, GM Jay Feaster is only looking for a body to hold together the bottom part of the Calgary's forward group, and Begin will begin the year in a 4th line role.
Edmonton Oilers
Traded a 2013 third-round draft pick to Dallas for D Mark Fistric.
The Oil's search for defense is no secret, and after Fistric became available, GM Steve Tambellini decided he was worth a third-round pick in this year's draft. A third-rounder is a pretty standard price for these types of trades, but Fistric isn't anything special and Tambellini could have waited to see if the market improved closer to the trade deadline. At the end of the day, the Oilers still have problems on the back-end that a Mark Fistric Band-Aid doesn't work to patch.
Pacific Division
Phoenix Coyotes
Recalled D David Rundblad, F Alexandre Bolduc from Portland (AHL).
Following the lockout, Phoenix recalled quite the list of players from their AHL affiliate, but it looks as if Rundblad and Bolduc will be the ones to stick for the time being. Bolduc, a .53 PPG player in the AHL for his career (32 Pts in 34 games this season), will have a fourth-line role to begin the campaign. Rundblad, part of Phoenix's haul for Kyle Turris, saw ice time in all three game situations during the season opener. For a team that's constantly relying on cheap, creative ways to stay competitive, Bolduc and Rundblad are the latest young talents given the opportunity to contribute in Phoenix.
Acquired C Matthew Lombardi from the Toronto Maple Leafs for the Coyotes fourth round draft choice in the 2014 NHL Entry Draft.
Speaking of moderately priced bodies helping the team compete, Phoenix decided Matthew Lombardi would be worth a draft pick at the hands of a Toronto salary dump. Lombardi is a serviceable NHL player at this point and gives depth to the Coyotes' bottom-six. If his first game is any indication, he'll be another option to play minutes in any situation for Coach Dave Tippett. Lombardi's best season-to-date came in 2009-2010 with the Coyotes, so it will be interesting to see if he turns into Phoenix's latest career reclamation project.
Los Angeles Kings
Traded F Kevin Westgarth to Carolina for F Anthony Stewart, a 2013 fourth-round draft pick, and a 2014 sixth-round draft pick.
Trimming extra fat from his roster, Kings GM Dean Lombardi found a suitor for Kevin Westgarth in Carolina. Coming back on the other end were Anthony Stewart and two draft picks, rounding out a no-brainer of a deal for the Kings. Westgarth wasn't going to be a part of L.A.'s plans on opening day, so even if Stewart doesn't pan out, the Kings still come out ahead turning a player in the press box into two draft picks. It's not often that teams get so much in a package for an enforcer, which is exactly why we saw the deal go down so quickly.
Dallas Stars
Traded D Mark Fistric to Edmonton for a 2013 third-round draft pick.
For a team with so many questions on defense, the Stars trading Fistric to Edmonton was a bit perplexing at first glance. Perhaps they were looking to give the young talent in their system room to grow at the NHL level, or merely looking to gain an asset for a player that didn't fit their plans after this season. Either way, a third-rounder for Fistric is good value for the Stars as GM Joe Nieuwendyk continues to tinker with his team's formula.


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Forum on Education of The American Physical Society
Summer 2005 Newsletter
FEd HOME
Previous Newsletters
this issue
Contact the Editors
The Learning Assistant model for Teacher Education in Science and Technology
Valerie Otero
The Learning Assistant model [1, 2], at the University of Colorado at Boulder uses course transformation as a mechanism to achieve three related goals: (1) to recruit and improve the preparation of future mathematics and science teachers, (2) to improve the education of all students enrolled in our mathematics and science courses, and (3) to engage science faculty more thoroughly in the preparation of future teachers.
The Learning Assistant model was initially developed as a part of the STEM Colorado project headed by Richard McCray in response to studies that demonstrate that a majority of our nation's youth are not performing proficiently in mathematics and science [3, 4] that many of our teachers, especially in the physical sciences, are under prepared--having neither a major nor minor in their field, [5] and that large research universities are not producing adequate numbers of mathematics and science teachers.[6]
At large research universities, few mathematics and science majors pursue careers in K-12 teaching. Those who do, typically learn about pedagogy only after they have completed most of their content courses. There is generally little or no interaction between disciplinary faculty and education faculty and between undergraduate programs designed to teach content to students and programs designed to help future teachers learn to teach that content. We regard this disconnect between disciplinary and education programs as a missed opportunity to both improve the effectiveness of undergraduate mathematics and science education and to recruit and prepare mathematics and science K-12 teachers.
The Learning Assistant Model
The Learning Assistant model is based on the premise that teacher preparation begins in the College of Arts and Sciences, where students begin their content preparation. In order to explicitly help undergraduate students integrate their content learning with their understandings of how content is learned and to encourage talented students to become teachers, we needed to establish a close collaboration between faculty members from the School of Education and faculty members from content-based departments. This collaboration was achieved through the LA model which is designed to couple mathematics and science departments',efforts to transform large-enrollment undergraduate courses with efforts to recruit and prepare talented mathematics and science majors to become K-12 teachers.
The transformation of large-enrollment courses involves creating environments in which students can interact with one another, engage in collaborative problem solving, and articulate and defend their ideas. To accomplish this, faculty members teaching in large-enrollment courses need several assistants to help facilitate small group interaction. Learning Assistants (LAs) fill this role. LAs are talented undergraduate students who are hired to facilitate small group interaction in our large-enrollment courses, and at the same time, they make up the pool from which we recruit new K-12 teachers.
Since the program began in 2003, we have recruited 18 LAs to teacher certification programs, most of whom have reported that they did not consider teaching as a career until participating as LAs. The most common reasons reported for making the decision to become a teacher were recognizing the complexities of teaching and encouragement and support from mathematics and science faculty.
The Difference
The differences between the LA model at the University of Colorado at Boulder and other standard models for undergraduate teaching assistants are (a) our focus on teacher recruitment and preparation, (b) a special seminar targeted at helping LAs integrate content, pedagogy, and practice, (c) a collaborative educational research program designed to evaluate the effects of the LA model, and (d) the involvement of mathematics and science research faculty in the recruitment and preparation of future teachers.
Course Transformation and the Role of LAs
LAs are paid a modest stipend to work approximately 10 hours per week in various aspects of course transformation. Approximately 60 LAs are hired each semester to work in six mathematics and science departments: Physics; Astrophysical and Planetary Sciences; Molecular, Cellular and Developmental Biology; Geological Sciences; Chemistry; and Applied Mathematics. Specific courses that have been supported by LAs are listed in Table 1.
Table 1. Learning Assistant supported Courses
There is no dictated design of what course transformation should look like. Instead, faculty members who request LAs must (1) use LAs to promote interaction and collaboration among students enrolled in the course, (2) meet in weekly planning sessions with the LAs who support their courses, (3) attend biweekly meetings with other faculty participating in the program, (4) attend a summer session targeted at building a community of university faculty, high school teachers, and future teachers, and (5) actively evaluate transformations and assess learning in their own courses. Because there is little dictation as to exactly what a transformed course should look like, there exist several models of course transformation among our participating departments. For example, one of two models of transformation in the physics department utilizes the University of Washington's Tutorials in Introductory Physics [7] in recitation sections each headed by one graduate TA and one undergraduate LA. The Tutorials involve conceptually-based group problem-solving activities which are based on research in physics education. LAs who work in Tutorial sessions formatively assess student understanding, ask guiding questions, and facilitate collaboration within groups. These tutorial sessions are supplemented by weekly lectures which are made interactive through infrared response systems and collaborative peer instruction (Mazur, 1996). Average normalized learning gains in these courses, as measured by conceptual instruments such as the Force and Motion Conceptual Evaluation [8] range from 40% to over 60% [9], far above the learning gains measured for traditional courses (23%) [10].
A different model for course transformation is used in the Applied Mathematics department. In weekly LA-led problem-solving sessions, each small group of students uses a 2-ft × 3-ft dry-erase board to collaboratively construct problem solutions. A more radical form of transformation is found in the Astrophysical and Planetary Sciences department where one lecture per week is replaced by Learning Team sessions headed by the LAs. In this model, enrolled students are assigned to one of several learning teams each headed by an LA who facilitates collaboration among groups as they analyze real astronomical data and generate and compare models to fit these data.
Although the LA experience is somewhat different for each course, the experience for all LAs involves three related activities: (1) LAs facilitate collaboration among learning teams by formatively assessing student understanding and asking guiding questions; (2) they meet weekly with their faculty instructor to plan for the upcoming week, reflect on the previous week, and analyze assessment data; and (3) LAs from all departments attend a special Mathematics and Science Education seminar where they reflect on their own teaching and learning and make connections to relevant education literature.
The Mathematics and Science Education Seminar
The Mathematics and Science Education seminar is jointly conducted by a faculty member from the School of Education and a K12 teacher. In this course, new LAs reflect on their own teaching practice, reflect on the transformations of the course in which they are working, investigate relevant educational literature, and engage in in-depth discussions about their own teaching and learning. Seminar readings and discussions include topics such as discussion techniques, learning theory, cooperative learning, student epistemologies, metacognition and argumentation, self-explanations and tutoring, multiple intelligences and differentiated instruction, the nature of science and mathematics, national standards, teaching with technology, and qualities of an effective teacher. Students in this course try out new ideas each week in their learning teams and report their results in seminar. In many cases, LAs provide guidance to one another regarding managing issues that typically arise in their learning teams. Each week, LAs complete online reflections on their teaching and the learning of the students in their learning teams. In addition, throughout the semester LAs turn in two reflective essays that integrate the education literature with their own teaching and learning experiences. LAs often report that by studying and reflecting on student learning, they have become better learners themselves. At the end of each semester, LAs in the seminar present a poster session attended by their lead instructors, School of Education faculty, University of Colorado administrators, graduate students, and their peers. Each LA or small group of LAs present a poster that focuses on aspects of the LA experience that influenced their thinking both as a learner and as a teacher.
Focus on Teacher Recruitment
Although the LA experience (represented in Figure 1) is valuable for undergraduates who continue to any career, our program is specifically designed to actively recruit talented undergraduate students to careers in teaching. Therefore, a student can continue to be an LA for a second semester only if he or she shows commitment to finding out more about teaching. This may be evidenced by taking an education course or participating in an early K-12 field experience. LAs can be hired for a third semester only if they have been accepted to a teacher certification program at which time they are eligible for NSF funded Noyce Teaching Fellowships of up to $10,000 per year. [11] As Noyce Teaching Fellows, students can become Lead LAs who mentor novice LAs, participate in the development course educational technology, or work with mathematics, science, and education faculty conducting educational research.
Faculty members who use LAs evaluate their own course transformations by systematically investigating student learning in their courses. In some cases this involves the design or modification of assessment instruments to measure students's levels of conceptual understanding of the content of the course. This type of research and development has been conducted by individual faculty members since the beginning of the STEM Colorado program in 2003. However, a coordinated research program to test the effectiveness of the LA model on multiple levels will officially begin in Fall 2006.
The LA-TEST research project
The NSF-funded Learning Assistant model for Teacher Education in Science and Technology (LA-TEST) research project [12] was designed to test the effectiveness of the LA model specifically in terms of LAs' development of content knowledge, pedagogical knowledge, and their practice in K-12 schools. Faculty members from education, mathematics, and science, K-12 teachers, graduate students, and Noyce Fellows comprise three interacting research teams: the Discipline-Based Educational Research (DBER) team, the Conceptions of Teaching and Learning (CTL) team, and the K-12 team. These interacting research teams investigate teacher recruitment rates as well as the research questions shown in table 2 and synthesize results on an ongoing basis.
Table 2. Research Questions for the LA-TEST project
Preliminary Results
Since the program's inception in 2003, 28 faculty members from 6 mathematics and science departments have used LAs to transform 23 courses; 125 mathematics and science majors have participated as LAs (18 LAs have enrolled in teacher certification programs); and 4 education faculty have been involved in this process. LAs recruited to teacher certification programs have an average cumulative GPA of 3.4, well above the average GPAs for mathematics and science majors at our university. Table 3 compares enrollments in certification programs in the state of Colorado and enrollments at the University of Colorado at Boulder (not including LAs) to the numbers of students that have been recruited to certification programs through the LA program. In table 3, 6 of the 7 mathematics majors recruited through the LA program are from Applied Mathematics, a discipline traditionally underrepresented in our certification programs but specifically targeted through the LA program. The departments of Chemistry and Geological Sciences joined the program in mid-2006, so it is not surprising that the LA program has not yet recruited any students from these majors.
Table 3. Undergraduate students enrolled in teacher certification programs
*Data from 18 colleges and universities with 10,869 candidates, 385 science majors
These data are evidence that the LA program has some effect on recruiting mathematics and science majors to teaching careers.
Content Knowledge
LAs' content knowledge is beyond that of their peers and LAs learn content more deeply trough the LA experience. For example, results from the Brief Electricity and Magnetism Assessment [13] given to students enrolled in second semester introductory physics show average pre-test score of 27% for enrolled students and an average post-test score of 59%, with an average normalized gain of 0.44. The LAs who had taken the course the prior semester had pre-test score (the beginning of the semester of working as an LA in this course) of 75%, higher than their peers' post-test scores. More interesting is the fact that LAs' average post-test score (at the end of one semester of being an LA) was 90%, with an average normalized gain of 0.56. [14] Thus, LAs developed their content knowledge as a result of teaching as an LA. Similar results are being found in other LA-supported courses and this is the subject of ongoing research.
Pedagogical Knowledge
LAs tend to view their students in terms of their students' learning processes rather than in terms of whether a student is good or bad or whether they do or do not understand the material. Our studies show that while faculty and teacher candidates tended to view students in terms of the learning process they also viewed their students in terms of whether the students do or do not understand, and in terms of whether they are good, bad, lazy, smart or dumb. Results are summarized in the table 4 below.
Table 4. Views of students by faculty, teacher candidates, and LAs
The results shown in table 4 may indicate that LAs have a greater sensitivity to the struggles of learning mathematics and science among their peers. This may be an indication that there is great value in beginning the teacher preparation process early in students' undergraduate careers rather than waiting until they have decided to become teachers of students who are much younger and more inexperienced than themselves.
The LA model integrates the development of content knowledge, pedagogical knowledge, and practice for all participants by beginning the teacher preparation process early in students' undergraduate careers and by involving mathematics and science faculty in this process. Although we recruit approximately 15% of the LAs who participate in this program to teacher certification programs, the experience is valuable for students who move on to any career. The participation of mathematics and science research faculty in the active recruitment of teachers has led to departmental cultures that encourage rather than discourage teaching as a legitimate and valuable career option for our most talented mathematics and science students.
1. Supported in part by National Science Foundation Grant DUE-0302134.
2. Supported in part by the PhysTEC program of the American Physical Society, AIP, and AAPT.
3. National Center for Education Statistics (2003). The Nation's Report Card: Mathematics Highlights 2003. NCES. 2004-451 Washington,.DC: U.S. Department of Education.
4. National Center for Education Statistics (2003). The Nation's Report Card: Science 2000. NCES 2003-453. Washington DC: U.S. Department of Education.
5. Neuschatz, M. and McFarling, M. (2003). Broadening the Base: High School Physics Education at the Turn of the New Century. American Institute of Physics, College Park, MD.
6. National Science Board (2006). Science and Engineering Indicators 2006. National Science Foundation, Arlington, VA: 2006, volume 1, NSB 06-01; volume 2, NSB 06-01A.
7. McDermott, L., Shaffer, P., and the Physics Education Group (2002). Tutorials in Introductory Physics. Saddle River, NJ: Prentice Hall.
8. Thornton, R.K. & Sokoloff, D.R. (1998). Am. J. Phys. 66 (228), 338-352.
9. Finkelstein, N.D. and Pollock, S.J. (2005). Phys. Rev. ST Phys. Educ. Res. 1, 010101.
10. Hake, R. (1998). Interactive-engagement vs. traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. Am. J. Phy. 66 (1), 64-74.
11. Supported by the National Science Foundation Grant DUE-0434144.
12. Supported by the National Science Foundation Grant ESI-0554616.
13. Ding, L. Chabay, R. Sherwood, B. and Beichner, R. (2006) Phys. Rev. ST Phys. Educ. Res. 2, 010105 (2006).
14. Pollock, S. (2006). Replicating Physics Education Reforms: How and why to keep a good thing going. Presented at the annual meeting of the American Physical Society, Dallas, TX., April 2006.
Valerie Otero is an Assistant Professor of Science Education at University of Colorado at Boulder


text:
Richie Buxo/Splash News Online
Harry Potter star Emma Watson may have fans clamoring to replicate her sophisticated style, but unlike some of Hollywood's hot young things, she's notoriously refused to lend her name to just any fashion or beauty project. And, she says, if there's one form of celebrity licensing that truly confounds her, it's celebrity scents. "I can't understand this fragrance thing," she tells the British Press Association. "Why would you want to smell like somebody else? Don't you want to smell like yourself?" While Eau de Emma won't be hitting beauty counters anytime soon, fashion collaborations are something she has been more open to, recently contributing and modeling for fair-trade clothing collection Free People and posing alongside younger brother Alex in a series of ads for luxury collection Burberry. "I love it, and I will continue to work in the fashion industry," she says. "I am interested in ethical fashion, I want to make a difference and it's nice to contribute." –Justine Harman


text:
Jason Brennan, author of the new book "The Ethics of Voting," argues that irresponsible voting is morally wrong, and that misinformed voters should stay home on Election Day.
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331-10100 Introduction to Sociology SS LA 1a, 1b
Basic scientific concepts related to social systems, recurring social processes, cultural factors, and social factors in the development of personality. Also offered through the London Center. 3 credits. (F-S,Y)
331-10200 Contemporary Sociological Issues SS LA 1b
Various issues relevant to the future of American society from a sociological perspective. Issues covered vary with instructor. 3 credits. (Y)
331-11600 Introduction to Multicultural Studies SS LA 1b
Designed to increase students' awareness of cultural diversity and to acquaint them with multiculturalism as a contemporary social phenomenon. The course describes characteristics of our culture and society that have led to intolerance and ethnic prejudices, characteristics that impede people's understanding and appreciation of diversity. Students are introduced to basic concepts, competing theories, and current controversies related to multiculturalism in our society as well as others. 3 credits. (F,Y)
331-13000 Youth and Youth Cultures SS LA 1b
Analysis of the significance of youth -- their culture and the institutions that have emerged to define and serve them. Topics include youth and politics, student movements, educational institutions, and stratification of youth by race, sex, and social class. The readings include novels and autobiographies, as well as sociological and historical analyses. Enrollment is limited to freshmen and sophomores. 3 credits. (F,Y)
331-13600 Investigating Social Issues SS LA
Investigates social issues through data analysis and sociological texts, exploring existing data sets and published research. Topics may include social class, gender, race, ethnicity, sexuality, family, education, crime, political beliefs, and religion. A student may not receive credit for both 331-13600 and 331-13500. 3 credits. (F,Y)
331-20200 Women in Britain SS LA 1b
Examination of the various social, historical, political, and economic factors that affect the position of women in contemporary Britain. Comparisons are drawn with specific issues in other Western countries. Prerequisites: One course in social sciences. Offered only through the London Center. 3 credits. (F-S,Y)
331-20300 Juvenile Delinquency SS LA
Analysis of juvenile delinquency and its social reality. Systematic examination of issues in defining and measuring delinquency, theories of cause, gang behavior, the juvenile justice system, and issues and alternatives in response and treatment. Prerequisites: 331-10100. 3 credits. (F-S,Y)
331-20400 Sociology of Signs, Symbols, and Collective Beliefs SS LA 1b
Exploration of the extent to which thoughts and actions are stories about reality, and the ways these stories are supported by cultural artifacts like television shows, advertisements, fashion, heroes, criminals, and sex symbols. Prerequisites: 331-10100. 3 credits. (Y)
331-20600 Urban Sociology SS LA 1b
Growth of urbanization and the concomitant changes in function of such key community institutions as the family, education, religion, economy, and the polity. Included is the study of stratification and decision-making power in the community. Prerequisites: 331-10100. 3 credits. (F,Y)
331-20700 Race and Ethnicity SS LA 1a, 1b,h
Critical analysis of race and ethnic relations in the United States from assimilationist, pluralist, and Marxist perspectives. Comparative analysis of black, Latino, and white racial/ethnic experiences. Examinations of race and ethnicity as dimensions of social stratification and control. Specific concepts include prejudice, discrimination, institutional racism, internal colonialism, and ethnic identification. Prerequisites: One course in the social sciences or sophomore standing. 3 credits. (F-S,Y)
331-20800 Social Change SS LA 1b, h
Analysis of evolutionary and revolutionary social change from the perspective of critical sociology. Topics include the types of groups that mobilize for change, recruitment of new members, ideologies of groups, and leadership styles. Particular U.S. social change movements examined include labor, civil rights, anti-war, welfare rights, women's movement, and the new right. Prerequisites: 331-10100. 3 credits. (Y)
331-21000 Women's Lives SS LA 1a, 1b
Sociological analysis of womanhood. Consideration of the dynamics of race, class, historical moment, motherhood, and sexuality in defining and structuring women's lives. Feminist method of consciousness raising used in the analysis. Prerequisites: One course in the social sciences. 3 credits. (F,Y)
331-21200 Sociology of Work SS LA
Introductory survey investigating different kinds of work and their effects on the people who do them and on the society. Students analyze the power relations in work settings; trends in the distribution of jobs; what makes work satisfying; the effects of work on our psychic and physical health; the culture of language, values, songs, and jokes that develop in different work settings; women and work; work and minorities; unemployment; retirement; and more. Prerequisites: One course in the social sciences. 3 credits. (F,Y)
331-21300 Sexual Oppression SS LA 1b
Examination of how sexuality is defined in our society, stressing that it is cultural as well as biological, and often defined in oppressive ways. Students investigate how the intersection of gender with capitalism, race, ethnicity, and sexual orientation has a strong impact on the definition of sexuality. Prerequisites: One course in the social sciences or sophomore standing. 3 credits. (S,Y)
331-21400 Definitions of Normality SS LA 1b
Critical, analytical study of what it means to be outside the limits of society, and of the processes that define normality in particular historical moments. Study of exclusion and normality focuses on those defined as "bad" (criminals, delinquents, sexual outsiders, addicts), "mad" (mental patients), "sad" (blind, deaf, physically different), and "awe-ful" (freaks). Prerequisites: 331-10100. 3 credits. (F-S,Y)
331-21500 Introduction to Contemporary Mental Health Issues SS LA
Gives a basic understanding of some common issues in therapeutic counseling and therapy relationships, including personal and interpersonal power; sexual orientation; loss, separation, and death; cultural and/or racial variables; aging; drug use; and clinical hospital and rehabilitation "treatment" programs. Prerequisites: Six credits of sociology or psychology. 3 credits. (F-S,Y)
331-21600 Alternative Culture SS LA
Specifically addresses the problems of the design of alternative social forms using as examples writing about utopias and current explorations in alternative lifestyles. Prerequisites: One course in the social sciences or sophomore standing. 3 credits. (O)
331-21800 Individual and Society SS LA 1b
Focuses on the dynamic relationship between the individual and society and how people, individually and collectively, influence and change society. Beginning with the fundamental and age-old question, "How is social order possible?" examines the ways groups form and elaborate distinctive codes -- norms, roles, and values -- as well as the ways groups exert control over members' behavior. This leads to a second set of related questions: What is human nature? and How are individuals trained (i.e., socialized) for participation in society and for different positions in society? We see that childhood socialization can be powerful and yet can be overwhelmed by situational forces and by various forms of immediate social influence. Explores interaction in everyday life by focusing on a perspective that sees individuals playing an active role in managing their behavior and their emotions. Prerequisites: One course in the social sciences or sophomore standing. 3 credits. (S,O)
331-21900 Sociology of Religious Institutions SS LA 1b
Much of sociological examination focuses on institutions. Those institutions include the family, politics, economics, medicine, education, and religion. Sociologists define religion as the social arrangement involving beliefs and practices of the sacred. Students in this course examine various aspects of the role of religious institutions in society, especially in relation to American society. Prerequisites: One course in the social sciences. 3 credits. (IRR)
331-22000 Sociology of Aging LA SS
This course presents the prominent sociological theories and research about aging and the ways in which the experience of aging is socially constructed. Cross-listed with 780-22000. Students may not receive credit for both 331-22000 and 780-22000. Prerequisites: 331-10100 or 780-10100. 3 credits. (S,Y)
331-22600 Sociology of Hispanic Americans SS LA 1b
The Latino or Hispanic experience in the United States from a sociological perspective. Analysis of cultural traits and explanations of social behavior are developed and discussed as a case study within the larger U.S. culture. Social institutions and processes related to Hispanics are studied, such as mass media, language, education, religion, and social inequality. The course covers Hispanics in general, but focuses on the four largest groups: Mexican Americans, Puerto Ricans, Cubans, and Dominicans. Prerequisites: One course in sociology; sophomore standing. 3 credits. (S,E)
331-22800 Men's Lives SS LA 1a, 1b
Sociological analysis of manhood. Consideration of the dynamics of race, class, historical moment, fatherhood, and sexuality in defining and structuring men's lives. Sociological concepts such as the social construction of gender, ideology, patriarchy, power, roles, and socialization are employed in developing an analysis of men and masculinity. Prerequisites: One course in the social sciences or sophomore standing. 3 credits. (S,Y)
331-23610 American Jewish Life SS LA 1b, h
Exploration of contemporary Jewish life in the United States from a sociocultural perspective, looking at issues in the context of both Jewish and U.S. culture and history. Topics include immigrant background and experiences; ethnicity, class, and politics; responses to discrimination and social inequality; relations with other U.S. ethnic groups; changing family and gender relations; religious movements; secular Jewish culture; responses to international issues (Holocaust, Israel); American Jewish cultural diversity. Cross-listed with 339-23610. Students may not receive credit for both 331-23610 and 339-23610. Prerequisites: 331-10100. 3 credits. (Y)
Level-2 Selected Topics SS LA
Courses offered occasionally or experimentally within the concentration. Prerequisites: 331-10100 or one social sciences course. 3 credits. (F-S,Y)
331-29200 The Changing Family SS LA 1a, 1b
Examination of the variety of roles and diversity of forms the family has taken historically and cross-culturally. Stresses that there is no simple, constant definition of what a family is or does: families change as societies do. Students locate the specific economic, political, psychological, demographic, and other factors that both affect and are affected by changing family arrangements while encountering a wide range of contemporary issues and researching their own family histories. Prerequisites: One course in the social sciences. 3 credits. (F,Y)
331-29300 Introduction to Social Institutions and Organizations SS LA 1b
Institutions are social arrangements that, more or less effectively, serve the interests of one or more groups of people. Social institutions include political, economic, health care, and religious systems, as well as the family and formal education. Organizations are the structural arrangements by which individuals encounter these institutions. Students explore the parallels and differences between various types of institutions and organizations. They examine issues of power and ideology that affect institutional and organizational actors, including those with formal authority, subordinates, and clients. Prerequisites: One course in the social sciences or sophomore standing or above. 3 credits. (F,Y)
331-30100 Technology and Society SS LA
Study of the kinds of social relationships generated by technology, exploring the following questions: (1) How do technology and social structures relate to each other? (2) What values, beliefs, and ways of thinking create contexts for new technology? How does technology create different values, beliefs, and ways of interpreting the world? (3) How can new technology present opportunities to create different social organization? Prerequisites: 331-10100; three courses in the social sciences. 3 credits. (S,O)
331-30200 Sociology of Crime SS LA
Analysis of the social reality of crime and law, the patterns of criminal behavior, the political economy of crime, and the social organization of law enforcement (police arrest, trial, and sentencing). Crime and law are studied as settings in which social and political decisions are made. Prerequisites: 331-20300. 3 credits. (F,Y)
331-30300 Global Race and Ethnic Relations SS LA 1b,g
Critical analysis of precursors of contemporary racial ideology, including right of conquest, polygenesis, monogenesis, social Darwinism, and eugenics. Analysis of major sociological theories of racial stratification, pluralism, and conflict. Topics include racism, capitalism, and imperialism; biology, culture, and race; the new ethnicity; comparative racial and ethnic stratification; and segmentation in the United States, Latin America, the Caribbean, Africa, and Southeast Asia. Prerequisites: 331-10100; three courses in the social sciences. 3 credits. (Y)
331-30600 Space of Intimacy SS LA
Study of personal growth and how humans create and develop the space of intimacy. Theoretical and applied explanations and discussions of how social, personal, and intimate spaces are made with others. Detailed analysis of what human beings do within the space of intimacy once it has been created in action. Readings and discussions center on how humans function within the space of intimacy in terms of loving, sexuality, possession, and jealousy; respect, commitment, and trust; promise making, promise keeping, and forgiving; interpersonal conflict, lying, and change; privacy, making boundaries, touching, and affection. Prerequisites: 331-10100; three courses in the social sciences. 3 credits. (IRR)
331-30700 Social Policy SS LA
Introduction to fundamental issues of social policy analysis. Issues are viewed within the context of both traditional and emergent theories of inequality, with an emphasis on the limitations of contemporary welfare-state social programs in reducing inequality. Prerequisites: 331-10100; three courses in the social sciences. 3 credits. (Y)
331-30800 Counseling Theory and Dynamics SS LA
Presents theories about how people grow and change while increasing students' awareness of how they grow, act, and react in a counseling or "helping" relationship. Study of how helping people relates to broader societal political issues, and how they connect in a political way to the larger society when
engaged in counseling or a "helping" relationship. Prerequisites: Three courses in sociology and/or political science and/or psychology. 3 credits. (F,Y)
331-30900 Group Counseling SS LA
Provides cognitive and experiential understandings of the function of "helping groups." Students experience how different kinds of "helping groups" are appropriate for different objectives, while gaining an understanding of the range of skills and knowledge needed to be a competent group leader. Prerequisites: Three courses in sociology and/or political science and/or psychology. 3 credits. (S,Y)
331-31000 Civil Rights and Social Movements SS LA
Uses the civil rights movements of the 1960s as a vehicle to explore theories of social justice and inequality. Themes include strategies for social change and conflict necessary for social transformation. Prerequisites: 331-10100; two additional courses in the social sciences, one of which must be in the race and ethnic relations concentration. 3 credits. (IRR)
331-31100 Sociological Theory SS LA
Analysis and evaluation of some theories of society. Development of a critical framework within which to generate hypotheses of social structure and social change. Emphasis is placed on the historical and contextual nature of theory. Prerequisites: Majors and minors only; 331-10100; three courses in the social sciences. 3 credits. (F-S,Y)
331-31200 Culture and Society: An International Field Experience LA SS g
Students meet during the term to analyze social conflicts in a particular country as preparation for a three-week trip following the semester. Focus is on racial and/or ethnic issues as seen through the eyes of residents in the host country. Specific topics vary depending on the host country but usually include internal relations among different groups, themes related to colonization experiences, and the experience of immigrants to the United States. Activities in the host country include class instruction; excursions to archaeological sites as well as locations of contemporary interest; field trips to museums and colonial areas; and visits to urban and rural sectors. Students are required to pay all travel and trip-related expenses. Prerequisites: 331-10100; junior standing or above; 2.50 GPA; permission of instructor. 3 credits. (F or S,Y)
331-31300 Social Inequality SS LA 1b
Socioeconomic aspects of inequality, power, and social mobility in industrial societies. Marxist and functionalist theories are examined, with primary reference to empirical data on the contemporary American stratification system. Prerequisites: 331-10100; three courses in the social sciences. 3 credits. (Y)
331-31400 Sociology of Health and Medicine SS LA
Analysis of contemporary issues of health and medicine using the concepts and theories of medical sociology and critical analysis. Topics include the sick role and labeling perspectives, analysis of practitioners, the social organization of medical care, social epidemiology, and contemporary critical debates in the field. Prerequisites: 331-10100; three courses in the social sciences. 3 credits. (S,Y)
331-31600 Women and Health SS LA
Analysis of the conditions for and experiences of women as patients, from birth control to birthing to aging; analysis of women as health care providers, physicians, nurses, lay and alternative healers; and analysis of the women's health care movement. Examination of these issues within a broad historical and comparative framework (e.g., 19th-century feminism, 20th-century third-world activism). Prerequisites: Three courses in the social sciences. 3 credits. (S,Y)
331-31800 Political Sociology SS LA
Explores power and ideology at three levels: (1) the micro level of face-to-face interactions and small groups; (2) the intermediate level of organizations such as local and regional governments, mental institutions, and schools; and (3) the macro level of national societies. Considers how power systems are maintained and the conditions under which they are challenged and changed. Prerequisites: 331-10100; two other courses in sociology or politics. 3 credits. (S,O)
331-32200 Forms of Punishment SS LA
Study of punishment and its varied forms as defined by the social, political, and economic contexts within which they emerge. Students study asylums, jails, prisons, and other institutional forms of punishment as well as all nonvoluntary forms of "treatment." Not limited to the study of stone walls and iron bars, as the architecture of power and punishment takes many forms. Prerequisites: 331-20300. 3 credits. (Y)
331-32300 Family Violence SS LA
Causes and manifestations of violence and abuse in the home. Explores wife beating, child abuse, sibling-related attacks, sexual abuse of children, incest, husband abuse, marital rape, and premarital violence. Students also delineate the institutions that breed and perpetuate this problem, as well as treatment approaches, prevention, and community responses. Prerequisites: 331-10100; two additional courses in the social sciences. 3 credits. (Y)
331-32400 Sociology of Violence SS LA
Examines theoretical frameworks that attempt to illuminate the origins of violence. Interpersonal, group, and collective forms of violence are analyzed; specific types of violence are studied in depth. Prerequisites: 331-10100; two additional courses in the social sciences. 3 credits. (IRR)
331-32500 Race, Class, and Gender SS LA
Shows how to analyze various issues affecting race, class, and gender in the United States, and helps students develop the ability to examine and analyze the economic, social, political, and cultural roles of members of our society, focusing on the intersection of race, class, and gender. Prerequisites: 331-10100; two additional courses in the social sciences. 3 credits. (IRR)
331-32700 Work and the Family SS LA
Analysis of the impact of work on family dynamics and the impact of family factors on work orientation. Topics include the roles and socialization of provider and homemaker, typologies of work and of family experience, and work and family in various historical periods and classes. Focus on dual-career families and policies regarding work and family. Prerequisites: 331-10100; two additional courses in the social sciences. 3 credits. (S, IRR)
Level-3 Selected Topics SS LA
Courses offered occasionally or experimentally within the concentration. Prerequisites: 331-10100; two additional social science courses. 3 credits. (F-S,Y)
331-34100 Minorities in the United Kingdom SS LA 1b
A study of ethnic groups in the U.K. (including Indian, black, Cypriot, Irish, and Jewish). The course examines patterns of immigration, integration, and conflict. Comparisons are drawn with minorities in other countries. Prerequisites: Three courses in the social sciences. Offered only through the London Center. 3 credits. (F-S,Y)
331-34300 The Sociology of Gender SS LA
Examination of the social processes through which biological sex is transformed and institutionalized in cultural relationships known as "gender." Students ask what the societal causes and consequences are of "acting like a lady" and "being a man" and investigate how gender is constructed, reconstructed, and deconstructed through popular culture, family, and work arrangements; personal relationships; organizations; and social movements. Prerequisites: 331-10100; two of the following: 331-21000, 331-21300, 331-22800. 3 credits. (F,Y)
331-34600 Methods of Social Work Practice SS LA
Acquaints students with a variety of theoretical approaches to social work practice and develops the student's interviewing skills, including his or her ability to plan, implement, and evaluate social work intervention. Students are required to become involved in fieldwork experiences. Primary emphasis is placed on identifying and learning about the helping process. Questions of style and factors involved in treatment planning and implementation are also stressed. (Course must be taken concurrently with 331-34700.) 3 credits. (Y)
331-34700 Supervised Fieldwork NLA
Designed to be taken concurrently with 331-34600. It provides students with a fieldwork experience that augments and clarifies classroom material. There is a two-hour-per-week group supervision meeting, as well as individual supervision to focus on skills and specific situations encountered during fieldwork placements. 3 credits. (Y)
331-35100 Sociology of Education SS LA
This course examines the role of education and the structure of educational institutions (including colleges and universities) in American society. The process by which skills, cultural norms, and cultural views are transmitted is studied. Also, the distribution of educational opportunity is explored. These issues are dealt with at the level of the classroom, the school, and the community. The latter part of the course focuses on the creation of change in the educational system. Prerequisites: 331-10100; two courses in the social sciences. 3 credits. (F, IRR)
331-35300 Research Methods I SS LA
Introduces students to the research methods used by sociologists. Topics include theories about causation; quantitative and qualitative methods of collecting and
analyzing data; and the ethics and politics of social science research. Students conduct several small research projects to practice each of the methods introduced in the course. Students also review basic statistical and quantitative analysis. Students take the first steps in conducting an original research project by formulating a research question and reviewing the relevant literature. Prerequisites: 331-10100; two other sociology courses; and one of the following: 313-15500, 313-24300, 313-24400, 330-20700. 3 credits. (F-S,Y)
331-35400 Research Methods II SS LA
A continuation of 331-35300. Students are guided through an original research project in which they prepare a research plan, including choosing a feasible method appropriate to their topic, and collect, analyze, and present data. Students also are taught more sophisticated approaches to statistical and quantitative analysis than in Research Methods I. Prerequisites: 331-35300. 3 credits. (F-S,Y)
331-36100 Social Welfare and Social Work SS LA
Analysis of the role of the social worker as an agent of change. Development of a knowledge of the principles, values, and methods of social work. Students may do volunteer work in the community and are aided in securing summer fieldwork placement if desired. Prerequisites: One course in psychology; a social problems course; junior standing; permission of instructor. 3 credits. (F,Y)
331-37000 Counseling the Older Adult SS LA
Combines theory about and practice of basic counseling skills with information about issues faced by older adults and their families. Analyzes the lives of today's older adults within the frameworks of social institutions and race, class, and gender. Prerequisites: 331-10100 or 780-10100; at least one of the following: 331-21500, 331-30800, 331-30900, 331-34600, 330-36600, 339-34000, 661-23800, 662-24000, 672-48000; sophomore standing or above. 3 credits. (S,Y)
331-37600 Poverty SS LA
Examination of poverty in contemporary United States from three perspectives: (1) The ethnographic perspective -- understanding poverty through anthropological case studies, which is the emphasis in the course; (2) the holistic perspective -- examining the social and cultural context in which poverty exists, searching for causal factors; and (3) the applied perspective -- evaluating policy and programs for dealing with or eliminating poverty. Cross-listed with 339-37600. Students may not receive credit for both 331-37600 and 339-37600. Prerequisites: 331-10100; two courses in the social sciences. 3 credits. (Y)
331-40100 Community Organizing SS LA
Designed to sensitize students to some of the recurrent tasks faced by community organizers in their attempts to develop task-oriented groups, and maintain group participation and effectiveness. Exposes students to practical fieldwork situations in which classroom instruction, information, and insights are tested and improved. Community service. Prerequisites: 331-10100; three courses in the social sciences. 3 credits. (IRR)
331-40200 Society and Nature SS LA
Explores the assertion that the central activity of the individual and collectivities of individuals must be ecological. Students are asked to investigate their capacity to be ecologically "knowing." What does it mean to define our relationships to the places in which we live? Where is this place? What is relationship? What does it mean to "know" or to "experience" ecologically? Prerequisites: 331-10100; 339-10400; junior or senior standing. 3 credits. (F,Y)
331-41200 Seminar: The National Health System SS LA
A study of the history, development, and function of the national health system in the context of the welfare state, education, housing, class structure, income, and politics in Great Britain. Comparison of the American and British health care schemes. Only offered through the London Center. 3 credits. (F-S,Y)
331-41400 Seminar: Mental Health Intervention with Special Populations SS LA
An advanced seminar that examines, from a sociological perspective, the form and content of therapeutic interventions with special (unique) populations such as women, African Americans, individuals with disabilities, ethnic minorities, the aged, and homosexuals. The intersection of sex, class, racial, and ethnic factors relating to both clients and clinicians is also a major focus. A sociological analysis of major issues relevant to these populations is stressed so that students can begin to identify areas of concern, skill requirements, structural designs, and specific areas of knowledge important in creating alternative intervention models. Prerequisites: 331-10100; at least four other sociology courses (at least two at level 3). 3 credits. (F-S,Y)
331-41500 Seminar: The Police SS LA
Explores both the problems for society of policing its members and the social meaning of policing as experienced by individuals. Topics include the work of the police, relationships with the legal system, discretion and partiality, and current controversies about undercover operations, the use of deadly force, police crime, etc. Prerequisites: 331-10100; three upper-level sociology courses. 3 credits. (Y)
331-41600 Seminar: Treatment and Prevention of Family Violence SS LA
A follow-up to 331-32300; explores the international issues of abuse of women and children, as well as how service providers can deal with abuse within the family. Such problems as marital rape, elder abuse, child sexual abuse, wife battering, and gay and lesbian battering are looked at through the prism of treatment and prevention. Social policy issues are explored in depth. Prerequisites: 331-32300. 3 credits. (IRR)
331-41800 Seminar: Sociology of Law SS LA
The domain of our study is the law and the legal order, both individual rules and the complex of the legal system. We study the law in the books and the law in action. Theory and research connected to criminal and civil law reveal how law affects society and how society, in turn, affects law. We develop an analysis that is explicitly policy oriented in its emphasis. Such an analysis explains the relationship among law, the legal order, and society, and teaches us how to use the legal order to solve existential difficulties. Prerequisites: 331-30200. 3 credits. (IRR)
331-41900 Seminar: Women in the Third World SS LA g
A seminar that exposes students to various issues affecting women in the third world. It helps broaden students' perspective and increase their awareness of issues such as motherhood, oppression, submission, sexuality, leadership, and feminism in the third world. Prerequisites: 331-10100; three courses in the social sciences. 3 credits. (IRR)
331-42100 Seminar: Race, Racism, and the Law SS LA
A seminar in which students synthesize much of what they have learned through the years about the development of racial relations in the United States. The role of race as a social concept is analyzed in conjunction with the social institutions of racism and law. Sociological theories and established as well as contemporary research findings are discussed and analyzed in the context of de jure and de facto segregation and discrimination. This course promotes understanding of the role that law has played in the support of racism in this country, as well as in the elimination of segregation and racial subordination. Prerequisites: 331-10100; one course in the race and ethnic relations concentration; two additional courses in the social sciences. 3 credits. (IRR)
331-42200 Seminar: Family Forms SS LA
The family is very diverse. There are no specific and regular forms to family structure. This seminar explores the various forms: gay and lesbian families, single-parent families, dual-career families, multiracial families. Students have an opportunity to interview and present on these varying structures. Prerequisites: 331-10100; three additional courses in the social sciences. 3 credits. (IRR)
331-42500 Seminar: Sociological Feminist Theory SS LA
A summary of various approaches to feminist theory within sociology: liberal, radical, socialist, ecofeminist, and third-wave feminist. Using a basic understanding of these perspectives, the course explores either current developments in feminist theory within sociology or responses from each approach to a particular issue. Prerequisites: Three courses in the women's studies minor and/or in the gender concentration in sociology; junior standing or above. 3 credits. (Y)
331-42700 Seminar: Class, Gender, and Work SS LA
A seminar on the complex interrelationship of class and gender in a variety of work settings. Topics include reactions of men to women working as peers, gender-specific class consciousness of women workers, and ways that gender-class factors influence supervisor-supervisee relationships. Prerequisites: 331-10100; three additional courses in the social sciences. 3 credits. (IRR)
331-42800 Simulating Social Processes SS LA
Simulations and exercises have wide application in teaching research, policy planning, and sensitivity training. This course examines the theory behind simulations and uses simulations, games, and exercises to examine several key social issues including organizing for social change, policy planning, stratification, power, racism, and sexism. Students design, run, and debrief social simulations. Prerequisites: 331-10100; either three upper-level sociology courses or three upper-level courses in one other social science major. 3 credits. (S,Y)
Level-4 Selected Topics SS LA
Courses offered occasionally or experimentally within the concentration. Prerequisites: 331-10100; three upper-level social science courses. 3 credits. (F-S,Y)
331-44000-331-44800 Tutorials U LA
Intensive study of a limited topic with a small group of students. Prerequisites: 331-10100; junior or senior standing; three courses in sociology; permission of instructor. 3 credits. (IRR)
331-46300 Field Research SS LA
Projects arranged individually at the student's request with individual instructors and with departmental approval. Prerequisites: Three courses in the social sciences. Variable credit. (F-S,Y)
331-46500 Honors in Sociology I SS LA
The honors program in sociology is a two-semester capstone experience that recognizes the outstanding scholarship of sociology majors and minors. Students accepted in the sociology honors program engage in collaborative research in a new area of study or in a substantial extension of topics as developed in the honors seminar. Criteria for admission to the program: Majors - 30 credits in sociology including 331-31100 (Sociological Theory), 331-35000 (Research Methods), or 313-15500 (Statistics) or equivalent; 3.40 or higher GPA in sociology and 3.00 GPA overall. Minors - 18 credits in sociology including 331-31100 (Sociological Theory), 331-35000 (Research Methods), or 313-15500 (Statistics) or equivalent; 3.60 or higher GPA in sociology and 3.00 GPA overall. Students must complete both 331-46500 and 331-46600 to be eligible to receive honors in sociology. Prerequisites: Permission of instructor. 3 credits. (F,Y)
331-46600 Honors in Sociology II SS LA
The honors program in sociology is a two-semester capstone experience that recognizes outstanding scholarship of sociology majors and minors. Students accepted in the sociology honors program engage in collaborative research in a new area of study or in a substantial extension of topics as developed in the honors seminar. Prerequisites: 331-46500; permission of instructor. 3 credits. (S,Y)
331-47000-331-47800 Independent Studies U LA
A course within this concentration arranged individually between student and instructor. A proposal for the topic and specific plans must be approved by the dean's office of the School of Humanities and Sciences. Prerequisites: Three courses in social sciences; permission of instructor. 1-4 credits. (F-S,Y)
331-47001-331-47501 Independent Studies Course U LA
Students pursue independent studies in an area of sociology of their choosing. Students meet as a group each week to share ideas and report on their progress. Students meet individually with the course professor on a regular basis to discuss their work. At the end of the semester, students present their work in a formal symposium and turn in a final paper. Prerequisites: Three courses in social sciences; permission of instructor. 1-4 credits. (F,S Y)
331-48000 Seminar on the Sociology of Pedagogy SS LA
This is designed to supplement the practicum on teaching assistance and is required for teaching assistants in sociology courses. It presents the theoretical approach to teaching generally shared by sociology department faculty. A variety of pedagogical theories, including that of Paulo Freire, are examined using an ongoing analysis of the relationship between educational theories and larger social forces and historical conditions. The seminar meets as four half-day workshops during the semester. The seminar is team-taught by the instructors of courses using teaching assistants. The format includes didactic presentation of theoretical material and discussion of it, along with focused papers on the reading. The required reading must be completed before the seminar workshop. In the workshop at the end of the semester, the text material is reviewed with analysis of its application in the teaching assistance experience. Prerequisites: 331-10100; three upper-level sociology courses; permission of instructor. 1 credit. (F-S,Y)
331-48100 Practicum in Teaching Assistance NLA
Leadership skills for leading educational discussion groups. Open to students who are acting as teaching assistants in sociology courses. Prerequisites: 331-10100; three upper-level sociology courses; permission of instructor. Corequisites: 331-48000. 2 credits. (F-S,Y)
331-48200 Research Methods Teaching Assistant NLA
Teaching assistants tutor students about topics in the research methods courses. TAs work individually and with small groups of students to help them pursue an original research project. This includes helping students select topics, choose an appropriate method of research, design research tools, and collect, analyze, and present data and findings. TAs assist with class exercises. TAs also comment on drafts of student research papers. Students may repeat the experience one time but may not receive a total of more than 4 credits. Prerequisites: 331-35400; permission of instructor. 1-4 credits. (F-S,Y)
331-48800 Counseling the Older Adult: Research SS LA
Students examine the issues faced by older adults and their families, analyzing the lives of today's older adults within the frameworks of social institutions and of race, class, and gender. Students also learn the theories of basic counseling and related skills focusing on the application of these theories and skills when working with older adults. The course covers the same content as 331-37000 but with an additional research element involving the published literature and sociological theory. Prerequisites: Sociology major or minor; 331-10100 or 780-10100; at least one of the following: 331-21500, 331-30800, 331-30900, 331-34600, 330-36600, 339-34000, 661-23800, 662-24000, 672-48000; junior standing. Students may not receive credit for both 331-37000 and 331-48800. 3 credits. (S,Y)
331-49000-331-49800 Internship: Sociology NLA
Internships arranged individually at the student's request with individual instructors, a sponsoring agency, and with departmental approval. Prerequisites: Three courses in the social sciences. See information on internships, p. 198. Also offered through the London Center by special permission. Variable credit. (F-S)
331-49001-331-49801 Internship Course
Students arrange for internships in local agencies. Students meet as a group each week to share experiences and report on their progress. Students meet individually with the course professor on a regular basis to discuss their work. Prerequisites: Sociology majors or minors who have completed three-quarters of the major or minor; permission of instructor. 2-6 credits. (F,S Y)
A. Ozolins, Office of Publications, 21. October, 2002


text:
Andy C. Aston's gravestone is found with others just outside of a fenced plot that contains the graves of three of his family members. The Astons are in an area where there are older markers, some dated, some not.
It was winter when I visited the country cemetery, so the grass was brown and the fields bare.
I don't know if there are Aston descendants still in the area, but there are believers that Andy's wife, Dollie Ficklin, still visits their home on Bridge Street, even though she is reported to have died in 1961.
The Aston family plot and surrounding fence have fallen into disrepair and the weeds are high and the buffalo grass is thick.
When thirty-nine year-old Andy Aston asked young Dollie Ficklin to marry him she was twenty-one. He promised that if she would say yes to his proposal, he would build her one of the finest homes to be found. She agreed. Their marriage is recorded in Book D/page 200 of Hood County Marriages as having taken place on the 30th of January in 1896. The famed Aston House still stands at
Andy Aston and his partner, George Landers, owned and operated a saloon at
Carrie Nation visited Granbury in 1905, and in 1906 the local voters approved prohibition. Ms. Nation's efforts in outlawing liquor succeeded. Aston and Landers "sold every drop of liquor in the saloon; taking in over $100 the night before prohibition took effect." Aston later had the building converted into a harness and buggy shop.
Andy C. Aston
Oct. 8, 1857 – Aug. 19, 1917
"The Lord is my shepherd. I shall not want."
Hood County Texas Genealogical Society
Mount Pleasant Cemetery, Tolar, Hood County, Texas
All photographs were taken by me, Judith Richards Shubert
2008 Mount Pleasant Cemetery


text:
Abortion rights advocates and opponents in Congress reached a rare bipartisan consensus at a Friday hearing: Both sides agreed on the effectiveness of a ban on federal abortion funding.
Known as the Hyde Amendment, the 40-year-old law restricting federal funding for abortions has shown to be effective in curbing the number of abortions performed, both sides agreed. For anti-abortion Republicans, the policy's functionality proves its success. But for abortion rights supporters, it's a sign that women are simply being denied health care, NBC News reported.
Rep. Trent Franks said the fact that abortion hasn't become a major issue in this general election campaign is disappointing.
"The American people deserve to know where the candidates stand, in the most important election this century and in the last century," he said. Franks presided over the House judiciary subcommittee hearing Friday morning.


text:
Slicker Strap ONGUARD O OverBoots Men's Cleated Self PVC Cleaning Yellow Size 17" Thane Outsole Height 13 Flex with and 88050 For a true taste of Tuscany, it is not enough to visit a "gelateria" or to savor the wines of Chianti. In the city of Florence, there is a dish which has gained worldwide acclaim thanks to its fantastic flavor and traditional preparation: "Bistecca alla Fiorentina" dates back to the 1200's, when English merchants visiting Florence stumbled upon meat being cooked in the town squares. The origin of the word "bistecca" is thought to derive from the English words "beef steak". These days, it is possible to find the dish on menus all over the world, although the most authentic experience comes from tasting the steak in its home region of Tuscany.
Today as in days past, the source of the meat is Tuscan cattle, between 12 and 18 months old. However, there are now restrictions upon which steaks can bear the name of Bistecca alla Fiorentina. The meat is thinly sliced (four to six centimeters) and grilled over wood or charcoal for five minutes on each side. The result is a crisp brown exterior contrasting with succulent pink inside. The flavor of the beef is such that seasonings are superfluous and forbidden. Most importantly, Bistecca alla Fiorentina must be produced from the meat of either Maremma, or, more likely, Chianina cattle, a local breed which has long played a role in Tuscan agriculture.
Chianina cattle are a noble breed of cattle, striking both for their impressive size (the world's tallest and heaviest) and their pure white appearance. Originating from and named for the "Valdichiana" (=Chiana valley) in Tuscany, it can seem that they are carved from marble as they graze in the fertile fields. Chianina oxen were a source of power for plowing farmed fields before industrialization. Today, they are bred primarily for their meat, given their growth rate, the high quality of the meat, and their adaptation to bright, hot Italian summers. Chianina also make regular appearances in historical processions, easily as spectacular in their ivory coats as the humans who parade behind them in colored and gilded medieval costumes.
In the small historical village of Panzano in Chianti, not far from Hotel Le Fontanelle (50 minutes driving), there is a butchery made famous as much for its meat as for its singing butcher, Dario Cecchini. "The Antica Macelleria Cecchini" (old Cecchini butchery) has become a popular tourist attraction in recent years, and Dario Cecchini has opened a successful restaurant with two communal seatings per evening. Panzano is also home to the annual "Festa della Stagion Buona" (=Festival of the good season), held each April 25 (Italian Liberation Day) to mark the beginning of the nationwide spring and summer festival season. A Chianti wine festival is also held in Panzano in late September.