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July 26, 2013
It's been quite a week. I had big plans to share my new favorite salad (come back on Monday) and my foolproof method for sautéing chicken cutlets with a buttery pan sauce in 15 minutes (come back on Tuesday), but both were waylaid by my birthday.
Yup, the hungry mama turned, ahem, 28 this year. (I know: it's a big one!)
My birthday was full of grump at first (because I didn't really turn 28), and then full of surprises. BIG, happy surprises. And work, well, other than the essentials—handing in some deadlines, getting on a few conference calls, and doing a first real family food session with a new, fantastic client—it fell by the wayside. And I feel great.
Skipping out on my super packed work schedule stresses me out. Big time. But I usually skip out to do thrilling things like errands or maybe get my nails done while I try to do a little work on my phone. You know, to keep up. I never really let go. I rarely completely relax. I was forced to this week and—what a reminder—when I charge myself up, I get back to it with energy and enthusiasm.
Go figure, right?
It's amazing what a difference energy and enthusiasm make. I know that sounds silly (of course they make a difference, Stacie!), but I forget and think that maybe you do, too. Because we're busy taking care of our little people (some of our big people, too), making dinners, packing lunches, organizing camp and play dates, getting ready for the school year, keeping the house in order (well, as much as is possible), working, and so much more.
I also forget what a difference it makes to the whole family when I show up to life feeling replenished.
I actually get to be alone some more this weekend—the hungry boys are off to visit grandma (a birthday gift!)—and when they get back I'm looking forward to being with them. (You read correctly, looking forward to it!)
I hope you can do the same: take time for yourself, recharge and get back to it with the love, patience and enthusiasm that created your family in the first place. Maybe you'll have a laid back BBQ (check out these 8 awesome summer BBQ recipes including grilled plum toastadas!!), or a picnic by the beach or in your backyard with these 9 picnic recipes perfect for dining al fresco.
Whatever you do, I hope it's restorative and, of course, delicious!
Happy Birthday! Such a lovely present to give you some time and space. Enjoy it!
Happy Birthday! Cant wit to see your future posts!


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Movie Night - Hidden Figures (PG)
July 8, 2017
The incredible untold story of Katherine G. Johnson, Dorothy Vaughan and Mary Jackson - brilliant African-American women working at NASA, who served as the brains behind one of the greatest operations in history: the launch of astronaut John Glenn into orbit, a stunning achievement that restored the nation's confidence, turned around the Space Race, and galvanized the world. The visionary trio crossed all gender and race lines to inspire generations to dream big.
Note: This film is rated PG, and that's something to think about if you have little ones.
Picnic and lawn chairs welcome. Willow Fork Drainage District's Central Green is a family, fun environment with a wide variety of events from Tai Chi, Home School classes, movies, festivals, concerts and more! All events at WFDD Central Green are FREE to the public and made possible by the Willow Fork Drainage District.
Please no alcohol, glass, balls or pets.

subset: commoncrawl


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VENTURA, Calif. --A big cleanup effort was under way Tuesday in Ventura where crude oil from a broken pipeline spilled onto a beach.
A minor landslide caused the break in the oil fields near Faria Beach, about 10 miles northwest of Ventura.
Officials say about 55 gallons of oil flowed down the ravine and made its way to the sand.
Ventura City and County hazardous materials squads along with the Coast Guard were working with environmental health officials to clean up the mess.
The cause of the spill was under investigation. No reports of injured wildlife had been received as of Tuesday afternoon.


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Academic Senate of the California State UniversityMINUTES
Meeting of May 7-8, 1998CSU Headquarters, Long Beach, CA
CALL TO ORDER: The meeting was called to order at 1:30 p.m. on Thursday, May 7, 1998, by Chair James Highsmith.
ROLL CALL: Senators and alternates (*) attending the meeting were: (Bakersfield) Jacquelyn Kegley; (Chico) Paul Spear; (Dominguez Hills) Hal Charnofsky, Dick Williams; (Fresno) Jacinta Amaral, James Highsmith, Lester Pincu; (Fullerton) Vincent Buck, William Meyer, Barry Pasternack; (Hayward) Judith Stanley, Don Wort; (Humboldt) Elmo Moore, Marshelle Thobaben; (Long Beach) Gene Dinielli, Simon George, Patricia Rozée; (Los Angeles) Dorothy Keane, Rosemarie Marshall; (Maritime Academy) Ralph Davis; (Monterey Bay) J. Ken Nishita; (Northridge) Michael Reagan, Gerald Resendez, Mary Lee Sparling; (Pomona) Edward Fonda, Rochelle Kellner; (Sacramento) Cristy Jensen, Louise Timmer; (San Bernardino) Walter Oliver, C. E. Tapie Rohm; (San Diego) Annette Easton, Dan Whitney; (San Francisco) Eunice Aaron, Robert Cherny, Gary Hammerstrom; (San José) David McNeil, Bethany Shifflett; (San Luis Obispo) Reginald Gooden, Thomas Hale, Timothy Kersten; (San Marcos) A. Sandy Parsons; (Sonoma) Robert Girling, Susan McKillop; (Stanislaus) Richard Levering, Pamela Russ; (Chancellor's Office) Charles Lindahl.
During the course of the meeting the Chair introduced:
Patricia Henry, Executive Staff Assistant to Executive Vice Chancellor
Harold Goldwhite, Faculty Trustee and Professor of Chemistry, CSU Los Angeles
Terry Jones, President, California Faculty Association
Leonard Mathy, Professor Emeritus, Emeritus and Retired Faculty Association representative to the Academic Senate
Donald Moore, Consultant, Association of California State University Professors
Maynard Robinson, General Manager, Technology Infrastructure Partnership, IRT
David S. Spence, Executive Vice Chancellor
Johnetta Anderson, Technical Assistant, Chancellors Office
Deborah Hennessy, Executive Director, Academic Senate CSU
José Lopez, Clerical Assistant, Academic Senate CSU
Margaret Price, Staff Assistant - Documents, Academic Senate CSU
Amy Romanus, Temporary Clerical Assistant, Academic Senate CSU
Announcement of Times Certain
Thursday, May 7, 1998
2:00 p.m. David S. Spence, Executive Vice Chancellor
2:45 p.m. Terry Jones, President, California Faculty Association
3:30 p.m. Maynard Robinson, General Manager, Technology
Infrastructure Partnership, IRT
* * * * *
Id like to take this opportunity to thank the people who have worked so hard on behalf of the Senate. First of all, all of youI really do appreciate your efforts over the past three years, and especially the last year, to conclude a lot of projects that we have been involved with, some much longer than my being chair. I especially want to thank and recognize the people who served as committee chairs over the past three years. As a former chair told me, the work of the Senate critically depends on the quality of the committee chairs and if we do not have high quality work coming from those committees, we will have problems. It is on the backs of the chairs that this work occurs. They have to be the one who is encouraging their groups and assuring that if someone falls short, that the work still gets done. My thanks go to all the past chairs of committees but especially the current chairs of committeeswould you please stand now. My victims in crime have been over the past few years Senator Heisch, who is not with us; Senator Marshall, who is with us, as well as Senators Charnofsky, Stanley, Dinielli, Oliver, Thobaben, and Hammerstrom; and who have I missed? I think that gets them all.
Bernie is not here. Harold is now Trustee and hes been a victim in crime, too. These folks who served on the executive committee spent more time, listened to more talking by the person who is talking now than they ever wanted to, and I have to thank them very much for putting up with me and being an incredible assist to the committee workand not just an assist, often they did itbut also being the people who helped the committee chairs and the committees in their work. Id like them all to stand so that we can honor them. It really does take substantial willingness to be self-abusive to want to go on the executive committee and I really do appreciate their work.
Two people I need to specially recognizeKen Nishita we threw into the job of GE chair probably without adequate preparation since hes coming from a new campus and we didnt make him sit through years and years of GE work before we made him chair and, Ken, thank you very much for being willing to step up and do that. And Senator Williams, whose brass statue is being made even as we speak, volunteered last year to sit through all the CETI stuff on our behalf to try to assure that there was some sane and rational faculty voice there, and Im not suggesting that those two sets of adjectives have to go togethersane and rational and they happen to be facultyat the table, especially the closed deliberations, I really do appreciate his willingness to do that. When he told us how many hours he spent just in one semester, it absolutely scared me. I know he was not paid enough nor compensated enough, therefore I hope he has something in his memoirs that is worth repeating. Now Im going to question his sanity at this point. He was sane last year but when we began yesterday thinking about the future of what might happen based on Maynards discussion and realized that not surprisingly we would need faculty representation on some of the groups that will continue, I approached him and said, "Now Dick, what do you think we should do?" And he said, "Well, we need people who know whats going on." I said, would you be willing to continue, and he said yes. This is like Catch 22if youre sane enough...What is it, Gene? Explain the Mission theory.
"The Catch 22, as I recall, is variously stated in Catch 22, but mainly they can do anything you cant stop them from doing. But if youre sane enough to see the craziness of the missions, then you can go on more." (Gene Dinielli) Dick, do you want to reconsider now? "Gotta say OK." (Dick Williams) Now in all seriousness, folks, I think we owe a real debt of gratitude to Dick.
The staffthe staff did not want (Debbie and Margaret dont leave!). The staff did not want a lot of gifts and a lot of hoopla, theyre always insistent on being modest. We have made a gift in their name to the American Red Cross, at their request. I just want you to be aware that I am always looking for little things to give them so I had to buy a few little tiny things so they have been given a few mementos just so you know that that happened. I think we ought to thank the staff for all their efforts. I know what they do is not worth what they get paid. You catch my drift. Yes, I didnt tell José to stay because he was staying put, he wasnt trying to walk out the door.
The nice thing about doing the report at the end is weve gone through a lot of items so I dont have to belabor a lot of discussion about issues that weve already dealt with. You are aware of the budget augmentation issues and the concerns that we have regarding how we go forward. I think this is something the new executive committee is going to have to be very alert to, not just for this years budget but in the process this summer of the development of the next budget. It is clear that we cannot predict what the revenue picture will look like and where the politics will take us. We have to be nimble and ready to move in directions that seem advantageous and I hope you will have the level of confidence that you have had in past executive committees to act on your behalf even if we havent considered all these things in advance. Thats what you elect people to the executive committee to do to take on that responsibility. I did want to assure you that I have had discussions with David Spence and with Maynard Robinson about faculty representation on the CETI committees that will be working during the summer and into the next year and theyve indicated that there needs to be a commitment to making sure that that happens and that that will work. I hope Im not speaking out of turnas David is not hereOK, so David cant correct me.
With regard to some of our long-term projects, there had been discussion with David Spence and with Chuck Lindahl in Executive Committee about how Cornerstones implementation will occur and the involvement of faculty there. I think weve received assurance that no matter what preliminary discussions may have occurred with the presidents about what things individual campuses might want to identify as priorities for them or things theyre particularly interested in examining, exploring, working on, etc., that there will be faculty involvement at the statewide level and the discussions of how we go forward with implementation. Not that we are going to determine things for campuses, but that there will be discussion here about how those things might occur. I hope you all will take on a special responsibility as delegates from your campuses to do your best to assure that faculty have a voice in the determination of priorities for your campus with regard any implementation that occurs with Cornerstones. This cannot be a topdown process. I know a lot of people thought Cornerstones was a topdown process or began that way but it became very much a collaborative that we were stressed about, we worked with, we were happy with at times. It required a level of engagement among faculty and administrators and trustees that hadnt necessarily occurred before and there was active participation by students in this discussion as well. None of us that participated and sweat blood in that process, wants to see the process turned into something that is not collaborative. If we do anything through the Cornerstones, we establish a precedence of collaboration that may mean compromises in certain instances and it may mean that conclusions are reached that we are not fully agreed to. It does require a level of engagement that we havent always had in the past. I would not like to see that lost.
The Baccalaureate is done. We have not distributed it to the campuses wholesale with a cover memo. It was my hope that we would have the engagement of the new academic leadership as well as the experienced academic leadership before that went out to campuses. Weve had some discussion about things that need to occur in implementing the vision of the Baccalaureate. Primarily, things will have to happen at the campus level. But there are a lot of engagements that must occur with the Community Colleges. The figure that I heard just a moment ago from Allison Jones is that 76 percent of the students who transfer from community colleges to a four-year institution in California transfer to the CSU. We, of course, have heard the comparable figure that two-thirds of our students come to us from community colleges and not directly from high school or work. But it is amazing to think that, of those 107 campuses that provide students who want to complete their baccalaureate, we get over three quarters of them. Therefore, we must engage the Community College faculty in a discussion of what their lower-division work must be in order for us to achieve what we would like to achieve in a full baccalaureate. We clearly are not doing it all ourselves. There is a lot of work ahead for us in the issues embedded in the Baccalaureate study.
I did want to report to you on progress on our collaborative that is currently labeled the California Virtual University (CVU). That, you may know, is a collaborative of WASC accredited institutions in California who are willing to offer coursework through a unified catalog that, once the student identifies the work theyre interested in, allows them to go to the campus where the coursework is offered, get advisement, enroll, and perhaps achieve a degree or certificate objective. We have been successful over the last year and a half in not only having key faculty members on the design team, but also on the advisory committees to the design team, developing an academic plan which demonstrates that we are putting together a collaborative which is decentralized and whose quality is maintained by the faculty at the campuses that provide the coursework and through the accreditation processes that validate that quality.
We are now moving into a new phase where the CVU will move out from under the state government and be governed by a non-profit board of directors. That board are the directors of the Foundation that has been established to be a non-profit, private corporation funded from several sourcesan anticipated 10 sponsors from private corporations (currently have five) who will pay $75,000 a year over a multi-year period; foundations (currently have one $250,000 grant). The board will be composed of at least three faculty members, the heads of the senates of the three public systems, three academic officersone from each of the public segments, and two representatives from the independent colleges and universities. Currently those representatives are Jonathan Brown who is president of the AICCU and Jerry Campbell who is the chief information officer of the University of Southern California. That board will select this summer a chief executive officer whose title is now labeled president. That search is being conducted by the board; the search committee is four peoplethe three senate chairs and Jerry Campbell. I am chairing the search committee, who has hired a search firm, called Diversified Search, to assist it in identifying candidates for this job. It is a Philadelphia firm and is the largest woman-owned search firm in the United States and has an incredible track record of seeking positions for minorities and women. In 40 percent of its searches, women are chosen; and in 25 percent of its searches, the organizations assisted by it choose minorities. It has helped firms both in the private sector, public and in-between sectors. The ad in the Chronicle of Higher Education will place the emphasis of the credentials on an educator with educator experience, experience in higher education, and someone who has the vision to put this collaborative together and assure that the quality is there and is maintained. The salary range is $130,000 - $155,000.
Whatever we may individually believe about the value of distance education, we cannot deny that, if it is done, it must be done properly. I am very pleased that the state has seen fit through this process to give as much participation and control to the faculty leaders of the public segments of higher education as they have. That says something very important about California. As much as we may at times disagree with the executive leadership or the legislative leadership on particular issues, if we had not developed some level of trust and responsibility, we would not be in the position we are with regard to this collaborative. Encourage and support your leaders who go forward from this time in assuring that the quality of the institution that we create, this collaborative, not a stand-alone, will continue to depend on the creativity and the brilliance of the faculty at the campuses who put the programs together.
The Articulation Conference of May 29 was catalyzed by our discussions around CVU and how we articulate coursework in a distance education environment where students may want to be taking lots of things that we dont offer at our campuses where theyre getting their degree. The conference was really about how do we make articulation work better, and was a successful conference of about 110, mostly faculty participants. Thanks go to Bernie Goldstein, Gene Dinielli and Kathy Kaiser, from our system, along with others from the other segments. There will be follow-up meetings by the planning committee to memorialize what was discussed there, to be distributed, and lead to action and involvement by the Senate. The Intersegmental Budget Task Force process for next budget year, 1999-00, has started and we have a placeholder to provide money to encourage meetings among faculty to do articulation work. With a 4 million dollar surplus, it would be nice to think that maybe we could find in the next year some real money to do this work.
Standing Committee Reports:
Academic Affairs Committee Chair Paul Spear reported that the committee
Faculty Affairs Committee Chair Dan Whitney reported that the committee has two items on the Agenda: extending health benefits to domestic partners and a motion about the number, use, and ratio of tenured and tenure-track faculty positions in the CSU. We commend their passage to you. As you heard when Chancellor Reed answered my question about health benefits for domestic partners in Florida, he supported passage of legislation thereunfortunately, to no avail.
FAC worked on many and varied items during the past year, and we have distributed detailed reports on two of them. First is the work of Vince Buck on collegial governance. We hope you carefully will look at it and correct any information that does not conform with the situation on your campus. It will, in all likelihood, be introduced as a First-Reading item in the fall. Second is a report on faculty development, prepared mainly by Hal Charnofsky. Next year's committee, I am sure, would like to receive your comments.
Please indulge me while I take a few minutes to mention several items the committee worked on during the past year; items we will pass on to next year's committee. You will find them to be really interesting issues, and we encourage you to join the Faculty Affairs Committee next year to work on these fascinating topics. I am not mentioning them to you in their order of importance because they all are important.
Fiscal and Governmental Affairs Committee Chair Cristy Jensen reported that primary attention was given to finalizing the Campus Budget Advisory Committee Report which will be distributed to campus senates, presidents, provosts, CFA presidents, and Associated Student presidents. The committee also met with John Richards to discuss the status of the current budget negotiations in Sacramento, the CSU requests for augmentation using anticipated May revise surpluses, the development of the 99-00 budget and the proposed review of the lottery fund budget process. The Budget Priorities resolution for the 99-00 budget was finalized for review and action by the full Senate.
G. E. Chair Ken Nishita reported that the Chancellor's General Education Advisory Committee met on April 2, 1998. We discussed: (1) SB 1472 (Alpert), (2) updates on the completion of the 1997-98 IGETC and GE Breadth course review by the GE Subcommittee, (3) the evolution of the development of "college success" courses for meeting the criteria and standards of GE Breadth Area E: Lifelong Understanding and Self-Development, (4) preliminary plans for the review of "new" university requests (or revisions of existing programs) for exceptions to GE Breadth requirements in "high-unit majors", and (5) preliminary plans for review of existing practices for the certification of the American Institutions requirements. We postponed our ongoing discussion to describe the five GE Breadth Areas (A-E) in terms of student learning outcomes until the fall 1998 meeting.
TEKR Committee Chair Dick Williams reported that:
1 Resolutions:
1.1 2-nd reading items:
AS-2413-98 Support for Faculty Involvement in CSU K-12 Activities
AS-2415-98 Support for AB 2442 (Mazzoni); a program for in-service Mathematics Teachers
1.2 1-st reading item:
AS-2416-98 Opposition to Proposition 227 (Bilingual education)
(TEKR consensus was that Bilingual education needs modification rather than elimination.)
2 Discussion items:
2.1 Activities of the math education group
2.2 EDREFORM-L, a listserv, is available (from last fall meeting in San Diego on preparation of teachers)
2.3 Report on legislative days activities
2.4 Status of Subject Matter Projects. Reduced in scope (only certain areas supported) and a possible name change.
APPROVAL OF MINUTES: Senator Marshall moved (Wort seconded) approval of the minutes of March 5-6, 1998. The minutes were approved.
APPROVAL OF AGENDA: The agenda was approved.
RESOLVED: That the Academic Senate of the California State University reaffirm its 1994 support for extending health benefits to domestic partners of CSU employees and urge the Chancellor and the Board of Trustees to work with the California Faculty Association to support enabling legislation which would permit the Public Employees Retirement System to contract with agencies that provide employee health benefits to domestic partners and their dependents.
RESOLVED: That the Academic Senate CSU endorse the efforts of the California Faculty Association, and urge the Chancellor and the Board of Trustees to do likewise, to extend vision and dental benefits to domestic partners of CSU employees and to seek to contract with agencies that provide such benefits to current CSU employees.
RATIONALE: A large and growing number of higher education institutions (e.g., Harvard, Columbia, Yale, MIT, Stanford, University of California, University of Chicago, and University of Minnesota) have amended their employee benefits programs to provide employee benefits to domestic partners and their dependents. More than 136 major corporations in the United States (including AT&T, Apple, Microsoft, Bank of America, Levi Strauss, PG&E, MCA, HBO, Sprint, Time Magazine, and Warner Brothers) provide employee benefits to domestic partners and their dependents. Cities such as San Francisco, Berkeley, and Seattle provide employee benefits to domestic partners and their dependents. Extending such benefits will enhance the California State Universitys ability to attract, recruit, and retain quality employees.
It is time for the California State University to support benefits for domestic partners.
AS-2402-98/FA motion approved unanimously.
RESOLVED: That the Academic Senate of the California State University endorse the recommendation of the CSU Admission Advisory Council that would require all upper-division transfer applicants to complete, prior to transfer, 56 transferable semester units including at least 30 semester units of college coursework with a grade of C or better in each course to be selected from courses in English, arts and humanities, social and behavioral sciences, science and mathematics at a level at least equivalent to courses that meet general education requirements. The 30 units must include all of the general education requirements in communication in the English language (written communication, oral communication, and critical thinking) and mathematical concepts and quantitative reasoning, regardless of high school eligibility; and be it further,
RESOLVED: That the Academic Senate CSU urge the Chancellor to adopt the modification of admission requirements for upper division transfer and to implement the policy beginning in Fall 2000; and be it further,
RESOLVED: That the Academic Senate CSU urge the Chancellor to facilitate extensive consultation with the California Community Colleges prior to implementation of the modified admission requirements for upper division transfer.
RATIONALE: Under current CSU admission policy, upper division transfer to the CSU is possible through completion of one of two alternative paths. Applicants who did not meet CSUs high school eligibility requirement for CSU admission as freshmen are required to complete 56 transferable semester units, including 30 units in general-education types of courses with a grade of C or better in each course including communication in the English language (written communication, oral communication, and critical thinking) and mathematical concepts and quantitative reasoning, prior to transfer to the CSU. Applicants who qualified for CSU admission as freshmen by completing CSUs high school eligibility requirements but did not choose to matriculate to the CSU can transfer at the upper division level by completing 56 semester units without any requirement to complete any of CSUs general education-breadth requirements.
The CSU Admissions Advisory Council was asked by the Chancellor to review current CSU admission policy that allows applicants to establish eligibility for admission as an upper division transfer on the basis of completion of the comprehensive pattern of high school college-preparatory subjects as an alternate to completing at least 30 semester units of general-education types of courses with a grade of C or better in each course, including three required courses in English language and one course in mathematical concepts and quantitative reasoning. Recent Trustee policy requires all students at the freshmen and upper-division transfer levels to demonstrate proficiency both in English and mathematics. The recommended modification of the admission policy to require all upper-division transfer students to complete 30 units of general-education types of courses with a grade of C or better in each course including English communication and mathematical basic skills prior to transfer is consistent with Trustee policy and better prepares students for success at the upper division level.
The recommended implementation date of Fall 2000 provides students with ample opportunity to develop an academic plan to complete with a grade of C or better in each course 30 semester units of general-education types of coursework. To facilitate transfer of upper-division students it is important to consult extensively with the California Community Colleges and to announce the modified admission policy for upper-division transfer forthwith.
AS-2407-98/AA motion approved unanimously.
RESOLVED: That the Academic Senate of the California State University urge the Chancellor, presidents, and campus senates to inform each CSU faculty member regarding Public Law 105-147, the "No Electronic Theft" (NET) Act of 1997; and be it further
RESOLVED: That the Academic Senate CSU urge that the process of informing faculty members about this law should provide an opportunity on each campus for the education of faculty members on copyright and fair use, and urge that this law not be an occasion for the creation of arbitrary restrictions on faculty members.
RATIONALE: Public Law 105-147 (attached), which took effect on January 1, 1998, establishes both new definitions for violation of copyright and severe criminal penalties, including possible imprisonment, for violations.
The key provisions of the new law make it a violation of copyright willfully to infringe a copyright "either (1) for purposes of commercial advantage or private financial gain, or (2) by the reproduction or distribution, including by electronic means, during any 180-day period, of 1 or more copies or phonorecords of 1 or more copyrighted works, which have a total retail value of more than $1,000" (emphasis added).
In 1995, the Joint Committee of the CSU, SUNY, and CUNY produced "Fair Use of Copyrighted Works: A Crucial Element in Educating America," a brief survey of copyright issues and guidelines. Most of this is as valid now as before the passage of Public Law 105-147. While the passage of this new law may provide a good opportunity for consideration of the question of copyright, the four principles used in determining fair use of copyrighted works (as contained in "Fair Use of Copyrighted Works") should provide the general context for an educational program aimed at CSU faculty members.
AS-2408-98/AA motion approved unanimously.
RESOLVED: That the Academic Senate of the California State University endorse the position paper on "Information Competence" (attached) and recommend it to campus senates as a guide as they develop a comprehensive information competence program; and be it further
RESOLVED: That the Academic Senate CSU recognize that the development of skills and knowledge in information competence is a university-wide responsibility and urge the Chancellor and campus presidents fiscally to support faculty development programs in information competence; and be it further
RESOLVED: That the Academic Senate CSU urge campus senates to develop a university-wide comprehensive program in information competence to ensure that all CSU graduates are able to locate, retrieve, organize, critically evaluate, analyze, synthesize, and communicate information in a cohesive and logical manner; and be it further
RESOLVED: That the Academic Senate CSU urge campus senates to consider the following recommendations as they develop a comprehensive university-wide policy on information competence:
a. Development of skills and knowledge in information competence is a responsibility shared by the instructional and library faculty;
b. Information competence should be an integral part of the curriculum;
c. The fundamentals of information competence should be introduced at the freshmen level and the skills and knowledge in information competence should be further developed and applied in general education coursework; and
d. Information competence skills should be reinforced and enhanced in the major;
and be it further
RESOLVED: That the Academic Senate CSU urge the Intersegmental Committee of the Academic Senates, the Chancellor, the General Education-Breadth Committee and campuses to work closely with colleagues in the California Community Colleges in fostering the development of information competence skills in the general education coursework offered in the community colleges.
RATIONALE: Many CSU campuses are developing integrated curricular offerings in information competence. In fact, the CSU has funded many campus and multi-campus information competence projects over the past three years. Few campuses, however, have developed a comprehensive program in information competence to ensure that all graduates have mastered the requisite skills and knowledge in locating, retrieving, organizing, critically evaluating, analyzing, synthesizing and communicating information in a cohesive and logical manner.
The Academic Senate CSU, in its position paper, "Information Competence" (May 1998), stresses the need for a comprehensive university-wide program in information competence, provides definitions and components of skills and knowledge to be developed in an information competence program, and recommends a number of issues to be considered by campuses in developing and implementing a program in information competence.
Academic Senate CSUMarch 1998
In his chronicle of the life of Samuel Johnson, James Boswell wrote, "Knowledge is of two kinds. We know a subject ourselves, or we know where we can find information upon it."
In higher education, faculty have devoted themselves to both kinds of knowledge: knowing a subject and knowing how to find information about a subject. However, in an age of rapid advances in electronic technology, the amount and speed of information transfer has sometimes compromised teaching students these same skills. In a world awash in new information--much of it is spurious, erroneous, misleading, false--we cannot afford to compromise the teaching of how to find information and evaluate and use information responsibly and effectively.
"The latter half of the twentieth century has rightly been called the Information Age. Never has so much information been available in our history. We have moved into an environment in which information competence is at the center. With nearly 2.7 billion documents published world-wide each year, with the magnitude and complexity of current scientific research, with the rapid development of technology which has given us access to information never known before, every student who wishes to be considered educated and who needs to make a successful career must have a mastery of information competence." (Information Competence Work Group, 1996, p. 2).
In its report, "Baccalaureate Education in the CSU" (1998), the Academic Senate CSU emphasized the importance of information competence. It identified the knowledge and skills for lifelong intellectual endeavor that were essential for each graduate to have mastered. These included learning, locating, evaluating, analyzing, synthesizing, and creating information. Further support for the development of these skills were included in "The Cornerstones Report: Choosing Our Future" (January, 1998), a CSU framework for systemwide planning.
In 1995, the Commission on Learning Resources and Technology (CLRIT) initiated CSU systemwide efforts to discuss "information literacy" or "information competence". A systemwide CLRIT work group on information competence, including two faculty members from the CSU Academic Senate, was established and promoted this conversation through conferences, workshops, reports, and support for campus projects.
What is information competence?
The meaning of "information competence" has evolved to go beyond "library literacy" or "bibliographic instruction" or "computer literacy". Through discussions in systemwide CSU workshops on information competence and within the professional literature, there is general consensus that information competence is the ability to find, evaluate, use, and communicate information in all of its various formats, including the plethora of electronic communications. In other words, information competence is the fusion or integration of library literacy, ethics, critical thinking, and communication skills.
In its second report to CLRIT (1996), the Information Competency Work Group stated its position: "No student should graduate from California State University without the ability to formulate a research question or problem, to determine its information requirements, to locate and retrieve the relevant information, to organize, analyze, evaluate, treat critically and synthesize the information and to communicate and present that information in a cohesive and logical fashion. Moreover, no student should graduate from California State University without understanding the ethical, legal and socio-political issues surrounding information. If our graduates are to make a contribution to a wider socio-political world and create a better society, they must understand information--its power, its uses and its abuses." (p.2)
What are the specific skills of information competence?
In order to be able to find, evaluate, use, and communicate information, students must be able to demonstrate these skills in an integrated process:
1. State a research question, problem, or issue
2. Determine the information requirements for the research question, problem, or issue
3. Locate and retrieve relevant information
4. Organize information
5. Analyze and evaluate information
6. Synthesize information
7. Communicate using a variety of information technologies
8. Use the technological tools for accessing information
9. Understand the ethical, legal, and socio-political issues surrounding information and information technology
10. Use, evaluate, and treat critically information received from the mass media
11. Appreciate that the skills gained in information competence enable lifelong learning
How is information competence implemented?
Programs to develop the information competence of students have long been undertaken by academic libraries and academic disciplines utilizing library resources as their main source of research information. These programs teach students the value of how to locate, evaluate and use information effectively, and the critical thinking skills to assess the information in the context of their scholarly work. As made evident in the CSU workshops in 1995 and 1997, many faculty members do indeed foster the students ability to attain and use information resources and encourage students to develop the skills necessary to be independent, self-directed learners.
In general, however, it is uncertain whether the skills of information competence are slowly being compromised as new information advances rapidly, or whether there is a lag in developing university programs that firmly embedded these skills in the academic curriculum at a rate that keeps pace with new electronic information resources. The research undertaken by the Work Group suggests that isolated, hit-or-miss, ad hoc attempts cannot ensure that students are well equipped for the Information Age. It also indicates that the best programs that teach students information competence are those that are integrating these skills within the curriculum throughout the students education tenure. In addition, most of these same programs have strong alliances between the academic teaching faculty and the library faculty. The CSU Work Groups report assumes that the information competence of students is a responsibility to be shared by academic teaching faculty and library faculty and should be an integral element of the curriculum.
Participants at the CSU workshops considered the strengths and weaknesses of the various models for implementing a program in information competence. It was generally agreed that there are many difficulties associated with implementing ANY program at all; however, there was also strong consensus that if a program were to be implemented, it must be integrated throughout the curriculum. In other words, almost no one is in favor of a "quick fix," in which a stand-alone course, taken once in the students career, is expected to meet a students need to be an informed, ethical consumer and producer of knowledge.
There is a great deal of interest in achieving this goal through a three-stage process, in which: (1) the fundamentals of information competence are introduced in a freshman-orientation/transitions course; (2) the skills are further developed by being embedded in general education courses; and, (3) the skills are reinforced and amplified in the major area.
Academic Senate of the California State University. (1998). Baccalaureate Education in the California State University. http://www.calstate.edu/acsenate.
Information Competence Work Group. (1995). Information Competence in the CSU: A Report. http://www.calstate.edu/ITPA/Docs/info_comp_report.html
Information Competence Work Group. (1996). Information Competence: Second Report. http://www.csun.edu/susan.curzon/infocom2.html.
Information Competence Work Group. (1997). Information Competence: A Set of Core Competencies. http://www.csun.edu/susan.curzon/corecomp.html
Information Competence Work Group. (1997). Information Competence: Third Report. http://www.csun.edu/susan.curzon/infocom3.html.
The California State University. (1998). The Cornerstones Report: Choosing Our Future. http://www.calstate.edu/cornerstones.
For more information on information competence:
Breivik, Patricia S. (1998). Student Learning in the Information Age. American Council on Education, Oryx Press.
Breivik, Patrica S. & Gee, E. Gordon. (1989). Information Literacy: Revolution in the Library. New York: Macmillan.
Farmer, D. W. & Mech, T. F. (eds). (1992). Information Literacy: Developing Students as Independent Learners. San Francisco: Jossey-Bass, 1992. Number 78.
Web sites:
AS-2409-98/AA motion approved unanimously.
RESOLVED: That the Academic Senate of the California State University urge campus senates to compile, maintain, and publish an annual inventory of existing tenured and tenure-track faculty positions; and be it further
RESOLVED: That the Academic Senate CSU urge campus senates to seek full faculty participation in changes in the number, distribution, and use of tenured and tenure-track faculty positions; and be it further
RESOLVED: That the Academic Senate CSU urge campus senates to resist, except in cases they deem unusual, the conversion of tenured and tenure-track faculty positions to non-tenure-track faculty positions; and be it further
RESOLVED: That the Academic Senate CSU urge campus senates to work with campus administrations to increase the number of tenure-track positions and the ratio of tenure-track to non-tenure-track faculty positions.
RATIONALE: The CSU currently lacks reliable quantitative data about the use and ratio of tenured and tenure-track to non-tenure-track faculty positions on the campuses. The decline in the relative ratio of tenured and tenure-track to non-tenured and tenure-track faculty has become a widespread concern on campuses throughout the system. This decline requires that faculty senates and faculty committees become involved. Historically, faculty have not been actively involved in the distribution of tenure and tenure-track faculty positions on most campuses; faculty on CSU campuses need to address this problem.
A 1985 Report of the Board of Trustees Ad Hoc Committee on Governance, Collegiality, and Responsibility in the California State University outlines the responsibility of the faculty and administration to work together in faculty hiring: "Collegial governance assigns primary responsibility to the faculty for the educational functions of the institution
. Collegiality rests on a network of interlinked procedures jointly devised, whose aim is to assure the opportunity for timely advice pertinent to decisions about curricular and academic personnel matters."
Traditional responsibilities of tenured and tenure-track faculty, as acknowledged in The Cornerstones Report: Choosing Our Future and Baccalaureate Education in the California State University are being carried out by a decreasing number of tenured and tenure-track faculty. For example, the Baccalaureate Education in the California State University begins by stating that (page 3), "Collegial authority and responsibility for the curriculum and the awarding of degrees "reside with" the faculty of the California State University." Later, in addressing the quality of education (page 8), the report says, "The faculty, because of their specialized knowledge, are the primary decision-makers regarding the curriculum and are the first judges of the quality of the baccalaureate. The faculty develop and offer courses and they determine the requirements for general education and majors. Their initial task in developing courses, programs, and curricula must be to define academic quality, both in terms of the standards and criteria for teaching the curriculum and in terms of the learning objectives and performance standards achieved by students."
Principle 4 (page 8) of The Cornerstones Report: Choosing Our Future states that, "The California State University will reinvest in its faculty to maintain its primary mission as a teaching-centered comprehensive university. Faculty scholarship, research and creative activity are essential components of that mission." Recommendation 4b in support of Principle 4 (page 8) identifies, "A commitment to develop system and campus policies guiding decisions on the replacement of retiring faculty." The Report discusses productivity and reinvestment options (page 16) this way: "Productivity increases seem particularly likely if retirements occur as anticipated, and an increased proportion of replacement faculty are hired into tenure or tenure-track positions at junior levels." On page 21, the Report recognizes the importance of reinvesting in tenure and tenure-track faculty in relation to the future resources needed to maintain quality, access, and productivity.
The decline in the ratio of tenure-track to non-tenure-track positions and the use of tenure-track faculty positions may vary on different campuses in our system; unfortunately, we no longer have a faculty affairs office in the CSU Chancellors Office that collects, maintains, and distributes relevant data. It is important that the academic senates on each campus monitor the use of tenured and tenure-track faculty positions at their campuses. It is the faculty's responsibility to resist the foreclosure of opportunity for a new generation of tenure-track teacher-scholars. It is also the facultys responsibility to work for an increase in the number of tenured and tenure-track faculty to enhance the California State Universitys ability to attract, recruit, and retain quality faculty.
Senator Cherny requested consent to make the following changes: to clarify the title by including "the ratio" by adding the words "of tenured and tenure-track faculty positions" after "use," and "to non-tenure-track" before the second "faculty positions." These words (or combinations of) were added also in the fourth Resolved clause, in the Rationales first sentence and beginning of the last paragraph by request of Senators Cherny and Pasternack. There were no objections.
AS-2410-98/FA motion approved unanimously
RESOLVED: That the Academic Senate of the California State University oppose AB 2554 (Murray) Postsecondary Education: Student Transfer which would guarantee every community college student, who attains an associate of arts or an associate of sciences degree in liberal arts or general studies in a community college, a place somewhere in the University of California or the California State University system.
RATIONALE: Existing law provides that every community college student who successfully completes a transfer agreement program in a community college will have an appropriate place in an upper-division university and that all community college students who meet the CSU or UC requirements for admission at the advanced standing level are guaranteed a place somewhere in the California State University system or the University of California.
This bill provides guaranteed admission to the CSU system for all students completing an associate of arts degree or an associate of sciences degree in liberal arts or general studies. Since some associate of arts or associate of sciences degrees may not require 56 units of credit or completion of general education transfer requirements, students qualifying for admission under the provisions of this bill might not meet current CSU requirements for admission as upper-division students. Existing law is adequate in this regard and would be weakened by the provisions of this bill.
After revision to the language of the bill, there was no opposition by the Academic Senate CSU.
AS-2411-98/AA/FGA motion withdrawn.
Chair Highsmith removed himself in order to participate in the debate of the next resolution.
Vice Chair Thobaben continued with the next agenda item:
RESOLVED: That the Academic Senate of the California State University oppose, in its present form, SB 1472 (Alpert, Thompson, and Watson) Education: Community College: Transfer Student which would allow transfer students to complete the Intersegmental General Education Transfer Curriculum (IGETC) after enrollment in the CSU.
RESOLVED: That the Academic Senate CSU recommend the following amendments:
(1) the University of California, the California State University and the California Community Colleges maintain processes to evaluate the academic records of students transferring from the California Community Colleges, publicize the value of the Intersegmental General Education Transfer Curriculum (IGETC), and publicize the methods by which transfer students from California Community Colleges who are one or two courses short of the Intersegmental General Education Transfer Curriculum (IGETC) certification may complete lower-division general education breadth requirements;
(2) the methods by which a student may complete lower-division general education breadth requirements shall be determined by the University of California or the California State University; and
(3) this section shall remain in effect only until January 1, 2002.
RATIONALE: The Academic Senate of the California State University appreciates the authors efforts to increase the understanding of a common core curriculum in general education courses and to ensure transferability and portability of this common core curriculum between the California Community Colleges and the University of California or the California State University. The CSU has endeavored to facilitate transfer students who have completed substantial portions of the IGETC by having their credits accepted within the systemwide CSU General Education-Breadth, an alternative pattern for completing lower-division GE requirements without falling under campus-specific GE requirements. The CSU GE-Breadth pattern is broader than IGETC, and courses that satisfy IGETC can almost always be slotted into the CSU GE-Breadth pattern. Within the CSU GE-Breadth pattern, students can be certified for having completed one or more of five subject areas, and that certification will protect them from campus-specific lower-division GE requirements in that subject area.
This bill, in its present form, by allowing transfer students to complete the IGETC after they have enrolled in the CSU, defers to a smorgasbord model of general education and would thwart efforts of intersegmental faculty to build more coherent programs for students who attend more than one institution of higher education. Conventional wisdom and extant research suggest that promoting connections across courses and having students deepen their knowledge in a sequence of coursesin GE as well as the majorleads to greater cognitive development.
Senator Highsmith moved (Dinielli seconded) to add after "IGETC, and" in the second Resolved clause "publicize" and after "students" add "from California Community Colleges who are one or two courses short of General Education Transfer Curriculum (IGETC) completion may complete lower division GE Breadth requirements" (deleting "may fulfill IGETC completion for up to two courses"). In the second part of that clause, delete "the remaining courses(s) shall be determined by the institution and that this policy" and replace with "lower division general education breadth requirements shall be determined by the University of California or the California State University; and"; add "(3) this section shall remain in effect only until January 1, 2002." Motion approved.
AS-2412-98/AA/FGA motion approved unanimously.
RESOLVED: That the Academic Senate of the California State University urge campus senates to work with local education agencies in an effort to develop K-12 participation programs which would enable faculty from across campus to participate in activities of local K-12 schools; and be it further
RESOLVED: That the Academic Senate CSU suggest that such activities might include: classroom visits and/or observations, delivering guest lectures, providing and delivering enrichment programs, participating in team teaching efforts, as well as engaging in other classroom activities; and be it further
RESOLVED: That the Academic Senate CSU urge the CSU system administration to provide the campuses with financial support for these K-12 participation programs; and be it further
RESOLVED: That the Academic Senate CSU urge campus senates and administrators to develop strategies for distributing the resources to the faculty participating in K-12 activities and for recognizing the value of the contributions of those faculty who engage in these activities.
RATIONALE: Both the Presidents Commission (Maxson report) and the SB 1422 Panel have recommended these types of activities as a means of enhancing the teacher preparation component of the CSU mission. Such activities can benefit both CSU faculty and K-12 teachers and students. CSU faculty would become more aware of their role in teacher preparation and to recognize the challenges faced by K-12 classroom teachers today. It also affords K-12 students an opportunity to meet academicians first-hand who can encourage them to consider careers in their disciplines. We should not ask faculty to engage in these additional activities without providing the support. The cooperative development by campus faculty through the campus senates and with the active participation of local education agencies could improve school relations and help K-12 students prepare for college-level work. Such activities would also send a clear message about the importance of teaching as a career choice to both CSU and K-12 students.
AS-2413-98/TEKR motion approved unanimously.
RESOLVED: That the Academic Senate of the California State University adopt the following schedule for the 1998-99 academic year:
1998 Location
September 9-11 Committees/Plenary Headquarters
October 9 Interim Headquarters
November 4-6 Committees/Plenary Headquarters
November 18-19-20 Interim Northern California
January 20-22 Committees/Plenary Headquarters
February 12 Interim Headquarters
March 10-12 Committees/Plenary Headquarters
April 9 Interim Headquarters
May 5-7 Committees/Plenary Headquarters
; and be it further
RESOLVED: That the Executive Committee of the Academic Senate CSU be authorized to change the schedule of meetings approved, with adequate notice to the Academic Senate CSU, if the Trustees alter their schedule, or if budgetary constraints require a change.
RATIONALE: The California State University Board of Trustees is considering the adoption in May 1998 of the following schedule for Trustee meetings in 1998-99:
July 14-15 Headquarters
September 15-16 Headquarters
November 10-11 Headquarters
January 26-27 Headquarters
March 16-17 Headquarters
May 11-12 Headquarters
Vice Chair Thobaben requested a postponement of Item 9, AS-2414-98/EX, for clarification. There were no objections.
RESOLVED: That the Academic Senate of the California State University support AB 2442 (Mazzoni) which provides funding for staff development to increase the content knowledge of teachers who teach mathematics in grades 4 to 12.
RATIONALE: Many of the teachers responsible for mathematics instruction in grades 412 are underprepared in mathematics. This legislation provides essential funds to address this deficit.
On behalf of the Committee on Teacher Education and K-12 Relations, Chair Dick Williams moved (Moore seconded) the resolution.
Senator Williams moved (Moore seconded) to waive the rules to take action on the resolution at the present meeting. Motion carried.
AS-2415-98/TEKR motion approved unanimously.
Vice Chair Thobaben, with consent of the Senate, returned to Item 9, AS-2414-98/EX, Academic Senate CSU Calendar of 1998-99 Meetings. The December 4 Interim Meeting will be folded into the Academic Conference on November 18-20 since that was the only booking available at Asilomar.
AS-2414-98/EX motion approved.
RESOLVED: That the Academic Senate of the California State University strongly oppose Proposition 227; and be it further
RESOLVED: That the Academic Senate CSU urge the campus communities, Chancellor, and the Board of Trustees to oppose Proposition 227; and be it further
RESOLVED: That the Academic Senate CSU urge the Governor to oppose Proposition 227.
RATIONALE: There are over 1.4 million students in grades K-12 in California from non-English language backgrounds who are limited in English. These English learners represent 25% of the total student population. For these students, the development of a high level of English proficiency is one of the crucial prerequisites to success in this society. The development of English proficiency for these students must also be accompanied by instruction that allows them to develop a high level of competence in academic content to meet the demands of a technologically advanced world. The lack of such academic preparation reduces their ability to benefit from further training and education that enhance their potential for success.
While it is widely recognized that reform of the education of English learners is needed, the development of appropriate models of instruction is better left to educators with expertise in the field, and complex educational policy ought not be decided through initiatives that propose simplistic solutions.
On behalf of the Committee on Teacher Education and K-12 Relations, Senator Dorothy Keane moved (Resendez seconded) the resolution.
Senator Oliver moved (Keane seconded) to waive the rules to take action on the resolution at the present meeting. Motion carried.
Senator Hammerstrom moved (Kersten seconded) to amend by eliminating the second Resolved clause; delete from the third and fourth clauses, "and support efforts of the Legislature to develop sound educational policy to reform the education of English learners. Motion approved.
Senator McNeil requested consent to make the following change: to amend the Hammerstrom amendment by deleting the last two sentences of the Rationale, "In contrast to the initiative process, the legislative process usually provides for informed educational policy development and subsequent development of implementation regulations by educators. Indeed, the introduction of SB 6 (Alpert) presents an opportunity to address the reform of education of English learners in a more thoughtful and deliberate manner." There were no objections.
AS-2416-98/TEKR motion approved without dissent.
RESOLVED: That the Academic Senate of the California State University reaffirm its support for the following standard for achieving eligibility for admission to the CSU for first-time freshmen:
Earning the necessary eligibility index which remains unchanged at 2900 AND
Completion of the required 15-unit college preparatory course pattern with a minimum C grade in each course, OR Completion of 15 units within the college preparatory course pattern with a minimum C grade in each course except that one year may be missing in visual and performing arts or foreign language. This flexibility is subject to ONE of the following conditions:
a. The missing course is made up prior to initial CSU enrollment
b. If the missing course is not completed prior to initial CSU enrollment, it must be completed during the first year of CSU studies; and be it further
RESOLVED: That the Academic Senate CSU recommend that this waiver of requirements apply only to students admitted as first-time freshmen in 1998-99, 1999-2000, and 2000-2001; and be it further
RESOLVED: That the Academic Senate CSU reaffirm its support for annual reviews on the CSU eligibility pool.
RATIONALE: At its meeting of January 22-23, 1998, the Academic Senate of the CSU approved AS-2396-98/AA, Modification of CSU Admission Standards to Meet Master Plan Eligibility Goal for First-Time Freshmen, and some provisions of this resolution have already been implemented. However, the provision of AS-2396-98/AA that regular CSU courses taken to meet admission requirements not be used to meet baccalaureate degree requirements has proven to be unexpectedly difficult to implement. The original resolution also did not provide for a termination date for the waiver.
On behalf of the Academic Affairs Committee, Chair Spear moved (McNeil seconded) the resolution.
Senator Dinielli moved (Spear seconded) to waive the rules to take action on the resolution at the present meeting. Motion carried.
Senator Dinielli moved to change in the second bullet in the first Resolved clause "one year may be missing" to "a one-year preparatory course may be missing" and the same change in "(a) and (b)." There was no second.
AS-2417-98/AA motion approved.
RESOLVED: That the Academic Senate of the California State University endorse the following budgetary priorities for the development of the CSU Trustees Proposed Budget for the 1999-2000 academic year (in descending order of importance):
1) That the compensation component of the budget be sufficient to close the CPEC faculty salary gap.
2) That funds be provided to support, at an adequate level, instruction for all anticipated student enrollment. These funds should equal the full projected costs for high quality education in the CSU.
RATIONALE: The State of California continues to enjoy large increases in its revenue. The CSU during the fiscal difficulties of the early 1990s absorbed per student reductions in inflation adjusted levels of resources. These shortfalls are reflected in the substantial increase in class size and student faculty ratios, inability to recruit faculty to meet the rising student demand, inadequate library acquisitions and student financial aid. The CSU absorbed these reductions in a spirit of public service to our students and the people of the State. The CSU has consistently affirmed that these reductions were not sustainable permanently without degradation of the quality of education or limitation of access to qualified students. The Academic Senate CSU believes that in these favorable fiscal times, adequate support should be restored so that CSU can attract faculty of the highest quality and be accessible to all qualified students.
On behalf of the Fiscal & Governmental Affairs Committee, Chair Jensen moved (Kersten seconded) the resolution.
Senator Jensen moved (Kersten seconded) to waive the rules to take action on the resolution at the present meeting. Motion carried.
Senator Thobaben requested consent to make the following change: to add "of the budget" after "component." There were no objections.
Senator Keane moved (Dinielli seconded) to amend "(2)" in the Resolved clause to read "The student funds should equal the projected costs required for a high quality education in the CSU."
Senator McNeil moved (Shifflett seconded) a substitute motion, to read, "(2) That funds be provided to support at an adequate level instruction for all anticipated student enrollment. These funds should equal the full projected costs for high quality education in the CSU."
The Keane amendment failed.
The McNeil amendment was approved.
AS-2418-98/FGA motion approved.
RESOLVED: That the Academic Senate of the California State University commend Chancellor Reed for his ongoing efforts to augment the CSU Budget for 1998-99.
RATIONALE: In light of the Academic Senates previous resolution identifying budget priorities for 98-99 (May 1997) and the more recent request for augmentation to close the faculty compensation gap (January 1998) and the steadily improving revenue forecast for 98-99, the Chancellor is actively communicating with the Governors Office and appropriate legislative committees. We look forward to his success in these efforts on CSUs behalf.
On behalf of the Fiscal & Governmental Affairs Committee, Chair Jensen moved (Wort seconded) the resolution.
Senator Wort moved (Hammerstrom seconded) to waive the rules to take action on the resolution at the present meeting. Motion carried.
AS-2419-98/FGA motion approved unanimously.
The Chair declared the meeting adjourned at 1:35 p.m. on Friday, May 8, 1998.
Approved (or corrected)
Date:________________________ _______________________________
James M. Highsmith, Chair
Walter Oliver, Secretary
Margaret Price, Recording Secretary
400 Golden Shore, Suite 132 Long Beach, California 90802-4275562-985-2613
May 8, 1998
CALL TO ORDER: The organizational meeting was called to order at 1:35 p.m. on Friday, May 8, 1998, by Chair James Highsmith.
Senator Aaron moved (Marshall seconded) the agenda. The agenda was approved.
Bakersfield John Tarjan, Professor of Management Information Systems, had been elected.
Chico Samuel Edelman, Professor of Communication Arts and Sciences, had been elected.
Fresno James Highsmith, Professor of Finance and Business Law, had been reelected.
Fullerton William Meyer, Professor of Theatre and Dance, had been reelected.
Humboldt Elmo Moore, Professor of Mathematics, had been reelected.
Long Beach David Hood, Professor of History, had been elected.
Los Angeles Rosemarie Marshall, Professor of Microbiology, had been reelected.
Pomona Marvin Klein, Professor of Food Marketing and Agrobusiness Marketing, had been elected.
Sacramento Cristy Jensen, Professor of Public Policy and Administration, had been reelected.
San Bernardino Tapie Rohm, Professor of Information and Decision Sciences, had been reelected.
San Diego Raford Boddy, Professor of Economics, had been elected.
San Francisco Eunice Aaron, Professor of Ethnic Studies, had been reelected.
San Francisco Robert Cherny, Professor of History, had been reelected.
San Jose Timothy Hegstrom, Professor of Communication Studies, had been elected.
San Luis Obispo Timothy Kersten, Professor of Economics, had been reelected.
During the course of the meeting, the following resolutions of commendation were introduced and approved by acclamation.
AS-2420-98/San Jose Buddy Butler
AS-2421-98/San Diego Annette Easton
AS-2422-98/Pomona Edward Fonda
AS-2423-98/Long Beach Simon George
AS-2424-98/EX James Highsmith
AS-2425-98/TEKR Richard Levering
AS-2426-98/Faculty Affairs Len Mathy
AS-2427-98/Chico James Postma
AS-2428-98/Northridge Mary Lee Sparling
CHAIR Gene Dinielli Professor of English
CSU Long Beach
VICE CHAIR J. Vincent Buck Professor of Political Science
CSU Fullerton
SECRETARY Hal Charnofsky Professor of Sociology
CSU Dominguez Hills
MEMBER-AT-LARGE Cristy Jensen Professor of Public Policy and Administration
CSU Sacramento
MEMBER-AT-LARGE Dick Williams Professor of Computer Science
PAST CHAIR James Highsmith Professor of Finance and
Business Law
CSU Fresno
Please note that the above officers together with the Immediate Past Chair, ex officio, constitute the Executive Committee of the Academic Senate of the California State University.
The elections concluded the organizational meeting of the 1998-99 Academic Senate.


text:
crystals and pearls
Continuing the wedding theme (there might be a few of these as I spent most of my engagement making things for my wedding!) this is the hair vine that I made for my wedding day. It is made of freshwater pearls, silver-plated thin-gauge wire and swarovski crystals, including one blue one for my 'something blue'. I made several attempts before I got it just right!
photo – Victoria at Whiteleaf


text:
Hello. My name is Cecilia Bufton and I have just started in the brand new role of Events Co-ordinator at Cerebra.
Cerebra does some fantastic work supporting children and families who are living with neurological conditions, but we rely on the generosity and commitment of our supporters to fund everything that we do. Each year lots of people up and down the country put on their running shoes and challenge themselves to raise money for the charity – and every penny they raise is vital.
I'm looking for people to join in with everything from fun runs to half and full marathons and the gruelling, but great fun, challenges such as Tough Mudder to raise awareness and funds for Cerebra. I will be here to support you, give you guidance in fundraising, provide all the resources you need and even cheer you over the finish line!
To tell you a bit about me, I actually worked at Cerebra about seven years ago as a telephone fundraiser. I left to go to university, but never forgot what I experienced as a friendly charity doing some great work to help families in need. I can simply say that this role is perfect for me and finding a job that has the potential to give you a great purpose and happiness is rare to come by.
So whether you're a keen runner already or if you have never run before but would like to start, why not have fun, get fit and support Cerebra at the same time. Please get in touch or pass this information on to friends or family and let's make a difference and keep fit in 2016.
You can contact me on:
Email: [email protected]
Tel: 01267 242 586
Mobile: 07580976497
I look forward to hearing from you.


text:
QUEBEC CITY, QUEBEC--(Marketwired - Sept. 6, 2016) - Nemaska Lithium Inc. ("Nemaska Lithium" or the "Corporation") (TSX:NMX)(OTCQX:NMKEF) is pleased to provide an update on the previously announced definition drilling campaign for its Whabouchi lithium project. The drill program was expanded from 44 drill holes over 13,700 m to 50 holes over 17,000 m after the company encountered a new lithium bearing zone in the southwestern end of the planned pit area (Figure1). The initial discovery was made on holes WHA-16-190; that intersected a new mineralized zone over 29.1m along core at 150 m vertical depth, WHA-16-184 over 81.7 m along core at 245 m vertical and WHA-16-189 over 44.8 m at 500 m vertical on the same section (3+50). Five (5) holes to confirm the lateral extensions of this new lithium zone up to 100m East and West of section 03+50 along strike are currently being drilled and are expected to be completed in early September 2016.
Currently a total of twelve (12) holes have intercepted the new mineralized zone, named Doris, and have reported the following intersections:
Additional details of this new lithium zone will be released as the Corporation receives assay results.
"Drilling has gone even better than expected and I am obviously very pleased with this new lithium discovery" commented Guy Bourassa, President and CEO of Nemaska Lithium. "What we know now is that the new zone is quite a thick dyke and we are seeing true widths similar to the main zone at Whabouchi. I am excited to see what impact this new discovery will have on our world class Whabouchi lithium project," commented Guy Bourassa, President and CEO of Nemaska Lithium.
The feasibility study titled: NI 43-101 Technical Report Feasibility Study Update on the Whabouchi Lithium Deposit and Hydromet Plant (Revised), dated as of April 4th, 2016, covers mineral resources totalling 27.9 Mt with an average grade of 1.57% Li2O in the measured and indicated categories and 4.69 Mt with an average grade of 1.51% Li2O of inferred resources in an optimized pit with a 0.43% Li2O cut-off grade.
The three main objectives of the drilling campaign are to: 1) potentially convert the 4.69 Mt of inferred resources, inside the pit design, to indicated resources; 2) increase the level of confidence of mineral resources between 0 m and 200 m vertical from the surface and 3) confirm the continuity of the longitudinal zone of mineral resources down to 500 m vertical depth, below surface. So far, given the mineralized pegmatite interval an available assay results (table below):
Assays for the following holes have been received up to now and are presented as weighted average interval of the pegmatite dykes intercepts:
"The assays that we have received from the 0m to 200m level are very good with grades that are consistent with the overall deposit, which is globally recognised as one of the richest lithium hard rock deposits in the world. I am very pleased by how well our block model continues to hold up as we define the deposit in greater detail. We consistently hit our dykes where expected and this combined with our initial assay results only bodes well for increasing our resource estimate followed by reserve estimate," Bourassa continued.
The drilling campaign is planned and supervised by Jean-Philippe Paiement, M.Sc. P. Geo, at SGS Canada Inc. Samples are prepared by the SGS Canada Inc. laboratory in Quebec City and are analyzed by the SGS Canada Inc. accredited laboratory in Lakefield.
A QAQC program involving blank samples (3% of the sampling stream), standard samples (3% of the sampling stream) and field duplicates (3% of the sampling stream) has been established during sampling. 10% of the mineralized samples will also be sent to ALS for pulp duplicates once the campaign is over. The work is carried out in accordance with CIM's mining exploration guidelines.
The technical parts of this press release were prepared by Jean-Philippe Paiement, M.Sc. P. Geo, at SGS Canada Inc., qualified person under Regulation NI 43-101.
About Nemaska Lithium
Nemaska Lithium intends to become a lithium hydroxide and lithium carbonate supplier to the emerging lithium battery market that is largely driven by electric vehicles, cell phones, tablets and other consumer products. The Corporation is developing in Quebec one of the most important spodumene lithium hard rock deposit in the world, both in volume and grade. The spodumene concentrate produced at Nemaska Lithium's Whabouchi mine will be shipped to the Corporation's lithium compounds processing plant to be built in Shawinigan, Quebec. This plant will transform spodumene concentrate into high purity lithium hydroxide and carbonate using the proprietary methods developed by the Corporation, and for which patent applications have been filed.
This document may contain forward-looking statements that reflect management's current expectations regarding future events. Forward-looking statements are based on a number of factors and include risks and uncertainties. Actual results may differ from forecast results. Management assumes no obligation beyond what is required under the law to update or revise forward-looking statements pursuant to new information or future events.
Further information regarding Nemaska Lithium is available in the SEDAR database (www.sedar.com) and on the Corporation's website at: www.nemaskalithium.com


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Paranormal Central: Bigfoot
In this episode of Paranormal Central, show host Jeffrey Gonzalez interviews David Raygoza about a Bigfoot sighting.
Click here to visit Paranormal Central online.
If you witness a UFO, Bigfoot, or have a close encounter with the Paranormal, please call the 24 hour hotline (559) 287-8367(UFOS).
Click here to follow on Facebook.


text: I just meant raw chicken liver cooking makes me very nauseous - I can of course provide meat for the dogs , just wanted the easiest way of cooking it so thanks for the suggestion. I can do dumping meat in a pot of water....best have the extractor fan on though LOL Not sure how chicken liver is sold in the UK - I'll go and find out!! Will have to wait a week or so to try it as I'm away but I'll post as soon as I have!


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I write to you today with these definitions above to help you, the lay person to have a better understanding what chiropractic means. To a chiropractor and the terms used to describe what we call subluxation, is the basis of what our practice was built upon. All joints in the body can have some type of subluxation and with that subluxation there is usually a loss of functional, structural and/or pathological changes that may compromise the neural integrity of that joint and my influence organ system function and general health.
I will give you an example of an axial subluxation and appendicular "extremity" subluxation.
The vertebral subluxation is the term applied to a vertebra which has lost its normal position and/or motion in relation to neighboring vertebrae. Vertebrae which do not function properly within the spinal framework generate mechanical stress. This accelerates the wear and tear on the surrounding spinal muscles, ligaments, discs, joint and other spinal tissues. Pain, palpatory tenderness, inflammation, decreased spinal mobility, and muscle spasm and hypertonicity will eventually follow.
Additionally, because of the direct mechanical and physiological relationship between the spinal column and the spinal nerve roots, vertebral subluxations, as well as other spinal abnormalities have the potential to impair proper nerve functioning. Once nerve functioning is compromised, communication within the body becomes less effective jeopardizing the overall health and wellness of the individual.
Vertebral Subuxations
Vertebral subluxations have a great number of different causes all of which the average individual is exposed to daily. These causes can be described in terms of physical, chemical, and emotional causes.
Physical causes include acute trauma to the body, repetitive motions affecting the spine, bad postural habits, improper workstation habits and design, and weak or imbalanced spinal musculature.
Chemical causes include poor dietary and nutritional practices, drug and alcohol use and abuse, and the ingestion of chemical toxins in the foods we eat, air we breathe, and water we drink. Chemicals which are harmful to the body decrease the body's ability to function optimally and reduce the ability to successfully adapt to and withstand internal and external stresses – making us more susceptible to spinal subluxations and the consequences of these subluxations.
Emotional causes refer to stress. Excessive stress or inadequate stress management skills can deplete the body of the ability to sustain normal functions. The impact of emotional stress on physical health is well documented in the medical research and can have devastating effects on the immune system, making the body susceptible to injury and disease.
If you would like to learn more about subluxations, please visit my website at www.spinalinjurycenters.com.


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Europe deaths from deep freeze reach 40
WARSAW, Poland – An Arctic chill killed a dozen people in Poland and snarled traffic and halted flights across Europe, freezing ducks in lakes and prompting animal lovers to open their cellars to shivering stray cats, officials said Friday.
Southeastern Europe struggled with some of the worst flooding in a century. Entire villages in Montenegro were submerged by the rising waters, with Interior Minister Ivan Brajovic describing the floods as "unprecedented."
With the latest deaths in Poland, the total number of people in Europe who have died of exposure in recent days has risen to at least 40.
It's "an early start to the winter because we are still in the autumn season," said Omar Baddour, a scientist with the World Meteorological Organization in Geneva. "It's not very, very unusual, but it is an extreme winter spell that is going to last a few days."
Baddour said that the cold comes from north-south winds pushing an Arctic chill over the continent, a phenomenon also seen at the start of last year's long and frigid winter. Most of the time, winds blow from west to east over Europe.
But he said it's too soon to say what the early winter weather — which usually sets in around Christmas — might herald for the continent this year.
In many parts of Europe, train services reported more heavy disruptions because of icy tracks, but air traffic was returning to normal in many places. Britain's Gatwick Airport reopened after heavy snowfall forced a 48-hour closure, though its website warned of delays and cancellations as freezing temperatures persisted. London's Heathrow Airport was operating, but 45 arrivals and 25 departures were canceled.
The Charles de Gaulle airport in Paris was again operating normally, but many areas of France faced traffic problems because of the snow.
In Poland, police reported 12 deaths overnight, raising the death toll there to 30 over the past three days. Police were carrying out street patrols in hopes of getting drunks and homeless people into shelters since they make up the bulk of those who freeze to death each year.
Animal lovers in Poland were also mobilizing, with some opening their cellars to stray cats and others pulling ducks from frozen lakes. Foresters have also been putting out fodder for bison, elk and other forest-dwellers.
In the Czech Republic, the death toll rose to four after a man was found frozen in Prague. In Germany, three people have now been killed, while authorities in northern England said they had found the bodies of two elderly residents this week who are believed to have frozen to death.
Authorities in the Alpine nation of Austria — no stranger to cold and snow — reported one death earlier in the week. The weather delayed some flights at Vienna's airport, where officials said a crew of about 80 people were working nonstop to clear runways and de-ice aircraft.
Just across the border in Slovakia, the snow caused traffic snarls in the capital, Bratislava, while a hospital in the eastern city of Presov treated dozens for injuries blamed on the snow.
Authorities have declared a state of emergency in three Balkan countries — Bosnia, Serbia and Montenegro — and evacuated hundreds of people after heavy rainfall caused severe flooding along the Drina River — the worst in 104 years. But floodwaters receded significantly overnight in Bosnia, leaving a trail of mud and debris in many areas.
AP reporters from across Europe contributed to this article.


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Other Opportunities
Student research, observation opportunities, and classroom assignments may all be completed at our site. Please allow enough lead time in notifying us of your request to allow us the opportunity for proper preparation, which may require parental consent forms, in order to accommodate your needs in a timely manner.
For more information, please contact Joanne Boyer, assistant director, at firstname.lastname@example.com


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By Susanna Mulvihill
After ringing a buzzer to get into Venue 40 on Shandwick Place then climbing three flights of stairs to the sounds of Hitler shouting for Goebbels it feels disarming to enter a small room half filled with instruments. A violin, cello, bouzouki, banjo, dulcimer and guitar hang from stands, a digital piano, toy piano, stylophone, bells and a glockenspiel are carefully arranged next to each other and the floor is littered with an array of effect pedals, loopers and a foot piano, with an autoharp hidden away in the corner. There is also a kind of home made wine box snare drum upon which sits a selection of musical water glasses (the Crystal Sisters) not to mention a theramin. You would be forgiven for assuming that this could perhaps be a bit of a gimmick, that no two people could possibly play all these instruments will a high level of skill on each, let alone manoeuvre around them, but you would be wrong.
Lit solely by a handful of birdies and with candles lining the mantlepiece behind him, Nick Pynn greets his audience with a warm smile. He begins this performance with an instrumental piece on the dulcimer that is wholly palindromic. With a looper and reverse delay he immediately creates a piece that is both beautiful and mathematically intriguing at the same time. The intelligence and compelling nature of the music throughout the entire set is abundantly apparent, yet all the sounds we are treated to, despite being so carefully placed, are magical. Life is not lived in a vacuum and there are so many influences that come through in this show, from classical to folk, songwriting to cicadas, yet it never feels cluttered or confused.
Predominantly an instrumental gig, the few songs performed are sung in a sweetly understated way by Pynn and Grant. Pynn's introductions to each piece indicate that he almost sees life in musical terms, being influenced by his surroundings, and the results are immensely evocative. A good example of this is "Heriot Row", written during his first outing to the Edinburgh Fringe, which paints a brilliant picture of both the austere architecture of the city in grey, dour weather before celebrating its beauty in the sunlight. "Here Comes Everybody" inspired by James Joyce builds an array of instruments to such a crescendo that you really feel that Everybody imaginable is arriving.
The manner in which Pynn and Grant address the audience is friendly and relaxed and the surroundings make you feel like you are in their living room, which Pynn alludes to at one point. The music is in turns playful, joyful, emotive and curious; it would not be out of place in a film score. The skill required to play such complex music is overwhelming: a single finger out of place would ruin a piece. However the virtuosity on display ensures that this is unlikely ever to happen. The hour is over far too soon. These are truly two of the finest, creative and outstanding musicians around and this is a show definitely not to be missed. It must be mentioned that, while Grant is accompanying Pynn in this line-up, he accompanies her material in an earlier gig in the same venue at 20:15. It would be a fair guess, judging from this, that that would also be well worth a listen.
Venue 40, Inlingua, Shandwick Place, until 26th (not 20th), 21:45


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The Internet allows amateurs and public figures the same access to the public as novelty performance artists. The difference is that amateurs will do it for the attention and other public figures will show novelties of their life to draw the fans closer to them. In that atmosphere a person making a living doing the same things has a hard time finding a market.
The Internet has taken over much of our lives since it's inception. Now it has come to the point where the book industry has had to readjust to survive. The music industry had to readjust, and now the movie along with the TV industry. But now it would seem that some are being left behind because of the digital age. Cable and Satellite TV struggle to stay viable. It would surprise me one bit if performance artists have had the same problem. In some ways some of them have also had to evolve to continue their craft, they are doing it by creating videos and placing them online of their performances. I guess the old saying if you can't beat them join them definitely applies when it comes to the Internet.
The internet has taken a significant toll on the industry for novelty performance artists. You no longer need to go to a circus, or Las Vegas, or any kind of "show" to get your laughs. Today, it is as easy a search on YouTube, and within minutes there are millions of videos at your fingertips.
With the rise of the Internet, niche entertainment industries are at risk. People would rather view their unique entertainment options on a computer screen rather than wait for an act to come to where they live. The benefit of the Internet is low cost performance art. You don't need a space that can hold your entire audience if that audience is virtual.