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first_imgOcean City Police DepartmentThe Ocean City Police Department is conducting a zero tolerance traffic safety awareness campaign now through the 2015-2016 holiday season.  This campaign is designed to increase traffic safety awareness through directed enforcement efforts.Beginning the week of Nov. 23, the department will begin this effort by selecting an area of focus for each particular week. By designating a particular issue each week, it is our hope that the local press and community members will become more aware of all traffic laws and choose to participate by compliance, making Ocean City safer.The following is a list of violations that will be strictly enforced with zero tolerance during this period: Speeding, Wearing a Seatbelt, Following Too Close, Use of Cell Phones while Driving, Careless Driving                 Equipment/Maintenance of Lamps, Inspection Stickers.The schedule includes the following:Week of Nov 23: Speeding (Special attention in area of Bay Ave. 18th – 34th St)Week of Nov 30: Cell phone use  (Distracted Driving)Week of Dec 7: Equipment and Inspection ViolationsWeek of Dec 14: Wearing Seatbelts/Child Restraints LawsWeek of Dec 21: Careless Driving/Following Too CloseWeek of Dec 28: Speeding— News release from the Ocean City Police Departmentlast_img read more

Gen Ed connects the dots of life

March 1, 2021 | kzmwuuff | No Comments

first_imgCasual critics say college students can spend too much time with their heads in the clouds. John Huth, the Donner Professor of Science in Harvard’s Department of Physics, agrees. To bring undergraduates back to earth, Huth created “Primitive Navigation,” a course that teaches them to use nature’s signposts to get from place to place. Students learn to navigate the campus using the type of sun compass that the Vikings relied on; to calculate distance by measuring their own steps, as the ancient Romans did; and to understand the movement of celestial bodies and the change of seasons in elemental ways.“In this course, students not only learn about science in the classroom, but also by going out and doing things,” Huth said recently. “We took them to the roof of the Science Center and had them identify the major stars. They watched the movement over the course of an hour to try and get that motion ingrained. It gives the knowledge meaning.”Huth’s course is part of Harvard’s Program in General Education, popularly known as Gen Ed, which tries to connect what students learn at the College with the lives they’ll lead after graduation. A hit with students and faculty, Gen Ed has expanded to more than 400 courses since its launch in 2009, and now includes some of the most popular classes on campus, “Primitive Navigation” among them. The reasons for the program’s early success are no mystery. Gen Ed offers innovative courses, taught by leading faculty, to small numbers of students.Gary Feldman, the Frank B. Baird Jr. Professor of Science, gives a train demonstration in the Science Center. Kris Snibbe/Harvard Staff Photographer“We launched the Program in General Education in order to help students connect academic modes of thought to the nonacademic lives that most of them will lead, and to do so in more explicit ways than we have done in the past,” said College Dean Evelynn M. Hammonds. “The curriculum exposes undergraduates to the wide range of ideas and knowledge available here at one of the world’s leading research universities. It provides students with the ability to think critically and to see a problem from many different perspectives. And we believe it helps students to become lifelong learners who will always be interested in the world around them.”A deeper appreciation of the surrounding environment and a robust intellectual curiosity are two of Gen Ed’s goals. But it turns out that a liberal arts education is also precisely the type of workout that a young adult’s brain needs in order to develop critical faculties such as judgment and self-control. And the abilities to learn and think critically are skills that business leaders increasingly seek in 21st-century employees.Students get a feel for the brain during a science of living systems course. Jon Chase/Harvard Staff PhotographerThe habits of the mindIn many ways, “Primitive Navigation” exemplifies the aims of the Gen Ed curriculum. The course purposely disorients students by presenting the familiar in fresh ways; it challenges them to look closely to discover what’s going on behind the appearance of things; then it gives students the tools to find their way again.“The curriculum is designed to create and instill certain habits of mind, certain ways of looking at the world that students can take with them wherever they go,” Jay M. Harris, dean of undergraduate education and Harry Austryn Wolfson Professor of Jewish Studies, said when Gen Ed was launched. “We recognize that most students will not be academics. But they will be citizens who are expected to participate in civic debate in an intelligent and informed way.”Harvard undergraduates are required to take at least one Gen Ed course in each of eight study areas: aesthetic and interpretive understanding; culture and belief; empirical and mathematical reasoning; ethical reasoning; science of living systems; science of the physical universe; societies of the world; and the United States in the world.One of the ongoing challenges for the General Education curriculum is the need to develop genuinely new, innovative courses.— Professor Allan M. Brandt, dean of the Graduate School of Arts and SciencesA primary goal of the classes, according to Louis Menand, the Anne T. and Robert M. Bass Professor of English and American Literature and Language and co-chair of the Task Force on General Education, is to develop in students an awareness of the ideas and realities that lay behind the appearance of things.“During my time on the task force, I heard several people say ‘It’s all about appearance and reality,’ ” Menand said. “That’s really what we do here. It’s about showing people that the way things seem is not the way they completely are, and giving students the knowledge and skills to see that on their own. This is true of pretty much every discipline.”Abigail Lipson, director of Harvard’s Bureau of Study Counsel, said the skills that Harvard’s curriculum tries to develop in students — critical thinking, the ability look at problems from different perspectives, and to evaluate one’s own actions — are also the capacities that the young adult brain is trying to build.“For example, in college we develop the ability to recognize, name, and articulate emotions and use them for information rather than simply a driving force,” she said. “A liberal arts education provides a context for exploring and exercising those kinds of capacities. It’s just what your brain needs.”Lipson pointed to a 2005 article in the Mental Health Letter of Harvard Medical School that cited late adolescence as a time when reasoning and judgment evolve in a way that is “crucial to emotional learning and high-level self-regulation.” The college years are the cognitive — as well as the educational — opportunity for a disciplined adult mind to emerge.Gen Ed aims to prepare students for a life of change and complexity, rather than a specific career, a plus in an ever-changing economy, and a goal that contrasts with some educational trends emphasizing vocational training. In 2006, the American Association of Colleges and Universities commissioned a poll that asked business executives from hundreds of midsized firms, “How should college prepare students to succeed in today’s global economy?” When surveyors described a “particular approach to a four-year education,” one that provided “broad knowledge in a variety of areas of study” and that “helps students develop … intellectual and practical skills … such as communication, analytical, and problem-solving skills,” 95 percent of employers said it was either “very important” or “fairly important” that colleges provide this type of education.“Most successful people in the business world will tell you about the importance of five things,” said Richard J. Light, Carl H. Pforzheimer Jr. Professor of Teaching and Learning at the Harvard Graduate School of Education and author of the book “Making the Most of College.”“These are the ability to synthesize information; the skill of writing extraordinarily well; the ability to do research on many different topics; the ability to speak at least one foreign language (preferably more); and an understanding of other cultures. Where else but at a college like Harvard that offers a serious liberal education — and pushes undergraduates very hard — can a student really learn all those ways of thinking?”Interdisciplinary innovationGen Ed classes are taught by scholars from nearly every faculty at Harvard, including the Business School, the Law School, the Medical School, the Kennedy School, and the School of Public Health. Stephanie Kenen, associate dean of undergraduate education and administrative director of the Program in General Education, said the opportunity to create courses that draw from different areas and to teach interested, enthusiastic young students already has attracted some of the University’s brightest scholars to Gen Ed.Students practice during the Gen Ed course “Aesthetic and Interpretive Understanding.” Jon Chase/Harvard Staff Photographer“Once the program launched, faculty across campus began to see opportunities for new kinds of teaching and interdisciplinary work,” she said. “We began to see more courses being proposed. The curriculum provides opportunities and support for course topics that might not fit in particular Schools or departments.”History, archaeology, and cultural studies come together in “Pyramid Schemes,” a course that explores the archaeological history of ancient Egypt. Course leader Peter Der Manuelian, Philip J. King Professor of Egyptology, said it is both challenging and rewarding to design a rigorous curriculum that is not too esoteric for the generalist.“There is nothing like sharing the passion for one’s field with 170 interested undergraduates,” he said. “I enjoy watching students get excited about new pyramid construction theories, ancient religious schisms, explanations for the rise of complex society, and the mysteries of ancient Egyptian hieroglyphic grammar. Long ago, I learned that to focus only on the narrow confines of one’s discipline can lead to diminished interest levels across the board.”Students give Manuelian’s course high marks, and have made it one of the most popular Gen Ed offerings. Margaret Geoga ’12 said the course combines visits to area museums with the innovative use of technology to give students a deeper understanding of what ancient Egypt was like.“The technology turned out to be one of the best features of the class,” she said. “For example, the 3-D tour of Giza in the Visualization Center gave us an understanding of how all the monuments and tombs relate to each other physically that photos simply cannot provide.”College officials are working to keep the Gen Ed curriculum vibrant, and point to the dramatic expansion of course offerings over the last two years. When the program launched in 2009, 238 classes had been approved for the program; by this fall, the number had grown to 416. Many are new courses, and others that were offered previously have been recast with a Gen Ed perspective.“We want a curriculum that evolves with our students, so we have to refresh and renew it on an ongoing basis,” said Kenen. “Some courses are constructed in such a way as to retain their suitability for the program without much change over time. Others may not have as long a shelf life.”Graduating to the futureTo help meet the demand for new and engaging Gen Ed courses down the road, the Faculty of Arts and Sciences created the Graduate Seminars in General Education (GSGE). The brainchild of Professor Allan M. Brandt, dean of the Graduate School of Arts and Sciences, GSGE pairs faculty with graduate students in studying a topic at an advanced level and in creating an undergraduate course. Graduate students work on course themes, design, and pedagogy. If all goes well, the teaching fellows for a new Gen Ed course will be the same people who helped to design it.“One of the ongoing challenges for the General Education curriculum is the need to develop genuinely new, innovative courses,” Brandt said. “The idea of making the course development process itself into a seminar for graduate students seemed like a natural win. It allows for a scenario in which faculty members set aside dedicated time for course development, benefiting from the intelligence and energy of graduate students in the process. And graduate students become engaged in substantive ways, helping to develop their own instructional and pedagogic abilities.”Officials will continue to tweak Gen Ed in the years to come. Kenen said her group wants to make sure that the next three years go as smoothly as the past two. They will then evaluate the program, and move ahead.“We want to make sure that we have enough — and the correct — courses in each area,” she said. “Right now, we’re also starting to ask, ‘How would we evaluate the curriculum?’ Things have gone remarkably well over the past two years, especially when you consider that we launched Gen Ed in the midst of the University’s financial crisis. We’ll take a look at where we are sometime around the five-year mark.”In the interim, Kenen directs anyone curious about the program — or just in need of a quick shot of general knowledge — to the rather addictive series of trailers created for many of Gen Ed’s courses. There, a visitor can get a lesson on the ways that Jews and Christians interpret the Bible; learn about the development of children’s brains; and contemplate the circumstances of the winners and losers in the global economy, all in five minutes or less.“Each short video is a snapshot of a course,” Kenen said. “Faculty members give a little introduction to the class, its aims, and how it meets the goals of Gen Ed. It’s a great way for parents, students, and others to find out about offerings in the curriculum.”Sampling Harvard, in essaysIt is sometimes said that youth is wasted on the young. It also could be said that college sometimes is wasted on students, and that only after graduating does a former student come to appreciate learning. For those wishing to revisit the college classroom, or those who never had the opportunity, there is “The Harvard Sampler: Liberal Education for the Twenty-First Century.”In the spirit of the General Education curriculum, this book of essays gives a taste of the modern Harvard curriculum. The authors, who are among the University’s most respected faculty members, invite visitors to explore subjects as diverse as religious literacy and Islam, liberty and security in cyberspace, medical science and epidemiology, energy resources, evolution, morality, human rights, global history, the dark side of the American Revolution, American literature and the environment, interracial literature, and the human mind.The instructors, who include such premier scholars as Steven Pinker, Laurel Thatcher Ulrich, and Harry R. Lewis, summarize key developments in their fields in ways that both entertain and edify.last_img read more

Clarke left frustrated by Webb

September 21, 2020 | bqfdduvy | No Comments

first_img And opposite number Mark Hughes conceded the Baggies were unfortunate after Charlie Adam escaped punishment for tripping the visitors’ Youssouf Mulumbu. The controversial second-half incident was one of few moments of interest in largely dull Barclays Premier League contest at the Britannia Stadium. Press Association West Brom boss Steve Clarke had no doubt his side were denied a blatant penalty during their goalless draw at Stoke. Clarke said: “I think the two words for it are stonewall penalty. “How the officials have missed it is beyond belief, but sometimes you get decisions and sometimes you don’t. It is a decision that didn’t come our way.” Adam appeared to clip the heel of Mulumbu in the area 10 minutes after the break but referee Howard Webb, after looking to his assistant for help, was unmoved. Clarke said: “If he had wanted to con the referee he would have gone down on the first contact. “He managed to wriggle free of that. It is clear, whatever angle you look at it, it was a penalty. “I don’t think he meant to do it but he ran down the back of his foot. It was a clear penalty. “I don’t criticise the referee overall. You have to understand I am talking about one decision here where I find it difficult that between them they didn’t see the penalty.” The Baggies’ Stephane Sessegnon was twice denied by the excellent Asmir Begovic, including in the last minute after a mazy run through the Stoke defence when he probably should have scored. Stoke’s best chance was missed by Stephen Ireland, blazing over on the counter-attack, while quick-thinking Adam also forced Boaz Myhill to save with a spectacular effort from the halfway line. Hughes said: “We are grateful to Asmir at the end. That is an outstanding save. “Given the time of the chance, if they had scored then they would probably have taken the game away from us. “They will feel a bit aggrieved with the penalty claim they had – it looked like it was a penalty. “But we had similar complaints a couple of weeks back at Fulham. As the old adage goes, they even themselves out. Apparently.” Stoke have scored just four times in the league this season and Hughes is growing concerned, even though he remains happy with the number of chances they are creating. He said: “We are struggling for goals but that was prevalent before I came here. “It is something we are working on. In terms of chances we are still creating the same, if not more, given we are playing in a slightly different way. “It is up to us to make sure we convert the ones we get. “We had a number of chances here, a number of balls flashing across the six-yard box, just needing a touch to convert them, and Stephen Ireland had a great opportunity. “They had a number of chances in the first half when we were a little bit passive in our work but, apart from the one at the death, they didn’t create that many more.” Clarke felt it was his team that had the better opportunities. He said: “We had some terrific chances. We had three clear-cut chances, two for Stephane and one for Morgan. “With better finishing and maybe a lesser goalkeeper, on another day, we should be talking about a good victory. Instead it is a hard-earned point.” last_img read more

first_imgThere is a history of bad blood between Ronaldo and Correio da Manha, who he successfully sued after the Portuguese newspaper printed details of his private life.Lyon, France | AFP | Cristiano Ronaldo threw a reporter’s microphone in a lake on Wednesday after objecting to being approached hours before Portugal’s crunch Euro 2016 match against Hungary.Ronaldo, 31, has endured a frustrating time in France, hitting the post with his second-half penalty attempt in Saturday’s goal-less draw with Austria.He also drew criticism after slamming Iceland for their “small mentality” after the minnows held Portugal to a 1-1 draw in their opening match.But the Real Madrid superstar was in no mood to talk when a reporter from the TV station of Portuguese newspaper Correio da Manha approached him during a morning team walk at a lake in Lyon, just hours before kick-off. ¡Se enojó! Cristiano Ronaldo lanza al agua micrófono de un periodista #Videohttps://t.co/YKvaPDveAE pic.twitter.com/277ArRc3fz— Letra Roja (@LetraRojaMx) June 22, 2016 Video of the incident shows the reporter asking: “Ronaldo, ready for the game today?”But without a word or glance at the journalist, Ronaldo took his microphone and threw it in the lake, then carried on with the team stroll.There is a history of bad blood between Ronaldo and Correio da Manha, who he successfully sued after the Portuguese newspaper printed details of his private life.The Portugal captain appears to be feeling the pressure with his team needing at least a point at the Stade de Lyon to reach the last 16 in their final Group F match.Having become Portugal’s record caps holder last Saturday against Austria, when he made his 128th appearance, Ronaldo is set to make more history.If he scores, he will become the first player to do so at four consecutive Euro tournaments.He will also become the player to have played the most matches at a European Championship finals with 17 appearances.Share on: WhatsApplast_img read more

first_imgLondon, United Kingdom | AFP | Championship side Bristol City dumped Manchester United out of the League Cup on Wednesday, scoring with seconds remaining to beat the holders 2-1.In the other quarter-final, Chelsea beat Bournemouth 2-1 with goals from Willian and a late strike from Alvaro Morata. United, second in the Premier League, made 10 changes from their weekend victory against West Brom but still boasted a star-studded team including a fearsome front three of Marcus Rashford, Zlatan Ibrahimovic and Anthony Martial against the second-division high-flyers.United — with midfield general Paul Pogba back in the side after the three-match suspension he picked up against Arsenal earlier this month — rattled the woodwork twice in the first half but Bristol were undaunted.Bristol, who already had three Premier League scalps in the League Cup this season, shocked United in the 51st minute when Joe Bryan sent a left-foot shot arrowing into the top corner past the despairing dive of Sergio Romero.But they were ahead for only a few minutes before Ibrahimovic pulled United level after a softish-looking free-kick awarded for a foul on Pogba in a central position.Mourinho threw on even more attackers as he pushed for victory, with Romelu Lukaku replacing Daley Blind while Henrikh Mkhitaryan came on for Ibrahimivoc. But despite pressure from the away side, Bristol held their nerve, taking advantage of some sloppy defensive play from United to score deep into added time through Korey Smith.At Stamford Bridge, Chelsea took an early lead through Willian and looked set to coast over the line before a late leveller from Dan Gosling threatened to take the tie into extra time.But within seconds the home side were back in front as substitute Morata sealed their place in the semi-finals.Manchester City and Arsenal progressed to the last four on Tuesday.Share on: WhatsApplast_img read more

first_imgFacebook108Tweet0Pin0Submitted by LOTT Clean Water Alliance / WET Science Center Olympia community members are invited to come learn about local sea level rise response planning, Tuesday, December 11, 2018, 6:00 p.m. – 8:00 p.m. at LOTT Clean Water Alliance (500 Adams St NE, Olympia). At 6:00 p.m., visit information stations and ask questions of project staff. At 6:15 p.m., hear presentations about the planning effort, potential adaptation strategies, and next steps.Photo courtesy: LOTT Clean Water Alliance / WET Science CenterThose unable to attend the meeting can still review the Draft Plan at olympiawa.gov/slr beginning December 10, and provide written comments through January 25. Email [email protected] to send comments on the Draft Plan or request a sea level rise presentation for your organization. Sign up at olympiawa.gov/subscribe for the sea level rise e-newsletter.Flooding VulnerabilityDowntown Olympia has always been vulnerable to flooding. High water levels in Capitol Lake and high tides in Budd Inlet can combine to cause water to overtop the shoreline and spill into downtown streets and low-lying areas. Even with minimal amounts of sea level rise, the risk to downtown’s streets and buildings and the many community services will increase. Downtown flooding is anticipated to become more frequent and severe in the future. The Sea Level Rise Response Plan provides a broad strategy for adapting to rising sea levels in both the near and long-term.Downtown Olympia serves as the social, cultural, historical, and economic core of the city. The 450-acre downtown area contains vital infrastructure such as Olympia City Hall, the Budd Inlet Treatment Plant, the Port of Olympia marine terminal, and the emergency vehicle corridors between west and east Olympia. The Olympia Farmers Market, Heritage Park, and Percival Landing are important cultural and recreational places to many residents. Our waterfront and its link to Puget Sound are highly valued by our community and need to be protected. Taking steps to protect downtown from sea level rise can help avoid damage and service disruptions and reduce costs to our community in the long-term.Sea Level Rise Response Plan  Olympia Sea Level Rise Response Plan Project Area. Photo courtesy: LOTT Clean Water Alliance / WET Science CenterCity of Olympia, LOTT Clean Water Alliance, and Port of Olympia have been working together, with help from consulting firm AECOM Technical Services Inc., since May of 2017 to create the response plan to protect downtown Olympia from the impacts of sea level rise.The Sea Level Rise Response Plan is based on the high estimate of sea level rise: 25 inches by mid-century and 68 inches by end of century. This projection takes into account that Olympia is sinking 1 to 2 millimeters per year.The more likely scenario projects sea levels rising by 13 inches by mid-century and 36 inches by the end of the century. The future rate of sea level rise will depend on whether we reduce our greenhouse gas emissions and how much.How Olympia FloodsNot all areas of downtown will be impacted by rising seas in the same way or at the same time. The low lying areas around Capitol Lake are already most vulnerable to flooding, followed by portions of the Budd Inlet shoreline north of Percival Landing and along the isthmus.Downtown Olympia in general is affected by high tides, high Deschutes River flows, and combinations of the two. In either event, if water levels are high enough they can flow back through the stormwater drainage system and cause flooding in areas not directly adjacent to the shoreline. Overland flooding can also increase flows to the Budd Inlet Treatment Plant, potentially stressing its capacity for treating wastewater. Portions of the Port property may also be subject to more frequent flooding as sea levels rise in the future.Photo courtesy: LOTT Clean Water Alliance / WET Science CenterFour Focus AreasThe Plan is divided into four focus areas: Capitol Lake / Lower Deschutes Watershed, Percival Landing and Isthmus, Budd Inlet Treatment Plant and Combined Sewer System, and Port of Olympia Peninsula. The Plan addresses landscape, flood dynamics, and flooding vulnerabilities for each focus area. Adaptation strategies have been identified to address sea level rise for each area. These strategies can be adapted over time based on changing conditions. Come to the December 11 meeting or visit City of Olympia’s Sea Level Rise Website to learn more.We Can Address Our Rising ChallengeOur downtown landscape will continue to change in the decades ahead, such as raising of the shoreline and buildings, future development, and land use changes. Sea level rise will be one of the drivers of change, but not the only driver. The Sea Level Rise Response Plan illustrates how places like the Percival Landing boardwalk, Heritage Park, and the Billy Frank Jr. Trail could be enhanced to help provide flood protection. As a community, we can protect Olympia’s unique character, essential services, and critical infrastructure. Together we can address our rising challenge.last_img read more