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Introduction of Cecilia Ridgeway: Recipient of the 2005 Cooley-Mead Award

The Cooley-Mead Award for career con tributions to social psychology is the highest award given by the social psychological com munity of the American Sociological Association. It is a great privilege and honor to be a part of this award session and to intro duce the 2005 recipient of this award, Professor Cecilia Ridgeway. Cecilia is cur rently the Lucy Stern Professor of Sociology at Stanford University. In this introduction I review the development of her research career and include a few personal observa tions because we have worked together in a variety of ways over the years. Cecilia began her academic life as an undergraduate at the University of Michigan. She enrolled in the University of Michigan at age 16 and received her BA in sociology in 1967, graduating with honors. Michigan, as a center for interdisciplinary research on social psychology, was a major intellectual influ ence. Of particular import to Cecilia's deci sion to major in sociology was an introductory honors course on social psy chology, taught jointly by a psychologist and a sociologist. In that course they reenacted classic studies of conformity and norm for mation by Solomon Asch and Muzafer Sherif. Outside the classroom, Cecilia was among the early wave of those who joined the Students for a Democratic Society, the organization in the vanguard of the student movement of the 1960s. From Michigan, Cecilia went to Cornell to pursue graduate work, and received her MA and PhD in sociology in 1969 and 1972 respectively. A major influence at Cornell was William Lambert (the psychologist); with him she continued to develop her interests in social psychology. At Cornell she developed an interest in the sociological analysis of music, subscribing to the Weberian view that the structure of music reflects the structure of

Profile of Janet M. Thornton, F.R.S., Ph.D.

Profile of Janet M. Thornton, F.R.S., Ph.D.

Demographic and Psychographic Variables Associated with Hispanic Business Majors Intending to Pursue Graduate Studies: Marketing Implications

ABSTRACT Increasing shifts in population proportions have led to an increasing demand on education institutions to recruit Hispanics. A random and stratified national sample was used to answer the following questions: (1) What are the psychographic typologies that are likely to identify Hispanic students by their desire to pursue or not to pursue graduate education? (2) What relationship, if any, does income of the parents play in a Hispanic student's decision to pursue graduate education? (3) Is there a direct relationship between the parents' level of education and Hispanic students' decision to pursue graduate work? This paper attempts to dissolve myths about the variables associated with Hispanics' participation in graduate education, and to make recommendations for effective appeals to encourage Hispanic students to attend graduate programs.

Albert Dorfman and the Biosynthesis of Hyaluronic Acid

Albert Dorfman and the Biosynthesis of Hyaluronic Acid

Review of Insider's Guide to Graduate Programs in Clinical and Counseling Psychology 2004/2005 Edition.

MICHAEL A. SAYETTE, TRACY J. MAYNE and JOHN C. NORCROSS Insider's Guide to Graduate Programs in Clinical and Counseling Psychology 2004/2005 Edition New York: Guilford Press, 2004, 340 pages (ISBN 1-57230-978-4, US$23.95 Paperback) The purpose of this book is to help students prepare for admission into clinical or counseling psychology graduate programs and to assist with the corresponding application process. Including several web resources, updated profiles and contact information for North American programs, data outlining admissions criteria, and sample letters, CVs and a personal statement, the Insider's Guide is designed to help both current and future applicants prepare for and apply strategically to graduate school. Well written and using straightforward language and information presented in text, table, and list formats, the authors draw on research data and personal anecdotes to outline the application process and its various considerations. The book covers all steps of the process from the initial decision to pursue graduate work in clinical or counseling psychology to the final decision one makes upon offers of admission. Readers can search for program matches by specific research interests or practica opportunities, and can peruse the profiles, complete with admissions requirements and faculty theoretical orientations, of almost 300 professional, clinical, and counseling psychology programs. In addition, throughout the guide, the authors artfully balance realism and encouragement. For example, while being realistic about rates of admission into graduate programs and required skills and experiences, the authors are never pessimistic with their advice; in fact, Sayette et al. encourage readers to reach for the stars in pursuit of graduate work and to persist throughout the application process. Although the title of this book may attract students at a certain stage in graduate preparation - those close to starting or in the midst of applications - persons at all levels and various stages of preparation may find this book helpful. For the individual contemplating graduate work in clinical or counseling psychology, the introductory chapter provides an overview of the two professions and highlights the differences between PhD and PsyD programs. Similarly, the authors present a brief description of careers within the helping profession (e.g., medicine, social work) that students may consider as alternatives to clinical or counseling psychology. For students committed to graduate work in clinical or counseling psychology, this book is comprehensive in its description of common admissions requirements such as standardized examinations, research experience, faculty mentorship, and specific undergraduate courses. Indeed, a strength of the Insider's Guide is its recognition that readers may be at different stages in their studies. Specifically, in the chapter on preparing for graduate work, the authors address lower and senior level undergraduates, college graduates and master's level clinicians, and tailor the information to fit the reader's various background and stage of education. Moreover, while the book contains abundant information on clinical and counseling programs and mastering the application process, one of its greatest features is a timeline for preparing for graduate work in these fields. Beginning with recommendations for students in initial undergraduate years (e.g., take core psychology courses, join psychology student organizations) and culminating in April/May of the application year, the timeline provides students with an organized method of preparing for graduate school and completing the rigorous application process. This timeline can help focus students and ensure the meeting of deadlines and timely completion of applications. The timeline breaks the application process into manageable steps and could, for many readers, decrease the stresses that arise from preparing for and applying to graduate school. …

Kazim M. Ergin (1915-2002)

The international community of Earth scientists was saddened by the death of Professor Dr. Kazim M. Ergin on 24 November 2002. Dr. Ergin possessed the rare distinction of excelling professionally in both the applied and theoretical aspects of geophysics, with accomplishments both in industry and in academia. He was born in 1915 in the city of Gaziantep, Turkey. In 1937, while attending the University of Istanbul and pursuing a degree in mathematics, he was awarded a scholarship from the Mineral Research and Exploration (MTA) Institute to study geology in Germany. After a short while there, his studies were interrupted by World War II. Fortunately, he was able to resume his education at the Massachusetts Institute of Technology, where he was awarded a B.S. in Geology. He then moved to Caltech to pursue graduate work toward the degrees of M.S. and Ph.D. At Caltech he studied under world-renowned theoretical seismologist Beno Gutenberg and several other prominent scientists. Upon receiving his M.S. degree (1943), …

American Society of Pediatric Hematology/Oncology 17th Annual Meeting. San Francisco, California, USA. April 29 - May 2, 2004. Abstracts.

American Society of Pediatric Hematology/Oncology 17th Annual Meeting. San Francisco, California, USA. April 29 - May 2, 2004. Abstracts.

Keith A. Reimer, MD, PhD: 1945–2002

Keith Arnold Reimer, MD, PhD, a well-known experimental cardiologist and cardiac pathologist and a Professor of Pathology at Duke University died on March 15, 2002, at the age of 56. The cause of death was metastatic carcinoma of the kidney. His disease was advanced when it was diagnosed in September of 2001, and it essentially incapacitated him for the remainder of his life. Keith was born in Beatrice, a small town in Nebraska, on April 10, 1945. He graduated from high school in a class of 7 students. Typical of Keith is the fact that by the time he had graduated, he had taken every course offered by the school except Home Economics. After graduating from high school, he attended Bethel College in North Newton, Kansas, from which he graduated in 1967. While at Bethel, he met and married Susan Stuckey. Although this educational history seems an unlikely prelude to a career in science, he became a very successful scientist.⇓ I first met Keith on a spring day 34 years ago, when a young medical student with a red beard turned up in my laboratory at Northwestern University Medical School. At this time, he was finishing his second year in medical school and was searching for a laboratory in which to pursue graduate work. His aim was to enter the MD, PhD program at Northwestern. The goal of this program was to produce physicians trained as scientists. In Keith’s case, the science was experimental pathology. I questioned him carefully about why he wanted to follow a course of study that would lead him to become an expert in the field of cell injury, simply because research in cell injury was unpopular in 1968. Few physicians and even fewer scientists cared why cardiac muscle cells …

The 2002 Henry Gray Award.

The 2002 Henry Gray Award.

Gender and Graduate School: Engineering Students Confront Life after the B. Eng.

AbstractIn an exploratory questionnaire study at McGill University, we examine the reasons given by top women and men engineering students for deciding whether or not to continue their studies. Women are significantly less likely than men to plan on graduate school; they encounter hurdles such as limited personalized information, difficulties in obtaining reference letters, a low level of encouragement, and the discomfort of the engineering academic environment. We conclude with seven specific recommendations designed to encourage women, in particular, and also men to pursue graduate work.

The Council on Anthropology and Education as a Crossroad Community: Reflections on Theory-Oriented and Practice-Oriented Research

ture. As might be expected in this postmodern era, my reflections blend public and personal experiences. Some of my reflections have focused on conversations within the CAE. I have heard many colleagues express the view, in one form or another, that our field needs revitalization. In these discussions, colleagues have expressed differing opinions concerning our relationships with cultural anthropology and with educational research and practice. Some CAE members urge us to strengthen our connections with theory and research in cultural anthropology; others contend that we should strengthen our connections with practitioners. Often, these are treated as competing goals. Other reflections have focused on my students' research related to anthropology and education. In a graduate school of education, these students are primarily midcareer practitioners, most of whom continue to work full-time while pursuing graduate work. Some of my doctoral students have used anthropological theory and research for their dissertations, and have done solid and interesting work. However, because many continue as practitioners after earning their doctorates, very few have published from their dissertations. Masters-level research, too, is rarely shared beyond the class for which it is conducted. If, as I suspect, these patterns occur elsewhere, I wonder what is being lost to the field.

The Loom of Latin

The Loom of Latin Michael C. J. Putnam Let me begin with a bit of autobiography which I happily share with others in this room, including past, present and future presidents of our learned society. I came of age in the Harvard of the Fifties where it was my good fortune to study with two extraordinary teachers, J. P. Elder and Cedric Whitman. They served as notable models for the combination of philological rigor with imaginative insight they displayed in their scholarly writing—Elder in a series of sharply etched, brilliant essays on Catullus, Horace and Lucretius, Whitman through his reading of Sophocles but especially in the chapters on "Fire and Other Elements " and "Achilles" in his landmark book on Homer. After my return to pursue graduate work it was also my privilege to become the friend of Reuben Brower whose books, beginning with The Fields of Light, not to speak of his generosity of spirit and humanity as a pedagogue, served as models for a host of young educators-to-be. What we learned to combine, first by osmosis, then by scrutiny of its intellectual background and prized texts, was the best of New Criticism with the training required of a philologist, to become, literally, lovers of words. The two were in important ways complementary. The bibles of New Criticism, works such as I. A. Richards' Practical Criticism and Seven Types of Ambiguity by his student William Empson, allowed us to put our education to use, strengthening our understanding of the richness of meaning contained in our chosen works of genius. To view literature whole was a fundamental ambition, whether we discovered this unity through tracing strands of imagery, from observing figuration at work, or in the search for ring-composition. What we eschewed was the rigidity with which the New Critics tended to interpret writing in vacuo, apart from the various contexts which gave it birth.1 Intellectual setting was crucial, signifying not only position vis-à-vis the output of a single author but placement [End Page 329] within the sweep of ancient literature and the works it influenced. Here in the background were John Livingston Lowes, on Coleridge's sources, and Caroline Spurgeon on Keats' use of Shakespeare—the theoretical beginnings, as it were, of the exploration of allusion which has become and will, I dare say, continue to be such a vital critical tool. There were many other powerful aids available to us for eliciting meaning, a few of which I will single out. For those interested in variations of style as representative of varied realities Erich Auerbach's Mimesis (1946) was a beacon. There was also psychology, especially the work of Jung and his followers. I remember the potent impression caused by my first reading of Maud Bodkin's Archetypal Patterns in Poetry and of Northrop Frye, writing first on Blake (1947), then, ten years later, Anatomy of Criticism. There were also many influential works emanating from historians of religion and myth. I think particularly of Joseph Campbell's The Hero with a Thousand Faces, published a year before I entered college. What we did not fully sense until some time had passed was that we were at the beginning of a renaissance in the study of Latin literature and, in particular, in the rethinking of the accomplishments of some of its major poets. Let me use Virgil as an example. The Virgil we were born into was the product of two main interpretative sources. The first was his designation as a chauvinistic glorifier of empire, a view propounded with authority in the pages of Richard Heinze's Virgils epische Technik (1903). His was a Virgil that had already fitted comfortably with English and German readers of the late nineteenth and early twentieth centuries. The second Virgil was the creator of a hero perceived as passive in his responses, proto-Christian in his ethics, ever responding with sympathy to the world around him. This was the stoic Aeneas which T. S. Eliot put before us at the end of the second World War in What is a Classic? (1945) and which we also find five years later in Viktor Pöschl's Die Dichtkunst Virgils...

The Way of Translation

The Way of Translation Ok-Koo Kang Grosjean One of the kongan (koan in Japanese) that sŏnsa (Zen masters) frequently assign their students is "What is your original face?" Would it be farfetched to think that poets too should question the ground of their poetry? Because the ground will determine the essence of their poetry. As there are countless ways to enter truth, there are also countless ways or reasons a poet writes poems. I enter the world of poetry as a traveler on the Way, and I have always thought that my poems are signposts on my journey toward the unknown or the absolute, which cannot be named or described but only grasped intuitively. Poems come to me as a gift mostly when I am at work in the garden, taking a walk, or meditating, and I am like a midwife who delivers poems from the quiet heart. So each poem I receive tells me where I am and how far I have to go on my journey. My teachers or guides in this travel are those sentient or insentient beings who quench my thirst or who awaken my longing for the state in which I am free from the world of discrimination. What would this mysterious ground of poetry be? What makes any creation or creative activity possible? I thought about this for a long time, and one day an answer came to me: the ground of all creation is impermanence. Our life, which is the result of creation, and our creative activity depend on impermanence. Why didn't I think of such an obvious answer before? What is the significance of impermanence as the ground of poetry? Impermanence means that nothing is unchanging, including time. It frees us from self, which is the product of time. Without impermanence, no-self is not possible. Impermanence is the world of the Flower Garland Sutra, where, as Blake said, we can perceive the universe in a grain of sand, and each moment becomes eternal, because eternity is only possible in the absence of time. Time is the territory of the known, and we are able to see the unknown only when we go beyond time. That is why the poems that come from this unknown territory cannot but be wild, fresh, and alive, like a leaping carp. Perhaps this state is what Gary Snyder calls "the practice of the wild." In his essay "On the Path, Off the Trail," Snyder writes that "There are [End Page 90] paths that can be followed, and there is a path that cannot—it is not a path, it is wilderness. There is a 'going' but no goer, no destination, only the whole field." He also writes that "Off the trail is another name for the Way, and sauntering off the trail is the practice of the wild. That is also where—paradoxically—we do our best work. But we need paths and trails and will always be maintaining them. You must be on the path, before you can turn and walk into the wild." After reading this essay, I realized that I am a traveler on the pathless path, where, as Dōgen said, "practice is the path," and I have chosen the way of poetry as my practice. Although this essay is about translation, I feel that how I happened to make my choice influenced the way I translate poems into English. When I was growing up in Korea, I wanted to become a poet. I was deeply inspired by the lyric beauty of hyangga of the Three Kingdoms period and kayo of the Koryŏ period. The longing of the women in these hyangga and kayo for their lovers, and of monks for Amida Buddha, touched my heart deeply. And, reading modern poems by Seo Jung Ju, the most accomplished living lyric poet in Korea, and Kim Nam Jo's devotional poems, I also wanted to become a poet. Not being sure about my ability as a poet, I studied chemistry instead and came to America to pursue graduate work in pharmacy at Columbia University in New York in 1963. However, I didn't give up my desire to be a...

W. Dixon Ward—A personal retrospective

‘‘Dix’’ Ward’s professional career began about 50 years ago, when he was an undergraduate majoring in physics and practicing a life-long interest in music, both as a student and as pianist and singer. Encouraged by one of his college teachers, W. A. Rosenblith, he pursued graduate work at Harvard in the Psychoacoustic Laboratory, under S. S. Stevens. A disseration on subjective musical pitch and experimental study of the recovery of hearing after acoustic stimulation set him on a double course which continued his musical interests (first with D. W. Martin) and the study of hearing damage following noise exposure (with H. Davis and A. Glorig). Those interests were to continue as he reached his final and long-lasting appointments at the University of Minnesota. His scientific contributions have been empirical, not theoretical. He focused on finding out what is demonstrably true. His contributions as a scientific citizen were many—in the Acoustical Society, in national and international standards, in the International Society of Audiology, in CHABA, and in related government activities related to noise and noise damage.

A Woman of Integrity: Kathleen Gough's "Career" in Canada, 1967-90

In 1988, Dr. Kathleen Gough, Honorary Research Associate at the University of British Columbia, was elected to Fellowship of the Royal Society of Canada. While such recognition was overdue, given Gough's anomalous position in the Canadian scientific community, her election to the conservative, male - dominated Royal Society was nonetheless remarkable. Like many women anthropologists before her, Gough was an independent scholar who was reasonably well funded and highly regarded, but who functioned outside the academic establishment. Although she began her Canadian career as an academic at Simon Fraser University, conflicts with the administration there resulted in her dismissal in 1969, and she never again held a permanent position at any university.(f.2) It is my misfortune never to have met Kathleen Gough. Had I pursued graduate work in anthropology at McGill, the program into which I was accepted in 1969, our paths would have crossed at scientific meetings. An unexpected pregnancy delayed my graduate studies, however, and I soon realized the difficulties of conducting field work while trying to be a wife and mother. A decade later when I entered graduate school, I chose the history and sociology of science instead of anthropology, and studied the professionalization of ornithology. In this science, as in anthropology - archaeology and astronomy, a relatively high number of women have made important scientific contributions. Most of them functioned outside the institutional framework of these disciplines, as amateurs, honorary research associates and/or collaborators or assistants to their husbands. Trying to ascertain why these productive women scientists were so rarely included in textbooks and reference books, and why so few even had paid positions, soon turned me into a feminist historian of science. Since Kathleen Gough spent half of her professional life in this country, I wish to cast a feminist perspective on her Canadian career. This will lead to a better understanding of her professional experiences and raise some general questions about women's careers. Born in 1925 in a small Yorkshire village, living in a household without modern conveniences such as electricity, Kathleen Gough passionately loved the green countryside. Her love of learning and the financial aid provided by scholarships enabled Gough, by her late teens, to make an important transition from a simple village life to the sophisticated intellectual environment at Cambridge. There she read English and anthropology and received an informal education from socialist students from Asia, Africa and the West Indies. At an impressionable age, she learned about different cultures. Life at Cambridge University was poles apart from her village home, and the revolutionary ideas of her new Indian and African friends prepared the ground for her lifelong interest in South Asia, kinship, colonialism - imperialism and the new anthropology. As a university student, Kathleen received a number of scholarships and may have encountered no discrimination. After all, by the time she was ready to do graduate work, women could obtain Ph.Ds. at Cambridge.(f.3) There was also the precedent of woman anthropologists, such as Lucy Mair, Audrey Richards and Monica Wilson doing important field work, alone, with women or with their husbands. After Kathleen married fellow student Eric Miller in 1947, the two conducted graduate field research in Southwest India, for which both were granted Ph.D.s in 1950. Then, as a newly fledged professional, Gough found herself to be the other whose concerns and feelings were regarded as secondary to those of a man. Her first major encounter with ingrained sexist attitudes towards married women academics occurred in 1950 at Oxford University, where she and her husband sought employment. Nearly forty years later, she recalled a classic interview with Professor E. E. Evans - Pritchard: He warned me that if my husband obtained a university appointment I could not have one because of nepotism rules. …

TeachertoTeacher

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsTyann MoreheadTyann Morehead has been a middle school language arts teacher for several years and has also survived the role of substitute teacher in all grades 4–9. She is currently pursuing graduate work at the University of Northern Iowa.

Evaluation of an Undergraduate Psychology Program: Occupational and Personal Benefits

A 30-item questionnaire completed by 272 psychology graduates from Marquette University, between May 1973 and May 1983, provided an updated evaluation of the undergraduate program. This study investigated: (a) differences between male and female graduates, (b) graduates' evaluation of the psychology curriculum and faculty, and (c) occupational benefits of the psychology major for those who pursued graduate work in psychology or professional fields and for those who sought employment with the terminal bachelor's degree. Results of this study are compared with those of other alumni surveys published between 1961 and 1987.

Government's research and evaluation gap

In theory, public information requires research to understand audiences and evolution to measure effectiveness. And government information officers almost universally proclaim the importance of research and evaluation to their work. Unfortunately, however, there is a huge gap between the admission of the importance of research and evaluation and their actual use by public information officers and offices in the federal government. This article, based on a survey of 131 top information officers in Washington, D.C., describes the discrepancies between theory and practice in government information operations and points to some of its root causes. Carolyn M. Devine is currently on leave from her post at the U.S. Department of Justice to pursue graduate work in the John F. Kennedy School of Government at Harvard University. She holds an M.A. degree in Journalism from the University of Maryland and an M.A. in French history from Middlebury College. Ray Eldon Hiebert is editor of the Public Relations Review and a professor at the University of Maryland. Seven graduate students at the University of Maryland contributed to the research on which this article is based. They are: Gene Jeffers, Andrea Cremins, Anita K. Saville, Marianne Kyriacos, Sharon B. Reid, Heidi Daniel, and Sally C. Koch.

Shariati and the Reconstruction of Social Sciences

Ali Shariati was a Muslim reformer who laid much of the intellectualgroundwork for the Iranian revolution of 1979. His inspiring speechesand written works aroused the people, particularly the students, to thestate, where they were easily mobilized by Khomeini and his co-workers.Killed by the Shah’s agents in London in 1977, he is still remembered as agreat martyr to their cause. His ideas on the nature of Islam are ofinterest to us today.Ali Shariati was born in 1933 in the village of Mazinan near Sabzawarin Khurasan, Iran. He came from a family whose members were knownfor their scholarship, knowledge, and righteousness. He attended theTeacher’s Training School, and taught in high school for some yearsbefore pursuing graduate work in Europe. He was also active in hisfather’s Center for the Propagation of Islamic Truth.Shariati’s views were greatly influenced by his learned father who wasfortunate enough to acquire a personal library of nearly two thousandbooks. He was also influenced by the political events in Iran, especiallyduring Dr. Muhammad Mosaddeq’s premiership, and by the variousunderground movements after the fall of Mossadeq in 1953.Particularly important was the Muslim Socialist Movement founded inthe early 1940’s in Tehran. This group believed in Islamic ideals butemphasized the socialistic tendencies of its economic system. In themanner of Amir Ali, the author of Spirit of Islam, Shariati wanted toemulate the lives and ideas of early Muslims whom he admired. He oftenreferred to Prophet Muhammad, Abu Dhar al-Ghaffari, Ali, Husayn,and others as men who ought to be followed as examples.In his formative years, he was influenced by many people includingFrantz Fanon, al-Afghani, Taleqani, and Muhammad Iqbal. In myopinion, Shariati was more influenced by Iqbal than any other’ scholar,whether in the East or the West. I have pointed out this influence in mybook, Ideological Revolution in the Muslim World ...

The Role of the Graduate Student in Obtaining Graduate Training Relevant to His Goals

The main goal of foreign students pursuing graduate work in U. S. universities is to obtain an advanced degree. The basic requirements needed for a M.S. or Ph.D. degree include satisfactory completion of formal course work, a research program and possibly some practical training. Within these basic requirements, the foreign graduate student may have specific needs, and it is his responsibility to fulfill these needs while he meets the necessary requirements for the degree. Selection of the University. The single most important aspect for effective advanced training may be the selection of the appropriate university. In most cases institutions that grant international scholarships are responsible for the overall planning and supervision of the graduate student's program. Participants are given a choice of recommended graduate schools and, in some cases even specific advisors. The graduate student then only makes the final decision selecting the university. These benefits are not available to students sponsored by institutions in their home country or have their own means of support.