Following yesterday's Higher Order Thinking with Technology (HOTT) webinar with Becky Shiring, I would like to welcome Becky -- and everyone -- to our follow-up discussion today, Wednesday July 11th, through Friday July 13th. The webinar was recorded, and will be available in a few weeks on the LINCS YouTube channel. There will be a LINCS announcement about that here.
We had some great questions in the webinar, some of which Becky answered but may wish to elaborate on. I have some questions, too. Whether you attended the webinar or not, your questions are welcome. Try to post them now through Friday morning.
For those who missed the webinar, here's some information about Becky Shiring, who has for some time been a member of Integrating Technology.
Becky is the Director of Professional Development & Continued Learning at Squirrels, LLC. She empowers teachers to feel comfortable using technology in the classroom through workshops, coaching and other professional development opportunities. She earned her MA in International Education from The George Washington University and has over 10 years of classroom experience working with a diverse set of adult learners. She started her career teaching English in Vietnam and her expertise lies in working with adult ELLs. She has taught a variety of classes including beginning ESL, Computer Literacy, and Advanced TOEFL. She also spent time as an instructional coach and focused on working to help teachers meaningfully integrate technology into the Adult Ed classroom. Becky regularly contributes to educator professional development by leading conference sessions, workshops and contributing to blogs. She's the 2015 recipient of the Association for Adult Literacy Professional Development (AALPD) "Rising Star Award" recognizing innovative contributions to literacy-focused PD. Becky has experience in both the education and technology sectors which provides her a unique perspective on the realities of today's workforce and the skills students need for success.
1. Could you say more about what kinds of jobs you believe require Higher Order Thinking with Technology (HOTT) skills?
Professional jobs? Managerial jobs? Jobs in high tech?
What about low-wage jobs, or entry-level jobs?
How about the kinds of low-wage jobs that many recent immigrants have. Do they require HOTT skills too?
2. You referenced the importance to business of employees' soft skills in addition to hard skills such as writing, public speaking and data analysis. You described a study that found that 60% of managers thought that new graduates don't have good critical thinking and problem solving skills, and that nearly 60% of managers thought that new graduates fail to pay attention to detail. In our teaching critical thinking and problem solving skills, how do you see technology playing a role in changing that?
To directly teach students these skills, for example through short, perhaps Khan Academy-like videos or through an asynchronous online course?
By providing a frustrating, problem-filled environment in which to learn these technology problem-solving skills, what some people call "problem solving in using technology itself" ?
Hi David and Group Members!
Those are great questions for getting the discussion kicked off!
I think almost every job out there requires HOTT skills. Technology is pervasive in every aspect of our world including work. For every task in the workplace, there may be 30 different types of tools that can be used to accomplish the task. When a student moves from one job to another, his or her new workplace may use a different system or tool to accomplish the same task (software for clocking in and out, email systems, etc.). For this reason it is important that we not only introduce technology into our classrooms, but teach adaptability and flexibility around technology. The rate at which the workplace is becoming redefined by technological advances and automation, means jobs are being redefined as well. A lot of manufacturing, administrative support and low-skilled labor jobs are at risk of being automated. However, there are projections that this won't mean a shortage of jobs just a shift in the type of jobs available. There are certain types of jobs that can't be easily automated. Those are jobs that require creativity, critical thinking, empathy and other distinctively "human skills". Promoting HOTT skills in the classroom will prepare students to thrive in the workplace of today and tomorrow. This might sound abstract and little like science fiction like so I'll provide an example. Let's look at restaurants. Kitchens are becoming more robotic with machines that have the ability to dice, slice, and flip burgers. But we still need someone who is able to not only monitor and operate those machines but also critically evaluate the quality of the end product. Furthermore, machines don't experiment and create delicious recipes. You need creativity, imagination, and initiative to do that. These are the skills we should be working to build in our students.
2. In our teaching critical thinking and problem solving skills, how do you see technology playing a role in changing that?
Technology plays a role in teaching critical thinking and problem solving skills in all of the ways you mentioned. Personally, I find the "problem solving in using technology itself" the most impactful. First, it is replicating a real world environment. Whether at work or home, we will all have to deal with struggling through using new technologies. Providing students the opportunity to productively struggle with technology and then reflect on the experience is so valuable. I'll even go a step further and say as we should provide students the opportunity to see us struggle with learning technology. In my classroom we did Passion Projects (you can read about them here). A requirement of these projects was that students had to use technology in some way. Students chose to use PowerPoint, Weebly, Windows Movie Maker, Photoshop, etc. I did not have the time or ability to teach every aspect of every piece of software. To accomplish what they needed to do students needed to work collaboratively, seek out help from others, research online, and take initiative. The end result was students not only learned how to use a new piece of technology, they built confidence and learned how to problem solve.
I look forward to hearing others' thoughts on this!
Thank you for an interesting and enlightening webinar.
I was particularly impressed with the way to connected your activities with various HOTT skills. If you could provide a sample list of activities with the associated HOTT skills you mentioned, that would be great. I believe such a list would be beneficial to Adult Education practitioners because it provides concrete examples of higher order thinking skills in action.
First and foremost, I describe myself as a learner. I love that you provided a variety of technological resources and activities. I have heard of several of them, but had not yet used the majority of them in the classroom. For that, I thank you. I learned new information on so many levels.
And I also think you opened up a whole new world of possibilities. Rather than provide students with materials and resources that adhere to linear fashion, I admire your ability to think outside the box and supply learners with essentially, just in time technological learning skills, while activating higher order thinking skills.
One area that I did have a concern about revolves around licensing issues. I ask because I keep hearing about more and more cases where educational centers are getting into trouble for uploading materials and resources without permission. How do you ensure that the materials and resources you are using will not be construed as misuse of materials? For instance, do you maintain, or have on file permission to use the YouTube videos within your webinar?
Could I please receive a copy of the presentation, as well as the associated worksheets? I used my phone to listen to the webinar, and did not have access to a printer.
I really enjoyed the valuable information in this webinar..
I'm so glad to hear you found the webinar useful! You can access the presentation here and the accompanying materials here.
I like your suggestion to start a sample list of activities. I think it would be great to crowdsource this and get ideas from others. I can work on starting a template with the activities from my webinar that others could add to.
Your materials question is a tricky one. Copyright law can be pretty complicated and nuanced. The content in my webinars and conference sessions is always used for educational purposes so generally speaking, fair use applies. YouTube has some more information about this here, however if others have resources to add please share!
presentation here and the accompanying materials here.
Do you see this as solely or primarily the role of a teacher?
Do you see ways that the teacher could do this not only face-to-face but also in a blended or distance learning model?
How does technology help a teacher to do this?
4. You advocate our using social media with our students, but we can't do everything through social media, because that really isn't preparing adult learners for the workforce. And, if we are preparing them for college courses, how are these snippits you suggested helpful? That is not how college classes work. Your thoughts?
5. When you teach English language learners, do you think it's important to teach them how to use email?
6. In your slide "Skills for Future Success", in addition to cognitive skills you have two kinds of non-cognitive skills. Interpersonal and Intrapersonal. Among these are empathy, responsibility, flexibility and adaptability, curiosity, self-regulation and self-monitoring and self-evaluation. These were cited as from the National Research Council in 2012. From your experience as an adult ESL teacher, are there other intrapersonal "non-cognitive" or "soft" skills that you might add, like perseverance ("grit"), resilience, passion, or creativity?
Questioning is one of the most challenging parts of classroom instruction. It's the teacher's role to not only ask cognitively challenging questions but to ultimately have students pose these types of questions themselves. In addition to asking these questions, teachers need to make sure that all students have an equal opportunity to respond. Technology can help improve classroom questioning in a lot of ways. Online timers and random name pickers can help ensure equitable talk. Using a tool like Google Classroom or Schoology allows teachers to facilitate discussions online that ensure all students have the opportunity to participate and ask questions of their own. These tools can also be used to allow students to preview questions that will be used in class. One tool I love that wasn't included in the webinar is Flipgrid. This tool allows students to respond to prompts through video. This tool lends itself really well to blended and distance models. Allowing video-based responses in online/blended courses helps engage students, break up the monotony of the traditional discussion board response and gives students the opportunity to practice speaking skills. If you're interested in improving your questioning, I highly recommend the book Quality Questioning: Research Based Practices to Engage Every Learner by Jackie A. Walsh and Beth D. Sattes, it's a great resource!
Hi Becky! I loved your presentation! It's nice to connect with like-minded adult ed tech teachers! I have always wanted to explore instructional design, but have yet to really delve into it. The first time I had students create slide shows was the first time I realized how beneficial using tech was to students' critical thinking as I watched them figure out how to do different things on their own without my help. I agree about the LMS programs for online discussions; technology allows every person in the room to have a voice without actually speaking. It's always interesting to see how students will not hesitate to speak online, but won't say a word in person. We started using Flipgrid this year as well. I am so happy it's free to everyone now! Again, great presentation. I am looking forward to trying out some of the new (mysimpleshow) tools I learned from you!
Thanks Ashley! I'm glad you found the webinar useful! As a teacher I really started to gravitate towards technology when I realized how powerful it is for giving every student a voice. I was very shy when I was a student and really wish I would have had some of these options to share my opinions. Flipgrid is a great tool! How are you using it with your students?
I have used it as a reflection/exit ticket on a HyperDoc I created in my HSE class and I am really interested in using it for soft skills/career readiness lessons (interview practice). I am also encouraging my ESL staff to use it for language practice in their classes. The thing I love is that even non-tech staff can use it with ease.
I'm going to tackle these questions together because they both relate. Media rich snippets of information are memorable, engaging and fun! While we are in the serious business of preparing students for academic, career and life success, learning should also be enjoyable. I think social media snippets help achieve this. I would also argue that utilizing social media based instruction is helping to prepare learners for the workforce and college. I referenced the concept of "new media literacy" in during the webinar. This is a future ready skill. Students need to know how to effectively create and digest engaging, bite sized pieces of information (IFTF Report, see pg. 24) Of course, I wouldn't suggest using only social media snippets alone. I would advocate for a mix of social media snippets and long form reading and writing that is all delivered through some type of LMS (Schoology, Blackboard, etc.).
In general, the nature of work-based communication is changing (all communication for that matter). I have experienced this first hand. Several years ago I moved from the public education sector to the private technology sector. I went from responding to 15-20 lengthy emails every day to essentially "chatting" with my boss through Slack (and instant messaging tool). Of course, email is still necessary, but instant message style communication is becoming increasingly common and students need to be prepared to navigate this. So, is it important to teach students how to use email? I'd like to ask the following question in response: Is it important to teach students how to use a fax machine? I'm inclined to say no, however, if I had a room full of students that had to use fax machines at work, I'd certainly say yes. Adult learners have unique needs and classroom contexts vary drastically, so there is no simple answer. I would start by asking students what types of technology they already use at work, what they want to know and what type of academic or career goal they have. Then I would try to strike a balance between teaching skills that are immediately useful and skills that will be useful to them for achieving future goals. Simple, right?
There are so many soft skills and they're ALL so important! If you really want to feel overwhelmed check out this list of 87 of them! . I'm inclined to say adaptability is the most important. This is the skill I see referenced over and over as the most in demand in the workplace. But many of our students already come to us with a tremendous amount of adaptability. Think about students who can't read that have learned so many methods for navigating different systems. Or immigrant students who have suddenly found themselves having to operate in a place that has a different language and different cultural values and norms. This is a real advantage that many of our learners have that others do not. This is something we should help our students recognize and also celebrate.
You mention creativity in your question above. Creativity and innovation are skills that help set a person apart from others in the workplace and create space for opportunities and advancement. But in my experience, many students haven't ever had the opportunity to build this skill. In fact, many of my students didn't even realize this was a skill. It's easy to brush off creativity as something non-essential. I used to do it myself as I was plowing to get through curriculum so students could learn every verb tense. But then one semester I took a risk and decided to heavily focus on PBL and let students complete passion projects. I quickly realized that for almost all of my students, no one had ever asked them to get creative and think outside of the box. In fact, for a lot of my students, this was actively discouraged in school and life. It took a lot of modeling and coaching to get them to take a risk and think creatively. One way I did this was to invite my brother, an artist, into the classroom to talk about creativity and do an art project with students. I also had students do a lot of reflecting around creativity and soft skills to build self-awareness. I just had students keep a "blog" in a running Google Doc (see example below). This allowed me to dialogue with them and give recommendations and encouragement. When my students were offered this opportunity to create and innovate, the end result was beyond what I ever imagined they could do, from both a language and technical standpoint.
Thank you, Becky, for these very thoughtful answers to questions from webinar participants, and to my own questions.
I encourage others to post questions today -- Thursday -- anytime, and tomorrow morning. You may also have some follow-up questions in reply to some of Becky's answers. If so, please post them now.
7. Could you tell us in more detail what you would include in "New Media Literacy" and why you think it's important to teach these skills?
8. We know that sometimes a picture, or a video can explain things more easily than words. What's really new about these new media skills?
9. Some people might agree that illustrations (photos or drawings) or videos are the best way to explain some things, but might disagree that they are always a better way. Can you give some examples of when you would recommend pictures or videos, and when you would instead recommend text?
10. One of your slides suggests that we meet students where they are (using social media like Snapchat, Instagram, Facebook, Twitter, or Schoology). Okay, but how do we use these social media tools to accomplish teaching higher order thinking skills? Can you give us some examples of how you have done this as a teacher?
Later today, I will post more questions that were asked in the webinar that focused on particular tools: Google Keep, Thing Link, Padlet, Sketch Note, and My Simple Show. If others have questions about these tools, please post them today or tomorrow morning.
New Media Literacy refers to the rapidly changing nature of the way we produce and consume media. Think about the world before the internet existed and how rapidly the world changed after the internet became easily accessible. Before we consumed and interpreted information at a fraction of the speed we do today. That speed is only accelerating and we need to teach students how to responsibly and critically consume this information. I think we apply the term "new" because it's different than anything we've experienced before. I'm not sure how long the term media literacy has been around but I remember 5 or 6 years ago applying media literacy concepts in my classroom to teach students how to search for and evaluate information on the internet. Contrast that with what we are faced with today: Google, Snapchat, Facebook, Instagram, WhatsApp, Reddit, Twitter, LinkedIn, Skype, YouTube, Infographics, Blogs, Email, Videoconferencing, 24-hour news, wearables, voice activated home assistants...feel overwhelmed yet? It's our responsibility to teach students how to navigate these different tools and also how to utilize them in a way that is responsible. Everything we do is everywhere, so we need to be cognizant of the messages we are sending when we use these tools. They affect our both our personal and working lives.
In addition to what I mentioned above, I think the prevalence and even pervasiveness of these types of media is new. There is now an expectation to convey meaning in less than 2 minutes. Speaking personally, I devote Friday and Sunday to reading long form articles but outside of that, if i can't get to the gist of things in the couple of minutes or so I'm moving on. And if you think that's bad, my young nieces are even worse! Since transitioning to the tech sector, I have been exposed to and learned a lot about general marketing concepts. It's very eye opening to see how the masses expect to receive media and what is considered "eye catching".
I am obsessed with infographics. I love the way that an infographic can succinctly summarize an entire concept or 50 page report in one short page. They use charts, graphs, images, text and color. They're beautiful to look at and informative. This sort of thing is great for quickly conveying a message. I like to use them in workshops, conference sessions, and repost them on social media. However, when I want to do a deep dive into something, text is the way to go. I have spent the past 5 years or so researching the intersection of higher order thinking and technology in education. Once a month, I'll visit ProQuest and print, yup print, any relevant research based articles I can find. I highlight, annotate, and revisit them all the time. You should see the tattered pages of the National Research Council report I referenced in the webinar! So, we still need text for deep dives into concepts and we also need text for communication like we're doing on this discussion board. I wouldn't really be able to answer these questions as thoroughly if I was trying to use video or images. Text allows us to chew on information and thoughtfully react and respond.
We should use these tools following the same, solid research-based practices we've always utilized. The emphasis should not be on the tool but the approach. For example, I start a semester or school year sharing and teaching through PowerPoint and gradually move towards expecting students to be able to produce their own presentation. With social media I can start by sharing and teaching through social media and then move towards expecting students to produce their own social media messages related to whatever concept I'm teaching Additionally, we can also use social media tools to teach evaluation and analysis skills. Social media is great for teaching students to analyze perspective for example. Have students look at the social media accounts for Fox News and The Washington Post an compare and contrast viewpoint.
11. What is "Google Keep"? How do you use it to teach higher order thinking skills?
12. What is, and how do you use, Thing Link, especially to teach higher order thinking skills?
13. Can students comment on each others' posts?
15. Do you – does anyone -- know a good tutorial or webinar for using Padlet? I don't really know how to use it. My Padlets never seem as cool as when I see presenters give their examples.
16. What is the Sketch Note App and how do you use it?
17. Someone commented that Silvia Rosenthal Tolisano http://langwitches.org does lots of sketchnoting. Are you familiar with her work?
18. How do you have students submit their sketches? By email? By printouts?
19. How do the students share the My Simple Show?
21. You mentioned a variety of great tools. But exposing adult students to more than one tool at a time can be overwhelming. Some students have trouble with basic navigation and logging in to websites. Do you have any strategies to deal with this challenge?
22. I can see where these tools are good for kids in class day after day, but how do you integrate any of this into a one or two hour adult training class?
Google Keep is a bookmarking tool that allows you to create notes and lists, and add photos, audio, and web links. It's free and is a great tool if you're already operating in the Google ecosystem because everything integrates. You can use Keep to teach Higher Order Thinking Skills by having students categorize ideas, create virtual posters or students can use it to help manage resources for projects.
Thing Link is a site that allows you to create clickable, interactive images. Basically you upload an image and then add clickable points in the image that take you to outside resources (video, image, sound). Here's an example explaining the Human Body. Thinglink can be used to support higher order thinking by having students create explainer posters, timelines, or even book/movie reviews and analysis.
Padlet uses a freemium model. You get 3 free boards with your account and then have the option to subscribe to access more boards and features. Pricing info can be found here.
Padlet has a YouTube channel with a bunch of how to videos here. You can also just Google Padlet in Education and you'll find a ton of examples and resources.
SketchBook is a free app created by AutoDesk. You just download the app onto your device and start using the tools. There are drawing and text tools. You can find help on using the tool here.
I am not familiar with her but will definitely check her out, I love learning about new resources. Thanks for sharing!
You have to option to share from the app so students could email, put it into a Google Drive folder or print it among many other options!
Students are able to download the video or upload it to most social media platforms and email.
If you only have a limited amount of time with a group, I would recommend focusing on 1-3 tools that accomplish the goals of your training. When I facilitate workshops, I almost always use some sort of survey/participation tool like Backchannel Chat or Spiral. Then I'll usually use some sort of camera-based activity in conjunction with Flickr or FlipGrid to capture what people have learned. Padlet is also a really great tool to gather feedback and house any resources.
Last week's Higher Order Thinking with Technology Skills (HOTTS) discussion, with Becky Shiring, has now ended. I want to thank Becky for her insights into the need for HOTTS for adult basic skills (including ESOL/ESL) students, for the many helpful free or inexpensive digital tools she described, and for her suggestions of ways to use these tools with adult learners. As you may know, Becky is a member of the LINCS Integrating Technology group, so if you have follow-up questions you could post them here, although she may or may not be able to immediately respond as she did in last week's discussion. In a few weeks, Becky's webinar on HOTTS that led to the three-day discussion will be available on the LINCS YouTube channel. There will be an announcement on LINCS about that when it's posted.
Thanks, too, to the 160 or so people who joined the webinar, and the well-over 200 who have viewed this discussion so far, and especially to those who have posted questions and comments.


text:
Texas A&M University, Libraries, Remote Storage, 68 results 68
Texas A&M University, Libraries, Cushing Memorial Library & Archives, 49 results 49
Owens, William A., 1905-1990, 2 results 2
Mellor, Dave, 2 results 2
Burns, William Wallace, 1825-1892, 1 results 1
Butler, Eugene, 1 results 1
Crider, Bill, 1 results 1
Derleth, August, 1 results 1
Everett, Edward, 1 results 1
Estelle, W.J., 1931, 1 results 1
Hanes, Dorris, 1 results 1
Smith, Robert W., 1926-, 1 results 1
Agricultural and Mechanical College of Texas, 8 results 8
Texas A & M University, 5 results 5
Texas A & M Research Foundation, 1 results 1
Brient, Albert S., 1 results 1
College Station (Tex.), 1 results 1
Science Fiction & Fantasy, 25 results 25
Texas A&M University Archives, 24 results 24
Texas & Borderlands, 17 results 17
Ragan Military, 14 results 14
Africana Studies, 11 results 11
Diversity, 6 results 6
Literature, 5 results 5
Authors and publishers, 3 results 3
Personal Papers, 118 results 118
Notes, 25 results 25
Publications, 25 results 25
Art, 18 results 18
Military, 11 results 11
Organization Papers, 11 results 11
Borderlands--Texas--History, 8 results 8
Africana studies, 7 results 7
Repository Texas A&M University, Libraries, Cushing Memorial Library & Archives Texas A&M University, Libraries, Remote Storage
Level of description Box Collection Collection - Digital Digital File Drawer File Item Mapcase Oversize File Oversized Box Row Series Subseries
Martha Wells Collection
TxAM-CRS C000133
This collection consists of manuscript drafts, copyedited manuscripts, and galley proofs of all of Martha Wells' novels, as well as a number of other materials that include program books from many science fiction and fantasy conventions.
The March 2017 Addendum contains mostly media-related materials, particularly from the television show _Hercules: The Legendary Journeys_and the _Star Wars_films.
Matthew Arnold Papers
TxAM-CRS 186
1848-1887; Undated
This collection contains 54 original handwritten letters by Arnold, one page of poetry, one page of prose, and two pieces of paper with his signature. Each letter includes a typed transcription within its folder.
McDaniel Family Papers
US TxAM-C 1292
This collection contains personal letters of the McDaniel family from 1855-1916 along with civil war letters from Confederate soldiers. The letters originate from the McDaniel family in Texas and Mississippi during and after the civil war. Many of the items in the collection are fragile, and transcriptions were made of the letters. This collection also contains family recipes, remedies, along with stereoscopic view plates.
The McDaniel family spans across Georgia, Mississippi, Oklahoma, and Texas. Julius and Minerva (Rodgers) McDaniel were farmers who lived in Ben Hur, Texas during the 1800s.
Mercurio Martinez Papers
TxAM-CRS 29
The Mercurio Martinez Papers (1797-1963 (bulk: 1910-1963)) include correspondence, copies of legal documents such as wills, deeds, affidavits and courtroom briefs, maps, a few photographs, field notes for land surveys, genealogical charts, accounts of family and regional history by Mercurio Martinez, and historical accounts from other sources, principally newspapers. There are also financial records of various kinds including tax records, bills and receipts, books of check stubs and account sheets.
The vast majority of the papers relate to families, places and events in Zapata County. Webb County is also well represented, as is the region surrounding the town of Guerrero, Tamaulipas located on the south bank of the Rio Grande opposite Zapata County, Texas. A few papers deal with families, places and events in Starr County and further south in the Rio Grande Valley and a few files deal with Mexican, United States and world affairs. Unless otherwise noted in the inventory, files deal with Zapata or Webb County matters.
The oldest original papers date from the latter part of the nineteenth century and include such documents as Mercurio Martinez's Texas Teachers Certificate, 1898 (Series 1-3/4); a General Land Office map of Zapata County, 1885, (Series 3-14/25); and a certificate appointing Proceso Martinez, Sr., Mercurio's father, to the Zapata County Board of Appeals, 1870, (Series 3-25/23). There are also copies and translations of nineteenth-century documents including partition deeds, deeds of sale, birth records, and maps. Accounts of family and local history written by Martinez in the 1950s and early 1960s deal with events dating back to the Spanish settlements along the lower Rio Grande in the 1750s. Genealogies are generally traced back to the first colonists to arrive in the region. Family records, therefore, cover a time span of more than 200 years, from the settlers who arrived on the banks of the Rio Grande in about 1750 to their descendants in the early 1960s. Each decade from 1900 onward is represented in the papers. There are more files from the 1950s than any other single decade.
Among the most important files in the collection are those on the relocation of the town of Zapata due to the construction of Falcon Dam on the Rio Grande in the early 1950s, the salvation of the community of San Ygnacio from destruction during this period, the accounts of family history and genealogy from Zapata County, and the papers related to the division of lands between descendants of original holders of Spanish grants and sales of family lands. Maps, genealogies, and legal documents provide a clear picture of the rapidity with which even extensive landholdings can be reduced to tracts hardly adequate to support the families of the grandchildren and great-grandchildren of the original owners. Reconsolidation of holdings through the purchase of interest from siblings and through cousin marriage are also documented. It is also possible to trace shifts in settlement and land-use patterns. For example, the original grantees of porciones along the Rio Grande held land in long narrow blocks extending inland from the river. Over the generations, these blocks were subdivided among heirs and parts of them were sold outside the families. Through separate inheritance from parents, through marriage, and through purchase, individuals came to own small pieces of land located in widely separated tracts. This pattern of dispersed holdings, each of economically inefficient size and too far apart to be worked as units, has been noted for many peasant societies. These papers clearly reveal the processes whereby such a land-holding pattern developed out of the more economically efficient block holdings within a few generations. The most completely documented tract of land is the vast Jose Vasquez Borrego Grant made in 1750. It was later divided into the Dolores, Corralitos, and San Ygnacio Subdivisions. The first settlement was made at the Hacienda de Dolores on August 22, 1750. This settlement was abandoned, apparently during Indian troubles in the early 19th century. A settlement or Rancho of Dolores was founded nearby in the Dolores subdivision of the Borrego Grant by Cosme Martinez in 1859. Meanwhile, the town of San Ygnacio had been founded in the San Ygnacio subdivision in 1830. Until the early 20th century, an hacienda in the Corralitos subdivision was occupied by members of the Vidaurri family, who were descendants of the original grantee's daughter, Alejandra Vasquez Borrego de Vidaurri.
Also of interest are the Corridos, or ballads, composed by Mercurio Martinez and dealing with dramatic events in Zapata County history such as an escape from prison, a contested election and the destruction of Zapata by the rising waters of Falcon Reservoir.
Martinez, Mercurio, 1876-1965
Mildred Watkins Mears Papers
US TxAM-C 192
This collection consists of some correspondence, a significant number of mostly typed manuscript drafts, both published and unpublished, and a printer's galley for her book, Coryell County Scrapbook, published in 1963 by Texian Press of Waco, Texas. Also present are a few newspaper clippings, as well as handwritten and typed research notes for her published book.
The manuscript drafts reveal an engaging blend of scholarship, personal recollection, and anecdotal history chronicling the development of Coryell county from when the area was part of Coahuila, Mexico, through to its formal organization as a county in the state of Texas in 1854. Included is an account of the growth of Fort Hood as a military base in the early 1960s.
Stories are cited from early twentieth-century newspapers recounting Indian skirmishes with pioneering settlers, deeds of cattle rustlers and trail drivers, as well as events surrounding prohibition and various political rivalries. The early days of Fort Gates, now Gatesville, and the later development of Camp Hood, now Fort Hood, one of the nation's largest military installations, are described. Statistical tables and records present expenditures for, and descriptions of, buildings, jails, courthouses, prominent homes, banks, and businesses in Coryell county.
Interspersed among the political and economic accounts of the county's progress are more personal stories of weddings, births, parties, church events, legendary horses, dogs, local heroes, and even the county's centennial celebration in 1954. Mears' relatively unadorned narrative describes in some detail the increasing social, economic, and political prosperity and influence, as well as the setbacks, of Coryell County. Mears' work brings to life frontier Texas culture during the late nineteenth and early to mid-twentieth century.
Mears, Mildred Watkins
Moorcock Collection
US TxAM-C C000225
1949; 1965-2006
This collection (also known as the Moorcock Life Collection) consists of a wide variety of materials, including manuscripts, proofs, and notes for a large number of Moorcock's works; convention materials; assorted periodicals, newsletters, and other publications; photographs; and many other items. This collection covers the range of Moorcock's literary and artistic career.
Owen Sherrill Papers
This collection is UNPROCESSED.
Sherrill, Owen
Paul C. Aebersold Papers
This collection contains biographical materials, correspondence, programs of conferences attended and/or participated in, notes, photographs, memos, reports, proposals, itineraries, lists of contacts, minutes of committee meetings, news releases, newspaper clippings, articles and other writings by Dr. Aebersold, and notes, outlines, slide lists, abstracts, and texts of speeches given by Dr. Aebersold. The materials document Dr. Aebersold's career well from graduate student days to Atomic Energy Commission officials. A considerable amount of additional information should be available in the files of the Manhattan Project and the U.S. Atomic Energy Commission.
Among the most important items in the papers are the 294 speeches and 100 articles and other writings by Dr. Aebersold, the 37 speeches and 180 articles he collected, and the 1,200 newspaper clippings. The speeches and articles reflect the latest thinking and reveal the broadest picture of developments even though they represent only a minute historical significance of the early activities of the Isotopes Branch and the use of isotopes in the immediate post-war period, Dr. Aebersold began to collect clippings about isotopes in earnest in 1946. Unfortunately, this extensive collection lasted only until 1949. During these three years, however, there certainly are very few aspects of isotope production, distribution, and use that are not mentioned in the clippings.
Although most of the correspondence deals with commitments to speak before various groups or with attendance at numerous conferences, some of the early letters prior to 1940 do record some of the thoughts and activities of Dr. Aebersold's early associates at the Radiation Laboratory at Berkeley. Many congratulatory letters in 1957, when Dr. Aebersold moved from Oak Ridge to Washing, serve as a measure of his stature in the atomic energy field throughout the United States as well as South America and parts of Europe.
From time-to-time aspects of Dr. Aebersold's character and philosophy are revealed in rather unexpected areas. That he enjoyed a good story is shown in numerous handwritten notes and a few typed introductory remarks to speeches. Unfortunately, only in a few cases did he write out the whole story. Usually, he only jotted a brief note to remind himself of a particular story. In speaking before the Knife and Fork Clubs of McAllen and Dallas, Texas on March 23 and November 16, 1948, Dr. Aebersold recalled his experiences in and reactions to the first atomic bomb test in New Mexico. These are about the only personal references to his wartime activities.
Aebersold, Paul C. (Paul Clarence), 1910-1967
Philip Jose Farmer Manuscript Collection
This collection consists of two typed manuscripts (with corrections) of Philip Jose Farmer, including his Hugo Award-winning novella Riders of the Purple Wage (1967) with a signed cover letter to Harlan Ellison and Larry Ashmead and which was originally published in Harlan Ellison's groundbreaking anthology Dangerous Visions.
The manuscript "Sketches Among The Ruins of My Mind" (1973) signed by Farmer in August 1986, is accompanied by a 1972 letter from Harry Harrison containing suggested edits to Farmer's story.
Farmer, Philip
Poul Anderson Collection
1951-1954; 1980-1983
This collection contains correspondence regarding Anderson's writing and travel plans, 1951-1954, and manuscripts and galley proofs of "Ivory, and Apes, and Peacocks", The Devil's Game, and Orion Shall Rise (1980-1983).
Anderson, Poul, 1926-2001
Raiford L. Stripling Architectural Collection
This collection is made up of over 250 projects contained in 24 boxes, as well as drawings and construction documents housed in flat files in one map case. Stripling's work consists of 327 legal size folders, each related to architecture projects, as well as 60 folders of information associated with the field of architecture and miscellaneous items.
The folders in the collection hold articles such as: contract documents, architectural services billing, contractors' requests for payment, correspondence, brochures, pamphlets, newspaper articles, magazine articles, photographs, sketches, drawings, and miscellaneous notes.
Stripling, Raiford L., 1910-1990
Ray Bradbury Letters
This collection consists almost entirely of correspondence from Ray Bradbury regarding submissions and publishing during Bradbury's early career, 1939-1950s. Most of the letters were written to Erle Korshak, founder of Shasta Publishers, but some of the correspondence is both to and from Ted Dikty, Shasta's managing editor and a well-known SF anthologist.
There are a few later pieces of correspondence, dating from the 1980s.
Richard C. Slack Collection
Slack, Richard
Richard E. Geis Collection
This collection contains over 100 letters and postcards, most written by science fiction fan writers and editors regarding amateur writing and publishing, largely related to Psychotic (later Science Fiction Review), a fanzine published by Richard E. Geis from July 1953 to October/November 1955.
The correspondence includes letters from influential science fiction fans and fanzine editors of the period: Terry Carr (6 letters, 1 postcard), Harlan Ellison (2 letters, 1 postcard), Marion Zimmer Bradley (1 letter), Robert Silverberg (2 letters, 1 postcard), Ron Smith (editor of Inside, one of the more important fanzines of the 1950s) and others, as well as a letter from pro editor Samuel Mines (accompanied by drafts and carbon copies of fan letters from Geis to Mines critiquing material published in Startling Stories), and a typed letter on FBI letterhead from J. Edgar Hoover.
Richard Smith Papers
Smith, Richard
Robert E. Howard Collection
A collection of letters to and from Robert E. Howard, from circa 1920-1936, with miscellaneous Howard items, copies of magazines featuring Howard stories, and books containing Howard stories and novels. Also included are a number of items relating to films based on Howard's works.
Howard, Robert E.
Robert G. Cherry Collection
US TxAM-C 3
This collection contains letters of correspondence from Cherry's years of working in the TAMU Chancellor's office, from 1975 to 1981, receipts, payroll information, copies of checks written out to various people, newspaper articles, letterhead samples, personal notes and lists, photographs, memorandums, thank you cards, gift cards, upcoming campus events and conferences, proof copies of articles, invitations, bank statements, state employee benefits paperwork, and job recommendations.
Cherry, Robert G., 1914 - 2005
Robert H. Kokernot Letters
This collection consists of letters between Robert H. Kokernot and his first wife, Edith May Babcock (Edith Kokernot Grinnell) during and after World War II from 1943-1946.
The majority of letters collected by Edith are from Robert with the exception of one folder of correspondence from Edith to Robert in March and April 1944, one folder of letters written to Edith's parents from Robert, and two folders of letters written by friends addressed to Robert and Edith.
The corresponding postmarked envelopes were not with their accompanying letter when the collection was processed. These are held in separate folders at the end of the collection.
Robert Silverberg Collection
This collection consists of numerous manuscripts and related materials - including outlines, notes, and proofs - of works by noted science fiction author Robert Silverberg.
Robert W. Smith Martial Arts Collection
This collection includes the major focus of RWS's research in the 1950s and early 1960s, while Mr. Smith's publication projects span the early 1970s to 2000. His writings as John F. Gibley are thought to be a composite of his friends Jon Bluming and Donn F. Draeger. There are several boxes of papers, notes, manuscripts, books, photographs, historic 16 mm movie film, videotapes, and personal correspondence (covering six decades). Some of the prominent correspondence, writings, and photographs include noted science fiction author Ray Bradbury, martial artist Jon Bluming, Donn F. Draeger, writer Kay Boyle, British novelist and literary critic Sir Victor Sawdon Pritchett (VS Pritchett), writer and critic John Sanford (aka Julian Shapiro) and many more. He also offered a critical eye on American culture that is reflected in his reviews, articles, and papers he wrote and collected. Researchers will find substantial scientific articles on how the brain, mind and body work.
Smith, Robert W., 1926-
Roland O. Cox Papers
The collection includes articles, books on gas measurement, and materials relating to the awards and achievements of Dr. Roland O. Cox.
Cox, Roland O.
Sam Moskowitz Collection
The Sam Moskowitz collection consists of his research files, correspondence, manuscripts, many of his books, and working documents related to his study of the history of science fiction and fantasy. Drafts of two unpublished books are included.
Moskowitz, Sam
Samuel Erson Asbury Papers
The Samuel Erson Asbury Papers consist of research materials, correspondence, mainly original contemporary letters and copies of the older historical correspondence, Asbury's writings and copies of state and national documents, held in eight boxes and one map case drawer occupying approximately twelve linear feet of shelf space. Asbury's broad range of interests is reflected in the variety of topics contained in these papers. Foremost among them are the files of correspondence, historical documents, articles and research notes concerning various aspects of Texas history.
Also included in the Asbury papers are articles, short stories, essays, plays, poetry, and a Texas Revolution opera written by Asbury; research notes and correspondence on the cultivation of roses and the growing of plants without soil; articles written about Asbury; correspondence with family members; general correspondence; and photographs of Asbury, his family and friends, and North Carolina A & M College.
Asbury, Samuel E. (Samuel Erson), 1872-1962
Santa Rosa Ranch Papers
This collection consists mainly of correspondence, legal documents, a corporate minute book, and handwritten notes recording the litigation connected with ownership of a large tract of land (89,000 acres) in Hidalgo country known as the "Big Santa Rosa Pasture". Actual litigation took place from 1903-1910.
Individuals involved in the case were: Dillard Rucker Fant and his wife, Lucy Fant; Daniel J. Sullivan; J. C. Sullivan; James V. Upson; Wiliam R. Elliott; Conrad A. Goeth; James Webb; J. M. Chittim; Archie Parr; Kate V. Elliott; G. G. Clifford; A. E. Chavez; J. A. Galligher; W. M. Sanford; Fred Kelly; F. A. McGown; F. W. Church; H. R. Wood; F. Groos and his wife, Hulda Groos. Legal counsel involved in the proceedings were: James E. Webb and Conrad A. Goeth of Webb and Goeth, F. A. McGown of Denman, Franklin & McGown, and R. L. Ball, all based in San Antonio, Texas.
At the onset of the difficulties, D. R. Fant had leased the Big Santa Rosa Pasture to the cattle-raising partnership of Chittim and Parr. J. M. Chittim was a large rancher in South Texas and Archie Parr, was a State Senator popularly known as the Duke of Duval. Based on the large annual rent monies Fant had expected to collect from Chittim and Parr, he then also borrowed money from D. Sullivan of D. Sullivan and Company Bankers (founders and owners of the large South Texas Mariposa Ranch) and, using the same collateral, borrowed more money from the competing F. Groos and Company Bankers (later a founder of Wells Fargo Bank).
When it appears, that Chittim and Parr defaulted on their rent payment for the Big Santa Rosa Pasture to Fant, Fant was then forced to default on his own payments to both banking organizations from whom he had borrowed funds. The bankers, in return, sued and foreclosed on the Big Santa Rosa Pasture.
Through the Santa Rosa Ranch Papers extensive set of legal documents, attorneys' memoranda, telegrams, letters, and financial disclosures, the most absorbing story of Texas land politics unfolds.
Notable among the papers is the Santa Rosa Ranch Minute Book, a ledger volume with handwritten entries detailing the Articles of Incorporation, By-laws and minutes of the first stockholders' meeting of the Santa Rosa Ranch Company. Also present is a manuscript plat map in black and red ink on light blue linen, of the 1905 Maria Rodriguez survey, which has been encapsulated and is housed separately in a Map Case Drawer.
Santa Rosa Ranch
Sewell Hepburn Hopkins Papers
This collection contains biographical data, publications, and data on the Biology Department at Texas A&M in which Sewell was a faculty member, as well as reports and other papers relating to oyster mortality research carried out through the Texas A&M Research Foundation Research Project 9 (February 1, 1947 - May 31, 1950).
The research project 9 was funded by six major oil companies and led by two Texas A & M University Professors, Sewell H. Hopkins (Head) and John G. Mackin (Associate Head).
Prompted by several lawsuits filed by Louisiana oystermen against major oil companies claiming damages to oyster fields as a result of drilling in the Gulf Of Mexico region, Project 9 was conducted under the auspices of the Texas A & M Research Foundation. Project 9 allowed researchers to design and implement field and laboratory studies seeking to determine the effects of oil production activities on oyster production. Eventually, a then as-yet-unknown parasite was discovered which preyed upon the oyster crop after they had begun to reach maturity.
Two other large research groups investigating the same allegations against oil production in the Gulf headed by H. Malcome Owen (Louisiana Wildlife and Fisheries Commission) and Albert W. Collier (Gulf Oil Company) compared notes with the Heads of Project 9, coming to the same conclusion. As a result of this collaboration, a description of this newly discovered parasite called Dermocystidium marinum was published in 1950. The lawsuits were subsequently dropped or settled out of court.
More importantly for the history of the Texas A & M University System, however, is the fact that Research Project 9 led ultimately to the creation and expansion of a Marine Sciences program, represented by the newly established (1949) Department of Oceanography at Texas A & M University in College Station. On 1 June 1950, after the termination of Research Project 9, Research Project 23 was begun to continue studies on oyster disease and maintain a Marine Laboratory at Grand Isle, La. The Texas A & M Marine Laboratory was established (1952) at the University of Texas Medical Branch in Galveston, Tex. In 1968 Texas A & M University was named a Sea Grant College. The Marine Laboratory and the Texas Maritime Academy were merged in 1971, which is now known as Texas A & M University at Galveston.
These papers, therefore, form a picture of the ground-breaking research in oyster mortality conducted by Sewell H. Hopkins as head of Project 9, which led to increased sensitivity of the interplay of industry and the ecosystem, and to the formalized study at the university level of marine biology in the Gulf area.
Other researchers whose work is represented in the papers include Jay Donald Andrews, A. D. Bajkov, Harry J. Bennet, James L. Boswell, Clair Brown, Sidney O. Brown, M.D. Burkenroad, Fred Caulthron, C. Ray Elsey, I. I. Gardescu, Gordon Gunter, C. K. Hancock, Harold W. Harry, Joel W. Hedgpeth, Willis G. Hewatt, A. A. Jakkula, Fred W. Jensen, P. Korringa, Louis Lambert, Hugh B. Lofland, Elmer J. Lund, G. Robert Lunz, Jr., John C. Aull, Alvin F. Dodds, Shirley Alfred Lynch, John G. Mackin, Wiley G. Lastrapes, H. A. Marmer, R. Winston Menzel, Thurlow C. Nelson, Joseph F. Prokop, W. C. Rasmussen, Sammy M. Ray, J. H. Roberts, Fred W. Sieling, John J. Sperry, Victor Sprague, and Claude E. ZoBell.
* Ray, Sammy M. "Historical Perspective on Perkinsus Marinus Disease of Oysters in the Gulf of Mexico." Journal of Shellfish Research. Vol. 15, No. 1:9-11.
* Ray, Sammy M. "Texas A & M University's Contributions to Gulf of Mexico Ecosystem Research." [Viewed 2002-10-10 at: ]
Hopkins, Sewell Hepburn, 1906-1984
Sharon Faye Wilbur Star Trek Collection
The collection contains a wide variety of material related to Star Trek, including books, records, calendars and realia such as pins, playing cards, music boxes, pictures, magazines covering Star Trek, apparel, cups, and glasses, models, ornaments, and other collectibles.
Approximately 102 books have been integrated into the Science Fiction and Fantasy Research Collection. Each book added has a note "Sharon Faye Wilbur Star Trek Collection."
An additional series contains reference material relating to the author Andre Norton, with whom Wilbur was acquainted. Works by Norton that Wilbur owned have been integrated into the Science Fiction and Fantasy Research Collection.
Wilbur, Sharon Faye
Spanish-American War and Boxer Rebellion Scrapbooks
This collection is comprised of 12 scrapbooks (compiler unknown) that contain magazine and newspaper clippings, maps, and other printed ephemera chronicling the Spanish-American War (April-August 1898) in Cuba, and the Boxer Rebellion (1899-1901) in China. No commentary or other original text has been provided by the compiler. The volumes differ slightly, but all are bound in either dark green or dark brown cloth, with maroon quarter calf. Most of the spine covers are damaged or missing. The scrapbooks measure from 20-25 cm. high and from 24-29 cm. wide.
Volume 1, Spanish-American War Scrapbook, circa April - August 1898
A copy of the war-revenue law of 1898, with index [approved June 13, 1898] is pasted onto the inside back cover
Volume 10, Spanish-American War Scrapbook, circa April - August 1898
Volume 12, Boxer Rebellion Scrapbook, circa June 29 - July 15, 1900 (A few loose clippings are included inside the front cover)
Steven Utley Collection
This collection consists of manuscripts for several works of fiction by Utley, including the novella Custer's Last Jump (1976, with Howard Waldrop) and the short-story anthology Ghost Seas and Other Vistas (1997).
Utley, Steven
Texas A&M University, Office of the President Records, Gibb Gilchrist through Jack K. Williams
This collection contains official documents from the Office of the President at Texas A&M University. A PDF finding aid is available upon request.
Presidents included are:
Gibb Gilchrist, C. E.
President May 27, 1944 - September 1, 1948
Chancellor of the Texas A&M System September 1, 1948 - August 31, 1953
Born: Wills Point, Texas; December 23, 1887
Died: College Station, Texas; May 12, 1972; buried in College Station
Appointed dean of the School of Engineering in 1937; elected president of the Agricultural and Mechanical College of Texas May 27, 1944; served until September 1, 1948, when the Texas A&M System was created and he became the first chancellor of the System, serving until his retirement on August 31, 1953.
Marion Thomas Harrington, Ph.D.
President June 3, 1950 - September 1, 1953, and September 1, 1957 - July 1, 1959
Chancellor September 1, 1953 - August 31, 1965
Born: Plano, Texas; September 8, 1901
Dean of the College when elected president of the Agricultural and Mechanical College of Texas on September 22, 1949, effective "at the end of the present school year." This was interpreted to be June 3, 1950, and on that date, he officially took over the reins of the presidency. He served until September 1, 1953; when he became the second chancellor of the System, succeeding Mr. Gilchrist. Dr. Harrington was elected president a second time on August 23, 1957, and in addition to his duties as chancellor served as president from September 1, 1957, until July 1, 1959. He retired as chancellor on August 31, 1965. He was the first graduate of Texas A&M University to serve as president and also as chancellor.
David Hitchens Morgan, Ph.D.
President September 1, 1953 - December 21, 1956
Born: Portsmouth, Virginia; January 2, 1909
Died: St. Petersburg, FL; April 21, 1974
Dean of the College when elected president of the Agricultural and Mechanical College of Texas on June 17, 1953, effective September 1, 1953; resigned December 21, 1956.
David Willard Williams, M.S.
Acting President December 22, 1956 - September 1, 1957
Born: Venedocia, Ohio; August 20, 1892
Died: Bryan, TX; October 30, 1985; buried in Bryan.
Vice President for agriculture when appointed acting President on December 22, 1956; served until September 1, 1957.
James Earl Rudder, LL.D.
President of Texas A&M University July 1, 1959 - March 23, 1970
President of the Texas A&M University system September 1, 1965 - March 23, 1970
Born: Eden, Texas; May 6, 1910
Died: Houston, Texas; March 23, 1970; buried at College Station.
Vice President when elected president of the Agricultural and Mechanical College of Texas June 27, 1959, effective July 1, 1959. On September 1, 1965, when Dr. Harrington retired as chancellor of the Texas A&M University System, the title was changed to president, and Mr. Rudder, in addition to his duties as president of Texas A&M University, became president of the Texas A&M University System, which dual position he held until his death on March 23, 1970.
Alvin Roubal Luedecke, LL.D.
Acting President March 30, 1970 - November 1, 1970
Born: Eldorado, Texas; October 1, 1910
Died: San Antonio, Texas; August 9, 1998; buried at Fort Sam Houston National Cemetery in San Antonio.
Associate dean of the College of Engineering when appointed acting president on March 30, 1970; served until November 1, 1970.
Jack Kenny Williams, Ph.D.
President of Texas A&M University November 1, 1970 - July 31, 1977
President of the Texas A&M University System November 1, 1970 - July 31, 1977
Chancellor of the Texas A&M University System August 1, 1977 - January 24, 1979
Born: Galax, Virginia; April 5, 1920
Died: Houston, Texas; September 28, 1981; buried in Clemson, South Carolina, on the campus of Clemson University.
Vice-President for academic affairs, University of Tennessee System, when elected President of Texas A&M University and president of the Texas A&M University System on September 11, 1970, effective November 1, 1970; Elevated to Chancellor of the System on May 24, 1977; Resigned as Chancellor on January 24, 1979, to return to teaching.
Thomas Franklin Mayo Papers
This collection consists of a few letters, notes, drafts, and final copies of book reviews, articles, and chapters of books.
Book chapter topics include Gothic Culture, Medieval Architecture, Romanesque Art and Architecture, Baroque Art, and Renaissance Painting, particularly the paintings of the Sistine Chapel by Michelangelo Buonarroti. The bulk of the latter material probably pertains to a book on which Mayo was working at the time of his death in 1954. The book was to have been titled The Great Pendulum and would have recorded the cycles between romanticism and rationalism in art and literature.
Mayo, Thomas F., 1893-1954
Timothy A. Weaver Star Trek Collection
Weaver, Tim
Timothy M. Stinnett Collection
This collection consists of correspondence, speeches, articles, and books from Timothy M. Stinet from when he was an Official of the National Education Association and Professor of Education.
Stinnett, Timothy
Tom Anderson Papers
These papers consist of newspaper clippings containing information on income tax reform bills, vocational agriculture, and the Grass Roots Tax Revolt, reprints of the "Straight Talk" editorials from Farm and Ranch magazine, the author's copy of the 1958 third edition of the book Straight Talk, pamphlets, and newspaper articles relating to Tom Anderson.
Anderson, Tom, 1910-2002
US Passport of John Livezey and Wife
The US Passport of John Livezey and wife, signed by Secretary of State James Buchanan.
Livezey, John
W. J. Estelle Collection
This collection contains mostly correspondence dating from 1927to 1984; personal office calendars; speeches; criminal justice materials; Huntsville First National Bank materials; and clippings, especially concerning the escape attempt of Fred Carrasco, Alcoholics Anonymous, and the Ruiz v. Estelle court case.
Also present are reports, publications, reprints, and photographs relating to the several prison systems with which W. J. Estelle was associated during his career in corrections, some video cassettes, audiotapes, and souvenirs, including buttons, pins, and badges.
Estelle, W.J., 1931
William A. Baker Photograph Collection
This collection consists of photographs that Baker took and/or acquired from a variety of sources. Some are reminiscent of Stebbins's photos and appear to be copy prints (especially the glass plate ones). Baker was a marine architect, historian, and author who lived in Massachusetts but traveled widely. Many of these were taken on a trip or trips to the West Coast in the late 1940s or early 1950s to Seattle, Columbia River, and San Francisco.
Results 73 to 108 of 118

redpajama_set_name: RedPajamaCommonCrawl


text:
Work, Science Fiction Literature, Diamond Dogs
Diamond Dogs is novella by Alastair Reynolds, set in his Revelation Space universe.
In a universe where all the aliens seem to be dead or hiding, a potential momentous discovery is made: an alien structure - a tower of some kind - is discovered on a lifeless planet. This tower, known as the Blood Spire, killed the crew of the ship that first discovered it. The last surivor, before succumbing to his horrific wounds, recounts how the tower tested him and his crew. Pass the increasingly difficult tests and you can possibly ascend to the top of the alien tower and unlock its secrets. But get any of the increasinlyg difficult questions wrong, and...well, let's just say that very unpleasant things happen to you.
The story follows the efforts of a new expedition team, led by a man named Childe, in their attempt to ascend the Blood Spire.
Tropes used in Diamond Dogs include:
Alien Geometries: Comes into play as the tests become more and more difficult, the higher they ascend the tower; the challenges begin to involve higher-dimensional shapes and arcane math.
Cloning Gambit: Part of the big reveal about Childe. The first expedition to discover the Spire? They didn't exist. Childe discovered the tower. All those mangled bodily remains outside the tower? Those are Childe; he repeatedly cloned himself, backing up a copy of his memory each time, and attempted the tower. He died, over and over. Eventually, when he couldn't proceed any further, he decided to enlist the help of other people. So he made up the story about the first expedition, as a cover.
Curiosity Killed the Cast: An ominous and inscrutable alien tower on a barren, unknown planet you say? And you go inside and it tests you? And brutally punishes and/or kills you for failing? And the tests get harder as you go along? Sign me up!
Cyborg: Doctor Trintignant is absolutely obsessed with cyborg-ifying anyone he can get his hands on, including himself. Badly injured people (like those retreating from the Blood Spire after being "punished") are a great opportunity for him.
Cybernetics Eat Your Soul: Played with. Doctor Trintignant was already pretty immoral, even before he began experimenting on unwitting subjects (along with himsefl). On the other hand Richard and Childe become pretty warped in their quest to beat the tower; by allowing Trintignant to modify their bodies, they steadily become less human within and without.
Downer Ending: Everyone except Richard and Celestine are killed, with the possible exception of Childe, who might've suffered a Fate Worse Than Death. Richard and Celestine are unable to reverse the radical changes they made to their bodies because society back home has collpased (thus the technology no longer exists) and Dr. Trintignant, the only other person who can do it, kills himself. They're forced to eke out a bleak and poor existence in Chasm City to survive, with Richard having to pretend to be a strange looking dog, due to his appearance. Eventually, the situation, combined with his memories and obsession with the Spire, causes him to give up and throw away his life with Celestine to return to the Spire (where he'll almost certainly be killed or worse, like Childe).
Dream Weaver: The night before their first attempt on the tower, Childe somehow feeds the plots of various "popular narratives from history" in an attempt to mentally prepare them for the challenge (see Shout-Out below)
Forbidden Fruit: Despite being unquestionably dangerous, the crew can't help but keep on going into the Blood Spire, even after people start getting mutilated and/or killed.
One character compares it to climbing a mountain: "Because it's there."
Genius Loci: Though never explicit, it's heavily implied that the Blood Spire isn't a simple structure but is in some sense alive.
Karmic Transformation: Possibly with Richard, the protagonist and narrator. He's repulsed by Doctor Trintignant's actions, but in his obsessive quest to beat the tower, he succumbs to more and more of Trintignant's modifications to make himself more able to complete the tests. By the end of the novella, him and Childe have had all their major body parts replaced and they resemble mechanical walking dogs covered in diamond armor, rather than humans.
Meaningful Name: A man with the name of Childe, in a quest to climb a Dark Tower? Who would do anything to beat the tower, including dying multiple times, in a loop, and sacrifice his friends?
Never Found the Body: Mostly averted, in that those killed by the Spire are unceremoniously ejected from the tower (sometimes in pieces, depending on how they died). Thus, the land surrounding the tower is littered with the remains of those who previously attempted the tower. Played with in that the Spire keeps any mechanical parts, and in the end, Childe's body (well, his most recent body) is never found, implying that either the Spire "harvested" him or that he had become entirely too mechanical for the Spire to eject.
Nothing Left to Do But Die: Doctor Trintignant's reason for commiting suicide; he knows that Richard and Celestine will ask him to undo the radical modifications he performed on them when they return. However, he considers them his greatest work, and he can't bear to undo his greatest work. So he kills himself rather than go through with it. That's right, he killed himself just to spite them.
Morally-Ambiguous Doctorate: "Doctor" Trintignant. Seriously, who made this guy a doctor?
Non-Action Cast: Most the members of the expedition were chosen for their mental abilities, not their fighting abilities. The one possible exception would be Hirz.
Only Smart People May Pass: A deconstruction of this trope and the characters.
Schmuck Bait: Near the end, the narrator/protagonist speculates that this might be the ultimate purpose of the tower. It lures in intelligent beings with it's tests, forcing them to adapt their minds and bodies to pass it's increasingly esoteric tests. When they finally get to the top, they're "harvested" by the tower, like some kind of alien Venus Fly Trap.
Shout-Out: Many. There are two right near the beginning, in a sequence where the protagonist's party, about to enter the Blood Spire, are dream-fed similar scenarios in case they help:
"I had the same dream," I said, wonderingly. "And there was another dream in which I was inside somekind of-" I halted, waiting for the words to assemble in my head. "Some kind of underground tomb. I remember being chased down a corridor by an enormous stone ball which was going to roll over me."
Hirz nodded. "The dream with the hat, right?"
"My God, yes." I grinned like a madman. "I lost my hat, and I felt this ridiculous urge to rescue it!"
Celestine broke the silence, turning to Hirz. "Did you have the one about the cubes, too?"
"Christ, yes," the infiltration specialist said, as if suddenly remembering. "The cubes. What about you, Richard?" "Indeed," I answered, flinching at the memory of that one. I had been one of a party of people trapped inside an endless series of cubic rooms, many of which contained lethal surprises. "I was cut into pieces by a trap, actually. Diced, if I remember accurately."
"Yeah. Not exactly on my top ten list of ways to die, either.'"
Don't forget the Shout-Out implicit in the title, to David Bowie's album Diamond Dogs (which was based loosely on George Orwell's 1984).
Also: Childe's name is likely a Shout-Out to Childe Roland To The Dark Tower Came, the poem that the Dark Tower series was based upon. Also doubles as a Meaningful Name (see above)
Title Drop: "Diamond Dogs" refers to the monsterous forms Childe and Richard modify themselves into in order to beat the tower; by the end of the story, they resemble rottweilers standing on their hind legs, covered in a diamond fabric.
Retrieved from "https://allthetropes.fandom.com/wiki/Diamond_Dogs?oldid=166992"
Science Fiction Literature


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It is far-fetched that an association will specifically buy from performing an EOI. Given the expense and exertion included in setting up a reaction to an EOI, asking for organizations frequently draw in pro experts to perform market reviews to scope out the accessible items and administrations and their suppliers without really doing a formal EOI. This technique guarantees that there are no expenses brought about by potential suppliers. This likewise helps if the asking for organization does not have any desire to highlight to the business sector that they are very nearly making a buy, or have not really secured the financing for the task.
In the event that an EOI is made, because of the costs included, numerous potential respondents may have qualms about presenting a reaction. Be that as it may, the last point (6) specified above is the key issue should have been adjusted by planned responders while deciding when to react. On the off chance that an organization doesn't react, there is the potential hazard that they won't have the capacity to go into the RFP or RFT phase of the acquirement process. This choice to react must be made by that organization when weighing up the advantages and drawbacks.
Demands for Proposals (RFP) are utilized to specifically buy merchandise or administrations. The asking for organization unmistakably comprehends their business issue or require and knows that there are potential alternatives accessible in the commercial center, yet is interested in recommendations for answers for their issue. This is all the time asked for counseling administrations, where the careful physical deliverables can't be characterized, or in data and correspondence advances (ICT) ventures where there are various answers for a business issue.
The RFP gives the obtaining organization with the most adaptability in acquiring, as in spite of the fact that the necessities might be characterized, the arrangement is definitely not. The necessities stipulated by the RFP may run from being entirely particular or be wide, abnormal state business prerequisites. In any case, by nature, a RFP will permit an offer to propose the most ideal approach to take care of the issue. RFP's gives reacting organizations the best chance to show the path in which they would take care of an organization's business issues or needs.
Demands for Tender are regularly utilizing as a part of the building and development industry where the answers for an issue are certain, and have been outlined and indicated. An illustration is a delicate for development of a house or scaffold, where the planners have drawn up the arrangements with estimations, and the sum total of what materials have been unmistakably indicated. I can't imaging numerous individuals asking for a delicate for a "four room house" and not telling the imminent manufacturer what they need it to resemble!
For a tenderer reacting to a RFT, there are relatively few variables or choices to offer distinctive arrangements. Tenders are not regularly utilized consequently. It could confine adaptability and imagination, which is an issue if an asking for organization has not done much examination concerning accessible arrangement. Then again, on the off chance that you know your particular prerequisites, and don't need any deviation from these determinations, then you utilize a RFT.
In synopsis, the best choice for most purposes and adaptability in acquirement is a RFP. In the event that prerequisites for a task are particular, and any deviations from your details are not satisfactory, then utilize a RFT. Be that as it may, if an organization has restricted data as to choices accessible in the business sector, an EOI could be a decent begin.


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Sartell-St. Stephen Approves Early Retirement Incentive
Richard Leguil Published: December 17, 2018
SARTELL -- Sartell schools are adjusting to life after the failed November levy, this time by approving an early retirement notice incentive.
The school board approved the incentive at their meeting Monday night. The district is looking to save money, but not cut staff. Instead choosing to encourage teachers to let the district know they'll be retiring sooner, rather than letting them know later, so they can better budget for anticipated deficits.
Superintendent Jeff Schwiebert says they expect between two and 10 teachers to apply for the incentive.
"Between two and ten, right now we're not sure. But if staff is thinking of retirement, and just needed a little push to do it, and let us know now, that's the purpose of this."
Schwiebert says the district doesn't know the exact number they'll need to come up with yet, however, they should know soon.
"Once we get everything figured out with this year's budget in the next two months. We need to figure out what we're running ahead on, what we're running behind on. We'll have that hard number by the end of February. We're guessing between $1-million and $1.5-million based off what we know right now."
To apply for the incentive package, you have to be currently employed as a teacher in the district. You'll also have to have 30 years of teaching service; or 15 years of teaching and be between the ages of 55 and 65 as of last June, and submit your retirement notice to the superintendent by February 1.
If the requirements are met, the district will provide the retiree with $6,600 to be put into a health care savings plan with the Minnesota State Retirement System.
The district still has one more community listening session, that's Tuesday at the Sartell Community Center from 6:30 p.m. to 7:30 p.m.
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Filed Under: early retirement, Sartell, Sartell-St. Stephen
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That same night, while the sound of the firing squad could be heard, Arcadio was named civil and military leader of the town. The married rebels barely had time to take leave of their wives, whom they left to their our devices. They left at dawn, cheered by the people who had been liberated from the terror, to join the forces of the revolutionary general Victorio Medina, who, according to the latest reports, was on his way to Manaure. Before leaving, Aureliano brought Don Apolinar Moscote out of a closet. "Rest easy, father-in-law,?he told him. "The new government guarantees on its word of honor your personal safety and that of your family.?Don Apolinar Moscote had trouble identifying that conspirator in high boots and with a rifle slung over his shoulder with the person he had played dominoes with until nine in the evening.
"This is madness, Aurelito,?he exclaimed.
"Not madness,?Aureliano said. "War. And don't call me Aurelito any more. Now I'm Colonel Aureliano Buendía.?


BRANDON –– The Vermont Tubbs furniture company here has been sold after an unsuccessful five-year bid by the previous owners to turn a profit. But the town of Brandon and the state of Vermont are committed to keeping the company here and retaining the 90 jobs at stake.
A June 4 press release that was vague on details said that BSF Transition LLC, an affiliate of Brownstreet Furniture of Whitefield, N.H., had bought "certain assets" of Brandon-based Vermont Tubbs.
The 168-year-old Vermont Tubbs specializes in handcrafted, hardwood beds and other bedroom furniture, as well as custom-built office furniture. Brownstreet Furniture manufactures high-quality, solid wood cherry, pine, maple, and ash furniture. Tubbs officials stated that they will continue to manufacture in the existing facility on Arnold District Road while Brownstreet assesses future production plans.
Calls for further comment from Tubbs officials were not returned by the Friday afternoon deadline for this edition of the Independent.
The move comes after months of wrangling to secure $580,000 in state and local economic development grants intended to preserve the 90 jobs at Tubbs by providing needed operating capital. The Vermont Community Development Program (VCDP) award was announced April 15.
The town of Brandon was going to loan Tubbs another $80,000 is a separate agreement, the maximum amount the town can loan through its revolving loan fund.
The loans were the latest in a series of moves Tubbs has made since 2003 to try to turn a profit. The company was nearly liquidated in 2003, but was purchased at the last minute by a group of investors led by McNeill.
The company has worked with Key Bank to secure loans, and the Vermont Economic Development Agency has provided mortgage insurance to protect Key Bank and encourage loans to Tubbs. The U.S. Department of Agriculture's Rural Development office has also insured 90 percent of a $2 million loan.
The town of Brandon has also worked hard to keep Tubbs in town. According to Selectman Richard Baker, the company negotiated a tax stabilization agreement with the town in 1997, under which Tubbs would pay a much lower property tax of $71,000 a year for 10 years. Baker said the agreement expired last year. Now, he said Tubbs is paying roughly $102,000 a year in local taxes.
Town officials have estimated that Tubbs contributes roughly $6 million to the local economy.
Baker said Tubbs has not received any loan money from the town yet, but that there could be future meetings on the subject.
Brownstreet owners and twin brothers Kyle and Adam Tager acquired Woburn-Mass.-based Mystic Valley Traders, a manufacturer of high-end linens and home furnishings, in 2003 and acquired majority ownership in Brownstreet Furniture from founding partner Elwin Wright this past January.
The Tagers and Wright together own BSF Transition LLC, and they say they plan on continuing production of Vermont Tubbs furniture lines.
Mike Quinn of the Vermont Agency of Commerce and Development said Friday that the state is keen on helping the new owners get in the black and grow the business.
"We're going to work with them to see that they stay not just in business, but that the business stays in Brandon," Quinn said.
He said that the previous owners never drew on the state's $500,000 VCDP grant, but echoed Baker's sentiment in working with the new owners to re-apply for the grant if they wish.
Quinn said state is committed to keeping Tubbs in business and retaining the 90 workers it currently employs. He added that the state would also work to expand the business to create more jobs.
Baker said despite the work it will take to secure tax breaks and grants, it's important to keep Tubbs in Brandon.


text:
Helicopter pilot finds 'strange' monolith in remote part of Utah
लगभग एक वर्ष पहले प्रस्तुत
A mysterious monolith has been discovered in a remote part of Utah, after being spotted by state employees counting sheep from a helicopter. Utah's highway patrol shared images of both the sheep and the monolith. (www.yahoo.com) और अधिक...
flitton
Paul Miller लगभग एक वर्ष पहले 5
At least we have found something that does NOT have COVID-19 on it anyway !!!!
Mike Mohle लगभग एक वर्ष पहले 4
UFOs left behind their beacon they can home in on for their preferred "Sheep Supply" location..... Busted.
Alan Brown लगभग एक वर्ष पहले 3
Very interesting. It bears a strong resemblance to the one used in the opening scenes of "2001, A Space Odyssey". Wonder if it was left behind (Doubtful), or someone made a copy of it for fun.
david fairchild लगभग एक वर्ष पहले 3
wasn't the monolith in 2001 jet black, and more rectangular?
Torsten Hoff लगभग एक वर्ष पहले 3
Somewhere a performance artists is jumping up and down that his or her creation has finally been found.
The object will be far less mysterious once they find parts from Home Depot were used in its construction.
jeff slack लगभग एक वर्ष पहले 0
First thought for everyone is your comment.
However, the object is buried deep into the rock and even scientist can not explain it.
From the link by dee9bee:
There's no telling how long the object has been there, he said. As far as whether he felt like the object has extraterrestrial originations, he said he might have had it not been for the marks in the ground left from a cement saw.
"You can see where they had taken a cement saw and had cut down into the sandstone to put the thing in. My guess is that it's probably cemented in because it's very solid," he said. "It definitely looks like it's totally manmade."
dee9bee लगभग एक वर्ष पहले 2
I like this link better than relying on Yahoo...It's not exactly behind a paywall but you might need to turn off your ad blocker.
https://www.stgeorgeutah.com/news/archive/2020/11/23/asd-location-to-remain-concealed-for-mysterious-steel-prism-found-in-remote-desert-of-southern-utah/#.X72A_rd7kfE
Rico van Dijk लगभग एक वर्ष पहले 1
Perhaps someone buried their dog but forgot the tools to engrave its name.
Tom Bruce लगभग एक वर्ष पहले 1
wonder how long it's been there?


Melanoma is responsible for most skin cancer deaths and is unfortunately on the increase. Australia has the highest rate of melanoma in the world; one in 14 Australian males and 1 in 22 females will develop melanoma in their lifetime (to age 85).Early diagnosis is extremely important, as early treatment is usually curative (95%).
Removing an appropriate margin of skin with the melanoma reduces the likelihood of the melanoma recurring at the initial site. The recommended margins vary from 0.5cm to 2cm according to the depth of the melanoma, which is measured under a microscope by the pathologist. It is simpler and less disfiguring to take a large margin if the melanoma is on the back than if it is on the eyelid, so the site of the melanoma is also taken into consideration. If the melanoma is located on the nail bed (under the nail) then amputation of the end of the finger or thumb is recommended.
Melanoma thickness is the most important determinant of risk with a primary melanoma. A pathologist measures the thickness when examining a melanoma biopsy. The thickness is measured in millimetres from the skin surface to the deepest part of the melanoma.
If your melanoma has been called "in situ", melanoma cells are found only in the outer layer of skin cells and have not penetrated deeper tissues (the dermis). An in situ melanomas is not considered to have the potential to have spread or to be life threatening, provided it has been removed. If it is left in place it can grow deeper and then it would have the potential to spread and to be life threatening. Invasive melanomas have penetrated to the dermis. The deeper the penetration the greater the risk of spread via lymph or blood vessels.
Stage 1: cancer is found in the upper part of the skin (the epidermis and/or the upper part of the dermis) but has not spread to the lymph nodes. The tumour is usually <1 mm thick. This stage also includes tumours up to 2 mm thick if they are not ulcerated.
Stage 2: cancer has spread to the deeper part of the dermis but not through the skin or into lymph nodes. The tumour is <4 mm thick.
Stage 3: the tumour may be larger or smaller than 4 mm and/or may have spread to deeper layers of the skin. There may be additional tumour growths between the original site and nearby lymph nodes; melanoma cells may have spread to surrounding lymph nodes.
Stage 4: the tumour cells have spread to other organs or lymph nodes far away from the original site.
There have been significant changes in the treatment of advanced melanoma in recent years, with researchers at the Peter MacCallum Cancer Centre stating in 2014 that "the last 3 years have seen a seismic shift" in the management of patients with Stage 4 melanoma. For more information click here (link to full text article in ANZJSurg).
The role of sentinel lymph node biopsy (SLNB) in melanoma has been heavily studied to determine whether SLNB should be recommended or not, and to whom it should be recommended. The results of the landmark MSLT-I trial were published in February 2014 in the New England Journal of Medicine. The study concluded that SLNB provides important prognostic information, and that SLNB based management "prolongs disease-free survival for all patients and prolongs distant disease-free survival and melanoma-specific survival for patients with nodal metastases from intermediate thickness melanomas."
If you have a melanoma that is 1.0mm thick or greater you should discuss with your surgeon whether you should have a sentinel lymph node biopsy. A SLNB cannot be performed after you have had a "wide local excision" of your melanoma, so the decision regarding whether to have a SLNB or not is made between your first biopsy surgery and your second (wider) excision surgery.
Sentinel lymph node biopsy is not usually a complex or difficult operation, but it can have complications and after-effects which you should discuss with your surgeon before the surgery. Complications that can happen close to the time of surgery include infection, bleeding, the development of a seroma (a collection of lymphatic fluid that may require repeated drainage), delayed wound healing, pain and numbness of the overlying skin. One of the later complications that can develop is lymphoedema, although this is uncommon because only a couple of lymph nodes are removed.
If you have a melanoma that is advanced or unusual then assessment by a melanoma unit may well be of benefit and we will refer you to a specialist Multi-Disciplinary Meeting for discussion and recommendations about the best treatment for you. Melanoma units have experts from multiple fields including dermatology, palliative care, nursing, medical oncology, radiation oncology, surgical oncology, psychology, head and neck surgery, neurosurgery, plastic surgery a nd general surgery. Many melanoma units undertake research into melanoma treatments and participate in trials that cannot be accessed elsewhere. These trials are generally only applicable to patients with advanced melanoma.
MoleMap : full body photography and dermatoscopy services where the images are examined by qualified dermatologists. Please note that no melanoma surveillance service is 100% accurate and MoleMap is not a substitute for seeing your doctor or specialist for regular skin checks, especially if you are at high risk of developing melanoma or other skin cancers.


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N.J. Assembly panel OKs bills aimed at boosting Port Authority reforms
By MICHAEL PHILLIS
Two bills aimed at making the Port Authority operate more transparently were approved by an Assembly committee Monday.
The measures were sparked in part by the George Washington Bridge lane closure scandal. One bill would open the bi-state agency up to each states' public records laws and the other would force the authority to issue audits, adhere to basic public meetings laws and would formally create an office of inspector general (although one exists now at the agency). Both bills were passed out of the Assembly State and Local Government Committee on unanimous 5-0 votes.
Any reform package must be approved by both states' legislatures and governors. New York's legislature has already acted and now New Jersey must consider a bill with identical language. Two legislators from New York appeared in support of the reform package, which has already been approved by New Jersey's full Senate. A vote in the Assembly is the last hurdle before the bills would be given to each state's governors for their approval.
Monday's committee vote, however, follows the introduction of another reform package authored by the co-chairman of the legislative investigation into the bridge scandal.
Assemblyman John Wisniewski, D-Middlesex, authored a different plan that would diminish the role of each states' governor over the Port Authority. His plan is far reaching and long – the bill clocks in at about 92 pages. Sen. Loretta Weinberg, D-Teaneck, the investigative committee's other co-chair, said of Wisniewski's plan "I absolutely disagree with this approach."
Wisniewski's proposal would involve restarting the legislative process and convincing New York's political apparatus to sign on. Assemblywoman Valerie Vainieri Huttle, D-Teaneck, said that what was approved Monday in committee represented a "realistic" approach to reforming the agency.
"This is the first time in decades that we are really in a position to make it happen," said Huttle. "There is little confidence today in the Port Authority acting on behalf of the public and the only way to fix that is to reform the agency."
Two events have sparked calls for reform – the politically motivated lane closure scandal at the George Washington Bridge that engulfed Governor Christie's administration and toll increases back in 2011. All eight of the public meetings to discuss those toll hikes occurred on one day in a process that was highly criticized. The new bill would require meetings on toll hikes to be far more accessible to the public.
Neither governor has said publicly whether or not they would sign the legislation.
"There are some very substantial reforms we are proposing here," said Sen. Bob Gordon, D-Fair Lawn. "They are not incremental or half measures as some have suggested.
Assemblyman Michael Patrick Carroll, R-Morris, said he would support the proposals but said there wasn't a strong enforcement mechanism if the Port Authority chose to disregard the new laws. That being said, he added that if the recent scandals actually changed the culture within the Port Authority, "then God bless them for tying up traffic."
Email: phillis@northjersey.com