Oct 16, 2012, "AT LAST" (recall that song?), the special day has arrived for Kerri Flanagan & Chuck Smith. It is Kerri's birthday and wedding day. What a gentle & beautiful day it was at Waialae Beach, Kerri has been dreaming about this moment for a while. A dream come true, that Kerri & Chuck will remember always. As Kerri stepped out of the limousine she looked gorgeous with that special smile of hers. Beautiful bride dressed in a long layered silky cream colored dress, hair & makeup done by Beverly. (Of course Beverly always incorporates tropical flowers in the hair). Chuck, handsome in white shirt, both of them look so calm and happy!
Along with them were wonderful friends to give them support. The Rev. Kimo Taylor walked up to meet them, and along side the guitar music of Derrick, softly flowing. Kerri's tear drop bouquet was beautiful with red & cream colored roses, orchids, greens. Matching french bouquet (very chic) for the bride's maid. As we walked to the wedding sight, the beauty of the day were being captured on video and photo images. A serene day with the beauty of the sand, beach, waves and peninsula near by. Rev. Kimo started the ceremony with music and singing of the Hawaiian wedding song, followed by a Hawaiian ceremony & blessing. A ceremony with their "special vows to each other" will be forever documented on video. A special song was dedicated to the couple. Than, a double orchid lei exchange, lei of Aloha was performed were music in the background playing "for you a lei" with the couple kissing each other on both cheeks. A beautiful conch shell sounding by the Rev Kimo, a long kiss and presenting the new Mr. & Mrs. Charles Smith. A wonderful ceremony for such a nice and handsome couple. Many photos and video during and after the ceremony will memories of their special day. By the way, a Happy Birthday music/singing by Derrick in honor of Kerri's birthday. The very happy couple, pictures taken with their limo, then champagne in the limo, off they went. To celebrate, off to the luau at the Paradise Cove. Congratulations, guys! We really enjoyed meeting you and help your dream to come true. We hope you enjoyed everything. Have fun on the North Shore, catch some waves for us. Mahalo!
Oct 13, 2012 White/Araujo wedding on the Peninsula at Waialae Beach near the Kahala Hotel. Michelle White and Thomas Araujo are from the bay area in Hayward, California. Thomas and his guys arrived extremely early and anxiously waited for the bride and bridal party to arrive. Although the arrival got delayed, it was a beautiful ceremony, enjoyed by the many relatives/friends. Many precious images were captured. The bridal party all received white orchid leis (8), with Michelle having a french bouquet of red roses, and Thomas with a beautiful maile lei. Our Rev. Mike Nelson, as usual provided them with a personal Hawaiian ceremony with Aloha. Congratulations to Mr. & Mrs. Thomas Araujo!..Mahalo and Aloha!
10/11/12 (many couples chose this date to wed). So did Brandy McCombs & Craig McElmurry of Sutherlin, Oregon. What a beautiful couple! Brandy looked gorgeous with ivory colored gown (with a train), very attractive with beautiful makeup and hair. Handsome Craig happily smiling, wore Khaki pants and white shirt.
They arrived early, staying at the Hawaii Prince Hotel, so we got to know each other a little better. They are such very nice people. They are both in sales and with their personalities, they are great in what they do. Rev. Mike Nelson arrived greeting them with a big Aloha. With the nice weather, a very nice area was chosen for their special day. Beautiful ocean, waves about 2-4 feet, white waves, what a sight! Rev Mike pronounced them Mr. & Mrs. Craig McElmurry married on the unforgettable date of 10-11-12! Beautiful orchid leis of Aloha were exchanged, a kiss on each cheek, then a long sweet, loving kiss to seal their vows. They did it! Beautiful Hawaiian wedding ceremony, Rev. Mike. Many beautiful images, portraits were captured for their memory album. Congratulations, guys, it was great meeting you. We hope we made your special day to remember forever. Aloha and thanks for choosing Hawaii.


Yaeji is a NY based and Seoul raised DJ, producer, and vocalist. Pitchfork recently called her "one of the most fascinating vocalists in house music right now". Her pitched chords and boom-bap rhythms also evoke that bygone era when house and hip hop producers eagerly explored the interstices of the nascent genres. No slouch on the decks, she's also weaved some eclectic mixes this year for The Lot Radio, Discwoman, THUMP, and Rinse FM.


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Mitch is an Associate Principal with the firm. He has experience handling complex case, including medical malpractice litigation, professional liability claims, general liability claims, third-party auto, and commercial litigation.
Mitch prides himself on achieving optimal results for clients. He has experience litigating cases in both state and federal courts, has achieved victories and favorable settlements through motion practice, and has written a number of appeals.
While in law school, he served as an editor of the Indiana Journal of Global Legal Studies, participated in a pro bono bankruptcy clinic, and worked as a summer associate for one of the nation's largest insurance companies.
Before joining FBMJ, Mitch worked a several mid-size litigation firms in Indiana and Michigan, practicing complex defense litigation with a focus on medical malpractice and professional liability claims.
He is a member of the Young Lawyers, Litigation and Health Care Law sections of the State Bar of Michigan.
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Mitch has given presentations on a variety of legal issues, including how evidence-based life expectancy figures can be used to reduce exposures, strategies for using the Affordable Care Act to reduce damages, and the social, ethical, and legal implications of autonomous vehicle technology.
Mitch grew up in the rural village of Almont, Michigan where he "worked" on his grandfather's farm. This was during a boom time in Almont's history, marked by the addition of a second street light and a McDonald's!
It was here that he learned the skillful art of negotiation watching his grandfather's shrewd horse-trading talents, bargaining for all sorts of unusual animals, from fainting goats, Flemish Giants (rabbits which can weigh over 20 pounds) and Silkies to llamas and emus. Mitch credits his small town upbringing and his grandfather for his respect for hard work and his love of family.
After law school, Mitch married his high school sweetheart and moved back to Michigan, where he currently lives with their two young sons. He is an eclectic reader and recent Kindle-convert and enjoys all types of books from classic literature to popular mystery novels. He enjoys running (he learned in law school that this helps relieve stress!), and has even earned special recognition in the Warrior Dash, a 5K obstacle course race with 12 world-class obstacles. With his body painted green from head to toe and adorned with a shell and the appropriate weapon, Mitch (as one of the Teenage Mutant Ninja Turtles) was awarded the prize for the best costume, becoming a celebrity for a day! Today his running is not as glorious, and most often with one of his sons in tow with a nearby park as the ultimate destination.
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This week the ISS reached a huge milestone, it orbited earth for the 100,00th time.
The ISS has been circling our planet since it was first launched into space in 1998.
It takes around an hour and a half for it to go right around the Earth.
In total the ISS has travelled more than 2.6 billion miles, that's around the same distance of 10 trips from Earth to Mars.


Many people today are having problems when it comes to cleaning their house after Christmas. It is a fact that many people are purchasing foods and other Christmas stuff in the market. This foods and stuff are packed in different kinds of materials, making it hard for them to clean as they go. In the kitchen, it is natural that individuals will use several ingredients in cooking several foods. There are times that their stove or table gain stains due to the sauce that they cook. These stains are really hard to clean up that's why individuals should ask for the service of house cleaning Kingston.
The Kingston cleaners are the number one house cleaners in the world. They have their well experienced workers who utilize durable and reliable materials, which help them in doing their job fast and easy. The presence of this tools and materials are significant to them because they can easily clean up mess primarily stains that usually need efficient cleaning materials. That's why there are no cleaning problems that they couldn't clean.
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Heritability and Genetic Variance Components Associated with Citrulline, Arginine, and Lycopene Content in Diverse Watermelon Cultigens
Todd C. Wehner, Rachel P. Naegele, and Penelope Perkins-Veazie
studies, Steinmetz and Potter (1996) and Strandhagen et al. (2000) found that a diet consisting of fruits and vegetables rich in lycopene could protect against stroke and cardiovascular diseases, whereas Tarazona-Diaz et al. (2013) determined that
In HortScience Volume 52 (2017): Issue 7 (Jul 2017)
Health-benefitting Biologically Active Substances in Edible Apricot Flowers
Martina Göttingerová, Michal Kumšta, and Tomáš Nečas
; Rop et al., 2012 ; Senica et al., 2019 ; Zia-Ul-Haq et al., 2014 ). For centuries, edible flowers have been an integral part of the human diet and have been described in detail in ancient literature ( He et al., 2015 ; Lu et al., 2015 ). They were
In HortScience Volume 55 (2020): Issue 8 (Aug 2020)
Opportunities and Challenges of Alternative Specialty Crops: The Global Picture
Hye-Ji Kim
diets ( Buzby et al., 2010 ). Further, the rapid demographic changes of the United States had a significant effect on the U.S. marketplace, including the demand for fresh fruits and vegetables. Immigrants and their descendants account for virtually all
In HortScience Volume 51 (2016): Issue 11 (Nov 2016)
Creating Living Landscapes: Why We Need to Increase Plant/Insect Linkages in Designed Landscapes
Douglas W. Tallamy
essential component of the resplendent quetzal diet. If you want to save jaguars, you need to protect large populations of palm species that make small palm nuts (as opposed to coconuts). Why these palms? Because palm nuts are a critical and substantial part
In HortTechnology Volume 27 (2017): Issue 4 (Aug 2017)
'Red Rhapsody' Strawberry
Mark Herrington, Jodi Neal, Louella Woolcock, Michelle Paynter, Apollo Gomez, and Joanne De Faveri
Response of strawberry cultivars inoculated with Macrophomina phaseolina in Australia Intl. J. Fruit Sci (In press) Herrington, M.E. Hardner, C. Wegener, M. Woolcock, L. Dieters, M.J. 2014 Estimating an aggregate economic genotype to facilitate breeding
In HortScience Volume 54 (2019): Issue 9 (Sep 2019)
Sustaining Public Plant Breeding to Meet Future National Needs
James F. Hancock and Charles Stuber
and positively affect the biosphere. The subcommittee on a "healthy, well-nourished population" made the case that improved diet plays an important role in reducing the incidence of many health-related problems such as nutrient deficiencies
In HortScience Volume 43 (2008): Issue 2 (Apr 2008)
Horticultural Research and Education Opportunities in Indonesia
Tim D. Davis and Purwiyatno Hariyadi
) regarding human health and nutrition, there is a general need to diversify Indonesian diets, which are based largely on rice, to include more fruits and vegetables ( FAO, 2003 ); 2) horticultural crops generally require less land area than other crops and
In HortScience Volume 48 (2013): Issue 3 (Mar 2013)
Allen V. Barker
terminology, and improving understanding of the extent and diversity of vegetable production around the World. Vegetables are a good topic for this endeavor because worldwide they comprise a major portion of the diet of humans. The text provides scientific
were inversely correlated to wear tolerance. Percent green turf cover was directly, or positively correlated with wear tolerance. Measurement Scale for Children's Gardening Efficacy Garden programs may be an effective setting to promote nutritious diet
In HortTechnology Volume 25 (2015): Issue 6 (Dec 2015)
Comparative Nutrient Element and Antioxidant Characterization of Berry Fruit Species and Cultivars Grown in Hungary
Attila Hegedűs, Emőke Balogh, Rita Engel, Béla Zoltan Sipos, János Papp, Anna Blázovics, and Éva Stefanovits-Bányai
the standard USDA levels. The K/Na ratio was the lowest in apple and highest in strawberry, which might be useful to compensate for high Na levels in a typical human diet ( John et al., 2002 ). The Mg content of berries was similar those set in the
In HortScience Volume 43 (2008): Issue 6 (Oct 2008)


Love this dress - its so flattering on your figure. The fabric is quite thin, so you can wear it in summer or winter. The stretchy material really hugs your curves and smoothes out lumpy bits :) The length hits just below my knee and I'm quite tall so shorter women might need to have it taken up. Usually I'm a UK12 but I ordered a UK10 as I was between sizes and it fits like a glove so take into account that there is some stretch. I definitely recommend this dress!


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Secret Weapon 004 ■ JEANS
JEANS is one of our hometown heroes. He played at our clubnights and his two hour b2b with Spekki Webu at TCF19 was legendary. He released his debut album, Talking to the Entities, on his own label, Oracle Bones, in 2020. Listen to his selection while reading about his love for Nike Air and booking his first big act.
You've been active in the The Hague music scene for some time now, as a DJ, producer, booker and you also have your own record label. When did you realise music was more than a hobby for you?
That realization came around 2010. Together with some buddies I organized many illegal parties in and around The Hague. That started as a hobby but eventually became so much work that it started to get a bit annoying (lol). Of course the parties were good but it was a lot of hassle. Especially with the coppers on our heels sometimes, also we didn't make any money at all. That was fine for a number of years, but at a certain point it started to feel a bit like 'carrying water to the sea'. Then came the realization that I had to think of a way to earn a living with it.
As a booker, you've programmed artists like DJ Stingray, Palms Trax and more, what was the first time you booked a bigger international artist, and what was that like?
That was Kristian, one of the men behind Âme. At that time I took over Floris Groeneveld's job. He was then a programmer for both Whoosah and Naturel Beach Clubs and he had booked Âme at Naturel for several years in a row. So basically I could just copy and paste his actions from the years before. It was still exciting but the evening sold out within a few minutes so from that point on it was only making sure that the advancing (booking flight etc.) was in order and that there was a good light show plus sound system. Furthermore, I was looking forward to the party itself with one of the coolest personalities (I still think that) I've ever booked.
So aside from music, you also have an obsession with Nike, specifically Air Max. Who has the bigger collection, you or David Vunk?
Looooool, I think when it comes to Air max in general David has a bigger collection than I do. But my Air Max BW (classic) collection is bigger for sure 🙂
Have you and David ever done business with each other, shoes-wise?
We haven't done that for a very long time. Last year that changed when the Air Max BW Rotterdam tribute came out. David then made sure that I didn't have to queue at Woei for 12 hours or pay double for it via Goat if StockX. David has been good friends with Woei for a long time and fixed a pair in my size! Thnx David!
Did you ever regret wearing a special pair of Air Max to a rave?
For sure! Mysteryland 1997. Back than it was strictly a hardcore festival and I was wearing my new Persians and a double-sided Aussie. I think it was the wettest festival I've ever experienced and I was covered in mud up to my hips. Destroyed my whole outfit.
Anything coming up on your label Oracle Bones in the near future?
I am currently working very hard on my full length album. It will be released on vinyl and digital sometime this year. I'm already very excited about it. I have never made something that is so close to me on all fronts and at the same time mega diverse. I really can't wait to share it. It is literally a reflection of who I am expressed in sound. It feels very liberating to be able to do that. Out of the box, my aim is to create something that doesn't exist yet, yet is inspired by everything I've ever heard. Call it a life's work.
So, tell us about your Secret Weapon.
Very lame to grab a track of my own, isn't it? And yet I do it. I hope to get some extra views this way. All in for the money!…… I am joking of course! I chose A Weapon because, well, the name says it all… it's a weapon.
In the years before I released the track there was an older version on 1 of the usb sticks that I took to club gigs. I often build tracks on the days before i have gigs that i use in my sets as a weapon. This is one of them.
The track starts very boring with a 4×4 drum kick and an acid bassline… this goes on for a few minutes but after the break the drums drop both 4×4 and 3/4 at the same time… this puts you on the wrong foot until the hats come in again. I really like the effect when people get lost in sound for a while. I also really like it in DJ sets when unexpected things happen…
Check out JEANS' full playlist here.


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While Parish Records are the starting point for researching an individual and his or her family members, Notary Records, and to a lesser extent, Court Records, are the most comprehensive records available for most individuals living in New France, especially for those individuals involved in the Fur Trade. New France was divided into three government areas: Québec, Trois-Rivières, and Montréal. The information below describing the Civil Practice of Law in New France was taken from Marcel Trudel, Introduction to New France (Pawtucket, Rhode Island: Quintin Publications, 1997 – First American Edition, pp. 215-218.
The Coutume de Paris refers to the customary laws practiced in Paris, France. The laws were written in 1510 and revised n 1580. In 1627, the Compagnie de Cent Associés chose to follow the Coutume de Paris in New France. However, other law systems were introduced into New France during the 17th Century. In 1664, Louis XIV established that the Coutume de Paris would be used exclusively as the Laws of New France; these laws governed every action taken by a French Canadian from birth to death during the French Régime.
Louis XIV prohibited attorneys from practicing in New France in 1678 in order to avoid prolonged trials. Although Plaintiffs and Defendants could represent themselves in a law suit or trial, some individuals could not appear in a court proceeding in person; others felt that they did not have the expertise necessary to prepare the court papers or pleadings that Judges used to make a decision in a law suit. These individuals hired or authorized a legal practitioner to represent them in a law suit. Theoretically, Legal Practitioners were familiar with the practices in the court systems; they drafted legal documents and acted as attorneys.
Notaries drafted the legal documents used in a civil practice of law. These specific documents are described below. Notaries also practiced as legal practitioners. Two types of notaries practiced in New France: royal notaries and seigneurial notaries.
Royal Notaries: The Intendant appointed royal notaries and authorized him to practice over a specific geographic area. The royal notary had jurisdiction over the entire government area (Québec, Trois-Rivières, or Montréal) or in a smaller area.
Seigneurial Notary: The seigneur appointed the notary who practiced within the seigneury. His jurisdiction was limited to the seigneury. Typically, he only charged half the fee charged by a royal notary for a similar document or contract.
Legal Fees, Legal Knowledge, and other Professions Practiced: Notaries were scarce and poorly paid, therefore, legal knowledge was not considered absolutely necessary. Considering the pay, some notaries practiced another profession. Some notaries were shoe makers, cabinet makers, innkeepers, surveyors, bailiffs, or doctors.
Parish Priests and Missionaries: In the absence of a notary, parish priests and missionaries were authorized to draft marriage contracts and wills.
Thanks to a massive digitization effort by Bibliothèque et Archives nationales Québec (BAnQ) and Family Search, images of the summaries or indexes to the contracts as well as the actual contracts drafted by New France's Notaries are now available for viewing and downloading on your computer. Click on the links below to access the lists of notaries practicing in Montréal, Québec, and Trois-Rivières.
Fill in the boxes under "Mot(s) ou expression(s)" by using an individual's name and click on "Recherer" at the bottom of the page. The results of your search will appear in a table in French. Google Chrome will translate the table, but not the details for each record. Click on an individual summary and you will be taken to a summary of the document. In the upper right corner of the summary document, you will see a box which reads "Voir la collection". Click on that box and a new window opens which contains and image or images of the original documents. These images are in French.


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School of Music College of Arts and Sciences Georgia State University NON-TENURE TRACK FACULTY REVIEW AND PROMOTION GUIDELINES
Download "School of Music College of Arts and Sciences Georgia State University NON-TENURE TRACK FACULTY REVIEW AND PROMOTION GUIDELINES"
Rosalyn Beryl Alexander
1 School of Music College of Arts and Sciences Georgia State University NON-TENURE TRACK FACULTY REVIEW AND PROMOTION GUIDELINES Policy Title: School of Music Non-Tenure Track Faculty Review and Promotion Guidelines Version: 1 School Approval: 09/16/2015 College Approval: 09/17/2015 Effective: 09/17/2015
2 I. INTRODUCTION Non-tenure track (NTT) faculty housed in the School of Music are vital components of our faculty. The policies and procedures related to the review and promotion of faculty in non-tenure track ranks are outlined in this document (School guidelines), the College of Arts and Sciences Promotion Manual for Non-Tenure Track Faculty (college manual), and the Georgia State University Promotion Manual for Non-Tenure Track Faculty (university manual). Whereas the university and college NTT manuals provide general statements of the expected quality and significance of NTT faculty accomplishments, this document identifies the concrete forms these achievements should take. In particular, this document articulates the School s criteria for the various rankings that candidates for promotion might receive in the areas of teaching and service. Candidates should consult the college and university manuals for matters of process and procedure, dossier requirements, and time-in-rank policies that govern eligibility for promotion consideration. Of the NTT faculty positions in use in the School of Music, only regular, full-time lecturer track faculty are eligible for promotion. The ranks within the lecturer track include the following (listed from most junior to most senior): Lecturer, Senior Lecturer, and Principal Senior Lecturer. The general duties for lecturer track faculty are described in the college manual. There are two tracks within the NTT faculty in the School of Music: Academic Lecturers and Applied Lecturers. Academic lecturers teach music theory and music history courses with MUS and MUA course listings. Applied Lecturers teach individual and/or group lessons within the performance, conducting, composition, jazz and ensemble areas; course listings include MUS and APXX. In the case where a lecturer teaches both applied and academic courses, their track will be decided by the Director based on the candidate s primary area of expertise and courses taught II. SCHOOL OF MUSIC REVIEW PROCESS FOR PROMOTION TO SENIOR LECTURER AND PRINCIPAL SENIOR LECTURER A. Process Overview The primary stages of the School-level NTT faculty promotion review process are as follows: 1. Following notification of eligibility from the Dean s Office, the candidate standing for promotion will submit the required review materials outlined in the college manual to the School Director. 2. The School Director forwards the candidate s materials to the School review committee (or subcommittee for initial review, but the final recommendation must be made by the committee as a whole). 3. The School committee submits its recommendation, including any minority reports, to the School Director. The committee members will sign the report(s) on a separate 1
3 page/pages. The School Director will provide a copy of the School committee s report, including any minority reports, to the candidate with a notification that the candidate has the option to respond directly to the School Director within three business days. 4. The School Director submits her/his independent recommendation and the recommendation of the School committee, including any minority reports and any responses from the candidate, to the Dean s Office. The School Director will provide a copy of her/his own report to the candidate with a notification that the candidate has the option to respond to the Dean s Office within three business days. The Dean s Office will provide to the School Director a copy of any response from the candidate to the School Director s report. See sections III and IV in the college manual for information on the evaluation processes at the college and university levels. B. Composition of School of Music Non-Tenure Track Promotion Review Committee The School of Music Non-Tenure Track Promotion Review Committee consists of all tenured faculty and all NTT faculty of Senior rank and above in the School (Senior Lecturer, Principal Senior Lecturer), except the Director of the School and any members of the School serving in a position that will review the candidate s promotion application at the college or university levels. According to the college manual, units may operate through a system of subcommittees that initially review and evaluate each candidate s credentials. All final recommendations must be made by the committee of the whole. The committee of the whole must meet to discuss and vote on its final recommendation. Faculty of equal or lower rank to the candidate s current rank may not vote on the final recommendation of the committee of the whole. In consultation with the School Director, the dean will augment the School promotion review committee with NTT members from other units when the School does not have a sufficient number of faculty to constitute a committee of at least three members, with at least one being tenured and one being NTT faculty III. LECTURER REVIEWS A. General Considerations There are five types of structured reviews for faculty in the lecturer track: 1) annual review leading to re-appointment, 2) third-year review, 3) fifth-year review with promotion to senior lecturer, 4) subsequent review with promotion to principal senior lecturer (the timing for which is defined in the college manual), and 5) post-promotion cumulative review (five-year structured review). In these reviews, the primary considerations are contributions in teaching and service, with consideration given to contributions in the area of professional development bearing on the candidate s knowledge as it relates to teaching performance. This document defines ratings that are used in all of the reviews listed above; however, the ratings in the body of the document are defined in the context of School expectations specific to candidates being 2
4 80 considered for promotion to senior lecturer or principal senior lecturer B. Scope of Evaluations 1. Evaluation of Teaching As stated in the college manual, evaluation of teaching effectiveness will use the criteria of the college s policy ( Overall teaching assessment is derived from the consideration of the following: a. Teaching portfolio: The teaching portfolio should include: material illustrating the advisement of recitals and papers; preparation and grading of Masters examinations; official advising of students (as indicated by, e.g. signed PACE forms or SOM advising records); acceptance of former students into graduate programs, appointment to faculty positions, or recognition in the profession; and student papers and related materials for Honors projects, and independent studies. The lecturer may also provide the School review committee with a video of his/her teaching, produced at the candidate s convenience. b. Observation reviews: Lecturers may be observed in the classroom on an annual basis by a senior faculty member and/or administrator. Each observation visit should be prearranged with the candidate. A lecturer who teaches in an applied teaching area may also be observed annually and may give a master class during the year in which he/she is a candidate for promotion to senior lecturer. The master class would be observed by a senior faculty member. Faculty observers should make their notes in writing using the School of Music peer review form. The observer should discuss this written observation report with the candidate. The written report is then forwarded to the School Director for the candidate s file. c. Student evaluations: The review of a candidate s materials will include overall student evaluation scores, which are useful indicators of student perceptions of instruction. Evaluation scores, which the School will not rely upon exclusively when determining minimum qualifications for ratings, will be considered in the context of the normal range of scores for specific courses and for similar level courses (i.e., 1000, 2000, etc.) within the School. The review will also consider other important variables such as class size, whether the course is required or an elective, the response rate on the evaluations, and number of students enrolled in the course. In addition to average scores, the School will also be attentive to mean and median scores and to the impact of any outlying scores on averages. Qualitative evidence offered by the students written comments on the student evaluation forms will receive serious attention from the School as a meaningful supplement to the quantitative data from the evaluation instruments. In light of these contextual elements, successful candidates for promotion normally earn consistently strong evaluations and high scores, as defined below. 3
5 Evaluation of Service As stated in the college manual, contributions in the area of service include high-quality instructional service; contributions to the School, college, or university; professional service; and community and public service. Service for lecturers varies depending on the individual s core mission as defined by the School, but it is generally at the School or college level. Contributions to service in the School of Music typically include participation in student auditions and juries, program implementation, policy development, review boards, as well as student recruitment and student advisement. There may also be evidence of important service activities beyond the university context in professional organizations in the candidate's field of specialization. The candidate is expected to promote and attend School events related to his/her field of specialization. The review of candidates records in service will consider the wide variety of tasks that the School Director might assign to particular faculty members. Candidates should document any arrangements made upon or after their initial appointment for them to take on special administrative duties or unusually heavy service loads. The degree to which assigned service responsibilities are made available to the candidate will also be part of the consideration of their service record. 3. Additional Considerations Other factors and contributions that may be considered as part of the lecturer review include the following: 1. Professional Development Contributions: It is expected that lecturers will manifest in their classes a rich intellectual background and a familiarity with current trends and methods in the discipline. Though not required for promotion, one way of achieving such a proficiency is through a program of scholarly or creative activities. Since a lecturer s professional development is evaluated as a subordinate element of the overall record in instruction, it is incumbent on the candidate to demonstrate how the scholarly or creative work included in the dossier enhances his or her instructional effectiveness. The specific forms of professional development that a lecturer may produce are identical to those described in the School promotion and tenure guidelines for tenure track faculty, depending on the discipline: scholarly publications, publication of musical compositions, performances, recordings, participation as an invited or peerreviewed master class presenter/clinician/lecturer, service as an adjudicator in major competitions, intellectual contributions to professional organizations, and so forth. Scholarship focused on pedagogy and curriculum should be included in the Instruction section of the dossier rather than under a Professional Development section. 2. Role within the School of Music: Since needs of the School of Music often change, the role of the lecturers also may change. For example, if student enrollments shift, the college or School may need to 4
6 offer more sections of a course, or fewer. The review will include the role of the lecturer within the context of the mission of the School and the ability of the lecturer to fulfill effectively changing needs of the School C. Criteria for Promotion As stated in the college manual, candidates will be evaluated based on the evidence submitted as having met or not met the standards for promotion in teaching and service relative to the evaluative terms outstanding, excellent, very good, good, fair, and poor. The single measure for achieving the standard for promotion in each category for each rank is defined in this section. The complete scale of evaluative terms that may be referenced in evaluations is included as an appendix to this document. 1. Academic Lecturers Academic lecturers under consideration for promotion are expected to demonstrate the following attributes in the category of teaching: mastery of the subject matter; organization of instruction; creation of syllabi with clear objectives, calendars, and criteria for assessment of student achievement; consistent class meetings; balance of teaching style with subject matter; currency in the discipline; use of supplement materials such as course-packs, study guides, handouts, Web materials, guest speakers and so on. The assessment of service of academic lecturers will include the considerations described in Section III.B.2 above. a. Promotion from Lecturer to Senior Lecturer For promotion to the rank of senior lecturer, the candidate must demonstrate a level of competence and effectiveness in teaching that is evaluated as at least excellent, according to the college manual. Additionally, the candidate must provide a level of assigned service to the School, college, university, and/or to the professional and practice community that is evaluated as at least very good, which meets the university standard for promotion to senior lecturer. i. Teaching To meet the standard in teaching for promotion to the rank of senior lecturer with a rating of excellent, the candidate demonstrates innovative and creative presentation of course materials and teaching at a consistently high level; students are involved in academic activities (e.g. music conferences) at the regional or state level. Students are accepted to excellent graduate programs. The candidate should be recognized among students and colleagues as an effective and committed teacher, and should demonstrate an engagement with teaching and the curriculum beyond his or her assigned courses. Such a candidate may receive invitations to lectures that are based upon his or her reputation as a teacher/performer, and may also be involved in leading workshops, consultations, or producing pedagogical publications based upon his/her teaching accomplishments. A candidate s reputation as a master teacher is recognized 5
7 on a regional level as evidenced by invitations to present teaching concepts at regionally significant universities, conferences, or symposia. The significance of these activities shall be determined by their relative importance in the field and not solely by their geographic location. ii. Service To meet the standard in service for promotion to the rank of senior lecturer with a rating of very good, the successful candidate demonstrates effective participation in the various programmatic and administrative areas of the School. Diligent and effective service includes participation in student auditions, juries, program implementation, policy development, review boards, as well as significant efforts in student recruitment and student advisement. There may also be evidence of important service activities beyond the university context in professional organizations in the candidate's field of specialization. The candidate is expected to promote and attend School events related to his/her field of specialization. b. Promotion from Senior Lecturer to Principal Senior Lecturer For promotion to the rank of principal senior lecturer, the candidate must demonstrate a sustained level of competence and effectiveness in teaching that is evaluated as excellent, according to the college manual. Additionally, the candidate must provide a level of assigned service to the School, college, university, and/or to the professional and practice community that is evaluated as excellent, which meets the university standard for promotion to principal senior lecturer. Successful candidates for promotion to principal senior lecturer will demonstrate continued growth in the time period since the last promotion. This growth might be in the area of teaching or service or both. It might be growth resulting in a higher ranking in one of these areas, but this need not necessarily be the case so long as the candidate has made improvements in discrete areas of their teaching or has mastered new skills or has made new contributions in teaching or service. i. Teaching To meet the standard in teaching for promotion to principal senior lecturer with a rating of excellent, the candidate demonstrates an exceptional ability to communicate and work effectively with students. Further, the candidate provides the students with current concepts and practices consistent with mastery of the field and its current literature; students are involved in academic activities (e.g. music conferences) at the state or national levels. Such a candidate may also be involved in leading workshops, consultations, or producing pedagogical publications based upon his/her teaching accomplishments. Select graduates are accepted to graduate programs at major schools and/or have professional careers as teachers. A candidate s reputation as a master teacher is recognized on a national or international level as evidenced by invitations to present teaching concepts at national or internationally significant universities, conferences, or symposia. The significance of these activities shall be determined by their relative importance in the field and not solely by their geographic location. 6
8 ii. Service The candidate will be judged as meeting the standard in service for promotion to principal senior lecturer with a rating of excellent if there is a demonstration of exemplary participation in the various programmatic and administrative areas of the School. Diligent and effective service includes participation in student auditions, juries, program implementation, policy development, review boards, as well as successful efforts in student recruitment and significant student advisement as evidenced by enrollment and matriculation data. There must also be evidence of significant service activities beyond the university context in professional organizations in the candidate's field of specialization. The candidate is expected to promote and attend School events related to his/her field of specialization. 2. Applied Lecturers Three factors are considered in assessing the teaching effectiveness of applied Lecturers: 1) the success of graduates from the candidate s studio as judged by the quality of their performances, acceptance for graduate study, or establishment of professional careers; 2) the number of students attracted and retained in the candidate s studio; and, 3) the candidate s knowledge of literature and styles, as evidenced by the candidate s performances and/or those by his/her students. The assessment of service of applied lecturers will include the considerations described in Section III.B.2 above. a. Promotion from Lecturer to Senior Lecturer For promotion to the rank of senior lecturer, the candidate must demonstrate a level of competence and effectiveness in teaching that is evaluated as at least excellent, according to the college manual. Additionally, the candidate must provide a level of assigned service to the School, college, university, and/or to the professional and practice community that is evaluated as at least very good, which meets the university standard for promotion to senior lecturer. i. Teaching To meet the standard in teaching for promotion to the rank of senior lecturer with a rating of excellent, the candidate demonstrates an exceptional ability to communicate and work effectively with students and provides them with current concepts and practices consistent with mastery of the field. The candidate consistently attracts new students with high levels of talent and musical proficiency to his/her studio. Student enrollment is consistent with workload expectation. Select graduates are accepted to major graduate programs and/or have professional careers as performers or teachers. Students participate in performance activities regionally or statewide. Students perform a broad range of repertoire with satisfactory technique and musicianship, and an understanding of the style. A candidate s reputation as a master teacher/workshop clinician is recognized on a regional level as evidenced by invitations to present teaching 7
9 concepts at regionally significant universities, conferences, or symposia. The significance of these activities shall be determined by their relative importance in the field and not solely by their geographic location. ii. Service To meet the standard in service for promotion to the rank of senior lecturer with a rating of very good, the successful candidate demonstrates effective participation in the various programmatic and administrative areas of the School. Diligent and effective service includes participation in student auditions, juries, program implementation, policy development, review boards, as well as significant efforts in student recruitment and student advisement. There may also be evidence of important service activities beyond the university context in professional organizations in the candidate's field of specialization. The candidate is expected to promote and attend School events related to his/her field of specialization. b. Promotion from Senior Lecturer to Principal Senior Lecturer For promotion to the rank of principal senior lecturer, the candidate must demonstrate a sustained level of competence and effectiveness in teaching that is evaluated as excellent, according to the college manual. Additionally, the candidate must provide a level of assigned service to the School, college, university, and/or to the professional and practice community that is evaluated as excellent, which meets the university standard for promotion to principal senior lecturer. Successful candidates for promotion to principal senior lecturer will demonstrate continued growth in the time period since the last promotion. This growth might be in the area of teaching or service or both. It might be growth resulting in a higher ranking in one of these areas, but this need not necessarily be the case so long as the candidate has made improvements in discrete areas of their teaching or has mastered new skills or has made new contributions in teaching or service. i. Teaching To meet the standard in teaching for promotion to principal senior lecturer with a rating of excellent, the candidate demonstrates an exceptional ability to communicate and work effectively with students and provides them with current concepts and practices consistent with mastery of the field. The candidate consistently attracts new students with high levels of talent and musical proficiency to his/her studio. Student enrollment is consistent with workload expectation. Select graduates are accepted to major graduate programs and/or have professional careers as performers or teachers. Students participate in performance activities statewide or nationally. Students perform a broad range of repertoire with exemplary technique and musicianship, and an understanding of the style. A candidate s reputation as a master teacher/workshop clinician is recognized on a national or international level as evidenced by invitations to present teaching concepts at national or internationally significant universities, conferences, or symposia. The significance of these activities shall be determined by their relative importance in the field and not solely by their geographic location. 8
10 ii. Service The candidate will be judged as meeting the standard in service for promotion to principal senior lecturer with a rating of excellent if there is a demonstration of exemplary participation in the various programmatic and administrative areas of the School. Diligent and effective service includes participation in student auditions, juries, program implementation, policy development, review boards, as well as successful efforts in student recruitment and student advisement as evidenced by enrollment and matriculation data. There must also be evidence of important service activities beyond the university context in professional organizations in the candidate's field of specialization. The candidate is expected to promote and attend School events related to his/her field of specialization D. Other Lecturer Reviews The annual, third-year, promotion, and post-promotion cumulative reviews are all distinct from one another. Because these different evaluations cover different time periods and may involve different evaluating bodies, the results of these reviews may diverge. Therefore, a reliable inference cannot necessarily be made from the conclusions of one of the reviews to those of the others. 1. Annual Review of Lecturers Along with tenure track and other non-tenure track faculty, all lecturer track faculty are evaluated on an annual basis. The evaluation will be based on the materials supplied by the faculty member, including her/his updated CV, annual report covering the prior calendar year, teaching portfolio, and any other appropriate materials. In consultation with the School Executive Committee, the School Director will evaluate the lecturer track faculty member s service and teaching and service using the criteria described in the Appendix. 2. Third-Year Review of Lecturers The third-year review for lecturers is designed to assess the faculty member s effectiveness and progress toward promotion to senior lecturer. A School subcommittee composed of at least three faculty, which will include both tenured faculty and principal senior lecturers or senior lecturers, will prepare an evaluation of the lecturer s record. The School Director will provide an independent assessment before forwarding both evaluations to the Dean s Office for further evaluation of the record. The third-year review will employ the terms of the six-point scale used for promotion reviews. However, the spirit of the third-year review is different from that of the fifth-year review; it is meant to review the lecturer s achievements to date and provide mentoring regarding possible deficiencies that should be addressed before the fifth-year review. 9
11 Post-Promotion Review of Senior Lecturers and Principal Senior Lecturers The post-promotion five-year cumulative review is designed to ensure that senior lecturers and principal senior lecturers remain effective and current in their pedagogy and accomplished in their service profiles. The review will cover the faculty member s teaching and service records over the last five years and will be based on the criteria listed in the Appendix. Faculty under review will present their dossiers (as described in the college manual) for evaluation by a committee of at least three faculty who are either tenured or at the rank of principal senior lecturer (with representation from each when the School has an available principal senior lecturer within its ranks). The School Director will provide an independent assessment and will then pass on both evaluations to the Dean s Office for response. 10
12 APPENDIX: Complete Ratings Scale for Evaluations of Lecturer-Track Faculty to be used in Annual, Third-Year, Promotion, and Post-Promotion Cumulative Reviews A1. Teaching (Academic Lecturers) Poor: The candidate demonstrates little evidence of teaching competence and an unacceptable record of instruction. Fair: The candidate demonstrates minimal teaching competence. Good: The candidate fulfills a majority of teaching responsibilities in an adequate manner. Supporting material should show evidence of diligent preparation and valid course content. Very Good: The candidate performs teaching responsibilities consistently well; supporting material includes evidence of diligent preparation and a conscientious mentoring of students, as well as a commitment to enthusiastic, creative, and innovative pedagogy. Students are active in academic activities in the School and the local community, and are accepted into graduate programs. Excellent (Promotion to Senior Lecturer): The candidate demonstrates innovative and creative presentation of course materials and teaching at a consistently high level; students are involved in academic activities (e.g. music conferences) at the regional or state level. Students are accepted to excellent graduate programs. The candidate should be recognized among students and colleagues as an effective and committed teacher, and should demonstrate an engagement with teaching and the curriculum beyond his or her assigned courses. Such a candidate may receive invitations to lectures that are based upon his or her reputation as a teacher/performer, and may also be involved in leading workshops, consultations, or producing pedagogical publications based upon his/her teaching accomplishments. Excellent (Promotion to Principal Senior Lecturer): In addition to the stated expectations for a rating of excellent in teaching above, the successful candidate for promotion to the rank of principal senior lecturer has students involved in academic activities (e.g. music conferences) at a statewide or national level, is involved in leading workshops, consultations, or producing pedagogical publications based upon his/her teaching accomplishments. A candidate s reputation as a master teacher is recognized on national or international level as evidenced by invitations to present teaching concepts at national or internationally significant universities, conferences, or symposia. The significance of these activities shall be determined by their relative importance in the field and not solely by their geographic location. 11
13 Outstanding (Promotion to Senior Lecturer): The candidate demonstrates exceptional mastery of his/her field, with innovative and creative presentations of course materials, and teaching/learning processes. Candidate documents lists of published instructional materials, teaching awards, and student activities, which may include their presentations at national professional meetings or acceptance to outstanding graduate programs. A candidate is evaluated as outstanding if the committee determines that the quality of his/her accomplishments exceeds the criteria for excellent. Outstanding (Promotion to Principal Senior Lecturer): In addition to the stated expectations for a rating of outstanding in teaching above, the candidate for promotion to the rank of principal senior lecturer documents lists of published instructional materials, teaching awards, and student activities, which include their presentations at national and international professional meetings or acceptance to outstanding graduate programs A2. Teaching (Applied Lecturers) Poor: The candidate demonstrates little evidence of teaching competence as judged by pedagogy and student performance Fair: The candidate demonstrates minimal teaching competence. There is limited evidence of student progress, musicianship, or technical facility. Good: The candidate demonstrates acceptable teaching competence. The candidate attracts new students infrequently. Studio enrollment consistently remains below expected level. Students perform a limited range of repertoire adequately. A candidate s reputation as a master teacher/workshop clinician is recognized on a local level. Very Good: The candidate demonstrates above average ability to communicate and work effectively with students and provides them with current concepts and practices consistent with mastery of the field. The candidate attracts new students with average levels of talent and musical proficiency; studio enrollment is consistent with expected workload. Graduates attend graduate programs or begin professional careers. Student progress is evident. Students participate in school, community, and state performance activities. The range of repertoire provided to students is adequate and is performed satisfactorily with an understanding of its style. A candidate s reputation as a master teacher/workshop clinician is recognized on a state level. Excellent (Promotion to Senior Lecturer): The candidate demonstrates an exceptional ability to communicate and work effectively with students and provides them with current concepts and practices consistent with mastery of the field. The candidate consistently attracts new students with high levels of talent and musical proficiency to 12
14 his/her studio. Student enrollment is consistent with workload expectation. Select graduates are accepted to major graduate programs and/or have professional careers as performers or teachers. Students participate in performance activities regionally or statewide. Students perform a broad range of repertoire with satisfactory technique and musicianship, and an understanding of the style. A candidate s reputation as a master teacher/workshop clinician is recognized on a regional level as evidenced by invitations to present teaching concepts at regionally significant universities, conferences, or symposia. The significance of these activities shall be determined by their relative importance in the field and not solely by their geographic location. Excellent (Promotion to Principal Senior Lecturer): In addition to the stated expectations for a rating of excellent in teaching above, the successful candidate for promotion to the rank of principal senior lecture has students who participate in performance activities at a statewide or national level. Students perform a broad range of repertoire with exemplary technique and musicianship, and an understanding of the style. A candidate s reputation as a master teacher/workshop clinician is recognized on a national or international level as evidenced by invitations to present teaching concepts at national or internationally significant universities, conferences, or symposia. Outstanding (Promotion to Senior Lecturer): The candidate is a master teacher who demonstrates exceptional ability to communicate and work effectively with students, providing them with current concepts and practices consistent with mastery of the field. The candidate consistently attracts high-quality students and maintains steady enrollment in the studio. Graduates are accepted into quality graduate programs and/or are sufficiently prepared for professional careers. Students participate in performance activities nationally. Students have won awards in significant competitions and/or orchestral auditions. Students perform a broad range of repertoire with high levels of musicianship, facility, and understanding of style. A candidate is evaluated as outstanding if the committee determines that the quality of his/her accomplishments exceeds the criteria for excellent. A candidate s reputation as a master teacher/workshop clinician is recognized on a national and/or international level. Outstanding (Promotion to Principal Senior Lecturer): In addition to the stated expectations for a rating of outstanding in teaching above, the candidate for promotion to the rank of principal senior lecturer has students who participate in performance activities nationally and internationally. 13
15 B. Service Poor: The faculty member does not fulfill assigned service obligations and is not a responsible citizen of the School. Fair: The faculty member ineffectively fulfills assigned service obligations or is not a responsible citizen of the School. Good: The faculty member does not always effectively fulfill assigned service obligations or is not consistently a responsible citizen of the School. Very Good: The faculty member demonstrates effective participation in the various programmatic and administrative areas of the School. Diligent and effective service includes participation in student auditions, juries, program implementation, policy development, review boards, as well as significant efforts in student recruitment and student advisement. There may also be evidence of important service activities beyond the university context in professional organizations in the candidate's field of specialization. The candidate is expected to promote and attend School events related to his/her field of specialization. Excellent: The faculty member has been diligent and highly effective as they carried out assigned responsibilities and contributed significantly to the mission of the School over a sustained period. The faculty member normally exhibits a track record of providing assistance to School advising efforts or to graduate teaching assistants and/or other non-tenure track instructors. In addition to continued growth in the areas of service described above, the faculty member s growth in service should also take one or more of the following forms: highly effective service as a School program director or in a role with a similar level of responsibility; recognition as a campus leader; significant service to the profession or community. Outstanding: In excess of the stated expectations to achieve a rating of excellent in service, the faculty member will be judged to be outstanding in service if they have not only fulfilled their assigned responsibilities but also taken considerable personal initiative to seek out best practices and new opportunities for maximizing the success of the School in meeting its stated goals. She or he will have been recognized by their peers, students, or university administrators as having established a long track record of success in improving campus life in measurable or noticeable ways. Highly effective service as a School program director or in a role with a similar level of responsibility, as well as extraordinary service to the profession or community, are also indications of outstanding service. 14
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Last week, we watched Nashville punk rockers Bully annihilate their opening set at The Anthem. The band is currently on tour with Father John Misty and in support of their sophomore album, Losing, which arrived last October via Sub Pop. The album was first teased with lead single "Feel the Same" last August and finds songwriter and lead singer Alicia Bognanno flexing the bone-rattling howl that helped make the band's 2015 album, Feels Like a memorable debut release. Stream Losing below and check out our photos from the show.
Bully is on tour through the end of the year, with sets confirmed at Riot Fest in Chicago, Prize Fest, The National presents: There's No Leaving New York and headlining dates across the US and Canada. Tickets and full dates can be found here.