Residents Clarke County Citizens Academy $(function () { var widgetContext = "widget_3_0_1662"; //start VISPP-4466 var useDesignThemFontSizeCss = window.visionOptions.useDesignThemFontSizeCss; var folderPath = useDesignThemFontSizeCss == true ? window.visionOptions.currentDesignFolderPath : window.visionOptions.mainFolderPath; if (!folderPath) folderPath = window.visionOptions.mainFolderPath; var resizeTimer; var resizeFaqTabs = function () { $(".faq_widget").each(function () { var tabheight = $(this).find(".faq_tab_nav").height(); $(this).find(".faqtab_section").attr("style", "min-height: " + (tabheight - 42) + "px"); }); }; var SetFontSize = function (fontsize) { $("#active_font").attr("href", folderPath + fontsize).attr("data-css", fontsize); var url = window.location.origin + visionOptions.virtualApplicationPath + "Shared/ChangeFontSizeCookie"; var cookieValue = fontsize ? fontsize : "small.css"; var cookieInt; switch(cookieValue){ case("xx-small.css"): cookieInt=1; break; case ("x-small.css"): cookieInt = 2; break; case ("small.css"): default: cookieInt = 3; break; case("medium.css"): cookieInt=4; break; case ("large.css"): cookieInt = 5; break; } $.frontendAjax({ url: url, type: 'POST', contentType: 'application/json', data: JSON.stringify({ cookieValue: cookieInt}), success: function (data, textStatus, jqXHR) { if (data && data.success) { $("#active_font").attr("href", window.visionOptions.mainFolderPath + cookieValue).attr("data-css", cookieValue); } } }); if ($(".faq_tab_nav").length > 0) { clearTimeout(resizeTimer); resizeTimer = setTimeout(function () { resizeFaqTabs(); }, 200); } }; $(".font_larger").on("click", function () { switch ($("#active_font").attr("data-css")) { case "medium.css": SetFontSize("large.css"); break; case "small.css": SetFontSize("medium.css"); break; case "x-small.css": SetFontSize("small.css"); break; case "xx-small.css": SetFontSize("x-small.css"); break; } return false; }); $(".font_smaller").on("click", function () { switch ($("#active_font").attr("data-css")) { case "large.css": SetFontSize("medium.css"); break; case "medium.css": SetFontSize("small.css"); break; case "small.css": SetFontSize("x-small.css"); break; case "x-small.css": SetFontSize("xx-small.css"); break; } return false; }); $(".text_size").on("click", function () { SetFontSize("x-small.css"); return false; }); //end VISPP-4466 $("#" + widgetContext + " #share").click(function () { if (!$("#" + widgetContext + " div#share").hasClass("click-active")) $("#" + widgetContext + " div#share").find("ul").show(); else $("#" + widgetContext + " div#share").find("ul").hide(); }); $("div").click(function () { if ($("#" + widgetContext + " div#share").hasClass("click-active")) { $("#" + widgetContext + " div#share").find("ul").hide(); } }); $(document).click(function (e) { if (!$(e.target).closest("#share").length > 0) { $("#" + widgetContext + " div#share").removeClass("click-active"); $("#" + widgetContext + " div#share").find("ul").hide(); } }); var shareContainerTimeout = null; $("#" + widgetContext + " #share").bind('mouseover', function () { //If not relate to click event if (shareContainerTimeout) { clearTimeout(shareContainerTimeout); shareContainerTimeout = null; } shareContainerTimeout = setTimeout(function () { if (!$("#" + widgetContext + " div#share").hasClass("click-active")) $("#" + widgetContext + " div#share").find("ul").show(); }, 100); }); $("#" + widgetContext + " #share").bind('mouseleave', function () { //If not relate to click event if (shareContainerTimeout) { clearTimeout(shareContainerTimeout); shareContainerTimeout = null; } shareContainerTimeout = setTimeout(function () { if (!$("#" + widgetContext + " div#share").hasClass("click-active")) $("#" + widgetContext + " div#share").find("ul").hide(); }, 200); }); $("header#" + widgetContext + " a.feedback_link").click(function () { var windowHeight = 485; if (window.innerWidth <= 648) { windowHeight = 545; } var opts = { title: "Feedback", url: "/Template/GetFeedbackPartial?feedbackUrl=https%3a%2f%2fwww.clarkecounty.gov%2fresidents%2fclarke-county-citizens-academy", useFrame: true, height: windowHeight, onClosed: function (result) { if (result != undefined && result.IsOk == true) { $.refreshTempMessage(result.Message); } $("header#" + widgetContext + " a.feedback_link").focus(); }, skin: 'viClientDialog feedback_lightbox', fixed: false }; $.viClientDialog(opts).open(); }); //Safari iOS: No click event $("header#" + widgetContext + " a.send_share_email").bind("click touchstart", function () { var shareEmailTitle = document.itemTitle ? encodeURIComponent(document.itemTitle.trim()).replace(/[!'()*]/g, escape) : "Clarke+County+Citizens+Academy"; var opts = { title: "Click to submit an email online", url: "/Template/GetShareEmailPartial?shareUrl=https%3a%2f%2fwww.clarkecounty.gov%2fresidents%2fclarke-county-citizens-academy" + "&shareTitle=" + shareEmailTitle, useFrame: true, height: 485, onClosed: function (result) { if (result != undefined && result.IsOk == true) { $.refreshTempMessage(result.Message); } $("header#" + widgetContext + " a.send_share_email").focus(); }, skin: 'viClientDialog send_share_email_lightbox', fixed: false }; $.viClientDialog(opts).open(); }); }); Clarke County Supervisors and government employees value civic engagement and want to create opportunities for individuals to learn more about how their government offices, boards, commissions, and departments function. Clarke residents and business owners ages 18 and up may enroll in the Clarke County Citizens Academy, a program designed to engage as well as elicit feedback.

칸아카데미의 미션은 세계적인 수준의 교육을 전 세계 누구에게나 무료로 제공하는 것입니다.

It is based in Munich, in elegant accommodation within the Bavarian Academy (Bayerische Akademie der Wissenschaften), which is housed in the Residenz (left), formerly the palace of the Bavarian royal family.

Schade eigentlich, dass sich Schmidt für solche Privatheiten gar nicht interessieren soll. Denn das Ziel seines Forschungsprojekts, das von der NRW-Akademie der Wissenschaften und der Künste finanziert wird, ist es, den wissenschaftlichen Nachlass des Niklas Luhmann für dessen wissenschaftliche Nachfahren aufzubereiten. Wenn alles gescannt ist, muss Zettel für Zettel von der Handschrift in Maschinenschrift übertragen werden. Dann sollen sämtliche Querverweise, mit denen Luhmann seine Zettel untereinander vernetzt hat, auch digital verlinkt werden. „Und am Ende könnten vielleicht einzelne Abteilungen des Kastens auch in Buchform veröffentlicht werden“, erklärt Schmidt. Laufzeit des Projekts: 16 Jahre.

In 529, two crucial events tipped the balance even further infavour of Christianity.

The Emperor Justinian closed the Academy inAthens, the centre of Neoplatonist philosophy and pagan resistance.

She had two promises to keep: not to touch the statuette (Brando’s instructions), and to keep her comments to 60 seconds (an order from show producer Howard Koch, who told Littlefeather minutes before the award presentation that he had security on hand to arrest her if she went past time).

Competition exists when there is comparison, and comparison does not bring about excellence.

the area of the triangle itself is expressed by something totally different from its visible figure, namely, by half the product of the base multiplied by the altitude

Monsieur de Champlain

Top 10 Tools For The Digital Classroom

Institutionalised demands for academic hyper-performativity can also be part of formal academic workload models.

they depended mostly on pre-recorded videos for content (following the Khan Academy) model. This was content that was intended to be 'learned' by students.

Not all things wise and good are philosophy Nicholas Tampio

Good point. I think the author’s argument is weak in overlooking the issue that there are in fact philosophical traditions that do make arguments for God, for the immortal soul, etc.Additionally even the Greek tradition had philosophy as a spiritual discipline in the sense that it was about the individual’s initiation into a one-ness with the rest of creation. Thus the Indian, the Buddhist, the Native American can in fact have a philosophical tradition far more in line with the Greeks than the sad attempts of the Dennets and Churchlands who want to resurrect a debunked behaviorism or invest in silliness like computer programs as conscious entities.

In fact, an argument could be made - one that respects the Greek philosophic tradition - that contemporary Anglo-American “philosophy”, based in physicalist ontology, is not in fact philosophy (love of wisdom) at all, but rather, represents the death of philosophy much as fundamentalism represents the death of the spirit of religion.

epistemic commitments A poster below distinguished "philosophy itself" from "the history of philosophy." I don't agree with this distinction: to me, philosophy and the history of philosophy are the same field. However, let's look at both categories as possible approaches for eastern philosophy: This distinction leaves two options for eastern thought: (1) place eastern thought alongside Plato and Aristotle in the "history of philosophy" box as a piece of trivia or (2) pick and choose the parts of Eastern philosophy you like, convert it into "ideas" by extracting it from the text, break the text into a series of distinctions and discrete positions, and then attach the "ideas" to various "-isms." Basically, analytic philosophy would do to Eastern philosophy what Rorty and Dreyfus do to Heidegger. I don't mean to give an anti-analytic polemic here (and I mean this with the deepest respect for the posters below, who are simply giving their honest impressions of the climate of their field), but the debates below make it really clear why analytic philosophy can't accommodate Eastern thought (anymore than they can accommodate Foucault and Derrida). The analytic project is only interested in whatever it can "use" from Eastern philosophy; it's not interested in what Eastern thought has to say for itself.

If Philosophy Won’t Diversify, Let’s Call It What It Really Is

The Comparison to Continental Coverage I agree completely that there are many Continental figures who are understudied in US philosophy departments. However, consider the following figures. The PRG ranks 13 schools that have expertise in "20th Century Continental philosophy." An additional 11 schools are unranked but "recommended for consideration by the Advisory Board," for a total of 24. (http://www.philosophicalgourmet.com/breakdown/breakdown29.asp) In the area of "19th Century Continental Philosophy," the PRG ranks 20 programs, and lists an additional 4 programs as "recommended," for a total of 24. (http://www.philosophicalgourmet.com/breakdown/breakdown27.asp) Now let's turn to Chinese philosophy: the programs are not ranked but simply grouped, "due to the small number of evaluators." Eight programs are "grouped," and an additional 5 are "recommended," for a total of 13. (http://www.philosophicalgourmet.com/breakdown/breakdown33.asp) If the numerical disparity between the coverage of Continental and Chinese philosophy is not immediately obvious, consider these additional facts. Chinese philosophy is a tradition that is over two millennia long, and is as diverse as all of the Western tradition. So the PRG lists 24 doctoral programs as at least recommended in 19th century Continental philosophy, 24 at least recommended in 20th century Continental philosophy, and 13 at least recommended in all two thousand five hundred years of Chinese philosophy. Hmm. When we consider Indian philosophy...oh, there is no ranking for that at all. So, yes, Continental philosophy is understudied in the US. But it is worse in Chinese and Indian philosophy. The Quality Argument In an interview done by Skye Cleary and forthcoming in the APA Blog I make the following point. If someone tells me that Chinese philosophy (for example) is "not really philosophy" or is not sufficiently argumentative or "rational," I like to ask him: why he thinks that the Mohist state-of-nature argument to justify government authority is not philosophy? What does he make of Mengzi’s reductio ad absurdum against the claim that human nature is reducible to desires for food and sex? Why does he dismiss Zhuangzi’s version of the problem of the criterion? What is his opinion of Han Feizi’s argument that political institutions must be designed so that they do not depend upon the virtue of political agents? What does he think of Zongmi’s argument that reality must fundamentally be mental, because it is inexplicable how consciousness could arise from matter that was nonconscious? Why does he regard the Platonic dialogues as philosophical, yet dismiss Fazang’s dialogue in which he argues for and responds to objections against the claim that individuals are defined by their relationships to others? What is his opinion of Wang Yangming’s arguments for the claim that it is impossible to know what is good yet fail to do what is good? What does he make of Mou Zongsan’s critique of Kant, or Liu Shaoqi’s argument that Marxism is incoherent unless supplemented with a theory of individual ethical transformation? Of course, the answer to each question is that those who suggest that Chinese philosophies are irrational have never heard of any of these arguments because they do not bother to actually read them. Or, if they do bother to glance at them, they hold them to a higher standard of explicitness and clarity than they do Aristotle or Kant. (We are so used to reading Aristotle and Kant that we forget how unclear and unmotivated their claims will seem to someone who has not studied them in context, or with the guide of secondary sources and teachers.) Other arguments on this topic can be found in the excellent essays by *Eric Schwitzgebel, "Why Don't We Know Our Chinese Philosophy?" http://www.faculty.ucr.edu/~eschwitz/SchwitzAbs/NotKnowChinese.htm *Justin Tiwald, "A Case for Chinese Philosophy," http://c.ymcdn.com/sites/www.apaonline.org/resource/collection/2EAF6689-4B0D-4CCB-9DC6-FB926D8FF530/v08n1Asian.pdf The Diversity Card If anyone has any doubts about the role of implicit racism in maintaining the status quo in philosophy, I would invite her to read Eugene Park's essay, "Why I Left Academia: Philosophy’s Homogeneity Needs Rethinking" (http://www.huffingtonpost.com/hippo-reads/why-i-left-academia_b_5735320.html). Park was a doctoral student in a top-ranked philosophy department who was passionate about Western philosophy but also interested in exploring insights from non-Western philosophy. He was told that he should transfer to a program in "ethnic studies," where this approach would be more welcome. In the face of ethnocentrism like this, Park eventually dropped out. As Myisha Cherry and Eric Schwitgebel point out, philosophy has a diversity problem that is actually worse than that in other fields in the humanities, and it shows no signs of getting better. We must address issues of diversity if we wish for our field to survive in the future. (http://www.latimes.com/opinion/op-ed/la-oe-0306-schwitzgebel-cherry-philosophy-so-white-20160306-story.html) I agree that linking the call to study non-Western philosophy to issues of diversity will politicize it in ways that may lead to outcomes I would not prefer in an ideal world. Sadly, we are not in an ideal world. I and many others have been fighting with rational arguments for decades to try to get greater acceptance of non-Western philosophy into the curriculum. The rate of change has been glacial. Consequently, I increasingly think that the only way to effect change in philosophy is by appealing to students to mobilize and demand changes. For Moderate Change If philosophers want moderate, rational change, they can take simple steps. For one thing, the next time you have an opening, consider whether you need yet another person studying the philosophical traditions that grow out of Plato and Aristotle (both of whom I deeply, almost reverentially, admire). Wouldn't the field, and your students, be better served by someone teaching Indian, Chinese, or some other non-mainstream form of philosophy?

Why I Left Academia: Philosophy’s Homogeneity Needs Rethinking

Aimé Césaire

Meryl Streep Wins Supporting Actress: 1980 Oscars

Get a tour bus full of unsuspecting movie fans and tell them they’re going to get to see a special exhibit about the Oscars. Then: Surprise! After winding their way through a backstage labyrinth, they’re at the Oscars. For real!

efforts to expand worldwide

Khan Academy is just one tool in a teacher’s arsenal.

The best-in-class existing exercise framework

The result? Students’ sense of vulnerability is skyrocketing.

Aaron Swartz's act of hacktivism was an act of resistance to a corrupt system that has subverted distribution of the most important product of the academy—knowledge.