Emperor Joseph’s Roots

2018 ◽  
Author(s):  
Sharon Levy
Keyword(s):  
Los Angeles ◽  
San Francisco ◽  
Pollution Control ◽  
Marine Biology ◽  
Fish Kill ◽  
California Department ◽  
Control Laws ◽  
The Public ◽  
The University ◽  
Eastern Edge

On a May morning in 1957, ten thousand fish floated on the eastern edge of San Francisco Bay, their pale, upturned bellies bobbing on the surface of the dark water. The crowd of carcasses described an arc that stretched along the shore from Richmond’s harbor south to Point Isabel. Many striped bass, a prized game fish, were among the dead. Seth Gordon, director of California Department of Fish and Game (DFG), fielded complaints from anglers outraged by the fish kill. The Public Health Committee of the State Assembly passed a resolution admonishing DFG for its failure to enforce pollution control laws. Gordon told the committee members off. “We want to stop pollution,” he said, “but the law as it stands puts our Department in the position of a boxer going into the ring with one hand tied behind his back.” The ability to set and enforce pollution standards rested with California’s nine regional water pollution control boards. To effect any change, Gordon’s department had to prove to the boards’ satisfaction that pollution allowed by existing standards was harmful to fish, a challenge that had so far proved impossible. Responding to questions about the East Bay fish kill, he said, “We still don’t know what caused the die-off, or where it came from.” David Joseph was then starting out as a DFG biologist, armed with a doctorate in marine biology from the University of California at Los Angeles. Born in Connecticut, on a cooperative farm where his parents raised dairy cows and shade-grown tobacco with other immigrant Russian Jews, he’d grown up in Inglewood, in southern California, when the place was still a bucolic town and he could ride his horse to the beach. He’d met his wife, Marion, when they were both students at UCLA. “He was an outdoor guy,” she remembers. “He wasn’t a fisherman, he just loved the sea, loved the land. His work was always going to have something to do with protecting the environment.”

Subjectivity, Point of View, and Dreaming

2011 ◽  
pp. 159-174
Author(s):  
Gary A. Berg
Keyword(s):  
Los Angeles ◽  
San Francisco ◽  
Formal Education ◽  
Evolutionary Process ◽  
Point Of View ◽  
University Of California ◽  
Educational Environments ◽  
The Subject ◽  
Research In Education ◽  
The University

I come to the subject of this book from a very different path than most of those thinking about the use of computers in educational environments. My formal education focused originally on literature and film studies, and film production at the University of California at Berkeley, San Francisco State University, and the University of California at Los Angeles. I became professionally involved in educational administration through the backdoor of continuing education focused first on the entertainment industry, and then more broadly. It was after this combined experience of studying film and television and working in adult education that I began research in education and earned a doctorate in the field of higher education from Claremont Graduate University, with a special emphasis on distance learning. I hope that the different point of view I have developed from my eclectic background gives me the ability to make something of a unique contribution to this evolving new field. What follows is an attempt to spark a discussion that will lead to answers to the question of what are the most effective techniques for the design of computer learning environments. This is not a how-to book—we are too early in the evolutionary process of the medium to give such specific guidance. Rather, my intention is to offer some theories to elevate the thinking bout computers in education. Because the subject is interdisciplinary, combining science with the humanities, the theoretical discussion draws from abroad range of disciplines: psychology, educational theory, film criticism, and computer science. The book looks at the notion of computer as medium and what such an idea might mean for education. I suggest that the understanding of computers as a medium may be a key to re-envisioning educational technology. Oren (1995) argues that understanding computers as a medium means enlarging human-computer interaction (HCI) research to include issues such as the psychology of media, evolution of genre and form, and the societal implications of media, all of which are discussed here. Computers began to be used in educational environments much later than film, and I would have to agree with others who claim that the use of computers instructionally is still quite unsophisticated.

Tutorial Method

2011 ◽  
pp. 28-38
Author(s):  
Gary A. Berg
Keyword(s):  
Los Angeles ◽  
San Francisco ◽  
Formal Education ◽  
Evolutionary Process ◽  
Point Of View ◽  
University Of California ◽  
Educational Environments ◽  
The Subject ◽  
Research In Education ◽  
The University

I come to the subject of this book from a very different path than most of those thinking about the use of computers in educational environments. My formal education focused originally on literature and film studies, and film production at the University of California at Berkeley, San Francisco State University, and the University of California at Los Angeles. I became professionally involved in educational administration through the backdoor of continuing education focused first on the entertainment industry, and then more broadly. It was after this combined experience of studying film and television and working in adult education that I began research in education and earned a doctorate in the field of higher education from Claremont Graduate University, with a special emphasis on distance learning. I hope that the different point of view I have developed from my eclectic background gives me the ability to make something of a unique contribution to this evolving new field. What follows is an attempt to spark a discussion that will lead to answers to the question of what are the most effective techniques for the design of computer learning environments. This is not a how-to book—we are too early in the evolutionary process of the medium to give such specific guidance. Rather, my intention is to offer some theories to elevate the thinking bout computers in education. Because the subject is interdisciplinary, combining science with the humanities, the theoretical discussion draws from abroad range of disciplines: psychology, educational theory, film criticism, and computer science. The book looks at the notion of computer as medium and what such an idea might mean for education. I suggest that the understanding of computers as a medium may be a key to re-envisioning educational technology. Oren (1995) argues that understanding computers as a medium means enlarging human-computer interaction (HCI) research to include issues such as the psychology of media, evolution of genre and form, and the societal implications of media, all of which are discussed here. Computers began to be used in educational environments much later than film, and I would have to agree with others who claim that the use of computers instructionally is still quite unsophisticated.

scholarly journals From San Francisco to Tōhoku – 111 yr of continuous earthquake recording in Göttingen

2014 ◽  
Vol 5 (1) ◽  
pp. 1-10
Author(s):  
H. Steffen ◽  
W. Brunk ◽  
M. Leven ◽  
U. Wedeken
Keyword(s):  
Cultural Heritage ◽  
San Francisco ◽  
Historic Buildings ◽  
The Public ◽  
Scientific Investigations ◽  
History Of ◽  
University Of Göttingen ◽  
The University ◽  
Observational Record ◽  
Almost Continuous

Abstract. In 1902, the so-called Erdbebenhaus (earthquake house) was built in the garden of the Institute of Geophysics of the University of Göttingen to host and protect the very sensitive and fragile seismographs designed by Emil Wiechert. These instruments were the standard at their time, and they are still in operation today, documenting 111 yr of almost continuous seismological observations. Since 2005, the observatory is owned by the Wiechert'sche Erdbebenwarte Göttingen e.V. (Wiechert's earthquake observatory in Göttingen, registered society). This society aims at extending the observational record and protecting the observatory as a cultural heritage. In this paper we review the history of the observatory in the last 111 yr. Special attention is given to the developments in the last decade, when the observatory and further historic buildings and instruments changed ownership. Due to the efforts by the society, the observatory is still running now and open to the public. In addition, it is a part of the German Regional Seismic Network and, thus, observations can be used for scientific investigations.

Stories, Simulations and Case Studies

2011 ◽  
pp. 175-186
Author(s):  
Gary A. Berg
Keyword(s):  
Los Angeles ◽  
San Francisco ◽  
Formal Education ◽  
Evolutionary Process ◽  
Point Of View ◽  
University Of California ◽  
Educational Environments ◽  
The Subject ◽  
Research In Education ◽  
The University

I come to the subject of this book from a very different path than most of those thinking about the use of computers in educational environments. My formal education focused originally on literature and film studies, and film production at the University of California at Berkeley, San Francisco State University, and the University of California at Los Angeles. I became professionally involved in educational administration through the backdoor of continuing education focused first on the entertainment industry, and then more broadly. It was after this combined experience of studying film and television and working in adult education that I began research in education and earned a doctorate in the field of higher education from Claremont Graduate University, with a special emphasis on distance learning. I hope that the different point of view I have developed from my eclectic background gives me the ability to make something of a unique contribution to this evolving new field. What follows is an attempt to spark a discussion that will lead to answers to the question of what are the most effective techniques for the design of computer learning environments. This is not a how-to book—we are too early in the evolutionary process of the medium to give such specific guidance. Rather, my intention is to offer some theories to elevate the thinking bout computers in education. Because the subject is interdisciplinary, combining science with the humanities, the theoretical discussion draws from abroad range of disciplines: psychology, educational theory, film criticism, and computer science. The book looks at the notion of computer as medium and what such an idea might mean for education. I suggest that the understanding of computers as a medium may be a key to re-envisioning educational technology. Oren (1995) argues that understanding computers as a medium means enlarging human-computer interaction (HCI) research to include issues such as the psychology of media, evolution of genre and form, and the societal implications of media, all of which are discussed here. Computers began to be used in educational environments much later than film, and I would have to agree with others who claim that the use of computers instructionally is still quite unsophisticated.

Dramatic Structure, Genre and Editing

2011 ◽  
pp. 134-158
Author(s):  
Gary A. Berg
Keyword(s):  
Los Angeles ◽  
San Francisco ◽  
Evolutionary Process ◽  
Point Of View ◽  
University Of California ◽  
Dramatic Structure ◽  
Educational Environments ◽  
The Subject ◽  
Research In Education ◽  
The University

I come to the subject of this book from a very different path than most of those thinking about the use of computers in educational environments. My formal education focused originally on literature and film studies, and film production at the University of California at Berkeley, San Francisco State University, and the University of California at Los Angeles. I became professionally involved in educational administration through the backdoor of continuing education focused first on the entertainment industry, and then more broadly. It was after this combined experience of studying film and television and working in adult education that I began research in education and earned a doctorate in the field of higher education from Claremont Graduate University, with a special emphasis on distance learning. I hope that the different point of view I have developed from my eclectic background gives me the ability to make something of a unique contribution to this evolving new field. What follows is an attempt to spark a discussion that will lead to answers to the question of what are the most effective techniques for the design of computer learning environments. This is not a how-to book—we are too early in the evolutionary process of the medium to give such specific guidance. Rather, my intention is to offer some theories to elevate the thinking bout computers in education. Because the subject is interdisciplinary, combining science with the humanities, the theoretical discussion draws from abroad range of disciplines: psychology, educational theory, film criticism, and computer science. The book looks at the notion of computer as medium and what such an idea might mean for education. I suggest that the understanding of computers as a medium may be a key to re-envisioning educational technology. Oren (1995) argues that understanding computers as a medium means enlarging human-computer interaction (HCI) research to include issues such as the psychology of media, evolution of genre and form, and the societal implications of media, all of which are discussed here. Computers began to be used in educational environments much later than film, and I would have to agree with others who claim that the use of computers instructionally is still quite unsophisticated.

Learning Theory and Technology

2011 ◽  
pp. 9-27 ◽  
Author(s):  
Gary A. Berg
Keyword(s):  
Los Angeles ◽  
San Francisco ◽  
Formal Education ◽  
Evolutionary Process ◽  
Point Of View ◽  
University Of California ◽  
Educational Environments ◽  
The Subject ◽  
Research In Education ◽  
The University

I come to the subject of this book from a very different path than most of those thinking about the use of computers in educational environments. My formal education focused originally on literature and film studies, and film production at the University of California at Berkeley, San Francisco State University, and the University of California at Los Angeles. I became professionally involved in educational administration through the backdoor of continuing education focused first on the entertainment industry, and then more broadly. It was after this combined experience of studying film and television and working in adult education that I began research in education and earned a doctorate in the field of higher education from Claremont Graduate University, with a special emphasis on distance learning. I hope that the different point of view I have developed from my eclectic background gives me the ability to make something of a unique contribution to this evolving new field. What follows is an attempt to spark a discussion that will lead to answers to the question of what are the most effective techniques for the design of computer learning environments. This is not a how-to book—we are too early in the evolutionary process of the medium to give such specific guidance. Rather, my intention is to offer some theories to elevate the thinking bout computers in education. Because the subject is interdisciplinary, combining science with the humanities, the theoretical discussion draws from abroad range of disciplines: psychology, educational theory, film criticism, and computer science. The book looks at the notion of computer as medium and what such an idea might mean for education. I suggest that the understanding of computers as a medium may be a key to re-envisioning educational technology. Oren (1995) argues that understanding computers as a medium means enlarging human-computer interaction (HCI) research to include issues such as the psychology of media, evolution of genre and form, and the societal implications of media, all of which are discussed here. Computers began to be used in educational environments much later than film, and I would have to agree with others who claim that the use of computers instructionally is still quite unsophisticated.

Building Dignity’s Diaspora through Rapumentary Film: Learning from Ngātahi

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Luis Alvarez
Keyword(s):  
Los Angeles ◽  
San Francisco ◽  
Cultural Practices ◽  
The Philippines ◽  
Cultural Work ◽  
The Public ◽  
Ethnic Affiliation ◽  
And Performance ◽  
The Many ◽  
Rapid City

Through an exploration of Ngātahi: Know the Links, a six-part docu/rapumentary film by Maori filmmaker, rapper, musician, and activist Dean Hapeta, I propose that Hapeta, the folks in his films, and the many they identify with are part of a diaspora, one based on interlinked struggles for dignity rather than any particular place or ethnic affiliation. The film uncovers and encourages a diaspora made up of the many local spaces and small politics that seek to make dominant neoliberal, race, or power relations unworkable on the ground, even if only for a moment at a festival, spontaneous musical or poetic performance, or house party. The project both documents and cultivates dignity’s diaspora, showing how people make sense of and strike back against the forces of globalization. They reveal connections between a range of movements for autonomy and freedom. In the larger-than-life murals of pre-Columbian history in Los Angeles and revolutionary struggle in Belfast, the poetic verses thrown on streets in Rapid City and Cape Town or the public marches for the return of indigenous land and against police brutality in San Francisco and the Philippines, Ngātahi illumines dignity’s diaspora. Hapeta and the many new friends he makes along the Ngātahi trail show us that the small politics of cultural work and performance may not be so small after all. More than just imaginary solutions to real problems, the cultural practices evident in Ngātahi enable people to speak back against their own erasure by making a record of events, injustices, and calls for change that might be otherwise ignored or forgotten. Hapeta’s films suggest that “revolution” in the neoliberal, postmodern, postcolonial era may be more plausible with a small “r” and an “s” at the end. The artists and activists in Ngātahi ultimately practice a politics of the possible, demonstrating that utopian hopes for a better future can emerge from the dystopian and almost apocalyptic misery left in the wake of global capitalism and imperialism.

Women & Film

2015 ◽  
Vol 1 (1) ◽  
pp. 153-162
Author(s):  
Clarissa K. Jacob
Keyword(s):  
Graduate Students ◽  
Los Angeles ◽  
San Francisco ◽  
Feminist Perspective ◽  
University Of California ◽  
Feminist Politics ◽  
Set Up ◽  
Short Essay ◽  
The University

This short essay provides an introduction to the short-lived but influential magazine Women & Film, published in California between 1972 and 1975. Two graduate students, Siew-Hwa Beh (b. 1945) and Saundra Salyer (b. 1946), from the University of California, Los Angeles, and San Francisco State, respectively, were the founders of this pioneering publication devoted entirely to providing a feminist perspective on film. They set up the magazine in response to a collision between their radical leftist and feminist politics and their cinephilia. This essay contextualizes some examples, which are reproduced here, of the first issue's contents. It also sheds light on the eclectic and impassioned approach adopted by the magazine's editors and contributors, bolstered by accompanying excerpts and images.

African Studies Center, University of California, Los Angeles

1963 ◽  
Vol 1 (4) ◽  
pp. 531-532
Author(s):  
James S. Coleman
Keyword(s):  
Social Sciences ◽  
Los Angeles ◽  
Interdisciplinary Collaboration ◽  
African Studies ◽  
The Public ◽  
Graduate Teaching ◽  
The Social ◽  
Collaboration And Communication ◽  
The University ◽  
And Linguistics

The African Studies Center at U.C.L.A. was established in June 1959, with the following objects: to bring together scholars from all of the social sciences, the humanities, education, law, and linguistics; to provide a framework for interdisciplinary collaboration and communication; to promote the organisation and development of undergraduate and graduate teaching programmes; and to further research on African subjects by both staff and students. It also serves to provide liaison with other institutes, centres, and associations in the same field, and works to improve the University's resources of Africana. In addition to its academic and professional functions, the Center furthers interest in Africa among the University community and the public at large.

scholarly journals Design and implementation of a novel doctor of pharmacy curriculum

2021 ◽  
pp. 538-545
Author(s):  
Sharon Youmans ◽  
Marcus Ferrone
Keyword(s):  
Student Performance ◽  
San Francisco ◽  
The Public ◽  
Grading Policy ◽  
Continuous Quality ◽  
Healthcare Needs ◽  
Competency Based ◽  
Doctor Of Pharmacy ◽  
Pharmacy Curriculum ◽  
The University

Introduction: The University of California San Francisco School of Pharmacy has a rich tradition of transforming curricula to graduate pharmacists who are equipped to serve the current and future healthcare needs of the public. Description of programme: This paper describes the process of the design, build, and implementation of a three-year, year-round, competency-based, integrated, Doctor of Pharmacy curriculum with a pass/no pass grading policy. Evaluation: A variety of data streams are in place to collect data on courses, teaching, and student performance as part of continuous quality improvement activities. Future Plans: In addition to traditional evaluation metrics of the curriculum the school will implement a career outcomes project to track students’ career and employment placements. The results of the evaluation and assessment activities will be shared in future manuscripts.

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