scholarly journals Annelies Allain: Pioneer of the International Code of Marketing of Breastmilk Substitutes

2018 ◽  
Vol 35 (1) ◽  
pp. 15-20 ◽  
Author(s):  
Maryse Arendt ◽  
Annelies Allain
Keyword(s):  
The Netherlands ◽  
French Language ◽  
Full Time ◽  
International Code ◽  
University Of Minnesota ◽  
Regional Office ◽  
Language And Literature ◽  
University Of Minnesota Duluth ◽  
The University ◽  
The Coordinator

Annelies Allain has been at the forefront of global efforts to support and promote breastfeeding for more than 30 years. Her accomplishments continue to affect all of us who work with breastfeeding families. Born in the Netherlands in 1945, Annelies Allain-van Elk received a scholarship and completed a BA from the University of Minnesota, Duluth, USA. Back in Europe, she obtained a BA in French language and literature (University of Geneva, Switzerland) as well as a translator’s diploma. After 4 years working in West Africa and visits to South America, she returned to Geneva to obtain an MA in development studies. She is fluent in English, French, and Dutch and has working knowledge of Spanish, Portuguese, Italian, and German. Ms. Allain was a co-founder of IBFAN (1979) and the coordinator of IBFAN Europe (1980-1984). In 1984, she moved to Penang, Malaysia, and IBFAN work soon took over as a full-time job. She was instrumental in developing the Code Documentation Centre (1985) and by 1991 it became a foundation (ICDC) registered in the Netherlands. Subsequently, the Centre has trained over 2,000 officials from 148 countries about the International Code, making it the world’s top International Code implementation institution. Among her many other education and advocacy activities, Ms. Allain was a co-founder of WABA (1990) and for many years has been a consultant with UNICEF and WHO’s Western Pacific Regional Office on International Code implementation and monitoring. In this interview she provides a firsthand account of how most of the major global breastfeeding protection efforts influencing our current situation came into being. (This is a verbatim interview: MA = Maryse Arendt; AA = Annelies Allain.)

Conversion

2020 ◽  
pp. 41-79
Author(s):  
Donna T. Haverty-Stacke
Keyword(s):  
Department Of Education ◽  
Red Scare ◽  
Full Time ◽  
Socialist Society ◽  
University Of Minnesota ◽  
Rehabilitation Counselor ◽  
New City ◽  
The University ◽  
First Job ◽  
The Church

Chapter 2 examines Grace’s undergraduate years at the College of Saint Catherine during the mid–late1920s and then her gradual conversion to socialism during the 1930s. Included among the various factors that led to this shift were her experiences at the University of Minnesota in Minneapolis, where she went in 1929 to pursue a doctorate in psychology. Grace maintained her commitment to social justice that she had developed in her youth as a working-class Catholic in St. Paul, but now channeled it in a revolutionary direction in a new city. Both her encounter with the 1934 Minneapolis Teamster strikes and her first job as a vocational rehabilitation counselor in the Minnesota Department of Education that she began in 1935 intensified Grace’s evolving view that a socialist society was the only way to address the needs of workers and the exploited. In 1938 Grace entered the Socialist Workers Party (SWP) as a delegate to its founding convention. By September 1940, she left her job at the Minnesota Department of Education—in part because of red baiting during the “little red scare”—to work full-time for the party, leaving the Church (and her husband Gilbert, whom she had married in 1934) behind.

Project Newgate: The First Five Years

1979 ◽  
Vol 25 (1) ◽  
pp. 55-64 ◽  
Author(s):  
Richard J. Clendenen ◽  
John R. Ellingston ◽  
Ronald J. Severson
Keyword(s):  
Group Counseling ◽  
Full Time ◽  
University Of Minnesota ◽  
Halfway House ◽  
Comprehensive Service ◽  
College Work ◽  
The University ◽  
Group Guidance

The Minnesota Newgate program uses full-time college work as part of a comprehensive service that includes classes within the correctional institu tion, group counseling, and, upon parole, transfer to a halfway house on the University of Minnesota campus. The program's aim is to orient the student toward a promising career; it provides each participant with in tensive group guidance and support as he undertakes unfamiliar tasks and new roles; and it bridges the transition from the correctional institu tion to the community.

scholarly journals From the Chair

2018 ◽  
Vol 46 (4) ◽  
pp. 3
Author(s):  
Hallie Pritchett
Keyword(s):  
High School ◽  
Work Experience ◽  
Academic Library ◽  
Collection Development ◽  
Full Time ◽  
University Of Minnesota ◽  
Profound Impact ◽  
Library School ◽  
The University ◽  
Technical Services

Although I have worked in libraries since I was in high school (which was much longer ago than I care to admit), I did not become a librarian until 2007. Why I chose to wait so long before going to library school is a story for another time. But there are some advantages to working as a student employee and then as a full-time paraprofessional in a large academic library—in my case, the University of Minnesota Libraries—before going to library school. One is that over the years I have done just about everything there is to do in a library. I have shelved books, worked in circulation, answered reference questions, done collection development, worked in technical services, shifted collections, done preservation work . . . the list goes on. As first a branch manager and now as a library administrator, the depth and breadth of my work experience in libraries has been invaluable; my work as a paraprofessional in particular has had a profound impact on how I approach librarianship in general.

scholarly journals Sources: Sweet Treats around the World: An Encyclopedia of Food and Culture

2015 ◽  
Vol 54 (4) ◽  
pp. 84
Author(s):  
Stacey Marien
Keyword(s):  
University Of Minnesota ◽  
Cultural Anthropologist ◽  
The World ◽  
Anthropological Approach ◽  
Food And Culture ◽  
University Of Minnesota Duluth ◽  
The University ◽  
Comparative Manner

What do Torments of Love, Lady's Upper Arms, Sigh of a Lima Woman, and Little Spiders have in common? They are all sweet treats featured in this encyclopedia authored by the Roufs. Timothy Roufs is a cultural anthropologist who teaches food-related courses at the University of Minnesota, Duluth while Kathleen Roufs is emeritus director of advising and retention at the same university. The preface states that the volume "explores this myriad feast of sweets with an emphasis on an anthropological approach that focuses on foods in a holistic, historical, and comparative manner" (xix). The introduction goes into detail about humans' love for sugar, fat, and salt.

scholarly journals 150 della ‘lingua di Molière’ a Ca’ Foscari

2018 ◽  
Author(s):  
Marie-Christine Jamet ◽  
Giuliano Rossi
Keyword(s):  
High School ◽  
Educational Planning ◽  
Scientific Production ◽  
French Language ◽  
Historical Reconstruction ◽  
Personal Stories ◽  
Language And Literature ◽  
Shifting Balance ◽  
The University

For 150 years, from the foundation of the High School of Commerce to the present day, the French language has played a central role at Ca’ Foscari University of Venice, due to the considerable number of students who have chosen to study it and to its importance in the life of the university. The professors, even with their personal stories, their ideas and activities, the educational planning of their courses, and the shifting balance between language and literature, are a sign of the cultural and didactic progress some meaningful aspects of which this article aims to highlight. Following the historical reconstruction from a diachronic perspective, many important factors of discontinuity and continuity will naturally emerge. Our proposal is to focus on those language factors that remain constant over the years, in particular on that early liaison between teaching and the professors’ didactic/scientific production.

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