Grant number - use of this can link actions back to requirements and support monitoring / compliance checks

Agreed. In times of learning, say in college for instance, there will be particular aspects of school that we will never forget, and this is because we are still in our learning stage. Our brains are still developing and trying to figure out how to do certain things. When learning how to become a grown man, or woman, we take what we learn habitually and hold it in our minds forever if it sticks with us.

I appreciate this statement because the founders were right in putting their observations of education on these aspects. They included math, science, and health, and these aspects cover much of what the world needs to have solved. They focused on which subjects would be the most beneficial to human life, and I appreciate their thought process with this.

This is a powerful statement, implying that men come out of this university becoming good "citizens." When I think of its goal to create these types of students, it is disturbing when connected to who is allowed to attend this University. If individuals are not allowed to attend the University, the University does not see them as "able" to become notable citizens.

The View of the Anglo Saxon is emphasized in these set of sentences. It is described to have peculiar value, harboring top educational value. Anglo Saxon views are synonymous with traditional white views. I find it disturbing that this is of utmost value for the English reader, because it shows other diverse values as insignificant. Unfortunately, throughout high school English, the focus is predominantly on older white writers. Diversity is of great value, and should be emphasized in education.

The founders of this University had the goal of making their students outstanding citizens. The list included above shows us today what a "citizen" was thought to be back then. A lot of what the Commissioners thought of as the tenets of a good citizen are thought of in the same way today, however now days many of these things are learned before or without a college education. Today higher education is more about advancing one's knowledge and getting a job than becoming a good citizen. The goals of and reasons for attending college are much different today than they were when this university was founded, but I believe that today's graduates become better citizens without that goal in mind.

The Commissioners thought it important to speak Spanish so they could interact with the societies around them. It's important for those in positions of power to be able to communicate with others in similar positions in different countries. This will make for better foreign relations, as it is easier to communicate, and a sign of respect to speak in the other's native tongue.

I think that the fact that the founders of the University elected to put the University of Virginia in the county that had the biggest white population speaks volumes about the men who started our great University and the beliefs that the Founders had. This passage reveals that the Founders wanted a place with a big white population in order to attract rich plantation owner's sons, because those are the kinds of people they wanted attending their University. However now in 2017, that isn't the case, no longer does UVA just attract the rich, white people as the Founders wanted it too when they first started the institution. UVA now is home to a student body rich in diversity and culture and I think that speaks volumes about how far this institution has come. But I would also like to point out, there is still progress that this institution needs to make and steps that must be taken in order to truly make our school the most equal place it can be. -Emily McClung

Early Intervention E. (2013). Basic Information on EI. Retrieved November 1, 2017, from https://eiplp.org/basic-information/

If you think your child has a development issue, and the child is three or younger then Early Childhood Intervention is for you. If your family is eligible for services, the family will be assigned a provider who will work with the family and our early intervention team to develop and carry out an individualized service plan that addresses the child’s developmental needs and the family’s priorities. There are many certified community-based programs serving all cities and towns in the Commonwealth. “Each Early Intervention program is certified to provide services for a specified group of cities and towns, called a catchment area” (Early Intervention Parent Leadership Project , 2013).The cost is free to families! Early Intervention helps the child in the social emotional area too. The adults that work with the child create at bond with them. The children know they are safe and positive relationship with the adults. There are different activities the Early Intervention staff does with the children to help them with social emotional needs. For example, simply talking to the child and asking them how they are feeling. Even being silly and making the child laugh is making a positive and rewarding relationship. There are many team members that want the best for the child for example, physical and occupational therapists, speech and language pathologists, social workers, psychologists, nurses and special needs educators. The provider will come see the child wherever the child and caregiver are comfortable whether it be the home, daycare facility or the park. A great perk of having Early Intervention for your child is if they are still having trouble after three which hope doesn’t happen however they will have better chance of getting into the public school for more support. Falmouth Service Center McLeod, C. (n.d.). Health Insurance . Retrieved October 23, 2017, from http://www.falmouthservicecenter.org/health-insurance.html Falmouth Service Center is a wonderful place. They help in all kinds of ways. They have free meals twice a month. The food pantry services the people of Falmouth. However, every town has a food pantry that people can go to for food help. The center also helps people with financial assistance by helping to pay bills such as heating or rent. Falmouth Service Center helps with health insurance too. They will help you choose the right plan for your family. “Children can get MassHealth even if their parents do not have social security numbers or a green card. Your premium costs are based on your income and the health plan you choose” (McLeod). Their mission is “to ease stress, reduce hunger and improve the quality of life for our neighbors in need” (McLeod). The address for the Falmouth Service Center is 611 Gifford Street, Falmouth, MA 02540. The telephone number is 508-548-2794. Developmental Milestones Developmental Milestones. (2016, August 18). Retrieved October 23, 2017, from https://www.cdc.gov/ncbddd/actearly/milestones/index.html Developmental milestones happen as a child grows. Examples of developmental milestones are walking, talking and even smiling. The (Centers for Disease Control) has tools to help families know what to look for at each stage of life. The website also has categories for example, social and emotional, and language/communication and examples to know what to look for. If you are concerned about your child, the Center for Disease Control has a page of tips you can do to help your child, whether its asking for a referral or getting an evaluation. The website also has a way to help the caregiver know what to say when they are asking for help. For example, when you call your child’s doctor’s office, say, “I would like to make an appointment to see the doctor because I am concerned about my child’s development” (Developmental Milestones). Also, “be ready to share your specific concerns about your child when you call. If you wrote down notes about your concerns, keep them. Your notes will be helpful during your visit with the doctor” (Developmental Milestones).

Positive Approach to Learning Gronlund, G. (2013). How to Support Children’s Approaches to Learning? Play with Them! Retrieved October 21, 2017, from https://families.naeyc.org/learning-and-development/child-development/how-support-children’s-approaches-learning-play-them Positive approaches to learning is part of successful learning experience. A lot of what teachers and educators do to help children grow and to be the best they can be. How can we as educators do this, is by play! Young children gain so much by playing. The children explore, learn and play with new things everyday when educators use positive approaches to learning. Simple things such as a toddler stacking rings on the post is problem solving. If educators have a positive approach to learning it will help the children in later years in school and life. Families can have a positive approach to learning at home too. They can play with their child, interact with your child, have a conversation, or reading books to their child helps in so many ways. Even cooking together is a positive approach to learning because it helps the child bond with an adult. The child has to use their hands for fine motor skills. It is so important for parents to interact with their child. The child needs to have that bond with a special adult to them.

Promoting Positive Relationships Three, Z. T. (2010, February 21). Tips on Helping Your Child Build Relationships. Retrieved October 31, 2017, from https://www.zerotothree.org/resources/227-tips-on-helping-your-child-build-relationships Positive relationships to be extremely important in a child’s life. Having a role model or someone you can look up to is a way to stay safe, the child has someone to talk to, and the best reason to do the right thing. Just like it said earlier in the book if the child has an interested and caring person by their side, that child will be resistant. There is a list of strategies to help a child build positive relationships. First, allow for unstructured, uninterrupted time with your child each day. Play with your child. Don’t have interruptions. Don’t multitask. Be engaging with them. Have your main focus be on the child. Next is, let your child know you're Interested in his activities. Say things like, “You are using so many beautiful colors to make that drawing” (Three, 2010). Then there is, respect your child's feelings. “Accepting her feelings, without minimizing them or making fun, also increases the chances that she will share more with you as she grows” (Three, 2010). After that is, provide opportunities for your child to develop relationships with peers. Children have to have a lot of practice to understand to take turns, share, problem solve, and feel the joy of friendship. Next is limit TV and other "Screen Time". This limits the bonding time with the caregiver and experiencing the world around them. If the child does have screen time, make it beneficial by asking questions about the show. For example, how it made them feel or what was your favorite part.

It is particularly noteworthy that the authors thought to use Anglo Saxon to teach about the development of language over time. Since this was the language spoken by most of the prospective students, tracking its changing history would provide an engaging demonstration of the dynamic nature of language. In other words, by using Anglo Saxon, students would be able to identity their own contemporary role in the timeline of an always developing language. Having this knowledge, students would (perhaps unconsciously) attain an understanding of how all art, not just language, can change meaning over time. This could help students in time grasp the developments occurring to their university which is, in many ways, a work of art in itself.

-Joe S.

I believe this sentence very accurately characterizes the intentions and the foundations of the New College Curriculum; The New College seeks to provide students with a core knowledge of the arts (especially how they are applied in our society) that can be further strengthened and complemented in studies of math and science should students so choose in the future. This sort of foundation, outlined in both the document and the mission of the New Curriculum, is important because it can allow students to examine a wide range of academic fields before studying concrete methods of applying those fields practically. Since I am taking the Art: Inside/Out Engagement, I also sought to interpret this sentence in taking "arts" literally to mean art in its various expressive forms. In this way, this sentence helps develop the important concept that art and maths/sciences in no way exist in conflict with each other; while many believe these two subjects to be on opposite sides of an academic spectrum, this section of the Rockfish Gap Report helps to remind that art and science can freely interact and engage with each other to work for the benefit of both.

This sentence kind of stuck out to me. I thought it was very Jeffersonian. When creating the US Constitution, Jefferson wanted the people to revise it every 19 years, so each generation could change aspects of the government according to their time. He brought the idea of changing institutions to better fit generations to his university, because he could not make it work in his country. The commissioners put their faith in the future generations, hoping that the university will keep the same basic principles through a changing world. -Tessa

This passage foreshadows that eventually the University will further progress their medicine program but at this time and place do not have the resources to do so because they don't have a hospital in which students can study and gain clinical experience. I think it is very interesting in just 200 years since the beginning of the University how much the medicine program has flourished with the building of the UVA hospital, which is the number one hospital in the state of Virginia. Starting out, the medicine program only taught so many classes and now the medical program is thriving and attracts many different, diverse people from every walk of life. Now, I would like to focus on the second sentence specifically because I find it quite engaging and interesting that the authors of the Rockfish Gap Report thought that a hospital would attract numbers of poor because they would leave their own houses to accept the charities of a hospital. I feel many people, especially older generations, still have this belief that people in poverty take advantage of the charities of a hospital. I for one know that it happens at times because I've seen it happen before firsthand working and shadowing in an emergency room, but honestly it's not that people are taking advantage of the charities of a hospital as they state here, but instead a lot of people in poverty don't have good health, and don't have good healthcare insurance, so their only way to get good health care is by going to an emergency room at a hospital. I for one am a huge advocate for providing good health care for people in poverty because I believe a lot stems from having good healthcare. If you're healthy, you have chance to make your life better by looking for a job and making a living, but if your'e sick, like a lot of people in poverty are it's hard to do that, which is why so many people in poverty flock to places like emergency rooms when they are sick and not healthy. I think that the same thing would have happened had there been a hospital open in the community at the time the University opened. Poor people would have gone to the hospital and accepted the charities of it, but not because they were taking advantage, they would have gone because it's their only means of getting good healthcare. -Emily McClung

I find it interesting that the University made it a goal to cultivate the morals of the students attending their school. They also stress how they want to instill the precepts of virtue and order. They want to achieve this, yet they based the location of their school to be around the centrality of the white population. I do not believe this is cultivating the morals of their students. This is narrowing their viewpoints, and not expanding on the multitude of cultures that lie within the United States.

This University was founded by one of the "fathers", at a time when the revolution was not the country's history, but part of one's personal past. The ideals of the founding fathers were ingrained in the people at this time, so it makes perfect sense that the commissioners would want to align themselves with their ideas of liberty and equality. However the word choice is kind of strange. The way it's worded makes it seem as if the commissioners had not purposefully aligned themselves with the founders, their university would not survive. This university seems to have been founded with great consideration to the government- not how one may want it to be. If a university and government are tied together, how can things change and progress? -Tessa

I think it is interesting how this sentence describes that the Rockfish Gap Report is "is the genuine fruit in the alliance between church and State" because explicitly in the report the writers state that they won't offer any divinity classes at the University as it is starting out, and I think that this sentence is a contradiction of that statement. The University was built with a library ( the Rotunda) at the heart of it because they wanted to dissociate away from religion, and put knowledge first. So why then, can the Rockfish Gap Report be the genuine fruit in the alliance between church and State, when the vision when opening this University was to put knowledge at the center, and not church and religion? Therefore, in theory if knowledge was supposed to be at the center, I'm interested as to why there is such a glaring contradictory sentence. I think this contradictory shows that the writers of the Rockfish Gap Report had varying beliefs and that came across in the report. To relate, this back to my course that I'm taking called making the Invisible Visible, I think this sentence makes "visible" the invisible varying beliefs of the writers of the Rockfish Gap Report. -Emily McClung

The University set out a goal for the parents of young boys to begin their studies of the ancient languages at the year of age ten. This is an extremely young age, considering that the boys would be going to college eight years later. The minds of the young boys seem to be too young to be able to grasp this form of art. This correlates to my Engagement, Art Inside/Out, by focusing on the art aspect. Latin, Greek, and Hebrew are forms of art in the language aspect. This piece of art is powerful and intriguing; however, it may be too complex for the minds of ten year olds who are still trying to develop.

Harrison's parents are very sad, but cannot seem to remember why.

Okay this website works for annotating. The New York Times must have restrictions that don't allow selecting of text.

The idea of lateral thinking here is the key one. Can informatics be designed by nurturing lateral thinking? That seems related with the Jonas flopology

Solitude is brought up SO many times throughout this whole book. Throughout the book however the family is always together yet they are all individually so alone. Especially in Rebecca's case, she is left alone for so many years and the family just forgot she even existed. Solitude to them is of course being alone, but also being without love or purpose. In Colonel Aureliano Buendia's case, he needs to be in solitude because his purpose was to fight in a war for power, and then he turned back to making fishes but is still in solitude because he is home without a lover. That is also why I believe they all sleep with each other, because they are afraid of being alone. Yet with every "reincarnation" of the children named after their father, brother, uncle, sister, it seems like the curse of solitude is put onto them. I see this especially with Rebecca (even though she isn't really in the family), and Remedios the Beauty. Remidios is the beauty of the town yet she can't even conceive the idea of men really at all. In her mind she isn't cursed, but she is solitary her whole life then is just taken away. This video really helped me grasp what was actually happening in this book (https://www.youtube.com/watch?v=YWNcCs__vQg)

This is brought up so often, and is the first line of the book! It's crazy to start off a book with this random connection to the future. Because it tells us at the beginning that he is going to be a colonel, and that he is going to die. Severe foreshadowing! As well as him discovering ice . . .then talking about the origin of his family and village. But when I first read this i just went right over it! Then it brings it up again after is is already Colonel Aureliano Buendia. Aslo really connects to your husbands presentation about fighting for the left or right in Columbia and he just goes after it and is the face for the left. Then he has to be killed for it along with all of his children (with several wives it seems like). The jist I have gotten from this novel is doing things just based on instinct. This family doesn't really seem to have control of themselves and just does things on a whim. It's especially prevalent with Rebecca because she eats dirt! Then if I am remembering correctly dumbs her husband for hr brother!

I think Koenig uses pathos to describe the one thing she does not want to be the end result of study of the case. I kinda understand why she does this. To show her listeners that she is even more determined to resolve this case, that it fears her not to. That she is willing to go even deeper into this story to make sure that this does not become the reality. Thats how most people are that puts their own time and energy to something, they are going to see it though entail they are satisfied. At the same time this kinda points out that she is emotionally involved in the case. Either if that is a good thing or bad thing, I don't know?

Koenig seems to me to be trying to keep her listeners interested. She could have used another way of explaining Enright's personality and lifestyle but she chooses to use bad language. It also develops Enright's ethos, to give her credibility and to show that she actually has a view on this story worth listening to that could even change the listeners perspective. I lost a little from Koenig's good pathos that I had of her, it seems like she puts this anger into the story that was not even needed.

Hird, Alastair. 2010. “‘WHAT DOES IT MATTER WHO IS SPEAKING,’ SOMEONE SAID, ‘WHAT DOES IT MATTER WHO IS SPEAKING’: Beckett, Foucault, Barthes.” Samuel Beckett Today / Aujourd’hui 22: 289–99. http://www.jstor.org/stable/25781931.

Picks up point that Beckett features very strongly in both Barthe's Death of an Author and Foucault's "What is an Author."

The family had not always been so tired out and overworked. There were days when Mr. Samsa would not have needed to rise for work every morning. Days when Greta could play her violin for her own pleasure, not for the entertainment of guests. This was all thanks to Gregor, working everyday to provide for the family as he slowly paid off the debts of his father. Yet now, without Gregor Samsa’s steady income from his laborious daily assignments, the family must now support themselves. How ironic.Gregor devoted all his time to work. The extremity is not an exaggeration; Gregor’s transformation represents the feeling of being stuck in a routine. Gregor was stuck in time, doomed to work everyday, with no more appreciation or self worth than vermin. He had not the time to bother taking care of himself and his own desires to travel and get out of the routine. Now, the Samsa’s are overworked and tired out, and they do not find the time to care for Gregor more than is needful, although when he was a human he used his entire livelihood to support his family. Whether Gregor works or does not, he never has an opportunity for leisure. He could not find time for himself, and neither could his family find time for him. Gregor’s dream is to travel, to be free of this familial nightmare. The Samsa family is doomed to be tired out and overworked, one way or another.

There is great importance as to whether a translator analyzes Mr. Samsa’s perception of his son Gregor as influenced by either Mr. Samsa's mood or his mental state. The two terms are widely different, yet they have been used interchangeably by translators of Kafka’s original German text. At the end of the first chapter of the novella, Mr. Samsa corners Gregor back into his room with no consideration for Gregor’s well being. He has disassociated Gregor with the creature in front of him. The Muir translation of the text describes the actions of Mr. Samsa as controlled by his "mood." On the other hand, the Johnston translation counters with “Naturally his father, in his present mental state had no idea of opening the other wing of the door a bit to create a suitable passage for Gregor to get through.” Johnston’s diction is more calculating and severe, while Muir implies more of a vacillating figure. Someone's mental state is more of how they think and act and feel on a long term basis. Your mental state has a heavy hand in the way someone approaches the world on a consistent basis. Moods are more subject to constant change. Moods can swing rapidly. The difference, while small, is important because the father is a major character in the novel as to what he represents. Kafka drew much inspiration from his own father when writing Mr. Samsa. Any and every word puts the father in a certain light.