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Untitled
No full textPrintmaking, Print, Etching, College, Sticker, Portrait, Black and White, IllustrationNicole Eisenman is an artist who is expanding the critical and expressive capacity of the Westen figurative tradition through works that engage contemporary social issues and phenomena. Over the course of nearly four decades and working across various media, including painting, sculpture, drawing, and printmaking, Eisenman has restored the representation of the human form a cultural significance that had waned during the ascendancy of abstraction in the twentieth century."Untitled" takes a close look into the artist's interest in the grotesque, a genre of portraiture that is common to German Expressionism. The image reflects the uncomfortable state of mind, which is a part of the human condition
Lookum Here! What Might Have couldve been
No full textEach image is labeled with the identifying accession number.Raul Gonzalez was born in El Paso, Texas and grew up going back and forth between El Paso and Ciudad Juarez, Mexico. Raul is a recipient of the prestigious Pura Belpre award in illustration from the American Library Association for his work on Lowriders to the Center of the Earth in 2017. Raul is the recipient of the Brother Tomas Fellowship in 2015, He is a contributor to Spongebob Square Pants. In 2011 Beautiful/Decay in collaboration with Canson awarded him with a Wet Paint Grant. In 2009 Gonzalez received an award from the Artadia Foundation of Art and Culture. He was voted Boston's best visual artist for 2010 by readers of the Boston Pheonix.Twenty individual drawings bound in a handmade book with original end pages, fabric slipcase
[Dunfey Brothers and Ralph Nader at New England Circle 17]
No full textLeft to right: Roy Dunfey, Walter Dunfey, Jerry Dunfey, Ralph Nader, Bob Dunfey, and Jack Dunfey at New England Circle 17
[Two Guest With Ralph Nader at New England Circle 17]
No full textLeft to right: Sharon King, Ralph Nader, and John O'Bryant
Reward school leadership: building a good-to-great cycle of excellence
No full textFor years, schools across the country have carried the label, and in many cases the reality, of being schools in need of improvement. School improvement plans, deficit analyses, and theories for school organizational improvement have saturated the landscape of school communities. While much of this work has been focused on strategies to correct existing deficiencies, very little is focused on taking schools with strong performance and solid foundations and enabling continuous and sustained growth. Collins (2001) in his book Good to Great examines the enabling factors that have distinguished companies that sustain a much greater rate of corporate success, or profit, than others. Many schools have looked to adapt these strategies for continuous improvement in student learning. A thorough examination of the enabling factors in schools that have shown this type of improvement, and a comparison of those factors with Collins’ framework, will inform the discussion of “good to great” school improvement.
This qualitative study examined the factors present and enabling improvement in student learning in a designated Reward School in New Hampshire. Reward schools have been so designated because of sustained significant growth in student learning (US DOE, 2012). In particular, this study examined (1) the characteristics of the leadership present in the school; (2) the ways in which that leadership has supported the continuous improvement; and (3) the alignment of the external measures of improvement with the stated values in student learning held by the school staff and leadership. This qualitative study utilized a case study research design with data gathered through staff surveys, document analysis, and staff and principal interviews. (Author abstract)Zadravec, S. (2016). Reward school leadership: building a good-to-great cycle of excellence. Retrieved from http://academicarchive.snhu.eduEducational LeadershipSchool of Educatio
The millennial generation: common experience guiding them into adulthood
No full textThe Millennial Generation, those born from 1980-2000, see the world from a different viewpoint. This distinctive cohort has structured their lives in a different manner than preceding generations. The introduction and influence of social, political, and technological changes over the past few decades have structured Millennials’ unique and sometimes unclear characteristics and behaviors.
Dividing and defining people by their birth years can seem like a subjective generalization. However, Howe and Strauss (2000) argue that shared experiences during formative years within a cohort result in a distinctive generational bond resulting in common attitudes and behaviors. Millennials have been labeled as one of the most overprotected and enabled generations in history, and mentors are uncertain how to beneficially nurture this generation as they transition into adulthood (Lykins & Pace, 2013: Twenge et al.).
Generations are shaped by the dynamic interplay of history and popular culture, which can form a lens for understanding a generation’s collective nature (Mannheim, 1928). To determine what the future holds for the Millennial Generation as they transition into adulthood, one should closely examine their formative experiences and construct a socio-psychological portrait (Ng, Schweitzer, & Lyons, 2010). By clarifying the process that formed their adulthood, we gain a clearer understanding of what it means to them to be an emerging adult in the Millennial generation.
The purpose of this qualitative study was to explore the Millennial Generation’s perceptions of how their formative experiences have affected their transition into adulthood. It was my intention through this phenomenological study to view the Millennial Generation’s common formative experiences through the lens of the Theory of Generations, Theory of the Emergent Adult, and the Gestalt Theory and link their unresolved familiarities to their current behaviors and mindset as they emerge into adulthood. The researcher investigated the following questions: How do the Millennials describe the experiences which have guided their transition into adulthood? What common formative experiences are predominant within the Millennial Generation? How does the Theory of Generations, Gestalt Theory, and Emergent Adulthood Theory aid in understanding the mindset of the emergent Millennial adult?
Due to the nature of this study’s qualitative inquiry a phenomenological methodology was pursued. This methodological design was steeped in the idea that the researcher would explore the cultural phenomenon of society from the point of view of the subject of the analysis.
In Phase One of this emergent design, a preliminary survey was employed to select the final three subjects. The data collected from these three selected participants during Phase Two followed the semi-structured, in-depth interviews of Seidman’s (2013) Protocol. Combined with the interviews participants were asked to use artifacts to aid in eliciting personal information necessary for the development of a story. Collecting data from three sources – interviews, artifact elicitation, and surveys – aided in revealing richer data concerning the topic of the Millennial Generation.
The researcher chose five lenses through which to proceed with this study: belief, influence, growth, values, and self-values. These lenses emerged and developed during value coding.
The researcher expanded and further defined Miles, et al.’s, (2013) three main attributes: values, attitudes, and beliefs in order to fully isolate and describe the experiences the participants were sharing. These five lenses were grouped into meaningful categories to capture and describe the Millennial’s common experiences in regards to belief, influence, growth, values, and self-value. The Millennials through these five lenses described themselves and how their experiences were different or unique from the generations that preceded them.
Overall, the data findings suggest that the mind set of Millennials is based on a desire for educational growth through experiences, a belief that family is the nucleus of life and a support system for reasoning, values which align with their ideals on living an authentic existence, growth through their personal journeys, and focusing on self-values through a desire to serve in the best interest of all humanity. (Author abstract)Cecere, D.M. (2016). The millennial generation: common experience guiding them into adulthood. Retrieved from http://academicarchive.snhu.eduEducation LeadershipSchool of Educatio
El Chichon del Norte
No full textPrint, Illustration, Mixed Media on paper, Color, Mexcian, American, History, SymbolismRaul Gonzales was born in El Paso, Texas and grew up going back and forth between El Paso and Ciudad Juarez, Mexico. Raul is the recipient of the Brother Thomas Fellowship in 2015. He is a contributor to SpongeBob Squarepants comics. In 2011 Beautiful / Decay in collaboration Canson awarded him a Wet Paint Grant. in 2009 Gonzalez received an award the Artadia Foundation of Art and Culture. He was voted Boston's best visual artist for 2010 by readers of the Boston Pheonix. His work has been exhibited widely in the Northeast including the Drawing Center in New York, the Aidekman Gallery at Tufts University in Medford, MA and The Mills Gallery at the Boston Center for the Arts.
Gonzalez is committed to introducing youth to the visual arts and has taught at education departments of the Institute of Contemporary Art in Boston, and the Museum of Fine Arts, Boston. In 2011 Gonzalez collaborated with over 125 kids from all over the city of Boston to create a work titled " And Thier lives and Families" for the Linde Family Wing of the Museum of Fine Arts, Boston