1,769 research outputs found
Dr. Ruth Shaw
No full textDonated bust of Dr. Ruth Gwyn Shaw, President of Central Piedmont Community College from 1986 - 199
Dr. Ruth G. Shaw and Unidentified Colleague
No full textDr. Ruth Shaw poses for a photograph with an unidentified colleague during her inauguration ceremony
The Future of CPCC by Ruth G. Shaw
No full textA speech written and presented by the second president of Central Piedmont, Dr. Ruth G. Shaw.The Future of CPCC
It is easy tonight not only to admire Dick Hagemeyer
for his accomplishments, but to envy him his senior
statesman role as he reflects on a past whose history and
achievement are known. And envy him I do as I contemplate
the task of predicting the future for CPCC! Surely any envy
disappears as I contemplate the tremendous opportunities --
and challenges that lie ahead. It is an exciting time to be
a part of this great institution -- undoubtedly as
invigorating to me today as it was to the young crew-cut
Dick Hagemeyer when he arrived on the scene in 1963.
Dick and I, and the trustees, staff, and citizens who
work with us in this great college -- have very different
challenges to face. With the help of many of those present,
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he was able to craft an outstanding community college from a
mere abstraction. I have the opportunity to build on the
past of CPCC as prologue to a future that expands and
enriches the dream. To Dick and to all present who built
that past so well, I extend my sincere appreciation. You
have set high standards that will serve this community well
for decades!
I can do no better speculation on the future than set
out in the piece featured in Inside CPCC. Let me share some
of its ideas with you now.
Just in case you miss the fiftieth anniversary of CPCC
in 2013, let's speculate on what the next twenty-five years
will hold.
The downtown campus on Elizabeth contains the carefully
preserved core of the original campus. Garinger Hall (Old
Central High) has a restored exterior and a contemporary
interior that serves, most fittingly, as a continuing
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education center. The latest in technology and that CPCC
standard -- caring, competent faculty and staff -- come
together to help the adults who continue to come to CPCC to
brush up their computer literacy, their reading
comprehension, their analytical skills, their computation,
and their writing. Learning is lifelong -- for everyone!
Only a few campus old-timers remember Memorial Stadium.
The park-like campus that houses the "new" science
building, the child care facility, the fine and performing
arts center, the occupational skills building, and the
technology annex seems to have been there forever.
Occasionally a graying athlete stands in amazement and looks
toward his wife, saying, "But it was right here, Debbie. I
caught the pass right where the rapid transit stop is now."
CPCC extends beyond the Elizabeth Avenue site, however.
Throughout Mecklenburg County, strategically located CPCC
centers make general studies, specialized job training, and
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short term courses accessible for everyone. And thanks to
the interactive distance learning programs, students can
choose to study at home when that is most convenient.
Since 1990, Mecklenburg County has paid CPCC tuition
for any high school graduate who agreed to do five hours of
community or civic service a month. The program has become
a way of life in the community, stimulating higher levels of
education and a renewed commitment to social responsibility.
It has been widely emulated, and its success in Mecklenburg
County continues. Community service has become almost
synonymous with the community college.
The business community and its "learn a Living" program
have also been instrumental in making the Mecklenburg
population the best-educated in the region. Students start
summer jobs programs while still in high school, are
provided financial support as they receive career education
at CPCC, and have jobs for which they are exceptionally
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well-prepared when they graduate. This program was another
aspect of the 1990 Community Compact that brought together
all resources to help reduce school dropouts, improve
educational opportunity, and provide a better match between
jobs available and the skills of the people who wanted them.
CPCC has a first-rate reputation for quality, whether
for its adult literacy programs or its college transfer
offerings. Business and industry leaders help evaluate the
career programs and their students regularly, and they share
a justifiable pride in the ability of these students to keep
on learning, no matter how rapidly the technology changes.
The corporate and continuing education program has
become a key training component for hundreds of businesses.
The international perspective has become commonplace as our
world economy and world society became every more
interdependent. And the dream of smooth transitions from
high school to the community college to work or the
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university has become a reality.
In 2013, CPCC is still an educational enabler for all
adult students. CPCC is uncompromising in its high
standards, and equally uncompromising in its commitment to
help students reach them. It's the formula that worked in
1988; it will still be working in 2013.
Although from my 1988 vantage point, I see the CPCC of
2013 as technol6gically advanced, I hope most fervently that
it retains that special spirit of warmth and caring that
sets this college apart. It has been commitment to
innovation, tremendous instructional competence, clear
vision, and nearly limitless caring for students that has
made CPCC special for its first twenty-five years. I hope
none of these characteristics change in its second
twenty-five!
Reading Ruth : towards a postmodernist, literary and womanist analysis
No full textBibliography: leaves 132-140.This dissertation examines the book of Ruth from a postmodemist, literary and womanist perspective. The main methodology is postmodemist literary criticism, but it employs intertextual and autobiographical approaches as well. Chapter 1 is an exploration of the plot of Ruth and reveals that in order for the end goal of the plot to be achieved "emptiness has to return to fullness." It is shown that Ruth's action (her decision to return with Naomi) is the catalyst that begins the process that ultimately leads to the denouement of the plot. The fact that it is the two women, Ruth and Naomi, who drive the plot forward, indicates that the Book of Ruth is a woman's story. Chapter 2 demonstrates that the significance of narrative time for any literary analysis lies in the fact that the amount of time allowed for the retelling of the events rarely corresponds to the time it took for the events to happen. Since Ruth is a short story, the choice of what to tell, what to omit as well as how long to dwell on details are indeed significant. In other words it is shown that literary time is only spent on those aspects which are crucial for the advancement of the narrative. Since the reader's main goal is to see how the conflicts are resolved, the literary time spent on the resolution of the conflicts is an indication of where the weight of the story needs to lie. In this case, it is certainly with Ruth and Naomi judging from the amount of time spent on dialogues between the two women. They are therefore the ones that contribute to the resolution of the conflicts of the plot. Chapter 3 reveals that in the book of Ruth the narrative voice or the perspective of attitudes, conceptions and worldview are those of a woman. The fact that the book of Ruth is named after a woman; the fact that at the very outset all the males in the story die and it is the women that take over the narrative; the fact that in the end the women of Bethlehem declare that Ruth is better to Naomi than seven sons are just some of the reasons that substantiate the argument that the narrative voice in the book of Ruth was that of a woman. It is also shown that this narrative voice (whether overt or covert) subverts gender and ethnic expectations. Chapter 4 outlines the way in which biblical characters are portrayed. The subsections of chapter 4 deal with the characterisation of each major character: Naomi, Boaz, and Ruth. Chapter 4 is the longest chapter since it is difficult to evaluate characterisation without engaging the other facets of literary criticism as well, such as plot and dialogue
(Revised) Hypothesis Tests and Confidence Intervals Involving Fitness Landscapes fit by Aster Models
No full text1 online resource (PDF, 10 pages)Geyer, Charles J.; Shaw, Ruth G.. (2010). (Revised) Hypothesis Tests and Confidence Intervals Involving Fitness Landscapes fit by Aster Models. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/199683
Aster Models and Lande-Arnold Beta
No full textLande and Arnold (1983) proposed an estimate of beta, the directional selection gradient, by ordinary least squares (OLS). Aster
models (Geyer, Wagenius and Shaw, 2007; Shaw, Geyer, Wagenius, Hangelbroek, and Etterson, 2008) estimate exactly the same beta, so providing no improvement over the Lande-Arnold method in point estimation of this quantity. Aster models do provide correct confidence intervals, confidence regions, and hypothesis tests for beta; in contrast, such procedures derived from OLS are often invalid because the assumptions for OLS are grossly incorrect.Geyer, Charles J.; Shaw, Ruth G.. (2010). Aster Models and Lande-Arnold Beta. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/56329
Dr. Ruth Shaw's Inauguration
No full textDr. Ruth G. Shaw giving a speech at her inauguration ceremony in 1986. Dr. Shaw was the first female and second president of Central Piedmont Community College
Commentary on Lande-Arnold Analysis
No full textA solution to the problem of estimating fitness landscapes was proposed by Lande
and Arnold (1983). Another solution, which avoids problematic aspects of the
Lande-Arnold methodology, was proposed by Shaw, Geyer, Wagenius, Hangelbroek, and Etterson (2008). This technical report goes through Lande-Arnold theory in detail paying
careful attention to problematic aspects. The only completely new material is a theoretical analysis of when the best quadratic approximation to a fitness landscape, which is what the Lande-Arnold method estimates, is a good approximation to the actual fitness landscape.Geyer, Charles J.; Shaw, Ruth G.. (2008). Commentary on Lande-Arnold Analysis. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/56218
Aster Models with Random Effects via Penalized Likelihood
No full text1 online resource (PDF, 61 pages)Geyer, Charles J.; Ridley, Caroline E.; Latta, Robert G.; Etterson, Julie R.; Shaw, Ruth G.. (2010). Aster Models with Random Effects via Penalized Likelihood. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/199694
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