33 20 1884 Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource Na Mi Creator An entity primarily responsible for making the resource Guo Qiang Date A point or period of time associated with an event in the lifecycle of the resource 2007-07-25 Description An account of the resource By Guo Qiang (chinadaily.com.cn) Updated: 2007-04-18 15:27 The world was shaken by the news that a 23-year-old South Korean killed 32 students at Virginia Tech in the deadliest shooting rampage in U.S. history. The bloody massacre began at about 7:15 a.m. when two people were killed in a dormitory. Two hours later, the gunman reloaded his handgun, shooting another 30 dead. American President George W. Bush said his nation is "shocked" and "saddened" and his administration "would do everything possible to assist with the investigation". The shootings sent the whole nation into a panic, despite many reported incidents of shooting sprees on campuses in a country where owning guns is considered a right. There was no confirmed motive for the shootings. People around the world should observe silence for the 32 innocent victims of the gunman who was purported to vent his pent-up anger because he suspected his girlfriend had a date with a student at the same school. Chinese Foreign Ministry spokesman Liu Jianchao expressed China's condemnation of the killings and sent condolences to the victims' families. And what did gunman Cho Seung-Hui achieve in the end? Spurned love is not entitled to end 32 lives unexpectedly from the earth although romantic poets say 'Life is dear, love is dearer'. Now it's time to focus on U.S. gun regulation. Cho is a South Korean immigrant who had lived in the U.S. since 1992 and had a green card, which makes it legal for him to obtain guns at a gun shop. Reports said Cho paid US$571 for his weapons and a box of ammunition. Gun control should be on the agenda of the Bush administration. According to reports, America is one of the most heavily armed societies in the developed world, with 40% of households owning guns. U.S. homicide rates are two to 10 times higher than in other developed countries. It was during the American War of Independence in the late 1700s that guns and firearms were necessities for the American people to fight for their independence against Britain. The Second Amendment to the U.S. Constitution states: "A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed", enabling its citizens to legitimately own firearms. As a legal permanent US resident, Cho had the same rights as any other American citizen to buy guns. Currently, the Democrats support gun control while the Republicans do not. The differing attitudes make it difficult to come to a consensus on gun control. This issue will be a hot topic in next year's presidential elections. Chinese online commentators quickly weighed in on the issue, with many blaming the school for lax safety regulations. Students also complained the school did not react quickly enough to the deadly situation, saying they only received an e-mail from the university that urged them to be cautious about a shooting. However, Virginia Tech President Charles Steger defended the college's response by saying, "We had no reason to suspect any other incident was going to occur." In covering this horrific tragedy, it is necessary to question the media ethics of some news websites. Without confirmation from outside sources, some influential websites, like Sina.com.cn posted a story translated from the Chicago Sun-Times, saying the murderer was likely to be a Chinese immigrant from Shanghai. Chinese media should confirm the facts before releasing stories, which is a basic standard for media outlets. Some websites are so concerned by the number of page hits that they forget their credibility is at stake. Meanwhile, local media outlets should bear the responsiblity for hurting a guy who was wrongly accused as a suspect. Wayne Chiang, 23, an Asian-American student at Virginia Tech University has become the subject of fevered speculation on the internet after the killings. "I am not the shooter. Through this experience, I have received numerous death threats, slanderous accusations, and my phone is out of charge from the barrage of calls. Local police have been notified of the situation," Wayne wrote in his blog http://www.theage.com.au/news/world/the-internet-thinks-its-me/2007/04/17/1176696821109.html?s_cid=rss_age . "It was five for five. I was Asian, I lived in (the dorm), I go to V Tech, I recently broke up with my girlfriend and I collect guns." Let us get back to the point. It is a tragic story of 32 innocent lives killed by a young man. Just hold up candles for their souls. -- Original Source:China Daily <a href="http://www.chinadaily.com.cn/china/2007-04/18/content_853638.htm">http://www.chinadaily.com.cn/china/2007-04/18/content_853638.htm<a/> Language A language of the resource eng Title A name given to the resource Gun Control Back on the Agenda gun control gun regulation shooting Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource Sara Hood Creator An entity primarily responsible for making the resource KONRAD KLINKNER Date A point or period of time associated with an event in the lifecycle of the resource 2007-08-19 Description An account of the resource By: KONRAD KLINKNER Columnist Posted: 4/23/07 The intricacies of the recent tragedy at Virginia Tech are proving to be very enduring media fodder, with NBC lapping up Cho's media package and the investigations probing deeper and deeper into the background of the gunman, savoring every juicy drop of sordid drama. It's been so lasting because, as the act of an irrational psycho, it's riddled with questions that will never be answered - and that always keeps an audience. Almost grudgingly, one of the few concrete issues that the tragedy has forced back into the national spotlight is one of America's least favorite debate topics: gun control. One might think that the massacre naturally lends itself easiest as an example of how guns are too easy to acquire here in the States. But, pro-gun rights advocates are already quick to turn it into a case for more self-defense. Indeed, some gun-rights proponents are even suggesting that Virginia Tech's campus policy of prohibiting the possession of firearms on campus should be reviewed. A fair number of students are quoted as saying they wished somebody had a gun with them on that day. Larry Pratt, executive director of Gun Owners of America, said, "All the school shootings that have ended abruptly in the last 10 years were stopped because a law-abiding citizen - a potential victim - had a gun. The latest school shooting at Virginia Tech demands an immediate end to the gun-free zone law which leaves the nation's schools at the mercy of madmen." So Pratt is suggesting here that allowing guns on campuses would be a big step toward curbing shooting outbreaks. Really? Who thinks to bring a gun to class on a regular basis? Beyond making a strong case for having more vigilant background checks, though, it's very unlikely that the Virginia Tech tragedy will spur any significant gun control initiative within the United States. It's not like any previous mass shooting has. To many people elsewhere in the world, the recent tragedy is yet another bloody stain on America's generally ugly reputation. European critics, as to be expected, particularly express their never-ending bafflement that Americans never seem to do anything about their gun laws. And well they may wonder. But as much as I don't care for guns and identify more with the ethos of gun-control advocates, I can't believe that gun control alone is going to fix things. Serious gun control legislation, like what Europe has, is doomed to fail in the United States as it is today, and that's because guns are just too embedded in American culture for laws alone to make lasting changes about it anytime soon. History has shown us that prohibition laws are rarely ever effective when they run up against big cultural institutions. A real attempt to bring our gun control laws anywhere near the standards of Western Europe would be disastrous today. If someone ever miraculously pulls off an outright ban on general gun ownership in the United States, that person will probably get shot, and I'd fully expect ferocious, widespread defiance of the law across the entire nation. You'd have to pry those guns from America's cold, dead hands. Before law reform can be used effectively to curb guns, our gun culture must first undergo reform. Gun ownership is often trumped up in the United States as a testimony to the hallowed virtues of individualism and self-sufficiency. The civilian's gun embodies vigilante security and is about as literal as "power to the people" gets - this harkens all the way back to the Revolutionary days when militias actually mattered, which is indeed where we got this Second Amendment from in the first place. It was an assurance to those suspicious of the new federal government that they'd always have their guns to protect them should the feds ever get too tyrannical. Even today some pro-gun rights people will talk about a civilian's firearms as the last line of defense against governmental tyranny, which really can't be anything more than just a psychological comfort, since I can't imagine today's citizenry armed with handguns and hunting rifles having any chance against our government's tanks and bomber planes. But of course it's naive to say that gun enthusiasm in America mainly comes from a militant devotion to liberty. On a more simple level, people just like shooting things, and having guns makes you dangerous and therefore potentially cool. I get somewhat torn when it comes to this, because on one hand, I'm not a fan of real guns, but I honestly also think guns are quite awesome when kept to the realm of fiction, as in video games. Most U.S. politicians tend to take an inverse stance, being way more comfortable supporting restrictions on the mere depiction of guns rather than restricting guns in real life. Personally, I would rather there not be necessary restrictions on anything, and that American culture could just chill out with the guns out of its own volition. That, I think, will bring more peace than any law will bring about, but it will be a long time in coming. -- Original Source: <a href=http://media.www.pittnews.com/media/storage/paper879/news/2007/04/23/Opinion/Gun-Control.Wont.Work.In.U.s-2873292.shtml> The Pitt News - April 23, 2007</a> Language A language of the resource eng Rights Information about rights held in and over the resource Annie Tubbs <annietubbs@gmail.com> Title A name given to the resource Gun control won't work in U.S. background checks gun advocates gun control laws pitt university Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource Sara Hood Creator An entity primarily responsible for making the resource Karl Spaulding Date A point or period of time associated with an event in the lifecycle of the resource 2007-08-16 Description An account of the resource By: Karl Spaulding Posted: 5/7/07 When Florida liberalized its restrictive and disjointed system of concealed carry laws in 1987, many states followed suit. In each case, naysayers predicted everything from "blood in the streets" to "parking lot shootouts." Just as regularly, after each state changed the law to allow more law-abiding citizens to carry concealed handguns, the results were peacefully anticlimactic. Within a year or so after a law changed, a law enforcement or political figure would be quoted in an article admitting they were surprised that there had been no major problems. Now after the Virginia Tech shootings, there are those wanting concealed carry to be allowed on college campuses. I've wanted this for ages, not as an "answer" to mass shootings (there is no single answer), but because it would further improve the safety of individuals who are legal to carry elsewhere in Ohio. Predictably, the naysayers are still at work. They claim the same tragic consequences as they always have, aggravated by our youthful population and the abuse of alcohol. One of the arguments that keeps popping up is that "everyone will have a gun." They expect us to believe that the most irresponsible students will start carrying guns while drunk, wreaking havoc in our residence halls and classrooms. What they don't mention is that in Ohio the minimum age for a concealed handgun license is 21. Plus, applicants have to take a 12-hour training course. At most, only around 4 to 5 percent of state populations obtain gun carry permits. Plus, schools could still be allowed to ban guns from their residence halls. I could state that these predictions are balderdash, but there is a better way to show this: real life results. "Campus carry" already exists. Utah is the only state that specifically allows licensed gun carriers on college campuses. Until just recently, the administration of the University of Utah banned legally concealed guns, but a decision from the Utah Supreme Court forced them to comply. Other colleges in Utah, including the College of Eastern Utah, have had legal concealed carry since at least 2003. If there were serious problems with these schools, wouldn't we have heard of them by now? Opponents of campus carry don't like to talk about what happens in the real world; only what happens in their pessimistic, sociologically illiterate minds. The best reason for allowing CHLs on campus is that those of us who want to go armed need to carry as much as possible to make it a habit. The safest place for a defensive handgun is on one's person, not locked in a car (currently allowed by Ohio law on campus) or at home. No one can predict when they might be attacked, so one needs to carry a defensive weapon as much as possible. Do you only wear your seatbelt when you think you will be in a crash? Proper weapons training (another thing most administrators don't have) dictates that weapons should be carried in the same place as much as possible. When faced with danger, the mind will be occupied by other things, and one's weapon presentation should be automatic. This is true for any weapon or tool that will be used under stress. Unfortunately, our society ignores the real purpose of defensive weaponry, and stigmatizes handguns as suitable only for killing people instead of admitting their real purpose: saving innocent human life from an unexpected attack. A 1995 study, which showed firearms are used more than 2 million times per year in self-defense, described how prosocial uses for weapons at the very least cancelled out the negatives. Another criminologist, the late Marvin Wolfgang, followed that article with his own, expressing surprise as well as admiration because he had long been against firearms ownership, but could find nothing wrong with their methodology. CHL holders do not become violent, "Wild West" savages when they come onto campus. Those of us who carry simply want to be able to protect ourselves to the best of our abilities at all times. Yes, campus is relatively safe, but the neighborhoods surrounding OSU and the places where visitors come from may not be. Society is not made any safer by restricting individuals' right and means to self-defense. -- Original source:<a href=http://media.www.thelantern.com/media/storage/paper333/news/2007/05/07/Opinion/Gun-Licenses.Safe.Choice-2896369.shtml>The Lantern - May 7, 2007</a> Language A language of the resource eng Publisher An entity responsible for making the resource available The Lantern Rights Information about rights held in and over the resource GERRICK LEWIS <lewis.1030@osu.edu> Title A name given to the resource Gun licenses safe choice campus safety concealed carry gun control ohio state university Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource Brent Jesiek Creator An entity primarily responsible for making the resource The Lancet Date A point or period of time associated with an event in the lifecycle of the resource 2007-06-11 Description An account of the resource Editorial <a href="http://www.lancet.com/">The Lancet</a> Available online 26 April 2007. The blood had not yet dried in the lecture rooms of Virginia Tech, Blacksburg, Virginia, before polarised camps claimed that the slaughter of 32 students and teachers vindicated their particular stance on gun control. So shrill was the debate about whether the tragedy would have been better prevented by reducing firearms through stronger gun laws or by increasing availability through liberalising right-to-carry legislation, that the more important issue of gun violence as a public-health menace has been neglected. Until the debate widens to address violence as a preventable social problem, rather than solely a legal concern, mass shootings will continue. To pretend that the Blacksburg tragedy is unique ignores the legacy of school shootings in Dunblane, Columbine, and elsewhere, and deprives people of an opportunity to reduce future risks. Violence is a broad problem that involves communities, not just criminals, and populations around the world, not just the USA. In 2003, 1Â·6 million people were killed by violence worldwide, more than by road traffic crashes or malaria. One-third died as a result of homicide. The incidence is rising, fuelled by inequalities, victimisation, and lack of social trust, so that gunshot wounds are a major cause of death for young men. Because the USA has the highest homicide and gun-homicide rates of any industrialised democracy, the country is a natural focus for attempts to learn more about violence. But despite many Federally funded programmes, objective research on interventions to reduce violence is lacking. Nor has the Campbell Collaboration, established to synthesise evidence for the social sciences, provided guidance. In 2004, the <a href="http://www.sciencedirect.com/science?_ob=RedirectURL&_method=externObjLink&_locator=url&_plusSign=%2B&_targetURL=http%253A%252F%252Fwww.nap.edu%252Fcatalog%252F10881.html">US National Research Council</a> critically reviewed gun violence and concluded that there was little quality science to inform decision making. The reason is that most studies are based on associations or on before-and-after series. A 2004 survey from Harvard estimated that 38% of households and 26% of individuals had at least one of the 283 million private firearms in the USA. Even teenagers report ready access to guns. Several studies in the USA and elsewhere cite protection as the main reason for having a gun, despite the fact that guns are far more likely to be used offensively, including suicide, than for self-defence. The association of firearms and their use in homicide between populations (four shooting deaths per 100 000 in the USA vs 0Â·15 per 100 000 in Cameroon where private guns are banned) is complex and obviously involves cultural factors as well. Yet, interventions within populations that remove guns do seem to reduce gun crime in a reproducible manner. In 2003, more than half the guns retrieved from crimes were traced to 1% of dealers. When such a dealer in Milwaukee stopped selling inexpensive handguns, local gun crime was reduced by 96% and the transfer of new weapons to criminals decreased by 44%. In Indianapolis, Pittsburgh, and Kansas City, policing to remove illegal firearms from the street reduced gun crime as well. Multiple interventions combining social networks with stronger enforcement can also be successful, such as the 63% drop in homicides after Operation Ceasefire in Boston. Tougher gun laws in Brazil in 2003, allied with a buy-back programme of 450 000 guns, reduced the gun-homicide rate by 8% and hospitalisation for gunshots by 4Â·6%. How can such findings inform sensible policy decisions? The National Research Council concludes that individual-level data are needed. Characteristics of victims can be enhanced with WHO's <a href="http://www.sciencedirect.com/science?_ob=RedirectURL&_method=externObjLink&_locator=url&_plusSign=%2B&_targetURL=http%253A%252F%252Fwww.who.int%252Fclassifications%252Ficd%252Fadaptations%252Ficeci%252Fen%252Findex.html">International Classification of External Causes of Injuries</a>, which by introducing standard reporting criteria, enables comparisons between studies. But there are few details about perpetrators, since criminal background checks for sales by gun dealers are destroyed within 24 h and private second-hand sales, which constitute 40% of gun transfers in the USA, are not recorded. To understand assailants' risk factors requires records of gun ownership or ballistic fingerprinting, to which the powerful US National Rifle Association is opposed. The events in Blacksburg on April 16 demand a more mature evaluation of gun violence, based on the right to health instead of the right to bear arms, and which places public welfare above self-interest. The National Research Council's call for accurate, individual-level data from rigorous studies is essential, in order to provide robust information on which sound interventions can be based. But until such data are available, the best current evidence clearly supports an immediate reduction in the availability of firearms as a public-health priority. -- Reprinted with permission from Elsevier (The Lancet, 2007, Vol 369, Issue 9571, p 1403) Language A language of the resource eng Rights Information about rights held in and over the resource Clare Truter, Rights Manager, S&T, Elsevier (permissions@elsevier.com) Title A name given to the resource Gun violence and public health editorial gun violence public health risk Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource Nicholas Kiersey Creator An entity primarily responsible for making the resource Nicholas Kiersey Date A point or period of time associated with an event in the lifecycle of the resource 2007-04-29 Description An account of the resource The following is a short piece by myself, published in the Irish Sunday Business Post. ~NiK ------------------- <a href="http://archives.tcm.ie/businesspost/2007/04/22/story22922.asp">http://archives.tcm.ie/businesspost/2007/04/22/story22922.asp</a> Gun-control debate rages on 22 April 2007 By Nicholas Kiersey Six days have passed since the horrific events at Virginia Polytechnic Institute and State University, during which 32 people were shot dead by a lone gunman, Cho Seung-Hui, before he killed himself. It is hardly enough time for students and staff to begin to reflect upon the scale of the event and how it is already provoking what will probably turn out to be a major round in the US gun-control debate. Of course, the human dimension to the story is being played out this weekend in the homes of the families and friends of the victims. Memorials are taking place around the state. Funerals are being arranged for tomorrow or Tuesday, depending on how soon the police release the bodies. The university administration wants students back at school for resumption of classes tomorrow. Professors and teaching assistants are being briefed in the coming days. The regular curriculum will be suspended for tomorrow's classes, in favour of discussions on the events from a variety of perspectives. Elsewhere, the nation's media are already turning to eager 'talking heads' and pundits for their commentary on the killer, his psychological state and how campuses might better prepare themselves to ward off similar attacks. Conspicuous by its absence in this dialogue, however, is a meaningful engagement by US politicians with the question of gun control. On the left and right alike, US politicians have long considered the issue of gun control to be very tricky. Analysts have attributed John Kerry's defeat in the 2000 election to his stance on the banning of assault weapons. The news networks are affording the pro-gun movement ample space to express its views. The views of Susanna Hupp, herself a survivor of a shoot-out in a Texas cafe in 1991, are not atypical. As she put it in a debate on CBS last week, the most heinous of all mass killings in the US, like those at Columbine and Virginia Tech, have all taken place in 'gun-free zones', places where even basic side arms are banned. Such views are popular in America and are not uncommon even among students and alumni of Virginia Tech. As one friend of mine, a former tech student currently deployed in Iraq with a private security firm, said a couple of days ago: ''If one of the victims had been carrying [a gun] and had reacted properly, a lot of lives could had been saved." Others at Virginia Tech are perplexed by such opinions. The idea that weapons-bearing students might somehow have averted last week's massacre seems to ignore the likely complexities that such a situation would produce. How, for example, would students in separate classrooms have been able to distinguish friend from foe? Would such a scenario not make the job of law enforcement officers extremely difficult? President George W Bush last week asserted his support for the second amendment, the instrument of the US constitution that grants the right to bear arms to all citizens. The day before his speech at the Virginia Tech memorial convocation, his press secretary, Dana Perino, said: ''The president believes that there is a right for people to bear arms, but that all laws must be followed." However, the second amendment was written when the US nation was still insecure about foreign invasion. Its sole instrumental purpose was to ensure citizens were equipped to form a militia in the absence of a standing army. Meanwhile, news is breaking about the sheer quantity of ammunition expended by the Virginia Tech killer. Among the inventory he carried on the day were hollow-point shells and ammunition clips capable of holding up to 30 bullets. Protagonists on both sides of the gun debate in the US tend to stereotype their opponents, yet the pro-gun movement seems incapable of articulating a balanced view on the sorts of weapons required by the average citizen. The fact remains high-powered guns are too easy to get in Virginia. Second-hand weapons may be purchased with no background check, and there are no state restrictions on the sale of military-style semiautomatic assault weapons, such as the AK47. As we learned last week, a Virginia judicial officer certified in 2005 that Cho presented ''an imminent danger to himself as a result of mental illness''. As such, Cho probably fell within the category of ''adjudicated as a mental incompetent'' used in the Federal Gun Control Act of 1968. However, none of this showed up in his background checks on the day he purchased his weapons. My gun-advocate friends often argue it would be impossible to fully regulate the ownership of guns. Better then to let everyone carry a weapon so that they might defend themselves and thereby create a deterrent. Yet they ignore the experience of many Europeans, such as myself, who have grown up in countries where gun ownership is regulated quite successfully. This weekend, most Virginia Tech students will be envious of the sort of peace and security that such regulation can provide. Nicholas Kiersey, who is from Blessington, Co Wicklow, is a PhD student at Virginia Tech Language A language of the resource eng Title A name given to the resource Gun-control debate rages on gun control international ireland irish reaction Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource Brent Jesiek Creator An entity primarily responsible for making the resource keh619 / Tales of a Back Seat Prime Minster (blog) Date A point or period of time associated with an event in the lifecycle of the resource 2007-07-09 Description An account of the resource April 18, 2007 I apologize in advance for the tone of this piece. I thoroughly appreciate the devastating gravity of the situation, and I extend my heartfelt condolences to those families and friends affected. Blacksburg, Virginia. Less than a week ago, nothing would have sprung to mind. In fact, many would not even have known this small town existed. Now, for obvious reasons, it's on the map. The events of April 16 serve as a reminder - a reminder that society is imperfect; that society is unpredictable; and that society is unprepared. In fairness to those involved, the events at Virgina Tech could not have been predicted with any ease. What happened was not a commonplace, run-of-the-mill, every-day happening. I won't even go so far as to say that what happened could have been prevented - there is no reasonable way of knowing that. What I will do, however, is take a few quick shots at the aftermath. Everyone has their own concocted theory on how to respond to this type of situation. Pat Brown, for example, argues that whoever was the owner of the weapons used in the attack should be held accountable for the deaths of each and every student and professor on Monday. She believes that somehow, this would prevent a psychopath from acquiring the weapons they would choose to employ for such causes. The real world begs to differ, Pat. What we need to take away from the Virginia Tech Massacre is very simple - there are people out there that need help. Guns didn't kill those students; the Asian man didn't kill those professors; what transpired at Virginia Tech is exactly what happened at Columbine, Taber, Montreal, and every other mass shooting. These people were neglected. Do I believe in any way that whatever circumstances the shooter may have been put through justify his actions? No. Reciprocity, particularly when it involves violence, solves nothing. With that said, however, how do we take ownership of Monday's events? Do we pretend that this was an isolated incident - a single student lashing out at random? Did this man wake up on the wrong side of the bed, and decide that morning to take the lives of 32 innocent people? I don't think so. Society perpetuates the attitude and the atmosphere that leads these people to commit horrendous acts. If this young man had been cared for, appreciated, respected, and amongst friends, would there still be 32 innocent people dead? Would the thought ever have even crossed his mind that he could be capable of such an atrocity? These murderers are not the product of their own tendencies - they are products of society, as are we all. Maybe they needed medical attention, or maybe they had deep-rooted psychological issues; that could absolutely be a contributing factor. At the end of the day, however, someone pushed this young man over the edge, and was repaid in the most horrific kind. DO NOT fool yourself into believing that we are not responsible for what happened. Each and every one of us, through our thoughts, words, or actions, could spur or prevent the next Virginia Tech. We point fingers at the school's administration, the local police, the county flower... ultimately, we must all hold ourselves and one-another accountable for the citizens we are. Blacksburg, you have our thoughts and prayers. If nothing else, remember: This too shall pass. In mourning, this is BSPM, signing off. Posted by keh619 on April 18, 2007 05:08 PM -- Original Source: <a href="http://blogs.usask.ca/politics/2007/04/guns_dont_kill.html">http://blogs.usask.ca/politics/2007/04/guns_dont_kill.html</a> Licensed under <a href="http://creativecommons.org/licenses/by-sa/1.0/">Creative Commons Attribution-ShareAlike 1.0</a>. Language A language of the resource eng Rights Information about rights held in and over the resource Creative Commons Attribution-ShareAlike 1.0 Title A name given to the resource Guns Don't Kill People, Kids Who Play Video Games Kill People... blog reaction responsibility society Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource Brent Jesiek Creator An entity primarily responsible for making the resource S L Kim Date A point or period of time associated with an event in the lifecycle of the resource 2007-05-26 Description An account of the resource <a href="http://www.printculture.com/index.php?memberid=4">by S L Kim</a> | April 17, 2007 1. Race Shame As soon as I saw the shooter's name--Cho Seung-Hui--in the <a href="http://www.nytimes.com/2007/04/17/us/17virginia.html?hp">NYT</a> this morning, I knew he was Korean. Crap. Ever since I got home last night after teaching, and my husband told me about the deadly shooting spree at Virginia Tech, I'd been wondering, like everyone else, about the gunman. Knowing he was a "young Asian man" made me maybe slightly more curious than I normally might have been, and finding out his name made my heart sink a little more. He's being described in the NYT as a "South Korean who was a resident alien in the United States," a 23-year-old senior English major. At first I imagined one of those Korean students who are sent to the US by themselves, as high school or college students, by families eager for them to get an American education at whatever cost. These students, with varying levels of English-speaking skills, are sent all over, to far-flung corners of the US. But it turns out that this "resident alien" came to the states with his family in 1992, when he was 7 or 8 years old. Wouldn't that make him, culturally speaking, an American? It's not so much that I'm afraid of outbreaks of violence against Koreans or Asians in general, but I worry about the generalizations and pop psychology pablum that will reinforce ugly stereotypes and perpetuate tacit forms of racism in the name of "understanding what happened." You know, looking for things in his culture or his upbringing that might have contributed, all the while the implicit message is: watch out for the quiet Asian guys, because they might just go crazy. 2. Media Rhetoric Already, the shooter is described as a "loner," already the profiles emerge about these killers on a rampage. The photos of him are now circulating, and he's described as expressionless. Apparently, <a href="http://www.chicagotribune.com/news/nationworld/chi-070417vtech-shootings,1,176236.story?coll=chi-newsnationworld-hed">he left a note</a> with a list of grievances and he wrote disturbing stories in his creative writing class. It seems too easy to map the symptoms of pathology onto the stereotypical features of racial and ethnic identity. For a while last night, no one wanted to say whether the shooter was a student at VT, but it seemed pretty apparent to me that whoever did it was affiliated with the school in some significant way. But there's a strong impulse to distance ourselves from the killer among us, to imagine that it might have been random, unpredictable, even as we try to fit him into a knowable pattern. A student interviewed said he can't believe he used to say hi to such a "monster." Meanwhile, as we slowly learn more about the victims, the media can't help but paint the stark contrast between the happy, accomplished, and well-integrated students on one side and the angry loner who hated them on the other. I don't think I can stand to watch the TV coverage of this event. 3. Stupid Politics According to <a href="http://www.slate.com/id/2164337/?nav=fix">Slate</a> and other sources, the blogs on the left and right are abuzz about what could have been different in the gun laws to have prevented or at least curtailed the violence. There are people who actually believe that the answer to preventing this kind of gun violence is for more people to be able to carry concealed weapons. Fight force with equal force, they say. If law-abiding citizens were able to arm themselves, the idea goes, they'd be able to step in and play the hero. I just don't buy it. I wouldn't want to be on a campus where I know some of those around me are packing heat. 4. Campus Life I worry about what this event will do to the climate and conditions of university life. I worry that this will be used as an excuse by the state, the right, the short-sighted, self-interested politicians to meddle in university life in the name of "security." We know how well that's going on the national level. 5. Across the Ocean I wonder how this event is being portrayed and talked about in the Korean media. Any thoughts, J Lee? -- Original Source: <a href="http://www.printculture.com/index.php?itemid=1363">http://www.printculture.com/index.php?itemid=1363</a> Licensed under <a href="http://creativecommons.org/licenses/by-nc-nd/2.0/">Creative Commons Attribution-NonCommercial-NoDerivs 2.0</a>. Language A language of the resource eng Rights Information about rights held in and over the resource Creative Commons Attribution-NonCommercial-NoDerivs 2.0 Title A name given to the resource Gut Reactions blog commentary reaction https://www.april16.vtlibraries.net/files/original/2419983604_5a62e4115f_b_4ab7586ad7.jpg null Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Date A point or period of time associated with an event in the lifecycle of the resource 2008-05-02 Omeka Legacy File The metadata element set that, in addition to the Dublin Core element set, was included in the `files` table in previous versions of Omeka. These elements are common to all Omeka files. This set may be deprecated in future versions. Capture Date 2008-05-02 15:25:40 Still Image A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource Kacey Beddoes Creator An entity primarily responsible for making the resource Brian Sewell Date A point or period of time associated with an event in the lifecycle of the resource 2008-05-02 Description An account of the resource Memorial stone of Matthew Gregory Gwaltney on 4/16/08. Photo by Brian Sewell. -- Original Source: <a href="http://www.flickr.com/photos/briansewell/2419983604/in/set-72157604577382666/">http://www.flickr.com/photos/briansewell/2419983604/in/set-72157604577382666/</a> Language A language of the resource eng Rights Information about rights held in and over the resource Brian Sewell <bwsewell@vt.edu> Title A name given to the resource Gwaltney memorial anniversary gwaltney memorial stone Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource Elva Orozco Creator An entity primarily responsible for making the resource Hugo A Valecillos La Riva Date A point or period of time associated with an event in the lifecycle of the resource 2007-08-05 Description An account of the resource Publicado por Hugo A Valecillos Martes 17 de Julio del 2007, 00:01:32 Con mucho respeto y mucho dolor basado en la masacre de Virginia Tech La pirÃ¡mide del hogar Piezas que suben Piezas que bajan FormaciÃ³n En el seno de un gran hogar. Desde la infancia Un mensaje y la lecciÃ³n Mucho amor Mucho respeto Construir y edificar Un edificio repleto. Somos maestros EnseÃ±ar es cultural Desde una casa inicial El beso, el abrazo Y la bendiciÃ³n es usual. Todo nace de familia Criar de malos Criar de buenos Un padre y una madre Su tarea principal Hacer de nuestros muchachos, Hacer de nuestras muchachas Hombres y mujeres de bien. Nosotros los alimentamos Son las semillas del futuro Evitando los dolores de cabeza Y enseÃ±ando los buenos ejemplos Para construir sobre bases sÃ³lidas Lo que todo padre y madre desea Hacer de los hijos y de las hijas Gentes de bien InculcÃ¡ndoles El amor y el equilibrio El respeto y la consideraciÃ³n Para todos los seres humanos Independientemente De su color, de su raza, de su ideologÃa Y por supuesto La religiÃ³n. Hugo A Valecillos La Riva Poeta Ingenuo Latinoamericano -- Fuente Original: Poeticadigital.com <a href="http://www.poeticadigital.com/paseantes/hugo-a-valecillos/hacer-dano/2007/">http://www.poeticadigital.com/paseantes/hugo-a-valecillos/hacer-dano/2007/</a> Licencia de uso: <a href="http://creativecommons.org/licenses/by-nc-nd/2.5/es/legalcode.es"> Creative Commons Reconocimiento-NoComercial-SinObraDerivada 2.5 EspaÃ±a. Language A language of the resource spa Rights Information about rights held in and over the resource Creative Commons Reconocimiento-NoComercial-SinObraDerivada 2.5 EspaÃ±a Title A name given to the resource Hacer daÃ±o poema https://www.april16.vtlibraries.net/files/original/DSC00079_563ce3cb96.JPG null Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Date A point or period of time associated with an event in the lifecycle of the resource 2007-08-07 Omeka Legacy File The metadata element set that, in addition to the Dublin Core element set, was included in the `files` table in previous versions of Omeka. These elements are common to all Omeka files. This set may be deprecated in future versions. Capture Date 2007-08-07 15:32:06 Still Image A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource Na Mi Creator An entity primarily responsible for making the resource Na Mi Date A point or period of time associated with an event in the lifecycle of the resource 2007-08-07 Description An account of the resource Haiyan Cheng,who experienced the shooting on April 16, is talking with the Chinese journalists. Language A language of the resource eng Title A name given to the resource Haiyan Cheng and Chinese journalists haiyan cheng https://www.april16.vtlibraries.net/files/original/20070418130516715458_5fe1f91f0e.jpg null Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Date A point or period of time associated with an event in the lifecycle of the resource 2007-08-15 Omeka Legacy File The metadata element set that, in addition to the Dublin Core element set, was included in the `files` table in previous versions of Omeka. These elements are common to all Omeka files. This set may be deprecated in future versions. Capture Date 2007-08-15 16:09:02 Still Image A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource Na Mi Creator An entity primarily responsible for making the resource æ–°æ°‘ç½‘ Date A point or period of time associated with an event in the lifecycle of the resource 2007-08-15 Description An account of the resource Haiyan Cheng,who experienced the shooting with her students in the Norris Hall on April 16 was talking with the journalist. Original Source: xmnext.com <a href="http://news.xmnext.com/world/shehui/2007/04/18/304206.html">http://news.xmnext.com/world/shehui/2007/04/18/304206.html</a> Language A language of the resource eng Title A name given to the resource Haiyan Cheng in an interview haiyan cheng interview norris hall shooting Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource Na Mi Creator An entity primarily responsible for making the resource Haiyan Cheng Date A point or period of time associated with an event in the lifecycle of the resource 2007-07-22 Description An account of the resource Hi, all: Thank you all for your concern, I'm safe. Here's what was happened to me yesterday. I'm so proud of all my students, please pray for our community to recover from this huge lost and sorrow! Take care all! Haiyan Cheng ******************************************************** It was April 16 2007ï¼Œa cold and windy morning for Blacksburg. I have class to teach at 9:05 AM. It is "CS4414-Issues in scientific computing", a class for senior student in CS and Math students. Whenever my advisor went to conference, I would take over the lecture. I went to my office in Torgerson Hall at 8:50, checked email, left my cell phone charging, (last Friday there was the bomb threat that made us evacuated immediately, that time I remembered to take my cell phone and laptop, but forgot the charger) and left laptop in the office and went to Norris Hall to teach. One of my colleagues asked earlier where is my classroom. I told him Norris 204 or 205 (the first classroom on the left hand side at the second floor), I'm not sure. So the first thing I went to the second floor, Norris hall, is to check my room number. It is indeed 205, 204 is across the hall, I took a quick look at the classroom, about 20 students were sitting there, an old professor with white hair was taking his teaching material out of his briefcase. At 9:00 am, I went into the classroom, everything was as usual, the window opened a little bit, we can feel the breeze. I started the "Numerical solution of ODE" lecture. I covered analytical solution, discussion on existence and uniqueness, there was about 15 minutes left till the end of the lecture, it was about 9:40. Several loud "Band, Bang, Bang"came from outside of the classroom. They were really loud. I was not sure where it came from, but it seemed very close to us. We all thought it was some kind of construction. Then it stopped for 5-10 sec. I was about to start another topic on stability analysis. Then the sound came again. Teresa, the female student sitting close to the door stood up and went to check. I followed her, with the lecture note still in my hand. We were standing at the door, sticking our heads out and checking what happened. The sound came from room 208, the room across the hall, to the left of our classroom. The door is closed. I gazed at that door for 2 seconds. Then the door opened, a guy walked out, I only saw him 1 sec, but the most shocking thing is that he's holding a black handgun. He wears black, his face is square (roundish). Both I and Teresa came back in immediately, the gun shot right besides our ear. My ear is hurting by the loud sound. The first thing we came back in the classroom is telling everyone down, an Indian student said, let's block the door with table, so he can't get in. 4 guys in my class moved the big table next to the podium and blocked the door. (There's no window and no lock on the door. When there's lecture going on, usually we left the classroom door wide open.) While we were doing this, the gun shot keeps firing outside of the classroom. I and another girl were behind the podium. The other 2 girls were at the back of the classroom. 4 guys are lying on the ground in front, pushing against the desk legs. After about 1 minute shooting in the hallway, the gunman approaches our classroom. He was trying to open the door, but those students push really hard, then he began to shoot the door. The bullets came through the door, woodchips and metal pieces are everywhere. One bullet even hit the podium. Two of my students at the back underneath the desk were calling 911 with their cell phones, and talking to the police, they told the police there were 11 people in classroom 205, the gunman is still outside shooting. After the gunman tried several times, he gave up and began to shot somewhere else. The gun shot keeps going, "Bang, Bang, Bang", all I can do is knee down there and pray to God "Please stop him, please stop the gun fire, please..." Then we heard the police car siren from outside. One student asked that if we should jump out of the window. It's only the second floor. But we all thought that we should stay here, until things are clear outside. The gun shot sounds further and further. But still not stop. Before we went out to check, we already heard about 20, after we came in, we heard about 30-40, or even more than that. It was terrible. We waited and waited....We heard several unclear shout from outside "show me your hand, show me your hand" etc...but we are not sure if that were police or not. Until finally there was the knock at the door. Those guys made sure they were police, and we opened the door. The police had a gun in his hand, asking us all hands up, and go to the back of the classroom. He asked if anybody got injured. We told him no, then he asked us to sit down, keep calm. Then he was about to leave. One student asked him to close the door, since we thought they might still be searching the gunman. He said we were safe, and called another police officer to come at the door, 1 minute later, the police officer told us to stand in a line and run after him, leave our personal stuff behind. I was standing close to the podium, so I quickly grabbed my key and coat, running with the police. I saw the clip on the floor right outside of our classroom. We try not to step on the blood and run quick. I didn't even look at the other classroom, but Lisa running right behind me started to cry, I turned around, held her hand, we run together out of the Norris hall and into the Randolph Hall, while still shocking, the first thing I did is borrowed a laptop from another student and sent an email to my husband and our research group, telling them I was safe. I am so proud of all my students, they did a great job. We did the right things to save our lifes. I am so sorry about those students and professors, I can't believe 1 hour ago, I saw them all sitting in the classroom. So far, my cell phone and laptop are still in my office in Torgerson hall, since the building is closed, I'm almost disconnected from the outside world. All I did is using my neighbor's Internet to reply some messages that concerned about my safety. It was a terrible tragedy for Virginia Tech, for Blacksburg. Please pray for those families that lost of their loved ones. Let's all cherish every minute of our life. ******************************************************** Commentsï¼š I really admire that Haiyan is so brave and she even saved people's lives. I am pround of her and pround of being a Chinese. ******************************************************** I am a former VT student, I have read all the emails and news regarding this tragedy. I am so proud that we Chinese people have such a brave student who saved a lot of lives. May God bless all of us. ******************************************************** Hi Haiyan, Thank you so much. I am very proud of you. I sincerely admire your bravery and tact. We are all shocked by this unimaginable tragedy. Wish you all got recovered soon. ******************************************************** my dear friends blacksburg, means beautiful memory to me and my family. since yesterday, we were shocked. but piece by piece we know what happened. i'm proud for all of you, been through this tragedy, we saw heroes arise, we saw people helping each other. ACSS did good job on calm down fellow members. every single one of you is a hero to me. my salute extend to all of you. my wife, my unborn child wish you all recover from this. it's a tough job to do, but we all believe in you. let's go hokies!!! zheng ******************************************************** Definitely, let's give Haiyan a big applause for what she did to save people's lives. Not everyone could keep calm and respond correctly like she did. Haiyan, you did a very excellent job! Pray for your recovering as soon as possible from the nightmare. ******************************************************** Frankly, telling truth doesn't necessarily mean defying of victims. Help identify truth is also a kind of respect, especially given so many questions not answered yet. Tell Media the truth is our responsibility and whether accepting or not is in their side. J.L ******************************************************** I guess I am one of the foreigners on the list and I want to say that I have sent Haiyan's story to several friends and family members. My mother, who lives in Gainesville, FL, said she read something like that story in her paper on Tuesday morning. My husband and I applaud the actions of Haiyan--what a brave and selfless thing to do, to be able to keep one's wit together and save others--and I think it's important that everyone's story be told when possible. As far as I can tell, the media is not ignoring stories--their goal is to gain as many viewers as possible. All students, regardless of ethnic origin or country, are part of the VT community. Thank you all for everything you bring to our country and our community. Tell your stories when you can. Everyone benefits. Cindy Bertelsen VT alumnae, HNFE ******************************************************** Dear all, First of all, Haiyan was definitely brave. She and her students (e.g.Teresa and the Indian student) had been a team acting smartly and bravely to save their lives. But more important, no matter she is a hero or not, we all love her and are so thankful that she survived this terrible event. Let's pray for the victims and their families and all the alives. Stay safe, ******************************************************** Hi, all: Again, thank you all for your concern about me. There are so many news about me right now in both US and China. I can't believe how fast the news spread these days. I got lots of emails and phone calls everyday day from all sorts of medias, (which made my cell phone airtime used up super quick, I guess most of you had the similar situation). I stayed after midnight in office to process emails. At first I returned every phone calls as soon as I got my cell phone, but some of the media started to dig my personal info, which I thought is totally unnecessary, the focus should be the tragedy. I think I'm not a heroine, I wasn't one of the person who blocked the door. I'm just one of the survivors, which is written in the short story and sent to you guys earlier. For most of the medias, all I told them was to use the story I wrote and the interview clip by Washington Post. That was my experience, that was what happened to me, according to my memory. Talking about the same tragedy again and again did bring my memory back to those horrible moments again and again. I wish you all can understand. All I want is to get back to normal life ASAP as you all wished. If necessary, I will talk to one of the major medias, so that there will only be one correct information source. There must be a reason that my life was spared, I wish all of us can learn something, live our life to the fullest, enjoy every moment with the loved one, think positive... Yesterday there was the disaster relief truck on campus that provided free food and drinks for all the community members. There are many counseling services on campus. Today while I stopped at the red light at the corner of college street and Main street. There was an American girl sitting on a bench, smiling and waving to the passengers and drivers passing by. There was a sign besides her reads: "Need someone to hear, I will listen. (Free hugs)...." I didn't cry when I was in danger, but at that moment I can't stop my tears running down. At this time, all we need is the healing, not only for me, but for all the Hokies and families.I was really touched by the candlelight vigil last night, at the moment when all Hokies are united, I saw hope... I'm available to you guys for visit, Thanks for ACSS and everyone in the community. Let's go! Hokies! Haiyan Cheng -- Original Source:Cheng,Haiyan's narrative, and compiled by Mi,Na Language A language of the resource eng Title A name given to the resource Haiyan Cheng's experience on April 16 and people's responses first hand accounts gun shot haiyan cheng indian student randolph hall https://www.april16.vtlibraries.net/files/original/VTflag1_20caf9166e.JPG null Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Date A point or period of time associated with an event in the lifecycle of the resource 2007-07-11 Omeka Legacy File The metadata element set that, in addition to the Dublin Core element set, was included in the `files` table in previous versions of Omeka. These elements are common to all Omeka files. This set may be deprecated in future versions. Capture Date 2007-07-11 23:58:59 https://www.april16.vtlibraries.net/files/original/VTflag1_136c6e2c0d.JPG null Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Date A point or period of time associated with an event in the lifecycle of the resource 2007-07-11 Omeka Legacy File The metadata element set that, in addition to the Dublin Core element set, was included in the `files` table in previous versions of Omeka. These elements are common to all Omeka files. This set may be deprecated in future versions. Capture Date 2007-07-11 23:59:45 Still Image A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource Sara Hood Creator An entity primarily responsible for making the resource Uncredited Date A point or period of time associated with an event in the lifecycle of the resource 2007-07-11 Description An account of the resource The American flag at half mast in honor of the victims of the Virginia Tech shootings. (Uncredited photo) Language A language of the resource eng Rights Information about rights held in and over the resource Joan Brasher <joan.brasher@vanderbilt.edu> Title A name given to the resource Half Mast Flag on Vanderbilt Lawn flag vanderbilt https://www.april16.vtlibraries.net/files/original/2419984036_01ae9760c7_b_8f05a32355.jpg null Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Date A point or period of time associated with an event in the lifecycle of the resource 2008-05-02 Omeka Legacy File The metadata element set that, in addition to the Dublin Core element set, was included in the `files` table in previous versions of Omeka. These elements are common to all Omeka files. This set may be deprecated in future versions. Capture Date 2008-05-02 15:41:51 Still Image A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource Kacey Beddoes Creator An entity primarily responsible for making the resource Brian Sewell Date A point or period of time associated with an event in the lifecycle of the resource 2008-05-02 Description An account of the resource Memorial stone of Caitlin Millar Hammaren memorial on 4/16/08. Photo by Brian Sewell. -- Original Source: <a href="http://flickr.com/photos/briansewell/2419984036/in/set-72157604577382666/">http://flickr.com/photos/briansewell/2419984036/in/set-72157604577382666/</a> Language A language of the resource eng Rights Information about rights held in and over the resource Brian Sewell <bwsewell@vt.edu> Title A name given to the resource Hammaren memorial anniversary hammaren memorial stone https://www.april16.vtlibraries.net/files/original/100_0312_9da3d85439.JPG null Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Date A point or period of time associated with an event in the lifecycle of the resource 2008-04-10 Omeka Legacy File The metadata element set that, in addition to the Dublin Core element set, was included in the `files` table in previous versions of Omeka. These elements are common to all Omeka files. This set may be deprecated in future versions. Capture Date 2008-04-10 10:22:29 Still Image A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource Kacey Beddoes Creator An entity primarily responsible for making the resource Kacey Beddoes Date A point or period of time associated with an event in the lifecycle of the resource 2008-04-10 Description An account of the resource This letter was sent by a Florida inmate along with a handkerchief with hand-drawn doves and the victims' names on it. Language A language of the resource eng Rights Information about rights held in and over the resource Kacey Beddoes (kbeddoes@vt.edu) Title A name given to the resource Handkerchief letter doves handkerchief letter perspective gallery squires https://www.april16.vtlibraries.net/files/original/DSC00140_c450cdd41e.JPG null Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Date A point or period of time associated with an event in the lifecycle of the resource 2007-08-13 Omeka Legacy File The metadata element set that, in addition to the Dublin Core element set, was included in the `files` table in previous versions of Omeka. These elements are common to all Omeka files. This set may be deprecated in future versions. Capture Date 2007-08-13 19:47:53 Still Image A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource Na Mi Creator An entity primarily responsible for making the resource Jinfeng Jiao Date A point or period of time associated with an event in the lifecycle of the resource 2007-08-13 Description An account of the resource Handmade memorials were placed on one of the corners of the drillfield. Language A language of the resource eng Title A name given to the resource Handmade memorials for the victims Drillfield memorials https://www.april16.vtlibraries.net/files/original/100_0288_71b49ae8e1.JPG null Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Date A point or period of time associated with an event in the lifecycle of the resource 2008-04-10 Omeka Legacy File The metadata element set that, in addition to the Dublin Core element set, was included in the `files` table in previous versions of Omeka. These elements are common to all Omeka files. This set may be deprecated in future versions. Capture Date 2008-04-10 09:27:57 Still Image A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource Kacey Beddoes Creator An entity primarily responsible for making the resource Kacey Beddoes Date A point or period of time associated with an event in the lifecycle of the resource 2008-04-10 Description An account of the resource These caricatures were done the week of April 16, 2007 by a woman who wanted to show each victim with a smile. Language A language of the resource eng Rights Information about rights held in and over the resource Kacey Beddoes (kbeddoes@vt.edu) Title A name given to the resource Happy caricatures perspective gallery squires victim pictures https://www.april16.vtlibraries.net/files/original/2351064466_91f28ba4ac_b_a3b7ca8760.jpg null Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Date A point or period of time associated with an event in the lifecycle of the resource 2008-03-25 Omeka Legacy File The metadata element set that, in addition to the Dublin Core element set, was included in the `files` table in previous versions of Omeka. These elements are common to all Omeka files. This set may be deprecated in future versions. Capture Date 2008-03-25 19:17:28 Still Image A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource Kacey Beddoes Creator An entity primarily responsible for making the resource Roger Gupta Date A point or period of time associated with an event in the lifecycle of the resource 2008-03-25 Description An account of the resource Yankee bullpen coach Mike Harkey next to a VT memorial balloon on March 18, 2008. Photo by Roger Gupta. -- Original Source: <a href="http://flickr.com/photos/spector1/2351064466/">http://flickr.com/photos/spector1/2351064466/</a> Language A language of the resource eng Rights Information about rights held in and over the resource "Gupta, Roger" <ragupta@vt.edu> Title A name given to the resource Harkey with balloon balloon baseball game harkey yankees https://www.april16.vtlibraries.net/files/original/Healing Hands_e7c39974b4.jpg null Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Date A point or period of time associated with an event in the lifecycle of the resource 2007-06-05 Omeka Legacy File The metadata element set that, in addition to the Dublin Core element set, was included in the `files` table in previous versions of Omeka. These elements are common to all Omeka files. This set may be deprecated in future versions. Capture Date 2007-06-05 11:17:57 Still Image A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource Chad Newswander Creator An entity primarily responsible for making the resource Roger Gupta Date A point or period of time associated with an event in the lifecycle of the resource 2007-06-05 Description An account of the resource Several individuals were willing to express their love and hope for healing. Original source: <a href="http://www.flickr.com/photos/spector1/sets/72157600104116028/">http://www.flickr.com/photos/spector1/sets/72157600104116028/</a> Photo Courtesy of Roger Gupta Language A language of the resource eng Rights Information about rights held in and over the resource Permission: Photo Courtesy of Roger Gupta Title A name given to the resource Healing Hands healing hands memorial Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource Sara Hood Creator An entity primarily responsible for making the resource Elise Ma Date A point or period of time associated with an event in the lifecycle of the resource 2007-07-15 Description An account of the resource By Elise Ma Tuesday, April 24, 2007 Since last week's shootings at Virginia Tech, officials at UCLA's Student Psychological Services have received many more calls than usual from people reporting concerns about other students. While SPS has set up specific services to address the incident, it is also working to expand its general services in response to research suggesting college students require more mental health assistance than is currently offered. And though SPS offers various services both in person and online, funding remains problematic, and some students said they are unsatisfied with both the quality of the staff and the availability of appointments. "Short-staffed, we try to do what we can and are usually pretty successful in addressing the needs of most students who come in, but it would be easier for the staff here to manage if there were more of us," said Elizabeth Gong-Guy, SPS clinical director. Christina, a first-year English student who asked to be identified by her middle name, said she was dissatisfied with her visit to SPS, specifically noting concerns about the conduct of the psychologist she met with. She said at her appointment she was surprised to be met by a graduate student trainee, who immediately asked, "Do you mind if I record this? I want to study this later." "It really turned me off because it seemed very unprofessional to me," Christina said. "I didn't want someone who is just 5 years older than me to use my therapy session for practice." The environment made her feel uncomfortable, so she did not return to SPS. Instead, she decided to return to the therapist she went to at home, she said. Gong-Guy said some students prefer one-on-one counseling with graduate student trainees, who are supervised by the professional clinicians on the SPS staff, and that students have the option of requesting a different counselor. "A lot of psychotherapy is about the match between the clinician and client, and sometimes it takes one or two tries to get a good fit," she said. Another concern some students had with SPS is the amount of time they had to wait to get an appointment. Tiger Curran, a second-year communications studies student, said she tried to make an appointment during her freshmen year when she was feeling depressed and homesick, but could not get an appointment for three weeks. "Those things should be taken care of within a reasonable amount of time," she said. "What if I was really suicidal or something? 'Come back in two weeks.' Are you kidding me?" Curran said by the time the appointment came around, she was asked to reschedule since SPS could not offer her the original time, though by then she was no longer in her "winter slump." In an effort to make mental health assistance more available to students, SPS has in recent years introduced new services, including walk-in counseling, Gong-Guy said. Since SPS began offering walk-in appointments, the number of students seeking counseling has jumped 30 percent, she added. SPS also offers group counseling, couples counseling, stress clinics, Web resources, online brochures and urgent counseling services including walk-ins and crisis counselors available 24 hours a day via telephone. And after the shootings at Virginia Tech, additional resources have been made available on the SPS Web site, including an online screening to check for symptoms of distress, suggestions for dealing with distress, and a discussion group to be held next week. "An event like this, because it is so tragic and has national, local and personal implications, raises people's levels of vulnerability. It is important to reach out, and we're hoping people would come for that," Gong-Guy said. Last quarter, the Undergraduate Students Association Council organized its first Mental Health Awareness Week. One purpose of the week was to remove the stigma from psychological issues, said USAC General Representative Joline Price. "The more students who feel comfortable getting help and knowing they are not alone, the better our campus is as a whole," Price said. She added that she believes extending SPS's hours could help encourage students to use the services. The University of California has begun diverting more resources toward its campuses' counseling services. In a 2006 student mental health report, the UC Board of Regents said counseling services on its campuses are understaffed and underfunded, even as campuses are seeing an increasing number of students with severe mental health issues. In March 2007, the Board of Regents voted to set aside 43 percent of its revenue from a 7-percent increase of registration fees, accumulating $4.6 million to fund UC mental health services for the 2007-2008 fiscal year. UCLA SPS plans to use the additional funding to increase its staff. "With more clinicians, we could do more of what we need to do. We could reduce the amount of time in between appointments, offer more groups, more services," Gong-Guy said. -- Original Source: <a href=http://www.dailybruin.ucla.edu/news/2007/apr/24/health_service_lacking_funds_staff/>The Daily Bruin - April 24, 2007</a> Language A language of the resource eng Publisher An entity responsible for making the resource available The Daily Bruin Rights Information about rights held in and over the resource Saba Riazati <editor@media.ucla.edu> Title A name given to the resource Health service lacking funds, staff funding issues health services mental health ucla