65 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 Brent Jesiek Creator An entity primarily responsible for making the resource AJ Meyer 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 <p>By now the mass media has inundated you with coverage of the Virginia Tech massacre, but I don&#39;t want to rehash the details of the event. I want to take a deeper look at a possible motive. Some people will argue about gun control, or the failure of the mental health community. While these are salient issues they miss what I gathered from the videos to be an overarching reason behind his rampage. He like many school gunman before him felt inferior to his peers. He turned this "status anxiety" inward until it manifested in a maniacal rampage. Status Anxiety, I&#39;m pretty sure that the people living in <a href="http://news.bbc.co.uk/2/hi/europe/4359904.stm">Rublyovo</a> know all about it. From what I&#39;ve heard Los Angeles is right up there too (I&#39;ll let you know this summer). Increasingly and unexpectedly another type of high status local has begun to emerge in previously quite towns like Bloomington, IN. That&#39;s right, university towns are working hard to be included in the same breathe as other high status locals. It used to be that college was a time when people ate ramen and being "poor" was rite of passage. Not anymore. I&#39;m sure that some students still have a tough time at college, but increasingly the term poor college kid is a joke. Youth and excess money make these towns the perfect starting place for status anxiety. Before we go on lets give a quick explanation of status anxiety before I am labeled a communist and you quit reading. The basis of the problem can be summed up by William James&#39;s simple equation</p> <p align="center" style="text-align: center;">Self Esteem =&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <u>Success </u><br />&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; Expectations</p><p id="nq">The problem is that in our modern society expectations continue to rise at rates that are unattainable for most people. This creates a rise in levels of status anxiety which translates into a rise in levels of concern about importance, achievement, and income. What happens then is that self-esteem suffers. People feel anxious about their lives. They feel that life is not amounting to what they expected. In the worst case scenarios like the one at Virginia Tech people take out their frustrations on others who they perceive as having the success they so desire. One University of Kentucky student put it this way "I think the biggest pressure would probably be social. Being at the right bars or parties on the weekend and then for girls the right fashion, outside the sorority I guess it would probably be the same." These feelings are all part of a trend that has been going on for some time now. One author Alain de Botton in his book titled <em>Status Anxiety </em>identifies the ignominious nature of this problem. He notes that the sharp decline in actual deprivation found in many western societies paradoxically increases the sense of deprivation and fear of it. Even in America a nation blessed with riches and possibilities far beyond those imaginable to our ancestors we continue to believe that nothing is ever enough. Now you might being say to yourself I have no desire to be Donald Trump, but what if one of your closest friends got rich. Take for example this weeks episode of the HBO uberstatus series <a href="http://www.hbo.com/entourage/episode/season03/episode38.html">Entourage.</a> In the episode Ari (rich Hollywood agent) has an old friend come for a visit. He believes that his old frat buddy is managing a Hooters somewhere back east. When he finds out that he made 65 million dollars from stamps.com and got a beautiful young fiance he gets jealous. Botton makes note of this psychological phenomenon that sees us comparing ourselves mostly to our closest friends our "reference group". It is their relative successes that creates the most status anxiety. In Part 2 tomorrow we look more closely a Bottons reasons for how we got here and how we can break free from our status anxiety. <span class="sizeGreater20">Pt. 2 Tomorrow (<a href="http://www.hiphoosier.com/the-beat/2007/5/3/status-anxiety-pt-2-how-did-we-get-herehow-do-we-get-out.html" target="_blank">Click Here</a>)</span> Posted on Wednesday, May 2, 2007 at 12:26AM by <a href="http://www.hiphoosier.com/display/ShowAuthorProfile?registeredAuthorId=47619&rootReturnUrl=http%3A%2F%2Fwww.hiphoosier.com%2Fthe-beat%2F2007%2F5%2F2%2Fstatus-anxiety-and-what-happened-at-virginia-tech-pt-1.html">AJ Meyer</a> -- Original Source: <a href="http://www.hiphoosier.com/the-beat/2007/5/2/status-anxiety-and-what-happened-at-virginia-tech-pt-1.html">http://www.hiphoosier.com/the-beat/2007/5/2/status-anxiety-and-what-happened-at-virginia-tech-pt-1.html</a> Licensed under <a href="http://creativecommons.org/licenses/by-sa/2.5/">Creative Commons Attribution-ShareAlike 2.5</a>.</p> Language A language of the resource eng Title A name given to the resource Status Anxiety and What Happened at Virginia Tech Pt. 1 blog status anxiety students 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 AJ Meyer 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 <b>Yesterday we talked about Status Anxiety and how it related to the Virginia Tech shootings. Today we continue talking about it and focus in on Alain de Button&#39;s book by the same title <i>Status Anxiety</i>.</b> Part of understanding Status anxiety is viewing the transition from status that was given by heredity to a system where people who don&#39;t earn status are seen as failures. The example used in Alain de Button&#39;s book is that of Christianity the major religion of western societies and the one that the VT shooter ranted about in the infamous videos sent to NBC. The gospels have three stories that Jesus told during his life time that provide an example of how people were viewed. The first story is summarized as, "The poor are not responsible for their condition and are the most useful in society." The second story says, "Low status has no moral connotations," and the final story says, "The rich are sinful and corrupt and owe their wealth to their robbery of the poor," aka, "It is harder for a rich man to enter heaven than it is for a camel to pass through the eye of a needle." Now contrast those with the stories that have emerged in our western societies. The first of these says, "The rich are the useful ones, not the poor." The second says, "One&#39;s status does have moral connotations," and the final alteration to the stories surmises that, "The poor are sinful and corrupt and owe their poverty to their stupidity." This is a form of meritocracy. In this system, "all persons, however humble, know they have had every chance...If they have been labeled dunce repeatedly they cannot any longer pretend...Are they not bound to recognize that they have an inferior status, not as in the past because they were denied opportunity, but because they ARE inferior." All of this plays into the recent shootings because something of this magnitude generates questions that demand answers. Questions like, how could this have be prevented? What causes people to act out in such a violent fashion? Is there anything that we can do to prevent these types of incidents in the future? The shooter at Virginia Tech really doesn&#39;t stand out from other recent school shootings because in each case the shooters had similar personalities. Whether we are thinking of the killers from Columbine or the most recent shooting at Virginia Tech the common thread is people who are unhappy about their status in life. So how do we stop this from happening again? How do we beat this. Alain de Botton shares some suggestions that have worked in the past and continue to work in various degrees. He lists these as philosophy, intelligent misanthropy, art, Christianity, and finally bohemia. The book goes into great detail on each of these solutions, but the common theme is that they help people find value in their lives despite what those around them might be saying or despite what society at large is pushing upon them. John Ruskin is quoted in Button&#39;s book and in my estimation does a good job summing up the problem and the solution. He says, "There is not wealth but life, life including all its powers of love, of joy and of admiration. That country is richest which nourishes the greatest number of noble and happy human beings; that man is richest who, having perfected the function of his own life to the utmost." My hope is that the few people that read this stop comparing themselves to everyone else and start living their lives. John Lennon famously said, "Life is what happens when you&#39;re busy making other plans. " Could this be translated as &#39;life is what happens when we&#39;re comparing ourselves to others?&#39; I know I too have experienced this reality. The hope is that in the future we will learn to recognize more situations that are happening right here right now. Personally I would be fine with becoming successful or popular or even having money. In fact I think status anxiety in moderation is a good thing. I just don&#39;t want you and I to HAVE to get rich, famous, or powerful to view our lives as a success. I&#39;m sure that the VT shooter was a disturbed person and might have needed hospitalization, medication, and more but there are other people out there right now who just want to be recognized for the person they are . Can&#39;t we do more of this? I for one am going to try. Posted on Thursday, May 3, 2007 at 12:29AM <a href="http://www.hiphoosier.com/display/ShowAuthorProfile?registeredAuthorId=47619&rootReturnUrl=http%3A%2F%2Fwww.hiphoosier.com%2Fthe-beat%2F2007%2F5%2F3%2Fstatus-anxiety-pt-2-how-did-we-get-herehow-do-we-get-out.html">AJ Meyer</a> -- Original Source: <a href="http://www.hiphoosier.com/the-beat/2007/5/3/status-anxiety-pt-2-how-did-we-get-herehow-do-we-get-out.html">http://www.hiphoosier.com/the-beat/2007/5/3/status-anxiety-pt-2-how-did-we-get-herehow-do-we-get-out.html</a> Licensed under <a href="http://creativecommons.org/licenses/by-sa/2.5/">Creative Commons Attribution-ShareAlike 2.5</a>. Language A language of the resource eng Rights Information about rights held in and over the resource Creative Commons Attribution-ShareAlike 2.5 Title A name given to the resource Status Anxiety Pt. 2: How Did We Get Here...How Do We Get Out blog gospels meritocracy status anxiety students https://www.april16.vtlibraries.net/files/original/IM_070417_APRIL16_017_26e304f2c1.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 2007-09-03 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 2007-09-03 11:43:01 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 Haeyong Chung Creator An entity primarily responsible for making the resource Ivan V. Morozov Date A point or period of time associated with an event in the lifecycle of the resource 2007-09-03 Description An account of the resource 2007.04.17. The crowd at the Lane stadium is watching the broadcast of the Virginia Tech President Charles Steger speech at the convocation. Photo courtesy of Ivan V. Morozov Language A language of the resource eng Title A name given to the resource Steger charles steger convocation lane stadium https://www.april16.vtlibraries.net/files/original/4 Yankees at Memorial_2939018cc1.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 2008-04-21 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 2008-04-21 14:19:11 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 George Norton Date A point or period of time associated with an event in the lifecycle of the resource 2008-04-21 Description An account of the resource The Yankees listen to President Steger while visiting the memorial on the drillfield. Photo by George Norton. Language A language of the resource eng Rights Information about rights held in and over the resource "Norton, George" <gnorton@vt.edu> Title A name given to the resource Steger speaks to Yankees memorial steger yankees 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 Kacey Beddoes Creator An entity primarily responsible for making the resource Evan Cohen Date A point or period of time associated with an event in the lifecycle of the resource 2008-02-17 Description An account of the resource By Evan Cohen PUBLISHED APRIL 26, 2007 Eleven years ago, I played in a band that rehearsed in a basement downtown. On one side of the basement was an illegal two-bedroom apartment that the landlord slapped together with drywall. My friend Matt lived there with a roommate. I didn&#39;t know anything about the roommate other than that he was black. One afternoon, my bandmate, George, and I went down to rehearsal early and checked in on Matt. We were in his room talking about the then non-hit TV show, Homeboys in Outer Space. George was saying that it was a low rent rip-off of the Britcom, Red Dwarf. I chimed in with "It&#39;s more like Red Nigger!" Matt hissed at me, "My roommate&#39;s home, stupid!" Oh shit. I was going to die. I never felt so low in all my life. I began to shake, and clenched my suddenly churning bowels to keep them from releasing. "Oh my god, he&#39;s gonna kill me!" "Relax," George said. We heard our drummer Michael walking down the basement steps. Matt opened the door and I walked out as quickly as possible. I didn&#39;t see the roommate. Thank god. Hopefully he didn&#39;t hear anything. We played for two hours and I almost forgot the sickening feeling in my gut. As we were packing up our equipment, George said, "You have to apologize." "What?" "You have to apologize to Matt&#39;s roommate." "But maybe he didn&#39;t even hear me say it!" I pleaded. "Like, what if he didn&#39;t hear anything and then it makes it look ten times worse!" "You have to apologize." Oh shit. I slowly walked across the basement to the apartment, wondering if I&#39;d soon have any teeth left. I knocked on the door, hoping that he was gone. The roommate opened up the door. "Yes?" "Hi. I just... well... I want to apologize for something I said earlier in Matt&#39;s room, and I just want to let you know that I&#39;m sorry if you may have been offended." "Okay," he said, and shut the door. I then ran upstairs and out of the building. Matt didn&#39;t talk to me for a long time after that. He would eventually tell me that relations with his roommate from then on were pretty awkward. We continued to rehearse there, but I never saw the roommate again. So what did I learn? When I think about this incident, I still feel uncomfortable. Had Matt&#39;s roommate not been home, or even existed, it wouldn&#39;t have been an issue. It would have been just another comment. The difference was that I got caught, and all things considered, I got off pretty easy. I think that, worst of all, what I said wasn&#39;t even funny. If you think I&#39;m going to say that I learned my lesson and don&#39;t use language like that anymore, you&#39;re wrong. I still use "inappropriate" language, so much so that when the same word was symbolically banned by the NYC city council, I got half a dozen e-mails from friends saying, "So what are you going to do now?" But I know when to say certain things and when not to (when I don&#39;t forget, of course). I know context. I don&#39;t speak the same way to my professors as I do to my friends, but I don&#39;t believe that certain words should "belong" to certain groups and not others. Language and humor shouldn&#39;t have limits. What&#39;s key here is the intent behind the words, and more so, behind actions. Words were big news recently. For two weeks, pundits brimming with self-righteous indignation discussed whether Don Imus was within his bounds to refer to the Rutgers women&#39;s basketball team as "nappy-headed hos." His defenders said that he was paid to be inappropriate and was just earning his paycheck, but he was ultimately fired. On the afternoon of Monday, April 16, while the cable news channels were reporting the increasingly unbelievable details of the Virginia Tech massacre, Oprah was airing the first of a two-part town hall show all about Don Imus and the pain words can cause. I tuned in for about two minutes and it all seemed so silly. What caused more harm, three words on a radio show, or a mentally disturbed college student armed with two legally purchased firearms? Before the shootings in Blacksburg occurred, Matee Ajavon of the Rutgers team said, "This has scarred me for life." I think there are 33 families who would take issue with that statement, not to mention the survivors who will suffer physical and psychological trauma for years to come. We&#39;re quick to jump on people who say the "wrong" thing, whether it&#39;s Michael Richards&#39; meltdown in a comedy club, or Joe Biden referring to Barack Obama as "clean." But does calling them out solve the problem? There are local politicians and police officials all over this country who would never use those words in public but who harbor true hatred. I&#39;d be more worried about their abuses of power than what I heard on the radio. So the next time you hear something that rubs you the wrong way, stop and think. Who&#39;s saying it, and what&#39;s the context? What was the real intent? Who is it really hurting, and what how does that hurt fit into the greater scheme of things? Words are just that, words. Actions cause real damage, but actions can also heal. Choose your action. -- Original Source: Columbia Spectator <a href="http://www.columbiaspectator.com/node/25087">http://www.columbiaspectator.com/node/25087</a> Language A language of the resource eng Rights Information about rights held in and over the resource Tom Faure (tomfaure@gmail.com) Title A name given to the resource Sticks and Stones and Rhetoric actions columbia opinion rhetoric words https://www.april16.vtlibraries.net/files/original/100_0676_c6d5d9572d.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 2008-02-14 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 2008-02-14 09:45:44 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 Adam Parker Creator An entity primarily responsible for making the resource Adam Parker Date A point or period of time associated with an event in the lifecycle of the resource 2008-02-14 Description An account of the resource Taken almost 10 months after the tragedy, the memorial still stands as a symbol of hope. Language A language of the resource eng Title A name given to the resource Still Strong intermedia memorial 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 Kacey Beddoes Creator An entity primarily responsible for making the resource James Dechant Date A point or period of time associated with an event in the lifecycle of the resource 2008-02-25 Description An account of the resource Observer Viewpoint Issue date: 4/19/07 Section: Viewpoint Anyone old enough to speak coherently at the time still remembers the moment, over forty years ago, when they heard about JFK&#39;s assassination. Our grandparents can tell us how they listened to the radio accounts of Pearl Harbor on a December day, more than six decades gone. Every single one of us here at Notre Dame can recall where we were on the day of Sept. 11, 2001 - what we were doing, how the horribly tragic events of that morning unfolded for us and our personal feelings on the matter. Any time someone shares a personal story of That Day, I&#39;m always amazed at the details people recall. I remember listening to Paul Harvey&#39;s show on my AM radio while driving to school when he announced the first plane crash. I remember talking about it with my friend before the start of first-hour Biology, and I remember the girl who came in and told us the other tower had been hit. I remember conversations I had that day, things different teachers said and talking with my grandparents in the evening. That was my experience, half a country away, without a personal connection to anyone involved. The mass media of the past century gave rise to a new, shared cultural experience, a common reference point that breaches distance and background: the generation-defining event. When we hear 9/11 described this way, it is absolutely on-target. This week, we have another national tragedy. News of the massacre at Virginia Tech on Monday spread like wildfire throughout both national and international outlets, even reaching most of us studying abroad in Europe within the hour. We learned of the catastrophe over television stations, through quickly formed Facebook groups, on Internet news sites and during instant messaging conversations. Solid facts came slowly, but no report could sanitize away the fear, confusion, anger, torrential grief and host of other emotions that assault us all in such times. This is the great curse of our generation&#39;s hyper-awareness and the awesome power of modern media. We cannot escape the sentiments swirling around the tragedies, and they cannot remain anonymous or distant to us. It is hard to ignore the images of grown men and women crying as dead college students are carried away, the surreal sounds of gunshots being fired on a peaceful college campus or the first-hand accounts of courage and action during the Virginia shootings. I hesitate to compare this with 9/11; the numbers, circumstances, impact, source, scope and means are worlds apart. Yet both incidents serve to painfully remind us that these events always seem to be associated with sorrow, tragedy and death. The events of Monday, though still fresh in my mind, will probably not stick with me as do those of 9/11. Sadly, the thousands of students and faculty and staff connected with the university, the thousands of parents worrying at home and the thousands of residents in the surrounding community don&#39;t have that luxury of separation. For them, this will become a "where were you when..." event. Monday will haunt their minds and stay with them for the duration of their lives. Healing can take place, and God willing, can come soon, but memories of all the little details from Monday will stick. Meanwhile, the rest of us are stuck asking ourselves: How many more of these "defining" events can we plan on seeing in the coming years and decades? And when can we expect one judged not by the body count or human toll, but by the rewards and human joy brought about? Some may say any event that becomes constantly discussed, like 9/11, does not develop its crystalline clarity in the moments of its occurrence, but rather slowly cements itself during the constant regurgitation of facts and satellite details in the months and years following. Even if this were the case, we are still left empty-handed trying to think of a ubiquitous positive event. I firmly believe that such events, incredibly wonderful instead of shockingly horrific, are entirely possible. Unfortun-ately, we are still waiting to see what such an event would look like. The consistently negative nature of these events can be explained to some degree. "Good events," for one, rarely culminate in one triumphant moment. Tragedy, on the other hand, catches us unaware. In the shock, the horrific facts come slowly and there are a thousand unknowns. With triumphant accomplishments, the event is often merely symbolic and known well in advance. The closest models I can call to mind are the fall of the Berlin Wall - which I and most of my classmates were too young to remember - and the moon landing, decades before we were born. Our generation, already exposed to so much death and murder and war and evil, still waits for its anti-9/11. We have yet to gather around our televisions and computers to share joy instead of sorrow, fulfillment instead of shock, pleasure instead of anger. We are the waiting. But for the moment, in respect for the Virginia Tech community, let us remember that we are also among the mourning. James Dechant is a junior studying abroad in Rome this semester. Questions, complaints and rude remarks can be sent to jdechant@nd.edu The views expressed in this article are those of the author and not necessarily those of The Observer. -- Original Source: <a href="http://media.www.ndsmcobserver.com/media/storage/paper660/news/2007/04/19/Viewpoint/Still.Waiting.For.Our.Victory-2852060.shtml">http://media.www.ndsmcobserver.com/media/storage/paper660/news/2007/04/19/Viewpoint/Still.Waiting.For.Our.Victory-2852060.shtml</a> <a href="http://media.www.ndsmcobserver.com/media/storage/paper660/news/2007/04/19/Viewpoint/Still.Waiting.For.Our.Victory-2852060-page2.shtml">http://media.www.ndsmcobserver.com/media/storage/paper660/news/2007/04/19/Viewpoint/Still.Waiting.For.Our.Victory-2852060-page2.shtml</a> Language A language of the resource eng Rights Information about rights held in and over the resource Christopher Hine <chine@nd.edu> Title A name given to the resource Still waiting for our victory 9/11 facebook jfk media notre dame students abroad https://www.april16.vtlibraries.net/files/original/DSC00139_13bfae2b7b.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 19:41:41 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 2007-08-13 Description An account of the resource People volunteered to set up a stone marked with "VT" for other people to light candles. Language A language of the resource eng Title A name given to the resource Stone for candles candles vt https://www.april16.vtlibraries.net/files/original/Stones in front of Burruss_1211afdcf7.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 2007-05-10 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 2007-05-10 08:09:30 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 Lynn Ann Robertson Creator An entity primarily responsible for making the resource Lynn Ann Robertson Date A point or period of time associated with an event in the lifecycle of the resource 2007-05-10 Description An account of the resource Memorial Stones in front of Burruss during the first week after the tragedy. Language A language of the resource eng Title A name given to the resource Stones at Burruss burruss stones https://www.april16.vtlibraries.net/files/original/P1010490b_4690e0cf05.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 2007-08-19 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 2007-08-19 23:49:09 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 Brent Jesiek Creator An entity primarily responsible for making the resource Brent Jesiek 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 Some of the friends and family members of April 16 victims, including the cadet shown here, wait with hokie stones in hand during the dedication ceremony for the intermediate memorial. The stones were taken from the original memorial that sprang up on this same site after the events of April 16. After a bell was tolled for each victim, the stones were carried back to the seating area. Photo taken August 19, 2007. Licensed under <a href="http://creativecommons.org/licenses/by-nc-sa/3.0/">Creative Commons Attribution-NonCommercial-ShareAlike 3.0</a>. Language A language of the resource eng Rights Information about rights held in and over the resource Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Title A name given to the resource Stones in Hand cadet dedication ceremony hokie stones intermediate memorial memorial dedication 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 Rev. Dr. Renita J. Weems Date A point or period of time associated with an event in the lifecycle of the resource 2008-02-11 Description An account of the resource Thursday, April 19th, 2007 While we spent the last two weeks railing at each other about racial insults, sexist jokes, hip hop music, apologies that won&#39;t fly, and weighty matters related to the First Amendment, a deranged college student sat plotting the mass murder of his classmates along with his own suicide on the idyllic campus of Virginia Tech. Now that the fog of horror is beginning to lift everyone is scrambling to find someone to point a finger at. Last week rap music was to blame for the arsenal of racist and sexist insults that are at the disposal of shock jocks like Don Imus. This week the NRA and Hollywood are to blame. The NRA, says the Left, makes it possible for mentally sick young men like Cho Seung-Hui to get his hands on an arsenal of weapons to act out their private fantasies of murder and suicide. At the same time, says the Right, Hollywood is to blame for churning out an arsenal of violent movies like Quentin Tarantino "Grindhouse" that feed our appetite for carnage and violence. Nothing like hateful speech and violent rampages to keep things in perspective. If we&#39;re going to blame NRA, Hollywood, or even video games we all have some blame to shoulder. Lord knows, ours is culture that is fascinated with violence. I am as liable as the next person for indulging in the guilty pleasurable pasttime of watching crime dramas on television every week (e.g., Law and Order, CSI, Cold Case). I don&#39;t know when it happened. Recant: I do know. But that&#39;s another story. What I also know is that figuring out the motivation behind the murder is half the" fun" of watching the crime show. But the rampage at Virginia Tech is a sobering wake up call, or it should be. It doesn&#39;t matter what "motivated" the gunman behind the Virginia Tech shooting. I won&#39;t join the media detectives in pouring over the identity of the killer&#39;s family and the putative ethnic nature of his rage, nor do I care to watch as journalists shove a microphone in the face of every person who ever bumped up against him in the hallway or try reconstructing what he had for breakfast the morning of his rampage. Besides, we haven&#39;t bothered to do the same type of psychological and cultural analysis upon those who four years ago committed our youth to the bloodbath and carnage reported weekly out of Iraq. Enough. Stop the violence by keeping up the protest against pro-gun lobbyists and by boycotting movies that showcase gratuitous violence. Better time is spent praying for the tortured souls that commit these acts of violence. Stop the violence by turning it off in ourselves. After tragedies like the one this week, says one Virginia Tech student who also survived the Columbine massacre of ten years ago this week, normalcy never returns. After a steady diet of violence all these years, can any of us say what normal — or decency and civility, for that matter — is anymore? -- Original Source: Something Within by Rev. Dr. Renita J. Weems <a href="http://www.somethingwithin.com/blog/?cat=73">http://www.somethingwithin.com/blog/?cat=73</a> This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/us/">Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License</a>. Language A language of the resource eng Rights Information about rights held in and over the resource Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States Title A name given to the resource Stop the Violence blog violence 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 AA Hood Creator An entity primarily responsible for making the resource Kyle Thomas Date A point or period of time associated with an event in the lifecycle of the resource 2007-08-24 Description An account of the resource By: Kyle Thomas Posted: 4/24/07 The terrible tragedy which took place last week at Virginia Tech has stunned the nation. The day a tormented madman decided to take the lives of 32 innocent individuals was horrid, disgusting, gut wrenching and a host of other words, which escape my mind right now. But in the midst of such a horrendous event, - one in which pure evil was on display - this nation was introduced to a slew of new heroes. All too often in out commercial society, we choose to worship the wrong type of hero. Most of us at one time or another have aspired to be a famous athlete or actor, and maybe we&#39;ve even called them "heroes." But every time a tragedy of this magnitude occurs, one really has to stop and think about how silly - or how downright stupid it is - to refer to these commercial icons as heroes. Liviu Librescu, a 76-year-old professor, was killed last Monday. By all accounts, Professor Librescu saved the lives of many of the students in his classroom when he, in reckless disregard for his own life, barricaded the door to his classroom with his own body. As a direct result of his actions, only two of his students were injured. No one in the classroom was killed - except Professor Librescu. Librescu, a Romanian-born Holocaust survivor, never had an easy life. Yet despite all of the challenges he faced, he still managed to receive advanced degrees in engineering. He was an internationally-known leader in the field of aeronautical engineering. He was also the son of two. It is a shame that true heroes like Librescu will never get the recognition they deserve. Certainly he will be forever memorialized on the campus of Virginia Tech. They will build him a stature, or name a building after him. But only a few months from now, we&#39;ll all go back to calling those silly athletes heroes - and so life will go on. Now that this country is an established institution, it seems like there is nary a chance for true national heroes to emerge. There are no more British soldiers to defeat and no one else can be the first man on the moon. The only thing really left is responding to tragedy. Think back to the days, weeks and months that followed Sept. 11. Our television screens were plastered with pictures and family videos of firemen and policemen who ran 80 flights of stairs while bystanders and innocent people were running down. How many of those heroes can you name? When Timothy McVeigh bombed the Alfred P. Murrah Federal Building in Oklahoma City in 1995, all of us again were bombarded with tales of heroic acts. Yet, the only names we remember 12 years later are that of McVeigh and his accomplice, Terry Nichols. Years from now - or maybe just days from now - some other tragic event that we cant yet imagine will occur. We wont remember those heroes either. Most people want to be famous - so how can someone who attains fame be a hero? I know of no one who dreams of dying in a classroom so that others can live. Can a hero really be someone that does something we&#39;d all love to do? A hero should be someone that does something that none of us would ever want to do. Random House Dictionary lists the definition of hero as "a person who, in the opinion of others, has heroic qualities or has performed a heroic act and is regarded as a model or ideal." That definition is not specific enough. There is an immeasurable leap between a role model and a hero. Older brothers are models to their younger brothers. Teachers are models for their students. But no matter how great their contributions are, they don&#39;t deserve the "hero" moniker. When professional sports franchises win their respective championships, entire cities come out for a parade. When the city has been without a championship title for a long time, the team is referred to in the media as heroes. The 2004 Red Sox were heroes. Only, they weren&#39;t. They didn&#39;t risk their lives to win that championship. Never did they face tremendous adversity to attain their goal. Professor Librescu gave his life so that every student who was in his classroom could live. A gunman shot him to death through a door that only he was keeping closed. Librescu is a hero, and to demerit the term by using it so often is to do a disservice to his memory. -- Original Source:<a href=http://media.www.dailycampus.com/media/storage/paper340/news/2007/04/24/Commentary/Stop-To.Remember.Our.True.Heroes-2876952.shtml>The Daily Campus - April 24, 2007</a> Language A language of the resource eng Publisher An entity responsible for making the resource available The Daily Campus Rights Information about rights held in and over the resource Melissa Bruen <eic@dailycampus.com> Title A name given to the resource Stop To Remember Our True Heroes university of connecticut https://www.april16.vtlibraries.net/files/original/thumb_3HC0700A0417copy_0324c50e1e.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 2007-05-05 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 2007-05-05 02:47:05 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 Mike Fox Creator An entity primarily responsible for making the resource Mike Fox Date A point or period of time associated with an event in the lifecycle of the resource 2007-05-05 Description An account of the resource I put this page together for the Bristol (Va.) Herald Courier for the April 18 issue, including a Hokie hope ribbon logo I made myself to accompany any stories about the Tech tragedy. Language A language of the resource eng Title A name given to the resource Story Behind the Photo april 19 bristol newspaper https://www.april16.vtlibraries.net/files/original/5HC0201A0419_9846d66fc1.pdf 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 2007-05-20 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 2007-05-20 09:48:18 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 Mike Fox / Bristol (Va.) Herald Courier Date A point or period of time associated with an event in the lifecycle of the resource 2007-05-20 Description An account of the resource I put this page together for the Bristol (Va.) Herald Courier for the April 18 issue, including a Hokie hope ribbon logo I made myself to accompany any stories about the Tech tragedy. Language A language of the resource eng Title A name given to the resource Story Behind the Photo april 19 bristol newspaper https://www.april16.vtlibraries.net/files/original/8 Hokie Bird stretchi~001C_35fe60ac88.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 2008-04-21 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 2008-04-21 14:26:14 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 George Norton Date A point or period of time associated with an event in the lifecycle of the resource 2008-04-21 Description An account of the resource Yankees warm up with the Hokie Bird. Photo by George Norton. Language A language of the resource eng Rights Information about rights held in and over the resource "Norton, George" <gnorton@vt.edu> Title A name given to the resource Stretching with Hokie Bird baseball game english field hokie bird yankees https://www.april16.vtlibraries.net/files/original/P1030015_a84bc4cb11.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 2008-05-30 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 2008-05-30 13:24:25 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 2008-05-30 Description An account of the resource Memorial stones dry in the sun on the afternoon of April 16, 2008, A Day of Remembrance. The stones were painted at a "Remembering Through Art Creation" event in Squires Student Center. The stone in the center reads, "Forever STRONG at the broken places." Photo by Brent Jesiek. Licensed under Creative Commons <a href="http://creativecommons.org/licenses/by-nc-sa/3.0/">Attribution-NonCommercial-ShareAlike 3.0</a> Language A language of the resource eng Rights Information about rights held in and over the resource Brent Jesiek (bjesiek@vt.edu) Title A name given to the resource Strong Stone anniversary remembering through art stones https://www.april16.vtlibraries.net/files/original/P1000328_37c23ef805.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 2008-03-20 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 2008-03-20 21:37:56 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 Brent Jesiek Date A point or period of time associated with an event in the lifecycle of the resource 2008-03-20 Description An account of the resource (April 18, 2007) A student looks toward the side of Norris Hall. Photo courtesy of Brent Jesiek. Licensed under Creative Commons <a href="http://creativecommons.org/licenses/by-nc-sa/3.0/">Attribution-NonCommercial-ShareAlike 3.0</a> Language A language of the resource eng Rights Information about rights held in and over the resource Brent Jesiek (bjesiek@vt.edu) Title A name given to the resource Student looks at Norris Hall norris hall https://www.april16.vtlibraries.net/files/original/Front-News-Web-Pic_7_0edc98b476.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 2007-07-10 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 2007-07-10 21:17:31 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 Gallagher Hannan Date A point or period of time associated with an event in the lifecycle of the resource 2007-07-10 Description An account of the resource By Gallagher Hannan Sun Staff Writer May 3 2007 The tragedy at Virginia Tech has put the entire college community on edge. Although it is clear that this incident was isolated, it has raised important questions about the prevalence of high stress and depression on college campuses. In an interview with Cornell&#39;s President David Skorton last week on mental health, he addressed the importance of these issues. "I am very, very concerned about depression, pressure on campus, suicide, homicide, violence; it&#39;s an enormous issue," he said.Ample Advice: Pamphlets line the walls of Gannett Health Clinic offering advice to students on a number of topics.Ample Advice: Pamphlets line the walls of Gannett Health Clinic offering advice to students on a number of topics. According to a recent study completed by Kansas State University, mental health issues like those described by Skorton are becoming increasingly prevalent on college campuses. The study indicated that since 1994, there has been a dramatic increase in the number of students seeking help for depression and suicidal thoughts. Greg Eells, director of Cornell Counseling and Psychological services, said that these trends are apparent Cornell as well. "We&#39;ve seen a doubling of people coming in for counseling over the last ten years," he said, "but we&#39;ve doubled our staff size as well, so we&#39;ve tried to keep up." The question then, is whether mental health issues are actually increasing, or if students are just more willing to seek psychological help. "It&#39;s hard to know whether the increase in demand is about increased stress, or is about increased knowledge in campus [about mental health services] and [their] de-stigmatization," said Matt Boone, interim assistant director of CAPS. "While there have been claims that mental health problems among college students are on the rise, the data is not consistent," said Tim Marchell, director of Mental Health Initiatives and the Council for Mental Health and Welfare, "[But] we do know from surveys that there are many students who experience significant levels of stress for which they don&#39;t receive help." So what can universities like Cornell do to help combat these problems? Aside from increasing the staff size of CAPS, Cornell has been trying to implement other ways in which students can have access to counseling and support if they need it. "I think Gannett is at the forefront of these issues," said Boone. "[We have] eight staff members devoted to outreach and nine &#39;Let&#39;s Talk&#39; sites where you can walk in without paying a fee. Those staff members conduct those walk-in hours as a way to engage people who wouldn&#39;t usually come into counseling," he said. Gannett has also been working to make faculty members and students more aware of what the warning signs of mental health problems may be. "We are educating faculty and staff and students how to recognize issues...[and] helping them understand what are the indicators that might suggest that a student is having a problem. We [also] provide online mental health self-assessments on our website," Marchell said. There are also lots of places that Cornell students can find support on campus outside of CAPS, if they need it. Empathy and Referral Services, a peer-counseling group, is another resource for students if they want to talk but feel that they do not require a therapist. "Not all issues are therapy issues," said Alice Green, director of the EARS program. "If you have a breakup with a significant other, it&#39;s a normal life passage, it may not require therapy but it may require some support and reflection...I really hope that people who come to EARS will see that some issues that don&#39;t require therapy can really benefit from just talking with someone." There&#39;s a lot of talk about Cornell being an especially stressful university. While it is clear that workloads can get heavy, there may be other reasons why Cornell students feel so much pressure. "If you look at national college health assessment surveys, Cornell tracks right a long with other schools. However, I think if you look at people&#39;s perceptions, there is a cultural component of Cornell that [says] you&#39;re supposed to be stressed here...There are things about Cornell&#39;s structure, it&#39;s size, being a teaching institution that add to that perception of stress," said Eells. "There&#39;s a long standing tradition of talking about how stressful it is here," said Marchell. "[In some cases] talking about how stressful it is may even add to the stress." It is because of these problems, many mental health professionals agree, that it is important to relax at places like Cornell. "[It&#39;s important] to just notice that we have a this culture of pressure and be brave enough to say &#39;I&#39;m going to try to relax and I&#39;m going to try to bring that to whoever I encounter&#39;," said Green, "You can be clear and intelligent and successful and not carry that atmosphere of driven-ness." Nevertheless, the University is trying to ensure that there are always counseling alternatives if necessary. "For those who are experiencing stress that is interfering with their ability to function it can be important to seek help from professionals or peers," said Marchell. "And similarly I would say for those of us who may be aware of someone else who&#39;s undergoing significant stress its important that we reach out to those individuals...All of us need to play a role in making Cornell an even more caring community."Student Mental Health Problems Rise at C.U. <b>Comments</b> The Most Likely Reason for Seung-hui Cho&#39;s Problems Lies with the age of his father at his conception, between 38 and 39. I would guess that the resilence of today&#39;s college students to stress and depression is diminished in some of the population whose father&#39;s, following the trend during the last 20 years, were older at their conception, over the age of 32. There is a great ignorance in this country of the science of the past 50 years concerning the effects of the male biological clock called the paternal age effect. The increase in today&#39;s children of the incidence of non-familial autism and schizophrenia is a demonstration of that effect. The Male Biological Clock: Advancing Paternal Age = Genetic Disorders. The most obvious major cause of the increase in depression, lack of resilence to stress, and at the extreme end, autism and schizophrenia, in young people are mutations to the genes that control myelin development. A note, from a expert in the field to myelin research, Dr. George Bartzokis to me contained this explanation: "The issue is that the older man will have sperm that has undergone more divisions and therefore had more chances to have mutations. The COMPLEXITY of the myelination process makes it more vulnerable to mutations. I am not talking of one specific mutation. Many things could MANIFEST in the myelination or myelin breakdown process because it is so vulnerable - something going slightly wrong will impact it while it will not impact bone growth or the heart. A good example is ApoE4 - whatever else it may affect, it manifests in the reduced capacity of myelin repair and earlier onset of AD." Knowledge of, and acceptance of, the science of the male biological clock must be forthcoming. At all levels of education, students and teachers must study and integrate the paternal age effect findings and the knowledge of what ages it is advisable to father children learned. There is also the option of cryobanking sperm in ones mid 20s to 30 for fathering babies past the age of 32. If men are older than 32, and do not have a client depositor sperm bank account, there might be the possiblilty of adoption or use of healthy sperm from a donor aged 25-30. For more information about the paternal age effect please spend a great deal of time reading and absorbing the scientific abstracts that I have collected: http://ageofthefatherandhealthoffuture.blogspot.com/ http://how-old-is-too-old.blogspot.com/ http://fathersageandsinglegenedisorders.blogspot.com/ -- Original Source: <a href=http://cornellsun.com/node/23362>Cornell Daily Sun - May 3, 2007</a> Language A language of the resource eng Rights Information about rights held in and over the resource Jonny Lieberman <jdl46@cornell.edu>, <lieberman.jonny@gmail.com> Title A name given to the resource Student Mental Health Problems Rise at C.U. cornell mental health 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 Sara Hood Date A point or period of time associated with an event in the lifecycle of the resource 2007-07-16 Description An account of the resource <b>Shooting sparks national debate</b> By: Eric Johnson, Senior Writer Posted: 5/24/07 Congress is wading into the turbulent debate about campus safety in the aftermath of last month&#39;s shootings at Virginia Tech and is considering possible changes to federal laws governing student privacy. A bill to loosen disclosure restrictions for campuses dealing with at-risk students is already attracting attention in the House, and similar measures are being drafted in the Senate. Meanwhile, the UNC-system will consider during the next few months whether to back any move to alter long-standing federal policy about the disclosure of student health records. "In Washington, there&#39;s a lot of attention on this issue," said Kimrey Rhinehardt, UNC-system vice president for federal relations. "I think that certainly now, more than ever, the university is going to be a part of that discussion." The April 16 shooting of 32 students at Virginia Tech by a classmate with a documented history of mental instability has prompted colleges across the country to reevaluate their security procedures. It has also drawn national attention to the vague guidelines that govern when and how campuses can respond to threatening or self-destructive behavior by a student. Federal law prohibits universities from contacting a student&#39;s parents unless the student presents an imminent danger to himself or others, a standard that is open to wide interpretation. In recent years, campuses have been sued for taking preemptive measures against troubled students in some instances and for failing to take preemptive action in others. As a result, most campus administrators have welcomed the opportunity to review the existing statutes. "I think there&#39;s enough confusion now that most institutions would tell you that it could hardly get any worse," said Becky Timmons, assistant vice president for government relations at the American Council on Education. "Institutions may assume that scrutinizing this legislation would lend some greater clarity to the issue," she said. "There are some very legitimate reasons for the laws we have the on books, but they do create grey areas for campuses." The UNC-system has created a task force that will explore those grey areas, along with a whole host of other safety issues. The group will represent a variety of constituencies, from chancellors and legal counsel to students and staff members. Only after the task force has weighed in with recommendations - scheduled for sometime in September - will the system consider lobbying for any changes to federal law. "Because the issues of privacy and disclosure are so delicate, it&#39;s going to take a lot of people thinking about this to come with the right balance," Rhinehardt said. In announcing the safety task force earlier this month, university officials stressed the need to avoid any hasty reactions. Noting that UNC campuses are statistically far safer than North Carolina as a whole, System President Erskine Bowles said the task force would proceed cautiously with any recommendations. "We have to really make sure we think through these issues and don&#39;t just react," Bowles said. "We have to do things that make good common sense." It is unclear whether the task force will finish its work in time for UNC to weigh in effectively at the federal level. It will depend on how quickly Congress moves to revisit the privacy and disclosure issues. The state of Virginia has formed its own high-profile commission to study the shooting at Virginia Tech, and Timmons said that might prompt federal lawmakers to take a more deliberative approach. "I think there is a little bit of a sense of proceeding slowly out of a sense of respect for the Virginia Tech situation," she said. -- Original Source: <a href=http://media.www.dailytarheel.com/media/storage/paper885/news/2007/05/24/StateNational/Student.Privacy.Under.Scrutiny-2907006.shtml>The Daily Tar Heel - May 24, 2007</a> Language A language of the resource eng Rights Information about rights held in and over the resource Kevin Schwartz <kschwartz@unc.edu> Title A name given to the resource Student privacy under scrutiny mental health privacy unc https://www.april16.vtlibraries.net/files/original/Pittsburgh University III_89fc558883.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 2007-05-29 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 2007-05-29 11:03:29 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 Chad Newswander Creator An entity primarily responsible for making the resource Kris Radder Date A point or period of time associated with an event in the lifecycle of the resource 2007-05-29 Description An account of the resource Photo of a Candlelight Vigil that was held on Pittsburgh University, Monday April 23, 2007, just a week after the tragedy on Virginia Tech campus. Students spell out the logo of Virginia Tech Original source: <a href=" http://www.flickr.com/photos/radder86/472520499/"> http://www.flickr.com/photos/radder86/472520499/</a> Licensed under <a href="http://creativecommons.org/licenses/by/2.0/">Creative Commons Attribution 2.0</a> Language A language of the resource eng Rights Information about rights held in and over the resource Kris Radder http://www.flickr.com/photos/radder86/472520499/ Licensed under Creative Commons Attribution 2.0 Title A name given to the resource Students logo pittsburg university