Links Fair! 3/30/11

Still exploring majors?

Wish you knew more about what UW has to offer?

Come and check out all of the disciplines offered here at UW as you play fun gamesand interact with advanced students and advisers at the Links Majors Fair! It’s happening in Lander Hall on March 30th from 6:30-8:30pm. There will be lots of opportunities to win FREE prizes and eat FREE cookies! What’s not to love? Just to name a FEW of the fun things happening at the fair…

-Explore brain samples under a microscope with BIOLINK
-Design and create your own buttons with ARTSLINK
-Create a poem for a friend with the WORDLINK poem generator
-Learn about exciting career options with the UW CAREER CENTER
-Meet academic ADVISERS that can help you find your path

We hope you can make it! Contact enc5@uw.edu with questions

Reading While Black: Thinking about Black Male Literacy in the Age of Hip Hop

CHID 498: Reading While Black: Thinking about Black Male Literacy in the Age of Hip Hop

SLN 19262

T/TH 430-620

“Reading While Black” will combine theoretical texts, literacy narratives, and in-class dialogue to understand the long-standing ambivalence that African-American men, and others, experience around their literacy practices and performances of manhood. In brief, this course aims to foster dialogue among texts and participants around the evolution of these tensions toward literacy, manhood, the politics of respectability, and social mobility felt regarding this specific sociological group. By reading a selection of autobiographies, memoirs, and narratives from a wide span of history, we will seek to understand the roots of this ambivalence and the way that certain ideologies ensure its continuation, as well as ways it is being challenged.

Max A. Hunter angel00

John Perkins Teaching Fellow

Business Competition– Open to ALL majors!

Business Plan Competition

The UW Business Plan Competition is the marquee event for the Center for Innovation and Entrepreneurship at the University of Washington Michael G. Foster School of Business. In the past thirteen years, the Business Plan Competition has successfully:

Awarded $872,000 in prize money to 87 student companies

Involved over 300 judges, mentors, sponsors, supporters each year from the alumni and business community

Promoted student ideas and new venture creation

Provided an opportunity for business and science students to present new business plans to Seattle area venture capitalists, entrepreneurs, and investors

Learn more via competition FAQs or by contacting Sarah Massey at masses@uw.edu or 206.685.9868.

Can non-business students enter the competition?
Yes. The Business Plan Competition is open to ALL students who are currently enrolled in a degree program in the state of Washington.

If I don’t find any team members that really seem like “the right fit” during the Networking Nights, is it OK to have a “team” of just one person?
It is OK to have just one person on a team.  However, if you advance to the Investment Round, you’ll want to add a few people to your team to help you pitch to judges.

Can we submit a business plan into the competition for a business that is or may become a nonprofit / social business in the future?
The competition is open to all types of businesses.  Every year there are nonprofit or socially responsible businesses in the competition.

Is there a BPC archive that has a synopsis of the BPC plans submitted so far?
Yes, but you must come to CIE to look at it.  Be sure to call or email the CIE Office to set-up a time.

Can a student submit plans for more than one team?
You are allowed to participate in the Business Plan Competition with more than one team. It can be a logistical challenge to do that at the Investment Round and Sweet 16, but it is possible.

Am I allowed to have a faculty member as a mentor for the BPC?
You can have a faculty member as a mentor. We’re also happy to try to pair you with a professional in the field who could coach and mentor you through the process. Note, it’s much more effective if you have an idea of who you would like to talk to more about your idea. Coming and simply asking for a mentor will make it challenging for you to find the right person. You should do research to find out who you want to talk to.

I am part of a company looking to recruit students to assist in taking my idea through the Business Plan Competition. How should I go about doing this?
Here are two ways to meet students:

Post a profile on the find teams and students web page.  Succinctly describe what your idea is and the type of team members you’d like to join your team.

Attend the Business Plan Competition Networking Night. There will be opportunities to meet with lot of students and pitch your idea to them.

Can I compete two years in a row?
Students are welcome and encouraged to participate as many times as they want – as long as they are a student (enrolled in a degree seeking program in Washington state) or have a student on their team.

Can I change the name of the business at some point during the competition?
You are allowed to change your company name during the competition. We recommend that you reference the name change in your documents (one-page executive summary or business plan).

Can I have more than 4 members on my team?
You can have as many people on your team as your like; there is no official limit. Most teams are 3-5 people, but you can do whatever makes the most sense for you. However, only four teammates can pitch at a time during the Investment Round. If you have more than four team members, you can tradeoff.

Is the list of judges for the Business Plan Competition available to the participants?
We don’t release our judge lists for any of the rounds.

Do judges or coaches usually sign NDAs (non-disclosure agreements)?
Judges and coaches do not sign NDAs.  This is common practice in the entrepreneurial world, especially when you are pitching your idea to investors.  You should figure out a way to talk about your business, but not give away the confidential information that could be patented, trademarked, or that is simply your secret sauce.

Contact Sarah Massey at masses@uw.edu or 206.685.9868 for more information.

 

Cool event, TONIGHT @ 7pm

Melbourne, Australia Fall Study Abroad Information Sessions March 4th, 5th & 9th

Fall 2010
PLEASE join Australia Instructors Emily Clark and David Giles for an Australia Program Information Session to find out more:

Thursday, March 4th at 5 pm
Friday, March 5th at 12 pm and
Tuesday, March 9th at 3 pm

In The CHID Lounge – Padelford C-101

Open to all Majors – Financial Aid Available – Full Time UW Credit

Program web site

2010 Exploration Seminars Have Launched | Apply Now!

Exploration Seminars transport your education into a global context. Over 40 programs offer you the chance to intensively explore a topic in a small-group learning community, outside of the classroom, during the UW’s early fall start. Exploration Seminars are open to all UW students, and have few prerequisites so that you can access the places, cultures and topics that each program explores.

Intensive, small-group international programs

Get away & explore during the UW’s early fall start

3-4 week single-class programs

Earn five to six UW credits while studying off-campus and out-of-the-classroom

Programs directed by top UW faculty experts

Financial aid & scholarships available

Unique cohort-based learning communities

Apply Now: http://depts.washington.edu/explore/

New Internship to explore.. with CHID!

This is a great internship opportunity for students interested in research, community relations, media, and a chance to help produce a film festival.

SNOHOMISH CARNEGIE FOUNDATION

COMMUNITY RELATIONS COORDINATOR

Fall 2009, CHID 499 12-credits*

Background. Built in the early 20th Century, the Snohomish Carnegie Library served the people of Snohomish for nearly 100 years as a public library, educational and cultural center, and civic auditorium. In 2005, the non-profit Snohomish Carnegie Foundation was formed to manage the physical restoration of the building and the creation of programming for the facility’s mission for the 21st Century: serving the community as The Carnegie Educational Center — A Place For Families.

Position Description. To support the mission of the Snohomish Carnegie Foundation, the position of the Community Relations Coordinator (CRC) has been created to implement: a widely-recognized and respected presence for the Snohomish Carnegie Foundation within the greater Snohomish community; facilitate the physical restoration of The Snohomish Carnegie Library building and grounds; and recruit community partners for the development of educational and cultural programs. The CRC will serve as the primary liaison between the Snohomish Carnegie Foundation and the public, media, future donors, partnering organizations, and government agencies.

Performance Goals. The CRC will be responsible for:

* Developing and distributing media releases and performing radio and television interviews regarding events at The Snohomish Carnegie Library.
* Researching and developing marketing materials (brochures, posters, advertisements, etc.), which includes coordinating work with graphic designers/printers and organizing a distribution system for the materials.
* Creating public information presentations to be delivered to government agencies, service clubs, community groups, and special interest groups within the greater Snohomish community.
* Conceiving and implementing fundraising activities.
* Redesigning the Snohomish Carnegie Foundation website.
* Creating and managing a database of public contacts and partner agencies, and recruiting community members to serve on volunteer program committees.
* Organizing and managing the City’s War Memorial Restoration Committee, and coordinating with potential designers for the City’s new open-space park to be located at The Carnegie.
* Organizing, publicizing, and conducting the upcoming Kla Ha Ya Film Festival.

Requirements. In order to fulfill 12-credits (or less, depending on the needs of the student intern) of CHID 499 Independent Study under the guidance of Instructor Christina Wygant and Snohomish Carnegie Board Member Greg Guedel, the following will be observed by the selected intern:

* Designing a focused work plan and creating your own work hours.
* Attending monthly Snohomish Carnegie Foundation meetings in Snohomish. (Bus schedule: http://www.commtrans.org/BusService/Schedule.cfm?route=424)
* Attending bi-monthly check-in meetings to discuss work plan and progress.
* Implementing all performance goals within a reasonable timeframe.
* Completing a final self-evaluation of quarterly work performance.

Final grades (on a 4.0 scale) will be based upon completion of projects, active participation in meetings, final self-evaluation, and evaluations by instructor and board members.

Benefits. With completion of this internship while in good-standing, you will have the opportunity for:

* Letters of recommendation from professionals in a variety of backgrounds.
* Career networking opportunities with professionals such as government officials, community organizers, media, non-profit and for-profit corporate executives, and art educators.
* Around 400 hours of professional internship and non-profit volunteer hours.
* Potential future paid internship.
* Expansion into possible thesis topic.

Application. All applications will be due by 5 p.m. on Friday, September 11, 2009. You will be contacted for a brief interview by 5 p.m. on Tuesday, September 15, 2009. Interviews will be held Tuesday, September 22, 2009. Final decisions will be made by Thursday, September 24, 2009. Please see attached application.

Applications should be directed to Greg Guedel, 206.447.8931, guedw@foster.com.

Independent Study questions may be directed to Christina, cwygant@u.washington.edu.

* 12-credits is the maximum amount of independent credit hours received for internship. The position is also available to those seeking less than 12-credit hours.

SNOHOMISH CARNEGIE FOUNDATION

COMMUNITY RELATIONS COORDINATOR

APPLICATION

Name:

Email:

Phone Number:

CHID Major? Y/ N

Graduation Date:

Number of credits interested in for internship:

Resume. With your application, please attach an up-to-date resume.

Statement of Interest. In 250 words or less, please write a brief statement indicating your interest as an internship candidate. Questions to consider, but not limited to: Why do you believe you are a strong candidate for this position? What aspects of your areas of study will contribute to your internship? How will this benefit your future interest in non-profits, education, and/or government work?

Due 5 p.m. Friday, September 11, 2009. Applications should be directed to Greg Guedel, 206.447.8931, guedw@foster.com.

What can you do with a CHID degree?

What’s up with CHID?

By introducing students to the interrelation of ideas and society, Comparative History of Ideas demonstrates the need to consider intellectual problems from many perspectives. The goal of the program is to provide the tools of critical and parallel thinking to each student.

By parallel thinking we mean a habit of seeing from a variety of vantage points. For example, the student might employ a specific methodology to a set problem and then critique his/her work by examining the assumptions of that methodology as the first step in employing a new method which would work in parallel fashion to the first. With respect to problem solving, when a particular method runs into obstacles (due to its inherent assumptions) the student who has been trained to critique his/her own operating methods would be able to step back and critique the problems that led to the obstacle and thereby steer a course around it.

The program hopes to engender an attitude of personal engagement and creativity within students, encouraging them to think for themselves. In addition, the program seeks to inculcate a sense of the importance of a disciplined methodology as a means to investigate various issues, while at the same time revealing the inherent weaknesses and limitations of any system.

CHID graduates have gone on to do things like:
* Post graduate studies in the Humanities and Social Sciences
* Careers in a wide variety of fields including law, international relations, administration and public policy, medicine, education, journalism, new media and film.
* CHID alum teach English around the world, work as interior designers and personal trainers, run their own pottery studios, are librarians, musicians, dentists, social workers, and museum curators. They’ve written speeches for former UN Secretary–General Kofi Annan, owned hostels in Cape Town, and opened up coffee shops in Arkansas. They have created literacy programs at local schools such as Gatewood Elementary in West Seattle. They’ve joined the Peace Corps, AmeriCorps, and the Marines. They’ve taken what they learned in CHID and have applied it to whatever they have wanted to do!

If this sounds cool, stop by and talk to the CHID advising office today! For more info, visit their website: CHID!

CHID Student Thesis Presentations!

CHID 491 Spring 2009 Senior Thesis Presentations
Allen Auditorium (in Allen Library North), 8:00 a.m-1 p.m.
Tuesday, May 26th
***************************************************

We are honored and delighted to have you join us for the CHID 491 Spring 2009 Senior Thesis
Presentations! This quarter, students who are creating 5, 10, and 15 credit theses have been
working diligently together as peer editors for each other’s work. It has been my privilege to
work closely with each student this quarter both in and out of class. Thank you for joining us
for these exciting presentations. Enjoy!

8:00 Opening remarks; Group 1 set-up

Group 1- Identity Representation in Contemporary Media

8:10 Bebe Womack- “Impact of Asian Americans in Film”

8:17 Carling Harps- “Lyrical Free Speech: Hip-hop’s Response to U.S. Institutionalized
Inequality”

8:24 audience questions for group members; Group 2 set-up

Group 2- Interactions with Social Injustice

8:33 Caleb Steven- “Global Citizenship: A Personal Pursuit”

8:40 Jen Ertl- “Violent Crimes against Native Americans Perpetrated by Non-Natives”

8:47 May Nelson- “Schooling Homeless Children: Barriers against Elementary
Education”

8:54 Stefanie Buurstra- “Biting the Hand that Feeds: A Look at Unequal Education for
Undocumented Students”

9:01 audience questions for group members; Group 3 set-up

Group 3- Love, Actually

9:10 Amber Eaton- “Marriage in Culture”

9:17 Claire Hogan- “Modern Love Potion”

9:24 Donna Freedman- “Fed Up: Midlife Women & Reinvention”

9:31 Priscilla Umemoto- “We are in Love”

9:39 audience questions for group members; Group 4 set-up

Group 4- Empowering the People

9:48 Elena Tarassova- “Indoctrinating a Different Truth”

9:55 Hong-Yen Chan- “Perspectives and Viewpoints on Health Care among Vietnamese Immigrants in
the Puget Sound Area of Washington”

10:02 Lauren Kayda- “Negative Effects of Electromagnetic Fields on Children”

10:09 Scarlett Mai- “Political Participation among People with Disabilities”

10:16 audience questions for group members; Group 5 set-up

Group 5- Global Conflicts

10:25 Alyssa Bourne- “East Meets West: Orientalism & Occidentalism in Regards to the Conflict
between Greece and Albania”

10:32 Clea Hersperger- “The War on Drugs: Power Politics between the U.S. & Latin America”

10:39 Duncan Forbes- “Politics & Indigeneity in Latin America”

10:46 Laura Harrington- “Freetown Girls: Post-Conflict Identity in Sierra Leone”

10:53 audience questions for group members; Group 6 set-up

Group 6- Exploring Human Nature

11:02 Gordon Waite- “Adventures in Human Nature”

11:09 Micaela Katz- “The Lens of Liberation”

11:16 Shane Mitchell- “Trippin’ through Time”

11:23 Tegan Kaske- “Artefact: Colonialism, Animality, Representation and the Natural History
Museum”

11:30 audience questions for group members; Group 7 set-up

Group 7- Education, Identity, Tracking & Critical Thinking

11:39 Andrea Jacobs- “Identity through Travel”

11:46 Danielle Cordova- “Critical Thinking in the Classroom: U.S. History as Presented to High
School Students”

11:53 Kayla Lemley- “Trackings Effects on Students & the Subculture of Education”

12:00 audience questions for group members; Group 8 set-up

Group 8- Authorial Vonnegut Apocalyptic Change

12:09 Jason Sondhi- “Agent-Centered Apocalypses: Discourses of Value and Change in
Post-Recessionary Anime”

12:16 Jon La France- “Re: Birth of the Author”

12:23 Matt Stock- “Reinventing the Wheel”

12:30 Zack Wallace- “Socio-politically Charged Stories (from the Writer’s Perspective)”

12:37 audience questions for group members

UW publication “Intersections” is accepting Spring submissions NOW!

What is Intersections? It is a quarterly, open-access, online journal that features student research from a wide range of disciplinary locations within the Arts, Humanities and Social Sciences. It includes online versions of three UW student-run journals: The Orator, Bricolage, and The Anthology Project. The journal is organized through the CHID program, but is open to students in ALL disciplines!

Intersections is currently accepting essays, research papers and senior theses for the upcoming Spring issue. Deadline is May 15. For submission guidelines, specifications, and email addresses, please refer to the “Call For Papers” page – or you can simply email your Word file [doc.] to: intersectionssubmissions@gmail.com

To view previous submissions, visit the online copy of last quarter’s journal at: http://depts.washington.edu/chid/publications/intersections%20Winter%202009/index.html

Submit to Intersections this Spring!

Submit Your Work to Intersections
Intersections accepts submissions at any time without prompt. Theses, research papers, seminar papers, and essays need only fit within the our general scope – which includes subjects typically addressed in the social sciences, arts and humanities.

File Format:
All Submissions must be e-mailed as Microsoft Word attachments – [.doc, 1997-2004]

Document Details:
Formatting – Please remove headers and footers, and if your paper contains a table of contents and/or an index, please delete.

Graphic Data and Illustrations – If your submission has artwork or graphic data, please submit an additional file that contains only the figures, illustrations, tables and graphs featured in your paper. Each element should have nested with it a title, caption and any associated source citation.

Theses and Research Papers:

Citations – All submissions with in-text citations must have a page number associated with every citation that refers to a paginated book, journal, periodical, or newspaper. Papers lacking this data will be returned to the author for corrections. With the exception of work that uses either the American Sociological Association or American Psychological Association (ASA/APA) citation style, submissions accepted for the journal will be converted into Chicago style footnotes.

Acknowledgements – Please condense acknowledgments in scope and in length so that they may be contained within the first footnote of your paper.

Author Biography- We also ask that all authors attach a 5 to 7 sentence abstract of your submission, as well as a brief, third-person biography that summarizes your academic progress, your intellectual interests, and your future goals or plans.

Send submissions to: intersectionssubmissions@gmail.com

DEADLINE: SPRING 2009: May 15, 2009