YoNaturals to Install Healthy Vending Machines at Stanford University

March 27th, 2008
Dedicated to offering the best for its gifted students and staff members,

Stanford University will soon be equipped with new, ‘cutting edge’, vending

machines, which are geared towards natural and organic products.
Based out of Solana Beach, Ca,

YoNaturals Inc. was launched in August of 2007 as the first healthy vending

company of its kind. They have been committed, from the start, to providing

its customers with alternatives to the ‘junk food’ that is typically found

in today’s vending machines. Mark Trotter, CEO of YoNaturals explains that,

“Our machines are stocked with great-tasting yet nutritious snacks and

beverages such as Stacy’s Pita Chips, Clif Bars, Pirate’s Booty, Fiji

water, Vitamin Water, Horizon organic milk, and Function Drinks. All of

these products have been specially selected to ensure natural and organic

ingredients and most importantly taste.” “For once, vending machines can be

associated with a leading movement in consumer health and wellness,” he

adds.

With an exceedingly successful 2007 behind them, YoNaturals has

propelled its awareness to new levels among schools, businesses, investors,

and the consuming public. Cynthia Savage, Director of Location Development

at YoNaturals, explains that, “Stanford chose YoNaturals because, being a

premier educational institution, they understand the benefits of having

healthier snacking options for their students and faculty.” She adds, “The

products found in the ‘YoZone’ vending machines have no genetically

modified ingredients, no partially hydrogenated oils, no unhealthy sugars,

no dyes or preservatives. This is the wave of the future in food and in

vending. YoNaturals is not ‘big-beverage’, nor do we intend to be, we just

want people to have truly healthier choices.

The arrangement between Stanford and YoNaturals involves providing the

University with multiple ‘YoZone’ vending machines through YoNaturals’

exclusive area distributor, Natural Now LLC of Portola Valley, Ca. The

machines will be placed in various buildings throughout the campus, and as

an added perk, the departments selected to house these machines will be

allotted a portion of their machines sales profits. Additionally, Natural

Now LLC will be donating a portion of their profits to the ShineOn.org

Foundation which provides educational scholarships to high school students

affected by AIDS in Africa. Tracy Sherman and Steve Friedman, managing

partners of Natural Now LLC, are the founders of ShineOn.org and are

responsible for the donations provided to this commendable cause.

The ‘YoZone’ vending machines, which will soon be found around campus,

are state-of-the-art, and designed with ultimate convenience in mind for

both the customers and operators. They feature 24/7 remote monitoring,

cashless payment systems for debit or credit cards, and are temperature

controlled to service both fresh food and drinks simultaneously. The

healthy and organic products sold at each location are specially selected

from a list of nearly 300 items.

Distance learning stalwart relies on old methods

March 17th, 2008

Back in the late 1960s, when jeans were bell-bottomed and The Beatles ruled the airwaves, a bright young, Scottish faculty member at Stanford University was busying himself with educational research: Specifically, a study of thousands of students that attempted to identify the most effective teaching techniques.

The man’s name was Keith Lumsden and he is now a professor and the director of Heriot-Watt University’s Edinburgh Business School (EBS).

He says that the study came up with “the astounding conclusion that bright students learn faster than dumb students”, that there was no definitive “best” way of teaching people and that people learn more effectively if they are exposed to a number of ways of absorbing information.

At the same time as doing this research, he was involved in offering executive education (short courses for senior employees) to big companies including IBM and Shell.

He says that the participants were “crying out” for material to take back to the workplace and pass out to colleagues.

He saw a gap in the market for a flexible programme of generic business education aimed at mid-career workers - those who already knew how to “play cards and make friends”, as Prof Lumsden puts it - and did not want to sit in a classroom for a year or two and do a full-time Master of Busiess Administration (MBA) programme.

To fill the gap he came up with a flexible distance-learning MBA that could be studied anywhere and would offer a variety of ways to learn.

Students could apply, enrol and study at any time, would not be obliged to come to a campus for face-to-face teaching, and would have seven years to finish the degree.

The EBS MBA was launched at the end of 1989, and Alick Kitchin, the school’s business director says, “it took off like a rocket.”

The school believes that, by 1995, it had the largest MBA programme in the world, by number of students.

Mr Kitchin reports that applications nowadays are in “steady-state.”

At EBS, this means 6,600 active students. The average age of this cast of thousands is 37.

Few significant changes have been made to the EBS educational model over the years.

Naturally, course materials have been updated and the list of electives has grown.

As of 2003, all students must have regular internet access and the seven-year time limit has been abolished.

Full-time and executive versions of the MBA are now offered on campus and four specialist masters programmes were launched in 2006.

But for all of the MBA offerings, the same basic model remains: seven core courses and two electives, just as in 1989.

The school shows no interest in changing the way it assesses students.

Mr Kitchin puts it bluntly: “We are not interested in continuous assessment.”

For each of the nine modules, students must pass a three-hour closed-book exam.

These exams take place every six months using the same paper, in the same country, on the same day.

Moreover, if you fail an exam first time and, says Mr Kitchin, on average 30 per cent of students do, you will have one more chance to pass.

After that you will be asked to leave the programme.

The regime is designed to be “tough and clean” and Prof Lumsden says, only half jokingly, that “we fail more students than any other school” would be an EBS promotional slogan if it were up to him.

Both men note that this emphasis on final assessment demonstrates that “outputs” are more important than “inputs” for the EBS model.

Thus the course is open to anyone with a recognised degree or professional qualification at a certain level but also to anyone who has already passed the exams for three of the modules.

Mr Kitchin highlights another point he feels provides evidence of the focus on outputs rather than inputs (such as proficiency in English): the core courses and certain electives are available in three languages - Hebrew, Mandarin and Spanish - as well as the original English.

In addition, two modules are now offered in Arabic and Russian versions of some others are in the pipeline.

Luckily, the school and its eight full-time faculty are not entirely on their own providing multi-lingual support to the nearly 7,000 students around the world.

The school has three offices and a network of “approved learning partners” in 30 countries.

Students can choose to sign up with a partner institution and receive classroom teaching and support while they study.

Also, any student can choose to attend seminars on the school’s Edinburgh campus if they want to.

About 40 per cent of current students have chosen one of these options.

The remainder go it alone, usually for about three and a half years, which is the average time taken to complete the degree.

If all of these options do not sate a student’s appetite for distance learning, a newly-qualified MBA can always proceed to the school’s distance-learning Doctor of Business Administration qualification.

The DBA programme already has 300 enrolled students - 30 in the active research phase - who are being supervised by academics all around the world.

Stanford acquires late professor’s renowned collection of ‘association copies’

March 14th, 2008

When Jay Fliegelman was 12 years old in New York City, he was ill with a life-threatening disease. Sick children are usually lonely—isolated from their peers not only by the illness itself but also by the altered experience the illness offers. This particular child found an uncharacteristic companion to wile away his hours: old books. It was not a penchant for reading them that sustained him, but rather a passion for collecting them.

It was the beginning of a lifelong fascination for Fliegelman, the William Robertson Coe Professor in American Literature, who went on to become a leading figure in American studies. He died Aug. 14, 2007, at 58, following complications from liver disease and cancer.

During his childhood illness, he discovered the Fourth Avenue bookstores, owned by Jewish immigrants who had arrived with rare books and set up shop. “I realized that you could get a book that was 300 years old for $10, if it were missing two leaves and had been stored vertically so that the heavy page block, which is supposed to lay flat, had begun to pull away from the binding,” he wrote in his final unfinished manuscript, Belongings. Fliegelman’s manuscript is part inventory and part love affair.

Its object is now housed in Green Library’s Special Collections, which has just acquired the nationally renowned collection from Fliegelman’s widow, Christine Guth, an independent scholar and recent Humanities Center fellow. According to Shelley Fisher Fishkin, an English professor and director of the American Studies Program, the 258 volumes form “one of the most impressive book collections likely to be put up for sale in our time.”

The price of the collection is confidential, said Associate University Librarian Assunta Pisani. She added, however, that “the collection was worth more than what we paid for it—and the difference was a donation from the widow.”

The inventory has grown and altered in the decades since Fliegelman’s early rummages through Fourth Avenue bookstores. The collection at the Green Library is definitely a grown-up acquisition organized with a grown-up’s eye.

An accomplished and renowned collector, Fliegelman specialized in “association copies.” These books have a great, sometimes huge, added value largely because of who owned them. In this case, some of Fliegelman’s books once belonged to Charles Dickens, Nathaniel Hawthorne, Henry Wadsworth Longfellow, George Washington, Elizabeth Barrett Browning, John Quincy Adams, Daniel Webster and the Empress of Russia. One of them carries the most famous American signature of all, John Hancock.

A stunning example of the cache rests within a book box covered with green marbled paper, with the words on the spine: “Frederick Douglass—Narratives of His Life.” One of the books inside is the statesman’s autobiography, My Bondage and My Freedom. The volume is inscribed to Ellen Richardson:

“With the respect, esteem, and most grateful regards of the author and as a token of his sentiments towards her, as the friend and benefactress, through whose active benevolence, he was ransomed from American Slavery. 1860″

The simple message is so moving and alive it almost conveys a pulse, connecting us through time to the former slave whose manumission was championed by the Quaker headmistress from Newcastle who acted as a fundraiser for Douglass’s freedom.

Clearly, the books in Fliegelman’s collection have a story, and this particular one is “an incredible piece of history,” Pisani said.

These are the famous names—but the lesser known, too, have their stories. Richard Bellingham (1592-1672) owned the 1609 edition of George Buchanan’s popular translation of the book of Psalms. Bellingham was a three-time governor of the Massachusetts Bay Colony immortalized in Hawthorne’s Scarlet Letter, where he serves as a symbol of Puritan theocracy. Fliegelman calls him “the real frog in the imaginary garden.”

Beauties of the English Stage is one of the few survivors of the library of gifted Gambian-born poet Phillis Wheatley (1753-1784), who was bought as a child slave wearing only the remnants of an old sack. She died in poverty, but free, after the birth of her third child. “A book from Wheatley’s library is virtually unattainable today,” Fliegelman wrote. Wheatley’s husband, having abandoned her, survived her and sold her books—but they’re a rare find.

Fliegelman “changed his collection constantly, buying and selling all the time,” said John Mustain, Special Collections librarian. “He would go into a store and recognize these names, and the dealer wouldn’t. It was just pure gold for him.”

According to Fliegelman, association copies “ideally are books not simply owned by important people, but books that influenced them, with which they had an emotional as well as intellectual relationship, often a longstanding relationship in which the book served—to use tropes of the 18th century—as friend, mentor, father, child.” This relationship is often marked by “marginalia, signatures, dating, wear patterns, turned down corners, thumbprints.”

The relationship may surface in more profound ways, too: Longfellow’s copy of The Confessions of Nat Turner (1831) was probably an inspiration for his best poem on slavery, according to Fishkin.

Fliegelman’s tastes distinguish him from the majority of collectors: “In the usual marketplace the book that is sought after is the pristine copy of, say, The Scarlet Letter, untouched, off the press. I am interested in the other end of the spectrum, the book that’s been read to death,” he wrote.

Faculty and students urged Green Library to acquire the Fliegelman library: “Jay’s collection is, in my opinion, one of the most important examples of its kind in the world, and would surely become a magnet to scholars, from diverse disciplines, for generations to come,” according to Gavin Jones, associate professor of English. He added that the collection has “the power to realign scholarly interpretation of 18th- and 19th-century literature. … Scholars have barely scraped the surface.”

In his letter to the library, Albert Gelpi, the Coe Professor of American Literature, Emeritus, emphasized the cohesiveness of the library: “It is a single collection; the books speak to each other.”

Certainly Fliegelman speaks to us through them. What he told his students and fellow scholars was to pay attention to the physicality of a book—”anything that shows the actual engagement of the reader with text.” Mustain sometimes refers to it as the book’s “archeology”—the layers of annotations, marginalia and signatures that take place over generations.

For example, Amelie Opie (1769-1853) may have been a prominent poet in her time, but James Fenimore Cooper scribbled “silly” on the title page of her poetry collection. President John Adams carefully copied Greek words in the margins of Hermes, or a Philosophical Inquiry Concerning Universal Grammar.

In a time when paper was rare and expensive, margins are sometimes marked with arithmetic sums or otherwise marked as scratch paper, since notepads weren’t an option. Thomas Jefferson was upset that James Madison had written his name five times (apparently trying to draw ink into his quill) in his 1751 edition of Milton’s Paradise Lost. After trying unsuccessfully to erase Madison’s name, Jefferson was forced to sign his own name on the title page, “a practice he abhorred,” noted Fliegelman.

Jones explained the rationale behind Fliegelman’s collection: “Behind Jay’s collecting mind, which can be seen as a kind of attack on the very idea of marginalia, whereby what seems incidental—a dedication, a note—becomes in fact central to a radical reinterpretation of the text in question.” It also became the basis for a unique kind of pedagogy.

“One of the best things about Jay’s teaching was that he frequently invited graduate classes to his home,” wrote graduate student Natalie Phillips. “He did this so he could show us his library and his collections of 18th- and 19th-century Americana—a truly life-altering experience for a young academic in the field. Jay would talk endlessly, pulling book after book from his shelf, with us in a tight, fascinated circle. It was not only invigorating and exciting. It was real learning.”

She continued: “By keeping Jay’s collection at Stanford, we both commemorate Jay’s intellectual legacy and create an ‘association collection,’ a collection of books drawn together for their associations, drawn to Jay by his associations with them, and kept at Stanford for his association with it, with us.”

Odd that a collection begun so much earlier in Fliegelman’s life, by a child looking backward into the past, extends a new and very different meaning into the future, for us. In any case, the early collection served its first purpose: to console and comfort a frail and lonely boy. The young Fliegelman opened the pages of his old books and peered into another world.

“I’d go to a bookstore and see them stored wrongly and just feel the drama of the ’skin’ coming off in a slow battle against the weight,” Fliegelman recalled. “So I had these various things that were easy to get—British Library lanolin and glue and sewing materials—and I’d buy these old books and repair them in a very amateurish way as a way of modeling to my parents and the doctor how I wanted to be taken care of. But I reversed the role; I was now the doctor.”

Quelle Stanford News

Stanford’s tuition cut won’t fly in Kansas

March 9th, 2008

images.jpgMuch hand-wringing has gone on recently over the dramatic rise in college tuition, but one prominent university has taken steps to combat that.

Last month, Stanford University announced it would no longer charge tuition to most families that make less than $100,000 per year. Neither tuition nor room and board would be charged to families with an annual income of less than $60,000.

It’s a radical change, but one that has some company among the largest universities across the country.

“The No. 1 pressure came from parents of our current students who were asking us loudly and clearly for assistance,” said Karen Cooper, Stanford’s director of financial aid. “At the same time, we do compete with each other.”

Cooper said Stanford leaders wanted to send the message that students should not be excluded from a university they could otherwise get into because its sticker price is higher than they think their family can afford. Cooper stressed, though, that Stanford is still just as competitive as before; it’s just offering more aid to those who can get in.

And while Stanford’s decision generated a lot of publicity for the Palo Alto, Calif., university, admissions leaders in Kansas say it won’t affect the students who enroll here. However, it may change the expectations of those students.

“You see in the mainstream news media stories about Harvard and Stanford and their new financial aid policies, and sometimes people have the same expectations at other institutions,” said Lee Furbeck, interim director of admissions and scholarships at Kansas University.

Though the universities have different capabilities and missions, Furbeck said KU shares Stanford’s goal of making college more affordable for students.

“We have slightly more scholarship funds for the upcoming school year, but not a lot,” she said. “We would like to have more, but we do what we can to help folks with what we have.”

Louise Cummings-Simmons, vice president of enrollment management and financial aid at Baker University, said Baker has students quite often who want or need more financial aid. But she said she didn’t think decisions at large schools on the coasts affected potential Baker students much.

“Now if some of our local competitors in the private sector were to do that, it would hurt us,” she said.

But Cummings-Simmons said she does notice students who will try to play one school’s financial aid package off another to try to get more money.

“I know that parents and students for many years have been aware this is a negotiating business,” Cummings-Simmons said.

All told, the Stanford proposal will cost the university an additional $20 million per year, the majority of which will come from an increased expenditure from endowment funds. Under the proposal, Stanford will spend 5.5 percent of its endowment to help fund a $97.2 million financial aid program.

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