List of Freemasons (A–D) - Wikipedia
meeting-new-people//Restless Nights: Becoming a philosopher is extracurricular equity to the topic of the day—financial strife on Wall Street—at Barnard on Monday afternoon. . The Dodge Divide With the football team winning only three games over a game span from to (lowlighted by a recent Monday, December 31, Sunday, December 30, Old South Meeting House and the Boston Tea Party Ships are hosting their annual. Nov 9, He met Wednesday with employees from agencies across the federal Department of Homeland Security who had.
Was a Knight Templar and Shriner. Adams 7 July — 8 October American author, screenwriter, composer, and newspaper reporter. Congress and as Governor of New Hampshire. Junior Warden pro-tem of the Grand Lodge of Arkansas in Adams 23 October — 4 December American lawyer and politician from Delaware. Wrote one of the earliest known references to the Mason's Word. Member of Justice Lodge No. Member of the Lodge at New-Brandeburg.
Master of a Stockholm lodge and received the title of Protector of Swedish Freemasonry in House of Representatives from Pennsylvania. Ainsworth 6 June — 30 December American pioneer businessman and steamboat owner in Oregon. Helped organize the Grand Lodge of Oregon and served as grand master — Co-founded the Daily Times of Nigeria.
Member Star of Nigeria Chapter No. Imprisoned in for being a Freemason. Speaker of the United States House of Representatives from to Albright 6 January — 28 March American conservationist.
Alcorn 4 November — 19 December leading southern white Republican during Reconstruction in Mississippi, where he served as governor and U.
Second human to set foot on Extra-Terrestrial soil. Member of Montclair Lodge No. Entered Apprentice and Fellowcraft Degree in Later demitted to City of Mexico Lodge No. Banned all secret societies inbut rescinded the prohibition in He banned Freemasonry in Russia in due to concerns of political power of some lodges.
President of the Juneau Shrine Club — Paul Nebraska in Expelled for un-Masonic conduct in Served in both World Wars. Governor General of Canada from — Past grand steward andpast grand warden of the G.
Officer of the Grand Lodge of North Carolina in,and was senior grand deacon at his death in Grand Master of the Netherlands. Member of Esperanza Lodge. House of Representatives from Texas. Alger 27 February — 24 January20th Governor and U. Raised in in Corinthian Lodge No.
Frank Allee 2 December — 12 October American merchant and politician. Allen 23 July — 9 December U. Served in the Massachusetts state legislature and senate, and in the United States House of Representatives. First United States-appointed civilian governor of Puerto Rico.
Member of Yeatman Lodge No. Allen 6 October — 9 October 51st Governor of Massachusetts. Raised in Orient Lodge, Norwood, Massachusetts. If you want to fund the science lab, you have to have the football team. The primary element of this recruitment process is the infamous Academic Index, a metric Ivy League schools apply to potential athletes.
The AI made news last year because the Ivy League raised the minimum score a student could receive and still be admitted. According to the New York Times,which translates to about a 3. While the Times notes that few athletes are actually admitted at this level, students have no way to differentiate who among their peers is at that level and who is well above it, leading to a blanket assumption of lower academic pedigree for all athletes. Once coaches have picked out their desired athletes and received approval from the admissions office, they can issue what is known as a "likely letter" to potential recruits after Oct.
This letter serves as a de facto admission letter, barring any significant drop in academic performance before graduation. Jessamyn Conrad, who has taught both Lit Hum and Art Hum, is strongly against what she refers to as affirmative action for athletics—admitting students with lesser academic credentials because of their athletic prowess. She believes that bringing in students who aren't up to the academic challenge posed by Columbia causes both those individuals and their classmates to lose out, particularly in the intimate environment of Core classes.
The idea that recruiting athletes isn't fair to other students at Columbia, or to other applicants, is far from new.
For Conrad, though, the more pressing issue is the psychological toll she believes this system can have on the recruited athletes themselves. What it does to the students' psychology, when they really can't perform, is extremely unfair," Conrad says.
The experience of a football player she taught, she says, is indicative of the negative consequences of athletic recruitment in the Ivy League. He wasn't bright in the way that Columbia students are bright, but he wanted to do well—he was willing to work. I mean, he was a good kid, but there was no way for him to succeed, and he knew it I think that he probably would have had a better education if he were not at Columbia.
In his experience, knowledge of this fact sometimes led members of the Columbia community, particularly certain professors, to automatically view athletes in their classes through a negative lens. Some people have that negative attitude, like, 'They were already given a favor getting in here, so they just want to keep getting favors. The athletics program does not set the academic standards for admission, nor does it admit students to Columbia. Many justify their system, though, by attributing many of their standardized test scores and GPA drop-offs to the significant time drain associated with their athletic involvement in high school.
Sports helped me out there," sophomore basketball center Cory Osetkowski says.
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Harstrick isn't so quick to admit that many athletes would have been denied admission had it not been for the recruiting process—in fact, he doesn't think recruiting matters that much. Additionally, Osetkowski believes that recruiting athletes creates a more diverse student body. Conrad also strongly believes in socioeconomic diversity among students, which she thinks increases the value of the Core.
However, while some may be more naturally disposed to the particular exigencies of Core classes, she believes a certain expectation of ability should apply to all.
You can't go out every night," he says. Liz Malone, a junior and a women's field hockey forward, agrees. Core professor Susan Pedersen shares those sentiments, stating that she has no problem with student-athletes in class and that they tend to be disciplined and responsible. However, for every athlete who believes the discipline of athletics has helped them in academic life, there seems to be another who has felt crushed under the pressure of unrealistic time commitments.
Harstrick, for one, feels that his participation in athletics was a serious drain on his academics. He mentions a system by which coaches send him a note when one of his students has to miss class for a game or practice. By the same token, he says, when he takes his class on a museum tour outside of class time, he should be able to release a student from practice with no consequences for that student.
As things are currently constructed, that's fucking ridiculous. Men's basketball head coach Kyle Smith echoes this. Smith does, however, express some concern that his athletes might not tell him when they have something like a visit to the Met for fear of losing playing time.
Seybold says that, in her experience, Smith and McCarthy's claims of support are borne out in practice. They know that we're here for a reason," she says.
One former rower, who left the team to escape that culture, describes the directions from the coaches as "militaristic," specifically mentioning their strict requests for teammates to room together and spend as much time in each other's company as possible.
On the other hand, Osetkowski considers athletes and nonathletes to be fundamentally integrated parts of the student body—thanks, in large part, to the Core. And then for athletes, it's like athletics is coming second," Osetkowski says. James Valentini, dean of Columbia College, says that the main difference between athletics and other time commitments is flexibility. Harrison wrote for both Spectator and The Federalist while on the team, which he says was difficult but feasible if he budgeted his time.
However, he also noted that, as an athlete who participated in other on-campus organizations, he was in the minority. But not by choice, just by structure. Their time is just so differently and strangely constructed. Zeta Beta Tau baseballKappa Delta Rho basketballand Sigma Chi football are strongly associated with particular sports due to their overwhelming composition by certain athletes.
The latter fraternity counts only five to six members who have never played for the football team among its 44 members, and according to its president, Columbia College junior Chris Mooney, the organization has been tied to football for over half a century.
However, Harrison—a member of ZBT—and Mooney note that their fraternities have been making an effort to remove the automatic association of certain fraternities with certain sports. Our past recruiting class was much more non-baseball, and that's hopefully something that will carry over into the future. According to Murphy, student-athlete retention is an issue across the conference, as there is no fear of losing a scholarship, and athletes are still eligible for financial aid whether or not they remain on a team.
Pilkington fully supports student-athletes who decide to stop playing their sport. So if they want to do other things, then they should take advantage of what is here. She cites this figure as having been 87 percent for the class of and up to 98 percent for the class of Murphy also cites a program goal of a 75 percent four-year retention rate, noting that this figure has risen from 51 percent to 70 percent over the last four years.
She attributes this progress to renovated facilities, increased resources, and other factors. Katie Day Benvenuto, associate director of athletics development, speaks about the vast increase in resources allocated for athletics to curb attrition rates that has occurred since she played women's basketball here a decade ago, noting that athletes can now take advantage of dedicated staffers in the athletic department "whose job it is to help athletes make connections with alumni and explore career opportunities.
From the insularity of the athlete community, to the negative perceptions of recruitment, to the relative lack of success by Columbia's marquee sports, few deny the existence of widespread apathy toward sports on Columbia's campus. A considerable number of the students we spoke to said that they had little to no interest in Columbia athletics—even if they were fans of sports in general. Only a handful said they had attended more than one athletic event. Athletes tend to agree that student support is minimal, and express a desire for it to increase.
As one former football player tells us, the lack of support for the team was something he experienced throughout his career, while a former rower cites this apathy as one of the main reasons he left the team.
Some students even find amusement in the futility. For Pilkington, though, the answer is not necessarily to develop a more winning program. It's more about creating community through tradition, something he believes that "Columbia abdicated by doing stupid things like moving the baseball diamond out of the middle of campus and way uptown.
And while Harrison, the baseball player, believes the effects of the recently-opened, much-touted Campbell Sports Center will be positive in allowing athletes to "work meals and lifts around practice more easily," the spatial aspect remains a significant obstacle in bringing campus life into further contact with athletics.
Carrano expressed interest in attending a basketball game but said that if they were located at Baker, "I would never do that. It's way too far. He continues to support the athletic program by donating what he can though "no one's going to confuse me for that Kluge fellow," he says and staying involved in the community. A lecturer at the Law School, he makes himself available for guidance to any student-athlete who is interested in pursuing law after graduation. He says he likes the idea of "being able to be a face that can be counted on both to be at games and to give back to the program.
The sense that I get is that nobody knows them. Many faculty members, he says, have attitudes toward athletics ranging from indifferent to combative. Professors have to come to games too. That's why I'm saying that it's more of a mentality over the whole community," he continues. Brawn One Core instructor of over a decade, who chose to remain anonymous, spoke strongly about unfair, negative stereotyping of athletes he's found to be prevalent within the faculty community, even today.
Even if they're not particularly enthusiastic or whatever, your job as a teacher is to get them enthusiastic. That always rubbed me the wrong way. Multiple players we spoke with indicated that they'd been confronted with negative attitudes toward their athletic commitments from instructors, which, in some cases, added undue stress to their academic lives.
One current recruited athlete, who chose to remain anonymous, says that student-athletes he knows at other Ivy League schools generally have the same experience, unlike friends he has on sports teams at big schools, such as those in the Atlantic Coast Conference or Southeastern Conference, who "get treated like gods. But they have their prejudices, too, and one of the prejudices that comes out is this prejudice against athletes. However, Osetkowski says that he's yet to come up against one of those professors.
For Conrad, the problems she has seen have had more to do with ability than motivation or time management. I didn't feel like they were killing time in the class. I think that they were good kids," Conrad says. Conrad believes that, to fix these issues, a broader dialogue must be started, especially among instructors.
It beats them down," she says. Seybold walked onto the women's rowing team her first year but then left the team due to frequent illness and the strain athletics put on her academics. She attributes a significant degree of athletes' struggles in the classroom to the intense workout schedule to which they adhere. It was completely inappropriate.
Like, English is my second language, and I knew it was really bad. It's very hard to avoid it," he says. Thoughts like Maia's are the reason that Malone admits she tries "to not wear sweatpants as much as possible, so you appear as if you're not coming from practice. True to his roots, Feinberg proposes a solution to the divide—whether expressed through apathy or insult—between athletes and the rest of the community: Have the players' stories told.
By Meredith Foster T This legend promises one lucky Columbia man academic success and the chance at true love. However, much has changed since Alma Mater took her throne in And while this legend may date back to a time when Columbia had an all-male student population and gay relationships existed undercover, it raises the question even today—do Columbia students still count getting married as part of a dreamlike end to a Columbia education? Or in an increasingly competitive society, is a chance at true love no longer possible when graduating at the top of the class?
Census Bureau, the median marriage age in was If we assume both parties were going to college although men did outnumber women by 60 percent at four-year institutionswomen would have been planning their weddings during their sophomore year, and men their senior year. So what turned college years from the time to settle down into the time for casual, no-strings-attached hook-ups that students know today?
Professor Sylvie Honig, who teaches a class called "Adolescent Society," in Columbia University's sociology department studies how teenagers have changed their perceptions of marriage throughout history.
Honig says that for the first half of the century, "marriage was really an economic arrangement. There was sort of a separation between love and marriage.
It was much more utilitarian and it was based on an economic arrangement—a pool of resources, division of labor in terms of bread-winning and homemaking. The "pure relationship," as a dominant mode of relationship, started to disintegrate in the late '60s and '70s.
The '60s and '70s were when women's rights took center stage. Women started working higher-paying jobs, and could support themselves. Honig says that this shift was key. Because women were no longer financially dependent on men, marriage became something that women could wait for. However, at the same time, another big culture shift was arising.
With the widespread release of the birth control pill inwomen were given more secure opportunities to have sex outside of marital bonds. Sex, Dating, and Relationships on Campus, that with the pill "intercourse became thought of as a sign of intimacy and physical pleasure rather than merely a means of reproduction. Marriage became something to do whenever it felt right—whether that was at 30, 40, or The Columbia riots of occurred during the spring of their first year.
Gold says that the dating culture was similar to the current one—most of her and Levine's friends were not in relationships in college, and almost all were engaging in casual hook-ups.
However, Gold believes it was more complicated than that. Does this hold true today? What is a Relationship? How do you define a relationship? The question of whether one is in one is difficult to answer. When asked the same question, Heema Sharma, a sophomore at Barnard, answers, "No, I'm functionally single. And while Esquen's answer is probably what most Columbia students think to themselves, when their family members ask them the same question around Valentine's Day, most students will end up drawing an official distinction—"Yes, I am in a relationship," or "No, I am single.
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Is it ever suitable to say "yes" while in college? Like many students, Esquen, who is a swimmer on the Columbia varsity team, feels that the term "relationship" doesn't apply to college couples. He says, "I don't know how you describe a relationship. If I am in a relationship, I say not officially. When you are in college, you are exclusive, but you are not really boyfriend and girlfriend.
Esquen says, "Right now I am hooking up with someone. She's a junior, she's my friend from freshman year. I saw her two weeks ago, we hooked up, and we have seen each other every day. But at the same time, I also have been making out with another friend.
At the same time, I like another girl. Students see college as a time for casual hook-ups. A recent study by professor Paula England of Stanford University reports that, among 19 universities, 72 percent of students had hooked up at least once by their senior year of college. According to England's study, one third of student hook-ups extended only to kissing, one third to touching and oral sex, and one third to intercourse.
While this comment may make it seem that the hook-up and the relationship have nothing in common, this isn't quite true. Where do relationships start? The idea of meeting ones's soul mate at a bar or club may sound unlikely to most students. When heading to a bar or a party, a student doesn't usually give off the impression that he or she is looking for a serious relationship. Instead, it is usually interpreted that he or she wants something casual, a "no-strings-attached" relationship. However, many modern Columbia relationships show that the respective domain of the hook-up and the relationship overlap, and students do find love in unlikely places.
They had gone to the same high school but didn't meet until Lundberg's junior year at Barnard. Now, they are engaged. Lundberg says that most of her friends at Barnard who are in long-term Columbia relationships met their boyfriends the same way she and Aldrich met—at bars like O'Connell's and Havana Central. This is also true of Simon Jerome and J. Ramseur, both sophomores in CC, who met at a First Friday dance.
When asked how much later they started officially dating, Jerome responded, "Twelve hours. Long and serious relationships can exist on college campuses—places where many believe that such relationships are impossible. Furthermore, these relationships also show that there is not a clear line between those who are partying and hooking up, and those who are searching for relationships.
Lundberg says that she has always been a long-term relationship type. Aldrich, on the other hand, wasn't so during his time at Columbia. When Aldrich came to Columbia inhe went out a lot and had a few casual flings with girls on campus. However, by Aldrich's senior year, he was no longer enjoying the casual party scene. He said, "Because we're in the city, people hook up and then eventually want to settle down.
I was getting sick of all this hooking up meaninglessness. He hooked up a lot in the beginning of his time at Columbia, got sick of hooking up, and then settled down with her friend. Interestingly, Lundberg's friend was also one of the girls Aldrich hooked up with in the beginning.
Aldrich agrees, saying that this is common with a lot of guys he knows from Columbia.
meeting-new-people/350/Restless Nights: Becoming a philosopher is extracurricular
The Columbia Girl and Boy Gossip about greek life seems to perpetuate the notion that college is a time for casual, noncommital relationships. Esquen says he has a friend who will never date. If not, she will think he is leading her on. So I think he would [date a girl at Columbia], but [it] is really hard. The only time he actually decided to try, he got rejected.
That is probably something that sticks in your mind, same thing with me. I have tried trusting girls and they have disappointed me. I am less willing to try and commit myself [in the future]. The principal reason students identify when asked why they aren't in relationships is that they haven't met anyone "right.
I'm not looking for a fling. I'm looking for something longer-term, so I'm not looking to just rush into something. They just think they don't respect those girls. You know what I am saying, because those are the girls that are worth it, worth my time. But I never get to meet them. I have been in classes with really smart girls who are really cute, but I have never seen them out.
They hold out, waiting for the good-looking and intelligent person of their dreams. In response to the question whether students are more practical about picking out partners now than they were in the past, Rosalind Rosenberg, a professor of history at Barnard College, responded, "Practicality counted far more a century ago than it does today. The relative affluence of modern American society has made the French mathematician Blaise Pascal's observation truer than ever: The heart has its reasons, which reason does not know.
Ideally, men and women both want their marriages to be They want to split the houseworkthey want to workand they want to be in love and supportive of each other. Honig says that the reality is that most people never find this perfect spouse and end up with their second choices. Furthermore, men and women have different "second choices. Unlike men, women tend to prefer being alone to being with men who do not live up to their expectations.
Along with this, Honig identified another, perhaps more interesting, trend. Rather than explain who people are marrying, her hypothesis explains why people are marrying when they do. Top of the Class According to a study performed in by MTV and the Associated Press, 85 percent of students said they have felt stressed often or sometimes during the last three months.
Seventy-seven percent of students felt stressed by schoolwork, 74 percent by grades, 67 percent by financial worries, and 53 percent by relationships. Almost every Columbia student can identify with these problems. For some it may come as a surprise that 15 percent of students didn't feel stressed often during the last three months. Columbia students juggle extracurricular activities, classes, internships, schoolwork, and friendships on a daily basis.
In a bleak job market, students have more reason than ever to be stressed out. Adding a relationship to the mix feels almost impossible to most students. Lundberg said that the pressures of schoolwork have made her relationship with Aldrich challenging. Because Aldrich was on the varsity wrestling team, she says, "We definitely have an easier time in the summer. It was harder when Cary was in school, because he also had wrestling every day.
He's very easy-going, so he was better at it than me Now that he's out of school, it's easier You're in college, you have to do well in school, you have swimming, I have an internship now—I have a lot of things I have to prioritize now. So it's pretty hard for me to have the time, to commit myself, to give her the time she deserves. I don't think it would be fair for her to be with someone like me.
She says, "I don't exactly have a list [of what I want to accomplish before marriage]. I'm pre-med and I'm totally focused on my career right now. I mean, with med school and residencies, it takes a long time to build credentials. If [love and marriage] happens along the way, that's great; if not, that works too.
She says, "People say: I think as it gets harder to establish yourself economically, and as economic independence becomes more deeply connected to marriage or a prerequisite for marriage, I think it would definitely have an impact. However, rather choosing between the two, students may just be delaying the latter. Rosenberg says, "Students, in common with the population at large, are less likely to marry than ever before, especially in the decade after college.
That said, 90 percent of all women eventually marry. They simply marry later. The domain of the hook-up and relationship are blurred.
- Columbia Daily Spectator
Students sometimes find love at bars and clubs, but the intentions of many students are not necessarily concrete. Students have left the door open to love at Columbia, but just how far? Her neighbor has to be at the office until really early in the morning. The training coordinators sprinkled some physics equations across the board, announcing that if any passersby accidentally happened into the classroom, we should appear to be engaged in rigorous scientific debate.
Shit had gotten real, and not just because I knew I'd falter at faking physics facts. After the first info session, I began to assemble my apprehension and anticipation into a conga line of excuses I could trot out at a moment's notice. I imagined it would be like line dancing, where all it takes to deliver a convincing performance is momentary disregard for socially accepted behavior and an animated smile. Adding some circuitous frills doesn't hurt your chances of pulling off a convincing act either.
I was basically Jekyll turning into Hyde or Miley becoming Hannah, minus tearing people to shreds or tearing up the dance floor. By day we are your friends and classmates, sorority sisters and sports team members. We are nonjudgmental, and we are certified to be "on the lines" as such, but we're also human. The unpredictability of what we will hear as we raise the receiver is as draining as it is energizing.
When we sign a contract to shroud our involvement in secrecy, we also restrict ourselves from the support of our campus confidants. As much fun as it is to join an honesty- seeking cult that encourages deceit, there are times when the lying and training feel more grueling than thrilling. But we are lucky in that we can turn to our peers within the organization for support after a call that leaves us wondering what more we could have done.
We feel strongly that the liberating nature of Nightline lies in the mutual anonymity it affords both its callers and its counselors. Our motto, "We are here to listen," is intentionally vague, leaving the question of who "we" are as open-ended as whatever it is we are prepared to hear.