Academic literature on the topic 'Commonwealth Teaching Service'

Since its inception in 2009, the Undergraduate Teaching Assistant Program (in the Department of Focused Inquiry at Virginia Commonwealth University) has evolved and expanded into an amalgamation of three distinct but overlapping elements: (i) teaching practicum, (ii) leadership seminar, and (iii) service learning experience. But only recently have we begun to fully and systematically itemize and map the precise learning objectives of the program. This task is particularly important, and particularly challenging, as the program merges learning objectives typically associated with each of the aforementioned elements. This essay seeks to more fully and more systematically articulate the precise learning objectives of this program, first by collating the observations and best practices of faculty who participate in the program into a list of seven skill sets and twenty-one subordinate classroom activities and modes of engagement, second by wedding those results with the “ABC” framework of experiential learning discussed by Carver (1996), and third by further mapping specific learning objectives within that framework through a process of triangulation. It is hoped that this process can be deployed in any similar undergraduate teaching assistant or peer mentoring program in order to reveal the interconnections among various programmatic elements and particular learning objectives.

Diversity sensitivity and cultural competence must become fundamental components of university curricula. A multi-dimensional nutrition education model was developed for a train-the-trainer program that included training dietetic students who would then train paraprofessionals instrumental in providing education and care for individuals in a community. This model effectively integrated diversity sensitivity, cultural competence, and nutrition competencies for the dietetics students. Eight culturally specific modules on basic nutrition, food sanitation and safety, and prevention, identification and management of prevalent non-communicable chronic diseases were developed during Spring semester 2009. A nutrition education workshop was held for twenty Community Health Aides in the Commonwealth of Dominica during summer (July) 2009. The dietetic students presented the modules and conducted evaluations of the model. Workshop participants rated the modules favorably. Dietary workshops for Community Health Aides can be extremely useful tools for developing a larger base of knowledge, increasing health awareness, and strengthening education and outreach. Likewise, this service learning model exposes students to skills related to grant writing, research, curriculum development, and teaching. This program encouraged students to apply innovative, critical thinking skills necessary to succeed in a dynamic, global profession. Utilizing this educational model will prepare students to be leaders in an increasingly challenging environment.

For readers of this journal outside North America, the very concept of “honors education” may be confusing (since the word honours features in British and Commonwealth degree titles) or obscure (bringing to mind associations with aristocratic privilege or elitist competition). But in the United States the development of honors programs in colleges, and later honors colleges within universities, has been an important and growing trend of the last fifty years. Intended to recruit students of high intellectual aptitude, to serve their special needs, and to raise the academic profile of the host institution, honors programs have proliferated from a handful in the 1940s to more than 600, as catalogued in the most recent edition of Peterson's Guide to Honors Programs and Colleges (Digby, 2005). Even though the phrase “honors education” may have a peculiarly North American ring, the issues raised for those who teach highly talented university students are the same for Christian educators around the world, and very little has been published on the topic. With these essays we aim to identify some of the issues that are particularly relevant to Christian higher education for “honors” students, to explore how different theological traditions offer different pedagogical resources for teaching the gifted, and to describe some successful paradigms for cultivating hearts and minds toward service in the kingdom of God.

Antimicrobial resistance (AMR) poses a global, public health concern that affects humans, animals and the environment. The UK Fleming Fund’s Commonwealth Partnerships for Antimicrobial Stewardship (CwPAMS) scheme aimed to support antimicrobial stewardship initiatives to tackle AMR through a health partnership model that utilises volunteers. There is evidence to indicate that NHS staff participating in international health projects develop leadership skills. Running in parallel with the CwPAMS scheme was the first Chief Pharmaceutical Officer’s Global Health (CPhOGH) Fellowship for pharmacists in the UK. In this manuscript, we evaluate the impact, if any, of participation in the CwPAMS scheme and the CPhOGH Fellowship, particularly in relation to leadership skills, and consider if there are demonstrable benefits for the NHS. The 16 CPhOGH Fellows were invited to complete anonymised baseline and post-Fellowship self-assessment. This considered the impact of the Fellowship on personal, professional and leadership development. Senior colleagues were invited to provide insights into how the Fellows had performed over the course of the Fellowship. All Fellows responded to both the pre- and post-Fellowship questionnaires with a return of 100% (16/16) response rate. There was a significant improvement in Fellows’ perception of their confidence, teaching abilities, understanding of behaviour change, management and communication skills. However, there was no change in the Fellows’ attitude to work. Feedback was received from 26 senior colleagues for 14 of the CPhOGH Fellows. Overall, senior colleagues considered CPhOGH Fellows to progress from proficient/established competencies to strong/excellent when using the national pharmacy Peer Assessment Tool and NHS Healthcare Leadership Model. The majority (88%) of senior colleagues would recommend the Fellowship to other pharmacists. The analysis of the data provided suggests that this CPhOGH Fellowship led to the upskilling of more confident, motivated pharmacist leaders with a passion for global health. This supports the NHS’s long-term plan “to strengthen and support good compassionate and diverse leadership at all levels”. Constructive feedback was received for improvements to the Fellowship. Job satisfaction and motivation improved, with seven CPhOGH Fellows reporting a change in job role and five receiving a promotion.

As the population in the United States becomes more diverse, professionals who conduct counseling and provide other services to clients need to become more skilled in counseling across cultures. In an effort to broaden the scope of training for counseling psychology graduate students at Virginia Commonwealth University, the psychology faculty added a multicultural counseling prepracticum course to its curriculum. This article focuses on the value of having such a course for counselors in training; we offer suggestions for teaching a multicultural prepracticum course based on our experience.

Background: In this study, we assessed whether meropenem restriction led to delays in administration for patients in a medical intensive care unit (MICU) at a large tertiary-care urban teaching hospital. Methods: The antimicrobial stewardship program (ASP) at Virginia Commonwealth University Health System (VCUHS) requires approval for restricted antimicrobial orders placed between 8 a.m. and 9 p.m. Between 8 a.m. and 5 p.m. (daytime), authorized approvers include ASP and infectious diseases (ID) physicians. From 5 p.m. to 9 p.m. (evening) orders are approved by ID fellows. Orders were entered as Stat, Now, and Routine. Between 9 p.m. and 8 a.m. (night), patients receive doses without approval. Meropenem restriction began in mid-January 2018. Pre- and postmeropenem restriction periods were defined as February–December 2017 and February–December 2018. Meropenem use data were compared for adult patients in the MICU. A multivariable Cox regression model was implemented to compare (1) time from order entry to approval; (2) time from order approval to patient administration; (3) total time from order entry to patient administration, adjusting for order priority, approver (ASP, ID consult, ID fellow, pharmacy); and (4) time of day of order placement (day, eve, night). The analyses were performed using SAS version 9.4 software (SAS Institute, Cary, NC). Result: Time from order approval to patient administration was significantly decreased in the postrestriction period (HR, 1.840; P < .001) (Table 1). Stat orders were faster compared to routine orders for order entry to approval (HR, 1.735; P < .001), approval to administration (HR, 2.610; P < .001), and total time from order entry to administration (HR, 2.812; P < .001). No significant differences were found in time to approval by approving service. Time from order entry to approval was faster for nighttime orders than for daytime orders (HR, 1.399; P = .037). Conclusions: Our data indicate that the time from order entry to administration decreased following meropenem restriction in our MICU. More research is needed to identify the reason for this finding, but we postulate that this is due to an effect on drug administration prioritization within nursing workflow. These data will inform our local meropenem restriction efforts.Funding: NoneDisclosures: Michelle Doll reports a research grant from Molnlycke Healthcare.

Penn State-Berks is one of 24 commonwealth campuses in the Pennsylvania State University (PSU) system. With around 2,800 students, it is a small, tight knit community, yet remains one of the largest campuses outside of University Park.While the campus is spacious and beautiful, one feature it lacks is an adequate student center, which makes the Thun Library the heart of the campus. Not only does the library provide traditional and valued services, such as access to textbooks on reserve, computer and software access, and research assistance, it is also a location where students gather to study, hang out between classes, and conduct group work. With a large commuter population, the library offers vital spaces for those without dorm rooms to complete their work. In addition, several other departments are also housed within the building, including the Center for Teaching and Learning along with the information technology (IT) help desk.

The DebateQuestion 1: Various commentators have frequently invoked the importance of moderate Muslims and the role that they can play in fighting extremism in the Muslim world. But it is not clear who is a moderate Muslim. The recent cancellation of Tariq Ramadan’s visa to the United States, the raids on several American Muslim organizations, and the near marginalization of mainstream American Muslims in North America pose the following question: If moderate Muslims are critical to an American victory in the war on terror, then why does the American government frequently take steps that undermine moderate Muslims? Perhaps there is a lack of clarity about who the moderate Muslims are. In your view, who are these moderate Muslims and what are their beliefs and politics? AC: I would like to say from the outset that I am neither a Muslim nor a sociologist. Therefore, my remarks should be taken as those of an interested and sympathetic outsider. I do not believe at all that the American government “undermines” moderate Muslims. The problem is more complicated. Many American officials abhor engagement in religion or the politics of religion. They believe that the American Constitution separates religion and state and does not allow them to make distinctions when it comes to different interpretations of Islam. For some of them, Salafiya Islam is as good as Sufi Islam. Others do not have a sufficient knowledge base to sort out the moderates from the radicals, identify the retrograde fundamentalists, or recognize modernizers who want political Islam to dominate. This is wrong. Radical ideologies have to do more with politics and warfare than religion, and, in some extreme cases, should not enjoy the constitutional protections of freedom of religion or free speech. There is a difference between propagating a faith and disseminating hatred, violence, or murder. The latter is an abuse and exploitation of faith for political ends, and should be treated as such. For example, the racist Aryan Nation churches were prosecuted and bankrupted by American NGOs and the American government. One of the problems is that the American government allows radical Muslims who support terrorism to operate with impunity in the United States and around the world, and does very little to support moderate Muslims, especially in the conflict zones. To me, moderate Muslims are those who do not view the “greater jihad” either as a pillar of faith or as a predominant dimension thereof. A moderate is one who is searching for a dialogue and a compromise with people who adhere to other interpretations of the Qur’an, and with those who are not Muslim. Amoderate Sunni, for example, will not support terror attacks on Shi`ahs or Sufis, or on Christians, Jews, or Hindus. Moderate Muslims respect the right of individuals to disagree, to worship Allah the way they chose, or not to worship – and even not to believe. Amoderate Muslim is one who is willing to bring his or her brother or sister to faith by love and logic, not by mortal threats or force of arms. Amoderate Muslim decries suicide bombings and terrorist “operations,” and abhors those clerics who indoctrinate toward, bless, and support such atrocities. The list of moderate Muslims is too long to give all or even a part of it here. Shaykh Muhammad Hisham Kabbani (chairman of the Islamic Supreme Council of America) and Sheikh Abdul Hadi Palazzi (secretarygeneral of the Rome-based Italian Muslim Association) come to mind. Ayatollah Ali Sistani may be a moderate, but I need to read more of his teachings. As the Wahhabi attacks against the Shi`ah escalate, Shi`i clerics and leaders are beginning to speak up. Examples include Sheikh Agha Jafri, a Westchester-based Pakistani Shi`ah who heads an organization called the Society for Humanity and Islam in America, and Tashbih Sayyed, a California-based Pakistani who serves as president of the Council for Democracy and Tolerance. I admire the bravery of Amina Wadud, a female professor of Islamic studies at Virginia Commonwealth University who led a mixed-gender Friday Islamic prayer service, according to Mona Eltahawy’s op-ed piece in The Washington Post on Friday, March 18, 2005 (“A Prayer Toward Equality”). Another brave woman is the co-founder of the Progressive Muslim Union of America, Sarah Eltantawi. And the whole world is proud of the achievements of Judge Shirin Ebadi, the Iranian human rights lawyer who was awarded the Nobel peace prize in 2003. There is a problem with the first question, however. It contains several assumptions that are debatable, to say the least, if not outright false. First, it assumes that Tariq Ramadan is a “moderate.” Nevertheless, there is a near-consensus that Ramadan, while calling for ijtihad, is a supporter of the Egyptian Ikhwan al-Muslimin [the Muslim Brotherhood] and comes from that tradition [he is the grandson of its founder, Hasan al-Banna]. He also expressed support for Yusuf al-Qaradawi (and all he stands for) on a BBC TVprogram, and is viewed as an anti-Semite. He also rationalizes the murder of children, though apparently that does not preclude the European Social Forum from inviting him to be a member. He and Hasan al-Turabi, the founder of the Islamic state in Sudan, have exchanged compliments. There are numerous reports in the media, quoting intelligence sources and ex-terrorists, that Ramadan associates with the most radical circles, including terrorists. In its decision to ban Ramadan, the United States Department of Homeland Security was guided by a number of issues, some of them reported in the media and others classified. This is sufficient for me to believe that Ramadan may be a security risk who, in the post-9/11 environment, could reasonably be banned from entering the United States.1 Second, the raids on “American Muslim organizations” are, in fact, a part of law enforcement operations. Some of these steps have had to do with investigations of terrorist activities, such as the alleged Libyan conspiracy to assassinate Crown Prince Abdullah of Saudi Arabia. Others focused on American Islamist organizations that were funding the terrorist activities of groups on the State Department’s terrorism watch list, such as Hamas. To say that these criminal investigations are targeting moderate Islam is like saying that investigating pedophile priests undermines freedom of religion in the United States. Finally, American Muslims are hardly marginalized. They enjoy unencumbered religious life and support numerous non-governmental organizations that often take positions highly critical of domestic and foreign policy – something that is often not the case in their countries of origin. There is no job discrimination – some senior Bush Administration officials, such as Elias A. Zerhouni, head of the National Institutes of Health (NIH), are Muslims. American presidents have congratulated Muslims on religious holidays and often invite Muslim clergymen to important state functions, such as the funeral of former president Ronald Reagan.

The DebateQuestion 1: Various commentators have frequently invoked the importance of moderate Muslims and the role that they can play in fighting extremism in the Muslim world. But it is not clear who is a moderate Muslim. The recent cancellation of Tariq Ramadan’s visa to the United States, the raids on several American Muslim organizations, and the near marginalization of mainstream American Muslims in North America pose the following question: If moderate Muslims are critical to an American victory in the war on terror, then why does the American government frequently take steps that undermine moderate Muslims? Perhaps there is a lack of clarity about who the moderate Muslims are. In your view, who are these moderate Muslims and what are their beliefs and politics? AC: I would like to say from the outset that I am neither a Muslim nor a sociologist. Therefore, my remarks should be taken as those of an interested and sympathetic outsider. I do not believe at all that the American government “undermines” moderate Muslims. The problem is more complicated. Many American officials abhor engagement in religion or the politics of religion. They believe that the American Constitution separates religion and state and does not allow them to make distinctions when it comes to different interpretations of Islam. For some of them, Salafiya Islam is as good as Sufi Islam. Others do not have a sufficient knowledge base to sort out the moderates from the radicals, identify the retrograde fundamentalists, or recognize modernizers who want political Islam to dominate. This is wrong. Radical ideologies have to do more with politics and warfare than religion, and, in some extreme cases, should not enjoy the constitutional protections of freedom of religion or free speech. There is a difference between propagating a faith and disseminating hatred, violence, or murder. The latter is an abuse and exploitation of faith for political ends, and should be treated as such. For example, the racist Aryan Nation churches were prosecuted and bankrupted by American NGOs and the American government. One of the problems is that the American government allows radical Muslims who support terrorism to operate with impunity in the United States and around the world, and does very little to support moderate Muslims, especially in the conflict zones. To me, moderate Muslims are those who do not view the “greater jihad” either as a pillar of faith or as a predominant dimension thereof. A moderate is one who is searching for a dialogue and a compromise with people who adhere to other interpretations of the Qur’an, and with those who are not Muslim. Amoderate Sunni, for example, will not support terror attacks on Shi`ahs or Sufis, or on Christians, Jews, or Hindus. Moderate Muslims respect the right of individuals to disagree, to worship Allah the way they chose, or not to worship – and even not to believe. Amoderate Muslim is one who is willing to bring his or her brother or sister to faith by love and logic, not by mortal threats or force of arms. Amoderate Muslim decries suicide bombings and terrorist “operations,” and abhors those clerics who indoctrinate toward, bless, and support such atrocities. The list of moderate Muslims is too long to give all or even a part of it here. Shaykh Muhammad Hisham Kabbani (chairman of the Islamic Supreme Council of America) and Sheikh Abdul Hadi Palazzi (secretarygeneral of the Rome-based Italian Muslim Association) come to mind. Ayatollah Ali Sistani may be a moderate, but I need to read more of his teachings. As the Wahhabi attacks against the Shi`ah escalate, Shi`i clerics and leaders are beginning to speak up. Examples include Sheikh Agha Jafri, a Westchester-based Pakistani Shi`ah who heads an organization called the Society for Humanity and Islam in America, and Tashbih Sayyed, a California-based Pakistani who serves as president of the Council for Democracy and Tolerance. I admire the bravery of Amina Wadud, a female professor of Islamic studies at Virginia Commonwealth University who led a mixed-gender Friday Islamic prayer service, according to Mona Eltahawy’s op-ed piece in The Washington Post on Friday, March 18, 2005 (“A Prayer Toward Equality”). Another brave woman is the co-founder of the Progressive Muslim Union of America, Sarah Eltantawi. And the whole world is proud of the achievements of Judge Shirin Ebadi, the Iranian human rights lawyer who was awarded the Nobel peace prize in 2003. There is a problem with the first question, however. It contains several assumptions that are debatable, to say the least, if not outright false. First, it assumes that Tariq Ramadan is a “moderate.” Nevertheless, there is a near-consensus that Ramadan, while calling for ijtihad, is a supporter of the Egyptian Ikhwan al-Muslimin [the Muslim Brotherhood] and comes from that tradition [he is the grandson of its founder, Hasan al-Banna]. He also expressed support for Yusuf al-Qaradawi (and all he stands for) on a BBC TVprogram, and is viewed as an anti-Semite. He also rationalizes the murder of children, though apparently that does not preclude the European Social Forum from inviting him to be a member. He and Hasan al-Turabi, the founder of the Islamic state in Sudan, have exchanged compliments. There are numerous reports in the media, quoting intelligence sources and ex-terrorists, that Ramadan associates with the most radical circles, including terrorists. In its decision to ban Ramadan, the United States Department of Homeland Security was guided by a number of issues, some of them reported in the media and others classified. This is sufficient for me to believe that Ramadan may be a security risk who, in the post-9/11 environment, could reasonably be banned from entering the United States.1 Second, the raids on “American Muslim organizations” are, in fact, a part of law enforcement operations. Some of these steps have had to do with investigations of terrorist activities, such as the alleged Libyan conspiracy to assassinate Crown Prince Abdullah of Saudi Arabia. Others focused on American Islamist organizations that were funding the terrorist activities of groups on the State Department’s terrorism watch list, such as Hamas. To say that these criminal investigations are targeting moderate Islam is like saying that investigating pedophile priests undermines freedom of religion in the United States. Finally, American Muslims are hardly marginalized. They enjoy unencumbered religious life and support numerous non-governmental organizations that often take positions highly critical of domestic and foreign policy – something that is often not the case in their countries of origin. There is no job discrimination – some senior Bush Administration officials, such as Elias A. Zerhouni, head of the National Institutes of Health (NIH), are Muslims. American presidents have congratulated Muslims on religious holidays and often invite Muslim clergymen to important state functions, such as the funeral of former president Ronald Reagan.

As asynchronous learning becomes the norm throughout academia, changes are taking place in campus information systems. Academic libraries, as the entity responsible for serving the information needs of the university, have little choice but to change dramatically. In fact, academic libraries have a history of being aggressive in adapting state-of-the-art technologies. One can point to decades-long involvement with the development of online catalogs and the use of shared cataloging utilities. Libraries continue to serve academic teaching and learning by taking on new roles, revising traditional services, and time and space constraints.Libraries have, however, been slower to adjust organizational structures and processes to leverage the potential of technology. Replies to a recent survey of Association of Research Libraries (ARL) indicate that change in the responding libraries at this time is incremental rather than dramatic. Patterns are emerging, however, relative to resource reallocation and the formation of partnerships with other university units that reflect new priorities.This article describes two examples of innovative information delivery initiatives. VIVA, the Virtual Library of Virginia, was proposed by the state’s Library Advisory Council in 1993 to encourage collaboration among the Commonwealth’s institutions of higher education and to support the electronic dissemination of information. Academic libraries are also leading the way by providing new and unique sources of online information such as Electronic Theses and Dissertations (ETDs), by developing electronic submissions, online archiving, and Web access, as well as bringing to the forefront discussions about issues such as copyright and publishers’ control of academic publications. Network-based access to information resources such as these is changing higher education, and the opportunities offered by asynchronous learning networks are challenging libraries to adjust their policies, processes, and services.

The implementation of Public Law 94-142 (amended in 1990 by Public Law 101-476) guaranteed individuals with disabilities a quality public education. Section 504 of the Rehabilitation Act of 1973 opened the doors of postsecondary educational institutions to individuals with disabilities wishing to continue their educations past high school. This influx of diverse individuals to colleges/universities has created a need for support service programs to assist, guide, and ensure the success of this population. Postsecondary institutions have responded to this need by creating offices that provide a variety of services to students with disabilities. It was the purpose of this study to examine: (a) the nature of support service programs provided to students with disabilities, (b) the qualifications of administrators of support service programs for students with disabilities, (c) the level of satisfaction of students utilizing support service programs for students with disabilities, and (d) attitudinal and architectural barriers which might be encountered by students with disabilities. Administrators of support service programs for students with disabilities and students with disabilities in public colleges/universities in the Commonwealth of Virginia responded to this study. Data were analyzed using measures of central tendency and analysis of variance. The results of this investigation indicated that support service programs for students with disabilities in public colleges/universities in the Commonwealth of Virginia offer a variety of services. Administrators of support service programs, who responded to this study, identified the various types of services available to students with disabilities on public postsecondary educational institutions in the Commonwealth of Virginia. The majority of student respondents with disabilities utilizing these services were satisfied with support service programs offered to them.

In 1974 the Australian Government decided that from 1975 all education on its Territory of Christmas Island, Indian Ocean, would be integrated into a single service. It further decided that all schools would be staffed by Australian teachers from its recent1y established Commonwealth Teaching Service and would implement a curriculum closely reflecting those on the Australian mainland. These were decisive shifts from the previous system of separating the 'Asian' education system from the 'European' (Australian) system. This thesis sets out to find the reasons for these decisions and the expectations, or objectives, of those who made them. The changes to education had many Impacts on the Christmas Island community - both intended or unintended. These impacts are used to assist in evaluations of the policy objectives. The thesis uses the methodology of public policy analysis to examine the links between the government's education policy and its other broader policies regarding the Island. It thus examines operational decisions in the context of strategic considerations. The mid 1970s saw rapid changes in many Australian Government policies. Its new Christmas Island policies were responses to a range of complex, interrelated problems which emerged in the early 1970s - only 15 years after it assumed sovereignty. At the centre of these policy responses was Resettlement. The government's education decisions are examined in the light of the objectives and implications of its Resettlement policy as well as other inputs to the policy problem.

John Cyril Smith (1922–2003), a Fellow of the British Academy, was Emeritus Professor of Law at the University of Nottingham where he headed the Law Department for three decades. In 1952–1953, Smith was awarded a Commonwealth Fund Fellowship at Harvard University and became impressed by the casebook method of teaching. The only subject he had taught every year throughout his career was evidence. His deep understanding of the law was apparent in his case commentaries on the subject for the Criminal Law Review, although by the mid-1980s he was handing over many evidence cases to his colleague and former student Diane Birch for commentary. He was a strong advocate of the presumption of innocence, in the form of the principle. It is chiefly for his work on the substantive criminal law that Smith will be long remembered. In addition to his three decades as Head of the Law Department at the University of Nottingham, and all his academic writings, Smith gave considerable time to official committees and other public service work.

The philosophy of research in the Long-Term Ecological Research (LTER) program expanded what I learned in graduate school from H. T. Odum by providing an approach for a holistic understanding of ecological processes in the tropics. Participation in the LTER program enabled collaborations with many talented people from many parts of the world and enabled the mentoring and education of a new cadre of tropical natural and social sciences students. By expanding the opportunities for research and analysis at larger scales, the LTER program allowed me to address tropical ecosystem responses to such phenomena as hurricanes, floods, landslides, and past land uses and to do so at the appropriate scales of time and space. Paradigms of tropical forest resilience and adaptability in the Anthropocene emerged from research at the Luquillo (LUQ) LTER site. I first became aware of the LTER program in 1978 as I walked by the White House in Washington, DC, with Sandra Brown, then an intern on the President’s Council on Environmental Quality (CEQ), and Wayne Swank, a US Forest Service employee on detail with the National Science Foundation (NSF). I was a staff member at CEQ, and W. Swank explained to us a new long-term ecological research program that he was helping develop at the NSF. Although the first cadre of sites appeared to have been selected, I was immediately captured by the concept and expressed my interest in developing a proposal for a tropical site in Puerto Rico. Little did I know at the time that my whole scientific career was about to change, in part because of the LTER program, but also because I was to become a US Forest Service scientist. The first 30 years of my US Forest Service career would be heavily influenced by the LTER program and the people I worked with while developing a new way of thinking about tropical forest ecosystems. I am an ecologist trained at the Universities of Puerto Rico and North Carolina at Chapel Hill. My experience before becoming part of the LTER program involved (1) teaching at the University of Florida at Gainesville and (2) government work at the Commonwealth (Puerto Rico Department of Natural Resources) and federal (President’s Council on Environmental Quality) levels.