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The History Of CADIA INSTITUTES & ACADEMIES

CADIA INSTITUTES & ACADEMIES-FOR ACADEMIC EXCELLENCE, ACHIEVEMENT & INNOVATION IN ADVANCED ENGINEERING, MATHEMATICS, THE SCIENCES, & THE ARTS  IS A PROJECT OF THE AAADAC ALUMNI CLUBS OF THE UNIVERSITIES OF CALIFORNIA-STANFORD UNIVERSITY-CALIFORNIA INSTITUTE OF TECHNOLOGY-UNIVERSITY OF SOUTHERN CALIFORNIA-(USC) & THE G.I.A.GEMOLOGICAL INSTITUTE OF AMERICA

CADIA & AADAC WERE FOUNDED BY 1986 –AFRICAN AFFAIRS U.C. BERKELEY GRADUATE PROFESSOR D.R. OBAMA-PREVOST – FORMER EMPLOYEE AT THE JACKSON SCHOOL OF BUSINESS AT  STANFORD –WHO IS CADIA INSTITUTES’ & AAADAC’s FOUNDING  PRESIDENT EXECUTIVE DIRECTOR & GLOBAL PRINCIPAL 

 
AGE GROUP SET NAMED AFTER:

THE LATE DR PROFESSOR CHEIKH ANTA DIOP

 

 

CHEIKH ANTA DIOP AGE SET GROUP LEVELS

5 TO ^ YEARS OF AGE

- For the Young Children Ages: 9 To 11 years

- no Algebra):

- Are There Numbers Between Numbers?
Sequences and Series

- The Euclidean Algorithm

- Prime Numbers
Triangular, Square etc. Numbers
Graph Theory Invariants
Iteration
Linear Functions
Big Numbers
Parity
Area, Geometry and Number

- Set Theory
Polygon Construction
Map Coloring
The Euclidean Algorithm
Knots
Modular Arithmetic
Probability
Game Theory
Group Theory
Sequences and Series
Mathematical Games
Cryptography
Equidecomposibility
Polyhedra
Solving Equations
Pascal's Triangle and Fractals
Concurrency and Collinearity
Pythagorean Triples
The Intermediate Value Theorem Mathematical Origami
Steiner Points
Complementary Sequences

- Cantorian Set Theory

- Fractions and Decimals

- Straight-Edge and Compass Constructions

- Sequences and Series

- Tiling

- Eulerian and Hamiltonian Circuits

- The Infinite

- Interesting Numbers

- Polygon Construction

- Prime Numbers

- Complex Numbers

- Min/Max Problems

- Functions and their Graphs

- Logic

- Concurrency

- Iterations

- Powers of 2

- Text Box: - Late) DR. HARRY MORRISON -MATHEMATICIAN & PHYSICIST Weird Fractions

- Random Walks

- Area, Number and Geometry

- Polyhedra

- Periodic Decimals

- Continued Fractions

- Propositional Calculus

- The Fibonacci Sequence

- (Late) DR. HARRY MORRISON PART 2
THE FAR RIGHT AGE-SET/GROUP LEVEL

- For 7-9 or 9-11 year olds
For the Middle Group (12-14, some Algebra)

- Cantorian Set Theory

- Fractions and Decimals

- Straight-Edge and Compass Constructions

- Sequences and Series

- Tiling

- Eulerian and Hamiltonian Circuits

- The Infinite

- Interesting Numbers

- Polygon Construction

- Prime Numbers

- Complex Numbers

- Min/Max Problems

- Functions and their Graphs

- Logic

- Concurrency

- Iterations

- Powers of 2

- Weird Fractions

- Random Walks

- Area, Number and Geometry

- PROFESSOR D.R. OBAMA PREVOST- GIVES CADIA STAFF TOUR OF MSRI & NEIGHBORING INSTITUTES OF SPACE SCIENCE

 


CADIA MSRI DAVID BLACKWELL Picture1.jpg(Late) DR. DAVID BLACKWELL -MATHEMATICIAN & STATISTICIAN

AGE-SET/GROUP LEVEL-For the Senior Group
15-17, good Algebra and Geometry)

-

- Sundays

- Elliptic Curves (Notes: 1-2 3 4)

- Set Theory (Notes: 1-2 3 4 5-7)

- The Four Numbers Game (Notes: 1 2 3 4 5)

- Constructing the Real Numbers (Notes: 1 2 3 4)

- Group Theory, Topology, and Physics

- Quantum Mechanics

- Computational Complexity Theory

- Non-Euclidean Geometry

- Weekdays

- Are There Numbers Between Numbers?

- Probability

- The Pythagorean Theorem

- Continued Fractions

- Random Walks

- Graph Theory

- Sequences and Series

- Projective Geometry

- Induction and the Pigeonhole Principle

- Classification of Surfaces

- The Four Color Problem

- The Pythagorean Theorem

- Number Theory

- Proofs and Refutations

- Algebraic Geometry

- Complex Analysis

- Cantorian Set Theory

- Number Theory

- Knot Theory

- Hyperbolic Geometry

- Group Theory

- Conway's Numbers

- Mathematical Logic

- Information Theory

- Relativity

- Fractals

- Proofs from The Book

- Banach Tarski Paradox

- Combinatorial Geometry

 

The Peer Mentor Program


The Peer Mentor Program establishes positive peer-to-peer and intergenerational mentoring relationships by engaging school administrators, teachers, student families, Adult Coaches, certified peer achievers; and at-risk 8th graders in a community-wide response to eliminate violence and self defeating attitudes that keep students from successful graduation.


In this process, achieving 10th and 11th graders, who have graduated from Life Directions' Peer Motivation Program, are trained as Peer Mentors. After school they mentor 8th graders from nearby grammar schools to prepare them for a positive transition to high school. Peer Mentors receive support, encouragement and guidance from trained Adult Coaches recruited from neighborhood and business communities. Together they form a "pyramid of support" that advances the academic and social achievement of the Peer Mentors and their 8th Grade Mentees.


The quality of relationship between ethnically diverse Adult Coaches, students, and families is enriched through leadership summits, community service projects, and seasonal gatherings. These out-of-school activities are planned by Adult Coaches in cooperation with student peer leaders.

 

The activities emphasize cross-cultural interactions that celebrate hope, and the positive values necessary for living a good life within supportive communities. This type of cultural enrichment has proved to be profound for all involved, and builds up the following developmental assets of participating students:

Positive Identity with the culture of the home and family by allowing students to tell others about value and good they experience in their culture;

Intercultural Competence as students gain knowledge and comfort with people of different cultural, racial, and ethnic backgrounds; Awareness of Equality and Social Justice Issues across cultural, racial, ethnic and neighborhood boundaries.

 

Ladder of Development

One Step at a Time . . .Each year, innovative Life Directions programs inspire young adults to move from risk to opportunity. Giving structure to our interconnected programs is the ladder of development.

Moving up the ladder is opportunity. Eighth graders are encouraged to make it through high school, high school students to go onto college, and young adults to plan for vocational security and permanent commitment in family life. But unique to Life Directions is its view that the path to excellence requires journeying back down the ladder. Young adults partner with persons younger than themselves to make a difference for the next generation. Each circle of peer relationships is supportedand guided through the wisdom gained from maturity.


Elders mentor young adults who have completed a Focus Life Weekend, young adults mentor Peer Mentors, and Peer Mentors encourage eighth graders. Knowledge and skills are important for the economic viability of at-risk young adults. But it is wisdom that provides sustainability and the transfer of benefits to the next generation. Put simply, disconnected teenagers and young adults need rooted elders to reconnect them to the lifegiving power of forgiveness, culture, and values.


Quality Assurance Focus Life Process, the National Training Center, and the Continuous Improvement Process Life Directions offers quality assurance through the energetic leadership of its National Training Center which trains staff and peer leaders through the Focus Life Process. The Process is an intercultural leadership development program designed to inspire volunteer leaders to work together for the sake of the next generation and to model forgiveness as the key alternative to violence.


At the Focus Life Weekend, young are gathered from diverse communities so that they can experience the universality of wounds and the radical transformation offered through the life-giving power of forgiveness, culture and values. Often our most pressing challenge is training peer leaders to understand the power of partnership in diversity for healing, building, and restoring communities.

Life Directions focuses on diversity in all aspects -- cultural, social, economic, and racial -- and develops leaders who will take the nitiative to move past their comfort zone and establish the connections, discourse and riendships necessary for healthy communities.


Through Focus Life, young adults who perceived themselves as victims become self responsible, accepting what they cannot change and not letting powerlessness control them. Relationships become balanced as participants grow in the courage necessary to change what they can. Diverse partnerships are strengthened as young adults realize their trengths and talents are complementary and not threats to each other.


Quality assurance is further enhanced by the Continuous Improvement Process (CIP). CIP provides Life Directions with a guided, internal way to be excellent through focus groups, surveys, screeners, and quarterly meetings of the CIP Team, which consist of adolescent participants, parents and adult volunteers.

The CIP process, therefore, provides a constant flow of data into our organization to measure our effectiveness in meeting youth program standards while engaging stakeholders in program evaluation.

CADIA-UHS Program for Mentoring and Entrepreneurship supports students, industry and faculty sing student teams on Industry funded projects "Show me and I see you, tell me and I hear you, but let me do it myself and it is mine forever" non - often passed to students on their first day in Engineering School The biggest complaint about Education of both students and the customer of Education, industry, s that students spend too much time sitting in chairs being talked to and not enough time learning eam skills, customer skills, and basic enterprise collaboration and delivery on-time-withinbudget kills. Students who have not worked before they are 21 take 18 months to ask a relevant uestion about the company in a Fortune 500 company.
Students who have not worked before hey are 23 (they got a masters degree straight after their bachelors) is over 24 months. An pportunity to learn enterprise skills and integrate that with the rich basic knowledge of ducation provides a graduate with the skills to be successful in enterprise, no matter the field.


Research at UCSD Space Grant College confirms that combining faculty with industry mentors in nterprise skills for students creates 3 winners. Faculty's research focuses on a strong horizontal iew of a specific marketplace providing general information on the newest trends to Industry.


Industry provides a deep vertical view of a company and how it is managing its position in the arketplace. Students bring both faculty and industry to the state of the art and the requirements f the next generation. Furthermore when those students are hired after an internship or project xperience they are more likely to be integrated into the organization much quicker than the tandard orientation time for new graduates.


It is the intent of CADIA-UHS to provide support for the relationships between faculty (Education and Academia), parents, community, local industry, and students to nurture successful nvironments for our graduates.


Service the Entire Community


�� Projects provide a source of innovation and collaborative development :


�� Focused internships provide enterprise learning


�� Networking events showcase project results, as well as, connect project participants to local ervice providers and investors


�� Web community provides the strong and loose ties to the community and a platform for ollaboration globally.


Benefits to Industry Sponsors - Solutions to your business
problems.

�� Industry sponsors submit project RFP's, fund projects, vote on Industry Advisory Board


�� Early access to new employees and partners locally. Hire student interns or for projects in a ost effective manner while improving US Education at the same time


�� Develop personal mentoring skills to improve business effectiveness


�� Partner with Academic faculty as focused area experts to gain market perspectives in research


�� Partner in with Education faculty to help make Education better for all and evolve curricula


�� Enhance your existing and future products / services offered through co-innovation
�� Access to University research and laboratories


�� Collaborate with vendors, partners and competitors to better marketplace for all


�� Leverage Corporate Social Responsibility programs with profitable business focus


�� Intellectual Property is negotiated appropriate to the project


Benefits to Faculty - Direct connection to customers forresearch or student hires


�� Build student teams


�� Influence industry work culture


�� Prepare students with work skills


�� Obtain industry mentors


�� Early visibility into market trends and industry hot issues


�� Develop / modify curricula to prepare students to become next industry sponsors


�� Access to Industry R&D facilities


�� Facilitated source of funding for applied research


�� Possible source of consulting


Benefits to Students - Learn Enterprise and Entrepreneurship
Skills


�� Work on the CADIA web page or partner programs to further the program for all


�� Take an industry internship and develop enterprise / customer / team skills


�� Take a research internship and develop academic / research / training skills


�� Has some skills, opportunity to participate on a project team and learn more


�� Has some ideas, opportunity to develop entrepreneurial skills


�� Has some entrepreneurial skills and a project team in place and is looking for funding


�� Learn how to apply knowledge to real world problems


�� Understand how the industrial sector works


Projects - Projects are cost effective solutions to your business questions.


All students have a faculty and an industry mentor.

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 HISTORY OF THE DEVELOPMENT OF THE SCIENCES AND NUCLEAR TECHNOLOGY PARTICAL PSHICS AT THE UNIVERSITY OF CALIFORNIA AT BERKELEY  WWW.UCBERKELEY.EDU AND AT OTHER CAMPUSES OF THE LARGER UNIVERSITY OF CALIFORNIA SYSTEM, STANFORD UNIVERSITY, CALTECH & THE UNIVERSITY OF SOUTHERN CALIFORIA & THE GEMOLOGICAL INSTITUTE OF AMERICA-(GIA  www.gia.edu)

 

The UC System Overview:

Parts of UC
Leadership
Stewardship
Working at UC
students in graduation gowns running up stairs
The only world-class public research university for, by and of California.

Educate.
Illuminate.
Serve.

We are here to shine a light on what's possible.
The University of California opened its doors in 1869 with just 10 faculty members and 38 students. Today, the UC system includes more than 233,000 students and more than 190,000 faculty and staff, with more than 1.7 million alumni living and working around the world.

For almost 150 years, UC has expanded the horizons of what we know about ourselves and our world. Our campuses are routinely ranked among the best in the world, but our reach extends beyond campus borders.

Our students, faculty, staff and alumni exchange ideas, make advancements and unlock the secrets and mysteries of the universe every day. They engage with their local governments, serve California schools, protect the environment and push the boundaries of space.

Education and research as pioneering as California itself

From all backgrounds, ethnicities and incomes, UC attracts the best and brightest. UC undergraduates come from all over California, and they work hard to make it to college. In fact, over 40 percent of UC student come from low-income families.

UC's faculty are the drivers behind innovations in biotechnology, computer science, art and architecture - and they bring that knowledge, that greatness, directly to the classroom.

Thousands of California jobs, billions of dollars in revenues, and countless everyday household items - from more plentiful fruits and vegetables to compact fluorescent light bulbs - can be traced back to UC discoveries. Similarly, many of the state's leading businesses are based on UC technology, founded by our faculty or led by UC graduates.

UC is a part of your life, every day

Besides world-class classrooms and labs, UC has dozens of museums, concert halls, art galleries, botanical gardens, observatories and marine centers - academic resources, but also exciting gathering places for the community. Another half million people benefit from UC Extension's continuing education courses and from Cooperative Extension's agricultural advice and educational programs located throughout the state.
At a glance

10 campuses
5 medical centers
3 national laboratories
150 academic disciplines
600 graduate degree programs
233,000 students
190,000 employees
1.7 million living alumni
60 Nobel laureates
20,000 UC extension courses
430,000 jobs supported
$46 billion contributed to California economy
Secures $7 in federal and private dollars for every $1 in research funding provided by the state of California

Campuses

Nine UC campuses offer undergraduate and graduate education; one (UCSF) is graduate/professional only. Other educational centers reach across California and beyond.

UC Berkeley
UC Davis
UC Irvine
UCLA
UC Merced
UC Riverside
UC San Diego
UC San Francisco
UC Santa Barbara
UC Santa Cruz
All UC campuses use the same undergraduate application.

Apply now
Medical centers

UC's medical centers provide broad access to top-ranked specialized care, support clinical teaching programs, and develop new therapies. For news about UC breakthroughs and health initiatives, visit UC Health.

UC Davis
UC Irvine
UCLA
UC San Diego
UC San Francisco
Fact:

UC medical centers provided $444 million in unreimbursed and charity care last year.
National labs

UC has been involved in managing three national labs for the U.S. Department of Energy since 1943.

Lawrence Berkeley
Lawrence Livermore
Los Alamos
Fact:

Thirteen Nobel laureates were honored while affiliated with the labs.
Agriculture and Natural Resources

UC's statewide network of researchers and educators is focused on delivering science-based solutions for priority problems in California agriculture, natural resources and human development.

4-H Youth Development Program
Agricultural Issues Center
California Institute for Water Resources
Expanded Food and Nutrition Education Program
Integrated Pest Management Program
Master Gardener Program
Sustainable Agriculture Research and Education Program
UC Division of Agriculture and Natural Resources
Fact:

UC's Cooperative Extension has agriculture, natural resource, nutrition and youth development advisors based in more than 50 county offices in California.
Education outreach

UC partners closely with California's K-12 schools and community colleges to help prepare students and high-quality teachers.

California State Summer School for Math and Science (COSMOS)
Community College Transfer Preparation Programs
Early Academic Outreach Program (EAOP)
GEAR UP
Mathematics, Engineering, Science Achievement (MESA)
The Puente Project
Transcript Evaluation Service
UC Links
Fact:

MESA and Puente participants pass the California High School Exit Exam at much higher rates than other students. See more results
Research centers

UC operates billion-dollar, multidisciplinary research centers that leverage public investments to address society's most critical issues and explore our world.

California Institutes for Science and Innovation

California Institute for Quantitative Biosciences
California Institute for Telecommunications and Information Technology
California Nanosystems Institute
Center for Information Technology Research in the Interest of Society
Multicampus Research Programs

California Advanced Solar Technologies
Collaborative Research for an Equitable California
Hydrology and Climate Research Group
UC Institute on Global Conflict and Cooperation
UC Institute of Transportation Studies
Systemwide Research Programs

Natural Reserve System
UC Institute for Research in the Arts
UC Humanities Research Institute
Fact:

UC research produced 1,775 inventions in 2012 - an average of almost five each day.
Professional development

UC's continuing education programs support thousands of Californians in reaching their professional goals.

For educators

California Subject Matter Project
CalTeach (UC Science and Math Initiative)
Edward Teller Education Center
Principal Leadership Institutes (Berkeley | UCLA)
For the legal profession:

Continuing Education of the Bar
For the medical profession:

UCSF-Fresno Medical Education Program
CME California
For everyone

UC Extension
Fact:

Adult learners take nearly 300,000 courses each year through UC Extension.
Academic publishing and broadcasting

UC helps academics access new avenues to publish their discoveries and share them with the broadest audience possible.

California Digital Library
UC Press
UCTV
UC Libraries
Other locations

UC London
Education Abroad Program
UC Center Sacramento
UC Hastings College of the Law (affiliated)
UCR Palm Desert
UCSF-Fresno Medical Education Program
UC Washington, D.C. Center

 

About Stanford
Stanford University, located between San Francisco and San Jose in the heart of California's Silicon Valley, is one of the world's leading teaching and research universities. Since its opening in 1891, Stanford has been dedicated to finding solutions to big challenges and to preparing students for leadership in a complex world.


Stanford Facts & History
Stanford Facts and the Annual Report are published each year to provide current information and statistics about the university. You can also read about Stanford's history.

Stanford Facts
Annual Report
History


Visitor Information
Stanford welcomes more than 150,000 visitors to campus annually. Whether you live in the neighborhood or are coming from far away, we look forward to seeing you here on the Farm.

Transformation of Teaching

 

COURSE DESIGN AND PRODUCTION

The Office of the Vice Provost for Online Learning (VPOL) provides support to Stanford faculty and staff for course design and production, including instructional design services, content prodction, and online delivery.
Get started >

TEACHING COMMONS FOR FACULTY

Exchange resources and ideas for online and blended teaching with other educators and support teams.
Visit teachingcommons.stanford.edu >

SIGNAL BLOG

Discussions of the design and teaching of online courses for faculty, instructional designers, and educational technologists.
Visit signalblog.stanford.edu >

Critical Discussion

 

EDUCATION'S DIGITAL FUTURE

Technological innovation is only part of epochal change in education at present. We seek to understand this change and help direct it.
Visit edf.stanford.edu >

Academic Research

 

LYTICS LAB

Stanford is a world center for the new sciences of teaching and learning made possible by online instruction.
Visit lytics.stanford.edu

Incubation

VICE PROVOST FOR ONLINE LEARNING

Sharing as we innovate: Stanford Online is a university-wide initiative coordinated by the Office of the Vice Provost for Online Learning (VPOL). As we develop new capabilities to enhance teaching and learning on our physical campus, we're sharing our work worldwide through publicly available courses, teaching strategies, and research findings on digitally mediated instruction.
More About VPOL >

Professional Education


Stanford Online offers a variety of professional education opportunities in conjunction with Stanford University schools and departments.

Additional courses are offered by Stanford Center for Professional Development (School of Engineering), Stanford Innovation and Entrepreneurship (Graduate School of Business and School of Engineering), Continuing Medical Education (School of Medicine).

Learn More >

Across Campus

SMILI

Stanford Center for Professional Development

 

 

 

Events

VPOL Information Session
April 15, 2014
VPOL Information Session
May 13, 2014
See More Events >
Speaking Engagements

CHI 2014: Workshop - Learning Innovation at Scale
April 27, 2014
See More Speaking Engagements >
Collaboration

OPENEDX

OpenEdX, an open-source platform, is Stanford's commitment to the collaborative improvement of online learning. We believe flexible and porous learning environments give educators the tools and freedom to develop new courses and learning modules that can transform the classroom experience of their students.
Read More >

News

Stanford offers online creativity course featuring Warner Music Group artists
Stanford and Carnegie team up to launch online forest monitoring course
'iLabs' offer a new way to add science experiments to online education

Read All News >
Get Connected

 


 

Visitor Information
Campus Tours
Maps & Directions
Dining
Shopping


Virtual Tours
Visitor Information offers several multimedia tours of Stanford, including videos, slideshows and a self-guided podcast tour.

Virtual Tours


Offices & Administration
The university is led by President John Hennessy and Provost John Etchemendy, governed by a Board of Trustees and Faculty Senate, and supported by numerous offices.

Overview
President
Provost
University Governance
Administrative Offices
University Policies


News & Events
Get the latest Stanford news and information about upcoming events on campus.

Stanford News
Stanford Daily
Event Calendar
Other Publications


 

 

 

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10/03/2012
Caltech Again Named World's Top University in Times Higher Education Global Ranking
PASADENA, Calif.-The California Institute of Technology (Caltech) has been rated the world's number one university in the 2012-2013 Times Higher Education global ranking of the top 200 universities.

Oxford University, Stanford University, Harvard University, and MIT round out the top five.

"We are pleased to be among the best, and we celebrate the achievements of all our peer institutions," says Caltech president Jean-Lou Chameau. "Excellence is achieved over many years and is the result of our focus on extraordinary people. I am proud of our talented faculty, who educate outstanding young people while exploring transformative ideas in an environment that encourages collaboration rather than competition."

Times Higher Education compiled the listing using the same methodology as in last year's survey. Thirteen performance indicators representing research (worth 30 percent of a school's overall ranking score), teaching (30 percent), citations (30 percent), international outlook (which includes the total numbers of international students and faculty and the ratio of scholarly papers with international collaborators, 7.5 percent), and industry income (a measure of innovation, 2.5 percent) make up the data. Included among the measures are a reputation survey of 17,500 academics; institutional, industry, and faculty research income; and an analysis of 50 million scholarly papers to determine the average number of citations per scholarly paper, a measure of research impact.

In addition to placing first overall in this year's survey, Caltech came out on top in the teaching indicator as well as in subject-specific rankings for engineering and technology and for the physical sciences.

"Caltech held on to the world's number one spot with a strong performance across all of our key performance indicators," says Phil Baty, editor of the Times Higher Education World University Rankings. "In a very competitive year, when Caltech's key rivals for the top position reported increased research income, Caltech actually managed to widen the gap with the two universities in second place this year-Stanford University and the University of Oxford. This is an extraordinary performance."

Data for the Times Higher Education's World University Rankings were provided by Thomson Reuters from its Global Institutional Profiles Project, an ongoing, multistage process to collect and validate factual data about academic institutional performance across a variety of aspects and multiple disciplines.

The Times Higher Education site has the full list of the world's top 400 schools and all of the performance indicators.

Written by Kathy Svitil
Contact:
Caltech Media Relations
mr@caltech.edu
Tags: BBE, CCE, EAS, GPS, HSS, PMA

 

See more at: http://www.caltech.edu/content/caltech-again-named-worlds-top-university-times-higher-education-global-ranking-0#sthash.R2De9Oel.dpufUniversity of Southern California
From Wikipedia, the free encyclopedia
University of Southern California
USC Shield.svg
Motto Palmam qui meruit ferat (Latin)
Motto in English Let whoever earns the palm bear it
Established October 6, 1880
Type Private
Endowment $3.9 billion [1]
President C. L. Max Nikias
Academic staff 4,735[2]
Admin. staff 10,774
Students 39,958[3]
Undergraduates 18,316[3]
Postgraduates 21,642[3]
Location Los Angeles, California
Campus Urban
308 acres (1.25 km2) [4]
Nobel Laureates 5[5]
Colors USC Cardinal & USC Gold[6]
Athletics NCAA Division I FBS
21 varsity teams
Nickname Trojans
Men/Women of Troy
Mascot Traveler
Affiliations AAU
ACHA
Pac-12
MPSF
Website www.usc.edu
University of Southern California Logo.svg
Location of University of Southern California
Location of University of Southern California
University of Southern California
University of Southern California (Los Angeles Metropolitan Area)
The University of Southern California (known as USC or SC[a]) is a private, not-for-profit, nonsectarian, research university founded in 1880 with its main campus in Los Angeles, California. As California's oldest private research university,[7] USC has historically educated a large number of the region's business leaders and professionals. In recent decades, the university has also leveraged its location in Los Angeles to establish relationships with research and cultural institutions throughout Asia and the Pacific Rim. Reflecting the status of Los Angeles as a global city, USC has the largest number of international students of any university in the United States.[8] In 2011, USC was named among the Top 10 Dream Colleges in the nation.[9]
As of 2011, USC enrolls 17,414 students in its four-year undergraduate program.[3] USC is also home to 20,596 graduate and professional students in a number of different programs, including business, law, social work, and medicine.[3] The university has a "very high" level of research activity and received $560.9 million in sponsored research from 2009 to 2010.[10] USC sponsors a variety of intercollegiate sports and competes in the NCAA Pacific-12 Conference. Members of the sports teams, the Trojans, have won 99 NCAA team championships, ranking them third in the nation, and 361 NCAA individual championships, ranking them second in the nation.[11] Trojan athletes have won 287 medals at the Olympic games (135 golds, 87 silvers and 65 bronzes), more than any other university in the world.[12] If USC were a country, it would rank 12th in most Olympic gold medals.[12]
Contents [hide]
1 History
2 Campus
2.1 Health Sciences campus
2.2 Former agricultural college campus
3 Organization and administration
3.1 Student government
3.2 List of university presidents
3.3 Department of Public Safety
4 Academics
4.1 University library system
4.2 Rankings
5 Student body
5.1 Admissions
6 Faculty and research
7 Alumni
8 Athletics
8.1 Men's sports
8.2 Women's sports
9 Traditions and student activities
9.1 Rivalries
9.2 Mascots
9.3 Marching band
9.4 Spirit groups
9.5 Student media
9.6 Greek life
10 Popular media
11 Notes
11.1 Footnotes
12 References and notes
13 External links
History[edit]

 

The Widney Alumni House, the campus' first building
The University of Southern California was founded following the efforts of Judge Robert M. Widney, who helped secure donations from several figures in early Los Angeles history: a Protestant nurseryman, Ozro Childs, an Irish Catholic former-Governor, John Gately Downey, and a German Jewish banker, Isaias W. Hellman. The three donated 308 lots of land to establish the campus and provided the necessary seed money for the construction of the first buildings. Originally operated in affiliation with the Methodist Church, the school mandated from the start that "no student would be denied admission because of race." The university is no longer affiliated with any church, having severed formal ties in 1952.
When USC opened in 1880, tuition was $15.00 per term and students were not allowed to leave town without the knowledge and consent of the university president. The school had an enrollment of 53 students and a faculty of 10. The city lacked paved streets, electric lights, telephones, and a reliable fire alarm system. Its first graduating class in 1884 was a class of three-two males and female valedictorian Minnie C. Miltimore.
The colors of USC are cardinal and gold, which were approved by USC's third president, the Reverend George W. White, in 1896. In 1958 the shade of gold, which was originally more of an orange color, was changed to a more yellow shade. The letterman's awards were the first to make the change.[d]


"Tommy Trojan" is a major symbol of the university, though he is not the mascot.
USC students and athletes are known as Trojans, epitomized by the Trojan Shrine, nicknamed "Tommy Trojan", near the center of campus. Until 1912, USC students (especially athletes) were known as Fighting Methodists or Wesleyans, though neither name was approved by the university. During a fateful track and field meet with Stanford University, the USC team was beaten early and seemingly conclusively. After only the first few events, it seemed implausible that USC would ever win; however, the team fought back, winning many of the later events, to lose only by a slight margin. After this contest, Los Angeles Times sportswriter Owen Bird reported that the USC athletes "fought on like Trojans", and the president of the university at the time, George F. Bovard, approved the name officially.
During World War II, USC was one of 131 colleges and universities nationally that took part in the V-12 Navy College Training Program which offered students a path to a Navy commission.[13]
USC is responsible for $4 billion in economic output in Los Angeles County; USC students spend $406 million yearly in the local economy and visitors to the campus add another $12.3 million.[14]
Campus[edit]

Main article: Campus of the University of Southern California


Doheny Library
The University Park campus is in the University Park district of Los Angeles, 2 miles (3.2 km) southwest of Downtown Los Angeles. The campus' boundaries are Jefferson Boulevard on the north and northeast, Figueroa Street on the southeast, Exposition Boulevard on the south, and Vermont Avenue on the west. Since the 1960s, through campus vehicle traffic has been either severely restricted or entirely prohibited on some thoroughfares. The University Park campus is within walking distance to Los Angeles landmarks such as the Shrine Auditorium, Staples Center, and Los Angeles Coliseum. Most buildings are in the Romanesque Revival style, although some dormitories, engineering buildings, and physical sciences labs are of various Modernist styles (especially two large Brutalist dormitories at the campus' northern edge) that sharply contrast with the predominantly red-brick campus. Widney Alumni House, built in 1880, is the oldest university building in Southern California. In recent years the campus has been renovated to remove the vestiges of old roads and replace them with traditional university quads and gardens.


Zumberge Hall, one of the original buildings on the University Park Campus
Besides its main campus at University Park, USC also operates the Health Sciences Campus about 2 miles (3.2 km) northeast of downtown. In addition, the Children's Hospital Los Angeles is staffed by USC faculty from the Keck School of Medicine and is often referred to as USC's third campus. USC also operates an Orange County center in Irvine for business, pharmacy, social work and education; and the Information Sciences Institute, with centers in Arlington, Virginia and Marina del Rey. For its science students, USC operates the Wrigley Institute for Environmental Studies located on Catalina Island just 20 miles (32 km) off the coast of Los Angeles and home to the Philip K. Wrigley Marine Science Center.
The School of Policy, Planning, and Development also runs a satellite campus in Sacramento. In 2005, USC established a federal relations office in Washington, D.C. A Health Sciences Alhambra campus holds The Primary Care Physician Assistant Program, the Institute for Health Promotion and Disease Prevention Research (IPR), and the Masters in Public Health Program.
USC was developed under two master plans drafted and implemented some 40 years apart. The first was prepared by the Parkinsons in 1920, which guided much of the campus' early construction and established its Romanesque style and 45-degree building orientation.


The Von KleinSmid Center of International and Public Affairs, topped by a 5,500 lb (2,500 kg) globe, is the tallest structure on campus.[15] Built under the second master plan, reflected a trend towards modernism.
The second and largest master plan was prepared in 1961 under the supervision of President Norman Topping, campus development director Anthony Lazzaro, and architect William Pereira. This plan annexed a great deal of the surrounding city and many of the older non-university structures within the new boundaries were leveled. Most of the Pereira buildings were constructed in the 1970s. Pereira maintained a predominantly red-brick architecture for the new buildings, but infused them with his trademark techno-modernism stylings.
USC's role in making visible and sustained improvements in the neighborhoods surrounding both the University Park and Health Sciences campuses earned it the distinction of College of the Year 2000 by the Time/Princeton Review College Guide.
Roughly half of the university's students volunteer in community-service programs in neighborhoods around campus and throughout Los Angeles. These outreach programs, as well as previous administrations' commitment to remaining in South Los Angeles amid widespread calls to move the campus following the 1965 Watts Riots, are credited for the safety of the university during the 1992 Los Angeles Riots. (That the university emerged from the riots completely unscathed is all the more remarkable in light of the complete destruction of several strip malls in the area, including one just across Vermont Avenue from the campus' western security fence.) The ZIP code for USC is 90089 and the surrounding University Park community is 90007.


The Leavey Library, completed in the mid-1990s, reflected a shift to designs closer to earlier, Romanesque architecture.
File:Traveler horse statue.webm

Video of Traveler horse statue at University of Southern California in Los Angeles, CA
USC has an endowment of $3.7 billion and also is allocated $430 million per year in sponsored research. USC became the only university to receive eight separate nine-figure gifts:[16] $120 million from Ambassador Walter Annenberg to create the Annenberg Center for Communication and a later additional gift of $100 million for the USC Annenberg School for Communication; $112.5 million from Alfred Mann to establish the Alfred E. Mann Institute for Biomedical Engineering; $110 million from the W. M. Keck Foundation for USC's School of Medicine; $150 million from the W. M. Keck Foundation for USC's School of Medicine; $175 million from George Lucas to the USC School of Cinema-Television, now renamed USC School of Cinematic Arts, $200 million from Dana and David Dornsife for USC's College of Letters, Arts and Sciences to support undergraduate and Ph.D. programs and $110 million from John and Julie Mork for undergraduate scholarships.
These and other donations funded numerous new construction including:
The USC Medical Center
The Leavey Library
The USC Norris Comprehensive Cancer Center expansion
The Zilkha Neurogenetic Institute
The International Residential College at Parkside
The USC Marshall School of Business's Popovich Hall
The Galen Center - home to USC Basketball and USC Volleyball
The USC School of Cinematic Arts Complex
The Ronald Tutor Campus Center, Trojan Plaza, and Steven and Kathryn Sample Hall
The John McKay Center, opened 2012 - a new $70 million, 110,000 square feet USC Football Complex, Plaza, and Gardens[17][18]
The Roger and Michele Dedeaux Engemann Student Health Center, opened 2013 - A new five-story, 101,000-square-foot student health center[19]
Major new facilities that are being developed or under construction include:
The Annenberg Building at USC - New Communications Building[20]
The University Village Shopping Center, Campus Offices, and Student Housing Redevelopment Project[21]
The University Park 2030 Master Plan[22]
The Uytengsu Aquatics Center[23]
The Verna and Peter Dauterive Hall - New Social Sciences Building[24]
The USC main campus is served by several Metro bus routes as well as LADOT DASH Route F.[25] In addition, the Metro Expo Line, a light-rail line began service in 2012. The Expo Line has three stations in the vicinity of the USC main campus: Jefferson/USC Station, Expo Park/USC Station, and Vermont/Expo Station.[26]
Health Sciences campus[edit]


The original Los Angeles County-USC Medical Center
Located three miles (5 km) from downtown Los Angeles and seven miles (11 km) from the University Park campus, USC's Health Sciences campus is a major center for basic and clinical biomedical research in the fields of cancer, gene therapy, the neurosciences, and transplantation biology, among others. The 50-acre (20 ha) campus is home to the region's first and oldest medical and pharmacy schools, as well as acclaimed programs in physical therapy and occupational therapy (which are both ranked #1 by U.S. News & World Report). As well, USC physicians serve more than one million patients each year.
In addition to the Los Angeles County-USC Medical Center, which is one of the nation's largest teaching hospitals, the campus includes three patient care facilities: USC Norris Comprehensive Cancer Center, USC University Hospital, and the USC Eye Institute. USC faculty staffs these and many other hospitals in Southern California, including the internationally acclaimed Children's Hospital Los Angeles. The health sciences campus is also home to several research buildings such as USC/Norris Cancer Research Tower, Institute for Genetic Medicine, Zilkha Neurogenetic Institute, Harlyne J. Norris Cancer Research Tower and Eli and Edythe Broad Center for Regenerative Medicine and Stem Cell Research.
Former agricultural college campus[edit]
Chaffey College was founded in 1883 in the city of Ontario, California, as an agricultural college branch campus of USC under the name of Chaffey College of Agriculture of the University of Southern California. USC ran the Chaffey College of Agriculture until financial troubles closed the school in 1901. In 1906, the school was reopened by municipal and regional government and officially separated from USC. Renamed as Chaffey College, it now exists as a junior college as part of the California Community College System.
Organization and administration[edit]

 

Bovard Hall, home of USC's central administration, shortly after completion in 1921; the streets later became pedestrian-only
USC is a private corporation controlled by a Board of Trustees composed of 50 voting members and several life trustees, honorary trustees, and trustees emeriti who do not vote. Voting members of the Board of Trustees are elected for five-year terms. One fifth of the Trustees stand for re-election each year, and votes are cast only by the trustees not standing for election. Trustees tend to be high-ranking executives of large corporations (both domestic and international), successful alumni, members of the upper echelons of university administration, or some combination of the three.
The university administration consists of a president, a provost, several vice-presidents of various departments, a treasurer, a chief information officer, and an athletic director. The current president is C. L. Max Nikias. In 2008, Nikias' predecessor, Steven Sample, was one of the highest paid university presidents in the United States with a salary of $1.9 million.[27]
The USC Dana and David Dornsife College of Letters, Arts, and Sciences, the Graduate School, and the 17 professional schools are each led by an academic dean. USC occasionally awards emeritus titles to former administrators. There are currently six administrators emeriti.
The University of Southern California's 17 professional schools include the USC Leventhal School of Accounting, USC School of Architecture, USC Marshall School of Business, USC School of Cinematic Arts, USC Annenberg School for Communication and Journalism, Herman Ostrow School of Dentistry of USC, USC Rossier School of Education, USC Viterbi School of Engineering, USC Roski School of Fine Arts, USC Davis School of Gerontology, USC Gould School of Law, Keck School of Medicine of USC, USC Thornton School of Music, USC School of Pharmacy, USC Price School of Public Policy, USC School of Social Work, and USC School of Theatre.
Student government[edit]


USC Gwynn Wilson Student Union
The Undergraduate Student Government (USG) makes decisions representing the undergraduate students of the university. It consists of an appointed executive leadership board, popularly elected legislative branch, and judicial oversight, along with a programming board (commonly referred to as "Program Board"). All USG activities are funded by the student activity fee, which the Treasurer has control over setting and that the Senate approves. In addition to USG, residents within university housing are represented and governed by the University Residential Student Community (URSC), which is divided by residence hall. The Graduate Student Government (GSG) consists of senators elected by the students of each school proportional to its enrollment and its activities are funded by a graduate and professional student activity fee.
List of university presidents[edit]
Marion M. Bovard (1880-1891)
Joseph P. Widney (1892-1895)
George W. White (1895-1899)
George F. Bovard (1903-1921)
Rufus B. von KleinSmid (1921-1947)
Fred D. Fagg, Jr. (1947-1957)
Norman Topping (1958-1970)
John R. Hubbard (1970-1980)
James H. Zumberge (1980-1991)
Steven B. Sample (1991-2010)
C. L. Max Nikias (2010-present)
Department of Public Safety[edit]
USC's Department of Public Safety (DPS) is one of the largest university law enforcement agencies in the nation. The Department of Public Safety headquarters is located on the University Park campus, and there is a substation on the Health Sciences campus. The department operates 24 hours a day, 365 days a year. The authorized strength of the department is 293 full-time members. The Department enjoys an excellent working relationship with the Los Angeles Police Department (LAPD).
There are a total of 115 armed officers who provide services to the two campuses. The Department's Public Safety Officers (PSOs) are police academy graduates who must pass an extensive screening process and background check before they are hired.
DPS also has 143 un-armed Community Service Officers (CSOs) who complement the services provided by the Public Safety Officers.
The Department's 24-hour communications center coordinates and supports the activities of field personnel. 19 Public Safety Communication Operators coordinate communication among the campus community and the officers who are providing services in the field. The communications center also provides dispatch services for USC's Transportation Services and monitors several other radio frequencies, including the LAPD officers assigned to the area.
DPS employs part-time student workers in its Trojan Student Officer Program. They are responsible for promoting bicycle safety, enforcing campus bicycle regulations, and deterring bicycle theft. They also supplement bookstore security, perform administrative duties, and offer an added security presence by patrolling parking lots and university residential complexes.
Through a Memorandum of Understanding (MOU) with the LAPD, the DPS Officers have limited arrest authority on and around the USC campuses. The primary responsibility of DPS is the protection of the University community. The statutory authority for the existence of the USC Department of Public Safety, patrol and response boundaries, authority to carry firearms, and powers of arrest are derived from the MOU, the California Penal and Educational Codes, and the Bureau of Investigation and Security Services section of the California Business and Profession Code. The MOU with LAPD allows the DPS Officers to exercise arrest powers described in Penal Code Section 830.7(b). All arrests must be conducted in accordance with guidelines outlined by the MOU, and all arrestees without unnecessary delay, must be delivered to LAPD.[28]
Academics[edit]

Main article: University of Southern California academics


The Law School building is one of the handful of examples of Brutalist architecture on the main campus.
USC is a large, primarily residential research university.[29] The majority of the student body was undergraduate until 2007, when graduate student enrollment began to exceed undergraduate.[30] The four-year, full-time undergraduate instructional program is classified as "balanced arts & sciences/professions" with a high graduate coexistence. Admissions are characterized as "most selective, lower transfer in"; 95 undergraduate majors and 147 academic and professional minors are offered.[29][31] The graduate program is classified as "comprehensive" and offers 134 master's, doctoral, and professional degrees through 17 professional schools.[29][31] USC is accredited by the Western Association of Schools and Colleges.[31] The university was elected to the Association of American Universities in 1969.[32] USC's academic departments fall either under the general liberal arts and sciences of the Dana and David Dornsife College of Letters, Arts, and Sciences for undergraduates, the Graduate School for graduates, or the university's 18 professional schools.[33]


Mudd Hall of Philosophy
The USC Dana and David Dornsife College of Letters, Arts, and Sciences, the oldest and largest of the USC schools, grants undergraduate degrees in more than 130 majors and minors across the humanities, social sciences, and natural/physical sciences, and offers doctoral and masters programs in more than 20 fields.[34] Dornsife College is responsible for the general education program for all USC undergraduates, and houses a full-time faculty of approximately 700, more than 6500 undergraduate majors (roughly half the total USC undergraduate population), and 1200 doctoral students. In addition to 30 academic departments, the College also houses dozens of research centers and institutes. In the 2008-2009 academic year, 4,400 undergraduate degrees and 5,500 advanced degrees were awarded. Formerly called "USC College of Letters, Arts & Sciences", the College received a $200 million gift from USC trustees Dana and David Dornsife on March 23, 2011, after which the College was renamed in their honor, following the naming pattern of other professional schools and departments at the University.[35] All Ph.D. degrees awarded at USC and most masters degrees are under the jurisdiction of the Graduate School.[36] Professional degrees are awarded by each of the respective professional schools.


School of Cinematic Arts.
The School of Cinematic Arts, the oldest and largest film school in the country, confers degrees in six different programs.[37][38] As the university administration considered cinematic skills too valuable to be kept to film industry professionals, the school opened its classes to the university at large in 1998.[39] In 2001, the film school added an Interactive Media Division studying stereoscopic cinema, panoramic cinema, immersive cinema, interactive cinema, video games, virtual reality, and mobile media. In September 2006, George Lucas donated $175 million to expand the film school, which at the time was the largest single donation to USC (and its fifth over $100 million). The donation will be used to build new structures and expand the faculty.[40] The acceptance rate to the School of Cinematic Arts has consistently remained between 4-6% for the past several years.
The USC School of Architecture was established within the Roski School of Fine Arts in 1916, the first in Southern California [ "within the Roski School of Fine Arts" is not correct! From at least 1972 to 1976, and likely for a number of years prior to 1972, it was called The School of Architecture and Fine Arts. The School of Fine Art (known as SOFA for a number of years after Architecture and Fine Art separated) was eventually named Roski School of Fine Art in 2006 during a ceremony to open, the then, new Masters of Fine Art building occupying the previous and completely refurbished, Lucky Blue Jean factory]. This small department grew rapidly with the help of the Allied Architects of Los Angeles. A separate School of Architecture was organized in September 1925. The school has been home to teachers such as Richard Neutra, Ralph Knowles, James Steele, A. Quincy Jones, William Pereira and Pierre Koenig. The school of architecture also claims notable alumni Frank Gehry, Jon Jerde, Thom Mayne, Raphael Soriano, Gregory Ain, and Pierre Koenig. Two of the alumni have become Pritzker Prize winners. In 2006, Qingyun Ma, a distinguished Shanghai-based architect, was named dean of the school.[41]
The USC Thornton School of Music is one of the most highly regarded music schools in the United States. The training at the Thornton School frequently draws graduate students from such institutions including Juilliard, Oberlin College, Rice, and the Eastman School of Music; and graduates of the Thornton School often go on to study at these and other institutions, such as the Colburn School, the Curtis Institute of Music, or the Manhattan School of Music. The most active source of live music in all of Los Angeles, the Thornton School offers everything from medieval music to current music. In addition to the departments of classical music, there is a department for popular music and even a department of early music, making USC's music school one of the few in the United States that offers specialized degrees in pre-classical music.
The Andrew and Erna Viterbi School of Engineering is headed by Dean Yannis Yortsos. Previously known as the USC School of Engineering, it was renamed on March 2, 2004, as the Andrew and Erna Viterbi School of Engineering in honor of Qualcomm co-founder Andrew Viterbi and his wife Erna, who had donated $52 million to the school. Viterbi school of Engineering is ranked No.9 in the US as per the US News Rankings for engineering in 2013-14.


The Annenberg School for Communication & Journalism
The Annenberg School for Communication & Journalism, founded in 1971 is one of the two communication programs in the country endowed by Walter Annenberg (the other is at the University of Pennsylvania). The School of Journalism, which became part of the School for Communication in 1994,[42] features a core curriculum that requires students to devote themselves equally to print, broadcast and online media for the first year of study. The journalism school consistently ranks among the nation's top undergraduate journalism schools.[43] USC's Annenberg School for Communication endowment rose from $7.5 million to $218 million between 1996 and 2007.[44]
The Herman Ostrow School of Dentistry at the University of Southern California was established in 1897 as The College of Dentistry, and today awards undergraduate and graduate degrees. Headed by Dean Avishai Sadan, D.M.D., the school traditionally has maintained five Divisions: Academic Affairs & Student Life, Clinical Affairs, Continuing Education, Research, and Community Health Programs and Hospital Affairs. In 2006, the USC Department of Physical Therapy and Biokinesiology, and the USC Department of Occupational Science and Occupational Therapy, which both had previously been organized as "Independent Health Professions" programs at USC's College of Letters, Arts, and Sciences, were administratively aligned under the School of Dentistry and renamed "Divisions," bringing the total number of Divisions at the School of Dentistry to seven. In 2010, alumnus Herman Ostrow donated $35 million to name the school the Herman Ostrow School of Dentistry.
USC collaborated with Shanghai Jiao Tong University to offer the USC (Executive) EMBA program in Shanghai. USC also operates two international study centers in Paris and Madrid. The Marshall School of Business has satellite campuses in Orange County and San Diego.
In May 2006, USC's Board of Trustees and administration traveled to China. to announce the establishment of the USC U.S.-China Institute (USCI). USCI focuses on the multidimensional and evolving U.S-China relationship and trends in China. USCI has funded research into a variety of topics including the history of U.S.-China diplomatic exchanges, aging, property rights, environmental challenges, agricultural policy, new media, migration, and technology exchange. The Institute produced the highly regarded Assignment:China[45] documentary series on American media coverage of China from the 1940s to today. It also publishes two magazines, US-China Today and Asia Pacific Arts.
In 2012, USC established the Glorya Kaufman School of Dance, the university's first new school in 40 years,[46] which was a gift from philanthropist Glorya Kaufman.[46] The USC Kaufman School currently offers individual classes in technique, performance, choreography, production, theory and history that are open to all students at USC.[47] Beginning in the fall of 2015, the USC Glorya Kaufman School of Dance will offer a Bachelor of Fine Arts degree to a select number of undergraduates who wish to pursue dance as their major.[47] This four-year professional degree will be housed in the state-of-the-art Glorya Kaufman International Dance Center, which is now under construction.[47]
University library system[edit]
Main article: University of Southern California libraries


The first true library was housed in the College of Liberal Arts Building ("Old College"), which was built in 1884, and designed to hold the entire USC student body-55 students. Two wings were added to the original building in 1905.
The USC Libraries are among the oldest private academic research libraries in California. For more than a century USC has been building collections in support of the university's teaching and research interests. Especially noteworthy collections include American literature, Cinema-Television including the Warner Bros. studio archives, European philosophy, gerontology, German exile literature, international relations, Korean studies, studies of Latin America, natural history, Southern California history, and the University Archives.
The USC Warner Bros. Archives is the largest single studio collection in the world. Donated in 1977 to the University of Southern California's School of Cinematic Arts, by Warner Communications, the WBA houses departmental records that detail Warner Bros. activities from the studio's first major feature, My Four Years in Germany (1918), to its sale to Seven Arts in 1968.
Announced in June 2006, the testimonies of 52,000 survivors, rescuers and others involved in the Holocaust will now be housed in the USC College of Letters, Arts & Sciences as a part of the newly formed USC Shoah Foundation Institute for Visual History and Education.[48]
In addition to the Shoah Foundation, the USC Libraries digital collection highlights include the California Historical Society, Korean American Archives and the Chinese Historical Society of Southern California. The digital archive holds 193,252 records and 223,487 content files of varying formats.
In October 2010, the collections at ONE National Gay & Lesbian Archives, the largest repository for Lesbian, Gay, Bisexual and Transgender (LGBT) in the world, became a part of the USC Libraries system.[49] The collections at ONE include over two million archival items documenting LGBT history including periodicals; books; film, video and audio recordings; photographs; artworks; ephemera, such clothing, costumes, and buttons; organizational records; and personal paper.
USC's 22 libraries and other archives currently hold nearly 4 million printed volumes, 6 million items in microform, and 3 million photographs and subscribe to more than 30,000 current serial titles, nearly 44,000 feet (13,000 m) of manuscripts and archives, and subscribe to over 120 electronic databases and more than 14,000 journals in print and electronic formats. Annually, reference transactions number close to 50,000 and approximately 1,100 instructional presentations are made to 16,000 participants.[50] The University of Southern California Library system is among the top 35 largest university library systems in the United States.[51]
Rankings[edit]
University rankings
National
ARWU[52] 33
Forbes[53] 63
U.S. News & World Report[54] 23
Washington Monthly[55] 39
Global
ARWU[56] 47
QS[57] 125
Times[58] 61-70
USC rankings
USNWR Grad. Business[59] 27
USNWR Grad. Education[60] 18
USNWR Grad. Engineering[61] 11
USNWR Grad. Law[62] 20
USNWR Grad. Pharmacy[63] 10
USNWR Grad. Physical Therapy[64] 1
USNWR Grad. Public Affairs[65] 6
USNWR Grad. Social Work[66] 11
USNWR Undergraduate Business[67] 11
USC was ranked 23rd in U.S. News & World Report's 2013 annual ranking of national universities.[68][69] In the Times Higher Education World University Rankings, USC ranked between 61-70 for 2014. USC is ranked 46th among world universities and 32nd among universities in the Americas by the Academic Ranking of World Universities, 48th worldwide in 2011 by Human Resources & Labor Review,[70] and 13th (tied with seven other universities) among national universities by The Center for Measuring University Performance.[71]
USN&WR ranks USC's School of Law 18th,[72] the Marshall School of Business is ranked 9th in undergraduate education with the USC Leventhal School of Accounting 4th, the Lloyd Greif Center for Entrepreneurial Studies 3rd and 20th for its MBA program,[73][74] Keck School of Medicine of USC 34th in research and unranked in primary care,[75] the Viterbi School of Engineering 9th,[76] USC School of Architecture 5th,[77] and the Rossier School of Education 14th,[78] and the Roski School of Fine arts Graduate program 37th,[79] the Sol Price School of Public Policy 7th,[80] the USC School of Social Work 8th. The Philosophical Gourmet Report ranks USC's graduate philosophy program as 11th nationally,[81]
USC was named "College of the Year 2000" by the editors of Time and The Princeton Review for the university's extensive community-service programs.[82]
"The Hollywood Reporter" ranked USC School of Cinematic Arts the #1 film school in the world, beating out the "American Film Institute" and "UCLA"-two schools who have been previous top contenders. "Best Film Schools". The Hollywood Reporter. 2013. Retrieved 2013-07-31.
The Princeton Review ranked USC video game design program as 1st out of 150 schools in North America.[83] The university's video game design programs are interdisciplinary, involving the Interactive Media Division of the USC School of Cinematic Arts and the GamePipe program in the Department of Computer Science at the USC Viterbi School of Engineering.[84]
The Institute of Higher Education at Shanghai Jiao Tong University ranked USC's combined departments of engineering and computer sciences as 11th in the world, physical sciences 52nd, social sciences 35th, life sciences 51st, clinical medicine and pharmacy 47th.[85]
Student body[edit]

Ethnic composition of student body[86]
Undergraduate Graduate &
Professional U.S. Census[87]
Caucasian 47.0% 31.9% 73.9%
Black 5.8% 4.2% 12.1%
Asian 21.0% 20.2% 4.3%
Hispanic 13.6% 8.1% 14.5%
Native American 0.8% 0.4% 0.9%
International 9.1% 24.7% (N/A)
USC has a total enrollment of 36,896 students, of which 17,380 are at the undergraduate and 19,516 at the graduate and professional levels.[30] The male-female ratio at USC is nearly 1:1. 31.2% of incoming students are drawn from the greater Los Angeles metropolitan area, 20.9% from other areas in California, 39.5% from the rest of the United States, and 8.4% from abroad.[88] USC's student body encompasses 7,115 international students, more than any other university in the United States[89] and the university maintains offices in several countries.[b] There are approximately 200,000 living Trojan Alumni.[90]
Admissions[edit]
First-Time Freshman Profile[91][92][93][94][95]
2013 2012 2011 2010 2009
Freshman Applicants
47,358
46,104 37,210 35,794 35,753
Admitted
9,395
9,187
8,566
8,715
% Admitted
19.8
19.9
23.0
22.8
Enrollment
2,922
3,021
2,931
2,972
2,869
Average GPA
3.73
3.70
3.72
3.70
3.70
Average SAT
(out of 2400)
2075
2070
2075
2060
*SAT from middle 50% of entering class
37,210 students applied for admission to the undergraduate class of 2015, with 8,566 being admitted (23%) and 2,931 enrolling (34% yield). Among admitted students, the interquartile range for SAT composite scores was 2020-2240[96] and the average unweighted GPA was 3.80, while among enrolled freshmen, the SAT range was 1970-2180 and the average GPA was 3.72.[97] 20 percent of admitted and attending students are SCions, or students with familial ties to USC, while 14 percent are the first generation in their family to attend any form of college. There were also 247 National Merit Scholar winners and 7 National Achievement Scholars in the admitted class. USC ranks among the top five schools in the nation in terms of its enrollment of National Merit Scholars.[98] USC's admission rate has dropped to 20% for the class of 2016, following its adoption of the Common Application.
2012-2013 Undergraduate Estimate of Costs at USC: Tuition - $43,722; Mandatory fees - $741; Room and board* - 12,440; Books and supplies - $1,500; Personal and miscellaneous - $900; Transportation - $580.00. Total - $59,883 + $150 USC Orientation fee for the 1st semester.
Faculty and research[edit]

 

The Eileen L. Norris Cinema Theatre, where the THX sound system was first developed and installed by Tomlinson Holman.[99]
USC employs approximately 3,249 full-time faculty, 1,486 part-time faculty, and about 10,744 staff members.[2] 350 postdoctoral fellows are supported along with over 800 medical residents.[100] Among the USC faculty, 12 have been elected to the National Academy of Science,[101] 35 to the National Academy of Engineering,[101] 13 to the Institute of Medicine,[101] 21 to the American Academy of Arts and Sciences,[102] 75 to the American Association for the Advancement of Science,[102] 6 to the American Philosophical Society,[102] and 9 to the National Academy of Public Administration.[102] 29 USC faculty are listed as among the "Highly Cited" in the Institute for Scientific Information database.[103] George Olah won the 1994 Nobel Prize in Chemistry[104] and was the founding director of the Loker Hydrocarbon Research Institute. Leonard Adleman won the Turing Award in 2003.[105] Arieh Warshel won the 2013 Nobel Prize in Chemistry [106]
In fiscal year 2007 USC expended $415.2 million on research, and major funding came from federal agencies: the Department of Health and Human Services granted $182.4 million, Department of Defense $45.7 million, and National Science Foundation $41.8 million.[107] Total foundation and association sponsorship totaled $43.1 million, corporate research $30.6 million, and local government funding totaled $28.1 million.[107]
The university also supports the Pacific Council on International Policy through joint programming, leadership collaboration, and facilitated connections among students, faculty, and Pacific Council members.[108]
The university has two National Science Foundation-funded Engineering Research Centers: the Integrated Media Systems Center and the Center for Biomimetic Microelectronic Systems. [109] The Department of Homeland Security selected USC as its first Homeland Security Center of Excellence. Since 1991, USC has been the headquarters of the NSF and USGS funded Southern California Earthquake Center (SCEC). The University of Southern California is a founding and charter member of CENIC, the Corporation for Education Network Initiatives in California, the nonprofit organization, which provides extremely high-performance Internet-based networking to California's K-20 research and education community. USC researcher Jonathan Postel was an editor of communications-protocol for the fledgling internet, also known as ARPANET.[110]
Notable USC faculty include or have included the following: Leonard Adleman, Richard Bellman, Aimee Bender, Barry Boehm, Warren Bennis, Todd Boyd, T.C. Boyle, Leo Buscaglia, Drew Casper, Manuel Castells, Erwin Chemerinsky, Thomas Crow, António Damásio, Francis De Erdely, Percival Everett, Murray Gell-Mann, Seymour Ginsburg, G. Thomas Goodnight, Jane Goodall, Solomon Golomb, Midori Goto, Susan Estrich, Janet Fitch, Tomlinson Holman, Henry Jenkins, Thomas H. Jordan, Pierre Koenig, Neil Leach, Leonard Maltin, Daniel L. McFadden, George Olah, Paul Orfalea, George V. Chilingar, Simon Ramo, Irving Reed, Michael Waterman, Frank Gehry, Arieh Warshel, Lloyd Welch, Jonathan Taplin and Diane Winston.
Alumni[edit]

See also: List of University of Southern California people
There are currently more than 340,000 alumni members.[111] Among the notable alumni of the University of Southern California have become prominent scientists, musicians, businessmen, engineers, architects, athletes, actors, politicians, and those that have gained both national and international fame. To keep alumni connected, the Trojan network consists of over 100 alumni groups on five continents. A common saying among those associated with the school is that one is a "Trojan for Life".[112][113][114] Among notable alumni are Neil Armstrong, the first human to step on the moon, George Lucas, creator of the Star Wars trilogy, and deposed President of Egypt Mohamed Morsi, the first ever democratically elected president in the history of Egypt.[115]
Athletics[edit]

Main article: USC Trojans


The Galen Center, home of USC basketball and volleyball
The USC Trojans participate in the NCAA Division I (FBS) Pacific-12 Conference and has won 115 total team national championships (non-NCAA and NCAA): 92 for men and 23 for women. Of this total, 80 and 14 are NCAA National Championships for men and women, respectively. The NCAA does not include college football championships in its calculation. Though there are multiple organizations that name national championships, USC claims 11 football championships. The men's 361 Individual Championships are the second-best in the nation and 53 ahead of third place Texas. USC's cross-town rival is UCLA, with whom there is fierce athletic and scholastic competition. USC's rivalry with Notre Dame-though generally limited to football-predates the UCLA rivalry by three years. The Notre Dame rivalry stems mainly from the annual football game played between these two universities and is considered one of the greatest rivalries in college athletics.[116]
USC has won 99 NCAA team championships, 3rd behind cross-town rival UCLA (110) and Stanford (104). The Trojans have also won at least one national team title in 26 consecutive years (1959-60 to 1984-85). USC won the National College All-Sports Championship, an annual ranking by USA Today of the country's top athletic programs, 6 times since its inception in 1971. Four Trojans have won the James E. Sullivan Award as the top amateur athlete in America: diver Sammy Lee (1953), shot putter Parry O'Brien (1959), swimmer John Naber (1977) and swimmer Janet Evans (1989).
From the 1904 Summer Olympics through the 2008 games, 393 Trojan athletes have competed in the Games, taking home 122 gold medals, 76 silver and 60 bronze.[31] If it were an independent country, USC would be ranked 14th in the world in terms of medals.[117] Since 1912, USC is the only university in the world to have a gold medal-winning athlete in every summer Olympiad.[31]
Men's sports[edit]


The Los Angeles Memorial Coliseum during a USC football game
In men's sports, USC has won 93 team national championships (80 NCAA titles) - more than any other school - and male athletes have won a record 303 individual NCAA titles. The Trojans have won 26 championships in track and field, 20 in tennis, 12 in baseball, 9 in swimming and diving, 7 in water polo, 6 in volleyball, 2 in indoor track and field, and 1 in gymnastics.[c] USC's men's basketball has appeared in the NCAA tournament 15 times, and made 2 NCAA Final Four appearances.
The USC football program has historically ranked among the best in the Division I FBS. The Trojans football team has won 11 national championships.[118] Seven players have won the Heisman Trophy, although the school claims six, after alleged violations involving Reggie Bush. As of 2011, 472 Trojans have been taken in the NFL Draft, more than any other university.[119]
Women's sports[edit]
Women's teams have earned 23 national championships. The Women of Troy have brought home 64 individual NCAA crowns. Two Women of Troy athletes have won the Honda-Broderick Cup as the top collegiate woman athlete of the year: Cheryl Miller (1983-84) and Angela Williams (2001-02). And Trojan women have won 8 Honda Awards, as the top female athlete in their sport.
The Women of Troy have won 7 championships in tennis, 6 in volleyball, 3 in water polo, 2 in golf, 2 in basketball, 1 in swimming and diving, 1 in track and field, and 1 in soccer.
Traditions and student activities[edit]

 

USC mascot Traveler with Trojan Warrior and The Spirit of Troy
As one of the oldest universities in California, the University of Southern California has a long and storied history resulting in a number of modern traditions, some of which are outlined here:
USC's official fight song is "Fight On", which was composed in 1922 by USC dental student Milo Sweet (with lyrics by Sweet and Glen Grant).
Rivalries[edit]


During the week prior to the traditional USC-UCLA rivalry football game, the Tommy Trojan statue is covered to prevent UCLA vandalism.
Main articles: Notre Dame - USC rivalry and UCLA-USC rivalry
USC has rivalries with multiple schools. Though generally limited to football, USC has a major rivalry with Notre Dame. The annual game is played for the Jeweled Shillelagh. The rivalry has featured more national championship teams, Heisman trophy winners, All-Americans, and future NFL hall-of-famers than any other collegiate match-up. The two schools have kept the annual game on their schedules since 1926 (except 1942-44 because of World War II travel restrictions) and the game is often referred to as the greatest intersectional rivalry in college football.[120][121][122][123][124]
USC's cross-town rival is UCLA, with whom there is fierce athletic and scholastic competition. Both are within L.A. city limits, approximately 10 miles (16 km) apart. Until 1982 the two schools also shared the same football stadium, the Los Angeles Memorial Coliseum. The victor of the annual football game takes home the Victory Bell. The Trojans and Bruins also compete in a year-long all-sports competition for the Lexus Gauntlet Trophy. Pranks between UCLA and USC were commonplace several decades ago. Both universities have cracked down on pranks since a 1989 incident when USC students released hundreds of crickets into the main UCLA library during finals week.[125] Days before a clash between rivals UCLA and USC in 2009, the Bruins mascot was vandalized. It was splashed in cardinal and gold paint, USC's official colors sparking memories of pranks played in the years earlier.[126] The week preceding the annual football matchup with UCLA is known as "Troy Week" and features a number of traditions including CONQUEST! "The Ultimate Trojan Experience", Save Tommy Night, the CONQUEST! Bonfire, and all-night vigils by the Trojan Knights to protect the campus from UCLA Bruins.
In addition, USC has rivalries with other Pac-12 schools, particularly Stanford as they are the only two private universities in the conference and are situated at opposing regions of California, as well as being the two oldest private research universities in California, 1880 and 1891 respectively. Recently, a rivalry has begun to exist between USC and the University of Oregon because of the two universities' dominant football programs, with each school often serving as the toughest match-up on the opponent's schedule.
Mascots[edit]
Traveler, a white Andalusian horse, is currently the university's official mascot. It first appeared at a football game in 1961, and was known as Traveler I. The current horse is known as Traveler VII.
Tommy Trojan, officially known as the Trojan Shrine, is a bronze statue in the model of a Trojan warrior at the center of campus. It is commonly mistaken as the school's official mascot. The statue was modeled after Trojan football players, and the statue is engraved with the ideal characteristics of a Trojan. It is a popular meeting point for students and a landmark for visitors.
In the 1940s, George Tirebiter, a car-chasing dog, was the most popular unofficial mascot. After it bit the mascot of the UCLA Bruins, it gained fame among students. The dog was known to chase down cars on Trousdale Parkway, which runs through campus. After the original dog died, a few others succeeded it. A statue was built in 2006 to honor the unofficial mascot.
Marching band[edit]


The drum major of the Spirit of Troy wears a more elaborate uniform and conducts the band with a sword.
USC's marching band, known as The Spirit of Troy, has been featured in at least 10 major movies, and has performed in both the 1932 and 1984 Summer Olympics in Los Angeles.[127] They have also performed on television shows and with other musicians.
The band performed on the title track of the 1979 Fleetwood Mac album Tusk, which went on to be a multi-platinum record. The band performed during halftime at Super Bowl XXI in 1987 and Super Bowl XXII in 1988. In 1990, the band performed live on America's Funniest Home Videos.[128] Additionally, the band later played on another multi-platinum Fleetwood Mac album, The Dance (1997).[129] The Spirit of Troy is the only collegiate band to have two platinum records.[130][131] In recent years, the band has appeared at the 2009 Grammy Awards, accompanying Radiohead; on the 2009 Academy Awards with Beyoncé Knowles and Hugh Jackman; and during the finale of American Idol 2008, backing Renaldo Lapuz in instrumentation of his original song "We're Brothers Forever."[132][133][134] In 2009, the band played on the show Dancing With the Stars.[135]
The USC band was only one of two American groups invited to march in the Hong Kong Chinese New Year parade in 2003 and 2004. The Trojan Marching Band performed at the 2005 World Expo in Nagoya, Japan. In May 2006, the Trojan Marching Band traveled to Italy, performing once in Florence, and twice in Rome (including in front of the Coliseum). The band has also, for many years, performed the 1812 Overture with the Los Angeles Philharmonic Orchestra (or occasionally with other orchestras) each year at the Hollywood Bowl "Tchaikovsky Spectacular".[136]
Spirit groups[edit]


The Song Girls celebrating a USC Trojans football victory
Founded in 1967, the USC Song Girls appear at all football, basketball, and volleyball games as well as rallies, university and alumni functions.[137] Unlike other college cheer teams, Song Girls are primarily a dance squad and do not perform gymnastics, stunts or lead cheers.[138] Founded in 1919, the USC Yell Leaders worked closely with The Spirit of Troy (USC Band) and the Song Girls to lead cheers and perform stunts to rally Trojan fans at football, basketball, and volleyball games. The sweater-clad team consisted of all men for most of its existence, though the squad later opened itself up to applicants from both sexes and did feature one female Yell Leader in 1998.[139] They were disbanded by the University after the 2005-06 season and replaced by the co-ed Spirit Leaders.[140]
Student media[edit]
The Daily Trojan has been the student newspaper of USC since 1912 and is a primary source of news and information for the campus. It secured the first interview of President Richard Nixon after his resignation. The publication does not receive financial aid from the university and instead runs entirely on advertisement revenue. Published from Monday to Friday during the fall and spring semesters, the newspaper turns into the Summer Trojan during the summer term and publishes once a week. It is the paper of record on campus.
Trojan Vision (often abbreviated as TV8) is the Student television station at USC. TV8 was established in 1997 by the Annenberg School for Communication, but is now a part of the School of Cinematic Arts. Trojan Vision broadcasts 24/7 from the Robert Zemeckis Center for Digital Arts to the University Park Campus on Channel 8.1 and online through their website. Programming is also made available to the greater Los Angeles community on local channel LA36. In addition to a selection of regularly airing shows of many genres, Trojan Vision also broadcasts the shows Platforum, a round-table debate show; Annenberg TV News, a news program; and CU@USC, an interview program, live every weeknight from 5:30 pm to 7:00 pm.[141]
El Rodeo is USC's student-run yearbook. One of the oldest student traditions at the university, the first edition was released in 1889 and was originally called The Sybil. The name was changed to El Rodeo in 1899 to reflect the cowboy-themed events students threw to advertise the yearbook as a "roundup" of the year's events. It was long packaged with the Student Activity Card, which gave students access to all home sports games. Since the card was dissolved in 2007, the yearbook has been sold as a stand-alone item.[142]
Neon Tommy is a news website and content aggregator in the USC Annenberg School for Communication and Journalism. It is a web-only publication that was created in 2009. It does not cover campus news.
The Sack of Troy is an online news satire publication. It was started by USC students and is independently run.
Greek life[edit]
The Greek Community, making up approximately a fifth of the student body, has had a long and influential history on the campus. Centered on a portion of West 28th Street known as "The Row", located between Figueroa Street and Hoover Street just north of campus, USC's Greek system began soon after the school's founding when Kappa Alpha Theta founded a chapter in 1887.
With 23 fraternities and 11 sororities in the Interfraternity Conference (IFC) and Panhellenic Conference (PHC), respectively, the USC Greek community has over 2,650 members and is one of the largest on the West Coast. It regularly participates in Homecoming and Songfest, and the community's philanthropic efforts and success in philanthropic leadership annually raise over $150,000.
Outside of the Panhellenic and Interfraternity conferences, the Greek community at USC is very diverse, boasting the Multicultural, Asian, Inter-Fraternity (composed of professional fraternities), and the National Pan-Hellenic (historically black) Councils. Organizations governed by these councils include chapters of some of the oldest Latino and Black Greek organizations in the country and the oldest Asian fraternity in Southern California; while also including established professional business, engineering, and pre-law fraternities and other multiculturally based groups.
Popular media[edit]

 

Fountain outside of Doheny Library with the Von KleinSmid Center; both buildings were used in the film The Graduate as stand-ins for UC Berkeley.
Because of USC's proximity to Hollywood, close ties between the School of Cinematic Arts and entertainment industry, and the architecture on campus, the university has been used in numerous movies, television series, commercials, and music videos. USC is frequently used by filmmakers, standing in for numerous other universities.
Movies filmed at USC include Forrest Gump, Legally Blonde, Road Trip, The Girl Next Door, Harold & Kumar Go to White Castle, Love & Basketball, Blue Chips, Ghostbusters, Live Free or Die Hard, House Party 2, The Number 23, The Social Network and The Graduate.[143] Television series that have used the USC campus include Cold Case, Entourage, 24, The O.C., Beverly Hills, 90210, Moesha, Saved by the Bell: The College Years, The Fresh Prince of Bel-Air, House M.D., CSI: NY, Undeclared, The West Wing, Alias, The Office, Monk, The United States of Tara, Gilmore Girls, Scrubs, and The Roommate.[144] The USC campus also appears on the video game Midnight Club: Los Angeles on its "South Central Map Expansion".[145]
The campus has also served as a backdrop for television game shows Jeopardy! and Wheel of Fortune.[citation needed] Other television series that have been filmed on campus include a 2004 Democratic Party presidential candidates' debate,[146] Hardball with Chris Matthews, The Scholar, The Best Damn Sports Show Period, and College GameDay.[citation needed]
Notes[edit]

Footnotes[edit]
a. ^ The alternate name "Southern Cal" frequently appears in sports-related news articles. USC discourages use of "Southern Cal" out of concern the name might suggest a foundational association to Cal even though the two institutions have no affiliation other than their Pac-12 membership. For several years, USC's media guides contained the following request: "Note to the media: In editorial references to athletic teams of the University of Southern California, the following are preferred: USC, Southern California, So. California, Troy and Trojans for men's or women's teams, and Women of Troy for women's teams. PLEASE do not use Southern Cal (it's like calling San Francisco 'Frisco' or North Carolina 'North Car.'). The usage of 'Southern Cal' on licensed apparel and merchandise is limited in scope and necessary to protect federal trademark rights."[147]
b. ^ Specifically Seoul, South Korea; Hong Kong, China; Jakarta, Indonesia; Taipei, Taiwan; Mexico City; and Tokyo, Japan. USC International Offices
c. ^ The NCAA does not conduct a championship for Football Bowl Subdivision football. Instead, teams are awarded championships by various private organizations, currently the recognized championships are awarded by the Bowl Championship Series and titles by the Associated Press.
d. ^ The precise colors can be found on the USC Graphic Identity Program website: the correct Pantone color for USC Cardinal is PMS 201C and USC Gold is PMS 123C.
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External links[edit]

Our History: From Particle Physics to the Full Spectrum of Science

January 1989

By Jeffery Kahn, JBKahn@LBL.gov

 

Gemological Institute of America
From Wikipedia, the free encyclopedia

This article includes a list of references, but its sources remain unclear because it has insufficient inline citations. Please help to improve this article by introducing more precise citations. (May 2013)
Gemological Institute of America
Seal of The Gemological Institute of America
Established 1931
Type Private, Co-ed
Academic staff 21 Gemology & 9 Jewelry Arts Instructors
Location Carlsbad, California, United States
The Gemological Institute of America, or GIA, is a nonprofit institute dedicated to research and education in the field of gemology and the jewelry arts.[1] Founded in 1931, GIA's mission is to protect all buyers and sellers of gemstones by setting and maintaining the standards used to evaluate gemstone quality. The institute does so through research, gem identification and diamond grading services and a variety of educational programs. Through its world-renowned library and subject experts, GIA acts as a resource of gem and jewelry information for the trade, the public and worldwide media outlets.[2]
In 1953 the GIA developed its International Diamond Grading System and the Four Cs (cut, clarity, color, and carat weight) as a standard to compare and evaluate the quality of diamonds.[3]
Today, the institute is headquartered in Carlsbad, California and operates out of 14 countries, with 12 campuses, seven laboratories and four research centers worldwide.
Contents [hide]
1 History
2 Research
3 Laboratory Services
4 Education
5 Library and Information Center
6 GIA Instruments
7 Controversies
8 Competitors
9 References
10 External links
History[edit]

On February 15, 1931, retail jeweler Robert M. Shipley cashed in his savings to establish the Gemological Institute of America. Because most jewelers of that time knew little about the gems they trade, Shipley sought to professionalize the industry through education, research and gemological instrumentation. The fledgling institute, operated out of the Shipleys' home in Los Angeles, offered mail-order courses and gem testing services.
Since the 1930s, GIA has made numerous breakthroughs in the understanding of gems. These include:
creating the D to Z color scale and the Flawless to I3 clarity scale for diamonds, the internationally recognized standards for evaluating diamond quality (1953)
detecting irradiated yellow diamonds (1956)
determining the color of black cultured pearls to be natural (1961)
the first gemological study of tanzanite (1968)
the first report on faceted synthetic diamonds (1971)
detecting diamonds decolorized by high-pressure/high-temperature (HPHT) treatment (1999)
detecting chemical vapor deposition (CVD) gem-quality synthetic diamonds (2003)[4]
Research[edit]

GIA is actively engaged in research to advance the science of gemology. Historically, research has focused on developing methods and technologies to accurately identify and characterize gems. This research has produced significant advances in the ability to differentiate gems and identify simulants (particularly diamond simulants). GIA was also responsible for the first modern diamond grading reports, where it introduced grading methodologies for diamond color and diamond clarity. Today, these scales and methods are the standard within the gem trade for characterization of diamonds.
Current research at gemological laboratories concerns the development of improved detection techniques for treated and synthetic diamonds, as well as for treated sapphires, rubies, and pearls.
Laboratory Services[edit]

The GIA Laboratory provides a variety of gem grading and identification reports. Diamond grading reports for unmounted natural and synthetic diamonds determine their key characteristics: color, clarity, cut and carat weight. GIA issues two types of reports, the more complete being the Diamond Grading Report (a briefer and less expensive version is called a Diamond Dossier). The reports contain a number of measurements, including of carat weight as well as a diagram of where and what types of inclusions are located in the diamond. Diamond grading reports are now demanded by most consumers purchasing diamonds over a certain size, typically for over 0.5 carat (100 mg), and almost always for over 1.0 carat (200 mg), and are considered an important tool in guaranteeing that a diamond is accurately represented to a potential buyer.
GIA colored stone identification reports may include a comment about any treatments detected and an opinion of country of origin for ruby, sapphire, emerald and tourmaline. Pearl reports specify the weight, size, shape, color, origin (natural or cultured) and presence of treatments.
Education[edit]

GIA offers several programs and courses online through an interactive eLearning format, and through its 12 campus locations around the world. The institute also offers corporate training programs and works with trade organizations worldwide to provide technical training in gemstones and jewelry.
The Graduate Gemologist (G.G.) diploma offers a comprehensive education in gemology. Graduates of the program receive the Graduate Gemologist diploma as well as Graduate Diamonds and Graduate Colored Stones diplomas.[5] Students can also earn an Accredited Jewelry Professional diploma with the addition of one more course, which can also be taken independently.[6] The Graduate Pearls diploma program provides a comprehensive foundation in pearl identification and grading.
Additionally, GIA's Carlsbad campus offers several programs in jewelry arts. The Applied Jewelry Arts Program (AJA) diploma covers jewelry design, wax carving, mold making, casting and CAD/CAM. The Graduate Jeweler diploma program teaches the fabrication, repair and stone setting skills to become a professional bench jeweler. Other jewelry arts classes are held on campus in Carlsbad and New York.
GIA's Carlsbad and New York on-campus courses are accredited by the Accrediting Commission of Career Schools and Colleges (ACCSC). Its Distance Education courses are accredited by the Accrediting Commission of the Distance Education and Training Council (DETC).
GIA Diploma Programs and courses include:
Graduate Gemologist
Graduate Diamonds
Graduate Colored Stones
Graduate Pearls
Accredited Jewelry Professional
Applied Jewelry Arts
Graduate Jeweler
Jewelry Design Course
Comprehensive CAD/CAM for Jewelry Course

GIA also exists to educate the gem and jewelry industry and the general public through its publications and outreach efforts. Most notable of these efforts is the quarterly publication of the magazine Gems & Gemology, a respected journal in the field. The journal includes full-length feature articles, as well as reports on GIA research, abstracts of relevant articles from other journals, book reviews, and industry news from around the world.
Library and Information Center[edit]

The Richard T. Liddicoat Gemological Library and Information Center, located at GIA's headquarters in Carlsbad, California, is the premier resource for gemological knowledge. It houses a growing collection of 38,000 books, 700 international magazines and journals (with current subscriptions to 225 titles), 1,000 videos/DVDs, 80,000 digital images, 300 maps, and approximately 6,000 original jewelry design renderings.
The collection contains works published from 1496 to the present, encompassing the history and modern development of gemology. Subjects include natural and synthetic gemstones, gem treatments, jewelry design, manufacturing, and marketing.
The Liddicoat Library is open to the public and the jewelry trade for on-campus research. The library catalog and other resources are available through the website. A reference staff with gemological expertise is on hand to answer questions and may be contacted by e-mail or telephone.
GIA Instruments[edit]

GIA also designs and manufactures professional equipment for grading, identifying, and selling diamonds and colored gemstones. These instruments are used to determine the physical and optical properties of gems and analyze their microscopic features.
The first GIA instrument, a 10x eye loupe, was introduced in the early 1930s. Darkfield illumination, a lighting technique that makes gem inclusions easily visible in the microscope, was patented later that decade by Robert M. Shipley, Jr., the son of GIA's founder and an important figure in gemological instrumentation.
In addition to basic jeweler's tools such as loupes, tweezers, and gem cloths, the GIA Instruments product catalog includes sophisticated instruments ranging from microscopes to spectroscopes.
Controversies[edit]

In 2005 a bribery allegation against GIA lab workers was made which raised questions on the integrity of diamond grading labs. A dealer claimed of fraud involving its lab workers on grading of two diamonds. These two diamonds had a discrepancy in its grading and an independent testing following the allegation. The dealer alleges that lab workers familiar with circumstances were involved.[7]
This led to an internal probe being initiated at the GIA, which ran for four months. The probe unearthed Midtown lab workers' contact with clients, an act which is prohibited by GIA code of ethics. The fraudulent ratings and GIA code of ethics violations were acknowledged by then chairman of the GIA, Ralph Destino. The internal probe ended in October 2005, resulting in the firing of four lab workers and the head of the laboratory. Thomas Moses was appointed as new head of the laboratory.
Internal investigation was also initiated due to a lawsuit filed in April 2005 by Max Pincione, a jewelry dealer and former head of retail operations at elite jeweler Harry Winston. The lawsuit was filed against Vivid Collection LLC, Moty Spector, Ali Khazeneh and the GIA alleging that Vivid made payments to the GIA to upgrade the quality of the diamonds submitted for grading [8] which he further sold to the members of Saudi Royal family. On discovering the fraud the members of Saudi Royal family demanded their money back and refused to do any further business with Mr. Pincione. Mr. Pincione claimed he had in possession a ledger which supports the allegations that a supervisor at GIA was being paid more than $3,000 a month to change grades of the diamonds.[citation needed]
Full disclosure of the incident was never made by the GIA; this was not viewed positively by the industry.[citation needed]
Competitors[edit]

GIA has several competitors in providing diamond grading reports and gemology training:
The Gemmological Association of Great Britain, also known as Gem-A, is an international gemmology education and qualifications body based in the UK. It was founded in 1908 and its first American graduate was GIA founder Robert M. Shipley in 1929.
The Hoge Raad voor de Diamant (HRD Antwerp), which means Diamond High Council, is Europe's counterpart to the GIA. HRD is popular in the Far East and Europe where its reports are legal documents recognized by the European Union.
The International Gemological Institute (IGI), IGI is a competitor of GIA.
The European Gemological Laboratory (EGL).
The American Gemological Society (AGS), the AGS has traditionally focused on providing a cut grade which the industry was lacking in order to market higher end merchandise. The AGS is headquartered in Las Vegas, Nevada.
The Canadian Institute of Gemmology (CIG) is a career training institution for gemmologists and gem technologists in Canada.
There are also a number of laboratories affiliated to CIBJO.
References[edit]

Jump up ^ "About GIA". GIA. Retrieved 5 April 2011.
Jump up ^ [1]
Jump up ^ http://www.diamonds.net/news/NewsItem.aspx?ArticleID=42801
Jump up ^ [2]
Jump up ^ "Graduate Gemologist Program". GIA. Retrieved 12 December 2011.
Jump up ^ "Accredited Jewelry Professional". GIA. Retrieved 12 December 2011.
Jump up ^ "CNN Article covering the fraud". CNN. Retrieved December 2005.
Jump up ^ "Martin Rapaport detailed coverage on the event". Diamond.net. Retrieved November 2005.
External links[edit]

Gemological Institute of America homepage


 


The oldest of the laboratories that now make up the national laboratory system, Ernest Orlando Lawrence Berkeley National Laboratory has a history of trailblazing. Established in 1931 in the formative years of the nuclear age, the Laboratory has made a transition from its original role as a particle physics accelerator facility to a much more diverse laboratory.

The Berkeley Lab, at it is known, is situated on a spectacular hillside site overlooking the campus of the University of California at Berkeley. Its proximity to one of the world's great universities is unique among the national laboratories. So, too is its cooperative relationship with the university. The laboratory has more than 3,000 employees. Of its 900 plus scientific staff members, more than 200 are members of the Berkeley faculty. Berkeley Lab is managed by the University of California for the U.S. Department of Energy.


Ernest O. Lawrence founded the lab in August, 1931. But it was an event that occurred a dozen years before that destined Lawrence's course. Ernest Rutherford undertook an early study of nuclear transformations. The Englishman discovered that nuclear particles induce more transformations as they travel faster. If a machine could be invented to increase the number and speed of the particles, the field of study could rapidly advance; until then, nuclear physicists remained largely stymied.

When Lawrence joined the faculty at the University of California in Berkeley in 1928, he planned to continue his work in photoelectricity. But in 1929, he read about a method for generating the fast particles sought by Rutherford, realized how to engineer such a machine, and started a revolution in physics.

Lawrence designed a machine that worked much like a swing, gradually increasing the speed of the moving particles with each cycle. He made use of the ability of a magnetic field to bend charged particles, allowing the particle to make repeated passes through the same accelerating field, gaining energy on each cycle. In January, 1931, he designed the first successful cyclotron. By August of that year, he had gained the right to use a neglected campus lab to house a larger cyclotron and the University of California Radiation Laboratory was created. As 26-inch, 37-inch, and 60-inch accelerators were developed, this old wooden building became the citadel of the cyclotroneers.

America was in the grip of the Great Depression, at its economic nadir, but Lawrence refused to allow his vision to die. Despite economic conditions, the 1930s were a decade of discovery in nuclear physics and scientists immigrated to America. Attracted by Lawrence's expertise, many were drawn to his nascent scientific mecca. Lawrence also attracted funding, private grants from philanthropists and scarce government money. In 1939, three years after he was named director of the laboratory, he was awarded the Nobel Prize in physics for his development of the cyclotron. It was the first of nine Nobel Prizes awarded to Berkeley Lab scientists.

Then war loomed. Albert Einstein warned President Franklin D. Roosevelt that Germany might be developing an atomic explosive and Roosevelt authorized a crash program to build a bomb using the principles of nuclear fission. Funds began to flow into the mobilized laboratory, bringing unprecedented changes in its size and scope. Large teams of engineers and scientists encompassing a broad spectrum of disciplines were created and their coordinated efforts were brought to focus on a project. Today, Lawrence is remembered for pioneering this style of research. Historians call this period the beginning of "big science."

In 1942, the Manhattan Engineering District was established within the purview of the U.S. Army Corps of Engineers to design and build an atomic weapon. J. Robert Oppenheimer, a professor of physics at the University of California at Berkeley, worked with a team of theoretical physicists there to design the weapon. But within months, it became evident that the job was too big to be done on campus. The team was moved to a new headquarters in Los Alamos, New Mexico.

Lawrence developed a plan to separate the explosive, or fissile part of naturally occurring uranium, U-235, from its much more plentiful companion isotope, U-238. Most physicists doubted that his electromagnetic separation process would work. But the bomb project was urgent; concern that the Germans might be ahead in their quest for an atomic weapon meant there was no time to build a pilot project to test Lawrence's design. In February, 1943, ground was broken at Oak Ridge, Tennessee for the gargantuan electromagnetic complex. Many Berkeley scientists and engineers went to Oak Ridge to assist in the construction and operation of the production plant.

In August, the plant began to operate. Initial positive results were followed by major disappointments. Then, Oppenheimer reported that the plant would have to produce three times more U-235 than had been thought necessary. Modifications were made to the plant and it was design was repeatedly refined.

Proceeding on a parallel track, Edwin McMillan, Glenn Seaborg and others of their colleagues at the Lawrence Radiation Laboratory advanced a separate route to a nuclear explosion. Sifting through the swarm of radioactive species that fission produced, McMillan discovered something that behaved much like uranium, but that was new. By the nature of its radioactivity, he identified it as a new element, the 93rd in the periodic chart, and named it neptunium. Following up on the discovery, McMillan determined that mixed in with the neptunium was another new element. But before he could pinpoint its chemistry, he departed to the Massachusetts Institute of Technology to work on the development of radar, an urgent war-time project.

Back in Berkeley, Glenn Seaborg picked up the ball. Seaborg and colleagues confirmed the discovery of the 94th element, plutonium. Within a month, Seaborg and company discovered that plutonium was fissionable, that it might sustain an explosive chain reaction. Years later, in 1951, McMillan and Seaborg were awarded the Nobel Prize in chemistry for their discovery of these first transuranic elements.

Racing to stay ahead of the Germans, a production plant was built for plutonium in Hanford, Washington. Like the U-235 plant in Tennessee, by June, 1945 it had produced barely enough fissile material to construct a nuclear bomb.

At that point, two designs existed for such a weapon, one using U-235, and the other, plutonium. Confidence was higher that the U-235 bomb would actually detonate; the plutonium bomb had a trigger mechanism thought to be of dubious efficacy. The decision was made to use the plutonium bomb for the first major test, but to save the U-235 for the real thing. On July 16, 1945, a desert test, code-named Trinity, successfully was performed in New Mexico.

Lawrence witnessed the fearsome desert test. Subsequently, in advice to the secretary of war, he recommended that rather than drop the atomic bomb on populated areas, a demonstration be conducted to persuade the Japanese to surrender. After discussion, he changed his mind, agreeing that the Japanese would not respond to a benign demonstration. By August 15, the U-235 fueled weapon had demolished Hiroshima, the plutonium-fueled weapon had extirpated Nagasaki, and Japan had submitted its unconditional surrender, ending the war in the Pacific.

Berkeley Lab's wartime contributions extended beyond the production of fissionable bomb material. John Lawrence, brother of the laboratory's founder, had started Donner Laboratory circa 1936. Treating a patient with leukemia, he administered a radioactive isotope of phosphate. It was the first time that a radioactive isotope had been used in the treatment of a human disease and the beginning of a career-long interest for John Lawrence. He became known as the father of radio-pharmaceuticals. Today, his laboratory is considered the birthplace of nuclear medicine.

During the war, John Lawrence and colleagues helped pilots deal with the consequences of high-altitude flying. Pressurized cabins did not exist at that point. The Donner Laboratory used radioactive isotopes of inert gases to study decompression sickness and other maladies. These tracer studies brought fundamental contributions to the understanding of the circulation and diffusion of gases. This research led to the development by the laboratory's Cornelius Tobias of aircraft oxygen equipment. Also developed as a result of this work were a parachute-opener, and methods to measure human circulation.

Numerous advances were recorded during this pioneering era of nuclear medicine at the laboratory.

People suffering from polycythemia vera, a rare disease characterized by an over-abundance of red blood cells, were treated with doses of radio-pharmaceuticals. It was the first disease to be controlled with radioisotopes. Hyperthyroidism was treated and diagnosed through the first use of radioiodine.

John Lawrence and the laboratory also pioneered in protecting people from radiation.

John Lawrence once recounted how early radiation safety criteria developed. "Paul Aebersold and I first put a rat in the cyclotron chamber about 1937. After the cyclotron had run," said Lawrence, "I crawled back in there to see how the rat was doing. When I opened the canister, the rat was dead. It scared all the physicists. I later learned that the rat died of suffocation, not radiation, but I didn't spread that news around. The physicists became much more interested in radiation protection after that. Soon the cyclotron was heavily shielded. And the word got around about radiation hazards, because we reported some of our early findings in a paper presented at a meeting in Buenos Aires."

After World War II, the Radiation Laboratory made the transition to basic research. Between 1946 and 1949, 70 percent of its contracted work was nonmilitary. Free of the demands of war, laboratory personnel were intent on maintaining a leading role in experimental nuclear physics as well as in accelerator design. The 184-inch cyclotron, which was completed in 1942, became the centerpiece of research. In addition, they developed an electron synchrotron, a proton linear accelerator, and the Bevatron. When completed in 1954, the Bevatron could accelerate protons through four million turns in 1.85 seconds. At journey's end, they had traveled 300,000 miles and developed 6.2 GeV of energy.

The laboratory's medical group, the Donner Laboratory, gained federal funding to continue its prewar work in medical diagnosis, instrumentation, and therapy. Other work led down completely new avenues. The study of lipoprotein metabolism began at the laboratory.

The relationship between heart disease and cholesterol had been suggested in the early 1900s. But little was known about the nature of the relationship, and the source of blood cholesterol remained unknown. Then John Gofman brought a new technique to bear on the problem, ultracentrifugation. He and graduate student Frank Lindgren discovered that for some odd reason, some of the blood proteins floated rather than sank in the centrifuge tube. Analysis of these floating proteins revealed they contained cholesterol and other lipids, and the researchers realized they had isolated lipoproteins. This breakthrough opened the door to further understanding of the link between lipoproteins and heart disease. Subclasses of lipoproteins were identified. And, Gofman and Lindren were able to determine that the ratio of high density to low density lipoproteins is a strong indicator of heart disease risk.

Another new area of research involved the study of organic compounds labeled with carbon-14. Melvin Calvin used carbon-14 and the new techniques of ion exchange, paper chromatography, and radioautography. Working with his associates, they mapped the complete path of carbon in photosynthesis. In 1961, Calvin's work was recognized when he was awarded the Nobel Prize in chemistry.

Then, in August, 1949, the Soviet Union startled the world, detonating an atomic bomb. Edward Teller, a Los Alamos Laboratory scientist, campaigned to develop a thermonuclear weapon, what Teller called the superbomb, and President Truman approved the project.

Work toward development of what became known as the hydrogen bomb proceeded, but Teller became frustrated with the rate of development at the Los Alamos weapons laboratory. Convinced that a second weapons laboratory was needed, Teller lobbied the Atomic Energy Commission. In 1952, the Atomic Energy Commission granted Teller's request, establishing a Livermore Laboratory as a branch of the Berkeley-based University of California's Radiation Laboratory. About an hour's drive from Berkeley, it was located at a deactivated naval air station near the little town of Livermore.

The Livermore Laboratory remained a branch of the Berkeley facility until that administrative arrangement ended in 1971. Until then, Livermore did most of the applied science work including weapons development, the Pluto project to develop nuclear rockets and the Plowshares project which proposed to create peaceful uses for nuclear weapons. This division of labor between Berkeley and Livermore allowed the Berkeley laboratory to reconcentrate on basic nuclear science. Beyond that, it resulted in the diminishment and ultimate elimination of all classified research at the Radiation Laboratory in Berkeley.

Ernest Lawrence died in 1958. The two laboratories subsequently were renamed as the Lawrence Radiation Laboratory-Berkeley, and the Lawrence Radiation Laboratory-Livermore. Despite sharing Lawrence's name, all administrative ties between the two laboratories were severed in 1971 by the governing University of California Board of Regents. Later, the facilities were renamed and today are know as Ernest Orlando Lawrence Berkeley National Laboratory or Berkeley Lab, and the Lawrence Livermore National Laboratory.

Currently, Berkeley Lab is home to multiple interdisciplinary groups working in divisions that include (as of November 1994) chemical sciences; earth sciences; energy and environment; materials sciences; life sciences; human genome; structural biology; accelerator and fusion research; Advanced Light Source; nuclear science; physics; engineering; environment, health, and safety; and information and computing sciences.

Big Science, for which the laboratory is best known, continues on the grand scale. The laboratory has begun a major new initiative in materials sciences, emphasizing advanced materials development. At the heart of this endeavor is the Advanced Light Source. The most sophisticated accelerator ever to be built in Berkeley, its construction began in 1987. Completed in 1993, it operates as a national research facility.

An electron synchrotron, the machine is capable of boosting the energies of electrons to about 1.5 billion electron volts. Using special magnets called wigglers and undulators, this unique accelerator will be able to generate laser-like beams of soft x-ray and ultraviolet light 10,000 times more brilliant than any light source now available. Unseen realms of sciences will be illuminated by this fantastic light. The Advanced Light Source serves as a microprobe for studying the atomic structure of materials, a camera than can freeze-frame chemical reactions at twenty-trillionths of a second, a microscope than can safely peer inside living cells, or a tool that can fabricate electronic microstructures with features smaller than a hundred-thousandths of an inch. Additionally, the Advanced Light Source can be used to create three-dimensional x-ray holograms of structures, including those of a living cell.

Rivaling the scope of possibilities posed by the Advanced Light Source is another relatively new laboratory project, the deciphering of the human genome.

The U.S. Department of Energy named the laboratory as one of its Human Genome Centers to undertake this project. The project, which involves a number of cooperating institutions around the world, is considered to be the largest scientific undertaking in the history of the life sciences.

Within the nucleus of each of the some hundred trillion cells that compose a human body is a "recipe book" of sorts. The book contains hundreds of thousands of individual recipes, organized into 46 chapters, that together comprise the instructions for making an individual human being. The recipe book is called a genome, and is written in the "genetic code," a language that can be used to describe all life on Earth. The ability to decipher the genome -- it's been called the "Holy Grail of Biology" -- could become the most powerful medical and biological research tool ever conceived. Many health problems have been linked to a breakdown in the genetic process including cancer, heart disease, and more than 3,000 other afflictions. Being able to read the human genome is a precursor to the diagnosis, treatment and prevention of genetic-linked afflictions.

Berkeley Lab teams life scientists, computer scientists, and instrumentation engineers to develop new technologies for faster, less expensive means of mapping the 300,000 genes and sequencing the some six billion nucleotides the compose the human genome. The Lab also is developing new database management techniques. Beyond the expected benefits to human health, the ability to read the genetic code should be a boon for all biologically related research, especially agriculture and the bio-technology industry, which has its hub in the San Francisco Bay Area.

In the physics division, a major focus of the high-energy physics work is the design, construction, and operation of particle detectors, instruments which record the results of high-energy collisions generated by accelerators. Physics Division scientists made major contributions in the creation of the world's largest detectors, the Collider Detector facility and the D-Zero facility, designed for use at the Fermi National Laboratory's Tevatron, the world's highest energy accelerator.

The Stanford Linear Accelerator Center uses two other detectors designed by Berkeley Lab, the Time Projection Chamber and the Mark II. These detectors have recorded data that raise questions about a theory of why the number of solar neutrinos detected is only one third of what physics models predict. According to the theory, a type of WIMP (weakly interactive massive particle) conducts energy to the surface of the sun, cooling its core, which results in fewer solar neutrinos. But experimental results at Stanford analyzing collisions between electrons and their antimatter counterparts showed no particles with properties that fit the proposed WIMP.

Berkeley Lab remains in the vanguard of medical research. John Lawrence and his associates discovered that different tissues in the human body displayed a proclivity for different radioactive isotopes and they used this preference for disease diagnosis. Researchers continue to develop more sophisticated radiotracers that disappear from the body within seconds, allowing larger doses to be administered and tests to be modified and repeated.

The laboratory is a world leader in biomedical imaging. A variety of imaging techniques being refined at the laboratory allow physicians to look inside the body of a patient without resorting to a scalpel. In some cases, medical imaging "sees" that which even a surgeon's eye cannot. Life sciences researchers are employing imaging techniques to study diseases of the brain and heart. Using a combination of positron emission tomography, single photo emission computer tomography, and nuclear magnetic resonance, new insights have been gained about Alzheimer's disease. The disease afflicts one out of every four elderly Americans, causing their minds to degenerate. Studying glucose metabolism and the patterns of blood flow to the brain, researchers discovered that the hippocampus becomes atrophied early in the course of the disease. The hippocampus plays an essential role in memory and learning.

Research is the lifeblood of Berkeley Lab, but its mission includes assuring that there will be a next generation of talented, trained minds to draw upon. The traditional, cooperative relationship between the laboratory and the Berkeley campus makes education an almost inevitable point of focus for the laboratory. More than 600 graduate students conduct thesis research at the laboratory. Additionally, enrichment programs for select high school and college students are offered as are programs for science teachers. To deal with the ongoing growth of these programs, the Center for Science and Engineering Education has been established.

Besides working with students and educators, the laboratory has strengthened its ties to industry. Increased emphasis has been placed on technology transfer. Disseminating information to industrial scientists and expanding its patent and licensing activities has resulted in handsome dividends to the nation.

Too, the laboratory is seeking more collaborative efforts with U.S. industry. Currently, the Center for Advanced Materials is working with industry to develop plastics that are stronger than steel and semiconductor materials that are faster than silicon.

The Center for Building Science has tackled the problem of the wasteful use of energy. Windows leak a tremendous amount of heat from buildings, immensely escalating the nation's energy bill. Scientists have developed a new type of window that leaks no more heat than a solid insulated wall. Additionally, staggering energy savings are possible through improved lighting. Lighting uses about 20 to 25 percent of U.S. electric energy. The nation's lighting bill could be halved through use of new, inexpensive, compact, screw-in fluorescent bulbs, solid-state ballasts, and other lighting improvements invented at the laboratory.

Once an institution where high energy physics dominated all else, Berkeley Lab's missions since have multiplied across the spectrum of science. As the questions posed by science have evolved over the decades, the laboratory has adapted. Ernest Lawrence's interdisciplinary approach -- physicists, biologists, physicians, and chemists working together -- has made this adaptation possible. Berkeley Lab's interdisciplinary teams are its link to the past and its bridge to the future.

Author's note

The information in this report is drawn from a number of sources. Principal among them is a history of the laboratory, "Lawrence and his Laboratory: Nuclear Science at Berkeley," by J.L. Heilbron, Robert W. Seidel, and Bruce R. Wheaton, the laboratory's annual report to the University of California Board of Regents, and the institute's quarterly magazine, the


 

 Bioinformatics attempts to build models that explain how living systems work. Though the objective sounds simple, this discipline must borrow from multiple disciplines and provide its students with a solid foundation of mathematics, computer science, biology, physics, and chemistry so they can be successful in the program. Bioinformatics falls under three academic domains: Physical Science and Mathematics, Life Science, and Technology.

To start off with, the analysis of the proteins and genes within a living system provides information about its genetic make-up and how it works. To access this information, students need to study biology at the molecular level.

How these molecules interact is also an important prerequisite to understanding how living systems work. The interaction of molecules can be studied using knowledge from physics and chemistry.

A large problem in Bioinformatics is the amount of information the molecules contain; a single chromosome contains millions of base pairs. Computers are required to handle all of this information in addition to knowledge of algorithms and other programming tools.

Finally, after collecting all the data, a model is required to put it all together and demonstrate how the living system works. Models are mathematical and through their use, students can explain how a DNA sequence leads to a certain effect or if a drug will work on a patient if it's used in their treatment.

Bioinformatics is the use of all of these tools - computer science and technology to analyze data, mathematical equations to describe the interactions dictated by chemistry and physics, and biological information to understand how a living system works. Additionally, Bioinformatics can be used to study many important topics in the Life Sciences, including drug and human interactions, personalized medicine, and microbiology.

Visit the Bioinformatics Program website
Contact Dr. Robert Mawhinney

Chemistry - Dr. Christine Gottardo
Chemistry is the study of matter; what it's made of and how it interacts. In the chemistry department, students have the opportunity to pursue their own research as a summer and/or Honours Thesis student in any of the four major sub-fields, including analytical chemistry, physical chemistry, inorganic chemistry, and organic chemistry.

Chemistry is unique in that it overlaps with many other disciplines and blends together the spectrums of physical and life sciences. Computational work within chemistry involves an understanding of computer science and mathematics. The targets being modeled may be a biological entity, like an enzyme, so students require additional understanding of the life sciences.

To demonstrate this phenomenon, the production of an electrode or semiconductor, which incorporates expertise in the physical sciences, may be used for a biological purpose, such as the introduction of drugs into a patient. For this reason, chemistry is often called the 'central science' and the program consequently falls under the domain of Physical Science and Mathematics as well as the domain of Life Science, when combined with biology.

Visit the Department of Chemistry website
Contact Dr. Christine Gottardo

Computer Science - Dr. Maurice Benson
Computer Science is most of all about problem solving and falls under the domain of Physical Science and Mathematics. How can we build robots that can recognize human emotions, help children learn sign language using multimedia or help unlock the secrets of DNA? These are the sort of problems that our students tackle as part of their projects and assignments. To solve them, they must employ algorithms, create abstractions, and use other mathematical tools.

Computer Science is also encompassed by the domain of Technology. Computers themselves are valuable technological assets and use software development, computer security, networking, related hardware, computer graphics, and other technologies. Computers are also responsible for numerous technologies used in industry, hospitals, outer space, and right at home.

Computer science is changing our world and shaping its future. It plays a leading role in modern society, whether it is helping us fight crime, finding a cure for cancer, planning a mission to Mars, or allowing us to listen to music on our MP3 players. It is a fascinating and diverse field that brings together multiple subjects to drive scientific and technological progress forward. We stress that both practical experience using computers and related technologies and a theoretical understanding of design methods are needed for the specification, programming and analysis of a wide range of computing systems.

Visit the Department of Computer Science website
Contact Dr. Maurice Benson

Mathematics - Dr. Adam Van Tuyl
Mathematics is used to understand structures in our day-to-day life and the theories behind them. The discipline also involves problem solving, statistics, logic and reasoning, computational and algorithmic type skills, critical thinking, and uncovering patterns. Our program directly falls under the Physical Science and Mathematics domain because of the broad mathematical skill set we offer. Additionally, mathematics plays an integral role in each of the physical sciences, through the supply of algorithms, modeling techniques, equations, and other concepts.

Indeed, Mathematics can be thought of as the language of the other sciences because an understanding of mathematical concepts is often required to grasp the material, carry out research, and write reports in other courses. For example, math is required in basic chemistry to calculate the amount of material that will remain after a certain reaction and the rate at which the reaction will proceed.

Mathematical knowledge is also used in the pursuit of studies outside of the sciences. Critical thinking skills can be used to deem a claim true or false and to formulate an explanation. Reasoning skills provide students with the means to make a logical, solid argument and problem solving can be applied to resolve multiple issues step-by-step.

For students wishing to study math but not as a major, our department also offers a minor that can complement any degree. Mathematics can get pretty complicated, but at its foundation are basic, everyday life skills. In any career, a little math can go a long way.

Visit the Department of Mathematical Sciences website
Contact Dr. Adam Van Tuyl

Physics - Dr. Mark Gallagher
Physics studies the natural world by reducing it to its most basic principles. We tend to break down a problem to its simplest of elements and attempt to understand it in the context of a basic theory, which can be expressed mathematically. Physics is constantly dealing with mathematical equations and concepts to study physical characteristics of the world and beyond. Therefore, it is placed within the domain of Physical Science and Mathematics.

However, physics can also provide a distinct and valuable insight into the life sciences. We currently have research in protein folding and medical imaging, which is a more direct approach to using physics to study and deal with biological concepts. Indirectly, physics can be used to create and improve technology that can have biological applications, such as the use of fibre optics in lasers for medical purposes.

Therefore, physics also bears ties to the domain of Life Science, especially when studies are complemented with a concentration in Applied Bio-Molecular Science (ABMS). This degree was initially created because there were a lot of students in our program that wanted to pursue medical school. By adding the ABMS concentration, students are able to obtain a degree in physics while meeting the chemistry and biology requirements of many medical schools. However, this degree also provides students with additional education to tackle issues in the life sciences using a solid, physics foundation.

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Text Box: LATE DR CHEIKH ANTA DIOP

 


CHEIKH ANTA DIOP  AGE SET GROUP LEVELS

5 TO ^ YEARS OF AGE

—  For the Young Children Ages: 9 To 11 years   

—  no Algebra):

—  Are There Numbers Between Numbers?
Sequences and Series

—  The Euclidean Algorithm

—  Prime Numbers
Triangular, Square etc. Numbers
Graph Theory Invariants
Iteration
Linear Functions
Big Numbers
Parity
Area, Geometry and Number

—  Set Theory
Polygon Construction
Map Coloring
The Euclidean Algorithm
Knots
Modular Arithmetic
Probability
Game Theory
Group Theory
Sequences and Series
Mathematical Games
Cryptography
Equidecomposibility
Polyhedra
Solving Equations
Pascal's Triangle and Fractals
Concurrency and Collinearity
Pythagorean Triples
The Intermediate Value Theorem Mathematical Origami
Steiner Points
Complementary Sequences

—  Cantorian Set Theory

—  Fractions and Decimals

—  Straight-Edge and Compass Constructions                                                   

—  Sequences and Series

—  Tiling

—  Eulerian and Hamiltonian Circuits

—  The Infinite

—  Interesting Numbers

—  Polygon Construction

—  Prime Numbers

—  Complex Numbers

—  Min/Max Problems

—  Functions and their Graphs

—  Logic

—  Concurrency

—  Iterations

—  Powers of 2

—  Text Box: — Late) DR. HARRY MORRISON -MATHEMATICIAN & PHYSICIST Weird Fractions

—  Random Walks

—  Area, Number and Geometry

—  Polyhedra

—  Periodic Decimals

—  Continued Fractions

—  Propositional Calculus

—  The Fibonacci Sequence

—  (Late) DR. HARRY MORRISON  PART 2
THE FAR RIGHT AGE-SET/GROUP LEVEL

—  For 7-9 or 9-11 year olds
For the Middle Group (12-14, some Algebra)

—  Cantorian Set Theory

—  Fractions and Decimals

—  Straight-Edge and Compass Constructions

—  Sequences and Series

—  Tiling

—  Eulerian and Hamiltonian Circuits

—  The Infinite

—  Interesting Numbers

—  Polygon Construction

—  Prime Numbers

—  Complex Numbers

—  Min/Max Problems

—  Functions and their Graphs

—  Logic

—  Concurrency

—  Iterations

—  Powers of 2

—  Weird Fractions

—  Random Walks

—  Area, Number and Geometry

—  PROFESSOR D.R. OBAMA PREVOST-   GIVES CADIA STAFF TOUR OF MSRI & NEIGHBORING INSTITUTES OF SPACE SCIENCE 

 


CADIA MSRI DAVID BLACKWELL Picture1.jpg(Late) DR. DAVID BLACKWELL -MATHEMATICIAN & STATISTICIAN

AGE-SET/GROUP LEVEL-For the Senior Group
15-17, good Algebra and Geometry)

—   

—  Sundays

—  Elliptic Curves (Notes: 1-2 3 4)

—  Set Theory (Notes: 1-2 3 4 5-7)

—  The Four Numbers Game (Notes: 1 2 3 4 5)

—  Constructing the Real Numbers (Notes: 1 2 3 4)

—  Group Theory, Topology, and Physics

—  Quantum Mechanics            

—  Computational Complexity Theory           

—  Non-Euclidean Geometry

—  Weekdays

—  Are There Numbers Between Numbers?

—  Probability

—  The Pythagorean Theorem

—  Continued Fractions

—  Random Walks

—  Graph Theory

—  Sequences and Series

—  Projective Geometry

—  Induction and the Pigeonhole Principle

—  Classification of Surfaces

—  The Four Color Problem

—  The Pythagorean Theorem

—  Number Theory

—  Proofs and Refutations

—  Algebraic Geometry

—  Complex Analysis

—  Cantorian Set Theory

—  Number Theory

—  Knot Theory

—  Hyperbolic Geometry

—  Group Theory

—  Conway's Numbers

—  Mathematical Logic

—  Information Theory

—  Relativity

—  Fractals

—  Proofs from The Book

—  Banach Tarski Paradox

—  Combinatorial Geometry

 

The Peer Mentor Program


The Peer Mentor Program establishes positive peer-to-peer and intergenerational mentoring relationships by engaging school administrators, teachers, student families, Adult Coaches, certified peer achievers; and at-risk 8th graders in a community-wide response to eliminate violence and self defeating attitudes that keep students from successful graduation.


In this process, achieving 10th and 11th graders, who have graduated from Life Directions' Peer Motivation Program, are trained as Peer Mentors. After school they mentor 8th graders from nearby grammar schools to prepare them for a positive transition to high school. Peer Mentors receive support, encouragement and guidance from trained Adult Coaches recruited from neighborhood and business communities. Together they form a "pyramid of support" that advances the academic and social achievement of the Peer Mentors and their 8th Grade Mentees.


The quality of relationship between ethnically diverse Adult Coaches, students, and families is enriched through leadership summits, community service projects, and seasonal gatherings. These out-of-school activities are planned by Adult Coaches in cooperation with student peer leaders.

 

The activities emphasize cross-cultural interactions that celebrate hope, and the positive values necessary for living a good life within supportive communities. This type of cultural enrichment has proved to be profound for all involved, and builds up the following developmental assets of participating students:

Positive Identity with the culture of the home and family by allowing students to tell others about value and good they experience in their culture;

Intercultural Competence as students gain knowledge and comfort with people of different cultural, racial, and ethnic backgrounds; Awareness of Equality and Social Justice Issues across cultural, racial, ethnic and neighborhood boundaries.



Ladder of Development

One Step at a Time . . .Each year, innovative Life Directions programs inspire young adults to move from risk to opportunity. Giving structure to our interconnected programs is the ladder of development.

Moving up the ladder is opportunity. Eighth graders are encouraged to make it through high school, high school students to go onto college, and young adults to plan for vocational security and permanent commitment in family life. But unique to Life Directions is its view that the path to excellence requires journeying back down the ladder. Young adults partner with persons younger than themselves to make a difference for the next generation. Each circle of peer relationships is supportedand guided through the wisdom gained from maturity.


Elders mentor young adults who have completed a Focus Life Weekend, young adults mentor Peer Mentors, and Peer Mentors encourage eighth graders. Knowledge and skills are important for the economic viability of at-risk young adults. But it is wisdom that provides sustainability and the transfer of benefits to the next generation. Put simply, disconnected teenagers and young adults need rooted elders to reconnect them to the lifegiving power of forgiveness, culture, and values.


Quality Assurance Focus Life Process, the National Training Center, and the Continuous Improvement Process Life Directions offers quality assurance through the energetic leadership of its National Training Center which trains staff and peer leaders through the Focus Life Process. The Process is an intercultural leadership development program designed to inspire volunteer leaders to work together for the sake of the next generation and to model forgiveness as the key alternative to violence.


At the Focus Life Weekend, young are gathered from diverse communities so that they can experience the universality of wounds and the radical transformation offered through the life-giving power of forgiveness, culture and values. Often our most pressing challenge is training peer leaders to understand the power of partnership in diversity for healing, building, and restoring communities.

Life Directions focuses on diversity in all aspects -- cultural, social, economic, and racial -- and develops leaders who will take the nitiative to move past their comfort zone and establish the connections, discourse and  riendships necessary for healthy communities.


Through Focus Life, young adults who perceived themselves as victims become self responsible, accepting what they cannot change and not letting powerlessness control them. Relationships become balanced as participants grow in the courage necessary to change what they can. Diverse partnerships are strengthened as young adults realize their trengths and talents are complementary and not threats to each other.


Quality assurance is further enhanced by the Continuous Improvement Process (CIP). CIP provides Life Directions with a guided, internal way to be excellent through focus groups, surveys, screeners, and quarterly meetings of the CIP Team, which consist of adolescent participants, parents and adult volunteers.

The CIP process, therefore, provides a constant flow of data into our organization to measure our effectiveness in meeting youth program standards while engaging stakeholders in program evaluation.
 
CADIA-UHS Program for Mentoring and Entrepreneurship supports students, industry and faculty sing student teams on Industry funded projects "Show me and I see you, tell me and I hear you, but let me do it myself and it is mine forever" non - often passed to students on their first day in Engineering School The biggest complaint about Education of both students and the customer of Education, industry, s that students spend too much time sitting in chairs being talked to and not enough time learning eam skills, customer skills, and basic enterprise collaboration and delivery on-time-withinbudget kills. Students who have not worked before they are 21 take 18 months to ask a relevant uestion about the company in a Fortune 500 company.

Students who have not worked before hey are 23 (they got a masters degree straight after their bachelors) is over 24 months. An pportunity to learn enterprise skills and integrate that with the rich basic knowledge of ducation provides a graduate with the skills to be successful in enterprise, no matter the field.


Research at UCSD Space Grant College confirms that combining faculty with industry mentors in nterprise skills for students creates 3 winners. Faculty's research focuses on a strong horizontal iew of a specific marketplace providing general information on the newest trends to Industry.


Industry provides a deep vertical view of a company and how it is managing its position in the arketplace. Students bring both faculty and industry to the state of the art and the requirements f the next generation. Furthermore when those students are hired after an internship or project xperience they are more likely to be integrated into the organization much quicker than the tandard orientation time for new graduates.


It is the intent of CADIA-UHS to provide support for the relationships between faculty (Education and Academia), parents, community, local industry, and students to nurture successful nvironments for our graduates.


Service the Entire Community


�� Projects provide a source of innovation and collaborative development :


�� Focused internships provide enterprise learning


�� Networking events showcase project results, as well as, connect project participants to local ervice providers and investors


�� Web community provides the strong and loose ties to the community and a platform for ollaboration globally.


Benefits to Industry Sponsors - Solutions to your business
problems.

�� Industry sponsors submit project RFP's, fund projects, vote on Industry Advisory Board


�� Early access to new employees and partners locally. Hire student interns or for projects in a ost effective manner while improving US Education at the same time


�� Develop personal mentoring skills to improve business effectiveness


�� Partner with Academic faculty as focused area experts to gain market perspectives in research


�� Partner in with Education faculty to help make Education better for all and evolve curricula


�� Enhance your existing and future products / services offered through co-innovation
�� Access to University research and laboratories


�� Collaborate with vendors, partners and competitors to better marketplace for all


�� Leverage Corporate Social Responsibility programs with profitable business focus


�� Intellectual Property is negotiated appropriate to the project


Benefits to Faculty - Direct connection to customers forresearch or student hires


�� Build student teams


�� Influence industry work culture


�� Prepare students with work skills


�� Obtain industry mentors


�� Early visibility into market trends and industry hot issues


�� Develop / modify curricula to prepare students to become next industry sponsors


�� Access to Industry R&D facilities


�� Facilitated source of funding for applied research


�� Possible source of consulting


Benefits to Students - Learn Enterprise and Entrepreneurship
Skills


�� Work on the CADIA web page or partner programs to further the program for all


�� Take an industry internship and develop enterprise / customer / team skills


�� Take a research internship and develop academic / research / training skills


�� Has some skills, opportunity to participate on a project team and learn more


�� Has some ideas, opportunity to develop entrepreneurial skills


�� Has some entrepreneurial skills and a project team in place and is looking for funding


�� Learn how to apply knowledge to real world problems


�� Understand how the industrial sector works


Projects - Projects are cost effective solutions to your business questions.


All students have a faculty and an industry mentor.

Others

 

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