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John James Audubon: Obsession Untamed/Newport Mansions/The Preservation Society of Newport County
John James Audubon: Obsession Untamed
March 30-November 3, 2019
Rosecliff
 

John James Audubon: Obsession Untamed colorfully explores the naturalist’s relentless pursuit of the birds of America and his singular determination in seeing his beautiful artworks published. In 1820 Audubon embarked on what would become his life’s work as “portraitist of all the birds of America.” This witness to America’s Heroic Age translated his obsession into a successful business venture that resulted in arguably the most enduring images associated with the modern conservation movement. His role as a frontiersman capturing a then-young America’s wilderness while traveling the principal interior flyway along the Mississippi epitomizes the spirit of the age.

John James Audubon (1785-1851) was born in Haiti (then the French colony of Saint-Domingue) the youngest of four sons of a French Navy Lieutenant and his mistress. In 1803 an 18-year-old Audubon was sent to his father’s estate “Mill Grove” twenty miles from Philadelphia, PA largely to avoid fighting in the Napoleonic Wars. This would serve as his introduction to wildlife that dominated his professional pursuits in eventually creating both Birds of America and his published work on mammals, The Viviparous Quadrupeds of North America. In Birds of America he succeeded in originating his own artistic style—that of the living bird in action and in its natural habitat. His influence in both ornithology and natural history endure to this day.

The exhibition draws upon the Preservation Society’s collections as well as significant loans from private collections and institutions. Highlights include over 20 beautifully framed hand colored double elephant folio-sized aquatints from Birds of America, exquisite ladies hats and fans illustrating the early-20th-century craze for feathers that lead to initial conservation efforts, as well as Audubon’s life mask and snuff box.
artshows  art  rhodeisland 
yesterday by chyde
AIAri Architectural Forum's Scholarships
AIA Rhode Island Architectural Forum offers Scholarship Awards to aspiring architects. To be eligible, applicants must either be enrolled in an accredited school in Rhode Island pursuing studies in architecture or be a Rhode Island resident studying at an accredited school outside of Rhode Island in the 2019-2020 academic year. Scholarship funds will be credited to the winning students' college accounts for the payment of tuition costs.
architecture  Student  Academic  Scholarships  RhodeIsland 
4 days ago by risdgrants
12 things to know about Gov. Raimondo's RI state budget plan
12 things to know about Gov. Raimondo's RI state budget plan
rhodeisland  taxes  politics 
6 days ago by Chirael
Usury savings clause does not validate Usurious contract under Rhode Island law
As a result of the Court’s decision, loan
documents that impose an interest rate in excess of 21
percent per annum and do not fall within a statutory
exception are usurious and void as a matter of law,
regardless of whether they contain a usury savings
clause. Id. at 8. When a usurious loan document is
declared void, the borrower is entitled to recover all
amounts paid on the loan. Id.1 A lender has no right to collect either principal or interest on a usurious loan.
rhodeisland  mortgages  lenders  realestate  law  legal 
21 days ago by Chirael
CA newbie looking for Out of State - Bigger Pockets
1.Population growth – A solid market is one that has population growth. Markets that have flat or negative population growth can indicate a problem, while markets that continuously have people moving into them is a sign that there will be more demand for apartments. One of the markets with the highest population growth is Dallas, TX, while the Providence, RI market has shown no significant population growth at all.
rhodeisland  providence  demographics 
24 days ago by Chirael
Intrinsic motivation in the classroom is key – but schools kill it
"Intrinsic motivators can be key to student achievement – but extrinsic motivation dominates classrooms"



"Destiny, 18, is like most students in the United States. Surveys reveal a steady decline in student engagement throughout middle and high school, a trend that Gallup deemed the “school engagement cliff.” The latest data from the company’s Student Poll found that 74 percent of fifth graders felt engaged, while the same was true of just 32 percent of high school juniors.

One of the key components of engagement is students’ excitement about what they learn. Yet most schools extinguish that excitement.

It all comes down to motivation. In many schools, students do their work because their teachers tell them to. Or because they need to do it to get a certain grade. For students like Destiny, getting a good grade and outshining their peers – not learning itself – becomes the goal of school. For other students, they need minimum grades to be on sports teams or participate in extracurricular activities or please their parents, and that becomes their motivation. Students who do their work because they’re genuinely interested in learning the material are few and far between.

But that’s exactly backwards.

The teacher demands, the grades, the promise of additional opportunities – they’re all external rewards. Decades of research, both about educational best practice and the way the human brain works, say these types of motivators are dangerous. Offering students rewards for learning creates reliance on the reward. If they becomes less interesting to the student or disappear entirely, the motivation does, too. That’s what happened to Destiny in middle school when she no longer got the reward of being celebrated as the top of her class.

Inspiring students’ intrinsic motivation to learn is a more effective strategy to get and keep students interested. And it’s more than that. Students actually learn better when motivated this way. They put forth more effort, tackle more challenging tasks, and end up gaining a more profound understanding of the concepts they study.

Still, Deborah Stipek, a Stanford University professor of education and author of the book “Motivation to Learn: From Theory to Practice,” is pragmatic about the role of extrinsic motivation.

“I think most realistic people in the field say that you’ve got to have both,” Stipek said. “You can rely entirely on intrinsic motivation if you don’t care what children learn, but if you’ve got a curriculum and a set of standards, then you can’t just go with what they’re interested in.”

The problem is that the balance, in most schools, is way off. While some schools around the country are trying to personalize learning and, in doing so, to tap into students’ interests, Stipek estimates that most teaching minimizes students’ internal desire to learn.

In traditional schools, it’s easier to offer a steady stream of rewards and punishments to keep students in line. And preparing students to succeed on state tests tends to discourage the lessons that let them explore their own interests. Teachers who want to inspire intrinsic motivation have to swim against the current.

That’s not the case everywhere, though. Destiny’s trajectory of diminishing engagement took a turn in high school. Instead of getting increasingly uninterested and disconnected from school, she became more engaged. That’s because she enrolled in the Metropolitan Regional Career and Technical Center, a public high school district in Rhode Island that goes by ‘The Met.’ She is now a senior.

The Met is at the extreme when it comes to tapping into intrinsic motivation. Students don’t take traditional classes. They spend virtually all of their time learning independently, with support from advisors or at internships. Students all have individual learning plans and accumulate credits toward traditional subject areas through projects, self-directed study, internship experience and dual enrollment with local colleges. Almost everything they do, all day, connects to a personal goal or something they’re interested in.

That’s what inspired Destiny to enroll at The Met. “I thought, oh my God, I have all this power to choose what I want,” she remembers.

Education researchers have been studying student motivation for decades, identifying the best classroom strategies to promote an intrinsic drive to learn. The Met puts many of them to use. Students learn through real-world, hands-on problem-solving; they tackle open-ended assignments that require sustained effort; they get the power to choose what and how they learn; they finish projects with something to show for their learning in portfolios and concrete products; they set their own academic goals; they need never focus more on a grade than the process of learning because they don’t get traditional grades. All of these things come straight out of playbooks for inspiring intrinsic motivation, including Stipek’s. And the impact on students can be profound.

Destiny started high school with the academic zeal she left middle school with – meaning very little. Her freshman-year report card reflected that. While The Met doesn’t give out traditional grades, students do get assessed on their mastery of the goals they set for each subject. The dominant note on Destiny’s report card from ninth grade is “meeting expectations.” She had very few instances of “exceeding expectations” and in some subjects, her mastery was only “in progress.” In her sophomore year, things started to shift, and “exceeding expectations” started to become a more common assessment. By junior year, Destiny exceeded expectations in almost every subject and “in progress” was nowhere to be found on her report card. Gone was the middle schooler who didn’t want to be in class. In her place was a driven young woman who again liked school.

Destiny’s experience is common for Met students. On state surveys, these students report being more interested in their coursework, more convinced that what they’re learning will matter to their futures, and more supported at school than their peers in almost every other district in Rhode Island. She and other students at The Met continually bring the conversation back to how much difference it makes to be in control of their learning."



"It tends to take a little while for students to rise to the challenge, though.

Beccy Siddons, Destiny’s advisor, considers watching that trajectory to be one of the most exciting parts of her job. As the main contact for an “advisory” of about 16 students who stay with her for their entire time at The Met, Siddons guides students through their internships, all of their academic work and, eventually, their college applications.

“Ninth graders who have spent their whole life being told what to learn, some of them don’t even know what they’re interested in because they haven’t been given the opportunity,” Siddons said.

That was Destiny as a freshman. Her first internship was at an elementary school in a bilingual classroom, a safe, familiar choice for the native Spanish- and English-speaker. Looking back, she’s grateful that experience made her realize she didn’t like teaching. But at the time, she didn’t know what to try next. As a sophomore, she saw another student present about an internship at the New England Aquarium, and it piqued her interest. She first worked there as a junior and quickly discovered a deep love of sea life. She now has a favorite creature she didn’t even know existed before: the puffer fish. And she has a career interest she otherwise might not have found until college, if ever: environmental science.

Siddons routinely oversees such meandering paths, and a key part of her job is helping students discover passions they didn’t know they might have. The freshmen she welcomes to The Met are a far cry from the seniors she sends out into the world.

The early part of that transformation does take work, though. And while it isn’t typical for schools to orient themselves around intrinsic motivation, hundreds do attempt it. Next Generation Learning Challenges has grown into a network of about 150 schools, all of which focus on tapping into students’ intrinsic motivation in one way or another. The Digital Promise League of Innovative Schools represents 102 school districts doing similar work; EdLeader21 has another 300 districts, many of whom aim to inspire students’ intrinsic desire to learn. And the Big Picture Learning network, built around the success of The Met, now counts more than 60 schools in the U.S. (and another 100 abroad)."
instrinsicmotivation  motivation  schools  schooling  schooliness  extrinsicmotivation  grades  grading  2019  taragarcíamathewson  deborahstipek  education  teaching  howweteach  howwelearn  learning  rhodeisland  providence  deschooling  unschooling  deprogramming  interestdriven 
4 weeks ago by robertogreco
Rhode Island Arts and Health Network Artist in Residence
The Rhode Island Arts and Health Network believes that embedding artists within a state department of health will help to drive creative arts-based approaches to achieving health equity, addressing the social determinants of health, and attaining population health goals. Ultimately, the arts have the power to create healthier individuals and thriving communities. The AIR project is a pilot program of the new state plan for arts and health.

The selected artist will be embedded at the Rhode Island Department of Health (RIDOH) and will work from associated community locations for a project period of 5 months between June 1 and December 31, 2019. The specific 5 months will be mutually selected between the artist the RIDOH staff involved. The AIR will work with selected RIDOH staff to create one or more public projects which respond to a public health issue identified at the onset of the program.

Professional artists, at least 18 years of age, with significant experience in providing arts to health-based projects and/or settings are eligible to apply. Applicants must be Rhode Island residents at the time of application and throughout the project. Artists in any arts discipline are eligible to apply. The stipend for the residency will be $15,000, paid by a Network partner agency over the course of the residency. There will be additional budget items for supplies and materials, and a researcher/evaluator. The daily work schedule will be negotiated between the artist and relevant RIDOH staff.
health  residencies  grant  publicart  rhodeisland  Professional  alumni 
7 weeks ago by risdgrants
Providence: ACES 2019 - Google My Maps
Welcome lovers of language! Food, art, history, beauty -- Providence has it all! Places (mostly) walkable from the conference hotel noted here -- there are many more places to take in if you ask or explore. Enjoy!
Providence  rhodeisland  local 
7 weeks ago by tribbles
New Rhode Island Acquired Real Estate Company Conveyance Tax Leaves Many Unanswered Questions | Adler Pollock & Sheehan P.C.
Effective July 1, 2015, Rhode Island now imposes a realty conveyance tax on the transfer of controlling interests in a “real estate company,” in addition to any other state taxes. Under prior law, if a person or business entity held real estate, a transfer of the real estate would be subject to the conveyance tax. If a person transferred interests in the entity holding the real estate, the person wouldn’t be subject to that tax. The new law closes this “loophole.” Under the new law, the transfer of a Rhode Island “real estate company” that makes that company an “acquired real estate company” triggers a $2.30 real estate conveyance tax for each $500 (or fractional part thereof) paid for the purchase of real estate through the acquired real estate company. To ensure compliance with the new law, a business entity making the transfer must both give notice to Rhode Island’s Division of Taxation at least five days prior to such a disposition and pay the tax due. The State will treat as fraudulent and void any transfer made without such notice and payment. Taxpayers are to use new Form CVYT-2 (Acquired Real Estate Company Conveyance Tax Return) together with the purchase and sale agreement to provide the Division with notice and payment of the tax. If Form CVYT-2 is properly completed and the tax is paid, the Division of Taxation will issue a Certificate of Payment of Tax within eight to ten business days.
rhodeisland  realestate  taxes  laws 
8 weeks ago by Chirael
Lead Hazard Mitigation: Definitions - RIGL 42-128.1-4
(ii) A "visual inspection" means a visual inspection by a property owner or designated person to determine that the lead-hazard controls have been met. If the designated person concluded that the lead-hazard controls specified in this chapter have been met, the designated person may complete an Affidavit of Completion of Visual Inspection. The affidavit shall be valid upon its being notarized within thirty (30) days after the completion of the visual inspection and shall set forth:

(A) The date and location that the designated person took the lead-hazard-control awareness seminar;

(B) The date and findings of the lead-hazard evaluation;

(C) The date and description of the lead-hazard-control measures undertaken;

(D) The date of the visual inspection; and

(E) The name and signature of the designated person and date of the Affidavit of Completion of Visual Inspection.

An Affidavit of Completion of Visual Inspection shall be valid for two (2) years after the date it was notarized, or until unit turnover, whichever time period is the longer, and shall be kept by the property owner for a minimum of five (5) years.
rhodeisland  laws  leadpaint  realestate 
9 weeks ago by Chirael
Public hearing starts on Revolution Wind project - Providence Business News
Rhode Island’s Public Utilities Commission was set to open a public hearing Tuesday night on a contract with the developer of a proposed offshore wind-energy turbine farm that company and state officials say would supply about a quarter of the state’s electricity needs at reduced prices.
providencebusinessnews  offshorewind  orsted  rhodeisland 
9 weeks ago by eversourcenh

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