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Discourse, democracy, and design in urban spaces
Projects [of New Urbanism] are of interest to rhetoricians I believe
for two main reasons: first, because so much of their hold depends on certain representational practices and argumentative tactics—their incessant use of the word “community,” for example. But second, the proponents of these plans claim that their designs actually promote social discourse. Their cities are literally designed for talk. Public space is given primacy over private space. Just as the single-family dwelling with a yard as the quintessential physical feature of the American social landscape has no doubt influenced the actual structure and behavior of the American family, I believe that different kinds of urban space could influence the language and social behavior that take place there. But while I’m arguing that space has some influence on the discursive practices that take place, I also admit that language has an influence on the spaces we develop, so I think it’s actually better seen as a reciprocal relationship.
David Fleming, Assistant Professor of English, University of Wisconsin-Madison, speaking on “City of Rhetoric: Discourse, Democracy, and Design
in the Redevelopment of an Urban Neighborhood” on March 5, 2001

Technology transfer—a modest success?
The success of technology transfer has been modest. The total value remains relatively small, only about $750 million in 2000. And this is mostly limited to a few universities with very successful partnerships. Given the enormous effort we’ve put into technology transfer offices, the return has not been great so far. As it is done today, technology transfer is inefficient, cumbersome, and often unprofitable. . . . Yet in areas like genomics, the majority of intellectual capital resides in academic institutions.
–Joseph B. Martin, Dean of the Faculty of Medicine, Harvard Medical School, speaking as part of the Future Makers Lecture Series, sponsored by the Robert W. Woodruff Health Sciences Center, March 14, 2001

Teaching-learning connections

The University Advisory Council on Teaching, the Office of Faculty Resources for Inclusive Instruction, and the Center for Teaching and Curriculum in Emory College are sponsoring Mel Levine, Professor of Pediatrics and Director of the Center for the Study of Development and Learning at UNC–Chapel Hill.

Public lecture: "How Learning Works When It's Working," September 10, 8:00 p.m., Tull Auditorium, Law School.

Faculty workshop
(includes small stipend): "Dealing with the Universality of Diversity Among Learners in College and Beyond," September 11, 8:30–1:30. Workshop space is limited; please contact Wendy Newby, 727-6766 or wnewby@learnlink.emory.edu for more information.