of Emory Authors on December 2, 2004
The Academic Exchange, the Office of the Bookstore Liaison, and
Druid Hills Bookstore are co-sponsoring a reception in celebration
of Emory faculty authors and editors of books in 2004. All faculty
are invited to join us on Thursday, December 2, 2004, at 4:00
for wine and cheese in the Druid Hills Bookstore, 1401 Oxford
Road. Copies of a newly compiled list of 2004 Emory faculty authors
and editors of books will be on hand. We hope to make this event
an annual tradition.
Please RSVP to Tiffany Worboy, email@example.com, or
Poet Kerry Hardie to Deliver Reading
Irish poet Kerry Hardie will read from her work Tuesday evening,
November 16, at 6:00 p.m., in the Jones Room of the Woodruff Library.
A reception and booksigning will follow. A previous recipient
of the Hennessey Award for Poetry and the UK National Poetry Award,
Hardie has just received the Lawrence O'Shaughnessy Award for
her third volume, The Sky Didn't Fall (2003). The reading
is sponsored by the Irish Studies Program, the Hightower
Lecture Fund, and the Friends of the Library.
Reality Training Key to Reducing Medical Errors
According to an Emory researcher, many medical errors could be
avoided by training physicians with interactive, three-dimensional
visualization technology instead of on patients. In a recent article
in the British medical journal The Lancet, Christopher
Cates, Director of Vascular Intervention at Emory University Hospital
and Emory Crawford Long Hospital, noted that virtual reality (VR)
training could reduce medical mistakes that are estimated to cause
44,000 to 94,000 deaths annually in the U.S. Many of the mistakes,
argues Cates, result because physicians in training learn invasive
procedures under the supervision of a more experienced colleague.
"The radically novel skills required for minimally invasive
surgery or interventional cardiology are so difficult to learn
that the standard type of training is simply no longer acceptable,"
Cates says. "While minimally invasive procedures have advantages
for patients because they cause less trauma, they make the operator's
job more difficult. You can't see and feel tissues directly, and
learning the hand-eye coordination of instruments, catheters,
and guide wires is problematic." During minimally invasive
procedures, surgeons insert a miniature camera (an endoscope)
and surgical instruments through small incisions, and watch their
progress on a video monitor.
Pointing out that VR training is state-of-the-art for training
in many other highly skilled professions, Cates says VR should
be used more widely for training physicians who perform cardiovascular
procedures. "The potential of VR to improve training and
patients' safety is very exciting," he says. "It allows
more than observation. You can interact with and integrate different
sensory inputs that simulate important aspects of real-world experience
doing these procedures."
VR training for surgical procedures was introduced in l991, but
it has been slow to gain wide acceptance within the medical community
due to the lack of well-controlled clinical trials. However, several
well-designed smaller studies have shown that medical residents
trained with VR made fewer intraoperative errors.
Hall on Strategic Planning November 4
Thursday, November 4, 2004, Noon to 1:30 pm, Winship Ballroom
at Dobbs University Center
Emory University Strategic Planning Steering Committee co-chairs,
Dr. Earl Lewis, Executive Vice President for Academic Affairs
and Provost, and Dr. Michael M.E. Johns, Executive Vice President
for Health Affairs, will report on the Strategic Planning Processand
respond to questions in a town hall forum.
bring your lunch. Beverages and snacks will be provided.
Contact: Makeba Morgan Hill (firstname.lastname@example.org
Planning at Oxford: Q&A with a member of Oxford's strategic
difficult as the strategic planning process is, I believe it will
help us articulate our identity and mission better, make budgetary
decisions more effectively, and allow us to be more successful
in our comprehensive capital campaign.
—David Gowler, Pierce Professor of Religion,
AE: What has been your role and involvement in Oxford’s
strategic planning process?
David Gowler: I joined the steering committee at Oxford in May.
During the academic year I had been working to create the Pierce
Institute for Leadership and Community Engagement. Because of
the overlapping relationship of the forthcoming Pierce Institute
and the overall mission of Oxford, I was asked to join the committee.
AE: How have faculty been included in the process, and what
has the process entailed at Oxford?
DG: I am delighted with the inclusive process at Oxford. Faculty,
staff, students, alumni, and the Board of Counselors have all
been included. The strategic planning process began with two community-wide
meetings—the first one was attended by approximately one
hundred people—that led to creation of a draft of Oxford’s
vision statement (and notes). Follow-up forums provided opportunities
for faculty, staff, and students to respond to the draft, and
a website was created to receive additional input.
The next step was to elicit information from all the above groups—faculty,
staff, students, alumni, and the Board of Counselors—concerning
their views of Oxford’s strengths, achievements, constraints,
and weaknesses. Several hundred submissions were compiled and
categorized. The Strategic Planning Committee had a two-day retreat
in May to analyze the internal and external data, review and add
to the perceived strengths and weaknesses, and then we developed
opportunities, threats, and strategic issues.
In June, the Strategic Planning Steering Committee then crafted
the Environmental Assessment, which was distributed to faculty,
staff, and students. The Environmental Assessment was presented
to the University’s Steering Committee.
The collaborative process continues this year. We have begun with
four community-wide “brainstorming sessions” that
will generate ideas for Oxford’s five-year goals. After
these sessions, the steering committee will create a draft of
the five-year goals and the strategic initiatives to accomplish
them. We will then have two community-wide “open house”
sessions for feedback on those goals.
Then a number of various constituent groups will be formed to
create the measures of success, five-year measure targets, and
three-year action plans, whichthe steering committee will use
to create the entire planning document.
AE What are some of the chief areas of focus you see rising
to the top?
DG The best way to answer this question would be to summarize
some of the conclusions of Oxford’s Environmental Assessment.
Some of the strategic issues that have emerged from our discussions
Oxford must establish and articulate our distinctive place within
Emory University and higher education. Many aspects of Oxford’s
academic community contribute to our success in educating and
transforming our students, and we must articulate and focus on
our accomplishments. We must build upon our recognition by the
Carnegie Foundation as a leader in teaching and learning and become
more visible as a national model for engaged student-centered
learning and as an educational laboratory where innovative ideas,
approaches, and methods are implemented, assessed, and then refined.
One way to highlight these strengths is to define further and
to develop in an integrated way “signature programs”
at Oxford, such as our scholarship of teaching and learning efforts
and the Pierce Institute for Leadership and Community Engagement.
The key to our ability to become more visible within Emory University
and to recruit more effectively prospective students is the necessity
of restructuring university admissions to present Oxford and Emory
colleges as academically equivalent options, placed in distinct
Our strategic planning process has also demonstrated the urgent
need for significant financial investment in people, programs,
and facilities. The recruitment of students is hindered by the
contrast of our physical plant with other colleges and universities—and
even many high schools. A significant investment of resources
is required to continue to attract talented faculty, staff, and
students and excel as a laboratory of teaching and learning.
Oxford’s success in providing a transformative learning
environment and the accomplishments of our graduates are well
known—and, based on the information currently available,
well deserved; our successes, however, are not well documented.
In order to ascertain, assess, and promote Oxford’s achievements
we must establish a systematic program of institutional research
at Oxford College.
We recognize Oxford’s responsibility to diversify and increase
our sources of revenue, through increasing our donor base, facilitating
additional grant writing capabilities, further work with foundations,
and tapping more fully the potential of our loyal alumni. Emory’s
forthcoming comprehensive capital campaign also provides an opportunity
to raise necessary funds, develop additional relationships with
donors, and build our endowment to support our vision of excellence
in undergraduate education.
Oxford’s environmental assessment has also begun to clarify
more fully what Oxford students, faculty, staff, and administration
have long known about our transformative learning environment
but have not expressed as cogently and forcefully as necessary.
Oxford is also distinctive, in part, because of its connectedness
with Emory University, and Emory University is also distinctive,
in part, because of Oxford’s role as a laboratory of transformative
learning within it. Oxford’s place in the heart of Emory
stems not only from its unique contribution to Emory’s heritage
but also to Emory’s vision of being a destination university
that is an inquiry-driven, ethically engaged, and diverse community.
AE: Would you describe the planning approach on your campus
as open? Or secretive? Proprietary? In what ways?
DG: The process has been very open, and all members of the community
have been invited to participate. The primary limitation to an
even more open process would be the constraints of time. The timetable
for the strategic planning process is very ambitious and very
difficult to accomplish in conjunction with an academic calendar.
Several faculty, staff, and students have devoted significant
portions of their summer to working on Oxford’s strategic
AE: A recurring question among faculty is whether such plan
will actually lead to change and growth, or whether it will become
obsolete. What are your thoughts?
DG: I certainly have seen a number of such efforts—both
here and at other institutions—that are currently collecting
dust on various shelves. This process seems different to me, however,
for two main reasons. First, it already has generated positive
results by helping us to articulate even more clearly Oxford’s
distinctive place within Emory University and higher education.
Second, the strategic plan—which includes a resource plan,
financial projections, and a strategic investment plan—is
intimately connected to the setting of priorities within the budgeting
process and for the forthcoming comprehensive capital campaign.
So I am much more hopeful that this process will have a real and
positive impact for the university.
AE: Stanley Fish wrote recently in the Chronicle of Higher Education
that “change cannot be engineered and change will always
occur;” and “Planning is necessary and planning won’t
work.” How do we make a plan that is realistic about that
which cannot be planned for?
DG: This question is more difficult to address. To agree with
the quotes, I’d have to change them slightly: “Change
will always occur, but it cannot always be engineered,”
and “Planning is necessary, but planning often won’t
work.” As difficult as the strategic planning process is,
I believe it will help us articulate our identity and mission
better, make budgetary decisions more effectively, and allow us
to be more successful in our comprehensive capital campaign. Of
course, we cannot plan for unexpected events, but careful strategic
planning might help us to be better prepared to respond to the
of Medicine elects Emory faculty to membership
Institute of Medicine (IOM) has elected three Emory University
faculty members and two adjunct/clinical faculty members to its
new class of 65 top national health scientists. This brings Emory's
total IOM membership to eighteen, including adjunct professors—an
increase from just one member only a decade ago. Election to the
Institute of Medicine is considered one of the highest honors
in the fields of medicine and health. Current active members elect
new members from among candidates nominated for their professional
achievement and commitment to service.
Ruth L. Berkelman, MD, Rollins Professor and Director of the Center
Public Health Preparedness and Research in the Rollins School
Health; Mahlon DeLong, MD, William P. Timmie Professor of Neurology
and Director, Emory Comprehensive Neuroscience Center, Emory University
School of Medicine; and Stephen T. Warren, PhD, William P. Timmie
Professor and Chair of Human Genetics in Emory University School
of Medicine, are newly elected members of the IOM. Julie L. Gerberding,
MD, MPH, director of the Centers for Disease Control and Prevention,
clinical associate professor of medicine in Emory University School
of Medicine and adjunct professor of epidemiology in the Rollins
School of Public Health; and James Marks, MD, MPH, a CDC scientist
and adjunct associate professor of epidemiology in the Rollins
School of Public Health also were elected to membership.
Dr. Berkelman is a public health leader who has long been at the
of the effort to prepare for the threat of emerging infectious
She has been a member of the Rollins School of Public Health faculty
2001, with a joint appointment in Emory University School of Medicine.
her former roles as assistant surgeon general of the U.S. Public
Service and as deputy director of the National Center for Infectious
Diseases, she has confronted head on the critical need to develop
against the new and reemerging biological pathogens identified
over the past two decades. She recently was appointed chair of
the American Society of Microbiology's Public and Scientific Affairs
Board, and she is a member of the Institute of Medicine's Forum
on Emerging Infections and a member of the National Academies'
Board of Life Science.
Dr. DeLong is internationally recognized for his pioneering research
Parkinson1s disease and other movement disorders. An Emory School
Medicine faculty member since 1990, he established Emory's NIH-funded
Parkinson's Disease Center for Excellence, one of the nation1s
comprehensive and successful Parkinson's research and treatment
programs. Dr. DeLong's research led to a new understanding of
the mechanisms behind Parkinson's and opened the door to an era
of medical and surgical treatment advances that have dramatically
improved the quality of life for thousands of patients. Dr. DeLong
continues to lead research programs and develop new strategies
that offer tremendous hope for patients with degenerative diseases
and movement disorders.
Dr. Warren, who joined the Emory University School of Medicine
1985, is renowned for leading an international research team that
the gene responsible for fragile X syndrome, the most common inherited
form of mental retardation. This groundbreaking discovery also
led to the
uncovering of "triplet repeat expansion," the unique
present in more than a dozen genetic disorders, including Huntington
Disease. This year Dr. Warren was chosen president-elect of the
Society of Human Genetics. In 2003 the National Institute of Child
and Human Development selected him for its Hall of Honor. He has
served as editor-in-chief of the American Journal of Human
Genetics since 1999.
Established in 1970 by the National Academy of Sciences, the Institute
Medicine is recognized as a national resource for independent,
scientifically informed analysis and recommendations on issues
human health. With their election, members make a commitment to
significant amount of volunteer time as members on IOM committees,
which engage in a broad range of studies on health policy issues.
Emory IOM members include Michael Johns, Arthur Kellermann, Jeffrey
Koplan, James Curran, William Foege, Donald Hopkins, Luella Klein,
Reynaldo Martorell, Charles Nemeroff, Godfrey Oakley, Mark Rosenberg,
Marla Salmon, and Asa Yancey .
Emory faculty authors of books
December 2, the Academic Exchange, the Office of the Bookstore
Liaison, and Druid Hills Bookstore is planning to host a celebration
of 2004 Emory authors (or editors) of books. We know, however,
that our list of such authors is incomplete. Please take a look
at the list below, compiled from our own records and resources.
If you published a book this year and your name is not on here,
please let us know by emailing Allison Adams, editor of the Academic
Exchange, at email@example.com. If you know of a colleague who
published this year and whose name is not on here, again, please
let us know. Likewise any errors you might spot.
Look for more information to come about the December 2 event.
2004 Emory Faculty Authors of Books
Mahmoud Al-Batal, Kristen Brustad and Abbas Al-Tonsi. Alif
Baa: Introduction to Arabic Letters and Sounds and Al-Kitaab:
A Textbook for Beginning Arabic, Part I (second ed. with
DVDs). Georgetown UP: 2004.
Patrick Allitt. Religion in America Since 1945: A History.
Columbia University Press: 2004.
Patrick Allitt. I’m the Teacher, You’re the Student:
A Semester in the University Classroom. University of Pennsylvania
Peggy Barlett, co-editor with Geoffrey W. Chase. Sustainability
on Campus: Stories and Strategies for Change. MIT Press:
Robert C. Bartlett. Plato’s Protagoras and Meno.
Cornell University Press: 2004.
Harold J. Berman. Law and Revolution, II: The Impact of the
Protestant Reformations on the Western Legal Tradition. Harvard
University Press: 2004.
Martha Albertson Fineman. The Autonomy Myth: A Theory of Dependency.
The New Press: 2004.
Howard Frumkin. Urban Sprawl and Public Health: Designing,
Planning and Building for Healthy Communities. Island Press:
Shalom L. Goldman. God’s Sacred Tongue: Hebrew and the
American Imagination. University of North Carolina Press:
Jim Grimsley. The Ordinary. Tor Books: 2004.
Carol Herron, coauthored with Matthew Morris and Colette
Estin. Identité, Modernite, Texte. Yale UP: 2004.
Luke Timothy Johnson. Brother of Jesus, Friend of God: Studies
in the Letter of James. William B. Eerdmans Publishing Company:
Luke Timothy Johnson. The Living Gospel. Continuum International
Publishing Group, Incorporated: 2004.
Bruce Knauft. The Gebusi: Lives Transformed in a Rainforest
World. McGraw-Hill: 2004
Melvin Konner. Unsettled. Penguin Group (USA) Incorporated:
Earl Lewis. Defending Diversity: Affirmative Action at the
University of Michigan. University of Michigan Press, 2004.
Scott Lilienfeld, Steven Jay Lynn, and Jeffrey M Lohr, co-editors.
Science and Pseudoscience in Clinical Psychology. Guilford
Publications, Incorporated: 2004.
Charlotte McDaniel, Organizational Ethics: Research and Ethical
Environments. Aldershot, UK: Ashgate Publishers: 2004.
Randall M. Packard, Peter J. Brown, Ruth L. Berkelman, and Howard
Frumkin, co-editors. Emerging Illnesses and Society: Negotiating
the Public Health Agenda. Johns Hopkins Press: 2004.
Sidney Perkowitz. Digital People: From Bionic Humans to Androids.
National Academy Press: 2004.
Julie Shayne. The Revolution Question: Feminisms in El Salvador,
Chile, and Cuba. Rutgers University Press: 2004.
Vanessa Siddle Walker and John R. Snarey, co-editors. Race-ing
Moral Formation: African American Perspectives on Care and Justice.
Teachers College Press: 2004
John Stone. Music from Apartment 8: New and Selected Poems.
Louisiana State University Press: 2004.
Donald Stein. Buying In or Selling Out. Rutgers University
Steven Strange and Zack Zupko, co-editors. Stoicism: Traditions
and Transformations. Cambridge University Press: 2004.
Anthony Stringer Receives Rare Board Certification in Clinical
Stringer, director of neuropsychology in Emory’s Department
of Rehabilitation Medicine, has attained board certification in
neuropsychology from the American Board of Professional Psychology,
an achievement reached by only five hundred neuropsychologists
in the U.S. and seven in the state of Georgia. Stringer is also
the first African American to achieve board certification in neuropsychology.
Neuropsychology is a specialty area within the field of psychology
focusing on the relationship between brain dysfunction and its
effects on cognitive skills and behavior. In rehabilitation medicine,
neuropsychologists work with patients who experience memory loss
resulting from a variety of physical impairments such as stroke,
epilepsy, surgery, and traumatic brain injury.
Although board certification is the standard for medical doctors,
it is the exception for psychologists. The certification process
includes a close examination of the candidate's clinical experience,
a one-hundred-question, three-hour written exam, the submission
of two case reports including support materials, and a three-hour
oral exam. ''It's an arduous process, but one that's worth it,"
says Stringer, adding that he is surprised he is the first African
American to achieve certification. ''It's certainly a nice honor.
There are perceptions that neuropsychology is a very difficult
field to go into, and therefore many people are deterred from
trying to enter it. I hope I have created a perception that a
door has been open, and more people will follow in my footsteps."
Thomas Moore book and recording to be featured on nationwide radio
program "Thistle and Shamrock"
Flannery’s book/recording Dear Harp of My Country: The
Irish Melodies of Thomas Moore will for the third time be
featured in October on Public Radio’s nationally syndicated
“The Thistle and Shamrock.” Host Fiona Ritchie has
described Flannery’s recording of thirty-nine of the airs
of Moore as “a landmark collection” and credits his
work with gaining an understanding of Moore as Ireland’s
first internationally-known Irish artist as well as a seminal
figure in the revival of Irish traditional music and the establishment
of the Irish literary and dramatic movement. She also praises
Flannery’s effort to establish the connections between Moore
and the Scottish bard Robert Burns, especially in their effort
to create a cultural identity for their respective nations by
writing patriotic lyrics to ancient Celtic airs.
Atlanta, the PBS-affiliate WABE (90.1 FM) will broadcast “The
Thistle and Shamrock” program devoted to Flannery’s
work on Sunday, October 17, from 12:00 p.m. to 1:00 p.m. “The
Thistle and Shamrock” is broadcast internationally via NPR
Worldwide and is also streamed on many affiliate stations.
“The Thistle and Shamrock” is the most popular and
influential program devoted to Celtic music and culture on the
airways. In the United States it is broadcast weekly on over 390
PBS stations nationwide while it is also broadcast throughout
Europe on the BBC international network. Fiona Ritchie, who first
began broadcasting “The Thistle and Shamrock” from
Charlotte, North Carolina in 1983, is often credited with making
the single most important contribution to the worldwide interest
in Celtic music.
Flannery holds the Winship Chair of Arts and Humanities at Emory
University where he teaches mainly in Irish Studies. He is currently
working on another book/recording, Heart Mysteries: Traditional
Love Songs of the Irish. He also produces the annual Atlanta Celtic
Christmas Concert, now in its twelfth season.
professor comments in New York Times on hip-hop and the
You’ll probably never hear the music from hard-edged rappers
like Slim Shady or Dr. Dre right before the preacher’s sermon.
But according to a recent New York Times article, the
long-standing antagonism between hip-hop and the church (one Harlem
Reverend literally drove a steamroller over a pile of CDs 11 years
ago) has diminished to the point where the blunt rhythms are heard
more frequently during services, though fleshed out with gospel
messages. The idea is to embrace at least part of the hip-hop
culture, fill up the pews and spread the Word to young people
who are drawn to the street-wise honesty of hip-hop. Said Alton
Pollard III, the director of black church studies at the Candler
School of Theology, who is quoted in the article, the resistance
that many churches have shown to hip-hop culture resembles previous
battles over gospel music or drums in church. “This is just
the latest version" of the battle, he said. "It's about
the continuing need for new expressions of what it means to be
human, and the church oftentimes is not able to keep up, whether
we're talking about jazz, the blues, soul or gospel music.”
To read the full text of the Times article, visit http://www.nytimes.com/2004/09/13/arts/music/13hiph.html
Powers of Recall
September 20 edition of Newsweek magazine includes a
mention of a recent article in the journal Applied Cognitive
Psychology that examines a case-in-point of the plasticity
of memory, a key notion explored in the September 2004 cover story
of the Academic Exchange on memory research. In "President
Bush's False Flashbulb Memory of 9/11/01"(published online
in March 2004 in Applied Cognitive Psychology), Daniel
Greenberg of Duke University notes that President George W. Bush's
reported recollections of how he learned of the attacks on the
World Trade Center are factually impossible. The inacurracies,
suggests Greenberg, are a prominent example of evidence that "flashbulb
memories"—memories of major events people believe they
remember perfectly—are not as perpect and indelible as experts
to read the Newsweek article.
for an abstract, references list, and downloadable .pdf file of
the full Applied Cognitive Psychology article text.
for the Academic Exchange article on the art and science
Poetry of Memory
the cover story of the September 2004 issue of the Academic
Exchange, Emory scholars from the sciences to the liberal
arts reflect on their investigations into the nature and mechanisms
of memory. Such inquiries also loom large in the work of associate
professor of creative writing and poet Natasha Trethewey.
The cultural and the chemical processes of memory making are similar
because their meaning takes shape over a period of time. In both
processes, meaning may change as memories are recalled repeatedly.
For Tretheway, this plasticity in cultural memory allows for a
productive tension between history and imagination.
Even though each of her books is different, Trethewey says, “the
underlying obsession is the same. I’m really interested
in the way we make cultural memory and the gaps between personal
stories and authoritative history—what gets written down
and what gets written out.” Trethewey’s current project
examines the “Native Guards” during the Civil War
in her home state of Mississippi. Newly freed slaves joined the
Union troops on Gulf Coast barrier islands that are now home to
a national park.
you don’t know to ask who those soldiers really were, the
park ranger doesn’t mention it," she says. "So
the idea of the Native Guards became for me both the literal subject
of poems—the soldiers I’m writing about—and
a figurative connection to myself as a mixed-race daughter of
the South, standing at the borders of this history.”
is a poem inspired by Trethewey's explorations of memories of
the Native Guards.
Associate Editor of the Academic Exchange
five years, Amy Benson Brown served as the assistant and later
associate editor of the Academic Exchange. With her poet’s
ear and her doctorate in literature, Brown brought the rich perspective
of a humanist to bear on major issues in the sciences at Emory,
as well as larger questions of university life. Brown is now devoting
her energies to the continued growth of the Provost’s Program
in Manuscript Development, an initiative she launched two years
ago to help faculty respond to the changing landscape of scholarly
Succeeding Amy Brown as associate editor of the Exchange is Steve
Frandzel, an accomplished science writer and editor whose work
has focused on healthcare and related sciences, as well as the
social and economic impact of medicine. Frandzel joined the staff
on August 9.
of Emory Psychiatry Department Killed in Car Crash in China
Wang, MD, PhD, a promising researcher at the interface between
immunology and psychiatry with particular regard to anxiety, depression
and mood disorders in patients with cancer and other medical illnesses,
was killed Saturday, July 24, in a car accident along with his
sixth-grade son Jim while vacationing in Wuhan, China. He had
returned to China for the first time in a number of years to visit
his parents. Dr. Wang’s wife, Dr. Xiao Lan Ou, and their
older son, John, escaped injury in the accident.
Dr. Wang, 47, was an assistant professor of psychiatry and behavioral
sciences in the Emory University School of Medicine. He practiced
throughout the Emory system at Emory University Hospital, Emory
Crawford Long Hospital, Wesley Woods Geriatric Hospital, and Grady
Memorial Hospital, where his main clinical responsibilities were
in the psychiatric emergency room.
“Xiaohong Wang was a model faculty member who was universally
liked and respected,” said psychiatry department chairman
Dr. Charles Nemeroff. “This is a tragedy and a shock whose
pain will be felt not only by his family but by all his friends
and colleagues here at Emory.”
Dr. Wang was a graduate of the Tongji Medical University in Wuhan,
China, who had served an internship at Wayne State University
in Detroit and a residency at the State University of New York
– Upstate Medical University in Syracuse. He had also pursued
his education at Texas A&M where he earned a PhD. A member
of the American Psychiatric Association, he had been recognized
with a Janssen Psychiatry Resident Award of Excellence, a Janssen
Faculty Career Development Award, a Young Investigator Award from
the National Alliance for Research on Schizophrenia and Depression,
psychiatric research fellowship sponsored by the APA and Wyeth-Ayerst,
and a Research Scientist Development Award from the National Institute
of Mental Health.
Dr. Wang was also an outstanding teacher, receiving the psychiatry
residents’ teaching award in 2003. He came to Emory in 2001
and his research program was regarded as extremely promising.
His studies provided novel insights into the role of inflammation
in the development of mood disorders as well as the regulation
of the neuroendocrine system. He had taken on three postdoctoral
research fellows just in the past several months.
“Xiaohong was a treasured friend, whom we will all miss
terribly,” said Dr. Andrew H. Miller, professor of psychiatry
and behavioral sciences and director of psychiatric oncology at
Emory’s Winship Cancer Institute. “He was on a major
upswing in his career, and his premature death is all the more
tragic when considering his immense potential to make significant
contributions to the lives of so many.”
The funeral was held in China. The department plans to hold a
memorial service in Atlanta. Dr. Wang resided in Tucker.
a recent essay in the Chronicle of Higher Education (“White
Professors Can Help Uproot Racism,” May 7, 2004, B16), Julie
W. de Sherbinin, associate professor of Russian at Colby College,
discusses her efforts to form a collective of mostly white faculty
members to become better allies to students of color on her campus.
Earlier in her career, de Sherbinin writes, she was primarily
concerned with tenure, but she became increasingly interested
over the last decade in race-related issues. She began attending
lectures, films, and forums on race; she read extensively about
white privilege; and she eventually became involved with the campus
chapter of the Society Organized Against Racism in New England
Higher Education (SOAR). Finally, after talking with many colleagues
who had served as mentors to students of color and hearing stories
of students’ encounters with racism on campus, she invited
faculty members to get together to discuss these issues, resulting
in the formation of a group called Faculty Allies. This group’s
goal, writes de Sherbinin, is “to contribute to the academic
and social success of students of color through informal faculty-student
interactions.” Faculty Allies has been involved with planning
faculty-student events; it provides faculty mentors for students
at the students’ request; and it recently sponsored the
publication of a poetry volume by African American and Latino
students. Although de Sherbinin recognizes that this group “does
not represent an unmitigated success story” and acknowledges
that “uprooting racism happens excrutiatingly slowly,”
she does assert that white faculty members can do their part by
working as academic mentors and through social interactions. To
read the full article, visit http://chronicle.com/prm/weekly/v50/i35/35b01601.htm.
read the April/May Academic Exchange examination of race and the
faculty, visit http://www.emory.edu/ACAD_EXCHANGE/2004/aprmay/lead.html
from “Coping with Copyright”
A panel discussion sponsored by the Manuscript Development
Program and the Academic Exchange on April 15, 2004
Topics included: basic definitions in copyright law; trends
toward broader copyright restrictions; the process, time, and
cost of securing permissions for scholarly books; and issues covered
by the TEACH (Technology, Education and Copyright Harmonization
Act). Below are highlights from the four speakers’ remarks.
Contact Amy Benson Brown at firstname.lastname@example.org if you are interested
in obtaining a transcript.
“There is a broad march of expanding copyright to cover
anything that anyone considers creative and pretty soon we will
have nailed everything down, and we won’t be able to use
anything without a license. . . . We have a trend that’s
not favorable for academics."
—Sara Stadler Nelson, Assistant Professor in the School
“What was particularly surprising was the amount of time
this process of securing permissions took—and how much it
cost, even after my negotiations. And it is possible to negotiate
with the publishers. As Routledge says in their packet: 'Don’t
be afraid to try to negotiate the fees or have them waived entirely.'
But simply collecting these permissions took me approximately
—Kim Loudermilk, Director of Special Academic Projects in
“My press said, 'We can’t go forward with your book
until you clear this permissions issue up.' I asked my editor,
'Will you consult your legal department?' The legal department
came back and said, 'You’ve got to clear this up.' I called
Emory University’s General Counsel Office, and the response
was that I needed to find a lawyer. What I was faced with was
educating myself on the state of the fair use laws in copyright
at my own expense, to try and figure this thing out.”
—Matthew Bernstein, Associate Professor in the Film
“We all need to do something about it because right now
the content provider industry has the ear of Congress, and they
have it very effectively. If we don’t stand up and let our
voices be heard, the long-term repercussions . . . [will] impact
creativity in this country. The way derivative works are being
interpreted today, they seem to cover any and all uses of the
original copyrighted work, and that’s a real problem. It’s
not only creativity at stake but also innovation, even technical
innovation in the long, run if we don’t address this.”
—Doris Kirby, Director of Policy and Compliance for
IT at Emory
on Scholarship in an Age of Terror
Emory Professor of Religion Paul Courtright was featured in a
Washington Post article about recent attacks on scholars
of Hinduism. The wave of attacks has been orchestrated by the
Hidutva movement, which claims, “scholars are imposing a
Eurocentric world view” on their culture, writes Post
reporter Shankar Vedantam in the April 10, 2004, issue. A brief
section of Courtight’s 1985 study of the Hindu god Ganesha
(published by Oxford UP) incensed some readers by offering a psychoanalytic
reading of one part of the mythology.
The article connects the email threats and online petition against
Courtright to recent attacks on other Hinduists. In November,
University of Chicago scholar Wendy Doniger was “egged"
in London but escaped injury. And in January a work by Macalester
College Professor James Laine on an ancient Hindu King sparked
an assault on one of his collaborators and on materials in an
institute housing rare manuscripts in India.
Registered users may view the Post
article by clicking
here to read Coutright's reflections on the charges against
his work, threats against his person, and the challenges that
this kind of attack poses for scholars, students, and scholarly
associations, in the April edition of the Academic Exchange.