scholarly journals A Synopsis of the Reptiles and Amphibians of Illinois

2019 ◽  
Vol 3 (1-15) ◽  
pp. 215-388
Author(s):  
H. L. Garman
Keyword(s):  
United States ◽  
The United States ◽  
Local Features ◽  
Chrysemys Picta ◽  
Final Report ◽  
Nerodia Sipedon ◽  
Hyla Cinerea ◽  
Critical Comparison ◽  
Laboratory Collection

This synopsis is presented largely as it was written several years ago. Before a final report on our reptiles and amphibians is prepared, it is sincerely to be desired that examples of every Illinois species may be in the Illinois Laboratory collection for description, and that the local features of the fauna may be brought out by a critical comparison of Illinois specimens with collections from other parts of the United States. Specimens of the following species, and observations upon them, are especially desirable: Cistudo ornata, Chrysemys picta, Pseudemys hieroglyphica, P. concinna, Heterodon simus, Ophibolus rhombomaculatus, Nerodia sipedon var. fasciata, Rana areolata, R. sylvatica, Hyla cinerea, Desmognathus fusca, Spelerpes ruber, Amblystoma jeffersonianum and A. punctatum.

On Understanding Everything: General Education, Liberal Education, and the Study of Religion

PMLA ◽  
2011 ◽  
Vol 126 (2) ◽  
pp. 460-466
Author(s):  
Amy Hollywood
Keyword(s):  
United States ◽  
General Education ◽  
Liberal Education ◽  
Preliminary Report ◽  
Task Force ◽  
Oral Communication ◽  
The United States ◽  
Final Report ◽  
Ethical Life ◽  
Reason And Faith

In October 2006, the Harvard University task force on general education issued a preliminary report describing and justifying a new program of general education for Harvard College. Contending that “[g]eneral education is the public face of liberal education,” the task force enumerated what a person liberally educated in the twenty-first-century United States should know—or, perhaps better, know how to think about in reasoned and nuanced ways (Preliminary Report 3). The report called for seven semester-long courses in “five broad areas of inquiry and experience”: Cultural Traditions and Cultural Change, The Ethical Life, The United States and the World, Reason and Faith, and Science and Technology. In addition, the task force suggested that students be required to take three semester-long courses that “develop critical skills”: writing and oral communication, foreign language, and analytic reasoning (6). Not surprisingly, “Reason and Faith” generated some of the most heated discussion—and it was the first suggested requirement dropped by the task force, replaced in December 2006 by a new category, “What It Means to Be a Human Being.” By the time of the final report, this too was gone, replaced by “Culture and Belief,” an area of inquiry that may include the study of religion but is broader in scope than what was initially proposed (Report of the Task Force 11–12).

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