Tag: Return

  • FIRE demands Fort Worth police return artwork confiscated from museum

    FIRE demands Fort Worth police return artwork confiscated from museum

    FORT WORTH, Feb. 19, 2025 — A trio of civil liberty organizations are speaking up today to demand the Fort Worth Police Department end its unconstitutional censorship and seizure of several pieces of art that were on display at the Modern Art Museum of Fort Worth.

    The Foundation for Individual Rights and Expression, National Coalition Against Censorship, and the American Civil Liberties Union of Texas are joining forces to demand the return of several pieces of art by Sally Mann, a renowned photographer with accolades from the National Endowment for the Arts, the National Endowment for the Humanities, and the Guggenheim Foundation.

    In November 2024, the Modern Art Museum of Fort Worth began hosting an exhibition called “Diaries from Home,” featuring works that “explore the multilayered concepts of family, community, and home.” Included in the collection were some of the photos from Mann’s 1990 collection “Immediate Family.” Mann’s collection featured an intimate and candid look at her family’s rural life. As she describes it, “I photographed their triumphs, confusion, harmony and isolation, as well as the hardships that tend to befall children — bruises, vomit, bloody noses, wet beds — all of it.”

    Of the 65 photos in Mann’s “Immediate Family,” 13 depicted her children in the nude. The selection of nude photos displayed in the Modern reportedly included depictions of Mann’s daughter jumping onto a picnic table in a ballet pose, Mann’s daughter lying in bed with a stain from a nighttime accident, and Mann’s son with a melted popsicle running down his body.

    “Anyone who’s ever taken a photo of their child or grandchild taking a bath understands that not all photographs of child nudity are malicious, let alone child abuse,” said FIRE Director of Public Advocacy Aaron Terr. “The seizure of Mann’s works is an egregious abuse of power that dishonestly conflates artistic expression with sexual exploitation.”

    The works are not the product of child abuse, and they are neither intended nor designed to excite lust in the viewer. They do what much art does — convey ideas and invite viewers to reflect on the human experience.

    Nor do the works meet the legal definition of “obscenity,” an extremely narrow definition that does not apply to all depictions of child nudity. This should be common sense to anyone familiar with the iconic “Napalm Girl” photograph, National Geographic documentaries, or even major Hollywood films like the 1978 version of “Superman.”

    “Immediate Family” was controversial even at its debut decades ago, but has been showcased in more than a dozen art galleries across the world, including the National Gallery of Art. But its inclusion in the Fort Worth exhibition reignited the debate when local press and politicians denounced the photos as “child pornography.” Fort Worth police seized the artwork last month ostensibly as part of an investigation into “child abuse,” even though all of Mann’s children, as adults, continued to support the collection and their mother and have never once suggested they were abused.

    “Publicity stunts like this one — in which artworks that have been shown and discussed for over 30 years are suddenly the focus of an unfounded ‘investigation’ — do nothing to protect victims of child abuse, and serve only to chill the creative expressions of artists and cultural institutions by subjecting them to the threat of political prosecution and the unconstitutional seizure of artwork,” said Elizabeth Larison, Director of NCAC’s Arts and Culture Advocacy Program.

    “It’s shameful that government officials would use the criminal legal process to censor art and expression,” said Adriana Piñon, legal director of the ACLU of Texas. “This is a clear violation of the First Amendment and of the guardrails against abuse of the criminal justice system. Artistic expression should not be subject to the whim and punishment of government officials’ personal taste.”

    The Foundation for Individual Rights and Expression (FIRE) is a nonpartisan, nonprofit organization dedicated to defending and sustaining the individual rights of all Americans to free speech and free thought — the most essential qualities of liberty. FIRE educates Americans about the importance of these inalienable rights, promotes a culture of respect for these rights, and provides the means to preserve them.

    The ACLU of Texas is a nonpartisan nonprofit organization that works with communities, at the State Capitol, and in the courts to protect and advance civil rights and civil liberties for every Texan, no exceptions.

    Since its inception in 1974, the National Coalition Against Censorship (NCAC) has functioned as a first responder in protecting freedom of expression, a fundamental human right and a keystone of democracy. Representing 60 national education, publishing, and arts organizations, NCAC encourages and facilitates dialogue between diverse voices, perspectives, and audiences.

    CONTACT:

    Alex Griswold, Communications Campaign Manager, FIRE: 215-717-3473; [email protected]

    Kristi Gross, Press Strategist, ACLU of Texas, [email protected]

    Alex Finan, Communications Lead, NCAC, [email protected]

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  • Four ways to help students return from a leave of absence

    Four ways to help students return from a leave of absence

    Some students may need to take a leave of absence for their mental health before returning to an institution. Here’s how the institution can help.

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    In the past few years, more students have shared the toll their mental health can take on their academic pursuits. Recent surveys of students who left higher education prior to completing a credential or degree reveal that mental health challenges or stress are primary reasons why they discontinue their education.

    Some learners opt to take a pause, withdrawing from the university for a semester or longer to prioritize their health and wellness.

    To promote student completion and success, institutions can consider formal procedures and initiatives targeted toward easing the transition of re-enrollment after a voluntary mental health leave of absence.

    The background: Colleges have historically offered students the opportunity to temporarily unenroll to address health conditions, but only more recently has that definition expanded to include students’ mental health.

    At some institutions, students who withdrew found it difficult to return. Other institutions prioritized risk mitigation versus student success and pushed learners to withdraw rather than providing solutions.

    “Such policies and practices actually discourage students—not just the student with a mental health condition, but all others—from seeking help,” according to a 2021 report from Boston University and the Ruderman Family Foundation.

    A recent survey from the Princeton Review found 43 percent of colleges and universities now have an official support program in place for students returning from mental health leave of absence.

    However, there is little consistency in policies and practices regarding medical or psychiatric leaves of absence, according to the BU report: “Students are often left to confusing, conflicting information and sometimes, discriminatory policies and practices that make a return to higher education difficult.”

    State policymakers have worked to expand the conditions included in leave-of-absence policies at institutions to recognize mental health difficulties.

    In May 2024, Maryland passed legislation that expanded formal health withdrawal policies at public institutions to include mental health. The legislation also requires institutions to provide partial refunds for students who withdraw for physical or mental health reasons in the middle of the term.

    A 2022 bill introduced to the New York State Legislature would require university systems to review enrollment and re-enrollment policies for students who take extended mental health leaves.

    Students Taking Action

    Active Minds, a youth-led mental health advocacy group, developed a guide for students who are advocating for improved leave-of-absence policies at their institution.

    How to help: Some of the ways institutions assist learners are through:

    • Outlining the return process. The University of Southern California offers a step-by-step outline of the different offices a student must contact to re-enroll. Stanford University also created a Returning to Stanford booklet to answer frequently asked questions.
    • Consolidating resources. Many learners are unaware of the full scope of resources available at the institution. A centralized website, such as this one at Cornell University, can help students during their transition back to campus.
    • Providing coaching services for returners. Institutions, themselves or in partnership with outside organizations, can deliver intentional coaching for skill development and resource coordination to re-enroll learners.
    • Connecting students with peers. Supportive communities can help reconnect students to the institution and affirm their commitments to healthy habits, like engaging in social activities or demonstrating good study behaviors. Georgetown University offers a special support group, Back on the Hilltop, for learners who are returning from a leave of absence or who have recently transferred.

    Do you know of a wellness intervention that might help others encourage student success? Tell us about it.

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  • College costs have grown, but so has the return (opinion)

    College costs have grown, but so has the return (opinion)

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    What’s the biggest problem facing college students today? Cost is a big concern, of course, for good reason. But many would point to something equally troubling—misperceptions about the value of college degrees. That’s no surprise when reasonable questions are raised about whether graduates are job-ready—and if too many jobs unnecessarily require diplomas.

    There has long been a paper ceiling that penalizes applicants who lack degrees. And more companies are now taking a closer look at so-called STARs—people Skilled Through Alternative Routes.

    The group Tear the Paper Ceiling says that 61 percent of Black workers, 55 percent of Hispanic workers, 66 percent of rural workers and 62 percent of veterans are considered STARs. They have learned valuable work skills through military service, certificate programs, on-the-job training and boot camps. But too often, they’ve been shut out unfairly.

    I applaud the work of this national group and their partners. The equity barriers to jobs are real. Only half of working-age people have a quality degree or other credential beyond high school, even as millions of jobs go unfilled in part because applicants lack the required background or credentials. It only makes sense to make sure we’re not leaving behind talented but uncredentialed neighbors.

    But to take a deeper look is to understand this isn’t only about expanding opportunity and filling today’s open jobs, but the jobs that an increasingly tech-driven, interconnected world will demand in coming years. Skills-based hiring is a good idea, but it won’t on its own come close to solving the nation’s human talent crisis. Increasing higher educational attainment by making sure many more people get better credentials—credentials of value—is the key.

    Foundation of Growth

    Higher education has always been about producing graduates who are ready to start careers, not just jobs. This matters because a person who is a good applicant for a position now could face challenges moving to better and higher-paying positions because they lack the foundation for career growth fostered in postsecondary programs.

    The American Association of Colleges and Universities has surveyed executives and hiring managers eight times since 2006. The most recent survey, from 2023, found that 80 percent of employers strongly or somewhat agree that college prepares people for success in the workforce. Getting a degree is certainly worth the time and money, respondents suggested, as the survey “found a strong correlation between the outcomes of a liberal education and the knowledge and skills employers view as essential for success in entry-level jobs and for advancement in their companies.”

    There will always be conflicting data points in times of change. For example, the push for skills-based hiring, including at the federal level, is opening doors to a broader array of good jobs that historically required a college degree. However, research by Harvard Business School and the Burning Glass Institute shows that college graduates still have an advantage when it comes to getting jobs with higher salaries and better benefits.

    It turns out that employers aren’t committing to skills-based hiring at the level that recent headlines might suggest. The Harvard–Burning Glass report tracked more than 11,000 jobs where a bachelor’s degree was no longer required in the job description. It found only a 3.5-percentage-point increase in the share of non-degree-holders hired into those roles—a decidedly underwhelming number suggesting the buzz about skills-based hiring may be more hype than trend.

    The Lifelong Payoff

    This and other signs reinforce the enduring value of degrees: A recent report from Georgetown University’s Center on Education and the Workforce found that 72 percent of jobs in the United States will require post–high school education or training by the year 2031. The center also found:

    • People with bachelor’s degrees earn, on average, $1.2 million more over their lifetime than those with only a high school education.
    • Of the 18.5 million annual job openings we expect in the coming years, more than two-thirds will require at least some college education.
    • Earnings for people without degrees have been growing over the past decade, but so has pay for degree holders. Even as people without degrees earn more, they are still not catching up with those with diplomas.

    Durable Skills Matter

    Employers often say they’re looking for “durable” skills, such as critical thinking, communication and problem-solving.

    Someone looking to hire an entry-level software developer might consider a candidate with skills in Python or other programming languages developed through informal learning. Many gifted techies are self-taught or developed skills through coding boot camps or working at start-ups, for example.

    But a college graduate with similar skills might stand out because of their experience working in groups to complete projects, their communication and presentation skills, analytical thinking, and other traits fostered in college classes.

    The catch: Across the board, we need better definitions of what our credentials mean. What defines a credential of value, exactly, and how do we make sure that the people obtaining credentials can do the work of the future?

    Certainly, our fast-moving, tech-driven economy increasingly rewards nimble problem-solvers. According to the World Economic Forum’s 2023 Future of Jobs report, employers estimate that 44 percent of workers’ skills will be disrupted in the next five years.

    “Cognitive skills are reported to be growing in importance most quickly, reflecting the increasing importance of complex problem-solving in the workplace,” the report said. “Surveyed businesses report creative thinking to be growing in importance slightly more rapidly than analytical thinking.”

    There are many implications to this change. Embedded in the education pay premium is a fairness issue when it comes to who goes to college and how we support them. The Georgetown center has long reported on the value of a college degree and the persistent opportunity gaps for women and people of color.

    The Change-Ready Nation

    Whatever the impact of skills-based hiring on the nation’s labor shortage, we shouldn’t stop there. Addressing the long-standing inequities in higher education and the workforce means ensuring that these skills-based pathways include opportunities for all workers, especially when it comes to pursuing further education and training even after they enter the workforce.

    Skills-based hiring and the push for increasing attainment aren’t countervailing forces. They’re aimed at ensuring that the nation grows and applies the talent it needs to be prepared for the human work of the 21st century, and to achieve the civic and economic benefits that people with good-paying jobs bring to their communities.

    In the end, this is about more than the job readiness of our students. We’re talking about the change readiness of our entire nation in a rapidly evolving economy. It makes sense to revamp job requirements to meet workforce demands, but there’s no denying we’ll need the best-educated country we can build if we’re going to deliver opportunity and economic prosperity fairly for everyone.

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  • Colleges advise some international students to return to U.S. before Trump takes office (PBS News Hour)

    Colleges advise some international students to return to U.S. before Trump takes office (PBS News Hour)







    Higher Education Inquirer : Colleges advise some international students to return to U.S. before Trump takes office (PBS News Hour)




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  • Return to Learn Day 2024 – by Sharon Connor – ALL @ Liverpool Blog

    Return to Learn Day 2024 – by Sharon Connor – ALL @ Liverpool Blog

    Storm Lillian might have been causing chaos across the North West, but nothing could dampen the spirits of everyone involved in this year’s Return to Learn Day. For the second year running, the team at Go Higher invited potential mature learners to experience a full day of talks and tours on campus.

    The day was (high) kicked off on a musical note, with Dr Freya Jarman (below left) leading listeners through the history of the multiple meanings of singing high notes in Western music. Covering everything from Tiny Tim to Barbara Streisand, our visitors quickly warmed to the topic and were keen to share their own insights and experiences. We hardly had time to pause for breath, before Heather Johnston from Sydney Jones Library delivered an informative talk on KnowHow, the University of Liverpool’s skills support service. Go Higher and KnowHow work closely together all year round; we know that many mature students may not have written anything vaguely academic for many years, and may never have used a referencing system – the Study Skills team at Go Higher are there to support your learning throughout the whole course, and KnowHow provide the university wide support for both undergraduate and postgraduate students.

    Lunch provided an enjoyable opportunity for guests to chat informally with not only professional services and teaching staff, but also current and former Go Higher students. Peer support plays a major role in the success of Go Higher, not only within a year group, but more widely as a mentoring system for students to continue that contact even after they have started their undergraduate studies.

    The University of Liverpool is the only university in England with an Irish Studies Department, and Dr Sean Haughey outlined the degree course content, as well as reminding us of just how many Go Higher students decide to study with this close and supportive department. Sean also gave us a taste of the sort of lecture students might expect, asking just how divided society is now in Northern Ireland. Combining contemporary cultural references such as Derry Girls, with recent government polls on schooling opportunities, Sean suggested that social attitudes towards mixed communities are far more positive than are often put forward by politicians and the press.

    Thankfully rain had stopped by mid afternoon, and although it was still too wet to take the campus tour, attendees were welcomed for a guided tour at the iconic Victoria Gallery and Museum in Ashton Street. https://vgm.liverpool.ac.uk/  Our on campus bookstore, Blackwells, kindly offered attendees a discount for any purchases made on the day.

    The afternoon was completed by a lecture from Go Higher’s sociology lecturer, Dr David Ellis (left), who discussed his research in a talk titled ‘Towards a Sociology of Debt: Cultural Change in Britain and Beyond’. David explored the deregulation of banking by the Conservative Party in the 1980s, and the impact that it is still having today. A major point of discussion was what constituted ‘credit’ and how it differed from ‘debt’. There were so many comments and questions following this that we reached the end of the day before we knew it.

    Just in time for visitors to leave, the sun came out – but we hope to see many of them return as students in September.

    White Rabbit image by John Tenniel, from the Project Gutenberg edition of Alice In Wonderland (public domain).

     

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