Tag: Liberal Arts and Sciences

List of student exhibitors at Academic Excellence Symposium 2015

The 14th annual Academic Excellence Symposium, showcasing the talent and research ability of some of UW-Green Bay best students, took place April 7. The list of Academic Excellence Symposium projects, students, faculty advisers:

Reaching Out Through Girl Scouts 

Brittany Pyatt
Jennifer Lanter, Human Development

Western Policy and Influences on Middle Eastern Terrorism: Al-Qaeda
Alexander Girard
Eric Morgan, Democracy and Justice Studies

Funding the Southern Door County School District: A Policy Analysis 

Jared Spude
David Helpap, Public and Environmental Affairs

Assessing the Effects of Media Exposure
Shelby Vanhouten, Meghan Baker, Kayla Blochowiak, Sarah Wick
Regan AR Gurung, Human Development

Freedom House: Early Childhood 

Morgan Bolli
Jennifer Lanter, Human Development

A Policy Analysis: Phosphorus Loading 
the Bay of Green Bay
Gina Vlach
David Helpap, Public and Environmental Affairs

Maternal Education and SES Effects on Creativity During Joint Engagement Reading
Cassandra Bartlett
Sawa Senzaki, Human Development

London Post-War Housing and the 
Festival of Britain
Joseph Taylor, Benjamin Dudzik, Hannah Giesick
Caroline Boswell and Heidi Sherman, Humanistic Studies

In-home Therapy with Children on the Autism Spectrum 

Kelly Berth
Jennifer Lanter, Human Development

The Lost Connection: Benefits of Being a Bilingual Professional in the U.S. Healthcare System
Julia Rose Shariff
Cristina Oritz, Humanistic Studies

Efforts Directed Toward the Synthesis of Obolactone
Lauren Anderson, Noel Craig, Kristin Short
Julie Wondergem, Natural and Applied Sciences

Improving Engagement within the Psychology and Human Development Majors
Kortney Krajewski, Kathryn Doll, Michelle McChesney, Chad Osteen, Amanda Schartner
Jenell Holstead, Human Development

Attitudes and Perceptions of Mental Illness
Olyvia Kuchta
Ryan Martin, Human Development

Positive Body Image Program Analysis
Mackenzie Wink, Haily Hummelmeier
Kristin Vespia, Human Development

15 Locus of Control and the Stress Response
Sarah Londo
Ryan Martin, Human Development, Craig Hanke, Human Biology

Effects of Coping Style and Age on Alzheimer’s Disease Prevention Behaviors
Hollis Reynolds
Dean VonDras, Human Development

A Meta-analysis of Mindfulness Training as a Therapeutic Intervention for Externalizing Disorders
Destany Calma-Birling, Emily DiNatale
Dean VonDras, Human Development

On Broadway District Neighborhood Master Plan
Rebecca Ellenbecker, Sadie DiNatale
Marcelo Cruz, Urban and Regional Studies Ashley Heath, Center for Public Affairs

Children’s Edible Garden Intern with the Brown County Central Library
Sarah Tomasiewicz
Sara Schmitz, Human Biology

Meme Impressions
Chad Osteen
Kathleen Burns, Human Development

Science of Sexy? An Empirical Test of 
Dressing Recommendations
Sarah Wick, Meghan Baker, Kayla Blochowiak, Shelby VanHouten
Regan AR Gurung, Human Development

Emotions in Sports Performance 

Kayla Hucke
Ryan Martin, Human Development

Impact of Phonology and Number on Children’s Novel Plural Productions 

Katharine Bright, Kayla Hucke
Jennifer Lanter, Human Development

Exploring the Significance of Faults and Fractures in the Confined Aquifer in Northeastern Wisconsin (Brown and Outagamie Counties): Insights From Stable Isotope Patterns 

Amanda Hamby
John Luczaj, Natural and Applied Sciences

Comparison of Analytical Methods for 
the Determination of Chlorophyll a 

Ryan Badeau
Michael Zorn, Natural and Applied Sciences

Extracurricular Group Impact 

Kathryn Doll
Jenell Holstead, Human Development

The Physiologic Effects of Video and Audio Stimuli on the Human Body

Ryan Hass, Travis Ladwig, Mary Pappas, Kaitlyn Pilarzyk, Crystal Remsza, Aimee Schaefer, Bridget Schedler
Craig Hanke, Human Biology

Impact of Music Tempo on Perceived Exertion During Exercise
Katrina Schumann, Alisha Maciejewski, Hailey Mohrfeld
James Marker and Craig Hanke, Human Biology

Decisions and Personality: Self-Regulation and the Big Five
Kari Kovacs
Kathleen Burns, Human Development

Perceptions of Abuse
Monica Wysocki
Kathleen Burns, Human Development
Emergence of Cross Cultural Difference in Moral Development in Infants
Keegan Eggert
Sawa Senzaki, Human Development

Revealing Green Bay: Industry and Development in Print
Gena Selby
Chris Style, Art and Design

Vocalissimo: Creative Activities in Florence, Italy with a Musical Performance
Ashley Gutting, Evan Ash, Tori Schuurmans
Sarah Meredith-Livingston, Courtney Sherman. Music

Drawdown of the Potentiometric Surface in the Cambrian-Ordovician Aquifer in Marinette County, Wisconsin
Christa Kananen
John Luczaj, Natural and Applied Sciences

Senior Show Portrait Paintings
Laura Schley
Kristy Deetz, Art and Design

New play ‘Collegiate Sisterhood of Lake Pawtuckaway’ debuts at UW-Green Bay

New play debuts at UW-Green Bay“The Collegiate Sisterhood of Lake Pawtuckaway,” a newly created play by New York playwright Peter Ullian, will enjoy its premiere performance Friday night, April 24, at the University of Wisconsin-Green Bay.

The five-show run also includes performances Saturday, April 25, and Thursday through Saturday, April 30-May 2. Curtain time is 7:30 each night in the University Theatre, located in Theatre Hall on the campus at 2420 Nicolet Drive.

Ullian has spent the spring semester as artist in residence at UW-Green Bay with the Theatre and Dance academic program. He collaborated with students and faculty in finishing a script he had started previously.

“The student actors were essential to the development of the play,” Ullian says, who is the production’s director. “The details have grown and deepened thanks to the input of the young men and women playing the parts, as well as those on the production team.”

“The Collegiate Sisterhood of Lake Pawtuckaway” is described as a comedy-drama about identity and the nature of love. It tells the story of a group of college friends who gather for a Fourth of July weekend at a secluded lake house.

The host, Honoré, chose the date because she wanted company as she marks the one-year anniversary of the loss of her spouse, Sammie, whose mysterious disappearance was believed to be a swimming accident. One of the friends, Delia, is writing a screenplay and cajoling her friends to play parts written for them in a movie she hopes to record and edit on her iPhone, and another, Lindsey, can’t understand why the others are upset she has brought her boyfriend, who happens to make great sandwiches. The very nature of reality is brought into question when Honoré reveals she has experienced a supernatural encounter, and when unexpected visitors bring startling revelations.

Peter Ullian

Peter Ullian

Ullian says he wanted to write a play with characters approximately the same age as the student actors at UW-Green Bay.

“In both professional and academic theatre settings, we often have actors playing characters much older or much younger than they really are,” Ullian says, and that’s fine, “but sometimes it’s nice when actor and character provide a closer fit, and it creates that authenticity.”

He resisted the temptation to set the action in his own college years — although one character does have sort of a 1980s sensibility — and instead chose a voice closer to the millennial-generation students who will perform the play at UW-Green Bay.

“I have my own set of references that undoubtedly date me, but I’m bombarded by the same media onslaught that my students are,” Ullian says, “so Taylor Swift and Yoko Ono have become part of one big smorgasbord of pop culture we all share.”

Ullian’s residency was made possible by the Forward Phoenix Play Project supported through private donations by the UW-Green Bay First Nighters theatre support organization. Prof. Laura Riddle, chair of the academic program and managing director of Theatre, says the experience has given students a window into the creative process and the opportunity to work under the direction of a playwright/director. Additionally, students took part in staged readings of two other new works by Ullian, “Fair City” and “Pan American.”

A member of The Dramatists Guild, Ullian’s work includes the book for the musical, “Flight of the Lawnchair Man,” directed by Hal Prince and nominated for a Barrymore Award for Outstanding New Play. His play “Big Bossman” has just been published by Broadway Play Publishing, Inc.

The ensemble student cast at UW-Green Bay for “The Collegiate Sisterhood of Lake Pawtuckaway” features Stephanie Frank as Honoré, Kate Akerboom as Delia, Ashley Wisneski as Allie, Katelyn Kluever as Lindsey, Cherran Dea Rasmovicz as Pippa, Daniel Taddy as Rand, Andrew Delaurelle as Baz, and Emily Ahrens in multiple roles as Sammie/Caitlin/Jocelyn. Student Elizabeth Kierin Barlament is the set designer.

Tickets are $17 for adults, $14 for seniors and youth. Order online at www.uwgb.edu/tickets or by calling (920) 465-2400 or (800) 328-tkts. More information about UW-Green Bay Theatre and Dance is available at www.uwgb.edu/theatre/.


UW-Green Bay Chorale, Concert Choir, Choral Artists to perform April 25

The UW-Green Bay Chorale and Concert Choir will be joined by community artists in performance at 7:30 p.m. Saturday, April 25, in the Cofrin Family (main) Hall at the Weidner Center for the Performing Arts on campus, 2420 Nicolet Drive.

This 30th event of the 2014-15 season will feature music from a wide variety of composers, including Thomas Morley, Hans Leo Hassler, Orlando Gibbons, Moses Hogan. Associate Prof. Randall Meder conducts both the Chorale and the Concert Choir.

The UW-Green Bay Concert Choir will take the stage first, performing “My Bonny Lass She Smileth” by Thomas Morley; “My Bonny Lass She Smelleth” by the comic composer known as P.D.Q. Bach; “Sommarpsalm” by Waldemar Ahlen; “The Road Not Taken” by Randall Thompson; and “Soon-Ah Will Be Done” by William Dawson.

The Green Bay Choral Artists group of alumni and community members will then perform, beginning with Hans Leo Hassler’s “Dixit Maria” and “Kyrie from Missa super Dixit Maria.” The program also includes “Quick, we have but a second” by Charles Villiers Stanford and “Sonetto 104 del Petrarca” by Franz Liszt with Assistant Prof. of Music Michael Rector featured on piano. Rector is also the accompanist for the UW-Green Bay Chorale.

The UW-Green Bay Chorale will take the stage following intermission, performing “The Silver Swan” by Orlando Gibbons; “Il bianco e dolce cigno” by Jacques Arcadelt; “Kyrie from Missa super Il bianco e dolce cigno” by Steffano Bernardi; “Northern Lights” by Ola Gjeilo; and “To Your Success!” by UW-Green Bay Music faculty member Michelle McQuade Dewhirst. The concert will conclude with the Chorale and the Green Bay Choral Artists combined choirs performing “Sometimes I Feel” arranged by Parker/Shaw, and “My God is So High” by Moses Hogan.

Tickets for the Chorale, Concert Choir, and Choral Artists performance are $7 for adults and $5 for students and seniors. Call (920) 465-2400 or visitwww.uwgb.edu/tickets. UW-Green Bay is an accredited institutional member of the National Association of Schools of Music. For more information, visit www.uwgb.edu/music.

UW-Green Bay Chorale personnel are as follows: Emily Sculliuffo, accompanist; Soprano: Lisa Ford, Michaela Hogan, Brittney Koerner, Paige Konitzer, Tori Schuurmans, Sydney St.Clair, Ashley Thibeau; Alto: Laura Cortright, Ashley Gutting, Kelsie Holtzheimer, Rissel Peguero, Heather Roberts, Lydia Schneider, Beth Waldeck, Brittany Welch; Tenor: Cody Finer, Gatlin Grimm, James Letellier, Jack VanBeek; Bass: Ryan Dummer, Bryan Konicek, Nicholas Schommer, Kevin Wellens.

UW-Green Bay Concert Choir personnel are as follows: Soprano: Natasha Ales, McKenna Bertrand, Abigail Borchardt, Olivia Helander, Anna Hoesley, Laura Hoffman, Kirsten Just, Claire Kitzerow, Sabrena Koren, Cassandra Kremer, Victoria Schwenn, Marisa Slempkes, Daisy Soriano, Marissa Weibel; Alto: Macie Doyle, Tianna Ellis, Kesekokiw Grignon, Samantha Gulino, Halle Johnson, Brigitta Kaiser, Lindsey Lewis, Xinyi Liu, Danielle Magnusson, Madeline Miller, Lauren Paul, Kimberly Singer, Brooke Theama; Tenor: Gatlin Grimm, Steven Henderson, Lane Ludtke, Joshua Riehn, Gabriel Zastrow; Bass: Michael Bultman, Jacob Huempfner, Timothy Krause, Adam Rosenow, Thomas Sielaff.

Green Bay Choral Artists personnel are as follows: Soprano: Angela Danowski, Nicole Duhaime, Lori VerBoort; Alto: Jane Benson, Nicole Doebert, Karen Eckberg, Christine Goodner, Katherine Nelson; Tenor: Mike Hogan, Bob Richter, Ted Van Egeren, Jesse Wellens; Bass: Eric Gjerde, Jim Graziano, Sergio Heredia, John Phillipson.


Wind Ensemble, Symphonic Band concert has ‘silver screen’ theme

UW-Green Bay Music presents music by Richard Rodgers, John Williams and Disney in a Wind Ensemble and Symphonic Band concert at 7:30 p.m. Wednesday, April 22 in the Cofrin Family (main) Hall of the Weidner Center for the Performing Arts.

Conducted by UW-Green Bay Associate Prof. Kevin Collins, the UW-Green Bay Symphonic Band will open the evening with “Bond… James Bond” arranged by Stephen Bulla. The group will conclude with “Symphonic Highlights from Frozen” featuring music Robert Lopez and Kristen Anderson Lopez wrote for the 2013 Disney hit, arranged by Stephen Bulla.

Following a brief intermission, the Wind Ensemble will take the stage, beginning with a performance of “Victory at Sea” by Richard Rodgers, transcribed by Robert Russell Bennett. The ensemble will play “Theme from Summer of ’42” by Michele LeGrand, arranged by Eric Osterling, before concluding with “The Cowboys” by John Williams, arranged by Jim Curnow.

Tickets for the Wind Ensemble and Symphonic Band concert are $7 for adults and $5 for students and seniors. Call (920) 465-2400 or visit www.uwgb.edu/tickets. UW-Green Bay is an accredited institutional member of the National Association of Schools of Music. For more information, visit www.uwgb.edu/music.

Symphonic Band personnel are as follows: Flute: Brianna Schwartz, Allie Andres, Emma Faye, Jennifer Lund; Clarinet: Jennifer Bahling, Barbara Boyer, CarlyJean Egger, Brianah Bodoh, Mickayla Bercherer, Amelia Ford; Alto Saxophone: Alyssa Edges; Horn: Kathi Arnold, Katrina Weber, Andrew Sturm; Trumpet: Lane Ludtke, Mitchell Kanlasty, Talor Sohr, Sam Osterberg, Lindsey Meis; Trombone: Nathan Marhefke, Leah Ziegler; Euphonium: Haley Jensson; Percussion: Isaiah Hernandez, Jack VanBeek; Violoncello: Larissa Mickelson.

Wind Ensemble personnel are as follows: Flute: Payton Kronforst, Kailey Mucha (picc.), Alysha Brooks; Clarinet: Lauren Paul (Co-principal), Rebekah Erdman (Co-principal), Heather Roberts, Kaitlyn Francois; Bass Clarinet: Amanda Buss; Alto Saxophone: McKenna VanDerLeest, Kyle Hall; Tenor Saxophone: Kelton Jennings; Baritone Saxophone: Kyle Henrickson; Horn: Brandt Bailey, Michaela Moore; Trumpet: Ryan Loining, James Block, Mitchell Kanlasty; Trombone: Matt Albert, Jacob Harper, Mallory Krueger; Bass Trombone: Alec Hasse; Euphonium: Joe Russett; Tuba: Tom Sielaff; Percussion: Jamie Rodgers, Lisa Ford, Kyle Sweeney, Bobby Joe Magers; String Bass: Jon Tabers Kwak; Piano/Keyboard: Nicholas Saldaña.


Text: Prof. Gregory S. Aldrete’s acceptance speech for UW System teacher of the year


UW-Green Bay Prof. Gregory S. Aldrete shared a lesson on the value of history and the humanities with the UW System Board of Regents when he received the 2015 Regents Teaching Excellence Award at the board’s meeting in Waukesha on April 10.

In his acceptance speech, Aldrete (shown with students in the file photo above, during an outdoor demonstration of ancient battle formations) told the Regents he doesn’t employ textbooks in his Greek and Roman history classes, preferring his students read and analyze original texts by people of the times. He went on to describe the three fundamental skills he seeks to encourage in his students — organizing and assessing information, communicating effectively and thinking critically — and why they’re essential in any career. He also urged the board never to lose sight of the core values of history and the humanities and the role of universities as places where questions are asked.

The full text of Aldrete’s prepared remarks:

I would like to thank the Board of Regents for honoring me with this award. I am very grateful and humbled to be selected out of so many fine teachers. I’d also like to express my appreciation to all the students that I have shared a classroom with over the last 20 years at the University of Wisconsin-Green Bay, as well as my colleagues there in the departments of History and Humanistic Studies. Working in such an environment and with such terrific students and dedicated faculty has been an immensely gratifying experience. Finally, I would like to offer my deepest thanks to my wife, Alicia. She is my collaborator in the classroom, the co-author of several books with me, and my partner in all things.

I’m an ancient historian, and I’d like to begin my brief comments by sharing a bit of trivia about antiquity and the discipline of history itself. The very first time that the word history was used with its current definition of “a record of past events” was by the Greek writer Herodotus, who lived over 2,000 years ago. In the opening sentence of his famous account of the wars between Greece and Persia, he stated, “These are the histories of Herodotus of Halicarnassus which he writes in the hope of preserving the memory of what human beings have done.”

However, the Greek word that he uses here, “historia,” did not originally mean “a record of the past.” Prior to Herodotus’ usage in this sentence, “historia” had simply meant “asking questions.” I have always been very strongly attracted to this original meaning of history as an act of asking questions, and, in fact, view it as being squarely at the core of my philosophy, both of teaching and of doing research. To me, the essence of teaching is the methodology pioneered by another famous person from the ancient world, Socrates, whose pedagogy consisted entirely of posing questions to his students and getting them to formulate and defend arguments.

I employ no textbooks in my classes. In all of them, the reading consists entirely of material written by the actual people that we are studying. And when I read these ancient texts with my students, we are not passively absorbing information: we actively engage the texts, we aggressively interrogate them, we rip them apart and look both for the meanings that the author intended to convey as well as those he or she did not, we consider issues of bias, and think about what sources the author had to draw upon, and we always ask, can we believe what the author says, and why, or why not.

When examining historical events, it is not a matter of memorizing what happened, but rather exploring WHY things happened, trying to understand how earlier events influenced later ones. We look at history not as an inevitable succession of discrete events, but rather as a complex network of interrelated paths taken and not taken. Discussion, argument, and analysis play a key role in these investigations, and I always try to encourage lively debate in the classroom.

In this endeavor, content is important, and the students naturally tend to think of classes in terms of what factual information they have learned, but more important is the skills that I hope they acquire in the course of this process. There are three fundamental sets of skills that I try to emphasize in all classes: First, information management: how to collect, organize, and assess information. Second, communication skills: how to express yourself clearly and persuasively, both in speech and in writing. Third, critical thinking: developing the habit of constantly evaluating information according to rigorous, objective standards, and being open to re-assessing your own beliefs according to those same standards.

These are skills that are essential and useful in ANY career, not just ones directly related to history or the humanities, and even more than that, these are valuable and beneficial to being an engaged, happy, and productive citizen, and making a positive contribution as a member of society generally.

One of the original ideas behind the foundation of the university, when they were first created as institutions during the Middle Ages, was that exposing people to this sort of Humanistic education fundamentally transformed them, and actually made them better human beings and citizens.

As a historian working in an interdisciplinary humanities department, I have to confess that there is something a little bittersweet about the timing of this award. As you are all too well aware, we live in a moment when, across the nation, the value of a university education, and especially, the value of the humanities within that education, is being challenged.

You are the Board of Regents, and the future of the UW system is in your hands. In whatever ways this wonderful education system ends up being transformed or changed over the coming years and decades, I hope that we never lose sight of the original core function of the university, which was to be a place in which informed, thoughtful citizens are forged, and above all, as a place, where questions are asked.

Thank you for your time.

Prof. Gregory Aldrete receives UW System’s highest teaching honor

The University of Wisconsin System Board of Regents honored UW-Green Bay Frankenthal Professor of History and Humanistic Studies, Gregory S. Aldrete, April 10 for his outstanding achievements in teaching. Aldrete received the 2015 Regents Teaching Excellence Award, UW System’s highest recognition for members of its faculty and academic staff.

Prof. Gregory Aldrete

Prof. Gregory S. Aldrete

Aldrete started teaching at UW-Green Bay in 1995 and since has been awarded several distinguished titles for his contributions in teaching and research. In 2012, he was selected as Wisconsin Professor of the Year by the Carnegie Foundation and the Council for the Advancement of Education (CASE). In 2010, he was selected as the recipient of the American Philological Association Award for Excellence in Teaching at the College Level (the national teaching award given annually by the professional association of classics professors). Aldrete was selected to hold the Frankenthal Professorship at UW-Green Bay through 2017, and he received the UW-Green Bay Founders Association Awards for Excellence in the categories of teaching (2003) and scholarship (2006).

In addition to his role as professor, Aldrete has excelled in the field of research. His research has been honored with a number of prestigious fellowships, among them, two year NEH Humanities Fellowships, and the Solmsen Fellowship at the Institute for Research in the Humanities in Madison. The Archaeological Institute of America, the professional association of archaeologists, selected him as one of two Joukowsky National Lecturers for 2014-15, an honor which included a lecture tour of 14 universities across the United States. Additionally, he was chosen as a fellow of two NEH seminars held at the American Academy in Rome, was a participant in an NEH Institute at UCLA, and was a visiting scholar at the American Academy in Rome.

His interest of all things ancient Rome makes its way to his classroom and beyond. He regularly teaches eight different courses of approximately 450 students per year, as well as numerous independent studies. His teaching methods include analyzing primary documents, holding debates, role-playing and other hands-on activities.

Recently, Aldrete developed an innovative interdisciplinary course on military history in which students learn through “living history.” An example was the multi-year Linothorax Project, in which his students helped him re-create the lightweight linen armor that Alexander the Great wore during his conquests. Their testing firmly established that linen armor would have provided superior protection and a major tactical advantage for Alexander’s forces. Aldrete’s published results of that research garnered international attention on Public Radio International, U.S. News and World Report, Der Spielgel, The New Yorker, The Atlantic Monthly, The Chronicle of Higher Education, Military History, Ancient Warfare Magazine, the Canadian network History Television, and in internet stories in more than two dozen languages and countries around the world.

Recently, he has begun making video lecture courses with The Teaching Company/The Great Courses, and his offerings include: A History of the Ancient World: A Global Perspective, Decisive Battles of World History, and History’s Great Military Blunders and the Lessons they Teach (forthcoming).

Aldrete has written and recorded dozens of video lectures for The Teaching Company, with the first series entitled, “The History of the Ancient World: A Global Perspective.” Aldrete gives frequent public lectures, including local venues as well as, recently, Iowa State University, Boston University, and the University of Manitoba in Canada. His students frequently comment on his depth of knowledge and passion for the subject of history and for teaching.

His interdisciplinary scholarship spans fields including History, Archaeology, Art History, Military History, and Philology.   Among the books he has written are: Gestures and Acclamations in Ancient Rome (1999); Floods of the Tiber in Ancient Rome (2007); Daily Life in the Roman City: Rome, Pompeii, and Ostia (2009); The Long Shadow of Antiquity: What Have the Greeks and Romans Done For Us? (2012, with Alicia Aldrete); The Greenwood Encyclopedia of Daily Life I: The Ancient World (editor, 2004); and Reconstructing Ancient Linen Body Armor: Unraveling the Linothorax Mystery (2013, with S. Bartell and A. Aldrete).

Aldrete joins other esteemed UW-Green Bay faculty who have recently received the UW System Board of Regents Teaching Excellence Award: Clifton Ganyard, Humanistic Studies (2014) and Regan A.R. Gurung, Human Development (2011). The UW-Green Bay Professional Program in Education received the UW System department of the year honors in 2011.

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Photos submitted


Aldrete published in leading Roman history journal

Historian Gregory S. Aldrete, professor of Humanistic Studies, recently had two articles published, including one in the most prestigious journal in the field of Roman history. That article, “Hammers, Axes, Bulls, and Blood: Some Practical Aspects of Roman Animal Sacrifice,” appeared in The Journal of Roman Studies 104, 2014. In the article, Aldrete notes that sacrifice was a central component of ancient Roman religion, but scholars have tended to focus on the symbolic aspects of these rituals, without addressing the practical challenges involved in killing large, potentially unruly animals. He draws upon ancient sculpture, comparative historical sources, and animal physiology to argue that the standard, semi-sanitized interpretations don’t capture what must have been the real nature of these public rituals. Aldrete’s second article, “The Linothorax Project,” with Scott Bartell and Alicia Aldrete, appeared in the February 2015 edition (Vol. 13, Issue 1) of The Virtual Costumer Magazine, the journal of the International Costumer’s Guild.

Aldrete continues national lecture tour; wraps up next month at Cornell
UW-Green Bay Prof. Gregory S. Aldrete spent spring break on the road as part of the Archaeological Institute of America’s distinguished lecturer series. He spoke at Florida State University in Tallahassee on “Hammers, Axes, Bulls, and Blood: Practical Aspects of Roman Animal Sacrifice”; and at both the University of South Florida in Tampa and the University of Central Florida in Orlando on “Floods of the Tiber in Ancient Rome.” Aldrete is one of two Joukowsky National Lecturers this year selected and sponsored by the AIA, the professional organization of archaeologist and publishers of Archaeology Magazine. As part of its outreach activities to the public, the AIA picks two scholars to be Joukowsky lecturers and sends them around the country giving public lectures. During the fall semester, Aldrete presented a dozen Joukowsky lectures in Minnesota, Ohio, Illinois, California, and Oregon. Next month he will conclude his series with a lecture at Cornell University in Ithaca, N.Y.

Ortiz speaks at Universidad de Ovideo, in Spain

Prof. Cristina Ortiz of Humanistic Studies was an invited speaker at the 4th Annual Humanities Symposium held at the Universidad de Oviedo (Spain), where she presented her latest research. During her visit she was also asked to teach a graduate course in the European Master of Gender Studies program entitled “Nation, gender and literature.” Her invitation was sponsored through an Erasmus Mundus grant from the European Union.

Fermanich a featured presenter at Great Lakes water conference

Water quality and runoff expert Kevin Fermanich, professor of Natural and Applied Sciences, will co-present with Prof. Val Klump of UW-Milwaukee later this week at a major regional conference on the Great Lakes. Their topic is “Lake Michigan’s Green Bay: Why the Dead Zone? What is Needed to Prevent it?” Fermanich has been a key contributor to watershed runoff studies in the Green Bay area, examining phosphorous loading and the resulting low-oxygen conditions that yield so-called “dead zones.” Other case studies will look at Lake Huron’s Saginaw Bay and Toledo’s Lake Erie drinking water problems, among other topics. The conference is the second Great Lakes Science-Policy Confluence Conference presented by The Environmental Law & Policy Center in collaboration with Loyola University and Northwestern University’s Institute for Sustainability and Energy.

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He’s also a panelist at Green Bay ‘Phosphorus Summit’ — U.S. Rep. Reid Ribble and DNR Secretary Cathy Stepp are convening a “Phosphorus Summit” to take place from 7:30 to 11:30 a.m. Wednesday, April 1, at the Neville Public Museum in downtown Green Bay. UW-Green Bay Prof. Kevin Fermanich is an invited panelist on the topic of curbing nonpoint pollution. Also taking part will be dairy industry and turfgrass representatives, agency water quality specialists and a representative of NEW Water.

Nice NYT essay on teaching in Wisconsin

The Log is non-partisan, but we do admire good writing. A faculty member and historian at UW-Milwaukee penned a very nicely structured essay for the New York Times in which she civilly points out that today’s generation of students continues to value and, indeed, profit from a liberal arts education. The Wisconsin Idea is still relevant, she writes.