For the New Year 2010

The paradox of our time, posted by Brian Buffini

The paradox of our time in history is that we have taller buildings but shorter tempers, wider Freeways, but narrower viewpoints. We spend more, but have less; we buy more, but enjoy less. We have bigger houses and smaller families, more conveniences, but less time. We have more degrees but less sense, more knowledge, but less judgment, more experts, yet more problems, more medicine, but less wellness.

We drink too much, smoke too much, spend too recklessly, laugh too little, drive too fast, get too angry, stay up too late, get up too tired, read too little, watch TV too much, and pray too seldom.

We have multiplied our possessions, but reduced our values. We talk too much, love too seldom, and hate too often.

We've learned how to make a living, but not a life. We've added years to life not life to years. We've been all the way to the moon and back, but have trouble crossing the street to meet a new neighbor. We conquered outer space but not inner space. We've done larger things, but not better things.

We've cleaned up the air, but polluted the soul. We've conquered the atom, but not our prejudice. We write more, but learn less. We plan more, but accomplish less. We've learned to rush, but not to wait. We build more computers to hold more information, to produce more copies than ever, but we communicate less and less.

These are the times of fast foods and slow digestion, big men and small character, steep profits and shallow relationships. These are the days of two incomes but more divorce, fancier houses, but broken homes.

These are days of quick trips, disposable diapers, throwaway morality, one-night stands, overweight bodies, and pills that do everything from cheer, to quiet, to kill. It is a time when there is much in the showroom window and nothing in the stockroom.

Remember; spend some time with your loved ones, because they are not going to be around forever.

Remember; say a kind word to someone who looks up to you in awe, because that little person soon will grow up and leave your side.

Remember; give a warm hug to the one next to you, because that is the only treasure you can give with your heart and it doesn't cost a cent.

Remember; say, 'I love you' to your partner and your loved ones, but most of all mean it. A kiss and an embrace will mend hurt when it comes from deep inside of you.

Remember to hold hands and cherish the moment for someday that person will not be there again.

Give time to love, give time to speak! And give time to share the precious thoughts in your mind.

AND ALWAYS REMEMBER:

Life is not measured by the number of breaths we take but by the moments that take our breath away.

- Attributed to a number of sources.

Roosevelt class 72 Looking for additional income?

Craig and Pam (Eaton) Price have begun a business working from home.

We are looking for MOTIVATED individuals to join our team who are willing to work from home to be able to earn a good income and to create a healthier, safer environment in your home at the same time. Call now for an interview to see if you qualify to join our team. 360-470-4920.

Roosevelt class 72 Jazz Nutcracker

The Roosevelt Jazz Band performing Duke Ellington & Billy Strayhorn's Jazz Nutcracker Dec. 12th and 13th to a sell out crowd. I can see why they were invited to a 2 week tour this coming summer in Europe, which will include the city of Vienna.

Keven Beder

Kevin Beder and I had coffee in Edmonds at the Walnut Cafe. He is the third person from the left. What a memory he has. He went to the 30 year reunion, and has a lot of good memories. I must say that he does have a great philosophy on life. He knows what is important. I am looking forward to our next coffee. - Carl

Kevin Beder Roosevelt class of 1972 - Past The Big "W" Club Board of Directors

Shawna Erickson Roosevelt class of 72 (Spangler)

Roosevelt class of 72 Dave Barduhn at Christmas

Roosevelt class of 73 Someone looking for Pam Pasternak, Robin Swanson

Good morning, I have someone looking for Pam Pasternak "class 72", and two people looking for Robin Swanson "class 73".Please send an e-mail to carlbrecht@netscape.net if you have any info. thank you, Carl Brecht

The Roosevelt Jazz Band performing Duke Ellington & Billy Strayhorn's Jazz Nutcracker

TICKETS NOW AVAILABLE The Roosevelt Jazz Band performing Duke Ellington & Billy Strayhorn's Jazz Nutcracker Two Performances this year:Sat. Dec. 12th - 7:30pm Sun. Dec. 13th - 2 pm Roosevelt HS Performing Arts Theatre 1410 NE 66th Street, Seattle tickets: Ticket Info line: (206) 526-8460 Adults...$15 Students and Seniors...$12Join us for a warm Seattle tradition! I will be there on Sunday, please come by and say hello. Best wishes to all, Carl Brecht

On Mon. Nov. 23 7:30 pm in the Roosevelt HS Performing Arts Theatre, Seattle Washington. The Roosevelt Vocal Jazz performed with Dave Barduhn's Genesis/Mt. Hood CC., and the Seattle Jazz Singers. I enjoyed a quality music performance. This was two hours that I was able to get away from all the world problems. Sabine, my partner in life accompanied me. The holiday season started with a memorable visit back to my old high school, and a positive image that our young people will improve the future. Please don't miss Roosevelt's Jazz Nutcracker.

Roosevelt class of 1972 Candy "Bushnell" Sherrill

Roosevelt class of 72 Dori McCain Hathaway/Thanksgiving 2009

Roosevelt class of 72 Gary Turner

Roosevelt class of 72

Craig Price November 26 at 7:28pm
Hi Carl, saw your post on Jim Crozier's page and thought I'd drop you a line. Craig Price, priceca53@gmail.com Retiring from 31 years at Boeing as of Dec 23 to show people how to live a healthier lifestyle and earn a good income part time from home.

Roosevelt class of 72

Hi Carl! from Rita "Circenis" Rubenis

A while ago you posted something to our class that you needed info on us. My maiden name is Circenis. I am a dental hygienist working in south Everett. E-mail address: rrubenis@yahoo.com.

Roosevelt class of 72

Eileen Scott November 25 at 12:28pm "see her book below"
Yes, we live in Shoreline and I would love to sign a copy for you. Either you can let me order a copy and get it to you after I sign it or you can order a copy and I'll sign it at some future point. Thanks, Carl.

The Roosevelt Jazz Band performing Duke Ellington & Billy Strayhorn's Jazz Nutcracker

TICKETS NOW AVAILABLE The Roosevelt Jazz Band performing Duke Ellington & Billy Strayhorn's Jazz Nutcracker Two Performances this year:Sat. Dec. 12th - 7:30pm Sun. Dec. 13th - 2 pm Roosevelt HS Performing Arts Theatre1410 NE 66th Street, Seattletickets: Adults...$15 Students and Seniors...$12Join us for a warm Seattle tradition! Go to school web-site on link on the right. On the school web-site clink on Jazz. I will be there on Sunday, please come by and say hello. Best wishes to all, Carl Brecht

Eileen Windsor Scott Roosevelt class of 72

Skip sent me this e-mail a few days ago,"Eileen has her book about her Dad's life during WWII listed on Lulu, which is
where I bought it. You can get a synopsis on
http://www.facebook.com/l/8fb68;Lulu.com
by simply searching for Eileen Scott. By the way, Eileen and David Scott have
been married since high school, I do not know how many other class mates
actually got married, but it would make for an interesting human interest piece.
It was good seeing you at the concert. Take care. Skip"

Sammy An Incidental Life of Fortunate Circumstances
By Eileen Windsor Scott
Sam's hilarious stories of growing up in WWII Kansas are now in written form so you, too, can take part in this amusing and thought-provoking American boy's life. Born during the Depression, Sammy comes of-age in post WWII America. Free to explore and test his limits, we follow the youngster from his earliest impressions to dating fiascos and his first car at fourteen. It's after the war when the GIs swamp the school system that Sammy really starts learning about life. Intrigued with survival, the teenager and his best friend drive into the Canadian wilderness to live off the land and by their wits. It becomes the adventure of his lifetime and a tale that is both uniquely his and universally every American boy's.

Duane Covey class 1972

James "Jim" Fuller Class 72

Good day to all.
I servied 5 years in the Airforce and 15 in the Navy. Mcchord AFB, Altus AFB, USS Forrestal, NAS Moffit Field, USS Nimitz, NAS Fallon and the USS Constellation.

Michael "Mike" Banks class 1972

"Tradition" if I were a rich man......Dave Barduhn

Dave Barduhn - with his image on shirt

Vivyan Adair Roosevelt class of 72

Vivyan Adair, the Elihu Root Peace Fund Associate Professor of Women's Studies and 2004 New York State Professor of the Year
Telling a Different Story
For New York State's professor of the year, education is about finding a voice and making it heard
By Donald Challenger
She calls it catching fire. It's that instant when a student makes the connection between lived life and that once-alien world in books, the world of the mind. A moment of focus, the right teacher, the right text, and a spark leaps the gap. Everything is somehow different; there is no going back.
Vivyan Adair is proud of how many of her students catch fire -- sometimes, it seems, entire classes at once, sucking the oxygen from the room with the sheer burning force of their collective need to know. It is why she teaches. "Education is such a powerful, powerful experience," she says. "It changes lives." She understands that. It changed hers.
As the Elihu Root Peace Fund Associate Professor of Women's Studies and the 2004 New York State Professor of the Year -- honored in November by the Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education (CASE) -- Adair is a natural draw on campus, a magnet for even the uninitiated. On this frigid January day, the opening session of her Introduction to Women's Studies course is standing room only. At least half a dozen students tell the group they are there at the urging of a friend or roommate but know little about women's studies.
That's OK, Adair assures them. Psychology major? Government? Anthropology? They're going to make connections that they can carry back to their own interests and disciplines. Unsure about a major? She tells the story of a former student who ended up concentrating in women's studies and then went, of all places, to Wall Street -- where he recently landed an account with the National Organization for Women.
When Adair passes out the course syllabus, though, several students peel away to slip quietly out the door. And no wonder. It's a formidable blueprint for a 100-level course, seven pages of rigorous reading and writing assignments: Who writes history? Who defines work? Are gender and sexuality biological or cultural? How is gender commodified? Four major papers, two exams, weekly assignments, full commitment. Adair pulls no punches as she describes what is to come.
"The course is not easy, because it requires that you be very fluid as we move among law and literature, politics and economics and psychology," she tells the class. "We won't just be examining a single topic from a neutral point of view. You're being asked to shift your center - to reconceive the way things work." A few bodies stir, and another student makes a furtive exit as Adair begins to lead the class from the land of received, comfortable wisdom to a new and more demanding place -- a place where, she believes, they will catch fire.
"Women's studies is a misnomer -- it's not exclusively about women," she says. "When we talk about gender, we are talking about what is masculine as well as what is feminine. In fact, we are going to look at all such codes -- including class and race and age -- and examine the way they are constructed."
The challenge delivered, Adair smiles, and her musical voice turns playful. "If this doesn't make complete sense at this point, that's good. Do you know the five stages of grief that Elisabeth Kübler-Ross talks about? Denial, anger, bargaining, depression and acceptance? Well, I was reading about those not long ago" -- she pauses for a beat, with a comedian's sense of timing -- "and I realized that people in this course go through exactly the same thing." A contagion of relieved laughter ripples through the room.
"You're part of a community"
In little more than an hour's time, Adair outlines the course, introduces a host of new concepts, prepares the class for some healthy disorientation, hears individually from every student, and forges a sense of belonging. "Your own experience is a text crucial to this course," she tells the class. "You don't have to agree with everything we read. I don't. But it's crucial that you're here as part of a community -- not just in attendance, but participating."
It is a remarkable performance, one that suggests how high Hamilton faculty members set the bar for themselves as a group. Adair is the third Hamilton professor in seven years to be honored by the Carnegie Foundation and CASE, a standard matched by only 23 other campuses in the nation. Professor of Chinese Hong Gang Jin was the National Baccalaureate Professor of the Year in 1998, and Barbara Tewksbury, the William R. Kenan Professor of Geology, was the New York Professor of the Year in 1997. Adair sees that standard as the rule rather than the exception.
"I think that's why students come to Hamilton," Adair says in an interview. "To make that connection with teachers and knowledge and each other -- not to sit in a room with 900 other students taking a test."
Tiffany Titus '06 agrees such connections are crucial, but she notes that Adair also has a special ability to simultaneously nurture and pressure. "She makes it so easy, but she challenges you at the same time to go beyond yourself and what you know," Titus says. She took Adair's Seminar on Theory and Politics in Education as a sophomore; now she's on board for Feminist Perspectives on Class. A women's studies major and education minor, she's particularly interested in how gender and class issues shape knowledge and play out in classrooms.
"She's a very powerful teacher. She really appeals to your passion," Titus says of Adair. "She had me from the start."
When students mention Adair, the same words tend to turn up over and over: passion and compassion, commitment, engagement, respect. But classroom dialogue doesn't achieve such lofty ends by magic, especially when the topics are gender, class and race -- all minefields of taboo and bias. Adair the nurturer must also be Adair the authority.
David Paris '71, vice president for academic affairs and dean of the faculty, recalls heated student exchanges in a recent Sophomore Seminar he team-taught with Adair. Rather than pitching platitudes or detouring around raw topics, she pushed through them by linking students' personal feelings to larger cultural and political patterns. "Her rules for classroom discussion seem to me to be a model of how to make students more self-conscious about class participation and, more important, how to disagree in respectful and productive ways," Paris says.
Adair believes her attitude sets a tone. "When I come into class, I'm excited, I've done the reading, and we're going to elevate the conversation," she says. We cannot veer off into the personal unless the personal is used to explain what we're doing. I tell students that I will always be respectful of anything they say as long as they come to the table with commitment, sincerity and having done the work. But you can never mock or ridicule or close down the conversation."
Adair also routinely warns students about a couple of other breaches of protocol. "Silence and stares offend me personally. Say anything you want, but say something," she says. And then there's the hat thing.
"That sort of Hamilton cool where students sit back and have their caps down over their eyes? That just cannot happen in my class." She laughs, but the laugh has an edge. "I will go lift up those caps and have them stand up and tell me what they're thinkingExcellence beyond ACCESS
Adair is best known for her work as director of the ACCESS Project, an innovative welfare-to-work program for nontraditional students that she founded in 1999. Unlike programs that emphasize bare-bones vocational training, ACCESS has provided scores of low-income students with a broad, intensive liberal arts education coupled with student jobs, child care and other crucial support services. Paris sees ACCESS as the kind of bridge between theory and practice at which Adair, as a "true public intellectual," is adroit: "It is both a test of a hypothesis about the transition from welfare to work as well as an attempt to promote real social reform."
Adair herself grew up in poverty and was reliant upon welfare's safety net when she entered college as a single mother. She is an impassioned advocate for the overhaul of the 1996 Welfare Reform Act, which she says curtailed such opportunities in the name of a "work first" imperative that moved low-income adults from welfare rolls to low-paying jobs but did little to help them climb past the poverty line.
"Everyone is looking for cheap labor, taking advantage of you," says Emin Hodzic '04, who entered the ACCESS Project several years after coming to Upstate New York as a refugee from his native Bosnia. "Only a person who has suffered as [Professor Adair] has can identify with the problems that people in the program face." Simultaneously studying, learning English and working to provide for a wife and son, Hodzic graduated with a degree in chemistry and is now in medical school at Nova University in Florida. Although he took only one course with Adair, he credits her with much of his transformation. "She listened," he says. "It was the first time someone had really listened to me. I owe her so much."
Between ACCESS and activism, though, what can go unremarked -- even among Adair's most ardent supporters -- is the heft of her scholarship and the dynamism of her teaching in the traditional classroom. Since 2000 she has authored one book, From Good Ma to Welfare Queen, that traces the evolution of representations of poor women in American arts and culture, and co-edited a second, Reclaiming Class, that explores and documents the obstacles and opportunities poor women encounter in higher education. Both earned enthusiastic responses; reviewer Carolyn Law lauded Reclaiming Class as "a moving demonstration of the best kind of social justice scholarship." A third book, Epistemologies of Poverty, is in progress; a fourth, on the ACCESS Project, is taking shape. Over the same period, Adair has published 18 book chapters and articles, including several in such high-profile journals as Signs: Journal of Women in Culture and Society, Harvard Educational Review, Feminist Studies and History of Labor Studies.
Along the way, Adair got up from the word processor long enough to win the College's John R. Hatch Class of 1925 Excellence in Teaching Award in 2000, after just her second year at Hamilton.
The secret of her productivity? "I have no life," she laughs. "But of course, I have the richest life in the world. There are absolutely no borders for me between my life as a human being and my life as a writer, researcher, teacher. So the fact is, I never take a break. I'm in such a privileged position, and I love what I do. My work is my oxygen."The power of the text
Much of Adair's scholarly work and teaching build on the critical theory she studied a decade ago at the University of Washington. It is complex, demanding territory staked out by Michel Foucault and Jacques Derrida, refashioned by European feminist critics such as Hélène Cixous, Luce Irigaray and Julia Kristeva, and more recently given a firmer grounding in multicultural studies by Satya Mohanty of Cornell University. This rarified realm of concepts such as alterity, the Other, différence and Mohanty's post-positivist realism might be thought of as a sort of meta-skepticism, building on Freud, Nietzsche and Heidegger to challenge what we know and how we think we know it.
Adair affectionately describes much of the language of critical theory as "garbledy-goop." The mindbending stuff of graduate seminars and dissertations, it is not known for its handy utilitarian value in the undergraduate classroom.
For one thing, much of it is counter-intuitive. Surface meaning -- what a page purports to say -- is so much lipstick. Deeper meanings tend to disguise themselves as "silence" or "absence," and meaning itself is much more slippery than the dictionary would have you believe. Confusing as it is, though, we can't escape this maze of language. In Derrida's phrase, "There is nothing outside the text." Power and ideology, likewise, aren't just headquartered in Washington or Baghdad or Buttrick Hall; they also pulse along cultural isobars that shape and mark our own bodies as well as our thoughts.
So far, so theoretical. Even many proponents of such concepts have wondered aloud about their practical applications.
Not Adair. Once the garbledy-goop is burned away, she sees critical theory not as academic chitchat but as a perfect operator's manual for students, especially for poor women whose usual role in the civic conversation is one of silence and invisibility.
"At a very practical level, they come to understand that texts are sites of contestation," places where different viewpoints compete, she says. "So that in the real, material world, when they face ideologies or rhetoric that would frame or manipulate them in a certain way, they learn that they can push back." If everything is a text -- not just books and computer screens, but the very sea of symbols in which we drift daily -- then literary skills become survival skills. Close, tough, skeptical reading and writing become ways to stand up and rock the boat.
"It can seem very esoteric and difficult," Adair says, "but I love going there with my classes, showing them that the way we think impacts how we live."
The realization that the world is a kind of text can empower many students, but it can also take the form of a wrenching epiphany: The body itself becomes a document, inscribed by experience. The more brutal that experience is, the deeper the world carves its words into one.
"Poverty physically writes on the bodies of poor women in a way that allows their bodies to become signs," Adair says. When others "read" those women as poor -- and by broken logic as dirty or dangerous or lazy -- "that whole cycle of inscription is reinforced."
To point out an example, Adair reaches not for a book but for her own face.
A story within a story
"I got out of a shelter at age 32 and had to deal with the effects of battery and poverty written on my very body," Adair says. "And it was a very telling experience for me, because people assumed I was stupid. My class was literally written on my face. So I began to see the ways that poor women's bodies are written or marked as different."
It is part of a larger story Adair has told many times, in print and in the classroom. One of four children of a poor single mother in Washington state, she grew up haunted by hunger, deprivation, illness and a pervasive sense that there was no way out. As a teenager she dropped out of school and found herself trapped in a spiral of abusive relationships and menial jobs. "I was a really good halibut cleaner in Alaska," she recalls.
Then, at 32, with her daughter Heather an infant, Adair departed from the script and began, slowly and painfully, to write her own. Taking advantage of more liberal pre-1996 welfare benefits, she returned to school, graduating from North Seattle Community College and entering the University of Washington as she struggled to balance motherhood, work and education. By 1997 she held a Ph.D. and returned to North Seattle, this time as a teacher; a year later she was appointed assistant professor of women's studies at Hamilton.
"I was a very nontraditional student," Adair says wryly.
It's the kind of inspiring, up-by-the-bootstraps tale that finds a ready home in political speeches, campus lore and media profiles: Welfare mother studies way out of poverty! "Going to school completely transformed my life," she says. "And I'm more grateful for that experience than anything else I've ever done." But Adair is frustrated by what happens to the story when it slips away from her. A text plucked from its context, it gives voice to a more vindictive subtext: Why can't all those other welfare mothers do it, too? What's wrong with them?
"I hear it all the time," she says. "I was in Hillary Clinton's office recently, and her legislative aide said, 'Oh, your story is so fantastic!' But it's not fantastic, and it's not my story. It's the story of literally hundreds of thousands of people across the nation who are trying to gain economic security.
"It's a fine line for me to walk, because I myself talk about my past as a way of making political claims for supporting low-income parents -- women in particular -- in going to school. But when I use it, I use it purposefully and for political reasons. Other people -- and I'm not just singling out people at Hamilton -- often use it in ways that reinforce the very narrative that I'm trying to critique. It's my responsibility to mitigate that."Building bridges
Although ACCESS students take specially designed preparatory courses before being admitted to Hamilton or other area schools, Adair will not permit a double standard to sneak into the program. High expectations come with the territory, she tells ACCESS applicants. Emin Hodzic recalls that in his first ACCESS course, Adair "taught us writing and English, but she was really teaching us how to take a class, how to learn and participate. She even showed us how to sit and maintain eye contact."
In addition to coursework and grades, such students must manage heavy work hours, family life and a legion of obstacles unknown to, and often invisible to, traditional students. Adair knows those obstacles; she faced them for decades. To Adair and the ACCESS students who must negotiate the passage out of poverty, the transit is never easy and never complete. The program's 70 percent on-time college graduation rate -- well above the national average -- testifies not only to the success of the program, but to the will and desire of the students it serves.
"They are often dealing with abusive partners or parents who are angry at the fact that they are choosing to go to school rather than what the parents see as caring for their families," she says. "They go back to their homes and their communities and they are told, 'You are no longer one of us. Your language has changed, your goals have changed.'"
The entry into campus culture can be just as painful. Traditional students "have their teeth," Adair says. "They hadn't sold their blood that afternoon to get money to pay for their books. They didn't have to go to a food bank that night. Poor students never truly fit. Even if people want to welcome them, there are material differences that simply won't allow them to feel that they are ever really a part of campus life."
To succeed, she observes, such students must build "liminal bridges" between worlds: between past and future, between street and campus, between the personal and the political. One such point of connection for Adair herself came when she packed up her literary and critical skills and moved them to women's studies. As the first winner of the Carnegie/CASE Professor of the Year award from that discipline, Adair exemplifies the growing reach and authority of what some academics once considered a suspect field.
"The joy for me was that it wasn't just isolated intellectual thought; it was rigorous thought that had a connection to praxis," she says. "In women's studies, the central idea is that the personal is political. You don't just learn about the world, you learn about the world in ways that allow you to impact the world."
Adair is careful, though, not to simply preach to the converted. Raising political awareness need not mean hewing to a party line. "And I have to add that this happens a lot," she concedes. "A lot of students feel shut out of women's studies because they don't necessarily share the politics. But you don't have to have a political affiliation to come to my classes. You only have to do the reading, consider the text, have respect, and show complete focus and engagement."
The loyalty Adair inspires in many of her ACCESS students is fierce. They credit her and the program with nothing less than transforming their lives. Shannon Stanfield '07, a single mother of two who completed ACCESS last year and is now a full-time student with a major in theatre and a minor in creative writing, says Adair and ACCESS helped her replace the "shame and self-hatred" she once felt as a welfare recipient with a sense of focus and value. Stanfield intends to earn a Ph.D. and teach; Adair, with her "kindness, generosity and compassion," is her role model.
"Before I met Professor Adair, I only dreamed of becoming a teacher," Stanfield says. "Now I am becoming a teacher. And I feel bound by nothing."
The power of telling
On a desolate January day between semesters, the horizon between gray snow and gray sky is a vague smear, and campus is nearly deserted. Adair, though, has been in her Couper Hall office since before dawn. "I couldn't wait to get to a book that I wanted to start taking notes on," she says.
She is an incessant note-taker, a keeper of stories as well as a storyteller. It is a source of her strength as teacher, scholar and ACCESS mentor. Her work often teems with data sets and demographics, but she never fully entrusts narrative to numbers. Stories belong to people; they give voice to the voiceless. Her books are woven with stories of despair and growth and acts of sheer endurance by women in poverty. The following week, the first words she will write on the blackboard in her Introduction to Women's Studies class are: Tell a different story.
But today Adair points out that stories can also be used to devalue others and to justify punitive policies. "It's part of the larger question: How do we know what we know? And the answer is that we can only know through competing narratives," she says. "So part of what we need to do is to present different stories as a way of countering that power and authority."
One story that needs to be countered, she believes, is the pervasive cultural myth that equates poverty with pathology. Poverty does create misery and privation as it shapes an entire, nearly invisible, economic class. But poverty does not erase the experience of community, of love, of discovery. To counter that story, Adair tells a last story of her own.
"When we were kids, we didn't really have anything. My mother was a seamstress, and she would collect the little cards she used for receipts," she says.
"I remember coming in one morning when I was 6 or 7. She had taken a dictionary from the library and had written the Latin and Greek alphabets on the backs of these cards. She was so eager for us to get up and sit at the table so she could show us alpha, beta, delta and so forth.
"She never had any exposure to higher education, but she read and learned all of the time. She would read things in the back of a dictionary -- Latin, Greek, prefixes, suffixes, stories of heroes and legends. We had nothing, and yet she loved knowledge. Knowledge not for power or money, but just for the pure joy of understanding.
"And I think that was probably an early model for me of the kinds of engagement we need to create for our students and for ourselves."
One imagines a young Vivyan Adair, adrift in poverty but suddenly enthralled by letters, words, stories, the possibilities of what might be said and written. It would take decades longer to fully find that voice. But already she must have been catching fire.
Donald Challenger is a frequent contributor to the Hamilton Alumni Review.

Walter Hatch class 1972 "Colby Faculty"

Ph.D., Political Economy, University of Washington (Seattle)
Phone: (207) 872-3445 (Office)Email: wfhatch@colby.eduOffice: Miller 258Office Hours: Tuesday 2:30-3:30PM, Wednesday 10:00-11:30AMIn a former life, I was a journalist, serving briefly as a stringer for CBS News and – for a much longer time – a political reporter for The Seattle Times. (Before that, I was a cabinet-maker.) I switched careers because I grew tired of listening to politicians talk trash, and because I was thrilled to be paid to read (and write) books, and to argue with other people about them. I turned my masters thesis into a book (Asia in Japan’s Embrace, which was published in 1996 by Cambridge University Press), and am now working to turn my dissertation into a second book on the feedback effect of Asian regionalization on the political economy of Japan. A future research project will focus on the use and abuse of collective memory in the Japan-China relationship. At Colby College, where I am an assistant professor, I teach Introduction to International Relations, Japanese Politics, Chinese Politics, and the Political Economy of Regionalization. I also serve as editor of The Japanese Economy, a journal published by M.E. Sharpe.

Doris Lederer's CD Reviews

Doris Lederer CD Reviews
" Both artists are American virtuosos in their own right" - American Record Guide
"All viola lovers should snatch up this disc" - American Record Guide
"Emotionally candid and imaginatively shaped reading...deeply felt, resourcefully argued colloquy, eloquently served" - Gramophone
"If I had to go for a single version of the Bowen Viola Concerto this would be it" - Musicweb International

TICKETS NOW AVAILABLE The Roosevelt Jazz Band performing Duke Ellington & Billy Strayhorn's Jazz Nutcracker Two Performances this year:Sat. Dec. 12th - 7:30pm Sun. Dec. 13th - 2 pm Roosevelt HS Performing Arts Theatre1410 NE 66th Street, Seattletickets: Adults...$15 Students and Seniors...$12Join us for a warm Seattle tradition! Go to school web-site on link on the right. On the school web-site clink on Jazz.

Roosevelt Vocal Jazz performing with Genesis/Mt. Hood CCMon. Nov. 23 7:30 pm Roosevelt HS Performing Arts Theatre

Keith Mastenbrook class 1972

Keith's CV
Keith Richard Mastenbrook 6841 40th Avenue NESeattle, WA 98115-7531206/849-8141
Work History
1990-present: Co-owner of Westland Gardens Inc., a residential garden design, construction and maintenance business operating in the Seattle area. Responsible for conceptual/structural planning and hardscape installation. http://www.westlandgardens.com/
1989-92: Garden restoration project at Westland, working for David E Lamb, of the Lamb-Grays Harbor Company, restoring the 7-acre garden of his grandfather, Frank Haines Lamb, in Hoquiam, Washington.
Education
2003: Completed the Permaculture Design Course, at Lost Valley Educational Center, Dexter, Oregon, taught by Toby Hemenway, Jude Hobbs and Richard Valley
2003: Completed the Seattle Tilth Comprehensive Organic Gardener Course, at the Good Shepherd Center, Seattle, Washington
1990: Landscape Preservation and Restoration Workshop, held at La Napoule Art Foundation, Cannes, France; taught by Lucinda A. Brockway and Robert Z. Melnick. This was a 2-week, intensive workshop in the field of historic preservation.
1989: King County Master Gardener Training Program, conducted by Washington State University Cooperative Extension.
1988: Bachelor of Landscape Architecture, from the University of Oregon, Eugene. My Comprehensive Project was done on Seattles’ Kubota Garden, which led to a 10-year involvement in the Kubota Garden Foundation, being a founding board member and where I served as Secretary and Historian.
1975: Environmental sciences studies at The Evergreen State College, Olympia, Washington.
Personal Information & Affiliations
Military: U.S. Army, Armor Crewman, 1980-84. At Fort Hood, Texas, 2nd Armored Division, I served as Company Armorer, and in Aschaffenburg, West Germany, in the 3rd Infantry Division I served as Battalion Ammunitions NCO.
Hobbies: Gardening, Photography, Bicycling & Hiking
Affiliations: Northwest Eco-building Guild, Seattle Tilth, Seattle Tree Fruit Society

Douglas Oles class 1972

DOUGLAS S. OLES
Main Phone: 206.623.3427Fax: 206.682.6234
PRACTICE EMPHASIS AND EXPERIENCE
ConstructionBusiness & Real EstateGovernment ProcurementCommercial Litigation Intellectual Property Licensing
For more than 20 years, Douglas Oles has concentrated his practice on helping clients to avoid and resolve disputes on complex contracts relating to construction, supply, real estate development and intellectual property licensing. He has prepared, negotiated and litigated claims resulting in recoveries in excess of $100 million on major projects performed for government agencies and private owners. Most of his work has been in the western United States and Alaska, but assignments have ranged from Europe to South America.
As a principal developer of the firm's international contracts practice, Mr. Oles has joined the faculty at five conferences of the Canadian Bar Association's National Construction Law Section, and he chaired the first construction conference to be planned jointly by the Canadian and American Bar Associations.
PRESENTATIONS
"Dispute Review Boards," OMRB Construction and Public Contract Law Seminar (2005)
"Negotiating Changes to ‘Standard' Form Contracts," OMRB Construction and Public Contract Law Seminar (2004)
London Super Conference (2002-2006)
Society of Construction Law Conference in London (October 2008)
PUBLICATIONS
"Construction Damages and Remedies," American Bar Association (2004)
"The Construction Lawyer," ABA Forum on the Construction Industry Quarterly Law Journal, Editor (1997‑2000)
"Washington Building Contracts and Construction Law" (1996)
PROFESSIONAL AND CIVIC INVOLVEMENT
American College of Construction Lawyers, FellowAmerican Bar Association – Chair, Forum on the Construction Industry (2005-2006)American Bar Foundation, FellowAmerican Arbitration Association Panel of ArbitratorsWashington State Bar Association, Construction Law SectionInternational Bar AssociationPresident, The Rainer Club (2007-2008)
COURTS
Washington State CourtsU.S. District Court, Eastern District, WashingtonU.S. District Court, Western District, WashingtonU.S. Court of Federal ClaimsNinth Circuit Court of AppealsU.S. Supreme Court
Education
J.D., with honors, University of WashingtonB.A., History, with distinction and department honors, Stanford University (Phi Beta Kappa)

Dave Barduhn class 1972

Dave teaches at Mt. Hood Community College. As a performer Dave has played piano with Mark Murphy, Diane Shuur, Diane Reeves, Ernie Andrews and several Stan Kenton Alumni Bands. He is better known for his jazz arranging for Stan Kenton, Bud Shank, Bobby Shew, Richie Cole, The Four Freshmen, and especially Hal Leonard, Warner Brothers, Sound Music Publications, and Jenson Publications. His groups have performed at many IAJE and ACDA national conventions, MENC, and ACDA regional conventions. As director of the pioneering vocal jazz group Genesis, Dave and his students have won many awards from Downbeat magazine, the IAJE Journal, and most of the more prestigious jazz festivals in the West. Dave is now on parole after serving a 20-year sentence with the Frank DeMiero Jazz Camp and is now a founding staff member of the new Soundsation Jazz camp. He is currently serving as department chairman for both the theater and music departments at MHCC. In March of 2006, Dave performed the role of Tevye in the MHCC production of “Fiddler On The Roof.” When he has the time, Dave is also considered a master brewer of wheat ales and French/Alsatian ales, don’cha know.

Karen Bierman class 1972

Karen Bierman is a Distinguished Professor of Psychology
Ph. D.

Department of Psychology The Pennsylvania State University 251 Moore Bldg.University Park, PA 16802-3106
Phone
814 865-3879
Fax
814 863-7002

Research Interests
Karen Bierman has interests in child-clinical psychology, social-emotional development, and preventive interventions. Her research focuses on peer relations, disruptive behavior problems, and intervention programs to facilitate social adjustment. Currently, she directs the Head Start-REDI project, a field trial evaluating the impact of research-based emergent literacy and social-emotional skill training on student school readiness, when delivered in the context of Head Start programs. She also directs the Pennsylvania site of the Fast Track Program, a multisite program addressing the early identification and prevention of conduct problems (http://www.fasttrackproject.org/). She codirects the FOCUS project (Forming Outreach Community University Systems for engagement), which utilizes university-community collaborations to promote school readiness by designing, implementing, and evaluating parent outreach and support programs. She leads the School Readiness research initiative at the Child Study Center (http://csc.psych.psu.edu/ ) and serves as Associate Director for the Prevention Research Center (http://www.prevention.psu.edu/)
Recent Publications
Bierman, K.L. (2004). Peer rejection: Developmental processes and intervention strategies. New York: Guilford.
Putallaz, M. & Bierman, K.L. (Eds.) (2004). Aggression, antisocial behavior, and violence among girls: A developmental perspective. New York: Guilford.
Lavellee, K.L., Bierman, K.L., Nix, R.L. & the Conduct Problems Prevention Research Group (2005). The impact of first-grade "friendship group" experiences on child social outcomes in the Fast Track Program. Journal of Abnormal Child Psychology, 33, 307-324.
Bierman, K.L., & Erath, S.A. (2006). Promoting social competence in early childhood: Classroom curricula and social skills coaching programs. In K. McCartney & D. Phillips (Eds.) Blackwell handbook on early childhood development (pp. 595-615). Malden, MA: Blackwell.
Thomas, D.E., Bierman, K.L., & the Conduct Problems Prevention Research Group (2006). The impact of classroom aggression on the development of aggressive behavior problems in children. Development and Psychopathology, 18, 471-487.
Bierman, K.L., Nix, R.L., Maples, J.J., Murphy, S.A., and the Conduct Problems Prevention Research Group (2006). Examining the use of clinical judgment in the context of an adaptive prevention design: The Fast Track Program. Journal of Consulting and Clinical Psychology, 74, 468-481.

Joel Bodansky class 72

Joel’s practice focuses on business and commercial transactions, with an emphasis in business formation, debt and equity financing, mergers and acquisitions, and federal and state securities compliance. Joel provides advice and legal representation to clients, both large and small, in connection with the structuring, negotiating, documenting and closing of a wide variety of business combinations and reorganizations (including mergers, stock sales, share exchanges, and asset sales), financings, and other commercial agreements.
Representative Matters
Worked with Fortune 500 manufacturing company to structure, negotiate and document a multimillion dollar integrated software solution for operation of its manufacturing facilities. Key documents included master commercial agreement, software licenses, support and development agreement, statements of work, confidentiality and nondisclosure agreement, and software escrow agreement.
Represented Horizon Airlines in connection with its initial public offering, a subsequent preferred stock offering, and additional securities transactions. Represented the principal shareholder of Horizon Airlines in connection with the acquisition of Horizon by Alaska Airlines.
Acted as securities and general corporate counsel to privately-held start-up telecommunications company in connection with the successful raising of over $10 million in equity and debt investment capital through a series of private placement offerings.
Represented the developers of a 20-megawatt hydroelectric facility in western Washington in connection with the construction and term financing for the project and in connection with the subsequent restructuring of the ownership of the project and $45 million refinancing.
Represented National Development Council and related nonprofit corporations with respect to the structuring, development and financing of various housing and economic development projects, including student housing, medical laboratory facilities, government offices, and a multilevel parking garage which was sold to the City of Seattle as part of the Pacific Place Project in downtown Seattle.
Professional and Civic Involvement
Washington State Bar Association; Business Law Section, Chair, 1999-2000; Executive Committee, 1994- 2001, 2003-present; Ad Hoc Committee on Third-Party Legal Opinions in Commercial Transactions, 1991-2001.
Intiman Theatre, Seattle, Washington: Board of Trustees, 1993-2005;Co-chair of Artistic Director Search Committee, 1999; Vice Chair of Managing Director Search Committee, 2008.
Honors / Awards / Unique Recognition
Recognized as a "Super Lawyer" by Washington Law & Politics
Law Clerk to The Honorable Dolores K. Sloviter, U.S. Third Circuit Court of Appeals, 1981-1983
Education
J.D., University of Chicago Law School, cum laude, 1981
Order of the Coif
Associate Editor, University of Chicago Law Review
A.B., Harvard College, magna cum laude, 1976
Bar/Court Admissions
Washington State Courts
Personal
Parenting, English history, hiking, theatre, and travel.

This article was added because I remember Paul Nordstrand, he is a member of the class of 73. This is a history of a family and a school, Roosevelt High School (Seattle): A Reminiscence by Dorothea Nordstrand
HistoryLink.org Essay 7131
This is a reminiscence and reflection on Seattle's Roosevelt High School by 1934 graduate Dorothea (Pfister) Nordstrand. In 2009 Dorothea Nordstrand was awarded AKCHO's (Association of King County Historical Organizations) Willard Jue Memorial Award for a Volunteer, for contributing these vivid reminiscences to various venues in our community, including HistoryLink.org's People's History library.
Roosevelt High School
Watching Roosevelt High School being returned to its former impressive self is of great satisfaction to me. I remember when it was the newest school in the city and the pride we all took in having it in our neighborhood. Our family, the Pfisters, lived in Green Lake district and the new school would be ours for our high school years. It was just about a mile’s walk from home, which was nothing at that time in our lives.
We had moved from a homestead in the far northeast corner of Washington State in 1919. One of the main reasons for the move was to ensure that the children in the family could get high school education.
Our parents, Joseph and Mary Pfister, both had limited formal education and were determined that their children, John (always known to the family as Jack), Florence, and I (Dorothea), about three years old at the time we came to Seattle, would have the advantage of a high school education.
The Pfisters at Roosevelt High
Jack entered Lincoln High School almost as soon as we arrived, since that high school served all the north central part of the city. He rode the street car as close as he could and walked the rest of the way. After three years of that, we were all very glad to know there would be a new school much closer to home.
When the beautiful, new school opened, Jack was among the first students and was graduated in 1925. Florence followed him, getting her diploma in 1927. Seven years younger than my sister, I graduated in 1934.
At the time we attended, high school provided two very distinct courses of study; one for college-bound students, and one specifically suited to those of us who would hoped to go directly from high school into the workforce. All three of us took the “commercial course,” knowing there wasn’t a hope of our continuing into higher education. Our family’s financial situation didn’t allow for that.
Mama had entered each of us into the school system using a simpler spelling of our last name, so we all received diplomas and certificates of proficiency with the surname of “Fister,” instead of “Pfister,” but it never made any difference, as nobody ever asked to see those precious documents.
Music, Writing, Poetry
I want to mention my favorite teachers while in school there. Mr. Worth, whose dedicated teaching made it possible for a lot of us to enjoy music in a way we might never have had without his guidance. He has my undying gratitude.
Sam Glass, who seemed hardly older than the students he was teaching, aided and abetted my already budding love affair with reading, writing, storytelling, and poetry. The special effort he made to help me cope with an inborn shyness made a great difference in my life.
Another teacher I will never forget was a Miss Adeline Lee Rowe, who taught bookkeeping. Unfortunately for me, she had been Jack’s bookkeeping teacher. Jack was an arithmetic (as we then called mathematics) whiz, with a fascination for numbers. Teaching him to keep a set of books must have been like teaching a duck to swim.
Not John Pfister
Nine years later, when I became one of her students, it was a whole different thing. I only took the class because I had to get my credit for graduation as a commercial course student.
Debits and credits made absolutely no sense to me. My set of books soon looked a complete mess, due to the many erasures. Miss Rowe was mystified. How could a sibling of "John's," as she called Jack, be such a dud? (She didn’t say that, but I’m sure she thought it.) She had us so tied together in her mind that she often called me “John” in class, which did nothing to bolster my self confidence.
As the term wound down, it was obvious I would not be able to complete my set of books. I stayed after class one day and, shaking in my boots, asked her what I could do: that I just did not understand what she was trying to teach me; and if she would please quit calling me “John.” I can still see the stricken look on her face as she said, “Why, you poor child. Let’s see what we can do to help you.”
For the next three weeks, I came to her room a half-hour before her first class. She issued me a fresh set of books and gave me some one-on-one assistance. Suddenly, it all ironed itself out. Debits became “take aways” and credits became “add ons” and I was able to finish with the rest of the class. And, she quit calling me “John.”
A Great Honor
In my Senior year, I learned commercial law from James Chamberlin and found, much to my surprise, that I had a talent for the logic entailed. At the end of the year the two top students in that class were offered scholarships by Judge Black, a prominent figure in our judicial system. Raymond Royal was the first one selected. He went on to become a lawyer and, eventually, a judge.
I was the second one so honored, but there was never any question of my accepting the scholarship. College was not to be thought of. I was anxious to get out into the world to become a wage-earner and take some of the financial burden of our needy family from the shoulders of my Mom, my sorely crippled Dad, and my sister, Florence.
The Next Generation
Thirty years after my graduation, our eldest son, David donned the green and gold cap and gown from the same school and two years later, in 1966, his brother John followed. Both of them went on to get degrees from the University of Washington.
Daughter Hildy went from Roosevelt in 1970 on to North Seattle Community College to get her Certificate as Medical Assistant. Youngest son, Paul, 1973 graduate, went on to Shoreline Community College. While at Roosevelt, John and Paul each played on the Varsity football team and John earned Seattle All-City Team status while playing catcher for the Varsity baseball team.
I guess you could say Roosevelt High School has been a big factor in my family’s life. We look forward to its restoration.
By Dorothea Nordstrand, November 18, 2004