IWSAW in collaboration with UNFPA hosted a four-day workshop entitled “Reinforcement of the communication skills in the field of fighting gender-based violence of the Media Students at the Lebanese American University”.
Chancellor Susan Phillips Speece, CEO Emeritus Frederick Gaige, and CEO Emeritus Harold Perkins worked together to chronicle the college's rich history, along with writer Susan Shelly. This full-color coffee table book features a photo retrospective of the college's history, as well as information about the history of Penn State University and the college in relation to local, regional, and national, and world events. We Are Penn State Berks will be sold for $35, and a portion of the proceeds will be donated to Penn State Berks' 50th Anniversary Scholarship Fund.
Penn State University and Berks County share a long and productive relationship, dating back to 1914, when the University first offered agricultural extension courses to county residents. The roots of Penn State Berks are in the textile industry, which captured the imagination of two German entrepreneurs who moved to Berks County to start their own business. In 1933, the school was granted a state charter and renamed the Wyomissing Polytechnic Institute (WPI), officially considered the predecessor to Penn State Berks. Despite its excellent reputation and popularity within the community, graduating approximately 1,500 during its history, WPI closed its doors in 1958, a victim of the difficult economic times for the textile industry. Since WPI and Penn State had a long and successful relationship, its founders offered the WPI buildings to Penn State for the establishment of an extension center. The Wyomissing Center of The Pennsylvania State University opened on July 1, 1958, the fourteenth commonwealth campus in the University's growing system. By 1964, the school was renamed the Berks Center to reflect its widening service area, and by 1968, the first two years of nearly all University baccalaureate degrees were offered.
In 1972, the institution moved to a new 106-acre site in Spring Township, and was renamed Penn State Berks campus. The campus continued to grow with construction of a classroom building, known today as the Franco Building. Another major high point occurred in 1997, when Penn State University reorganized its campus structure, and as a result, Penn State Berks campus merged with Penn State Lehigh Valley campus to form Penn State Berks-Lehigh Valley College. In 2003, the college was accepted as a provisional member of NCAA Division III, allowing students to participate in collegiate sports for all four year. Although the new college was successful, the University decided to reorganize again in 2005, and two-campus colleges, including Berks-Lehigh Valley, returned to being individual campuses. Today, Penn State Berks has a total enrollment of 2,824 students, and offers thirteen baccalaureate degrees, eight associate degrees, and a wide variety of Continuing Education programs. The Freyberger Gallery will provide a view into the creative process of the artist through the exhibition titled Peter Jon Snyder: An Artganic Life. An unprecedented exhibition, this installation gives viewers an opportunity to genuinely see how an artist works within his space.
When Snyder earned his bachelor's degree in art education from Kutztown University in 1976, teaching jobs were scarce.
By the mid 1980s, Peter Snyder was teaching introductory art and drawing classes at Penn State Berks. By 1998, Snyder had exhibited his sculptures, paintings, and installations in more than 100 shows. Recently, Snyder and Wise purchased an old car dealership building in Womelsdorf, PA and built cafe Crave.
Penn State Berks will offer a new academic minor in Security and Risk Analysis (SRA) beginning in January 2009.
The microscopic field of nanofabrication opens the door to enormous opportunity-and Penn State is home to one of the premier nanofabrication facilities in the country.
This event is one of fifty events being held in 2008 to commemorate the 50th anniversary of Penn State Berks. Four Penn State Berks students from the Communication Arts and Sciences program recently presented their research at the Pennsylvania Communication Association Convention, held October 17-19 at Penn State Lehigh Valley.
Savannah Ganster, Professional Writing major and Communication Arts and Sciences minor, who presented "T.S.
The program offers information to local high school juniors and seniors considering admission to Penn State Berks. Eric Byrne, Advanced Engineering Aide at Penn State Berks, will discuss the biodiesel fuel project that he and students at the college are working on in partnership with BARTA. The Wyomissing Polytechnic Institute (WPI), forerunner to Penn State Berks campus, began as the Education Department of Textile Machine Works. The work of architect Der Scutt, best known for his design of Trump Tower on Fifth Avenue in New York City, will be presented in an exhibition titled Citiscapes in the Penn State Berks Freyberger Gallery from November 6 through December 18, 2008. This exhibition is part of Penn State Berks 50th anniversary celebration, which features thriving Penn State alumni who also have a tie to Berks County.
Since the beginning, our motivation has been to improve creativity and problem solving for small groups. Wea€™ve been dreaming of a new kind of system that would increase individual and collective cognitive abilities. We wanted our system to change the way people work during preliminary design phase of engineering projects.
The drawings, charts and graphs that are created during these sessions are extremely valuable. We cannot design a system that uses traditional PCs because that would obstruct communication and collaboration in the meeting room. When the UTC Innovation Centre started the Saturn Platform in 2006, we decided to try interactive white board technology to enhance collaborative session. We soon realize that this was not practical for several reasons: mono-user interaction, low resolution, projected shadors, ergonomic problems, etc.
But the shadows from the projectors, and software that was designed for only one user created problems for collaboration.
A first prototype of a small table (V0) was design to test the multi-touch technology and facilitate discussion around an initial scenario.
At the same time, we where designing a full-blown prototype (table V1) with resolution, precision and latency characteristics compatible with professional applications.
February 2009: David Burgaud is recruited to help preparing the first experiment based on brainstorming sessions. September 2009: Fabien Chateau is recruited as a student in training to help improve the table design. In february 2010, Guillaume Lehoux is recruited to help preparing and implementing the first scientific experiment on the table. February 2011: Based on identified scenarios, ontology definition and following multiple discussions a new agent based architecture is defined. April 2012: Andrea Guerra, who had worked on the development of piece of software, is now recruited as PhD student to study the impact of CSCWD system on preliminary design strategies.
October 2012: Project planning activities using both the table and the board are carried out.
January 2013: Based on the return on experiment, a new table design associated with a board are proposed. Spring 2013: Arnaud Schwartz, Patrick Yang, Joanne Antonetti, Bruno Medeiros develop some widgets such as file chooser to complement the soft. The UTCa€™s innovation centre will be equiped with full collaborative space composed of 5 interconnected working environnement (tactile table & board). To commemorate the occasion, the college's three leaders joined forces to document its rich history by publishing a book titled We Are Penn State Berks.
The book also includes perspectives from key individuals who made the growth of the college possible. That same year, Penn State announced that it would give two years' college credit to graduates of the WPI program. As the school continued to grow in size and scope, it became apparent that it would need to move to a larger site. Expansion continued as the campus acquired a 110-acre farm in 1987, on which a greenhouse was constructed in 1990, as well as athletic fields and a stand-alone bookstore. The first phase housed 200 students, and the second phase housed an additional 200 students the following year.
This was significant because the new institution now had the authority to grant baccalaureate degrees.


An additional 400 beds were added in two phases in 1999 and 2000, bringing the total residential population to more than 800 students. The campus includes 28 buildings on 258 acres, with residence halls providing housing for 804 students.
Rather than establish an exhibition of finished artwork, Snyder will be recreating his studio in the Freyberger Gallery. An artist, designer, landscaper, entrepreneur, gallery director, and television host, Peter Jon Snyder's many identities somehow relate seamlessly.
So, he took a position at Penn State Berks, landscaping and establishing gardens on the campus.
A visionary venue for its time, the ArtFactory invited artists to show art and host events. He continued his education, and in 1990, he earned a master's of fine arts from Bard College. His background in art, sculpture, and gardening led him to launch his own landscaping business called GARDENWORKS with coworker Corey Wise. The SRA minor will help put students on the front line in confronting threats to our security, responding to emergencies, protecting vital information, and helping to create laws and policies that ensure personal privacy. In the project, BARTA is donating a bus to the college so students can turn it into a prototype that runs on biodiesel made from oil salvaged from local restaurants. Best known for the Trump Tower, Scutt's more than fifty building projects and renovations have enhanced the skyline of this great city.
At age nineteen, he found himself running his father's architectural firm after his father's sudden death. The Freyberger Gallery will showcase a display of Scutt's architectural drawings, projects, and models. Generally, the meetings during this phase of work involve a small team and a manger, and require clear communication, fluid collaboration, and constant engagement in order to be productive and successful. Instead, we build new devices with better form factors: we design interactive tables, whiteboards, and walls, that teams can use together as a shared interface, through multi-touch and vocal interaction. To overcome resolution issues, we adapted the interactive board to be used with two and three video-projector. In 2008, Omar Bouslama and Christophe Kalenzaga were involved in the design of the first table and it application.
The goal was to go beyond the classic a€?photo sharinga€? application for multi-touch surfaces, and to actually create applications for performing useful collaborative work in preliminary design sessions. Fabien Chateau, a student who was recruited to help designing the table, decided to launch a start--up firstly called Intact, which will later become Virtual Sens.
Sorlier Claire & Laville Jeremy proposed a library of gestures on the table after conducting a ergonomic study. As their business expanded and they opened Narrow Fabric Company and Berkshire Knitting Mills, Thun and Janssen found they needed trained workers, so they started an education program in 1927, called the Educational Department of Textile Machine Works.
Perkins was named director in 1959, and quickly began establishing connections with the community, forming of an advisory board, which was instrumental in helping the new center to achieve its goals.
It was followed by the Perkins Student Center in 1973, the Thun Library in 1975, and the Beaver Community Center in 1979.
With an impressive background in science, she brought an increased focus on technology and commitment to protect and preserve the environment to the college.
He became a member of the campus' Fine Arts Committee, and developed and curated outdoor sculpture exhibitions. It became an exciting bohemian art venue for Reading, and lasted five years until the birth of the Snyders' daughter, Piera.
The minor will help prepare students to work in fields such as cyber forensics, financial crime investigation, emergency and crisis management, and contingency planning.The SRA minor was proposed due to an overwhelming student interest at the college.
Houseknecht from Penn State's Center for Nanotechnology Education and Utilization will present information on how the capstone semester at University Park will provide hands-on experience with cutting-edge technology and preparation for a career in the high tech field of nanofabrication. The event is part of the University's "Penn State Day" in which Penn State campuses throughout the state host visitation programs on the same day. In addition, students can enroll in one of the college's eight associate degree programs or complete the first two years of 160 Penn State degree programs offered at other Penn State campuses.
WPI's mission was to provide advanced practical and theoretical instruction to textile workers in the Reading area. If one morning a building on Third Avenue (New York City) suddenly changed places with one on the Avenue of the Americas-it is not likely that many people would notice. After serving as an architect's apprentice in Germany, he attended Penn State University, studying in the Architectural Program. Romance and paranoia develop between Agnes and Peter in a cramped motel room in Oklahoma City, where they are hiding out from Agnes' ex-husband, who has just been released from prison.To make matters worse, there's a bug infestation that has both Agnes and Peter dealing with scathing welts and festering sores-and has Peter believing this is related to experiments conducted on him during his stay at an army hospital. This is why teams leave their computers behind, book a conference room for a day, and use whiteboard, tables, walls, and plenty of pen and paper or Post-its to sketch and express ideas. But they are difficult to render into a digitally exploitable format, unless one teammate stays behind, writing notes, taking pictures, making photocopies, etc. Matthieu Avignon,A  MichaA«l Mangili-Vincent and Mathias Taltavull participated in the implementation and test of these prototypes in 2008.
By means of therapeutic music, we can assist these children to come to maturity in many ways.
Penn State instructors helped facilitate the program, which began with sixteen young men in the basement of TMI.
In the meantime, the art gallery was established, and Snyder's wife, Shirley, became the first gallery director.
Students can apply the eighteen credits of course work in the capstone semester toward an associate or baccalaureate degree, or towards a certificate in Nanofabrication Manufacturing Technology. From its first class in September 1927 until its last graduating class in June 1960, WPI provided hundreds of young men an educational opportunity. Under Gaige's leadership over the next sixteen years, enrollment grew to more than 2,000 students.
Penn State Berks also offers a bachelor of science degree in Security and Risk Analysis."The SRA minor will also serve the needs of our community," explains Dr. You'll travel with teams of monster hunters, documenting their chase and the legends that precede them.This presentation is part of the Penn State Berks Arts and Lecture Series. Susanne Samson, coordinator of both the Security and Risk Analysis and Information Sciences and Technology degree programs at Penn State Berks. It has been used with persons, of all ages from preschool to late adulthood and with many types of disabilities whether congenital or adventitious. Because music is reinforcing, it can be used to motivate movements or structure exercises which are prescribed in physical rehabilitation.
A Music therapy sessions Music therapy sessions incorporate the use of different musical media to achieve individualized treatment goals. Through movement to music and dance routines, movements may become more controlled, fluid and purposeful. Live music offers increased flexibility and adaptability to match and guide physical movements elicited by the client.
Musical instruments may be used to work on range of motion, handgrasp strength, and non-verbal self-expression.
These instruments are often adapted to fit the specific physical capabilities of each client.
The use of computer-aided and electronic musical equipment also allows severely physically disabled clients to reach their fullest creative potential. The act of singing may assist in the maintenance and improvement of oral motor skills and pulmonary functioning. Singing provides opportunities to improve breath-control, rate of speech,A articulation and pronunciation skills. Discussion of lyrics and songwriting may provide opportunities to discuss and share personal thoughts and experiences. Music therapy can increase an individual's level of independence, and enhance feelings of self-confidence, self-worth and self-esteem. Facilitate relaxationRelaxation is an important component in achieving increased range of motion and flexibility.


Music experiences that can promote relaxation include listening to carefully chosen music, instrumental improvisation and music-assisted relaxation exercises. Although most people may find sedative music effective in achieving a relaxed state, this may not be true in all cases.
The music therapist is able to recognize and monitor the effects of the presented music on the individual. Increase motor coordinationMotor coordination can be improved through many musical experiences.
The use of selected instruments can improve range of motion as well as fine and gross motor skills through strategically, placing instruments around the individual or using instruments that require the use of specific muscle groups or, body parts.
Eye hand coordination can also be improved through the use of instruments that require increased precision in physical motion. The use of rhythmic auditory stimuli has been shown to increase independent, even control of ambulation in individuals with uneven or arrhythmic gait patterns and to facilate temporal and quantitative muscular control in children with gross motor dysfunction.3. Reinforce and provide motivation for physical exerciseThe use of music in therapy provides a positive and enjoyable atmosphere for persons with physical disabilities to experience success.
Through providing live background music, adaptability and flexibility is maintained so that the music therapist can more easily match the individual's motions in tempo, style and rhythm. Music can help provide distraction and diversion from exercises that may be difficult for the individual, provide motivation to maintain participation and make a regular exercise routine seem less tedious.4. Foster independence, self-confidence- and self-esteemAs physical abilities improve, and persons have increased opportunities to practice and acquire new skills and abilities, independence can be fostered and self-confidence and self-esteem enhanced. A positive self-image and self-concept can be developed through music therapy interventions and music therapy activities can be adapted according to the individual's needs and capabilities.
Develop functional speech and communication abilitiesSinging and speech have many commonalities. The use of vocal exercises used in singing can enhance oral motor skills such as articulation, breath control, and vocal intensity.
Through manipulating tempo and rhythm, clarity of speech can be enhanced and the rate of speech can be modified to provide increased communication abilities for the individual.
Melodic intonation therapy involves the sung intonation of propositional sentences in such a way that the intoned pattern is similar to the natural prosodic pattern of a sentence when it is spoken. This technique has been shown to be effective in improving word-morpheme performance levels, sentence lengths, articulation skills and intelligibility for language delayed apraxic children and has been an effective treatment for some persons with severe aphasia .
Music has also been effective as a stimulus to promote spontaneous speech with physically challenged children and to promote non-verbal communication through bliss symbols or sign language.6. Motivate interaction with othersPersons with physical disabilities may encounter decreased opportunities and motivation for social interaction.
Music therapy can provide opportunities to interact with peers through a shared experience. Group ensembles provide opportunities to develop peer relationships, develop social interaction skills and provide opportunities for cooperation and working together as a group toward a common goal. Group music therapy sessions can also provide opportunities to share personal experiences with others and provide a means and an outlet for appropriate self-expression.A Music therapy and children with autism Music Therapy is particularly useful with autistic children owing in part to the nonverbal, non threatening nature of the medium. Parallel music activities are designed to support the objectives of the child as observed by the therapist or as indicated by a parent, teacher or other professional.
A music therapist might observe, for instance, the child's need to socially interact with others. Musical games like passing a ball back and forth to music or playing sticks and cymbals with another person might be used to foster this interaction.
Eye contact might be encouraged with imitative clapping games near the eyes or with activities which focus attention on an instrument played near the face. Preferred music may be used contingently for a wide variety of cooperative social behaviors like sitting in a chair or staying with a group of other children in a circle.A Music Therapy is particularly effective in the development and remediation of speech. The severe deficit in communication observed among autistic children includes expressive speech which may be nonexistent or impersonal. Speech can range from complete mutism to grunts, cries, explosive shrieks, guttural sounds, and humming. There may be musically intoned vocalizations with some consonant-vowel combinations, a sophisticated babbling interspersed with vaguely recognizable word-like sounds, or a seemingly foreign sounding jargon. Higher level autistic speech may involve echolalia, delayed echolalia or pronominal reversal, while some children may progress to appropriate phrases, sentences, and longer sentences with non expressive or monotonic speech. Since autistic children are often mainstreamed into music classes in the public schools, a music teacher may experience the rewards of having an autistic child involved in music activities while assisting with language.It has been often noted that autistic children evidence unusual sensitivities to music. Some have perfect pitch, while many have been noted to play instruments with exceptional musicality. Music therapists traditionally work with autistic children because of this unusual responsiveness which is adaptable to non-music goals Some children have unusual sensitivities only to certain sounds. One boy, after playing a xylophone bar, would spontaneously sing up the harmonic series from the fundamental pitch.
Through careful structuring, syllable sounds were paired with his singing of the harmonics and the boy began incorporating consonant-vowel sounds into his vocal play. Soon simple 2-3 note tunes were played on the xylophone by the therapist who modeled more complex verbalizations, and the child gradually began imitating them.Since autistic children sometimes sing when they may not speak, music therapists and music educators can work systematically on speech through vocal music activities. In the music classroom, songs with simple words, repetitive phrases, and even repetitive nonsense syllables can assist the autistic child's language. Meaningful word phrases and songs presented with visual and tactile cues can facilitate this process even further. Parents and teachers alike can assist the child in remembering these prosodic features of speech by prompting the child with the song.While composing specialized songs is time consuming for the teacher with a classroom full of other children, it should be remembered that the repertoire of elementary songs are generally repetitive in nature. Even in higher level elementary vocal method books, repetition of simple phrases is common. While the words in such books may not seem critical for the autistic child's survival at the moment, simply increasing the capacity to put words together is a vitally important beginning for these children.For those teachers whose time is limited to large groups, almost all singing experiences are invaluable to the autistic child when songs are presented slowly, clearly, and with careful focusing of the child's attention to the ongoing activity. To hear an autistic child leave a class quietly singing a song with all the words is a pleasant occurrence.
To hear the same child attempt to use these words in conversation outside of the music class is to have made a very special contribution to the language potential of this child. Music is effective because it is a nonverbal form of communication, it is a natural reinforcer, it is immediate in time, provides motivation for practicing nonmusical skills, and is successful because almost everyone responds positively to at least some kind of music.A Music therapists work in a variety of settings, including medicine, rehabilitation, psychiatric care, special education, correctional facilities, state schools, community-based health care, and private practice. For example, the therapist and client might compose songs for the purpose of expression of feelings; one client might learn to play the piano for the purpose of improving fine motor skills, while another client might use instruments to improvise unspoken emotions. Following coursework, students complete a six-month full time clinical internship and a written board certification exam.
Music therapy can increase an individual's level of independence, and enhance feelings of self-confidence, self-worth and self-esteem.
Through providing live background music, adaptability and flexibility is maintained so that the music therapist can more easily match the individual's motions in tempo, style and rhythm. A positive self-image and self-concept can be developed through music therapy interventions and music therapy activities can be adapted according to the individual's needs and capabilities. A music therapist might observe, for instance, the child's need to socially interact with others. In the music classroom, songs with simple words, repetitive phrases, and even repetitive nonsense syllables can assist the autistic child's language. Music therapy with young children is the functional use of musical interactions to enhance and develop socialisation, communication, self-expression, and sensory-motor skills.Who is a registered music therapist (RMT)?Registered Music Therapists (RMTs) are skilled and qualified musicians and therapists who assess, design and implement programs to meet the needs of young children. When applied therapeutically by a RMT, music becomes a pleasurable therapeutic medium that facilitates advancement toward articulated and often multi-purpose goals and objectives. Music therapy can address several needs simultaneously and is highly transferable to the home environment. Furthermore, as young children with delay in development are not necessarily delayed in their music skills, music therapy allows them to experience a sense of success and fun whilepursuing other non-musical goals. The Music Therapy Process Specific music therapy goals are determined by the RMT through initial music therapy assessment and ongoing review of the child.



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