Word: motioning
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Dates: during 2000-2009
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...Faculty meeting on Nov. 13, I moved “that this faculty commits itself to fostering a civil dialogue in which people with a broad range of perspectives feel safe and are encouraged to express their reasoned and evidence-based ideas.” I intended this motion not as a new law but as an ethical pledge to think and talk about how to fulfill the university’s highest ideals in the context of difficult issues in difficult times. My colleagues voted massively (74-27) to “table” the motion?...
...major reasons vocalized, however, were that Faculty legislation in 1990 has already affirmed our commitment to “free speech” and that voting down such an inherently reasonable motion would generate embarrassing news headlines. The clear premise was that the majority intended to vote down the motion because it had arisen in the context of what many of my colleagues and I regard as the widespread censorship of dissent about Israel-Palestine on campus and in the nearby bookstores that are an essential part of the intellectual life of the University...
...Moreover, they did so in unambiguous violation of Robert’s Rules of Order, the standard of parliamentary procedure in Faculty meetings. It states, “The motion to Lay on the Table…violates the rights of the minority and individual members if it is for any other purpose” than “to lay the pending question aside temporarily when something else of immediate urgency has arisen,” such as the early flight of a key participant in the assembly or the need to investigate the matter further. No immediate urgency...
...face the issue of how the conversation about the Israel-Palestine issue in particular has been shut down, the principle of “free speech” will remain an empty, abstract principle. With my motion, I did not ask my colleagues to agree with me about Israel or even about the disadvantages of the dearth of high-ranking minorities on the Faculty Council and in the University administration—another major obstacle to dialogue among a necessary range of perspectives about University policy and practice. I asked them, as my partners in the pursuit of truth...
...function better at home and in school. Christopher Medema, 7, now puts a weighted blanket on his lap when he's doing seatwork at school. The steady pressure meets some of his need for tactile input and helps him focus. His family has learned to accommodate his craving for motion. "He likes doing math flash cards standing on his head," says his dad, Steven...