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I, like so many others, was glad to have him as a friend. “Gus was a first-class scientist, but more importantly a first-class human being,” said one of his colleagues.
Alexander Sewell, 25, readily attributes part of his political success to Roosevelt and the Honors Program. "I've been able to take what I learned in the Honors Program and apply it to my responsibilities in government,” he said. “My ability to think critically, analyze important issues through a diverse lens and understand the complex nuances of policy-making, particularly in urban communities, was honed in the Metropolitan Issues Concentration of the Honors Program.”
Every single one of our lives, in myriad ways, is profoundly affected by the incursions of fortune: there are no exceptions. Fortune creates opportunities, and fortune takes them away. It indiscriminately rewards and punishes both the bad and the good (think of the Book of Job in this light, recalling that not even the God of the Bible in speaking to Job attempts to justify what has befallen him, as Job has suffered from the ravages of nature and man). Fortune resists but is not immune to claims of fairness and unfairness, although the line between misfortune and injustice is sometimes razor thin and difficult to discern.
Pre-verteinarian major Anna Eickoff calls her internship caring for elephants in Thailand "incredible," while Jamie Quicho's experience helping sea turtles in Costa Rica gaver her a newfound appreciation for the importance of protecting endangered species. Thanks to Roosevelt's science programs, students like Eickhoff and Quicho are taking advantage of educational opportunities outside the classroom that can help them get into professional schools and launch their careers.
When Nakisha Hobbs came to Roosevelt University in 2006, her goal was to develop skills and ideas for educating young children that she could apply as principal of her own private, independent school.
In the chosen topic for upper-grade students participating in Village Leadership Academy’s (VLA) annual social justice-based Grassroots Campaign seemed straightforward enough. However, as 15 fifth graders in the homeroom of VLA literacy instructor Eric Macias began discussing violence and its impact as a prelude to developing a social justice project, Macias gradually grew speechless.