2011 Newsletter II

8/12/2019 2011 Newsletter II

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For the first time in alife spent excellingby other peoples

standards, I felt like Iwas doing

meaningful work.

Newsletter December 2011 Issue 3

As an undergraduate in 2002 & 2003, years before the Cornell PrisonEducation Program was formalized, I helped Pete Wetherbee and PaulSawyer teach and learn at Auburn Prison. Along with a few other

undergraduates and graduate students, I helped develop a basic writing classto complement the literature-based courses. In April, I had the chance to visit

Ithaca for the CPEP Alumni Day to learn how the program has grown and talk

a bit about what Ive been doing since graduation.

My story proved easy to tell to an audience of whom many have taught

behind bars--it wasnt hard for them to believe the experience changed the

course of my life and career. I had been on a path toward medicine for manyyears when I started teaching at Auburn, and it was questioning this path that

led me to Auburn in the first place. The deeper I delved into my English major,the further it seemed to pull me from medicine. At the time, preparing formedical school meant competing with hundreds of peers to beat the curve on

a final in chemistry or calculus, subjects seemingly a world away from the

human endeavor I imagined of medicine. The grading was such that the coreconcepts of these subjects became unimportant; the focus of the fiercely

competitive students was on minutiae at the periphery, as this is whatdistinguished average from exceptional. It felt like a silly game. It didnt feel

real.

continued on page 3

Little Bit of History - Ross Macdonald

Cornell Prison Education Program

Inside this Issue

2 World Literature and Learning

3 Alumni Reflections

5 Life Matters to Academic Matters

6 The Widening Net of CPEP

7 The Action of Words

8 My Experience

10 From the Office

Also inside: A Holiday Message from CPEP

We believe in equitable access to higher education athe transformative power of intellectual developme


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CPEP 2011 Page 2 of 12

Incarcerated students do not

approach college as a matter of

course; they recognize the

privilege higher education

represents.

My first day of teaching World Literature at Auburn Prison, I knew what Id

continually heard about CPEP students from past instructors was true: they

are dedicated students; they value their education; they are avidparticipants; they are some of the best students I will ever teach. I alsobegan learning something about these students practices of reading: thesemen are very good readers of literature.

What I mean by this is not simply that they love books though its true

they do. It definitely doesnt mean they loved every text I assigned. They

certainly did not. But whether they loved or hated what I assigned, theycarefully read and wrote about each one.

Moreover, they exhibited a consciousness of their own reading practices

that benefitted their writing and our classroom discussions. They werent

simply looking for easy topics for discussion, or trying to determine what Iwanted them to get from these texts, but they really read them, and came

to class willing to discuss their content as well as their own experiences ofreading them. My students were also able to identify with the characters of

the texts they read, often across lines of nation, class, race, gender, and

time.

We began reading Shakespeares The Tempest, listening to a

professional recording of the second scene and following along in our books.

That one scene prompted an hour of classroom discussion for which Icannot claim credit, entirely. What surprised and impressed me most wasthe students reading of Miranda in this scene. My past teaching experience

suggested that usually women turn readily to the topic of gender inclassroom discussion; I (navely) hadnt expected an all-male class to take

up Miranda so quickly. But they did.

Later in the semester, this level of sophistication and determinationprompted a student to voluntarily revisit his initial frustration with J.M.

Coetzees Foe. After our class discussion, this student came to class having

read the novel again, re-thought it, and written a new essay. I saw it waspossible for classroom discussion to prompt a voluntary re-reading of an

admittedly tough text. And I shared with them a sentiment I sometimes finddifficult discussing, even with certain colleagues that loving a text is not aprerequisite for having something intelligent to say about it. Even the

terrible the confusing, the offensive, and even, perhaps, the poorly-written might merit our academic attention.

My students not only read these books, they read unassigned

supplementary texts, trying to absorb all they could. They asked me to

share my writing, and asked about my readings, wondering why I read whatI do, and why I chose to make this my career. They helped me to think more

deeply about reading practices, readerly positions, and the possibilities fordiscussing reading as practice as a verb, rather than just a noun in theclassroom.

World Literature and Learning - Brigitte Fielder, PhDCandidate, English


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CPEP 2011Page 3 of 12

Ross Macdonald continued

This past April I had the

honor of listening toseveral young men

share their life-changing

experiences made

possible through the

CPEP. They spoke of

the freedoms and

empowerments

discovered through

academic training as

incarcerated students,

and of their

commitments to

pursuing higher

education beyond their

newly minted

Associates

Degrees. Their voices

Michael D. Klinger Class of 2006

Auburn provided me with something undeniably real. There was a purity to the learning that washappening behind bars that contrasted sharply with the huge lectures at Cornell. For the students in the

class I TAed, learning was the escape, a way to temporarily transcend the grim reality of the place. And forme it was a place of human connection. Working one on one and teaching writing skills to small groups, Ifelt I was helping another , that between us we were creating something bigger. For the first time in a life

spent excelling by other peoples standards, I felt like I was doing meaningful work.

In time, Auburn brought me back to medicine. I began to see that there was a parallel between thepowerful interpersonal connections I was making at Auburn and the relationship of doctor and patient.

Suddenly it made sense to me why I wanted to be a physician; it fit again. I gained a surety of purpose from

testing my path toward medicine and coming full circle. My interest in prison medicine led me to a residencyprogram in social medicine. Social medicine has many definitions, but it can most simply be described as

the study of the relationship between social forces and health. Social medicine doctors have long beeninterested in mass incarceration as an affront to the health of the nation. They have also seen improving

health care for the incarcerated and recently incarcerated as a window to reach a vulnerable population.

Next year I will work as a primary care physician at Rikers Island in New York City. I can trace whereIve ended up directly to my experience at Auburn. Over the years, the experience has grown and changed

and it taught me different things at different points in my life. At the Cornell Prison Education Project alumni

day in April, I had the opportunity to see that I was not alone.

reflected a shared

seriousness of purposein staying the course of

right livelihood, and

highlighted the stark

challenges facing so

many Americans

navigating their re-entry

from prison into

society. The men

revealed education to

be the most powerful

tool one can acquire to

find work, acclimate

socially, and establish

oneself as a

contributing member of

a community.

Witnessing the

changed lives of these

students through theirencounters with CPEP

sparked reflection into my

own transformative

experiences with the

program, which began

when I enrolled in

Professor Mary

Katzensteins Prisons

course in the fall of

2003. The course

exposed me to the racial

and socio-economic

dimensions driving

Americas mass

incarceration , which

shifted my vocational

trajectory towards

continued on following page


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CPEP 2011 Page 4 of 12

policy and law. It also

inspired me to join up

with Professor Pete

Wetherbee as a

volunteer teaching

assistant for his English

composition and

creative writing courses

at Auburn Correctional

Facility. This

experience of teaching

and learning alongside

incarcerated students

for two and one-halfyears left a permanent

imprint on my spirit, as

did all the attending car-

ride conversations with

Professor Wetherbee

and my peers. The

relationships I formed

through CPEP with my

professors and fellow

students both

incarcerated and free

helped me cultivate an

abiding commitment to

shape my lifes work

around service to

others, and to

improving our flawed

administration of

ustice.

This commitment

eventually led me (post-Cornell) to the policy

department of the

Innocence Project, Inc.,

where I joined a team

working to advance the

organizations goals of

using DNA to both

Class of 2006 continued

My experiences with

CPEP continue to

shape my worldview

and professional

formation on a daily

basis.

exonerate the

wrongfully convicted

and to reform criminal

ustice policy to prevent

future injustices. The

work brought me into

close relationship with

individuals whose lives

were irrevocably

traumatized through

wrongful conviction and

incarceration, several of

whom spent time on

death row. The job alsoallowed me the

invaluable opportunity

to work alongside of

and learn from

remarkably talented,

driven, strategic

individuals who are

marshaling in a new era

of science-based

accuracy in American

criminal justice.

The desire to equip

myself with particular

skills to continue this

work on a more robust

scale has led me to my

current studies at

Harvard Law School.

While my legal studies

are primarily focused on

advancing innocenceprotections, I also have

the privilege of

providing

representation to

incarcerated individuals

during their parole

hearings here in

Massachusetts. It is

important to note that

nearly all of our clients

lack the educational

opportunities CPEP

provides incarcerated

students in New York.

My experiences with

CPEP continue to

shape my worldview

and professional

formation on a daily

basis. What a gift to

think of the students both incarcerated and

free - who are currently

undergoing similarly

transformative changes

through their studies

this semester. My hope

is to continue to return

to Cornell year after

year to meet more

inspiring CPEP alumni

as they venture out into

the world. My gratitude

to Cornell University

and all those working

so hard to make this

program possible

keep up the great work!


5/12


After teaching Psychology 101 at Auburn Correctional Facility in the summer of 2010, I moved on to what Ifound to be the most natural next adventure: teaching Psychology 101 in the summer of 2011. Psychology is

inherently concerned with real life, whatever notion of real life one may entertain. At Auburn, however,

psychology was not about real life in any general or abstract sense. It became intimately connected with theconcrete life of every single student in the room. And I have to say, I was not exempt from this phenomenon.At Auburn, the instructor is no less a student.

In addition to attending lectures, reading the assigned texts, asking and answering questions and takingquizzes, the main assignment for class was the final paper. As long as the topics for the final paper stayed inthe realm of Psychology, an easy task given the vastness of the field, students were free to choose what to

write about.

As a devout student of human psychology, I dare say we are all guilty of stereotyping. When I recall the

stereotypes I inadvertently harbored while anticipating the paper topics students chose, I find myselfamused. Well, amused, but also slightly uneasy. I had set aside only a couple of days for grading because Iexpected to receive papers on a narrow range of topics. I predicted the majority of students would elaborate

on substance abuse, while the others would most certainly delve into court testimony and false memory. (As

a most legitimate disclaimer, I was indeed open to a couple of surprises maybe a student or two would gointo discussing mental disorders, or social isolation.) Perhaps a couple of students, feeling particularly

adventurous, would cover language and deception as relevant to interrogation.

When students arrived at class to hand in their chosen topics and explanatory statements, I glanced atthe titles while collecting them. Motor development in infants: the first year of life. I beg your pardon, sir? I

deemed this one an outlier and kept collecting. The topics did cover an overwhelmingly wide range, after all.

The reward: brain circuitry as it is involved in the pleasure of eating (which turned out to be an excellentpaper). Evolutionary accounts for aggression. Theoretical and experimental debates concerning perceptual

illusions. Psychological effects of the BP oil spill. The limbic system.And, yes, I did get my well-anticipateddrug and substance abuse paper. Tobacco: why is it not considered an illegal drug? Even the paper onmental disorders didnt do much to validate my clairvoyant abilities. Why do rich people shoplift: a different

type of obsessive compulsive behavior?

My Auburn experience had taken off. A few days later, I returned to Auburn for my next class with a stackof articles for my students and a different frame of mind for myself. Ready to acknowledge scholarship,

passion for learning, and intelligence in an environment that does not advertise these qualities, I began my

intellectual dialogue with my students. What followed was a learning process. For me, that is. Bits of mystudents lives, otherwise apparently trivial, received well-deserved scholarly treatment. A fathers affection,

for instance, may translate into an academic paper on the empirical evidence behind the tiny motor gestures

his infant delighted him with from birth to the age of one. The heartwarming examples of clumsy movements

in a little body made the sophisticated developmental jargon clear and relevant. It was real life. And it wasacademic.

Compared to other teaching experiences Ive had, Auburn wastechnicallyno different: information wastransmitted and processed, questions asked, answers given. All ideas were subject to discussion and

criticism. New aspects of life were found and wondered about. But when I draw the line, it adds up

differently. It was not how and what I taught that was different. It was how and what I learned that made adifference.

I rediscovered how truly vast and interdisciplinary the field of psychology is.

Life Matters to Academic Matters Catalina Iricinschi, PhD Candidate,Psychology


6/12


Page 6 of 12

The Widening Net of CPEP Cindy Ervolina, NYS DOC Staff

I will be 47 this year. Ihave begun school again.

This time college is

even scarier than 20

years ago. Then I wasfearless!now I am

old (ish). Ive grown. I

have a clear vision Ilacked 20 year ago. I

want to contribute. I

want to learn. I want togrow intellectually. I am

like most working

parents who put their

childrens educationfirst and could notafford to attend college

myself.CPEP has now

offered such anopportunity for

employees at Cayugaand AuburnCorrectional Facility, at

no cost to taxpayers. It

was surprising for me to

learn the grant includesemployees as well as

offenders. I am so

grateful for theopportunity to continue

my education. So far

Ive taken the AmericanLegal System,

Introduction to

Anthropology, and

Entrepreneurship.My kids joke and

call me a geek but I can

tell they are proud ofme and feel Im being a

good role model forthem. Im showing its

possible to do anythinif you really put yourmind to it. And at

Cornell, too.Wow!

I have previouscoursework that Ivescrimped and saved to

complete at the

community collegethroughout the years

that I plan onmatriculating, andeventually I will have a

college degree to show

for myself. For now,though, Im justenjoying the

experience.

Thanks Cornell!!

Auburn Lecture Series Spring 2012

An important aspect of any college experience is the exchange of ideas outsideof theclassroom. With this in mind, CPEP has established a monthly lecture series at Auburn.

Campus community members interested in attending Auburn lectures should contact the CPEPoffice for further information.

Upcoming speakers include:

Professor David Harris

Senior Associate Dean, College of Arts & Sciences

Department of Sociology

Professor Richard PolenbergMarie Underhill Noll Professor of History and Stephen H. Weiss Presidential Fellow

Department of History

Professor Ross BrannMilton R. Konvitz Professor of Judeo-Islamic Studies and Stephen H. Weiss Presidential Fellow

Department of Near Eastern Studies

Curator Frederic Gleach

leads NYS DOC staff

through the

Anthropology

Collections on Cornells

main campus.


7/12


The Action of Words Sara Garner, Class of 2006

Teaching the students atAuburn is a learning

experience I recommend to

anyone who is interested, like

myself, in becoming a great

teacher.

It was through Professor Mary Katzensteins GOVT 314 course Prisons, my

senior year, that I discovered a population of this country I had never taken a

moment to think about before. It was in this class that I read Worse Than Slave

by David Oshinsky, which changed my life forever. It was in this class that Ilearned there are seven neighborhoods in New York City that feed the New YoState prison population. It was in this class that Elizabeth Gaynes, Executive

Director of Osborne Association, came and spoke about the educational andfamily programs that Osborne offers along with re-entry services. It was this

class that offered me the opportunity to TA a class on Power and Politics,

discussing the concepts of Machiavelli and Marx to twenty academically mindemen inside the walls of a maximum security prison. It was in this class that Idecided I wanted to dedicate my time and energy to the incarcerated.

After investigating my career options post-college, I learned of Fortune

Societys work in New York City in the area of alternatives to incarceration (AT

Their mission seemed very logical to me: keep people who committed crimesfrom going to prison by providing them with the tools needed to be law-abidingcitizens, most importantly an education.

I was fortunate enough to obtain a position as a Court Advocate with Fortunin October 2006, where I remained for three years. My primary responsibilitiesincluded working with defendants and their lawyers, judges, and district

attorneys. I presented arguments in the courtroom on behalf of the defendants

who were facing felony convictions and significant jail time hoping to place themin an ATI program. Throughout lengthy interviews with defendants, I

consistently heard similar stories about the bad neighborhoods: the crime, thehousing projects, the drug use, the familial dysfunction, the economic scarcity

and the absence of education. Hearing this same combination of factors in thesautobiographies again and again and witnessing the events of their daily lives

made me realize, more than ever, just how serious the lack of education in thescommunities was and its contribution to the problem of incarceration. I not onlybecame frustrated, but also saddened watching several of my clients get re-

arrested and go to prison after successfully completing the program, strongly

suggesting that ATI programs were simply providing a Band-Aid.

When I came back for the CPEP panel this past April, I was rejuvenated afthearing the impact that Cornells prison education program had on those whowere incarcerated, what it meant to them to have the mentorship of Professor

Katzenstein, and how, in hindsight, they wished they took advantage of their

education when they were in high school. I came to realize that my dailythoughts of "giving up," when teaching my 9th, 10th, and 11th grade students ia tough Brooklyn school, are my own defense mechanism when feeling

overwhelmed by the social and family problems frustrating my students' ability

succeed. Yes, it is hard to sustain the energy to fight this battle. However mycontinuing relationships with Professor Katzenstein, Liz Gaynes and CPEP alu

helps me to know that I am not alone, and that continuing to share our storiesassures me the inspiration and energy to continue advocating for one of themost problematic social issues our country faces today!and that is why I shar

my story.


8/12


Page 8 of 12

My Experience Keir Weimer, Former CPEP Student

The air was thick andmy life lonely. And it

was about to get much,

much lonelier. I felt afoot tall as I stoodbefore the judge,

consumed by anoverwhelming weight

of guilt, remorse and

shame. And then itwas handed down: Asentence of two-to-six

years in New York

State prison. I hadpleaded guilty to my

original charge, as Iwanted to take fullresponsibility for my

behavior that caused

the accident. I wasquickly ushered awayby the attending

deputies. My new life

was about to begin,with or without me.

Over the course ofthe first few months of

my sentence, I came tothe humbling reality

that I would never be

able to change whathappened that horrible

evening. But there

were certain things stillin my control. Early in

my term in prison, Irealized I faced a

simple decision. I couldeither seize this

opportunity of timeremoved from my lifeand my former self, or Icould simply do the

time like so manyunfortunately resign to.

I chose the former.I made a

commitment to the

countless peopleaffected by my

careless and

reprehensiblebehavior: a pledgethat I would be a

better person andlead a better life as a

result of this

accident. I now hadan obligation, to myfriend and to others

headed down a

similar path: I musteducate others and

spread the messagecontained in thispainful but powerful

narrative. This

obligation wouldcome to define who Iwas as a person,

moving forward in

the wake of suchtragedy.

I had to be healthy,in every sense of the

word. Education waspretty high on my

list, both the informal

and formalcontinuance of my

edification. With the

help of my father Idevised a

comprehensive two-year reading list and

enrolled incorrespondence

courses throughOhio University, toearn the credits Ineeded tofinish myBachelors degree atSyracuseUniversity,where I had beenasenior at the time of

my arrest.

As my releaseday neared, the

Cornell University

Prison Educationprogram offered meanother kind of

opportunity forgrowth: college

classes in prison. I

enrolled inIntroduction to LegalPrinciples &

Reasoning and

Individual Rights &the Constitution. We

escaped ourcorrectional identitiesthrough the college

classroom. We were

given the wondrousopportunity toindulge ourotherwise

suppressed hungerfor knowledge.

I had a wonderfulexperience in both of

my Cornell courses.The curriculum was

far-reaching and the

workloadchallenging. Our

class discussions

were rich andopinions well

founded. Theexperience

reaffirmed myresolve to attend law

school when I wasreleased from prison,in May of 2011.

Two weeks after

I took my finalexamin both Cornell law

courses I was setfree. Exactly two

weeks later, on June

6th, I took the LSAT(law school

admission test), and

did very well. I wasjust readmitted toSyracuse University,

I will graduate inDecember of this

year with a

Bachelors degreefrom the WhitmanSchool of

Management, with a

major in finance anda minor in

economics. I intendon applying to lawschools this fall, for a

fall 2012

matriculation in afull-time dual law andbusiness degreeprogram

(J.D./M.B.A.). Myfirst choice is Albany

Law for severalreasons, but who

knows, Cornell LawSchool might just get

an application from a

certain someoneformerly known

simply as inmate#:

07-A-6490.

The experiencereaffirmed my

resolve to attend

law school when I was

released from prison in

May of 2011.


9/12


The latest edition of Writers Bloc, an

independent publication produced bystudents in the Cornell Prison

Education Program and CornellUniversity, is available through the

CPEP office and online.

Like A Bridge(excerpt)

Today, as I walk Robert Frosts path ofleast resistance!I reminisce of a not so distant past.

Im fueling my future anduninhibited mind

with these un-cagedideas/words of greatscholarly wisdom-such asthose bridges built by RalphElisons visions.

Im building bridges, Ill needtomorrow, instead

of crossing those wretched,rickety ones I onceborrowed.

Making education the mortar.Making it the ligament thatmatters.

My mind is unshackled, Im finallyfree.

Barb wires, high concretewalls, nor the tinticks ofyesteryears poor choice,can contain me.

My mind-- is free, finally.Floating where the cloudsare hung.

Education as my bridge, Im overthe troubled waters

!

And now, Im free!

E. Paris Whitfield, CPEP Class of 2012Writers Bloc, Fall 2011, Issue 4


10/12


Page 10 of 12

Fall 2011 Courses

African American Literary TraditionsJennifer Lieberman

AlgebraMichael Segal

American Indian StudiesCatherine Koehler

American Legal Systems & Legal

ReasoningScott Burnett, Elliot Hales

Civil & Criminal Law

Kerry Harnett, Rachel Sparks Bradley

Discovering Cellular BiologyTom Owens, Tiffany Campolongo

English Prep

Jan Zeserson

EntrepreneurshipDeborah Streeter

Freshman English 1

Megan Coe, William Cordeiro

History of the United States I

Keith Taylor

History of the United States IIHeather Furnas

Introduction to GeneticsCornelia Scheits

MeditationNancy Koschmann

Memoir & Personal Essay Writing

Edward Hower

Rhetoric of Due Process

Sarah Breslow, Kate Powers

Statistics

Karen Siefert

Understanding the Physical World

Michael Campolongo

Spring 2012 Courses

Advocacy in AmericaAndrew Orr, Michael Shaw

Algebra IIDaniel Albert

Contract LawElaina Emerick & Suzy Price

Freshman English 101

Christine Suwendy

Freshman English 102William Cordeiro

History of the United States IIHeather Furnas

International Relations

Guarv Kampani

MeditationNancy Koschmann

Philosophic TraditionsDavid DeVries

PsychologyRachel Albert

Reading Prison Literature

Reeve Parker

Social Psychology

Emily Rosenzweig

Statistics IIKaren Seifert

Urban Social Movements

Thane Maxwell

World Literature IIStephanie DeGooyer

Writing Workshop II

Jan Zeserson

YogaJason Garfola


11/12


From the Office

CPEP students are demanding, in the best sense of the word. While taking

advantage of everything the terminal degree program has offered in the last 3years, they continue to push our work in new directions. On my desk sit

student-driven proposals for advanced writing seminars, entrepreneurshipprograms, and continued yoga workshops. It is our students expectations

and ambitions that, along with the spirited work of Cornell community

volunteers, drive this program.

CPEPs students do not always recognize the numerous institutional

challenges this work presents. And, perhaps thats exactly the way it shouldbe. If they were to spend too much time lamenting constraints on their

educational pursuits, its likely that their enthusiasm would be quashed by

uncertainty. Instead, they continue to pose suggestions like those above even when each seems like a small revolution given the institutional context.For example, one year ago, Ithaca College environmental historian Michael

Smith lectured on sustainability in our monthly series at Auburn. During the Q& A, a student asked what they might do inside the facility to contribute to themovement. Mike answered, Do you have room for a garden?, a remark I

might have overlooked were it not for the proposal a clutch of students slidinto my hands one week later. This past summer, 6-foot tall sunflowersgraced the 4 raised beds planted by Cornell alums in preparation for an

ecology class summer field trips from Auburns educational wing 100

meters away.

The flow of suggestions is, of course, not unidirectional. Program ideaspercolate on campus as well. Students enrolled in Social Entrepreneurship

(AEM 3380), instructed by Anke Wessels (Director, Center for Transformative

Action), attached themselves to CPEP this term to devise innovativeprogramming. Briefed on our work, they suggested publication of a special

edition of Writers Bloc, with submissions on the topic of education as abridge to be solicited from Cornellians on campus and CPEP students. Theyrightly observed that more opportunities for dialogue would enrich everybody

involved and affirm that CPEP students are part of the Cornell community.

Its likely that CPEP will host its first graduation in spring, 2012. No soone

had we remarked on the possibility than Auburn students asked the nextlogical question: How do we get a bachelors degree? Their shared visionspropel us forward. There is no telling what form our support will take week to

week. Sometimes its affirming the quality of a students work; other times,

were scouring for instructors to teach a class, or locating gardening supplies.

The question we, in turn, continually ask is: how can we best supportCPEPs students personal goals? With your help, well find the answers.

Robert TurgeonFaculty Director

Marge Wolff

Program Coordinator

James A. SchechterExecutive Director


12/12


Page 12 of 12

Were on the Web!

Visit us at:

cpep.cornell.edu

CORNELL PRISON EDUCATION PROGRAM101 McGraw HallCornell University

Ithaca, NY 14853

101 McGraw HallCornell UniversityIthaca, NY 14853

PHONE:

607-255-2852

FAX:607-255-2956

E-MAIL:[email protected]

Editors: Cyd E. Hamilton,Catherine Koehler &James A. Schechter

Untitled by Michael Johnson, CPEP Class of 2012

The publication of this newsletter was madepossible by the generous gift of Robert Wertheimer,

a wonderful friend of CPEP.

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2011 Newsletter II

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