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1691_1	The Census Bureau's 2006-2010 American Community Survey showed that (in 2010 inflation-adjusted dollars) median household income was $67,000 (with a margin of error of +/- $20,882) and the median family income was $78,889 (+/- $19,386). Males had a median income of $54,583 (+/- $21,861) versus $41,667 (+/- $24,816) for females. The per capita income for the borough was $34,262 (+/- $7,656). About 6.7% of families and 12.7% of the population were below the poverty line, including 21.3% of those under age 18 and none of those age 65 or over.
1691_2	Census 2000 As of the 2000 United States Census there were 658 people, 261 households, and 180 families residing in the borough. The population density was 451.9 people per square mile (174.0/km2). There were 273 housing units at an average density of 187.5 per square mile (72.2/km2). The racial makeup of the borough was 92.71% White, 2.28% African American, 0.76% Native American, 2.28% Asian, 0.15% Pacific Islander, 1.22% from other races, and 0.61% from two or more races. Hispanic or Latino of any race were 2.58% of the population. There were 261 households, out of which 29.1% had children under the age of 18 living with them, 50.6% were married couples living together, 14.2% had a female householder with no husband present, and 30.7% were non-families. 24.9% of all households were made up of individuals, and 6.5% had someone living alone who was 65 years of age or older. The average household size was 2.52 and the average family size was 2.98.
1691_3	In the borough the population was spread out, with 21.7% under the age of 18, 7.6% from 18 to 24, 35.3% from 25 to 44, 25.5% from 45 to 64, and 9.9% who were 65 years of age or older. The median age was 38 years. For every 100 females, there were 103.7 males. For every 100 females age 18 and over, there were 98.8 males. The median income for a household in the borough was $60,000, and the median income for a family was $69,688. Males had a median income of $38,056 versus $30,950 for females. The per capita income for the borough was $25,914. None of the families and 2.8% of the population were living below the poverty line, including no under eighteens and 9.1% of those over 64. Government
1691_4	Local government
1691_5	Andover is governed under the Borough form of New Jersey municipal government, which is used in 218 municipalities (of the 565) statewide, making it the most common form of government in New Jersey. The governing body is comprised of the Mayor and the Borough Council, with all positions elected at-large on a partisan basis as part of the November general election. The Mayor is elected directly by the voters to a four-year term of office. The Borough Council is comprised of six members elected to serve three-year terms on a staggered basis, with two seats coming up for election each year in a three-year cycle. The Borough form of government used by Andover is a "weak mayor / strong council" government in which council members act as the legislative body with the mayor presiding at meetings and voting only in the event of a tie. The mayor can veto ordinances subject to an override by a two-thirds majority vote of the council. The mayor makes committee and liaison assignments for council
1691_6	members, and most appointments are made by the mayor with the advice and consent of the council.
1691_7	, the Mayor of Andover Borough is Republican John A. Morgan, whose term of office ends December 31, 2023. Members of the Borough Council are Council President Lynn T. Delfing (R, 2020), Melvin Dennison (R, 2021), John P. Hoag (R, 2020), Peter Pearson (D, 2022), Robert L. Smith (R, 2021) and Kim Walter (R, 2022). In February 2016, the Borough Council chose John Hoag from three candidates proposed by the Republican municipal committee to fill the seat that had been held Eskil S. Danielson that will expire in December 2017; Hoag will serve on an interim basis until the November 2016 general election, when voters will choose someone to serve the balance of the term.
1691_8	In February 2015, the Borough Council selected Michael Figueiredo from a list of three candidates nominated by the Democratic municipal committee to fill the seat expiring in December 2016 that became vacant when Deborah McGowan resigned from office. Figueiredo served on an interim basis until the November 2015 general election, when he was elected to serve the one year remaining on the term of office. Law enforcement is covered by the New Jersey State Police. Fire protection is covered by the Andover Borough Volunteer Fire Department. EMS is handled by the Lakeland Emergency Squad. Federal, state and county representation Andover Borough is located in the 5th Congressional district and is part of New Jersey's 24th state legislative district.
1691_9	Politics As of March 23, 2011, there were a total of 403 registered voters in Andover, of which 109 (27.0% vs. 16.5% countywide) were registered as Democrats, 152 (37.7% vs. 39.3%) were registered as Republicans and 142 (35.2% vs. 44.1%) were registered as Unaffiliated. There were no voters registered to other parties. Among the borough's 2010 Census population, 66.5% (vs. 65.8% in Sussex County) were registered to vote, including 84.3% of those ages 18 and over (vs. 86.5% countywide).
1691_10	In the 2012 presidential election, Republican Mitt Romney received 143 votes (50.9% vs. 59.4% countywide), ahead of Democrat Barack Obama with 129 votes (45.9% vs. 38.2%) and other candidates with 8 votes (2.8% vs. 2.1%), among the 281 ballots cast by the borough's 400 registered voters, for a turnout of 70.3% (vs. 68.3% in Sussex County). In the 2008 presidential election, Republican John McCain received 139 votes (49.5% vs. 59.2% countywide) tied with Democrat Barack Obama with 139 votes (49.5% vs. 38.7%) and other candidates with 2 votes (0.7% vs. 1.5%), among the 281 ballots cast by the borough's 404 registered voters, for a turnout of 69.6% (vs. 76.9% in Sussex County). In the 2004 presidential election, Republican George W. Bush received 171 votes (55.5% vs. 63.9% countywide), ahead of Democrat John Kerry with 134 votes (43.5% vs. 34.4%) and other candidates with one vote (0.3% vs. 1.3%), among the 308 ballots cast by the borough's 421 registered voters, for a turnout of 73.2%
1691_11	(vs. 77.7% in the whole county).
1691_12	In the 2013 gubernatorial election, Republican Chris Christie received 61.6% of the vote (106 cast), ahead of Democrat Barbara Buono with 32.6% (56 votes), and other candidates with 5.8% (10 votes), among the 173 ballots cast by the borough's 396 registered voters (1 ballot was spoiled), for a turnout of 43.7%. In the 2009 gubernatorial election, Republican Chris Christie received 117 votes (58.8% vs. 63.3% countywide), ahead of Democrat Jon Corzine with 61 votes (30.7% vs. 25.7%), Independent Chris Daggett with 18 votes (9.0% vs. 9.1%) and other candidates with 2 votes (1.0% vs. 1.3%), among the 199 ballots cast by the borough's 386 registered voters, yielding a 51.6% turnout (vs. 52.3% in the county).
1691_13	Education Public school students in pre-kindergarten through eighth grade attend the Andover Regional School District, together with students from Andover Township. As of the 2018–19 school year, the district, comprised of two schools, had an enrollment of 450 students and 48.4 classroom teachers (on an FTE basis), for a student–teacher ratio of 9.3:1. Schools in the district (with 2018–19 enrollment data from the National Center for Education Statistics) are Florence M. Burd Elementary School with 225 students in grades PreK-4 and Long Pond Middle School with 220 students in grades 5-8. The district's board of education has nine members who set policy and oversee the fiscal and educational operation of the district through its administration, with Andover Borough assigned one of the nine seats, based on the population of the two constituent municipalities.
1691_14	Public school students in ninth through twelfth grades attend Newton High School in Newton, together with students from Andover Township and Green Township, as part of a sending/receiving relationship with the Newton Public School District. As of the 2018–19 school year, the high school had an enrollment of 715 students and 66.0 classroom teachers (on an FTE basis), for a student–teacher ratio of 10.8:1. Since 1972, Lakeland Andover School has been operating as a therapeutic, nonprofit, private day school for students in grades 7-12, serving the educational and vocational training needs of students with emotional and behavioral challenges. Transportation Roads and highways , the borough had a total of of roadways, of which were maintained by the municipality, by Sussex County and by the New Jersey Department of Transportation. U.S. Route 206 and County Route 517 pass through the borough.
1691_15	Public transportation Lakeland Bus Lines provides service operating along Interstate 80 between Newton, New Jersey and the Port Authority Bus Terminal in Midtown Manhattan. As part of restoring train service via the Lackawanna Cut-Off, $61 million had been secured by former U.S. Congressman Rodney Frelinghuysen to rebuild a stretch of the former railroad to a new station in Andover, which had been projected by 2021 but currently is estimated to open sometime after 2027. Aeroflex-Andover Airport is located north of the central business district and Trinca Airport, southwest.
1691_16	Points of interest Several places in Andover are listed on the New Jersey Register of Historic Places. The Grist Mill Stone House, built 1760, is part of the Andover Iron Forge and Furnace and Workers' Housing area in the Andover Borough Historic District. The ornate house on Brighton Avenue is listed individually. The Hole in the Wall Stone Arch Bridge, built by the Sussex Railroad, crosses the Morris and Sussex Turnpike and now carries the Sussex Branch Trail, a rail trail. The Iron Master's Mansion on Main Street was part of the Iron Works at Andover. Notable people
1691_17	People who were born in, residents of, or otherwise closely associated with Andover include: Stephen M. Balzer (c. 1864 – 1940), mechanic and developer of an early car and airplane engine. Kenneth Burke (1897–1993), cultural and literary critic and philosopher; Harry and Tom Chapin's grandfather. Finn M. W. Caspersen (1941-2009), financier and philanthropist. Newman E. Drake (1860–1930), founder of the Drake's baking company. Rob Freeman (born 1981), member of Hidden in Plain View. References External links Andover Borough website Andover Regional School District Data for Andover Regional School District, National Center for Education Statistics Newton High School The Township Journal, community newspaper Abandoned Mines of Andover, New Jersey 1904 establishments in New Jersey Borough form of New Jersey government Boroughs in Sussex County, New Jersey Populated places established in 1904
1692_0	Major General Delmar Taft Spivey (August 9, 1905 – January 18, 1982) was an American military officer involved with aerial gunnery systems development, air education, and command structure. During World War II, he was the senior American officer of Center Compound, Stalag Luft III prisoner of war camp in Sagan, Germany.
1692_1	Early life and education Delmar Taft Spivey was born in Gatesville, North Carolina, on August 9, 1905. After graduating from high school at Whaleyville, Virginia, in 1922, he attended the College of William & Mary, Williamsburg, Virginia. Graduating from the U.S. Military Academy on June 9, 1928, he was appointed a second lieutenant of Infantry and assigned as a platoon leader at Fort Benning, Georgia. Entering flying school in June 1929, he graduated a year later, transferred to the Air Corps and was assigned to Langley Field, Virginia. On February 20, 1930, Lt. Spivey, of the 52d School Squadron, experienced a forced landing when the motor of Atlantic DH-4M-2, 23–685, failed, the airframe suffering moderate damage when it came down 2 miles S of Brooks Field, San Antonio, Texas. The Air Corps News Letter published this account on March 5, 1930:
1692_2	Military career Assigned in June 1933 to the 65th Service Squadron at Luke Field, Hawaii, two years later Spivey became engineering officer of the 64th School Squadron at Kelly Field, Texas, and in January 1936 was named assistant engineering officer there. In April 1936 he became an instructor at the flying school at Kelly Field, and a year later was appointed chief of the bomb section there. On April 14, 1938, he experienced a ground collision in a landing accident at Kelly Field, in which North American BT-9B, 37–166, of the 64th School Squadron, received moderate damage.
1692_3	Becoming materiel officer of the 23d Composite Group in July 1938, with which he served at Maxwell Field, Alabama, and Orlando, Florida, two years later the general assumed command of a squadron at the Air Corps Proving Ground, Eglin Field, Florida, and in January 1941 was appointed executive officer of the Air Corps Proving Ground. In December 1939, Captains Spivey and George W. Mundy, both of the 23d Composite Group, had flown two Curtiss YP-37s to Eglin Field for engine testing, the first of thousands of service tests. Two months prior, Spivey had suffered a landing accident on October 10 at Maxwell Field, Alabama, in which Curtiss P-36C Hawk, 38–187, c/n 12601, of the 1st Pursuit Squadron (Single Engine), 23d Composite Group, received minor damage.
1692_4	When Brigadier General Muir S. Fairchild, executive officer of the Army Air Forces, arrived at Eglin Field by plane from New Orleans for a brief inspection tour of the growing post in mid-November 1941, he was hosted by Major Spivey, who was in command of the field during the temporary absence of Major George W. Mundy. World War II In April 1942, Lt. Col. Spivey assumed command of the Fixed Gunnery School at Eglin Field, and in February 1942 was named commander of the Central Instructors School and Flexible Gunnery School at Buckingham Field, Fort Myers, Florida. He arrived there from Maxwell Field on May 9, and four days later was notified of his promotion to full colonel.
1692_5	While construction workers built the new air field, Col. Spivey assembled a team of instructors drawn from the aerial gunnery school cadre at Tyndall Field located near Panama City, Florida. Tyndall Field instructors trained the first aerial gunnery students before America's entry into the war. Spivey based the initial curricula and training exercises on the previous experience gleaned from the pre-war period. In addition, the extensive literature and field guides from the British Royal Air Force's aerial gunnery school influenced Spivey.Carlson, Erik D., "Shoot to Kill: Flexible Gunnery Training at Buckingham AAF, 1942–1945", Florida Gulf Coast University.
1692_6	The content and comparison of the curricula of flexible gunnery schools are necessary to an understanding of the discussion of specific training problems. Planning of curricula and preparation of textbooks was the work, in large part, of Maj. W. L. Kennedy and Col. Delmar T. Spivey. The former, after a study of the English flexible gunnery schools in the summer of 1941, prepared the first five week's course at Harlingen and aided in the preparation of textbooks to be used there. Colonel Spivey, project officer at Buckingham Army Air Field, performed a similar service for that station. In the early stages of their existence, flexible gunnery schools used as guide books Training Manual 1–271 and a Navy Department booklet, 'Air Gunnery.' After examining all available publications on gunnery in his planning for the school and comparing the results of his investigation with the subject matter of the two books, Colonel Spivey suggested to LAI? [sic] Headquarters the preparation of another
1692_7	text embracing some principles from each of the former ones.Army Air Forces Historical Studies: No. 31, "Flexible Gunnery Training in the AAF," Assistant Chief of Air Staff. Intelligence, Historical Division, March 1945, Chapter III: THE PATTERN OF TRAINING, pages 37–38. The original of this monograph and the documents from which it was written are in the USAF Historical Division, Archives Branch, Bldg. 914, Maxwell Air Force Base, Alabama.
1692_8	"Throughout his tenure, Spivey demanded that all officers and enlisted men 'live and think only of gunnery.' Often Spivey was seen on the firing ranges and visiting students in classrooms to provide inspiration and leadership." Col. Spivey remained in command of Buckingham Field until March 23, 1943, when he was designated the A-3 operations officer of the Southeast Training Command at Maxwell Field, remaining there until June 1943. Assigned with the Eighth Air Force in Europe, on August 12, 1943, while serving as an observer on a Boeing B-17 Flying Fortress of the 92d Bomb Group, piloted by Eugene M. Wiley, on a mission to hit the rail marshalling yards at Gelsenkirchen, Germany, in the industrial Ruhr region, Colonel Spivey was shot down. As the USAAF expert on aerial gunnery, he was on this mission to evaluate how to improve gun turrets.
1692_9	Hit by flak, which knocked out the number one engine, and fighters, which set number three afire, the bomber, B-17F-85-BO, 42-30081, 'P-YO', named "USS Aliquippa", of the 407th Bomb Squadron, 92d Bomb Group, crash-landed near the Dutch border at Ahaus, NW of Münster. All eleven crew were captured. (MACR 655) One source credits Lt. Fritz Karch in a Bf 109G-6 of JG 2/6 with the kill. With his capture, Spivey became the highest ranking prisoner of war in the ETO. POW
1692_10	When Colonel Delmar T. Spivey entered [the camp] in late July, [sic] 1943, he was a full colonel and twice the age of most of his fellow inmates. The senior staff immediately realized that his seniority and West Point training would catapult him into prominence as a leader. To reduce the chances of his inadvertently giving away important secrets to the Germans, the staff quickly briefed him on the entire spectrum of camp activities, including the vital covert intelligence and escape work that had been painfully developed during the three years since the first Allied fliers were captured by the Germans. This included the three escape tunnels well underway, Tom, Dick and Harry. During succeeding days he learned all about the prisoners' forgery operation, covert communications with London and Washington, impressive education and theatrical programs, and robust play on the athletic field.
1692_11	Two weeks later Spivey assumed command as Senior American Officer (SAO) of Center Compound. Still dazzled by what he had seen, he reflected on the need to record for posterity the amazing activities he saw at every turn. If nothing else, he reasoned, the account might make it easier for the next generation of prisoners and save them the trouble of having to 'invent the wheel all over again.' As logical and intriguing as the idea sounded, Spivey knew there were great risks. The Germans obviously would love to get their hands on so revealing a document. He nonetheless decided to proceed with the effort, knowing that everything hinged on the careful observance of numerous precautions and safeguards.
1692_12	This coded and carefully hidden history was retrieved and carried at no little risk when the camp was hastily evacuated in late January 1945, as the Germans marched the prisoners away from the rapidly advancing Russian armies. The documents served as the basis and initial impetus for "Stalag Luft III – The Secret Story", a definitive history of the camp, by Col. Arthur A. Durand, USAF (Ret.). When word reached the camp that 50 of the 76 escapees had been shot after the break out of March 24–25, 1944, Spivey called the prisoners together and told them "Gentlemen, we're helpless and hopeless."
1692_13	Evacuation and diplomatic intrigue On January 27, 1945, the prisoners of all three compounds of Stalag Luft III were hastily evacuated as the Soviets advanced from the east and the camp complement and guards began a march in a blizzard to the garrison town of Spremberg, a sixty mile journey that took three days, and which was as hard on the guards as it was for the prisoners. There, Spivey and General Arthur W. Vanaman, the highest ranking American prisoner to be captured during the war, were separated from the POWs, the "kriegies" going by train to a large camp at Moosburg, in Eastern Bavaria, and the two officers taken to Berlin to meet with representatives of SS Lieutenant General Gottlob Berger, who was still in charge of Luftwaffe prison camps.
1692_14	"Working through the Swiss government, Berger made arrangements for Red Cross parcels supplies to be delivered from Geneva to Allied prisoners of war who were being moved from the Eastern Front. Like his earlier effort to prevent his own SS from taking over control of the Luft camps after the Great Escape, this was a calculated effort by Berger to appease the approaching Western Allies.
1692_15	After arranging for Red Cross food relief, Berger summoned Vanaman and Spivey to his heavily guarded headquarters. He wanted Vanaman to take a message to Eisenhower conveying his desire to negotiate - by secret radio codes - a separate peace with the Western Allies. This would allow a reinvigorated Wehrmacht to push the Russians back to the Oder. High-ranking army officers would then murder Hitler and Himmler - who were madmen, Berger said - and arrange an 'orderly and correct surrender' of the country to the Western Allies. Berger would do this, he told Spivey and Vanaman, to save his country from the Bolshevik beasts. He also claimed that he wanted to save the lives of Allied POWs, whom Hitler was threatening to kill as payback for Dresden.
1692_16	Vanaman agreed to work with Berger only after he stopped the forced POW marches and sped up food delivery to the men. He and Spivey were then smuggled into neutral Switzerland and Vanaman flown to France to meet with Lieutenant General Carl Spaatz, who was incredulous at Berger's peace proposal. "'Somebody sure pulled your leg,' he told Vanaman. He then sent Vanaman to Washington to get rid of him. The general made a full report to the War Department which was conspicuously ignored." Upon return to allied control in April 1945, Col. Spivey was assigned to the Supreme Headquarters of the Allied Expeditionary Forces in Europe.
1692_17	Post-war In August 1945 Colonel Spivey became assistant chief of Air Staff for Personnel of the Air Training Command at Fort Worth, Texas. The following month he was named assistant to the chief of staff of the Air Training Command, and in October 1945 was appointed deputy chief of staff of the command, retaining that position when the command headquarters moved to Barksdale Field, Louisiana, in April 1946. Entering the National War College in August 1946, upon graduation the following June the general became chief of the Academic Staff of the Air University at Maxwell Field, Alabama. In July 1948 he was appointed commander for education at the Air University, and a year later became director of education there.
1692_18	General Spivey in August 1949 was appointed chief of the Plans Division, Office of the Deputy Chief of Staff for Operations at U.S. Air Force headquarters. A year later he was assigned to Fifth Air Force headquarters at Nagoya, Japan, and soon afterward assumed command of the Rear Echelon of the Fifth Air Force (August 6, 1950 – December 1, 1950). In December 1950 he was named commanding general of the 314th Air Division in Japan. Upon the inactivation of the 314th Air Division in February 1952, General Spivey was designated commander of the Japan Air Defense Force (December 1, 1950 – January 20, 1953).
1692_19	Final assignments Returning to the United States in February 1953, the general was appointed commanding general of the Central Air Defense Force, Air Defense Command, at Kansas City, Missouri. Moving to Maxwell Air Force Base, Alabama, in July 1954, he was designated commandant of the Air War College, Air University (July 26, 1954 – June 15, 1956) until June 16, 1956, when he became a patient at the Air University Hospital. Post-service career Following his military retirement, General Spivey, 56, served as Superintendent of Culver Military Academy, Culver, Indiana, from September 1956 to 1967.
1692_20	In 1965, he smoothly integrated Culver. "Then-superintendent Gen. Delmar T. Spivey, according to an article in the summer, 1987 Culver Alumni magazine on the school's black student history, had said prior to the 1965 school year, 'Our policy has always been that when a qualified black student applies, he will be admitted,' and without fanfare, added the superintendent – which was just what happened." An article in the September 1966 issue of Boys' Life magazine states that
1692_21	In ten years as superintendent, General Spivey has, with what an associate calls "dynamic ease," raised Culver to the top rank of prep schools in the U.S. He's brought in over eight million dollars with his "Program of Excellence," by getting Culver alumni in clubs across the country to speak up and give to their school. He's raised faculty salaries and created scores of new scholarships, including Boy Scout scholarships. "At Culver," he tells you, "a boy learns the responsibility of command. He also learns that here, as in life, the best man – whether an artist, a scholar, or athlete – will win out." The general has said he sometimes thinks that running Culver "is tougher than fighting a war." Yet, despite his heavy involvement, he gives much time to scouting as a member of the executive board of the Tri-Valley Council, in South Bend, Ind. For his outstanding work, General Spivey last year received the Silver Antelope – one of Scoutings [sic] highest awards for service to youth.
1692_22	Upon departing Culver, General Spivey and his wife retired to Largo, Florida, with a vacation house in Maine. General Spivey died in 1982. Memorial services were held on January 22, 1982 at the Episcopal Church of Ascension in Clearwater, Florida. Ginny Spivey, wife of General Spivey, was hostess to students and VIPs of the Academy. She died on October 22, 1997.
1692_23	Publications In April 1959, Superintendent Spivey published a volume titled "Culver Military Academy: A Dedicated Institution", which went through two printings. (Indianapolis, Indiana: Newcomen Society, April 1959.) He also authored a book on his experiences as the senior American POW officer in Stalag Luft III (Center Compound). Titled: "POW Odyssey: Recollections of Center Compound, Stalag Luft III and the Secret German Peace Mission in World War II", it was published in 1984. The Delmar T. Spivey, collection, 1943–1978, running five linear feet, and used in the production of this manuscript, is archived at the United States Air Force Academy in Colorado Springs, Colorado.
1692_24	Family Delmar Spivey was married to Virginia B. Spivey, (a New Jersey native, born April 4, 1907, died October 22, 1997, in Largo, Pinellas County, Florida), and the 1940 census lists a son, Delmar B. Spivey, age 8. Delmar B. Spivey would also join the U.S. Air Force in 1955, graduating in navigator class 58-03 at James Connally Air Force Base, Texas, and later served as a navigator with a special operations squadron, the 309th Air Commando Squadron, flying UC-123 Providers, on Operation Ranch Hand missions in Vietnam in 1966. He later crewed Lockheed C-141 Starlifters. He retired from the Air Force on Wednesday August 31, 1977, with the rank of lieutenant colonel, his final assignment being with the Operations Plans Division of the 463d Tactical Airlift Wing, Dyess AFB, Texas. He is rated a master navigator, with 5,286 hours flying time. He died May 4, 2006.
1692_25	Commemoration In 1967, two distinguished physicians and graduates of Culver Military Academy, Dr. Richard U. Light, Class of 1920, and his brother Rudolph Light, Class of 1927, established the Major General Delmar T. Spivey Award for Excellence in Teaching to recognize and encourage superior teaching, particularly among younger, promising members of the faculty. Because of General Spivey's many contributions to the encouragement of excellence in teaching at the Academy, the award was named in honor of Culver's sixth Superintendent. Decorations His decorations include the Legion of Merit with oak leaf cluster, Bronze Star Medal, Air Medal and the Order of the British Empire (Honorary Commander). He is rated a command pilot. References
1692_26	1905 births 1982 deaths American aviators College of William & Mary alumni United States Military Academy alumni National War College alumni United States Air Force personnel of the Korean War United States Air Force generals United States Army Air Forces pilots of World War II Shot-down aviators American prisoners of war in World War II World War II prisoners of war held by Germany Recipients of the Air Medal Recipients of the Legion of Merit Honorary Commanders of the Order of the British Empire People from Gatesville, North Carolina Military personnel from North Carolina Aviators from North Carolina
1693_0	Patricia Irene Hogan (born 1953) is a Professor of Management of Health & Fitness in the School of Health and Human Performance at Northern Michigan University in Marquette, Michigan, USA. Dr. Hogan publishes and presents in the areas of developing Professional Intellect in university students, Inquiry-Based and Problem-Based Learning, professional ethics, prosumerism, Social Media applications in education mission-central learning, and in Social Media for Sport and Fitness Business. Her educational scholarly interests involve experimenting with promoting a connectivist approach (Siemens, 2009) to enhance learning for relevant literacies and skill-sets in her classes and to teaching for integrative and abductive reasoning and design thinking (, 2009). She also engages Project Based Learning in her classes. In the 2014-15 academic year she was on sabbatical working with SBRnet data and her colleague, James Santomier, to publish and present on the use of social media and mobile media in
1693_1	sport/fitness.
1693_2	Life Prior to becoming a Professor at Northern Michigan University, Hogan was an Assistant Professor and Assistant Research Scientist at New York University (from 1981–83; then again 1985-91) in New York City, New York. She was also the Health and Fitness Director for the National Board of the YWCA of the USA in New York (now YWCA of the USA in Washington, D.C.) from 1983-85. In addition, she has done international, national and regional consulting (around the issues of education and health & fitness) for many agencies. Professor Hogan received graduate degrees (Ph.D. in '81 and M.S. in '78) from the University of Oregon in Eugene, and bachelor's degrees (Bachelor of Human Kinetics and a Bachelor of Education) from the University of Windsor in Canada. She is originally from Windsor, Ontario, Canada.
1693_3	Awards
1693_4	Hogan follows a constructivist educational philosophy and has won awards for her educational use of wikis (e.g., https://wiki.acs.nmu.edu/hl368/index.php/Main_Page and https://web.archive.org/web/20110720020530/https://wiki.acs.nmu.edu/hl440/index.php/Main_Page) to develop education mission-central outcomes (such as self-directed learning, collaboration, critical and creative thinking, communication skills, and professional intellect and career knowledge and skills) in health/fitness business management students. She is involved in and has awards for co-creating classes and course texts with her students using the Wix for course construction (for an example see http://phoga7.wix.com/cohl322createdtextf11#!), student work (for an example see http://phoga7.wix.com/cohl322createdtextf11#!page-3), and outcomes assessment (see http://phoga7.wix.com/pattioutcomeswix). She has also won NMU's Excellence in Teaching Award and excellence in advising awards. Here she speaks on the importance of
1693_5	university mission-central education. Also, she has been awarded four Innovation in Teaching Awards from NMU (http://www.nmu.edu/academicaffairs/node/38) as well as the 2013 Outstanding Michigan College/University Teacher of the Year Award from the Michigan Association of Health, Physical Education, Recreation and Dance.
1693_6	Peer-reviewed published work Patricia I. Hogan, Ph.D.; James Santomier Jr., Ph.D.; Brian Myers, M.Ed. (2016-2017)Sport Education in the VUCA World. Journal of Physical Education and Sports Management, 3(1), pp. 1–37 DOI: 10.15640/jpesm.v3n1a1 URL: http://jpesm.com/. Peer Reviewed Accepted Publication in e- and paper form. At http://jpesm.com/ until January 1, 2018. Santomier, J., Hogan, P and Reinhard Kunz. (2016 upcoming). The 2012 London Olympics: Innovations in ICT and Social Media Marketing. Special Section on Sport Innovation for Innovation: Management, Policy & Practice Journal. Peer Reviewed accepted paper to journal based on EURAM paper and presentation.. Santomier, J., Hogan, P., and Reinhard Kunz (2016) The 2012 London Olympics: Innovations in ICT and Social Media Marketing. European Association of Management (EURAM) Conference- Sport Management Branch, June 1–4, Paris France.
1693_7	Santomier, J., Henkel, T. and Hogan, P. (June 2015). Managing Sport: Social Media Marketing by Bundesliga Teams. Peer reviewed paper acceptance presentation; Paper published online. European Association of Management (EURAM), Warsaw, Poland, June 18–20, 2015. http://2015.euramfullpaper.org/program/papers.asp Hogan, P., Carlson, B., and Kirk, C. (April 2015). Showcasing: Open Educational Practices’ Models using Open Educational Resources. Peer reviewed paper acceptance presentation Open Education Global Conference, Banff, Canada, April 22–24, 2015. Paper and presentation published online at http://conference.oeconsortium.org/2015/presentation/showcasing-open-educational-practices-models-using-open-educational-resources/ Peer Reviewed Accepted Paper and Presentation: Published online. And http://commons.nmu.edu/cgi/viewcontent.cgi?article=1064&context=facwork_conferencepapers
1693_8	Santomier, J. and Hogan, P. (September 2015) Sport Management Education for the Digital Age. European Association of Sport Management (EASM) Conference, September 9–12, Dublin, Ireland. Hogan, P. and Santomier, J. (September 2015). The 2012 Olympics: A New Digital Template for Sport Events. European Association of Sport Management (EASM) Conference, September 9–12, Dublin, Ireland. Peer Review Acceptance. Santomier, J., Henkel, T. and Hogan, P. (June 2015). Managing Sport: Social Media Marketing by Bundesliga Teams. Peer reviewed paper acceptance presentation; Paper published online. European Association of Management (EURAM), Warsaw, Poland, June 18–20, 2015. http://2015.euramfullpaper.org/program/papers.asp
1693_9	Kirk, C., Hogan, P. and Carlson, B. (May 2015). Digigogy: Toward a Pedagogy of Connections. Great Lakes Conference on Teaching and Learning. Central Michigan University, May 13–15, Mount Pleasant, MI, USA. https://docs.google.com/presentation/d/1WY-f4is_V97cdKpdH486VY_qKk6fNw_xhql0I6ti8A8/edit#slide=id.g9eeb4082a_2_127 Peer Reviewed Accepted Paper and Presentation: Hogan, P., Carlson, B., and Kirk, C. (April 2015). Showcasing: Open Educational Practices’ Models using Open Educational Resources. Peer reviewed paper acceptance presentation Open Education Global Conference, Banff, Canada, April 22–24, 2015. Paper and presentation published online at http://conference.oeconsortium.org/2015/presentation/showcasing-open-educational-practices-models-using-open-educational-resources/ .
1693_10	Peer Reviewed Acceptance. Hogan, P., Santomier, J. and Schuart, J. (February 2015). Increasing Sport Management Student Engagement through Technology: Toward Digigogy. Commission on Sport Management Accreditation (COSMA) Conference, February 12–13, 2015, Philadelphia, PA, USA. https://web.archive.org/web/20150118083054/http://www.cosmaweb.org/schedule-and-events.html Peer Reviewed Acceptance. Santomier, J., Hogan, P., and Kunz, Reinhard. (September 2014). Sport Viewing and Social Media Usage: A U.S. Market Perspective. European Association of Sport Management (EASM) Conference, September 9–12, 2014, Coventry, England. http://www.easm.net/download/2014/217-Accept-oral-presentation-Santomier-SPORT-VIEWING-AND-SOCIAL-MEDIA-USAGE-A-US-MARKE.pdf
1693_11	Peer Reviewed Accepted Conference Paper based on research conducted by SBRnet (http://www.sbrnet.com/) : Santomier, J., Hogan, P., and Lipsey, R. (June 2014) Managing Sport: U.S. Sport Consumers Use of Media 2011-2013, European Association of Management (EURAM) Conference: Sport Business Track, Valencia, Spain, June 4–7, 2014. http://2014.euramfullpaper.org/program/login.asp Peer Reviewed Accepted. Santomier, J., Hogan, P. and Lipsey, R. (March 2014) TV and Online Viewing and Social Media Usage by U.S. Sport Consumers. 7th Summit on Communication and Sport, March 14–16, 2014. New York City, NY, USA. SBRnet Data used.
1693_12	Invited (March 2013) book chapter: Hogan, P., Kirk, C., Carlson, B., & Pendleton, G. Published December 13, 2013. Chapter Title: Prosumerism: Students as Co-creators of Text and Content. Text Title: The Online University: Building Viable Learning Experiences for Higher Education. Editor: Dr. Richard M. Kesner, D’Amore and McKim School of Business, Northeastern University. Publisher: World Universities Forum. Invited book chapter with peer review: Hogan, P. and Santomier, J.P. (Editors: Harald Dolles and Sten Söderman, Handbook of Research on Sport and Business, Publishers: Edward Elgar Publishing, Ltd. 2013. Chapter: Social Media & Prosumerism: Implications for Sport Marketing Research. Santomier, J.P, Hogan, P.I., & Kunz, R. (September 2011) Social Media Integration During the 2010 World Cup. European Association for Sport Management (EASM) Conference, Madrid, Spain, September 7–11. Peer Reviewed.
1693_13	Pendleton, G., Hogan, P., & Poindexter, S. (2011) International student e-learning in asynchronous time: Wiki collaborative technology across countries. The Global Journal of Finance and Economics, Volume 8, No. 1. Peer Selected based on AIB Southwest Conference papers. Hogan, P.I., Santomier, J.P. & Pendleton, G. (June 2011) Toward a Learning-culture in Sport Business Education. Paper published proceedings. 11th European Association of Management (EURAM) Conference held in Tallinn, Estonia June 1–4, 2011. Peer Reviewed. Pendleton, G., Hogan, P. & Poindexter, S. (March 2011) International Student e-learning in asynchronous time: Wiki collaborative technology across countries. 2011 Annual Conference of the Academy of International Business – Southwest Chapter. Houston, Texas, USA, March 9–12, 2011 Published Proceedings of the 2010 Annual Conference of the Academy of International Business (AIB) -SW Chapter
1693_14	Santomier, J.P. & Hogan, P.I. (October 2010) "Prosumer Economy & Prosumer Marketing –Lessons in Educating for Global Education in Turbulent Times. Paper Published Proceedings of the 2010 Annual Conference of the Academy of International Business (AIB) -NE Chapter. Double Blind Peer Review. Quinnipiac University Business School, Hamden, CT, USA, September 30-October 2, 2010 Peer Reviewer for Submitted Papers, European Association of Management Invited book chapter with peer review: Hogan, P. & Santomier, J.P. (coming Summer 2011) Social Media & Prosumerism: Implications for Sport Marketing Research. Editors: Harald Dolles and Sten Söderman, Handbook of Research on Sport and Business, Publishers: Edward Elgar Publishing, Ltd.
1693_15	Santomier, J.P. & Hogan, P.I. (coming October 2010). Prosumer Economy & Prosumer Marketing –Lessons in Educating for Global Education in Turbulent Times. Published Proceedings of the 2010 Annual Conference of the Academy of International Business (AIB) -NE Chapter. Quinnipiac University Business School, Hamden, CT, USA, September 30-October 2, 2010 Hogan, P. and Santomier, J.P (May 2010) Back to Future Shock: Social media, prosumerism and sport promotion. Published Proceedings of the European Academy of Management Conference (EURAM) in Rome, Italy (May 19–23, 2010). Promoting healthy lifestyles for older adults: Understanding arthritis. (April 2010).Journal of Physical Education, Recreation, & Dance Journal. With Tremethick, M.J. Adams, K., & Coleman, B.
1693_16	Teaching for practical liberal education in health education through health literacy. (Winter 2006) Connections, a quarterly peer-reviewed journal at Kean University in New Jersey. With Tremethick, M.J. and Teeters, C. [Now, Journal of School Connections ]. Santomier, J. P. & Hogan, P. I. (2002) Online Business Education:Issues and Challenges. JOURNAL OF UNIVERSITY OF ELECTRONIC SCIENCE AND TECHNOLOGY OF CHINA(SOCIAL SCIENCES EDITION), Issue 3, Page 26-30. See: http://open.oriprobe.com/articles/4719525/Online_Business_Education_Issues_and_Challenges.htm Santomier, J.P. & Hogan, P.I.(1999) Using Problem-based Learning to meet Globalized Education Needs. Korean Journal of Thinking and Problem Solving, 9(2), 31=50. Santomier, J.P. & Hogan, P.I. (1994). Health implications of alcohol and other drug use. Journal of Addictions Nursing 6(2), 46-55. Hogan, P.I. Problem based learning and personnel preparation in adapted physical education. Adapted Physical Activity Quarterly 7(3), July 1990.
1693_17	Hogan, P.I. (1988). Applying the strategic management process in recreation programming. Leisure Information Quarterly, 14(2). Demopoulos, H.B., Santomier, J.P., Seligman, M.L., Hogan, P.I., & Pietronigro, D.D. (1986). Free radical pathology: Rationale and toxicology of antioxidants and other supplements in sports medicine and exercise science. In F. Katch (Ed.), Sports, Health and Nutrition. Champaign, IL: Human Kinetics Press. Development of self-concept and self-efficacy: Considerations for mainstreaming. With Craft, Diane H. Adapted Physical Activity Quarterly. Vol 2(4), Oct 1985, 320-327. Effect of mastering swim skills on older adults' self-efficacy. (1984). Research Quarterly for Exercise and Sport. With J. Santomier.
1693_18	Other: selected peer-reviewed or invited presentations Santomier, J., Hogan, P., and Kunz, Reinhard. (September 2014) Sport Viewing and Social Media Usage: A U.S. Market Perspective. European Association of Sport Management (EASM) Conference September 9–12, 2014, Coventry, England. Peer Reviewed Acceptance. https://archive.today/20140826012626/http://www.easm2014.com/conference-programme/thursday.html Santomier, J., Hogan, P., and Lipsey, R. (June 2014) Managing Sport: U.S. Sport Consumers Use of Media 2011-2013, European Association of Management (EURAM): Sport Business Track, Valencia, Spain, June 4–7, 2014. Peer Reviewed Acceptance. Santomier, J., Hogan, P., and Lipsey, R. (March 2014) TV and Online Viewing and Social Media Usage by U.S. Sport Consumers, 2011-2013: NFL Overview. International Association for Communication and Sport (IACS), 7th Summit on Communication and Sport, March 14–16, New York City. Peer Reviewed Acceptance.
1693_19	Rademacher, C. & Hogan, P. (January 2013) Creative Learning Designs: Students as Co-creators of Text and Content. World University Forum. Vancouver, BC, Canada. January 8–10, 2013. Peer Reviewed Acceptance. Hogan, P.I. & Kirk, C. (July 2012) Wix as a platform for showcasing learner-centered courses and outcomes assessment. 37th International Improving University Teaching Conference, Innsbruck, Austria, July 24–27. Peer Reviewed Acceptance. Santomier, J.P. & Hogan, P. I. (June 2012) Social media innovation during the 2010 FIFA world cup: A descriptive case study. European Association of Management Conference, Rotterdam, The Netherlands, June 6–8, 2012. Peer Reviewed Acceptance. Santomier, J.P, Hogan, P.I., & Kunz, R. (September 2011) Social Media Integration during the 2010 World Cup. European Association for Sport Management (EASM) Conference, Madrid, Spain, September 7–11. Peer Reviewed Acceptance. https://web.archive.org/web/20130824040410/http://easm2011.com/greetings-chair.php
1693_20	Hogan, P.I., Santomier, J.P. & Pendleton, G. (June 2011) Toward a Learning-culture in Sport Business Education. Paper presentation related to the track on "Sport as Business" at the 11th European Association of Management (EURAM) Conference, Tallinn, Estonia June 1–4, 2011. Peer Reviewed Acceptance. Pendleton, G., Hogan, P. & Poindexter, S. (March 2011) International Student e-learning in asynchronous time: Wiki collaborative technology across countries. 2011 Annual Conference of the Academy of International Business – Southwest Chapter. Houston, Texas, USA, March 9–12, 2011. Peer Reviewed Acceptance. Santomier, J.P. & Hogan, P.I. (October 2010) Prosumer Economy & Prosumer Marketing: Global Education in Turbulent Times. 2010 Annual Conference of the Academy of International Business (AIB) -NorthEast Chapter. Quinnipiac University Business School, Hamden, CT, USA, September 30-October 2, 2010. Double Blind Peer Reviewed and Accepted.
1693_21	Hogan, P. (September 2010) Featured on Academic Service Learning Quick Tips Video: Discussion of Using MCC grant to accomplish research on teaching and learning with new technologies: http://webb.nmu.edu/ASL/SiteSections/Resources/Webinars/QuickTips_Overview.shtml Hogan, P. (July 2010) Interview on Real Time Case Study with a Wiki for Innovative Instructional Technology: Request by Matt Smock, NMU Head of Instructional Technology http://nmuctip0910.blogspot.com/2010/07/ctip-presentation-at-emerging.html Hogan, P.I. (Summer 2010). Featured in EURAM (European Assoc of Management) Newsletter for Innovative Instructional Technology: See pg 3, https://web.archive.org/web/20110726041607/http://euram-online.org/userfiles/file/EURAM%20-%20Summer%202010.pdf Hogan, P.I. & Santomier, J.P. (May 2010). Social Media, Prosumerism and Sport Promotion. European Association of Management (EURAM), Rome, Italy. Presentation and Published Proceedings. Peer Reviewed Acceptance.
1693_22	Hogan, P. I. & Tremethick, M.J. (March 2010). A Demonstration of Learning Environments for a Web 2.0 World. American Alliance of Health, Physical Education, Recreation, and Dance National Convention, Indianapolis, Indiana. Peer Reviewed Acceptance. Burgmeier, M., Hogan, P., Kirk, C, Tremethick, MJ. (September 2009) Undergraduate Students’ Perception of a Problem Based Learning (PBL) Experience, Lilly Conference North 2009, Traverse City, Michigan. September 24–27. Peer Reviewed Acceptance. Hogan, P. Kirk, C., Burgmeier, M, Tremethick, MJ (September 2009). Engaging Undergraduates in Ethical Reasoning Using Problem Based Learning (PBL). Poster Presentation, Lilly Conference North, Traverse City, MI. September 24–27. See Kirk discussion at: https://web.archive.org/web/20100714170615/http://www.tltgroup.org/Posters/LillyNorth09.htm Peer Reviewed Acceptance.
1693_23	Invited presentation: "Promoting Professionalism in Sport Business". European Academy of Management Conference (EURAM) in Liverpool (May 11–14, 2009), Liverpool, England. May 12, 2009. With Santomier, J. See: http://www.euram2009.org/userfiles/file/EURAM_Sessions.pdf p. 38. Peer Reviewed Acceptance. Santomier, J. & Hogan, P. (September 12, 2008). "Toward the Bright Side: A Multidisciplinary Approach to Managing Ethical Issues in Sport", Presentation of the 16th Congress of the European Association for Sport Management, Heidelberg, Germany, September 10–13, 2008. See: http://www.easm2008.de/fileadmin/user_upload/pdf/easm_programme.pdf p. 15. Peer Reviewed Acceptance. Tremethick, M.J. & Hogan, P. Use of the HealthCat Wiki. (April 2008). American Alliance of Health, Physical Education, Recreation, and Dance National Convention, Southern Illinois University, Carbondale. See: http://aahperd.confex.com/aahperd/2008/preliminaryprogram/abstract_11939.htm Peer Reviewed Acceptance.
1693_24	Invited Presentation: Tremethick, M.J. & Hogan, P.I. (May 2007) Clinical problem solving with Professional Health Literacy Skills. The Institute for Healthcare Advancement's Sixth Annual Health Literacy Conference: Health Literacy and Chronic Illness Management. May 4–5, 2007,Anaheim, CA, USA. Hogan, P.I. & Santomier, J.P. (September 2005). "Steroids in sports: Addressing key issues to promote ethics education through sport", Peer reviewed acceptance for presentation of the 13th Congress of the European Association for Sport Management, Newcastle, U.K. Tremethick, M.J. & Hogan, P.I. (September 2005). Can You Picture It? Images and Teaching. Lilly North Conference, Traverse City, Michigan. Peer Reviewed Acceptance.
1693_25	Hogan, P. & Tremethick, M.J. (September 2004). Collaboratories: Using Problem Based Learning (PBL) To Foster Learning Community. Lilly North Conference, Traverse City, Michigan. See: https://web.archive.org/web/20110713205340/http://lillyconferences.com/tc/download/2004_Lilly_TC_Program.pdf p. 3 Peer Reviewed Acceptance. Using Technology in Outcomes Assessment and Student E-portfolios. (April 2004). American Alliance of Health, Physical Education, Recreation, and Dance National Convention. With Tremethick, M.J. and Coleman, B. See: http://aahperd.confex.com/aahperd/2004/finalprogram/session_18792.htm Peer Reviewed Acceptance. Hogan, P.I. & Santomier, J.P. (November 2003). "Noetic Partnering with Students", Peer reviewed acceptance for presentation at the 7th Annual Sport Management Association of Australia and New Zealand (SMAANZ) Conference. Dunedin, New Zealand. See: https://web.archive.org/web/20090923180444/http://www.staff.vu.edu.au/anzals/news31.pdf pg 20. .
1693_26	Santomier, J.P. & Hogan, P.I. (June 2002). "New Economy, New Society, New Education: A Model for Online Business Education" Asian Forum on Business Education (AFBE), Peer Review Accepted Presentation, Renmin University of China, Beijing, China, June 8–9, 2002. See: http://d.wanfangdata.com.cn/Periodical_dzkjdxxb-shkx200203007.aspx Santomier, J.P & Hogan, P.I. (November 1999). "Preparing Professionals for the New Economy: A Model for Enhancing Professional Intellect". Peer Review Presentation for The 1999 Asian Forum on Business Education (AFBE) Conference, Hong Kong. Hogan, P.I., Nelson, J. & Larson, S. (July 8, 1998). "Developing Professional Intellect in the 21st Century Student". Peer review accepted workshop presentation. At the 23rd International Conference on Improving University Learning and Teaching, Dublin City University, Dublin, Ireland.
1693_27	Hogan, P.I. (June 11, 1997). Invited Presentation: "Workshop on Problem Based Learning". For faculty at Hong Kong Institute of Education, Hong Kong, Hong Kong. Hogan, P.I. (June 12, 1997). Invited Presentation: "Making Higher Education Relevant for the 21st Century: The Roles of Critical Thinking and Problem Based Learning". For faculty at Hong Kong Institute of Education, Hong Kong, Hong Kong. Hogan, P.I. & Santomier, J.P. (June 6, 1997). "Developing Professional Intellect". Peer review accepted presentation . At 7th International Conference on Thinking in Singapore, Singapore. Santomier, J.P. & Hogan, P.I. (June 2, 1997). "Preparing Postsecondary Students in China for a Competitive Global Economy: A Role for Problem Based Learning". Peer review accepted presentation. At 7th International Conference on Thinking in Singapore, Singapore.
1693_28	Hogan, P. I., Waters, W., and Hanson, R. "Teaching for Liberal Education and Interdisciplinary Outcomes in the Professional Areas: Problem Based Learning". Conference on Liberal Arts and the Future of University Education, Banff, Alberta, Canada, May 11, 1996. Santomier, J.P. and Hogan, P.I. "Quality Assurance in Higher Education". Peer Review Accepted Paper for the International Conference on Quality Assurance and Evaluation in Higher Education, Beijing, China, May 7, 1996. Hogan, P.I. Invited to present: "Health Promotion through Critical Thinking". Sixth International Conference on Thinking, Massachusetts Institute of Technology, Cambridge, MA, July 22, 1994. Suksi, J. and Hogan, P.I. "Promoting Quality Thinking through Problem Based Learning". Presented at the Sixth International Conference on Thinking, Massachusetts Institute of Technology, Cambridge, MA, July 21, 1994.
1693_29	Northern Michigan University faculty 1953 births Living people
1694_0	was one of the most influential figures in Japanese Zen Buddhism. He is regarded as the reviver of the Rinzai school from a moribund period of stagnation, refocusing it on its traditionally rigorous training methods integrating meditation and koan practice. Biography Early years Hakuin was born in 1686 in the small village of Hara, at the foot of Mount Fuji. His mother was a devout Nichiren Buddhist, and it is likely that her piety was a major influence on his decision to become a Buddhist monk. As a child, Hakuin attended a lecture by a Nichiren monk on the topic of the Eight Hot Hells. This deeply impressed the young Hakuin, and he developed a pressing fear of hell, seeking a way to escape it. He eventually came to the conclusion that it would be necessary to become a monk.
1694_1	Shōin-ji and Daishō-ji At the age of fifteen, he obtained consent from his parents to join the monastic life, and was ordained at the local Zen temple, Shōin-ji. When the head monk at Shōin-ji took ill, Hakuin was sent to a neighboring temple, Daishō-ji, where he served as a novice for three or four years, studying Buddhist texts. While at Daisho-ji, he read the Lotus Sutra, considered by the Nichiren sect to be the king of all Buddhist sutras, and found it disappointing, saying "it consisted of nothing more than simple tales about cause and effect".
1694_2	Zensō-ji At age eighteen, he left Daishō-ji for Zensō-ji, a temple close to Hara. At the age of nineteen, he came across in his studies the story of the Chinese Ch'an master Yantou Quanhuo, who had been brutally murdered by bandits. Hakuin despaired over this story, as it showed that even a great monk could not be saved from a bloody death in this life. How then could he, just a simple monk, hope to be saved from the tortures of hell in the next life? He gave up his goal of becoming an enlightened monk, and not wanting to return home in shame, traveled around studying literature and poetry.
1694_3	Zuiun-ji Travelling with twelve other monks, Hakuin made his way to Zuiun-ji, the residence of Baō Rōjin, a respected scholar but also a tough-minded teacher. While studying with the poet-monk Bao, he had an experience that put him back along the path of monasticism. He saw a number of books piled out in the temple courtyard, books from every school of Buddhism. Struck by the sight of all these volumes of literature, Hakuin prayed to the gods of the Dharma to help him choose a path. He then reached out and took a book; it was a collection of Zen stories from the Ming Dynasty. Inspired by this, he repented and dedicated himself to the practice of Zen. First awakening
1694_4	Eigen-ji He again went traveling for two years, settling down at the Eigen-ji temple when he was twenty-three. It was here that Hakuin had his first entrance into enlightenment when he was twenty-four. He locked himself away in a shrine in the temple for seven days, and eventually reached an intense awakening upon hearing the ringing of the temple bell. However, his master refused to acknowledge this enlightenment, and Hakuin left the temple.
1694_5	Shōju Rōjin Hakuin left again, to study for a mere eight months with Shōju Rōjin (Dokyu Etan, 1642–1721). Shoju was an intensely demanding teacher, who hurled insults and blows at Hakuin, in an attempt to free him from his limited understanding and self-centeredness. When asked why he had become a monk, Hakuin said that it was out of terror to fall into hell, to which Shōju replied "You're a self-centered rascal, aren't you!" Shōju assigned him a series of "hard-to-pass" koans. These led to three isolated moments of satori, but it was only eighteen years later that Hakuin really understood what Shōju meant with this. Hakuin left Shoju after eight months of study, without receiving formal dharma transmission from Shoju Rojin, nor from any other teacher, but Hakuin considered himself to be an heir of Shoju Rojin. Today Hakuin is considered to have received dharma transmission from Shoju.
1694_6	Taigi – great doubt Hakuin realized that his attainment was incomplete. He was unable to sustain the tranquility of mind of the Zen hall in the midst of daily life. When he was twenty-six he read that "all wise men and eminent priests who lack the Bodhi-mind fall into Hell". This raised a "great doubt" (taigi) in him, since he thought that the formal entrance into monkhood and the daily enactment of rituals was the bodhi-mind. Only with his final awakening, at age 42, did he fully realize what "bodhi-mind" means, namely working for the good of others.
1694_7	Zen sickness Hakuin's early extreme exertions affected his health, and at one point in his young life he fell ill for almost two years, experiencing what would now probably be classified as a nervous breakdown by Western medicine. He called it Zen sickness, and sought the advice of a Taoist cave dwelling hermit named Hakuyu, who prescribed a visualization and breathing practice which eventually relieved his symptoms. From this point on, Hakuin put a great deal of importance on physical strength and health in his Zen practice, and studying Hakuin-style Zen required a great deal of stamina. Hakuin often spoke of strengthening the body by concentrating the spirit, and followed this advice himself. Well into his seventies, he claimed to have more physical strength than he had at age thirty, being able to sit in zazen meditation or chant sutras for an entire day without fatigue. The practices Hakuin learned from Hakuyu are still passed down within the Rinzai school.
1694_8	Head priest at Shōin-ji After another several years of travel, at age 31 Hakuin returned to Shoin-ji, the temple where he had been ordained. He was soon installed as head priest, a capacity in which he would serve for the next half-century. When he was installed as head priest of Shōin-ji in 1718, he had the title of Dai-ichiza, "First Monk": It was around this time that he adopted the name "Hakuin", which means "concealed in white", referring to the state of being hidden in the clouds and snow of mount Fuji. Final awakening Although Hakuin had several "satori experiences", he did not feel free, and was unable to integrate his realization into his ordinary life. At age 41, he experienced a final and total awakening, while reading the Lotus Sutra, the sutra that he had disregarded as a young student. He realized that the Bodhi-mind means working for the good of every sentient being:
1694_9	He wrote of this experience, saying "suddenly I penetrated to the perfect, true, ultimate meaning of the Lotus". This event marked a turning point in Hakuin's life. He dedicated the rest of his life to helping others achieve liberation. Practicing the bodhi-mind He would spend the next forty years teaching at Shoin-ji, writing, and giving lectures. At first there were only a few monks there, but soon word spread, and Zen students began to come from all over the country to study with Hakuin. Eventually, an entire community of monks had built up in Hara and the surrounding areas, and Hakuin's students numbered in the hundreds. He eventually would certify over eighty disciples as successors. Is that so? A well-known anecdote took place in this period: Death At the age of 83, Hakuin died in Hara, the same village in which he was born and which he had transformed into a center of Zen teaching. Teachings
1694_10	Post-satori practice Hakuin saw "deep compassion and commitment to help all sentient beings everywhere" as an indispensable part of the Buddhist path to awakening. Hakuin emphasized the need for "post-satori training", purifying the mind of karmic tendencies and The insight in the need of arousing bodhicitta formed Hakuin's final awakening: Koan practice Hakuin deeply believed that the most effective way for a student to achieve insight was through extensive meditation on a koan. Only with incessant investigation of his koan will a student be able to become one with the koan, and attain enlightenment. The psychological pressure and doubt that comes when one struggles with a koan is meant to create tension that leads to awakening. Hakuin called this the "great doubt", writing, "At the bottom of great doubt lies great awakening. If you doubt fully, you will awaken fully".
1694_11	Hakuin used a fivefold classification system: 1. Hosshin, dharma-body koans, are used to awaken the first insight into sunyata. They reveal the dharmakaya, or Fundamental. They introduce "the undifferentiated and the unconditional". 2. Kikan, dynamic action koans, help to understand the phenomenal world as seen from the awakened point of view; Where hosshin koans represent tai, substance, kikan koans represent yu, function. 3. Gonsen, explication of word koans, aid to the understanding of the recorded sayings of the old masters. They show how the Fundamental, though not depending on words, is nevertheless expressed in words, without getting stuck to words.
1694_12	4. Hachi Nanto, eight "difficult to pass" koans. There are various explanations for this category, one being that these koans cut off clinging to the previous attainment. They create another Great Doubt, which shatters the self attained through satori. It is uncertain which are exactly those eight koans. Hori gives various sources, which altogether give ten hachi nanto koans. 5. Goi jujukin koans, the Five Ranks of Tozan and the Ten Grave Precepts.
1694_13	Hakuin's emphasis on koan practice had a strong influence in the Japanese Rinzai-school. In the system developed by his followers, students are assigned koans by their teacher and then meditate on them. Once they have broken through, they must demonstrate their insight in private interview with the teacher. If the teacher feels the student has indeed attained a satisfactory insight into the koan, then another is assigned. Hakuin's main role in the development of this koan system was most likely the selection and creation of koans to be used. In this he didn't limit himself to the classic koan collections inherited from China; he himself originated one of the best-known koans, "You know the sound of two hands clapping; tell me, what is the sound of one hand?". Hakuin preferred this new koan to the most commonly assigned first koan from the Chinese tradition, the Mu koan. He believed his "Sound of One Hand" to be more effective in generating the great doubt, and remarked that "its
1694_14	superiority to the former methods is like the difference between cloud and mud".
1694_15	Four ways of knowing Asanga, one of the main proponents of Yogacara, introduced the idea of four ways of knowing: the perfection of action, observing knowing, universal knowing, and great mirror knowing. He relates these to the Eight Consciousnesses: The five senses are connected to the perfection of action, Samjna (cognition) is connected to observing knowing, Manas (mind) is related to universal knowing, Alaya-vijnana is connected to great mirror knowing. In time, these ways of knowing were also connected to the doctrine of the three bodies of the Buddha (Dharmakāya, Sambhogakāya and Nirmanakaya), together forming the "Yuishiki doctrine".
1694_16	Hakuin related these four ways of knowing to four gates on the Buddhist path: the Gate of Inspiration, the Gate of Practice, the Gate of Awakening, and the Gate of Nirvana. The Gate of Inspiration is initial awakening, kensho, seeing into one's true nature. The Gate of Practice is the purification of oneself by continuous practice. The Gate of Awakening is the study of the ancient masters and the Buddhist sutras, to deepen the insight into the Buddhist teachings, and acquire the skills needed to help other sentient beings on the Buddhist path to awakening. The Gate of Nirvana is the "ultimate liberation", "knowing without any kind of defilement".
1694_17	Opposition to "Do-nothing Zen" One of Hakuin's major concerns was the danger of what he called "Do-nothing Zen" teachers, who upon reaching some small experience of enlightenment devoted the rest of their life to, as he puts it, "passing day after day in a state of seated sleep". Quietist practices seeking simply to empty the mind, or teachers who taught that a tranquil "emptiness" was enlightenment, were Hakuin's constant targets. In this regard he was especially critical of followers of the maverick Zen master Bankei. He stressed a never-ending and severe training to deepen the insight of enlightenment and forge one's ability to manifest it in all activities. He urged his students to never be satisfied with shallow attainments, and truly believed that enlightenment was possible for anyone if they exerted themselves and approached their practice with real energy.
1694_18	Lay teachings An extremely well known and popular Zen master during his later life, Hakuin was a firm believer in bringing the wisdom of Zen to all people. Thanks to his upbringing as a commoner and his many travels around the country, he was able to relate to the rural population, and served as a sort of spiritual father to the people in the areas surrounding Shoin-ji. In fact, he turned down offers to serve in the great monasteries in Kyoto, preferring to stay at Shoin-ji. Most of his instruction to the common people focused on living a morally virtuous life. Showing a surprising broad-mindedness, his ethical teachings drew on elements from Confucianism, ancient Japanese traditions, and traditional Buddhist teachings. He also never sought to stop the rural population from observing non-Zen traditions, despite the seeming intolerance for other schools' practices in his writings.
1694_19	In addition to this, Hakuin was also a popular Zen lecturer, traveling all over the country, often to Kyoto, to teach and speak on Zen. He wrote frequently in the last fifteen years of his life, trying to record his lessons and experiences for posterity. Much of his writing was in the vernacular, and in popular forms of poetry that commoners would read. Calligraphy An important part of Hakuin's practice of Zen was his painting and calligraphy. He seriously took up painting only late in his life, at almost age sixty, but is recognized as one of the greatest Japanese Zen painters. His paintings were meant to capture Zen values, serving as sorts of "visual sermons" that were extremely popular among the laypeople of the time, many of whom were illiterate. Today, paintings of Bodhi Dharma by Hakuin Ekaku are sought after and displayed in a handful of the world's leading museums.
1694_20	Influence Through Hakuin, all contemporary Japanese Rinzai-lineages are part of the Ōtōkan lineage, brought to Japan in 1267 by Nanpo Jomyo, who received dharma transmission in China in 1265. All contemporary Rinzai-lineages stem from Inzan Ien (1751–1814) and Takuju Kosen (1760–1833), both students of Gasan Jito (1727–1797). Gasan is considered to be a dharma heir of Hakuin, though "he did not belong to the close circle of disciples and was probably not even one of Hakuin's dharma heirs". Writings Hakuin left a voluminous body of works, divided in Dharma Works (14 vols.) and Kanbun Works (4 vols.). The following are the best known and edited in English. Orategama (遠羅天釜), The Embossed Tea Kettle, a letter collection. Yasen kanna (夜船閑話), Idle Talk on a Night Boat, a work on health-improving meditation techniques (qigong). In modern anthologies See also Buddhism in Japan List of Rinzai Buddhists List of Buddhist topics Religions of Japan Notes References
1694_21	Book references Sources Published sources Mohr, Michel. "Emerging from Non-duality: Kōan Practice in the Rinzai Tradition since Hakuin." In The Kōan: Texts and Contexts in Zen Buddhism, edited by S. Heine and D. S. Wright. Oxford and New York: Oxford University Press, 2000. Trevor Leggett, The Tiger's Cave, , contains the story of Hakuin's illness. Waddell, Norman, trans. "Hakuin's Yasenkanna." In The Eastern Buddhist (New Series) 34 (1):79–119, 2002. Yampolsky, Philip B. The Zen Master Hakuin: Selected Writings. Edited by W. T. de Bary. Vol. LXXXVI, Translations from the Oriental Classics, Records or Civilization: Sources and Studies. New York: Columbia University Press, 1971, Yampolsky, Philip. "Hakuin Ekaku." The Encyclopedia of Religion. Ed. Mircea Eliade. Vol. 6. New York: MacMillan, 1987. Web-sources Further reading
1694_22	External links Barbara O'Brien, The Life, Teachings and Art of Zen Master Hakuin Shambhala Publications, A Reader's Guide to Zen Master Hakuin Terebess.hu, Hakuin Ekaku Selected Writings Ciolek, T. Matthew (1997–present), Hakuin School of Zen Buddhism (Hakuin's lineage) Don Webley, A Short Biography of Hakuin 1686 births 1769 deaths Buddhist artists Japanese scholars of Buddhism Japanese philosophers Japanese religious leaders Zen Buddhist monks Rinzai Buddhists Japanese artists Japanese Zen Buddhists People from Numazu, Shizuoka Edo period Buddhist clergy Zenga
1695_0	Toothlessness or edentulism is the condition of having no teeth. In organisms that naturally have teeth, it is the result of tooth loss. Organisms that never possessed teeth can also be described as edentulous, such as members of the former zoological classification order of Edentata, which included anteaters and sloths, all of which possess no anterior teeth and either no or poorly developed posterior teeth.
1695_1	In naturally dentate species, edentulism is more than just the simple presence or absence of teeth; it is biochemically complex, because the teeth, jaws, and oral mucosa are not static objects; they are dynamic (changing over time). Processes such as bone remodeling (loss and gain of bone tissue) in the jaws and inflammation of soft tissue in response to the oral microbiota are clinically important for edentulous people. For example, bone resorption in the jaw is frequently how the teeth were able to detach in the first place; the jaw in an edentulous area undergoes further resorption even after the teeth are gone; and insertion of dental implants can elicit new bone formation, leading to osseointegration. Meanwhile, bacteria and yeasts of the oral cavity and the immune system of their host create an immensely complicated and constantly changing interplay that presents clinically as gingivitis, caries, stomatitis, and other periodontal pathology.
1695_2	Signs and symptoms For people, the relevance and functionality of teeth can be easily taken for granted, but a closer examination of their considerable significance will demonstrate how they are actually very important. Among other things, teeth serve to: support the lips and cheeks, providing for a fuller, more aesthetically pleasing appearance maintain an individual's vertical dimension of occlusion along with the tongue and lips, allow for the proper pronunciation of various sounds preserve and maintain the height of the alveolar ridge cut, grind, and otherwise chew food Tooth loss also has a psychological impact: it has been shown to generally lower a patient's quality of life, with this compromised oral function leading to decreased self-esteem and a decline is psychological well-being. Patients may be embarrassed to smile, eat and talk.

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