New building to • improve science department

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Students spend six hours of laboratory instructional time a week off campus because there is no space for physics labs. The new building will now provide students the physics labs that are needed to fulfill the course here at Cabrini.

The effect of putting Cabrini on the map will lead to an increase in enrollment in the programs. "In the first five years I definitely would venture to say that we will probably double the numbers in our program." Fuller-Espie said.

The second way in which the new science building will advance the science major at Cabrini is through research. Cabrini does not presently have any research facilities. Due to the limited facilities and laboratory space the new building will have two laboratories on the biology floor and two laboratories on the chemistry floor devoted to undergraduate and faculty research. Students will now be able to do their research here on campus where in previous year they would have to go elsewhere and usually do it as part of an internship over the summer.

"This is really going to make a dramatic difference in the quality of our program here at Cabrini."

Dr. Fuller-Espie said.

Heather Buonacuore, a senior biology major, said, "The science and technology building will provide students with hands-on experience with state of the art technology. This will put students at an advantage in the field after they leave Cabrini."

For more than three decades, Jonathan Kozol has been a passionate voice and champion for the cause of quality public education for America's poorest children. Executive Director Nancy Santos Gainer said, "He is quite a big name in terms of everything we stand for. He is the type of person Cabrini College is all about."

Jonathan Kozol was born in Boston in 1936 into a traditional middle-class Jewish family. Kozol 's mother worked as a social worker, and his father was a neurologist and psychiatrist. Kozol attended Harvard, and later Oxford for a Rhodes Scholar, and then lived in Paris in poor neighborhoods for several years while he worked on a novel.

Gainer said, " He is a true. Cabrini type of person in terms of what he has done in his life, his commitment to his mission, children, education and to educating others about the inequalities that our world has created.

Jonathan Kozol was the young white teacher in a poor, black section of Boston who was fired for reading a Langston Hughes poem to his students. Death at an Early Age, was a reflection of Kozol's experiences which allowed him to write a nationally accl~imed novel, and put urban schools on America's political agenda. Kozol has since tackled illiteracy, homelessness and educational inequality, earning the Robert F. Kennedy Book Award and the Conscience in Media award.

From the start Kozol combined teaching with activism. He taught at South Boston High during the city's desegregation crisis. In 1980, the Cleveland Public Library asked him to design a literacy plan for the nations large cities. His plan became the model for a major effort sparked by the State Library of California. The book that followed, "Illiterate America," was the center of a campaign to spur state, federal and private action on adult literacy.

Nightlong conversations spent in a homeless shelter in New York with mothers and children who befriended him during Christmas of I 985 were the result of Kozol's next book. Out of the experience came Rachel and Her Children: Homeless families in America, a narrative portrayal of the day-today life struggle of some of the poorest people in America.

In 1989, Kozol revisited America's s_chools. He went to rich and poor schools in over thir- ty communities. This experience led him to write "Savage Inequalities: Children in America's Schools," which received The New England Book Award in non-fiction. Recently Kozol has authored "Amazing Grace: The Lives of Children and the Concscience of a Nation," published in October 1995. Gainer said, "He has written a lot of books about injustice, the education system and how it sometimes structures for the haves and not necessarily for the have