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By using an interdisciplinary approach to the teaching of critical thinking, educators as well as students can become lifelong learners who are active participants in their own educations.

The Muslim communities that flourished in the ports of southeastern China c. 10th-14th centuries AD were part of a trade diaspora that played a central role in the commercial life of maritime Asia. In contrast to past treatments which portray these communities as essentially static entities, this paper proposes a tripartite periodization. In the first (c. 907-1020), trade and merchants were concentrated in Guangzhou, with frequent tribute missions playing a major role. In the second (1020-1279), maritime trade involved multiple ports and free trade under the supervision of the maritime trade superintendencies, and the Muslim communities became increasingly integrated into the society of southeastern China. In the third period (1279-1368), preferential Mongol policies towards Muslims significantly altered the nature of the communities and their diasporic identity.Les communautés musulmanes qui se sont épanouies dans les ports de la Chine du sud-est des 10th-14th siècles faisaient partie d'une diaspora commerciale qui a joué un rôle central dans la vie commerciale de l'Asie maritime. Contrairement aux traitements passés qui dépeignent ces communautés en tant qu'essentiellement entités statiques, cet article propose un periodization triple. Dans la premiere période (c. 907-1020), le commerce et les négociants ont été concentrés dans Guangzhou, avec des missions fréquentes d'hommage jouant un rôle important. Dans la deuxième period (1020-1279), le commerce maritime a impliqué les ports multiples et le libre échange, quoique sous la surveillance des surintendances du commerce maritime, et les communautés musulmanes est devenu de plus en plus intégré dans la société de la Chine du sud-est. Dans la troisième période (1279-1368), les politiques mongoliennes préférentielles envers des musulmans ont changé de manière significative la nature des communautés et de leur identité diasporic.

At LaGuardia Community College, the needs offirst-generation students are met with creative initiatives-alternative high schools, programs in critical thinking and neighborhood history, and a partnership with Vassar College to enhance transfer opportunities."What is a woman who is black and Hispanic and from the slums of Brooklyn doing attending a school like Yale?" asks Dolores Colon-Montalvo, and the answer is obvious. A first-generation college student, Dolores entered college at age forty after raising two children; she exudes dynamism, determination, and unabashed wonder at what she has accomplished. For every Dolores Colon-Montalvo, however, scores of other first-generation students have seen their dreams end in what for them is an alien culture. For higher education, the critical question is how the development of first-generation college students can be fostered. At LaGuardia Community College, a branch of the City University of New York (CUNY), we have been asking and answering this question for the past twenty years.LaGuardia was founded in 1971, the same year that CUNY adopted an open-admissions policy that guaranteed enrollment to all students possessing a high school diploma or graduate equivalency degree. From the outset, LaGuardia knew that first-generation college students would be its primary constituency. This is still the case, with the most recent analysis of the LaGuardia population yielding the following profile. It is an ethnically diverse campus: Caucasian students comprise 18 percent of the population; blacks, 29 percent; Hispanics, 33 percent; and Asians, 13 percent. Fifty percent of entering students are foreign born, and the population is largely "nontraditional": 48 percent of entering students are over twenty-one years old, 69 percent did not come directly from high school, and 64 percent are female. Finally, 85 percent test in need of remediation in writing, reading, oral skills, mathematics, or some combination of these areas.NF\V DIRECT ION5 FOR COMMUNITY COLLCGF~, no HO. Wmlcr 1992 0 Jossey-Bass Publlshers

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