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70-452: The average class size at De Anza is 35, and approximately 2,800 students transfer per year. It also attracts a heavy international student population. The Puente Project is a program offered at De Anza that helps underserved students transfer to 4-year institutions. "Puente" means "bridge" in Spanish, which symbolizes the "bridging" of students to higher educations due to the program. Puente

140-470: A constructivism in engineering education as well as match the teaching styles to the learning styles of typical engineering students. As a result, many engineering schools have begun to integrate service learning into their curricula and there is now a journal dedicated to service learning in engineering. Students have reported developing personal leadership skills from their participation in service-learning. Service-learning has also been shown to create

210-619: A 17-year-old female student, arising from an off-campus party on March 4, 2007, by eight members of the De Anza College baseball team. On June 4, 2007, Santa Clara County District Attorney Dolores Carr announced that no charges would be filed. This decision was questioned by some, and the Office of the Attorney General was invited by the prosecutor to perform an independent investigation of the available evidence. On May 2, 2008,

280-463: A LEED platinum rating. A 17-year effort, the Kirsch Center was conceived and is operated by De Anza faculty, staff and students. Over 100 environmental classes are taught in the Kirsch Center. In addition to classrooms and labs, students can work in self-paced programs at special open study stations throughout the building. A few examples of what the building features are: The building is

350-530: A critical learning service status. These are: redistributing power to marginalized groups of people; developing meaningful partnerships with community members/partners and those in the classroom; and, approaching service learning through the lens of making impactful social change. Le Petit Trianon Le Petit Trianon is a historic mansion on the grounds of De Anza College at 21250 Stevens Creek Blvd. in Cupertino, California . The building now serves as

420-478: A direct impact in their own communities. Nielson (2016) argues that online service-learning (aka e-learning) helps students take responsibility for their own education. A study of 81 students in an online business class found "that hours completed exceeded those assigned, and students identified outcomes for themselves, their university, and nonprofit organizations where they served" (p. 80). Another study involving 35 students demonstrated that e-learning fosters

490-452: A diverse learning environment , students are more likely to reduce stereotypes and increase their cultural appreciation. This can help a student learn how to more effectively serve a broader array of people. One of the goals of service-learning is positive interactions and service-learning provides the opportunity for students to not only appreciate other cultures, but to appreciate their shared humanity. Service-learning contributes to

560-450: A favorite location for policy makers, school officials, student groups, Silicon Valley entrepreneurs to visit and utilize for conferences and for tours. The building was a 10 million dollar project that was funded by various groups including the student senate, Morgan Family Foundation, and Steve and Michele Kirsch Foundation. The Fujitsu Planetarium, with its 50-foot dome and seating for 139, teaches De Anza students, field trip groups, and

630-476: A group activity. Wartburg College in Indiana published a list of reflection activity suggestions on their website. These included various types of journaling, brainstorming as a group, using quotes, writing essays and papers, structured class discussions, and class presentations among other ideas. Effective service-learning programs also include required written reflection. Not only does writing permanently record

700-637: A massacre; she appeared on local news, Good Morning America and the Today Show . DeGuzman was initially sentenced to seven years in prison after most of the charges against him were thrown out. However, appeals by prosecutors resulted in a resentencing of 80 years in prison. Several months after his resentencing, DeGuzman died in prison after hanging himself in his cell. In 2007, the Santa Clara County Sheriff's Office investigated an inquiry into allegations of sexual assault of

770-644: A month. The flea market began as a small effort by the students of De Anza College to raise money for the student body over 30 years ago and has grown into an established community event attracting vendors and patrons from throughout the state. it is still a student enterprise with the De Anza Associated Student Body paying for all of the expenses and gaining approximately $ 300,000 annually for a variety of programs, services and events at De Anza College. The De Anza Flea Market contains about 825 vendor stalls and usually sells out very quickly. If

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840-502: A pedagogical framework for tribes to address community needs. One such example is provided by Sykes, Pendley, and Deacon (2017) who provide a qualitative case study of a tribally-initiated service learning project embedded within a partnership at a research university. This case is unique in that it recounts how service learning students (who were also tribal members) came to collectively understand their responsibilities of citizenship through service. Moreover, tribal elders came to appreciate

910-439: A personal connection with clients only to break it off soon after can be more hurtful than helpful. Some scholars argue that service learning in itself only gives students satisfaction without little or no benefit to the communities. Eby makes the claim that traditional service learning has no real connection with communities and their problems. Without addressing the root of social issues, students gain no real understanding of

980-871: A pragmatic, progressive learning experience while meeting societal needs. Service-learning involves students (k–12, higher education) in service projects to apply classroom learning for local agencies that exist to effect positive change in the community. The National Youth Leadership Council defines service learning as "a philosophy, pedagogy, and model for community development that is used as an instructional strategy to meet learning goals and/or content standards." Author Barbara Jacoby defines service-learning as "a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities for reflection designed to achieve desired learning outcomes." Service learning combines both experiential learning and community service . Service-learning "occurs when there

1050-399: A semi-automatic rifle and a cut-down 12-gauge pump-action shotgun. In addition, plans were discovered for a noon attack at De Anza the next day. Over 10,000 students and over 1,000 staff were evacuated from De Anza the next day out of fear that DeGuzman had already possibly planted bombs on campus, although none were found. In the following weeks, Bennett was praised and credited with averting

1120-814: A sense of meaning and purpose in their academics. Janet Eyler and Dwight E. Giles Jr. identify five key personal growth outcomes of service-learning: self-knowledge, spiritual growth, the reward of helping others, career benefits and careers in service, and changes in personal efficacy. As one goes out into the community with the intent of reaching out to those within it, this broader social context causes one to see himself more clearly. Service-learning may motivate individuals to become better citizens of their communities, as it has "cultivated civic and social responsibility as part of education for citizenship." As individuals acquire knowledge about serving those around them, they can apply that knowledge to community problems. Those serving may encounter certain social problems for

1190-426: A sequence of experiences needs to be of a long enough duration to have a developmental impact." This view is expanded upon by Alexander W. Astin and Linda J. Sax. In their opinion, "the amount of time devoted to providing service carries additional benefits beyond those benefits associated with the type of service performed, especially in the areas of civic responsibility and life skill development." But how much time

1260-524: A student's service-learning experience, but it also provides a helpful tool for continued reflection long after the program has been completed. Written reflection assignments also require students to stop, think, and articulate their learning. This evaluation is of incredible value to students. Service-learning has been applied across a host of cultural settings, including numerous Native American communities. Guffey (1997) notes credible service learning begins with tribal ways of knowing and value systems, which

1330-645: A week interacting with a faculty member." Service-learning has a tremendous impact on students and how they learn, but also how they interact with others. High quality placements are a key to the success of a service-learning program. This requires the service learning establishment to have a broad network of connections within the community. Students must have a positive connection with the establishment they serve, to maximize their learning. Service-learning offers an opportunity for students to experience and learn about many different cultures. The appreciation of different cultures in service-learning may happen because of

1400-605: Is a balance between learning goals and service outcomes." Robert Sigmon's Service and Learning Typology describes four varieties of service learning based on their aims, using changes in capitalization and hyphenation to indicate different emphases on service and learning: Service learning experiences are intended to benefit both the students and the community served. Service learning allows for publicly engaged scholarship (PES), which allows students to collaborate with their local communities to promote peace and social betterment. The value of reciprocity between students and community

1470-728: Is an onsite course with online service-learning. Type III eService-Learning is a hybrid (traditional and online format) mixed with online service. Type IV eService-Learning (extreme service learning) is fully online. Online reflection assignments can be completed in multiple formats, including online discussion boards. This format allows students to participate in discussions with their peers regarding eService-Learning based on an instructor's prompted questions. Classes utilizing eService-Learning may also use Social Networking Services (SNS) as another form of online discussion. Examples of apps which have been used for this purpose include WhatsApp , Slack and Trello . Over time, educators have noticed

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1540-416: Is enough? According to J. Beth Mabry, "students should spend at least fifteen to nineteen hours in their service activities to have adequate exposure to the people and issues their service addresses." An essential feature of service-learning programs , reflection is a period of critical thinking performed by the student. For many advocates of the pedagogy, reflection may symbolize the learning that occurs in

1610-512: Is important to point out the importance of the role of reflection in service-learning. The hyphen in between the service and learning links to the key role of reflection or “learning” after the physical act of service has taken place. Some higher education programs require a reflection component in their service-learning classes. The University of Minnesota is one such institution that includes required reflection activities with its service learning classes. Reflection may be done individually or as

1680-461: Is located next to the Kirsch Center on the southeast corner of campus, and it was built by a group of De Anza students and faculty in 1971, after having received a US$ 12,000 grant. The 12 plant communities are: Students and visitors can learn about California's natural heritage and see plants and animals in person. Students can also conduct environmental research here and deepen their appreciation for California's biological richness. The association

1750-519: Is made up of three key components: English, individualized counseling, and individual mentoring. Puente students transfer from De Anza at a much higher rate than non-Puente Latino students—61% of De Anza's Puente students transfer within six years. The school provides applied technology programs including automotive technology and design and manufacturing. The school also provides environmental studies, such as energy management, resource management, pollution prevention, and wildlife science. Formerly called

1820-443: Is mostly done by scholars, while community locals and organizations are left out from the discussion. These community organizations and partners are left without a voice and there is no connection between the academic learning and the service. The emergence of critical service learning as a new sector addresses some of these critiques of traditional service. eService-Learning is either an online course that embeds service-learning into

1890-467: Is prioritized through relationships that are not hierarchical; they are collaborative. In Building Partnerships for Service-Learning , Barbara Jacoby writes that Service-learning "is based on the work of researchers and theorists on learning, including John Dewey , Jean Piaget , Kurt Lewin , Donald Schon , and David Kolb , who believe that we learn through combinations of action and reflection." Service learning programs have developed rapidly within

1960-505: Is reflected in the titles of some past exhibitions 'Commercial Artists: Their Art,' '1981 International Year of Disabled Persons,' Men and Children,' 'The Workplace/The Refuge,' 'Realism in Painting and Color,' ' Survey of Bay Area Sculpture,' "It's Electric, ' ' Art that Rolls and Flies,' and the 'Lyle Tuttle Tattoo Art Collection'." Rita Felciano noted in her review of the 1987 The Power of Cloth, "The Euphrat... puts together exhibits from

2030-539: Is required by law to "encourage students to participate in the governance of the college". It participates in meetings sponsored by a statewide community college student organization named Student Senate for California Community Colleges . The statewide Student Senate is authorized by law "to advocate before the Legislature and other state and local governmental entities". The student body association also operates The De Anza Flea Market held on every first Saturday of

2100-432: Is to address political and social power relations and how it leads to the systemic inequalities that marginalized communities face. The goal is to connect students' services to their learning discourses. Critical service learning gives students the chance to ask themselves how their services create political and social change in these communities. According to Mitchell, there are three different approaches required to achieve

2170-449: Is to say that outsiders should not impose service learning projects. Rather, tribal communities should devise projects that reflect needs unique to the community being served. This parallels Matthew Fletcher's (2010) assertion that tribes, and other historically marginalized communities, should unique develop educational programs, as opposed to merely adopting Westernized forms of education. According to this view, service learning provides

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2240-497: The California History Center . Built in 1892 for Charles A. Baldwin and his wife Ellen Hobart Baldwin, the mansion was once the center of their successful wine -producing estate where the couple was known to entertain lavishly. Baldwin installed a massive stone winery; built underground cellars (today part of the De Anza College grounds) and planted vines from Bordeaux and other regions of France . Under

2310-591: The Grand Trianon , built for Louis XIV of France. Similar detail to this French precedent can be seen in Le Petit Trianon's columns , pilasters , windows and wood window shutters . In 1909, the mansion was sold to Harriett Pullman Carolan, daughter of George Pullman , inventor of the Pullman sleeping car . Carolan also found the home a wonderful setting for elaborate social functions. In 1940,

2380-628: The desktop publishing revolution of the 1980s. The Foothill DeAnza Board has voted to close the Flint Center and tear it down. The last event in the facility was June 22, 2019. The mission of the Euphrat Museum of Art is to stimulate creativity and an interest in art among audiences of all ages. Hank Baum wrote in the California Art Review : "Established with a bequest by E. F. Euphrat in memory of his wife Helen,

2450-536: The California History Center, housed in a mansion called " Le Petit Trianon ". The Visual and Performing Arts Center opened on March 6, 2009 and was built with an art exhibit and also a 400-seat performance and lecture hall that can be rented by De Anza College organizations and outside community groups. The Kirsch Center opened in 2005 and was the first community college building in the US to receive

2520-726: The District Superintendent and first Chancellor, The Flint Center also has classrooms and was home to the Film and TV department in its early years. Steve Jobs introduced the original Macintosh in a January 1984 press conference in the center (which was recreated in 2015 for the movie Steve Jobs ) and the iMac in 1998. In January 1985, Jobs came back to Flint Center to introduce the LaserWriter laser printer and its built-in PostScript technology, which launched

2590-596: The ICCE was renamed VIDA in tribute to John Vasconcellos . The Flint Center is De Anza's main theater, seating about 2,400 people, and hosts concerts, Broadway shows, dance and speaking events. Each year, De Anza invites several celebrities and dignitaries for public speaking engagements. Construction began in 1968 and the building was dedicated in 1971 as the Calvin C. Flint Center for the Performing Arts, named after

2660-597: The Institute of Community and Civic Engagement, the Vasconcellos Institute of Democracy in Action (VIDA) is the community service learning and civic engagement office. VIDA coordinates Community Learning Partnership 's work at De Anza. Established as the ICCE in fall 2005, It was initiated by then new president, Brian Murphy and was led by faculty members Jackie Reza and Cynthia Kaufman . In 2015

2730-691: The Learning in Service-Learning? , among the students in their survey, "40 percent reported that learning to work with others was among the most important things they learned from service-learning, and 81 percent indicated that it was the most or very important." Service-learning also encourages connection within the community. As stated in Where's the Learning in Service-Learning? , "Service participants in their assessment of Learn and Serve America were more likely than their peers to spend at least an hour

2800-474: The Refugee Experience," "Drawing From Experience: Artists Over 50," and a contemporary painting show called "Paintforum". While this 'small, plucky gallery' maintains a high professional identity, it does not neglect its education mission. The Euphrat combines education programs with both elementary and secondary school programs, with hands-on work by professional artists. The college is the home of

2870-483: The Spring 2008 issue of the journal Academic Questions , argued that service learning does not really teach useful skills or develop cultural knowledge. Instead, Egger maintained, service learning mainly involves the inculcation of communitarian political ideologies. Tulane Professor Carl L. Bankston III has described his own university's policy of mandating service learning as the imposition of intellectual conformity by

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2940-405: The attorney general's office announced that no charges would be filed as there was no new evidence to charge anyone present with a crime. 37°19′9″N 122°2′43″W  /  37.31917°N 122.04528°W  / 37.31917; -122.04528 Service-learning Service-learning is an educational approach that combines learning objectives with community service in order to provide

3010-477: The benefits of service learning in undergraduate public health education course using the Civic Attitudes and Skills Questionnaire. Overall, students reported increases in their civic attitudes and skills. However, individuals reporting poor team dynamics consistently reported lower levels of improvement than those reporting great team dynamics. According to Eyler and Giles, " Placement quality refers to

3080-464: The curriculum or a traditional course where the service-learning action takes place online. Due to the COVID-19 pandemic as well as the availability of online courses, service-learning has been increasingly integrated online. There are four types based on Faulconer's research. Type I eService-Learning has online course curriculum that involves some type of onsite service. Type II eService-Learning

3150-456: The development of generic skills, including global citizenship, adaptability, and teamwork. CAPSL Identifies four constituencies on which a program for service learning must focus its principal activities: institution, faculty, students, and community. CAPSL also identifies a sequence of activities (Planning, awareness, prototype, resources, expansion,; recognition, monitoring, evaluation, research, and institutionalization) to pursue for each of

3220-616: The extent that students in their community placements are challenged, are active rather than observers, do a variety of tasks, feel that they are making a positive contribution, have important levels of responsibility, and receive input and appreciation from supervisors in the field." According to their research, placement quality has measurable effects on such things as "personal development outcomes," "increased leadership and communication skill," and connection to community, faculty, and other students. In The Importance of Program Quality in Service-Learning, Eyler and Giles state: "a program or

3290-425: The first time, thus transforming their view on the world. Beyond that, students may be transformed in the way of developing better problem-solving skills to address those problems about which they now know. A service-learning experience may be the catalyst in the life of a student to dive into the complexities of the social issues they have encountered and to seek to develop innovative solutions. According to Where's

3360-445: The four constituencies (institution, faculty, students, and community). CAPSL provides a heuristic for guiding the development of a service learning program in higher education. It is general enough that the execution of each cell can be tailored to local conditions, however, it is not possible to detail how each step can be successfully accomplished to take the sequence of activities from the whole CAPSL model and apply it to any cell in

3430-411: The gallery opened its doors in 1977. . . [it] is also the site for lectures, poetry readings, performances, discussions, and special community events. "In addition, Director Jan Rindfleisch presents exhibits that address philosophical and social issues, challenge taboos, and allow artists to be resurrected who have been obscured by the prejudice of their day. "The wide range of the gallery's interest

3500-574: The house was sold to E. F. Euphrat, owner of the Pacific Can Company . Since 1965, the estate has been the site of De Anza College. Remnants of the garden remain; the winery is still there, as are the guest cottages. The college district planned to demolish the house in 1968, but decided not to after protests by local historians. After its listing on the National Register of Historic Places in 1972, grant money for restoration

3570-462: The importance of young citizens in maintaining and growing tribal culture. Thus, service learning can also be a means to explore cultural identity. In Where's the Learning in Service-Learning? , Janet Eyler and Dwight E. Giles Jr. wrote, "Although fewer students chose spiritual growth as an important outcome of service-learning—20 percent selecting it as among the most important things they learned and 46 percent selecting it as very or most important—it

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3640-399: The interaction that often occurs while completing a service. A survey on students who participated in service-learning found that, "57 percent reported that they had frequent chances to work with people from ethnic groups other than their own." By working with people of different ethnicities, lifestyles, and socioeconomic statuses, a student's learning and tolerance increases. By serving in

3710-518: The label Beaulieu, Baldwin's wines were sold in New York City , London and Central America . The design for Le Petit Trianon was drawn from classical French architectural motifs popular in America at the end of the 19th century. It is also the only example of "V" rustic redwood construction remaining in the area. The name Le Petit Trianon stems from its similarities to the architecture of

3780-519: The last 30 years. From 1995 to 1997, 458 universities received grants from the Corporation for National Service's Learn and Serve Higher Education (LASHE). This facilitated development of 3,000 new service-learning courses that benefit an average of more than 60 students per course. In 1979, Robert Sigmon said the term, which was relatively new, was being used to describe a number of different volunteer actions and experiential education programs. In

3850-899: The late 1960s, Sigmon wrote that the Southern Regional Education Board (SREB) popularized a service-learning internship model that defined service-learning as "the integration of the accomplishment of a public task with conscious educational growth." In 1992 Maryland adopted statewide service-learning requirements for high school graduation. In the same year, the District of Columbia also adopted such requirements. A number of other states have allowed credit toward graduation for service-learning/community service. According to Eyler and Giles Jr., who conducted nationwide studies on service-learning, factors that influence its impact on students include placement quality, duration, and reflection. A recent sample study assessed

3920-406: The matrix. Critical service learning allows students to take their learning discourses and use it to connect to their personal experiences for social development and the welfare of others “Critical service learning forces students to see themselves as “agents of social change” and use their experiences of service to address and respond to injustice in their communities”. This sector's main focus

3990-868: The outside—events that usually have some bite to them." In the 1990 Art around the Bay: a guide to art galleries and museums in the San Francisco Bay Area , Paul Monaco and Murwani Davis wrote: The Euphrat Gallery has distinguished itself as an outstanding community center for visual arts... presents the works of some of the finest painters and sculptors of the Americas, the Far East and Europe. The changing exhibitions attain national and international stature. Director/Curator Jan Rindfleisch aims for thought-provoking shows that conceptualize art in relation to ideas and cultural developments. Shows include "Art of

4060-464: The police, who arrived at the store and waited for DeGuzman. He was arrested when he returned for his photos. Shortly after DeGuzman's arrest, police executed a search warrant on DeGuzman's parents' home in San Jose, where he lived at the time. Inside DeGuzman's bedroom, police found bags filled with homemade explosives including Molotov cocktails and pipe bombs , as well as numerous guns, including

4130-430: The presence of more volunteers, which enables the organizations to accomplish more and to serve more clients. Students can use specific skills they possess to benefit the organization, and can be a source of new ideas, energy, and enthusiasm. Through partnering with a college or university, the organization can gain access to new knowledge and opportunities to connect with other organizations that have partnered with

4200-407: The problems facing the communities in which they volunteer/serve. Instead, they will unknowingly be pawns in the systemic institutions and use their privileges to “preserve” these systems in place. Service-learning has become popularized but it has less focus on the people and more focus on the individual's “good deeds”. Another critique of service learning is that the research focus on this sector

4270-548: The public. It also includes an evening musical laser light show on its Saturday public schedule from September to April. Its optical-mechanical projector was installed in 2007, and the new digital projection system was installed in 2016. The planetarium was built in the early 1970s and was named the Minolta Planetarium until 2008. This is a 1.5-acre (0.61 ha) natural garden containing some 400 species of plants representing 12 California natural communities. It

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4340-583: The same school. Service brings community together as a whole, towards a common goal or purpose. The action of service in and among the community, provides challenges to socio-cultural norms and prejudices. Eyler and Giles Jr. have found that service-learning students, upon reflecting on their experience, find reward in helping others and in developing close personal relationships. In 1979, Robert Sigmon acknowledged criticisms that called service-learning, "a utopian vision" and "too demanding and impractical." Towson University Professor John Egger, writing in

4410-522: The student. Janet Eyler and Dwight E. Giles provide an example of this opinion in their book, Where's the Learning in Service-Learning? when they state: "learning occurs through a cycle of action and reflection, not simply through being able to recount what has been learned through reading and lecture." Also, the National Service Learning Clearinghouse considers reflection a "core component" of service-learning. It

4480-403: The university administration on both students and faculty. According to Bankston, by identifying specific types of civic engagement as worthy community service, the university was prescribing social and political perspectives. He argued that this was inconsistent with the idea that individuals in a pluralistic society should choose their own civic commitments and that it was contrary to the ideal of

4550-632: The university as a site for the pursuit of truth through the free exchange of ideas. Communication with faculty is often inconsistent, so organizations do not always understand their roles and the roles of the faculty in students' service projects. Some organizations' representatives stated that faculty assigned students projects that were not allowed in their organization. Also, the small number of hours students are required to spend volunteering can cause problems for organizations and their clients. Some organizations require more hours for volunteer training than students are required to volunteer, and making

4620-474: The value of incorporating service-learning online. Students have the ability to meet with nonprofit organizations and other stakeholders through Zoom and/or Google Chat to collaborate when it is inconvenient or impossible to do so in person. Service-learning can be applied to students who have difficulties being in the traditional classroom, such as disabled students and rural students. Students can complete service-learning projects in any location and can make

4690-716: The weather is good the flea market will draw approximately 15,000 to 20,000 shoppers. In 2020, De Anza adopted a new mascot after students voted overwhelmingly the previous year to retire the Don , an outdated symbol that many students had never even seen. The Mountain Lion was chosen in December by the college mascot working group, which included DASB student representatives, student-athletes and coaches, after extensive input and campus-wide participation. De Anza College has its own district police department with armed officers. The department

4760-414: Was important to many students...Some saw service as a definite opportunity to fulfill their religious commitment." Many engineering faculty members believe the educational solution lies in taking a more constructivist approach, where students construct knowledge and connections between nodes of knowledge as opposed to passively absorbing knowledge. Educators see service learning as a way to both implement

4830-628: Was not a POST participating agency. In 2001, the campus police departments at De Anza and Foothill College were merged to become the Foothill-De Anza College District Police. On January 29, 2001, Kelly Bennett, 18, an employee at a Longs Drugs store in San Jose , was developing photos for Al DeGuzman, 19, a De Anza College student, when she noticed that many of his photos were of guns and bombs as well as of DeGuzman himself posing with said weapons. She called

4900-537: Was received, and the house was moved twice – first to make room for the Flint Center (theater) and next yielding to a parking lot . A restoration of the mansion was completed in 1982, and the house now serves as the California History Center. The California History Center focuses on state history and the region. The center offers public exhibits, lectures and workshops. Classes are given with De Anza College. The center's Stocklmeir Library and Archives features

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