The flu season this year is reaching the point where it is so bad we can compare it to the swine flu in 2009. It's so deadly that the flu has already claimed the lives of 37 children."This is a difficult season, and we can't predict how much longer the severe season will last. I wish there was better news, but everything we are looking at is bad news." CDC's acting director, Dr. Anne Schuchat, told reporters.
What made the flu this season so awful is one of the strain that is called H3N2 which it is more deadly than H1N1, another subtype of the influenza A. People with asthma, diabetes, or other health conditions are even at higher risk for getting the flu so you shouldn't wait or put off getting the vaccination. Getting medication before or in the beginning of the sickness can benefit you in a positive way and can maybe prevent you from going to the hospital later on.
"We usually see the increases in influenza-like illness and hospitalizations a couple of weeks before we see what's going on with influenza deaths," Schuchat said."People may have lengthy hospitalizations before they finally die of flu." she added.
Actually it's kind of our fault that the flu season is so bad this year because the flu is one of most inconsistent virus out there. Well I said kind of, the people who make the vaccines probably didn't match up the dominant strain but they did try their hardest. We can't blame them for this season but it didn't help that most of us didn't get the vaccine either.
How the medication works is when you get vaccinated, you are supposed to develop antibiotics in about two weeks to protect against the influenza virus. This year they decided to use the main dominate strain that was the most common last year, but unfortunately this year was a different influenza strain.


text:
Home News Allstate Foundation Launches $45 Million Good Starts Youn...
Allstate Foundation Launches $45 Million Good Starts Young Campaign
The Allstate Foundation in Northbrook, Illinois, has announced a five-year, $45 million commitment in support of an initiative aimed at helping youth build social and emotional learning skills.
As part of its Good Starts Young campaign, the foundation will be lining the National Mall in Washington, D.C., this weekend with monument-like pedestals inscribed with aspirational phrases such as "Farmer to End World Hunger," "Teacher to Solve Global Illiteracy," and "Architect to Eliminate Homelessness." With help from Allstate Foundation Good Starts Young ambassador, actress, and youth advocate Monique Coleman and actor Lonnie Chavis, youth will be encouraged to step onto pedestals that inspire them, take a selfie, and share via social media.
Through the Good Starts Young program, the foundation aims to provide youth with access to programs that cultivate social and emotional learning skills and help them realize their full potential. Available nationwide to parents, teachers, and others through several of the foundation's nonprofit partners, the programs include the Collaborative for Academic, Social and Emotional Learning (CASEL) resources for educators, CASEL SEL in the Home, the WE Volunteer Now Campaign, WE Charity Youth leadership conferences, WE Schools educator resources, and Advanced Placement with WE Service.
"I was fortunate to begin developing social and emotional learning skills at a young age — and I had help. These skills not only helped me to become a better actress, but also a better person," said Coleman. "I'm proud to join the Allstate Foundation, and a young, emerging talent like Lonnie Chavis, to bring much needed awareness to the importance of the critical skills that will help youth to achieve personal success and make an impact tomorrow."
"Empowering young people by harnessing their talents and passions will build a better world," said Allstate chairman, president, and CEO Tom Wilson. "We believe these skills will inspire youth to be leaders and history-makers and achieve their full potential."
"The Allstate Foundation Funds $45 Million Effort to Empower Youth and Achieve Critical Mass." Allstate Foundation Press Release 10/17/2018.
Subjects: children / youth; human services
People: lonnie chavis; monique coleman; tom wilson
Organization: allstate foundation
Location: national; northbrook
October 16, 2018	Zuckerberg San Francisco General to Expand Literacy Campaign
August 8, 2018	Moody Foundation Awards $6.1 Million for Student Achievement
July 14, 2018	Harsh School Discipline Leading Students to Disconnect, Study Finds
February 24, 2018	Nonprofit Reporting Platform Could Save Sector $1.2 Billion
February 27, 2015	CECP Announces 2015 Excellence Awards in Corporate Philanthropy
March 15, 2014	'Domestic Violence Counts 2013'

redpajama_set_name: RedPajamaCommonCrawl


text:
Q: cake 2.1 data validation not working I tried every method, but it cake php data validation does not working.would you tell me what is the wrong part?
I add all types of validations but still the form saves without validation data!
My model:
class contacts extends AppModel
{
    public $name = 'contact';
    public $useTable='contacts';
    public $validate=array(
        'name' => array(
            'requierd'=>array(
                'rule'=>array('Not empty'),
                'message' => 'A username is required'
        )
        )
    );

}

My controller
class ContactsController extends AppController
{
    public $helpers=array('Html','Form');
    public $components=array('session','Email');

    public function index()
    {
        if($this->request->is('post'))
        {
             $this->Contact->create();
            if($this->Contact->save($this->request->data))
            {

                $this->Session->setFlash('Thank you we will contact you soon');
                $this->redirect(array('action'=>'index'));
            }
            else
            {
                $this->Session->setFlash('Unable to send your message.');
            }

        }

    }
}

My view:
echo $this->Form->create('Contact');
echo $this->Form->input('name');
echo $this->Form->input('email');
echo $this->Form->input('subject');
echo $this->Form->input('message',array('rows' => '3'));
//echo $this->Form->checkbox('Send me a coppy');
echo $this->Form->end('Send');

A: Try with
public $validate=array(
    'name' => array(
        'rule'    => 'notEmpty',
        'message' => 'A username is required'
    )
);

as seen in the docs example. Don't know why you added an extra array.
You can add required and allowEmpty indexes just to be strict-er
public $validate=array(
    'name' => array(
        'rule'    => 'notEmpty',
        'message' => 'A username is required',
        'required' => true,
        'allowEmpty' => false
    )
);

A: I figured it out. the reason that they were not working was because the model name!!

redpajama_set_name: RedPajamaStackExchange


text:
Pac-12 News
Danny Putnam Named Pac-10 Player Of The Week
By Pac-12 Conference
Walnut Creek, Calif. - Stanford junior outfielder Danny Putnam (Escondido, CA/Rancho Bernardo HS) earned Pac-10 Player of the Week honors for the period ending April 18, winning the honor for the first time this season and on the second occasion in his career on Tuesday. His selection marked the 55th time a Stanford player has been chosen for the award in its history. Last week, the Cardinal swept the Pac-10 Player and Pitcher of the Week selections when Brian Hall and Jeff Stimpson won the honors, respectively.
Putnam hit .500 (8-16) with a triple, three home runs, five runs scored, a stolen base and 10 RBI in a victory over Santa Clara and a three-game sweep of California last week. He also added a 1.188 slugging percentage and a .579 on-base mark, while fielding all 11 of his chances defensively. Putnam highlighted his week by going 3-for-4 with his fourth career two-homer game and a season-high five RBI in a 9-2 victory over California on April 17.
Putnam is leading the Cardinal with 52 hits on the season, while ranking second on the club in homers (10), as well as third in RBI (36) and fourth in batting average (.359). He is currently on a seven-game hit streak (4/8 - 4/18).
Stanford is off to a 29-5 start that is the third-best through 34 games in school history and currently leads the Pac-10 by two games with a 7-2 conference record after pulling off the first sweep of a Pac-10 series this season by winning three in a row versus California from April 16-18.
The Cardinal will host Saint Mary's at Sunken Diamond in the first of four consecutive non-conference games this Tuesday, April 20.
RELATED NEWS & VIDEOS
Stanford's Danny Putnam Named Pac-10 Player Of The Week
Stanford's Putnam and Washington State's Alwert Named Pac-10 Player and Pitcher of the Week
Danny Putnam Makes Major League Debut With Oakland A's
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The Cave à manger is a new regional concept. A place for socialising, sharing and friendliness where you can choose from a large selection of meals ranging from charcuterie plates to casseroles... Discover thematic, regional and world cuisine paying tribute to my friends.
Enjoy your food at the bar in a relaxing atmosphere surrounded by music. The wines I serve are those of my winegrower friends from across France!
All our shop products are also available at our cave à manger: wines, soups, spreads, pâtés, foie gras, casseroles of small ready-made meals prepared by local farmers...as well as an "organic" and "vegetarian" offer, fresh products, cheeses and gourmet desserts!
Eating better and in a healthier way is how I see things today!
Do not wait to make your reservation!


text:
ES5Harness.registerTest( {
id: "13.1-3-11-s",

path: "TestCases/chapter13/13.1/13.1-3-11-s.js",

description: "SyntaxError if arguments used as function identifier in function declaration in strict code",

test: function testcase()
{
  try
  {
    eval("'use strict' ;function arguments (){};");
    return false
  }
  catch (e) { e instanceof SyntaxError }
 },

precondition: function prereq() {
  return fnSupportsStrict();
 }

});

redpajama_set_name: RedPajamaGithub


Whether you have a wonderful time with your friends or just want to show off at office, you should select outfits that would boost your confidence round-the-clock. You would surely be happy to stop by one of the streets that would just surprise you with the collection. So, if you are still wondering on what would look good on you, then here are some of the apparels you could select.
We actually spend some extra time with those denims, but it's quite difficult to go shopping for such kind of apparels. While mom jeans would just be better for your waist, Paige jeans make you look slender and feature a bum sculpting cut. In case you prefer straight styles, then choose jeans that are not too big and just fit perfectly. After all, you should balance the proportions and exude style as you try to highlight every single bit of your body.
It's never a huge surprise that high heels make you feel like you're the boss. But, if you aren't used to wearing them, ten three inch heels are just perfect to enhance confidence and keep you comfortable at the same time. As you visit the nearest market, you can check out the brands which offer a vast collection of heels with summer prints and on-trend pastels.
If you need to make it for a style statement of your own, then you should always go for blazers. Right from tailored silhouettes to the ones that have become popular in 80s, these would just be perfect as you head to your workplace. Now, more than 50 percent of the women say that they feel confident. But, for that 9 to 5 job, it's better to wear matching loafers or trousers. Later, you can think about the color contrast and the denims off-duty.
It's always been a belief that confidence is as much as what we wear inside. So, when it's time to shop for undergarments, you can go for bras and briefs ranging from 6 dollars to 14 dollars. The key is that you should feel comfortable all day long and look attractive like never before. Think about push-up bras or boast a style of the padded bras. But, if you are meticulous about style, then you can go for convertible bras that come with detachable straps. For a fitness drill, sports bras are the best to support your breasts.
A pleasant mood always goes a long way when the confidence level increases. So, when you are thinking about the most suitable color shade, light yellow looks great on every skin tone. While this is the fact, softer sorbet shades flatter girls who have pale skin. Eventually, you would realize the difference and feel happier once you pull on the apparels.
For a casual look, you could wear a jumpsuit, flaunt with a small handbag and wear light yellow colored sandals. Though these might be expensive, it's worth to purchase them.
If you are still grappling with confidence, then here are some tips you need to follow.
As you step out with the fashion accessories, you should always take care of the hairstyle. Typically, you can move around with a scraped back smooth hairstyle and a low middle-part bun.
If you can't afford buying a new pair of jeans, then you could spend a few weeks wandering about in sweatpants. You should never go wrong in choosing a great printed dress which features feminine details.
Start looking for bold textures in case you want to dress like a celebrity. To uplift your style, then there's nothing better than faux-fur and a good color contrast. Once everything blends together, you would just be wearing the attire for every occasion.
Set aside rules when you wish to appear fashionable. For your feet, flat shoes could be among your choices. In order to appear thin, you can shop for a pair of high-waisted trousers. These would certainly look classic once you complement them with a navy turtleneck t-shirt or a white colored shirt.
Try discovering the signature style and put in some extra time in seeking what would look good on you. Once you have stashed clothes in the closet, you won't have to rush in the morning and regret the choice later during the day.
Finally, you should always search for the ideal length. Even if you prefer wearing jumpsuits, you would never have to bother about adjusting the length while you are sitting on the chair. If there's a swanky event approaching soon, then think about floor-length trousers. Way ahead, you should try to step out from the comfort zone. Even when you are wary about a particular cliché, then think whether it would suit your personality. You might put on a red lipstick but would take many years to get convinced about the beauty.


Renovate your bathroom with style; and accentuate your ceramic decor with the Ella tempered glass sliding door. Tall and frameless, this 2-panel shower door has a modern and silent roller system making it an easy to open. The reversible door for left or right opening installation is a great feature for ease of installation.


text:
Michael Charles Harold McKubre is an electrochemist involved with cold fusion energy research. McKubre was the director of the Energy Research Center at  SRI International in 1998. He is a native of New Zealand.

Education
McKubre completed two degrees at Victoria University of Wellington, a Master's degree in 1972, titled A Study of the Frequency Domain Induced Polarisation Effects Displayed by Clay and by Cation Exchange Resin, Model Soil Systems, followed by a PhD in 1976 on membrane polarisation effects in simulated rock systems.

Career
From 1989 to 2002, he researched cold fusion at SRI International. Unlike other researchers in the same field, he obtained mainstream funding during all his research: first from the Electric Power Research Institute, then from the Japanese government, and in 2002 he had funding from the U.S. government.

In January 1992 a cold fusion cell exploded in an SRI lab. One of McKubre's collaborators was killed and three people including McKubre were wounded. McKubre still has pieces of glass embedded in his side. Subsequent experiments were done behind bulletproof glass.

In 2004 he and other cold fusion researchers asked the United States Department of Energy (DOE) to give a new review to the field of cold fusion, and he co-authored a report with all the available experimental and theoretical evidence since the 1989 review. The 2004 review concluded that "while significant progress has been made in the sophistication of calorimeters since the review of this subject in 1989, the conclusions reached by the reviewers today are similar to those found in the 1989 review."

As of 2010, he was still making experiments with palladium cells at SRI International, and collaborates with the ENEA laboratory, where the most reliable palladium is being produced. McKubre more recently took part as one of the 22 physicists of the Steorn "jury".

Selected publications
  (manuscript) Paper listing the available experimental evidence of cold fusion.

References

External links

New Zealand scientists
SRI International people
Living people
Year of birth missing (living people)
Cold fusion
Electrochemists
Victoria University of Wellington alumni

redpajama_set_name: RedPajamaWikipedia


text:
Chromatomyia rhaetica este o specie de muște din genul Chromatomyia, familia Agromyzidae, descrisă de Griffiths în anul 1980.

Este endemică în Austria. Conform Catalogue of Life specia Chromatomyia rhaetica nu are subspecii cunoscute.

Referințe

Chromatomyia


These handsets have been tested and rated for use with hearing aids for some of the wireless technologies that they use. However, there may be some newer wireless technologies used in the phones that have not been tested yet for use with hearing aids. It is important to try the different features of these phones thoroughly and in different locations, using your hearing aid or cochlear implant, to determine if you hear any interfering noise. Consult your service provider or the manufacturer of the handset for information on hearing aid compatibility. If you have questions about return or exchange policies, consult your service provider or phone retailer.
Hearing aids do not always function well with wireless handsets. Hearing aids operate by using a microphone to pick up sound waves, converting the sound waves into electrical signals to be amplified. Distortion or amplification of unwanted sound (noise) often occurs. The FCC's hearing and compatibility requirements address hearing aids that operate in either of two modes- acoustic coupling ("M" rating) or inductive coupling ("T" rating). Hearing aids operating in acoustic coupling mode receive through a microphone and then amplify all sounds surrounding the user, including both desired sounds, such as a telephone's audio signal, and unwanted ambient noise. Hearing aids operating in inductive coupling mode turn off the microphone to avoid amplifying unwanted ambient noise, instead using a telecoil to receive only audio signal-based magnetic fields generated by inductive coupling-capable telephones. The FCC "M; and "T" ratings indicate whether a handset can be expected to function well with a hearing aid and are generally marked clearly on the handset packaging. The "M" or "T" rating does not guarantee that the handset will function without distortion or noise, so ASTAC recommends that you test the handset before purchasing.
ASTAC offers HAC-compatible handsets and devices in three price categories, including low-cost ("Basic") (<$100), moderate-cost ("Mid-level") ($100-$250) and high-end, feature-rich ("High-end & Smartphones") (>$250). Costs generally correlate with the number of features but, if through experience, ASTAC finds that a certain handset contains features that work well with hearing aids, such as volume control, it will be labeled accordingly with an "Feature Rich" level for functionality. ASTAC's sales staff is trained to assist all existing and prospective customers looking for a HAC-compliant device/handset. HAC-compatible handsets and devices vary in their inherent "levels of functionality," but typically at least one (1) HAC-compliant handset/device with features and services typical of its price category can be found that meets each customer's price range. General handset functionality characteristics are outlined below.
Basic Phones will have either no camera or a VGA camera. Basic phones may be candy bar, slider or flip style. Basic phones are capable of making and receiving calls, sending and receiving text messages. WAP browsing and picture messaging may also be available on some models.
These phones generally have higher resolution cameras and have MP3 music players. They will have Bluetooth capability. Middle level phones will usually have a memory slot for storing pictures, video and music. Mid Level phones also have the ability to send and receive both text and picture messages. Most Mid Level phones will have a WAP internet browser.
These devices will have 2 Megapixel or better cameras. They generally have stereo Bluetooth capabilities. Most feature an additional HTML internet browser and larger, high resolution, displays. Some phones in this category have touch screens and/or slide out QWERTY keyboards.
Smartphones have advanced operating systems like Symbian, Google Android, and Microsoft Windows Mobile which allow for application additions. These devices support both voice and data communications and generally are Wi-Fi capable and feature rich.
Member-owned telephone utility cooperative providing telco services to residents of the North Slope since 1981.


Like everyone else, I love the newness of each year. And although I feel that life is moving at an unseemly fast pace right now, I'm thankful none-the-less for each new January that comes my way. It's been very dreary here this week and I finally decided that I needed to chase the doldrums away by staring at some favorite snapshots from the past year. I do this sort of thing each year on this little blog, but for some reason, I've been embarrassingly slow to post this year's year-end collection. So slow, in fact, that it is now a new year collection!
I chose the word wisdom for him with a three-point outline included. He chose the word prioritize for me with a simple statement to go along with it. We chose words that would both encourage and challenge the other. For example, my husband's insight is one of the traits that I most appreciate in him. I pray that this year, God grants him more and more wisdom, wisdom to give, and Wisdom to know. He chose prioritize for me, because, while I didn't hear this straight from him, I'm sure he'd agree-- I need a little bit of reining in every once in a while. Actually, what he did say was this-- this year is looking to be a busy one for us and I need to choose what's most important for each day. I'm thankful for a spouse who not only understands my bent towards saying yes to everything but also gives his support and encouragement to dig out the word 'no' every once in a while.
Wherever this January finds you, I hope it finds you well. I'm off to prioritize. Tonight, that looks like eating a bowl of mint chocolate chip ice-cream and sending out overdue email replies. Happy January, friends!
p.s. If you need a smile today, watch this. If you need a good laugh, watch this.
I think it is wonderful that you picked words for each other. I can imagine it is with a lot of grace as it can be hard to receive a word from someone else. We usually pick our own words for the year so thank you for opening my mind to something new.
It was definitely something fun and new and I think we'll keep it around. Who better to pick a word for me than my husband who knows me (and all of my flaws!) better than anyone else, right? : ) Happy New Year to you!
I love that you picked words for each other.... what a great date night discussion that would make. I've never done the word of the year thing, but I would love to know what my husband would choose for me and I think it would be a great marriage builder too.
Your photos from the year are just beautiful. Wishing sunshine your way.
Yes, I was going to say, in this post, that our conversation about our 2014 words actually happened over the course of a few days, between living life with our little guys : ) It would have been a great date night convo-- maybe we'll plan on that for next year : ) Thank you for the kind words about my photos and wishes for sunshine. It's just been the absolute dreariest week here with all of this rain. Hoping that a little sunshine is just around the corner!


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text:
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All of these words in any order
Background report on the use and impact of food assistance programs on Indian reservations
Individual Author: Finegold, Kenneth; Pindus, Nancy M.; Wherry, Laura; Nelson, Sandi; Triplett, Timothy; Capps, Randolph
Reference Type: Report
This report, prepared for the U.S. Department of Agriculture, Economic Research Service, reviews existing data sources and prior research on six programs operated by the Department that provide food assistance to American Indians living on or near reservations. The purpose of the review is to help identify future research needs and opportunities to exploit administrative data systems and recurring national surveys. The programs covered are the Food Distribution Program on Indian Reservations (FDPIR), the Food Stamp Program (FSP), the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC), the National School Lunch Program, the School Breakfast Program, and the Commodity Supplemental Food Program (CSFP). Research topics of continuing importance include the impacts of reservation food assistance on health and nutrition, the characteristics that make nutrition education effective on reservations, the dynamics of program participation, and the contribution of tribal administration to program coordination. (Author abstract)
Effects of the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC): A review of recent research
Individual Author: Colman, Silvie; Nichols-Barrer, Ira P.; Redline, Julie E.; Devaney, Barbara L.; Ansell, Sara V.; Joyce, Ted
In recent years, the WIC program has continued to be the subject of much research. Researchers have produced more-refined methodological approaches and attempted to measure WIC's impact on previously unmeasured outcomes. The present report is intended to update the literature review completed by Fox et al. (2004) by comprehensively reviewing all published research on WIC program impacts between 2002 and 2010 as well as "gray" or unpublished research completed between 1999 and 2010. Studies released during this interval include all currently available research that was not reviewed by Fox and her colleagues.
This report begins with an overview of the WIC program, including its administrative structure and benefits, and a detailed description of the literature search protocol used to identify the studies included. The research overview begins with a discussion of selection issues related to WIC evaluations, and follows with a detailed discussion of the evidence on the association between WIC and specific health outcomes that have been grouped into seven categories: (1)...
This report begins with an overview of the WIC program, including its administrative structure and benefits, and a detailed description of the literature search protocol used to identify the studies included. The research overview begins with a discussion of selection issues related to WIC evaluations, and follows with a detailed discussion of the evidence on the association between WIC and specific health outcomes that have been grouped into seven categories: (1) pregnancy and birth outcomes; (2) infant feeding practices; (3) infant and child dietary intake, food security, and related outcomes; (4) infant and child growth; (5) child immunization; (6) health care utilization and associated costs; and (7) child health and socioemotional and cognitive development. Each outcome section discusses the approaches used to deal with selection bias, other methodological challenges (if applicable), an overview of the key findings, and a discussion of the strengths and weaknesses of the individual studies. (author abstract)
Childhood food insecurity in the U.S.: Trends, causes, and policy options
Individual Author: Gundersen, Craig; Ziliak, James
In 2012, nearly 16 million U.S. children, or over one in five, lived in households that were food insecure, which the U.S. Department of Agriculture defines as "a household-level economic and social condition of limited access to food." Even when we control for the effects of other factors correlated with poverty, these children are more likely than others to face a host of health problems, including but not limited to anemia, lower nutrient intake, cognitive problems, higher levels of aggression and anxiety, poorer general health, poorer oral health, and a higher risk of being hospitalized, having asthma, having some birth defects, or experiencing behavioral problems. Many government programs aim explicitly to reduce food insecurity, including the Supplemental Nutrition Assistance Program (SNAP), the National School Lunch Program (NSLP), the School Breakfast Program (SBP), the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC), and the Child and Adult Care Food Program (CACFP). (Other social safety-net programs - for example, the Earned Income Tax...
In 2012, nearly 16 million U.S. children, or over one in five, lived in households that were food insecure, which the U.S. Department of Agriculture defines as "a household-level economic and social condition of limited access to food." Even when we control for the effects of other factors correlated with poverty, these children are more likely than others to face a host of health problems, including but not limited to anemia, lower nutrient intake, cognitive problems, higher levels of aggression and anxiety, poorer general health, poorer oral health, and a higher risk of being hospitalized, having asthma, having some birth defects, or experiencing behavioral problems. Many government programs aim explicitly to reduce food insecurity, including the Supplemental Nutrition Assistance Program (SNAP), the National School Lunch Program (NSLP), the School Breakfast Program (SBP), the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC), and the Child and Adult Care Food Program (CACFP). (Other social safety-net programs - for example, the Earned Income Tax Credit - can also help alleviate food insecurity by increasing household income.)
The fact that food insecurity remains so high even though the government spent over $100 billion on the various federal food-assistance programs in fiscal year 2012 poses a significant policy challenge. Food insecurity rates remain stubbornly high for a number of reasons. One is that we don't fully understand what causes food insecurity or how food assistance and other programs can help alleviate it. Food insecurity has been researched extensively, and this research has helped policy makers and program administrators better address the problem. However, relatively little research has looked at what causes food insecurity among children in the first place, or the effectiveness of public policies, especially on more severe forms of food hardship. In this policy report, we highlight new research that seeks to fill this gap. (author abstract)
Early-life origins of lifecycle well-being: Research and policy implications
Individual Author: Currie, Janet; Rossin-Slater, Maya
Reference Type: Journal Article
Mounting evidence across different disciplines suggests that early-life conditions can have consequences on individual outcomes throughout the lifecycle. Relative to other developed countries, the United States fares poorly on standard indicators of early-life health, and this disadvantage may have profound consequences not only for population well-being, but also for economic growth and competitiveness in a global economy. In this paper, we first discuss the research on the strength of the link between early-life health and adult outcomes, and then provide an evidence-based review of the effectiveness of existing U.S. policies targeting the early-life environment. We conclude that there is a robust and economically meaningful relationship between early-life conditions and well-being throughout the lifecycle, as measured by adult health, educational attainment, labor market attachment, and other indicators of socio-economic status. However, there is some variation in the degree to which current policies in the U.S. are effective in improving early-life conditions. Among existing...
Mounting evidence across different disciplines suggests that early-life conditions can have consequences on individual outcomes throughout the lifecycle. Relative to other developed countries, the United States fares poorly on standard indicators of early-life health, and this disadvantage may have profound consequences not only for population well-being, but also for economic growth and competitiveness in a global economy. In this paper, we first discuss the research on the strength of the link between early-life health and adult outcomes, and then provide an evidence-based review of the effectiveness of existing U.S. policies targeting the early-life environment. We conclude that there is a robust and economically meaningful relationship between early-life conditions and well-being throughout the lifecycle, as measured by adult health, educational attainment, labor market attachment, and other indicators of socio-economic status. However, there is some variation in the degree to which current policies in the U.S. are effective in improving early-life conditions. Among existing programs, some of the most effective are the Special Supplemental Program for Women, Infants, and Children (WIC), home visiting with nurse practitioners, and high-quality, center-based early childhood care and education. In contrast, the evidence on other policies such as prenatal care and family leave is more mixed and limited. (Author abstract)
WIC's expanding eligibility, rather than enhanced services
Individual Author: Besharov, Douglas J.; Call, Douglas M.
Reference Type: Book Chapter/Book
The Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) started as a two-year pilot program in 1972 and was made permanent in 1975. As Peter H. Rossi explained in Feeding the Poor: Assessing Federal Food Aid, "The main rationale for the WIC program is that significant numbers of poor pregnant and postpartum women, infants, and children have nutritional deficiencies that endanger the proper development of fetuses, infants, or children, leading to conditions such as prematurity, neonate mortality, low birth weight, slow development, and anemia."
In 2014, WIC was an $8 billion program (about $6.2 billion in federal funding and about $1.8 billion through rebates from infant formula manufacturers), which served about 8.2 million people, including 2 million infants, 4.3 million children ages one through four, and 2 million pregnant and postpartum mothers. Although WIC is a program of the US Department of Agriculture (USDA), most of its grantees are state health departments. Those state agencies, in turn, fund WIC services through local health-related...
In 2014, WIC was an $8 billion program (about $6.2 billion in federal funding and about $1.8 billion through rebates from infant formula manufacturers), which served about 8.2 million people, including 2 million infants, 4.3 million children ages one through four, and 2 million pregnant and postpartum mothers. Although WIC is a program of the US Department of Agriculture (USDA), most of its grantees are state health departments. Those state agencies, in turn, fund WIC services through local health-related agencies, such as health departments, hospitals, public health clinics, and community health centers.
Given WIC's purpose, benefits package, and putative eligibility rules, one would assume that its benefits would be targeted to the most needful Americans. But various formal and informal changes have liberalized eligibility criteria so that, according to the Census Bureau's Current Population Survey (CPS), in 2014, about 24 percent of WIC recipients lived in families with annual incomes above WIC's putative income cap of 185 percent of poverty, and about 8 percent in families with annual incomes at or above 300 percent of poverty. In 2014, about 49 percent of all American infants were on WIC, and about 39 percent of postpartum and breastfeeding mothers received WIC benefits.
We believe that the expenditures for these expansions in enrollment could have been much more effectively used to improve or intensify services for generally needier families. Aggravating the situation, WIC's rigid spending rules effectively prevent local programs from spending more than about 30 minutes with clients for nutrition education every six months and preclude enriching food packages with such items as iron supplements. (Author introduction)
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Spring skiing at Smugglers' Notch on April 7. On the Drifter trail.
Shakin' and bakin' in Shakedown glades.
Bumps on Upper Doc Dempsey's.
Sun pours down on Upper Doc Dempsey's.
Where is everyone??? Atop Madonna I lift at the end of the day.
On Tuesday afternoon, the sun and snow beckoned. The Skimeister and I headed for Smugglers' Notch Resort to get in some spring turns. It has been snowing over the last few days so there was some newer snow on top of the ample base. With Tuesday's sunshine, the snow softened up but only got wet in some spots at the bottom of the mountain.
We took laps on the Madonna I chairlift to the top of Madonna Peak. We dove into some fun, sun-soaked glades such as Shakedown, Bermuda and Doc Dempsey's. We hit up Red Fox, Norwegian Woods and Three Mountain glades. We also raced our shadows on groomers such as Upper Chilcoot and Drifter.
When the lifts closed we dropped into Brewster River Pub for après-ski beer, cider and burgers. It's a good stop — located just below the entrance to Smugglers' Notch Village.
All I can say is: Spring is good.


text:
Regina Corrado is an American television writer. She has been nominated for two Writers Guild of America Awards for her work on Deadwood.

Biography
Corrado joined the crew of HBO Western drama Deadwood as a writer for the second season in 2005. The series was created by David Milch and focuses on the growth of a settlement in the American West. Corrado wrote the episode "Childish Things". Corrado and the writing staff were also nominated for a Writers Guild of America Award for Outstanding Drama Series at the February 2006 ceremony for their work on the second season. She became a staff writer for the third and final season in 2006 and was promoted to story editor mid-season. She co-wrote the episode "I Am Not the Fine Man You Take Me For" with Milch. She co-wrote the episode "True Colors" with producer Ted Mann. She wrote the episode "Unauthorized Cinnamon". The third season writers were again nominated for the WGA Award for Outstanding Drama Series at the February 2007 ceremony.

In 2007 Corrado became an executive story editor for HBO surf noir John From Cincinnati. The series was created by Milch and Kem Nunn and focuses on the arrival of a messiah like figure in a surfing community. Corrado wrote the episode "His Visit: Day Three". The series was canceled after completing its first season.

In 2009 Corrado joined the crew of FX crime drama Sons of Anarchy as an executive story editor and writer for the second season. The series was created by Kurt Sutter and focuses on a California motorcycle gang. Corrado wrote the episode "Falx Cerebri".

She was promoted to co-producer for the third season in 2010. She co-wrote the episode "Caregiver" with producer Chris Collins, co-wrote the episode "Widening Gyre" with Sutter and co-wrote the episode "Bainne" with Sutter and co-executive producer Dave Erickson. Corrado was promoted again to producer for the fourth season. She co-wrote the third episode "Dorylus" with co-producer Liz Sagal. She co-wrote the sixth episode "With an X" with Collins.

External links

References

American television producers
American women television producers
American television writers
Living people
American women television writers
Place of birth missing (living people)
Year of birth missing (living people)
21st-century American women


text:
Save Our Schools NZ
free, fair, equitable public education for all
NZ charter schools – video
This tag is associated with 25 posts
Leading US Civil Rights Group calls for charter school moratorium
Posted by Save Our Schools NZ ⋅ March 21, 2018 ⋅ Leave a comment
Several recent stories are highlighting the fall in support for charter schools in the USA.
Most significant is the call at the 2016 national convention of the leading civil rights group, the NAACP, for a moratorium on charter school expansion.
The resolution called for a moratorium on the expansion of charter schools at least until such time as:
(1) Charter schools are subject to the same transparency and accountability standards as public schools
(2) Public funds are not diverted to charter schools at the expense of the public school system
(3) Charter schools cease expelling students that public schools have a duty to educate and
(4) Charter schools cease to perpetuate de facto segregation of the highest performing children from those whose aspirations may be high but whose talents are not yet as obvious.
But following the November 2016 Presidential election, the NAACP was concerned that Trump's agenda to expand the privatization of public education would put the promise of a quality education for all at risk. The Board of Directors then expanded the work of a Task Force they had created to examine charter schools to include protection of quality public education for all inner-city children and renamed it the Task Force on Quality Education.
The Task Force framed their report around five critical recommendations for regulating charter schools and strengthening the public education system.
More equitable and adequate funding for all schools serving students of color
School finance reform is needed.
Invest in low-performing schools and schools with significant opportunity to close the achievement gap.
Mandate a rigorous authoring and renewal process for charters
Eliminate for-profit charter schools
Other key findings of the Task Force are worth highlighting:
"Charter schools were created with more flexibility because they were expected to innovate and infuse new ideas and creativity into the traditional public school system. However, this aspect of the promise never materialized."
"Charter schools are publicly funded, but they are privately operated under a written contract (or charter) with a state, school district or other authorizers depending on the state."
"With the expansion of charter schools and their concentration in low-income communities, concerns have been raised within the African American community about the quality, accessibility and accountability of some charters, as well as their broader effects on the funding and management of school districts that serve most students of color."
"For some, charter schools provide the answer to persistently failing traditional public schools in their community. To others, charter schools drain their community of limited resources and harm their children because many cannot attend the charter schools in their own neighborhood."
"There were pros and cons on charters versus traditional schools in every hearing. The Task Force heard testimony that accused charter schools of "cherry-picking" students, counseling out the difficult students, manipulating funds related to average daily attendance once students were no longer in attendance, and re-segregating the public school system. Conversely, charter school advocates criticized the traditional school system for its poor record in educating students."
"In every hearing, many people agreed that the current education system fails too many children because of the lack of investment in people, policies and programs that support high quality educational opportunities."
"Furthermore, while high quality, accountable and accessible charters can contribute to educational opportunity, by themselves, even the best charters are not a substitute for more stable, adequate and equitable investments in public education in the communities that serve our children."
~ Bill Courtney, SOSNZ
Source: NAACP Task Force on Quality Education Hearing Report, July 2017.
What National Has Done To Education in 2016 (so far)
Posted by Save Our Schools NZ ⋅ September 7, 2016 ⋅ 3 Comments
It's been a year of non-stop changes and proposals. Some call it a war on free public schooling in NZ – indeed it feels like a continuous battery of skirmishes with little to no break between attacks.
If the Minister is purposefully undertaking psychological warfare to break teachers down, then she's doing it well, because we're worn out; We just want to teach.
So far this year, NZ public education has faced:
COOLs – out of nowhere and with no consultation at all, Hekia Parata announces plans for online charter schools for 5-18 year olds.
Global Funding – a raft of proposals to bulk fund schools, including giving schools a set payment to fund teachers with the provision for schools to spend that money any way they want (including not spending it on teachers). This means government would cease to guarantee to maintain teacher/students ratios at current levels.
Special Educational Needs – the Minister has proposed significant changes, but appears to have largely ignored the information collected at select committee. It was confirmed that there will be no additional money for SEN, despite a real issue with under-funding. There are proposals to divert current funding towards early childhood education and reduce funding for 5-18 year olds. Proposal to stop ORS funding at age 18 rather than 21. (And Hekia lied in the house saying the proposals have support where none exists.)
Operations budget frozen – schools' operations funding is frozen despite a hike in power and water bills, meaning a net loss of funds to schools. This means less money for things such as libraries, equipment, specialist classes, and teacher aides.
Teacher Education Refresher course – ill-thought-out and inappropriate targeting of teachers for retraining costing $4k (and no student loans available for the course) causes huge amounts of stress for teachers and put pressure on schools as it gets harder to find relievers.
Charter Schools – two more, despite the current ones missing targets set by Ministry of Education
National Standards – the 'National Standards: School Sample Monitoring & Evaluation Project 2010-2014' report was published and reported that "evidence strongly suggests that [Overall Teacher judgements (OTJs)] lack dependability, which is problematic as OTJs are a central element of the National Standards system". Despite this, National Standards are still being pushed and continue to be used by government as if they are reliable.
Pushing PaCT – schools being pressured to adopt the Progress and Consistency Tool for National Standards. This includes workshops that give school staff very biased and one-sided information. There are still concerns PaCT is being pushed in order to later use the data for performance pay, despite research and experiences showing that teacher performance pay does not improve student outcomes and in some cases lowers it.
Education funding diverted to private sector – proposal to give a larger portion of the education budget to charter schools and private schools, leaving less for public schools
Untrained Staff unsupervised in classes – Minister proposed a law change to allow untrained 'teachers' to work unsupervised in public school classrooms (this while at the same time forcing trained teachers to spend $4k to upskill if they are deemed to have not done enough classroom teaching over the past few years).
I'm sure I've forgotten some things – there have been so many – so please comment below if there's anything that needs to be added.
Meanwhile, look after yourselves – there's still one whole term to go and, as we know, a lot can happen in a few short weeks.
~ Dianne
PS, more added below!
David Seymour's misinformation on private and public school funding
Posted by Save Our Schools NZ ⋅ April 22, 2016 ⋅ Leave a comment
David Seymour's press release today about the collapse of North Shore based private school, Corelli, has two whoppers in it.
First, he incorrectly implies that if a student moves from a private school into a state school then the taxpayer would be $5,000 a year poorer for each student.
This is nonsense. The average amount of government funding per student in the state school sector is derived by dividing a whole raft of aggregated costs by the very large number of students enrolled. But that does not mean that each additional student – at the margin – would cost the taxpayer that amount of money.
Many of the costs incurred in running our schools do not immediately change as the number of students changes. So, it might be possible to absorb more students into the existing school network and hardly change the costs involved. Some costs may go up but by no means all of them will.
The second point in Seymour's reckless release is that he conveniently overlooks the fact that Corelli has a large number of International students on its roll.
The preliminary March roll data suggests Corelli had as many as 19 international students out of its total roll of 37.
So, if they were all "forced" into attending a state school, the taxpayer would actually benefit, as the international students pay fees that are often over $20,000 a year!
With misinformation as grossly misleading as this, it's no wonder the public doesn't trust politicians.
Government continues bid to remove political independence of teachers – NZEI
Posted by Save Our Schools NZ ⋅ July 15, 2014 ⋅ 2 Comments
The government has ignored the overwhelming concerns of New Zealanders in its bid to quash the political independence of the teaching profession.
The Education Amendment Bill has been reported back to the House with a recommendation that it be passed.
The legislation will makes it easier for unqualified and unregistered people to act as teachers in charter schools as well as removing the right of teachers to directly elect their own professional body.
"The government has completely disregarded the overwhelming number of submissions which called on it to allow the new teacher representative body to remain professionally rather than politically driven," says NZEI National Secretary Paul Goulter.
"Instead, once the legislation is passed, the Minister will handpick representatives for the new EDUCANZ body being set up to replace the Teachers' Council.
"What other professional body has their representatives chosen by the Minister of the day rather than electing their own representatives?"
"This legislation is about ideology and undermining the teaching profession – not about addressing the needs of all New Zealand children and ensuring their right to quality public education.
"The government has also disregarded the views of New Zealanders who have made it clear they don't want unqualified and unregistered people teaching in our schools.
"This is a major step backwards and will put the education of many children at risk.
"I am sure that New Zealanders will see how this legislation completely contradicts the government's rhetoric about wanting to improve the quality of education."
Charter Schools and Privatisation: It's not about school choice
Posted by Save Our Schools NZ ⋅ June 17, 2014 ⋅ Leave a comment
Reformers tell you charter schools are all about choice, right?
So, where's the choice in England where schools are being FORCED against community wishes to become Academies (their version of charter schools)?
"The policy of forced conversion has led to a number of high profile battles, such as Downhills Primary in north London and Roke Primary in Croydon, which both opposed the move. Both schools were eventually taken over by the Harris Federation." (1)
Where's the choice in New Orleans' Recovery District, now ALL schools there are charters and students are allocated a school place by lottery?
"Of the Recovery School District's 600 employees, 510 will be out of a job by week's end. All 33,000 students in the district must apply for a seat at one of the 58 public charter schools, relying on a computerized lottery to determine placement." (2)
And what about in New Zealand?
One of Government's six assessment areas for charter schools scheduled to open at the beginning of next year is "schools based in areas of roll growth".
In other words, where a public school would have opened there could now be a charter school in its place. (4)
New Zealand charter schools are sneakily being proposed INSTEAD OF public schools.
Your choice?
Now look again at your local primary school and ask yourself how happy you will be further down the line when it is forcibly made into a charter school.
About as happy as the parents and school governors fighting tooth and nail to prevent is in England, I imagine.
"Roger Sahota, one of the deposed governors, claimed that the results were emphatic. "We conducted a ballot[of students' parents] in the aftermath of the head's resignation. We found 147 against academy status, 14 for and five didn't know," he said." (3)
Choice? Nope.
Privatisation of the state system by stealth? Indeed.
NZ, beware of what is to come.
(1) http://news.tes.co.uk/b/news/2014/01/02/number-of-primary-schools-forced-into-academies-more-than-doubled-in-2013.aspx
(2) http://www.washingtonpost.com/local/education/in-new-orleans-traditional-public-schools-close-for-good/2014/05/28/ae4f5724-e5de-11e3-8f90-73e071f3d637_story.html
(3) http://www.tes.co.uk/article.aspx?storycode=6196132
(4) http://www.stuff.co.nz/national/education/10096559/Faith-based-charter-school-puts-hand-up
A comprehensive education manifesto for New Zealand schools
Posted by Save Our Schools NZ ⋅ June 4, 2014 ⋅ Leave a comment
Below is the Networkonnet Manifesto, the only comprehensive education manifesto I have seen. Please read it and see if it meets your own vision for what our education system should be. If it does, please either sign it here (below in the comments) and I will forward those comments to Kelvin, or click through HERE and sign it directly on the Networkonnet site.
Likewise, if you have suggestions for changes, please share them in as much detail as you can. The aim is to craft a manifesto that speaks to what the majority of teachers, academics, parents and students would like our education system to look like.
The networkonnet manifesto: sign up to have your ideas heard
by Kelvin Smythe with Allan Alach
The manifesto is intended to gather signatures then, with media release attached, distributed to media, teacher organisations, and a range of interest groups.
Readers can sign up by putting their names and position in the comments box HERE or e-mailed to ksmythe@wave.co.nz or allan.alach@ihug.co.nz
At the moment, it could be widely understood that teachers have no specific budgetary or system demands beyond opposition to substantial parts of government policy.
For the sake of our children, our own ideas need to be heard.
The networkonnet manifesto is intended to jog the teacher organisations to set out such specific budgetary and system demands and to publicise them intensively and imaginatively.
Readers will note that the networkonnet manifesto is based on a philosophy expressed as governing ideas. The government is working to a philosophy, brought in from outside and economics: we need to work to ours developed from our education heritage and social democracy. The hammering of public primary schools – the scapegoating, the disenfranchising, and the financial and spiritual impoverishment, is not government whim but engrained ideological policy as part of global capitalism and a shift of civilisation. That policy needs to be confronted with our own set of cohesive ideas.
We urge readers to sign up and encourage others in your school and beyond to do so as well.
The manifesto is open to change and addition, but if you support the general direction, then we suggest you take the positive step of signing up in support.
Readers might be interested to know that one significant political party has called the manifesto a 'great read' and remarkably close to theirs.
Kelvin Smythe and Allan Alach
NETWORKONNET MANIFESTO
Governing ideas
The key idea in the policy recommendations that follow is that the education system should be based on valuing variety – and fundamental to this, the idea of collaboration and shared knowledge development. It is not just accepting variety or tolerating it, it is valuing it – valuing it as part of living in a democracy and as the best means to help children's learning.
Valuing variety would mean changes to regulations, allowing a wide interpretation of the curriculum – within broad guidelines – in school charters and evaluation practices. Eventually the curriculum would need to be revised to concentrate on principles and aims, leaving schools to decide how to interpret those – at the moment National Administrative Guidelines (NAGS) and the demands of the education review office (using national standards) exert a stultifying control of classrooms.
The Lange government, through Tomorrow's Schools, introduced into education a philosophy antithetical to Labour Party philosophy. (Most Labour mps of the time find this hard to accept holding on to the idea that Tomorrow's Schools was, in fact, about giving more power to schools.) While this neoliberal philosophy was diluted in the Clark years, it still remained and remains dominant.
In education that philosophy is expressed as managerialism.
As it pans out, the basic tenet of managerialism is that any issue in education, including the education effects of poverty – indeed, especially the education effects of poverty – can largely be resolved by management changes to do with the organisation and direction teachers. This always involves overstating the role of the teacher in learning so that when schools fail to overcome sufficiently the education effects of poverty, schools are blamed, providing an excuse for shaping schools into the political right's own ideological image.
An implication in this top-down philosophy is that there is someone knows and that person who knows is a political leader informed by a certain category of academic.
The present education system is substantially a command one – a command one based on excluding teachers and parents from genuine participation in policy making, also on fear, control, propaganda, and corrupted statistics.
The education system needs to be democratised.
One very important effect of bringing in parents and teachers into policy making would be to broaden the curriculum to counteract the trend of an ever narrowing one.
A managerialist-based education system requires a curriculum that is amenable to command and control, also one that can be understood by politicians and bureaucrats – that curriculum is a fragmented one organised for measurement.
New Zealand primary education has a culture of being holistic, in other words, not fragmented for ease of measurement and control. (Many of the most important things in learning are immeasurable; in a measurement-based education system those things are neglected.)
A measurement-based classroom is possible in a holistic-based education system but a holistic-based classroom isn't possible in a measurement-based system (an important point in considering an education system based on valuing variety).
The present primary school education system is governed by fear and bureaucratic command, and protected by propaganda and corrupted statistics.
The contract system is important to the government control of universities: a key way to restrict academic freedom of speech.
Within schools, the major source of fear and control comes from the education review office – it is unaccountable and used in a variety of ways to generate fear and ultimately obedience; it is really the review office that determines the nature of the curriculum.
The heavy use of statutory managers is another source of fear, control, and indirect propaganda.
People outside the education system have little appreciation of the extent and depth of the fear, control, and use of propaganda that exists within it.
Perhaps the key idea to be developed should be that just as a healthy economic system needs a free exchange of ideas so does a healthy education system.
And central to that is the idea of a shared view of the way knowledge is developed.
All parts of the education system need to be freed up so that all parts can share in the generation of knowledge: teachers, curriculum advisers, academics, parents, and government education agencies.
Teachers should be freed to colonise the curriculum (that is, make curricula work) and to establish their knowledge in the form of successful established practice.
Teachers and schools should function within fairly wide curriculum guidelines.
Academics sought for advice should come from groupings much wider than the current headlining quantitative academics; in particular, that means advice should also be sought from qualitative academics and curriculum academics with significant classroom experience.
More specific policies as an outcome of governing ideas
A call should be made for a grouping of countries to join together to develop an international testing system that functions transparently and concentrates on a broader view of the curriculum. (However, the government should stay in the present international system until that is achieved.)
The 359 million dollars intended for the government cluster policy should be spent directly on helping children in classrooms, not on giving large pay increases to a few teachers and principals.
In a whole series of ways, policies and increased funding to meet children's special needs should be a priority.
First, there should be a substantial lift in support teacher numbers as well as moves to make support teacher staff better paid and to provide them with a greater sense of permanency.
Following that, there should be improved staffing ratios (gradually introduced) to give flexibility to schools enabling them to provide more individual attention to children's learning needs, including some appointments for specialist learning (for instance, science, or maths, or Maori language, or drama) as set out as an emphasis in schools' charters.
Also for improving home school relations (a priority).
An important idea to understand is that the government in implementing national standards ostensibly to lift learning in lower decile schools has used the opportunity to achieve its long-held objective of a narrow 3Rs curriculum for all children.
Improvements in staffing and support teachers and in other areas should be described as being there to help the learning of all children, not just the ones who are struggling (children of all abilities are being badly served by the present system).
A non-contestable fund to promote Maori language should be established to which schools can apply to fund part-time teachers, support teachers, and Maori language labs.
There should be improvement to special needs services including making RTLBs (Resource Teachers: Learning and Behaviour) more accessible and less bureaucratic. Their role should be extended to work more closely with families – an improved version of the former visiting teacher positions.
The SAF (Student Achievement Function) should be removed with money saved being allocated to other and wider forms of advisory support.
Reading Recovery should be increasingly well funded.
The best home-school reading programme for lower decile schools, one already in operation in miniscule way, is Jeanne Biddulph's Reading Together programme which binds home and school together in a harmonious and joyful way.
A Committee of Inquiry into making education more collaborative for successful learning should be established – though this should not mean changes to education won't begin immediately (Committee of Inquiry for Collaboration for Better Learning).
School charters at the moment are a major source of control and bureaucratisation – school charters should be freed to allow schools to develop programmes, within broad guidelines, that suit them. (As discussed above.)
The education review office needs to be staffed by teachers and principals of the highest quality; deliver its work in schools in a different way; and be made accountable (it should also be made fully compliant with the Official Information Act).
There should be a Review Office Appeal authority appointed to hear appeals from schools (a priority).
A cross-sector review office advisory board should be established.
The review office should concentrate on work in schools, not producing reports – those reports should be done by universities on the basis of proper research design.
The School Trustees Association should be restricted in its work to providing direct services to members (a priority).
The statutory management system should be restructured: a more comprehensive conciliation system before statutory management should be established and perverse incentives removed. In particular, the cost of statutory management should fall on the ministry not the school.
Schools and colleges of education should develop a better balance between general education courses and ones directly related to classrooms (though both should be considered equally important) – this might mean rehiring some academics who possess both academic and classroom knowledge.
As one part of the advisory function, a permanent advisory service should be re-established attached to universities to function within broad guidelines (a reasonably free advisory service is an important source of practicable knowledge).
The Teachers Council or its equivalent should be reorganised to reflect the policy of collaboration. As well, it should concentrate on the safety of children. (All teacher organisations are doing well on this one, so I am not elaborating.)
Teacher organisations should be represented as of right on policy, curriculum, and administrative groupings.
Charter schools should be funded and administered on the same basis as other privately-run schools and the money saved allocated to meeting the education needs of low decile schools.
National standards should be removed and with the money saved used to re-establish NEMP (National Education Monitoring Project) formerly based at the University of Otago – more money than before should be allocated and the previous directors asked to advise on its establishment, functioning, and staffing (NEMP was a collaborative institution much admired and appreciated by schools).
NMSSA (National Monitoring Study of Student Achievement) based at the University of Otago should be removed, with the money saved used in the re-establishment of NEMP (see above).
Clusters established on a voluntary basis should receive some government funding.
How to bring parents into education on a national basis is a difficult one: my suggestion is, on a regular basis, NZCER to undertake a survey and some research as the focus for parent discussion (within schools) – the outcomes of this discussion to be reported to a body to consider and sometimes develop matters further.
A broad curriculum should be encouraged in anticipation of the outcomes of the results of the Committee of Inquiry (see above).
An important part of that broad curriculum is an understanding that attention to the 3Rs is mutually supportive with attention to flexible thinking – a mutual supportiveness that should be acted on from children's first days at school.
The greater freedom for schools to shape their curriculum within broad guidelines will have major implications for the work Colleges of Education, advisory services, and education review office.
The use and resourcing of computers should be approached carefully: there needs to be a broad-based permanent grouping set up to provide schools with guidance on computer use in schools (at the moment it is growing helter-skelter with the curriculum quality being given insufficient attention); also government money would seem to be better allocated for professional development and computer maintenance rather than for directly purchasing computers and other digital devices. (Free technical support is crucial, along with extensive ICT support through advisers.)
The curriculum area of mathematics should be given special attention: a curriculum committee to report in three months, meanwhile, conferences should be organised around the country and extra finance made available to schools working on innovative ideas. (Bobbie Hunter from Massey and University and Jodie Hunter her daughter are doing some excellent work in junior maths with implications for older children.)
The Novapay system, from computer programming to data gathering and Novapay reception, has inherent faults within it – a new system should be introduced (either that or funding for office staff both schools and Novapay reception, be substantially increased).
The Beeby statement I like is the one he made in 1942 following a meeting with the South Canterbury NZEI management committee: 'There seems to be a common desire on the part of teachers to ask the Department for detailed instructions regarding such things as the changes that are taking place in infant education, rather than to embrace the freedom the Department has given and to participate co-operatively in the working out of up-to-date practice in the infant room.'
Some excerpts from comments made by readers on the initial posting of what is now the networkonnet manifesto
Bruce Hammonds said:
The 2007 New Zealand Curriculum introduced by the last Labour government needs to be emphasised – it is highly regarded by teachers. National is about standardisation and competition while Labour needs to focus on personalisation and collaboration.
And the next step for charter schools will be …
Posted by Save Our Schools NZ ⋅ May 26, 2014 ⋅ Leave a comment
… to follow in the footsteps of England and start forcibly taking over public schools and handing them over to charter schools.
And why would they do that?
Well, because of this:
* Tory = National
Still think they're a good idea?
NZEI: Government continues costly charter school experiment despite public rejection
A recent poll has found that two-thirds of New Zealanders are concerned at the amount of taxpayer money that is being diverted into charter schools.
Yet despite this, NZEI Te Riu Roa Immediate Past President Ian Leckie says the government is clearly committed to this expensive ideologically-driven experiment.
Yesterday the Ministry of Education released the names of 19 new applicants hoping to set up charter schools next year. The list includes a number who failed in their bid for funding last year.
Ian Leckie says time and again the government has been told that New Zealanders want to retain a quality public education system and do not want education funds diverted into propping up costly charter schools.
"Money to charter schools means less money in public schools. That's not fair and it must have an effect on kids' learning."
He says a recent NZEI survey found that 63 percent ranked the diversion of taxpayer money to charter schools as either a "top concern in education" or were "somewhat concerned".
The government has set aside more than $12m over two years to support charter schools – money that is not being used to support quality public education. Currently there are five charter schools operating with a total of just 367 children.
"This is an incredibly high per-head cost compared to the amount of funding the government pays for students in the public sector.
So far the five charter schools operating receive an operational payment per student of between $11,500 and $40,300 compared to an average of around $5,800 at lower decile public schools.
"Clearly the government is not letting up in its path towards privatising our education sector despite the overwhelming view of the education sector and the wishes of the New Zealand public."
Professor's lecture on neoliberalism in education
The effect of rising neoliberalism and globalisation on education will be discussed at a public lecture at the University of Auckland next week.
Professor Christine Sleeter's lecture; "Confronting neoliberalism; Classroom practice and social justice teaching," will show how and why neoliberalism has gained ascendancy, how it is impacting on society and schooling, and what teachers can do to prepare an active citizenry who can advocate for their own rights as a diverse public.
Professor Sleeter, of California State University Monterey Bay, will use examples from the United States to critique briefly the kinds of market-based school reforms neoliberalism supports, and argue how a democratic and socially aware society can counter such changes. Because the market-based and privatised-based reforms have gone global, New Zealand is affected as well.
Professor Sleeter will argue that neoliberalism increasingly drives education reform internationally. While public schools face increasingly constrained funding, especially in the wake of the economic recession, market-based reforms that emphasise competition, standardisation, and accountability have expanded, driven by the corporate sector and private venture philanthropy. Who stands to benefit most from such reforms?
She uses three examples of classroom practice from the US – two illustrating what classroom teachers she has worked with do in their classrooms, and one being of a new curriculum resource in Chicago that directly takes on these issues.
Professor Sleeter is widely regarded as one of the world's leading scholars of multicultural and anti-racist education.
She is Professor Emerita in the College of Professional Studies at California State University at Monterey Bay and remains actively involved in the ongoing development of teacher education programmes there.
Her speech will be held on Thursday 29 May at 5pm in J1 Lecture Theatre, Epsom Campus, Gate 3, 74 Epsom Ave.
The global attack on public schools
Posted by Save Our Schools NZ ⋅ May 2, 2014 ⋅ Leave a comment
STANDARDIZED Lies, Money, & Civil Rights: How Testing Is Ruining Public Education.
This documentary focuses on the proliferation, business,and inadequacies of state-mandated testing in our public schools.
It focuses on America but is every bit as pertinent to what is happening in New Zealand; we may not be as far down the track as the USA , but we are on the same path.
Whenever a new education policy is announced, I would ask you to come back to this: follow the money.
Who stands to benefit? Because with testing now a multi TRILLION $$$ industry worldwide, you can bet your bottom dollar it isn't students or parents that are the main concern.
The doco will be out later in the year, but here is a sneak peek.
Education and The Shock Doctrine – a follow up
Further to my previous post on this issue, which can be found here, is this article that totally puts into context how shamelessly Milton Friedman's free-market principles have been (and are still being) applied to education:
"…U.S. Secretary of education, Arne Duncan declared, "Let me be really honest. I think the best thing that happened to the education system in New Orleans was Hurricane Katrina. That education system was a disaster, and it took Hurricane Katrina to wake up the community to say that 'We have to do better.'" Yet if there is one particularly frightening example for the future of public education it lies in the aftermath of Katrina. The case of using the disaster as a way to push through the largest and quickest privatization scheme of any public school system ever attempted, was made widely known in Naomi Klein's best-selling book The Shock Doctrine.
Three months after the hurricane hit, free-market fanatic Milton Friedman wrote in the Wall Street Journal, "Most New Orleans schools are in ruins, as are the homes of the children who have attended them. The children are now scattered all over the country. This is a tragedy. It is also an opportunity to radically reform the educational system." As Klein points out:
Friedman's radical idea was that instead of spending a portion of the billions of dollars in reconstruction money on rebuilding and improving New Orleans' existing public school system, the government should provide families with vouchers, which they could spend at private institutions, many run at a profit, that would be subsidized by the state. It was crucial, Friedman wrote, that this fundamental change not be a stopgap but rather "a permanent reform."
A network of right wing think tanks seized on Friedman's proposal and descended on the city after the storm. The administration of George W. Bush backed up their plans with tens of millions of dollars to convert New Orleans schools into "charter schools," publicly funded institutions run by private entities according to their own rules…."
Read the rest of this article here
The current New Zealand government is treading more softly (or perhaps more sneakily?) but the expected rhetoric about an "ailing education system" and "bad teachers" is a constant refrain, with the mainstream media joining in loud and long to reinforce the idea that there is a crisis. Charters, of course, have already been enshrined into The Education Act and the first charters have opened, with more to come this year.
How long before Christchurch schools are charterised? How long before public and charter schools are pitted head to head? How long before your local school is closed against community wishes and forcible turned into a charter? You think it wouldn't happen? It does, just ask communities in England and the USA. Aotearoa is not that far behind.
We are presently seeing just the tip of the iceberg.
http://www.croydonguardian.co.uk/yoursay/letters/10474527.How_can_Roke_Primary_School___s_takeover_by_Harris_Federation_be_justified_/
http://www.theguardian.com/education/2012/jun/20/campaigners-lose-school-fight
http://feaweb.org/broward-teachers-try-to-stop-charter-takeover
http://www.educationaotearoa.org.nz/blog/2012/2/21/charter-schools-and-natural-disasters.html
The Bigger Picture: Education Reforms and The Shock Doctrine
Posted by Save Our Schools NZ ⋅ April 9, 2014 ⋅ 3 Comments
Read that meme again: Only a crisis actual or perceived produces real change. That is the heart of global education reforms – Creating a perception.
Below is a hard-hitting and disturbing documentary, outlining how disasters are constructed or manipulated to justify far-reaching reforms and economic take-overs. I will warn you, it is not for the faint hearted but is well worth watching. But first, an outline of how the Shock Doctrine applies to schools.
How does The Shock Doctrine play out in education?
New Orleans's residents, scattered from Hurricane Katrina, discover that their public housing, hospitals and schools will never be reopened….
Rhetoric about schools failing
Mainstream media repeats and repeats the claims, ignoring communities and academics who argue differently
A crisis is made
Public schools are closed
Charter schools open in their place
The move from public to privatised education is complete.
And in New Zealand?
Create a crisis that kids are being failed.
Mainstream media repeats and repeats the claims, manufacturing a crisis
Bring in students testing so that the levels can be manipulated to support current plans (look the tests show 'they' the teachers are failing the students, look the tests show 'we' the government are improving things)
Oust and undermine anyone who resists government plans
Remove or ignore community voices
Take over the teachers' professional body – give them no representation
Destabilise teachers' jobs by bringing in test-based pay and allowing untrained teachers
Close public schools
Open charter schools
Disaster Capitalism – shock and reform
So, here is the documentary, The Shock Doctrine. Again, I warn you, it is very hard hitting.
If you watch, pay close attention to the beliefs of Milton Friedman and the then Education Minister, Margaret Thatcher, as a lot can be understood about what is happening right now in education by analysing their views and actions.
About The Shock Doctrine, by Naomi Klein
The Shock Doctrine book and documentary: an investigation of disaster capitalism, based on Naomi Klein's proposition that neo-liberal capitalism feeds on natural disasters, war and terror to establish its dominance.
Based on breakthrough historical research and four years of on-the-ground reporting in disaster zones, The Shock Doctrine vividly shows how disaster capitalism — the rapid-fire corporate re-engineering of societies still reeling from shock — did not begin with September 11, 2001.
The films traces its origins back fifty years, to the University of Chicago under Milton Friedman, which produced many of the leading neo-conservative and neo-liberal thinkers whose influence is still profound in Washington today.
New, surprising connections are drawn between economic policy, shock and awe warfare and covert CIA-funded experiments in electroshock and sensory deprivation in the 1950s, research that helped write the torture manuals used today in Guantanamo Bay.
The Shock Doctrine follows the application of these ideas through our contemporary history, showing in riveting detail how well-known events of the recent past have been deliberate, active theatres for the shock doctrine, among them: Pinochet's coup in Chile in 1973, the Falklands War in 1982, the Tiananmen Square Massacre in 1989, the collapse of the Soviet Union in 1991, the Asian Financial crisis in 1997 and Hurricane Mitch in 1998.
Privatise all the things! Oh, wait…
Posted by Save Our Schools NZ ⋅ March 18, 2014 ⋅ 3 Comments
The dementor is in full swing, fairly skipping up the path of global education reform (GERM) throwing rose petals and blank cheques in her path, just behind her good pals George Bush, Michael Gove, Arne Duncan, Tony Blair and the other GERMers determined to leave our kids' education to the whims of the market place.
Ooh I bet they are having one heck of a party!
Good job, too. I'm so very glad they are selling it all off. Schools schmools.
I mean, the free market has worked so very well in all other aspects of our lives, hasn't it, with reasonable power prices, good telecoms services, stable housing market, no Wall Street crashes that rock the entire world markets.
Oh wait. I'm making a Hekia style faux pas here, aren't I? A blunder, if you will.
Because privatisation does not necessarily improve services. In fact it can make them worse. And more costly. Much more costly.
Which is all a bit of a concern for me, because I like to know my tax dollars are being stent wisely, not just ferreted off into a poorly performing private sector company that doesn't match what the public sector was doing in the first place.
I'm picky like that,
It's not just me, though – even the Treasury has pointed out that private companies don't do better than public ones – even if they are perceived to because they cherry pick their 'clients':
In fact public schools beat private ones hands down, despite having to cater for all students of all abilities, backgrounds, behaviours, and so on. Wow. Maybe we shouldn't privatise all the things after all.
Maybe I should also go read what Allan has to say on the matter, since he has been at the sticky end of education for more years than I. He's not teaching any more, so he has no vested interest whatsoever in how it all pans out. Let's see what he says…
"As I've been saying for several years, National's education policies have nothing to do with education, regardless of their spin about 'raising achievement' for all. This will come as no surprise to 'thinking' people but man, there are many out there who are still unable to open their eyes to the reality.
This includes far too many principals who damn well should know better.
Warning people – National and its cronies are set on a path to destroy New Zealand's public education at all levels. The privatisation process is on full speed ahead. We have six months to stop it."
Jeepers, he is rather concerned, and he has found a number of others thinking the same way…
I think I had best go and read the full thing. Bear with…
Okay, I'm back. So … maybe…. mayyyyybe…. just a thought, but maybe there are lots of folk out there that want to support and improve our public schools rather than cripple them and sell them off?
Like, off the top of my head, all those parents whose children will be at the mercy of this shackled and broken system, taught by a demoralised profession forced to focus only on test scores in maths and English.
And maybe the old who, when those kids are grown up, have to live in a world now run by them, at the mercy of the economy they create with their great test-taking skills (and high depression rate). Maybe they'd prefer well-rounded and well-educated people in charge instead?
And, hey here's a thought – maybe the students themselves would like to be considered more than the sum of their numeracy and literacy.
Because, y'know, there could also be artists and dentists and musicians and physicists and counsellors and gardeners and dancers and doctors and hairdressers and chefs and inventors and, well to be honest, every single person in every single job and in every part of their lives needs more than to just be good at reading, writing and maths. Those things are great – essential – but they are not everything.
So, I think maybe I will stick with supporting public schools to remain just that – public.
For the good of everyone.
Why do corporations want to take over public schools?
Posted by Save Our Schools NZ ⋅ February 28, 2014 ⋅ 2 Comments
From: http://www.yesmagazine.org/issues/education-uprising/why-corporations-want-our-public-schools
England's Academies – poor standards and fraud: is this what we have to look forward to in NZ with Charter Schools?
Breaking news – TEN of England's Academies (charter schools by another name) have been closed due to "serious concerns over education standards". Gone, just like that.
And the Telegraph reports that a number of Academy chains "have already been told that they cannot take on any more academies until concerns over standards have been addressed" (3) so it isn't just this chain (E-ACT) that are under the microscope.
When the UK Labour party trumpeted Academies and Free Schools (charter schools) ten years ago, they promised a rise in standards, a brave new world of innovation and brilliance, and it has plainly failed to materialise.
Like New Zealand charter schools, Academies are funded by government and "have complete freedom to alter the curriculum, staff pay and to reshape the school day and academic year." Around 3,500 English state schools are now Academies, and just like other English state schools, some are good, some okay and some just plain terrible. That said, even the worst of the school districts never had as many schools closed as "failing schools" as Academies have managed to clock up, and that in itself is rather telling.
"Of course some academies have done well, although increasingly the evidence suggests that this is more the result of changing intakes rather than a 'magic dust' sprinkled by sponsors." (2)
What does this mean for New Zealand? We have been given the same promises, the same utopian vision, that other countries were given in order to usher in the privatisation of public schools. Well, it's likely we will fare the same as England, the USA and Sweden, with a broad spread of quality and really no overall improvement in education quality at all. In fact, if PISA is your thing, the catapult down the rankings since privatisation for those countries has been quite monumental.
Which does beg the question why we are going down this path at all, if it doesn't improve anything.
Well maybe privatisation does improve something? Improvement in education, it might be argued, never was the goal; maybe privatisation is itself the goal?
It has to be admitted that in that regard, it has been a resounding success as, worldwide, fewer public schools exist and more of the education system is in private hands.
More public schools owned and run by private entities = More public funds going to the pockets of businesses and the 1%. Goal achieved.
If you think that's pie in the sky, check this out:
EACT's catastrophe is a personal humiliation for Sir Bruce Liddington, former Permanent Secretary at the Department for Education and head of the Academies Division.
He was one of the chief architects of the Academies Programme before sliding seamlessly into the private sector to pocket £300,000 (NZ$600k) pa. salary plus benefits as CEO of EACT Academy chain.
Add to that the number of investigations into financial irregularities and money mismanagement and a picture is revealed of fat cats misappropriating funds meant for educating students:
Kings Science Academy, West Yorkshire was last year investigated and ""serious failings" were found in the school's financial management with allegations that £80,000 worth of public money had not been used for its intended purpose". (1)
Priory Federation of Academies Trust – the Department for Education found evidence of "serious failings" in the running of the trust, which operates four schools. These included its chief executive paying for horse-riding lessons for his son out of trust funds, receiving "personal items of an inappropriate nature" (sex games and supplements) paid for on a Federation credit card, and the use of trust credit cards "to purchase items at supermarkets and meals at restaurants" in France. (1)
E-ACT was censured by the Education Funding Agency in May 2013 for lavish spending. It was reported to have £393,000 of "financial irregularities" … It paid for monthly lunches at the prestigious Reform Club, first-class travel for senior executives in defiance of a ruling they should go standard class, and spent £16,000 on an annual strategy meeting in a hotel – of which £1,000 was spent on drinks and room hire. (1)
And there we have it. For the architects of the Global Education Reform Movement (GERM), money-grubbing mission achieved.
(1) http://www.independent.co.uk/news/education/education-news/revealed-police-investigate-lost-162000-at-academy-school-9134753.html
(2) http://antiacademies.org.uk/2014/02/eact-have-10-schools-removed-the-academies-programme-is-dead/
(3) http://www.telegraph.co.uk/education/10659289/Academies-chain-stripped-of-10-under-performing-schools.html
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