Thursday, April 30, 2009

What Not to Wear

This afternoon a student told me he wanted to nominate me for the TV show "What Not to Wear." I said I was game. When I asked why, he said "All you wear is brown. And your hair, it's just, blah."

Earlier in the day a kid told me I should buy a pair of really skinny jeans. Usually when kids comment on my appearance I tell them they can come to my house at 6 a.m. and pick out my outfit, do my hair, etc.

Could These Statements Actually Be True?

Fact-checkers? Inquiring minds need to know...

"In New York City... the black unemployment rate for men is near 50 percent." Obama's 100 Days Press Conference If this is the case it is simply staggering...

"Best swine flu strategy: Stay away, everyone."
MSNBC. For another perspective, read up on the "culture of fear."

Well, thank goodness for the LA Times... "Scientists see this flu strain as relatively mild:
genetic data indicate this outbreak won't be as deadly as that of 1918, or even the average winter."

And skoolboy has now explained the first one: "The 2007 American Community Survey shows that about one-half of black men aged 20-24 in New York City are employed. In large part, this is because only 2/3 of them are in the labor force. Of those in the labor force, about 24% are unemployed. Labor force participation rates and employment rates are much higher for blacks aged 25-54."

The struggle to "fix" math education

It is not entirely new, but I just discovered it: a very nice little video from the National Science Foundation about "The struggle to 'fix' math education in the US". The video is interesting from many perspectives, but for me it is particularly interesting because two of the three people that are featured in this film played an important role in the symposium where I gave my own presentation at this year's AERA conference. Bill Schmidt was one of our two discussants, and Deborah Ball was chair of our session. Along with Joan Ferrini-Mundi from NSF, they raise some important issues for mathematics education research in this video:



The video was created in relation to the NSF special report, Math: What's the problem?

The struggle to "fix" math education

It is not entirely new, but I just discovered it: a very nice little video from the National Science Foundation about "The struggle to 'fix' math education in the US". The video is interesting from many perspectives, but for me it is particularly interesting because two of the three people that are featured in this film played an important role in the symposium where I gave my own presentation at this year's AERA conference. Bill Schmidt was one of our two discussants, and Deborah Ball was chair of our session. Along with Joan Ferrini-Mundi from NSF, they raise some important issues for mathematics education research in this video:



The video was created in relation to the NSF special report, Math: What's the problem?

Wednesday, April 29, 2009

Mathematics in early childhood education

The March issue of International Journal of Early Years Education contains several articles that are related to mathematics education:
  • Elizabeth Dunphy has written an article called Early childhood mathematics teaching: challenges, difficulties and priorities of teachers of young children in primary schools in Ireland. Abstract: Issues of pedagogy are critical in all aspects of early childhood education. Early childhood mathematics is no exception. There is now a great deal of guidance available to teachers in terms of high-quality early childhood mathematics teaching. Consequently, the characteristics of high-quality early childhood mathematics education are clearly identifiable. Issues such as building on young children's prior-to-school knowledge; engaging children in general mathematical processes; and assessing and documenting children's learning are some of the key aspects of high-quality early childhood mathematics education. The extent to which teachers of four- and five-year-old children in primary schools in Ireland incorporate current pedagogical guidance in early childhood mathematics education was explored in 2007 in a nationally representative questionnaire survey of teachers of four- and five-year-old children attending primary schools. This paper presents some of the findings of the study in relation to teachers' self-reported challenges, difficulties and priorities in teaching early childhood mathematics. Implications are drawn for professional development, curriculum guidance and educational policy.
  • Sally Howell and Coral Kemp have written an article called A participatory approach to the identification of measures of number sense in children prior to school entry. Abstract: The research reported in this paper used a modified Delphi procedure in an attempt to establish a consensus on tasks proposed to assess components of number sense identified as essential for early mathematics success by a broad range of academics with expertise in the area of early mathematics. Tasks included as measures of these components were based on assessment tasks developed by early mathematics researchers. Eighteen questionnaires were returned by academics from Australia, the UK, New Zealand, The Netherlands and the USA, all with published work in the areas of early mathematics and/or number sense. Both the proposed components and tasks in the questionnaires were limited to the number domain. The study revealed considerable agreement with a number of the proposed tasks and thus provided a way forward for the development of an early number sense assessment to be trialled with young children prior to their first year of formal schooling. 
  • A third article, entitled Numeracy-related exchanges in joint storybook reading and play, was written by Maureen Vandermaas-Peeler, Jackie Nelson, Charity Bumpass annd Bianca Sassine. Abstract: Studies of the processes by which parents encourage early numerical development in the context of parent-child interactions during routine, culturally relevant activities at home are scarce. The present study was designed to investigate spontaneous exchanges related to numeracy during parent-child interactions in reading and play activities at home. Thirty-seven families with a four-year-old child (13 low-income) were observed. Two types of numeracy interactions were of interest: socio-cultural numeracy exchanges, explaining the use and value of money or numbers in routine activities such as shopping or cooking, and mathematical exchanges, including counting, quantity or size comparisons. Results indicated that high-income parents engaged in more mathematical exchanges during both reading and play than did low-income parents, though there were no differences in the initiation of socio-cultural numeracy exchanges. The focus of parental guidance related to numeracy was conceptual and embedded in the activity context, with few dyads focusing on counting or numbers per se. The findings suggest the importance of parent education efforts that incorporate numeracy-related discourse in the context of daily routines to augment young children's numeracy development.


Mathematics in early childhood education

The March issue of International Journal of Early Years Education contains several articles that are related to mathematics education:
  • Elizabeth Dunphy has written an article called Early childhood mathematics teaching: challenges, difficulties and priorities of teachers of young children in primary schools in Ireland. Abstract: Issues of pedagogy are critical in all aspects of early childhood education. Early childhood mathematics is no exception. There is now a great deal of guidance available to teachers in terms of high-quality early childhood mathematics teaching. Consequently, the characteristics of high-quality early childhood mathematics education are clearly identifiable. Issues such as building on young children's prior-to-school knowledge; engaging children in general mathematical processes; and assessing and documenting children's learning are some of the key aspects of high-quality early childhood mathematics education. The extent to which teachers of four- and five-year-old children in primary schools in Ireland incorporate current pedagogical guidance in early childhood mathematics education was explored in 2007 in a nationally representative questionnaire survey of teachers of four- and five-year-old children attending primary schools. This paper presents some of the findings of the study in relation to teachers' self-reported challenges, difficulties and priorities in teaching early childhood mathematics. Implications are drawn for professional development, curriculum guidance and educational policy.
  • Sally Howell and Coral Kemp have written an article called A participatory approach to the identification of measures of number sense in children prior to school entry. Abstract: The research reported in this paper used a modified Delphi procedure in an attempt to establish a consensus on tasks proposed to assess components of number sense identified as essential for early mathematics success by a broad range of academics with expertise in the area of early mathematics. Tasks included as measures of these components were based on assessment tasks developed by early mathematics researchers. Eighteen questionnaires were returned by academics from Australia, the UK, New Zealand, The Netherlands and the USA, all with published work in the areas of early mathematics and/or number sense. Both the proposed components and tasks in the questionnaires were limited to the number domain. The study revealed considerable agreement with a number of the proposed tasks and thus provided a way forward for the development of an early number sense assessment to be trialled with young children prior to their first year of formal schooling. 
  • A third article, entitled Numeracy-related exchanges in joint storybook reading and play, was written by Maureen Vandermaas-Peeler, Jackie Nelson, Charity Bumpass annd Bianca Sassine. Abstract: Studies of the processes by which parents encourage early numerical development in the context of parent-child interactions during routine, culturally relevant activities at home are scarce. The present study was designed to investigate spontaneous exchanges related to numeracy during parent-child interactions in reading and play activities at home. Thirty-seven families with a four-year-old child (13 low-income) were observed. Two types of numeracy interactions were of interest: socio-cultural numeracy exchanges, explaining the use and value of money or numbers in routine activities such as shopping or cooking, and mathematical exchanges, including counting, quantity or size comparisons. Results indicated that high-income parents engaged in more mathematical exchanges during both reading and play than did low-income parents, though there were no differences in the initiation of socio-cultural numeracy exchanges. The focus of parental guidance related to numeracy was conceptual and embedded in the activity context, with few dyads focusing on counting or numbers per se. The findings suggest the importance of parent education efforts that incorporate numeracy-related discourse in the context of daily routines to augment young children's numeracy development.


Guest Blog at Parents Place

"Every child deserves a proper diagnosis. Every child is worthy of a free and legal education. Every parent is entitled to know their options." This is the proclamation on the welcoming page for the Diagnosing Parents Rights website. The site, authored by writer and activist Sera Rivers, is a full of information and encouragement for parents of kids with disabilities. In addition to information about Sera and her journey as a parent, the site contains useful links and is home to "Parents Place," a blog / discussion board for parents. I was impressed by the creativity and enthusiasm with which the information on this site is presented, so when I was asked to guest blog at Parents Place, I eagerly agreed. The topic is advocacy strategies for parents, and I shared some of the top tips for advocacy based on my experiences in attending IEPs with many parents over the years. Parents - this blog post is for you, and I hope you find it useful and insightful!
www.diagnosingparentsrights.com

Why I Voted Against the Madison Initiative, by Guest Blogger Dakota Kaiser

Today we feature a post from an undergraduate student at UW-Madison, Dakota Kaiser. Dakota is a rising senior, and recently distinguished himself as the sole member of the ASM (Associated Students of Madison) to vote against the Chancellor's Madison Initiative for Undergraduates. While many if not all students and faculty can find something to like in the proposal, Dakota has taken a stand for reasons that only he can best articulate. Therefore, today he becomes the first-ever guest blogger on the Education Optimists, here to share his views. Welcome, Dakota!

Why did I vote no? First and foremost, as a student representative on ASM, I could not ethically endorse a tuition increase. As a representative from a rural working class background and a transfer student, I don’t believe my constituency supports this proposal. Higher education is on a path to pricing students out of college every year, and I don’t want Wisconsin to follow the trend. The largest piece of evidence provided for this money is the classic bar graph of funding and financial aid for the big 10. I don’t believe pointing to other schools with high tuition and wanting to fit in is a real argument. Pointing to others actions to justify your own didn’t work on the playground as kids, and it shouldn’t work now. We should take pride in our affordability not be embarrassed and quick to change it. I also question whether or not the BIG 10 is really our peer group. When the average Wisconsin high-school student looks at college choices, it's not between UW-Madison and Penn State, it’s between UW-Madison and other UW schools and community colleges.

While this proposal argues that it will increase economic diversity on campus, I believe it will do just the opposite. Low income, first generation, and other students from disadvantaged communities are likely to suffer from sticker shock when seeing the high tuition on a website, pamphlet or other promotional material. Those students who most need the financial aid that this program is designed to create are those students who will not take it into account when making their post-secondary choices. While the administration just released their report (by no coincidence I’m sure) stating that family income has no impact on acceptance to UW-Madsion, I believe that it does affect who is applying in the first place.

Tuition is the last place a public institution should look to solve its problems, not the first. If the administration has spent a serious amount of time trying other methods to fill the gap and accomplish these same goals and then finally had to turn to tuition, this may be a different story. I also believe that many of the goals and proposals in the initiative can be solved with out such a large increase in funds. More funding doesn’t mean better advising, counseling, or instruction. We have no evidence suggesting that these areas are actually damaged, or that more funding will fix them. All we have are some anecdotal accounts, not solid data. Students were rushed to make a decision on this as it was rolled out, followed by only 6 weeks of an all out marketing, and lobbying blitz, with little time to let these ideas actually settle.

We also have been shown no evidence that changes in the area’s proposed will actually provide a better education, and there are no accountability measures or goals to judge success by. When I asked an administrator about how they will judge success in four years, I was told that they will have more faculty members, more advisers, and more services. When I responded that those are all means to the end of a better education, and asked how they would know that those things are actually making a difference, they had no answer.

In the end I believe that this proposal will not produce the intended results, and may harm our institution. In my opinion the average student doesn’t support this initiative, but they have been given no outlet to speak against it. In the one survey produced by ASM less than 20% of students supported the initiative, while over 80% were neutral or opposed. While the rest of student council was able to ignore that fact, and argue that the educated students were in favor of it and that as time goes on more will be too, I could not.

Forest Ridge Students Create Holocaust Museum



Each year Ann Gilbert's 8th grade students spend weeks studying the Holocaust and creating a museum for their fellow students, parents, and others to visit. For the past several years I have been invited to tour the museums. I am always so impressed with the students' creativity, knowledge, and passion for the subject. For the first time, this year's museum is set up throughout the campus - both outside and inside. The displays included timelines, video presentations, drawings, paintings, cutouts of life-sized figures, and a pile of shoes - all set in carefully crafted spaces.


Special thanks to Ann Gilbert and my two knowledgable and insightful docents yesterday.


Want to know more about this project? Ask Master Teacher Ann Gilbert - anngi@forestridge.org.


-Ilana Cone Kennedy, Director of Education

Kentut Rp 1 Miliar


Persoalan buang angin atau “maaf” (kentut) memicu konflik dan berakhir dipengadilan dengan konpensasi US$ 100.000 atau sekitar Rp.1,1 M! Kedengarannya sesuatu hal yang konyol persoalan kentut bisa berakhir di pengadilan dan menimbulkan gugatan materi dgn jumlah yg cukup fantastis, tapi ini benar-benar terjadi di Swedia.

Menurut Göran Andervass, 44 , seorang teknisi komputer dia kedatangan seorang klien dikantornya dan klien-nya itu kentut diruangannya, kentut yang keras dan menimbulkan bau yang menjijikkan, demikian menurut koran lokal setempat Aftonbladet.

Andervass menuduh klien-nya itu memprovokasi dirinya dengan kentut dihadapannya dan dia marah terhadap klien-nya itu sehingga menimbulkan pertengkaran dan kegaduhan sehingga menarik perhatian orang seisi kantor, sampai akhirnya berita itu sampai ke telinga boss si klien yang juga merupakan direktur Bank National Swedia.

Andervass dan klien-nya dipanggil si boss di Bank National Swedia dan mencari tahu apa yang sebenarnya terjadi, Andervass menuturkan apa yang terjadi tapi si klien tetap membantah keras kalau dia telah kentut dan menimbulkan bau yang tidak sedap dan sekali lagi pertengkaran hampir saja kembali terjadi kalo saja tidak ditengahi oleh direktur Bank National Swedia itu.

Akhirnya Andervass dipecat oleh kantornya atas pengaduan boss Bank National Swedia dengan alasan “persoalan pribadi”.

Tentu saja Andervass tidak terima dan balik menuntut Bank National Swedia ke pangadilan dengan gugatan ganti rugi inmateriil sebesar U$ 100,000 atau sekitar Rp.1,1 M ! dan ternyata gugatan Andervass dikabulkan pengadilan sehingga Bank National Swedia diwajibkan membayar ganti rugi inmateriil sebesar Rp.1,1 M. (art/yon)

Sumber: Rileks.com

Post by http://heboh.mampir.net/2009/04/24/ha-ha-ha-kentut-harganya-rp-1-miliar/

Tuesday, April 28, 2009

Berita heboh, senggama di atas mobil!!1 Fri Jun 06, 2008 5:57 am

Ketika dua insan sedang dimabuk asmara, maka untuk melampiaskannya ga' akan liat kanan-kiri, liat aja kedua insan dibawah ini, benar-benar nekad. Entah karena sudah "ga' bisa nahan" ato emang kuncinya ketinggalan didalam maka terjadilah aksi yang cukup panas tersebut. Saksikanlah

Tampak biasa



dizoom


diperbesar


sumber : http://bandung-sapuluh.yahooboard.net/bodoran-baraya-sapuluh-f5/berita-heboh-senggama-di-atas-mobil1-t616.htm

My Take on Taylor

Right now the blogosphere has run amok with talk of Mark Taylor's New York Times op-ed ("End the University as We Know It"), calling for the end of the university as we know it. Of course, with an op-ed like that, many will hate him. So I figured, why not highlight what's good here--and worth considering? In truth, Taylor hits a few high notes I'd like to simply echo. Such as....

1. There is far too little intra-departmental collaboration, and this may well point to the need for new models. I love the idea of cross-disciplinary organizational schemes with faculty gathered around common problems rather than traditional disciplines. But the "problem" areas have got to be more specific than simply "education" or "journalism" or "public policy." Not enough. I'm surprised Taylor didn't recognize that we already have a faculty focused on the problem of "law"-- duh.....

2. Grad students need to know how to get non-academic jobs, and know that life exists (and can be quite good) outside academia.

3. Colleges and universities need to start acting like teammates, especially those within public systems. Yes, SYSTEMS. Share resources, share students, share faculty--share. Can you tell I have a two-year-old?

The only one I strongly oppose--abolishing tenure. Not for the reasons you might think--truth be told, I'm not really focused on long-term job security. I think bright creative people tend to find jobs, somewhere (and of course I'd like to think I meet those criteria). But we need tenure, or something like it, because now is not the time to throw academic freedom into the wind. Trust me.

Medi-Cal and the Regional Center

Given the current economic climate more and more families are being asked to apply for Medi-Cal by their Regional Centers as an additional funding source. Many people are unfamiliar with the process (as was I) so here's what I learned.

Medi-Cal is basically the California version of Medicare and is both funded by the state and the federal government. The Medi-Cal Home and Community-Based Services Developmental Disability Waiver (“Waiver”) allows Regional Centers to get reimbursed for services provided to Regional Center consumers. It’s a "waiver" because it allows Medi-Cal to only pay for certain services for Regional Center consumers and not other people who qualify for Medi-Cal. There are certain criteria that the client has to meet to qualify but its in the best interest of the Regional Center to qualify consumers because it is an additional funding source.

To qualify for the Waiver services the consumer has to be a Medi-Cal recipient. If the consumer is not a Medi-Cal recipient or is a Medi-Cal recipient with a share of cost because of income of his or her Parents or spouse then institutional deeming under the Waiver may qualify him or her for no share of cost under Medi-Cal. (This means that the family's income and resources are not deemed to the consumer, therefore making the consumer eligible for Medi-Cal if all other criteria are met.)

If the Regional Center determines that the consumer is eligible for Waiver services then they will contact Medi-Cal who will do a screening to determine if the consumer is eligible for Medi-Cal without having to pay a share of cost.

Besides providing additional funding for the Regional Centers, if the consumer is a Medi-Cal recipient then their family's contribution under the Family Cost Participation Program is $0. Typically, under the Family Cost Participation Program, which was implemented in 2005, families of consumers who are between 3 and 17 and live at home are required to pay a portion of the cost for respite, day care and camping services. If the consumer is a Medi-Cal recipient, however, including under the Waiver, then the family doesn't have to pay for any portion of the services under the Family Cost Participation Program.

If the consumer does not qualify for Medi-Cal under the waiver and you have to contribute to the cost of the services listed above then you need to submit the required paperwork to your Regional Center within 10 days of signing the completed IPP/IFSP or the Regional Center can set the family contribution at the maximum amount (80% of the cost of the service). The family contribution is based on a sliding scale and only families who have a gross annual income that is four times the Federal Poverty Level or more will have to make a family contribution. If you go to http://www.dds.cahwnet.gov/FCPP/Index.cfm there is a Family Cost Participation Calculator which will allow you to figure out what % your family contribution would be.

Precious moments #2

Me: Jeff's (the math teacher's) baby was born this morning - his name is Wesley!
Student 1: Like Wesley Snipes?
Student 2: Like Ron Wesley?
Student 3: Don't you mean Ron Weasley?
Student 4: I can't believe they named it Wesley! I am NOT calling that baby Wesley.

Welcome!

Welcome to the Washington State Holocaust Education Resource Center's new blog!

The Center is a 501(c)(3) non-profit organization, established in 1989. The Holocaust Center supports teachers in the public and private schools of Washington (and throughout the Pacific Northwest!) who want to introduce Holocaust studies into their curricula.

The Center provides educational materials, including resources that preserve local connections to the Holocaust for grades 5-12 through university levels.

It is through the study of the Holocaust that young people and adults learn about human behavior, social responsibility, moral courage, the importance of speaking out against intolerance, and the difference just one person can make.

Manfaat Puasa Senin Kamis

MANFAAT PUASA SENIN DAN KAMIS

BERDASARKAN pendapat sejumlah ahli kesehatan, puasa dapat memberikan berbagai manfaat bagi yang melaksanakannya, di antaranya untuk ketenangan jiwa, mengatasi stres, meningkatkan daya tahan tubuh, serta memelihara kesehatan dan kecantikan. Puasa selain bermanfaat untuk ketenangan jiwa agar terhindar dari stres, juga dapat menyehatkan badan dan dapat membantu penyembuhan bermacam penyakit.

Selain itu, puasa dapat membuat awet muda atau menunda proses ketuaan. Supaya kondisi fisik selalu sehat dan bugar, organ-organ tubuh harus mendapatkan kesempatan untuk istirahat. Hal tersebut dapat dilakukan dengan berpuasa.

Puasa bagi umat Islam merupakan salah satu Rukun Islam dan merupakan salah satu ibadah wajib selama bulan Ramadan. Bagi umat Islam, berpuasa merupakan salah satu ibadah yang harus dilakukan. Ada puasa wajib yang harus dilakukan pada bulan Ramadan, tapi ada juga puasa-puasa sunah seperti puasa Daud, puasa Arafah, puasa Senin-Kamis, dan puasa sunah lainnya.

Beberapa ahli dari negara-negara Barat dan Timur telah meneliti dan membuktikan tentang manfaat puasa. Tiga orang ahli dari Barat yang non-Muslim telah mengemukakan pendapat mereka tentang faedah puasa.

Ketiga orang ahli tersebut adalah Allan Cott M.D., seorang ahli dari Amerika, Dr. Yuri Nikolayev Direktur bagian diet pada Rumah Sakit Jiwa Moskow, dan Alvenia M. Fulton, Direktur Lembaga Makanan Sehat "Fultonia" di Amerika.

Allan Cott, M.D., telah menghimpun hasil pengamatan dan penelitian para ilmuwan berbagai negara, lalu menghimpunnya dalam sebuah buku Why Fast yang mengalami 17 kali cetak ulang dalam tempo sewindu. Di buku itu, Allan Cott, M.D. membeberkan berbagai hikmah puasa, antara lain:

a. To feel better physically and mentally (merasa lebih baik secara fisik dan mental).

b. To look and feel younger (melihat dan merasa lebih muda).

c. To clean out the body (membersihkan badan)

d. To lower blood pressure and cholesterol levels (menurunkan tekanan darah dan kadar lemak.

e. To get more out of sex (lebih mampu mengendalikan seks).

f. To let the body health itself (membuat badan sehat dengan sendirinya).

g. To relieve tension (mengendorkan ketegangan jiwa).

h. To sharp the senses (menajamkan fungsi indrawi).

i. To gain control of oneself (memperoleh kemampuan mengendalikan diri sendiri).

j. To slow the aging process (memperlambat proses penuaan).

Sementara itu, Dr. Yuri Nikolayev menilai kemampuan untuk berpuasa yang mengakibatkan orang yang bersangkutan menjadi awet muda, sebagai suatu penemuan (ilmu) terbesar abad ini. Beliau mengatakan: what do you think is the most important discovery in our time? The radioactive watches? Exocet bombs? In my opinion the bigest discovery of our time is the ability to make onself younger phisically, mentally and spiritually through rational fasting. (Menurut pendapat Anda, apakah penemuan terpenting pada abad ini? Jam radioaktif? Bom exoset? Menurut pendapat saya, penemuan terbesar dalam abad ini ialah kemampuan seseorang membuat dirinya tetap awet muda secara fisik, mental, dan spiritual, melalui puasa yang rasional).

Alvenia M. Fulton, Direktur Lembaga Makanan Sehat "Fultonia" di Amerika Serikat menyatakan bahwa puasa adalah cara terbaik untuk memperindah dan mempercantik wanita secara alami. Puasa menghasilkan kelembutan pesona dan daya pikat. Puasa menormalkan fungsi-fungsi kewanitaan dan membentuk kembali keindahan tubuh (fasting is the ladies best beautifier, it brings grace charm and poice, it normalizes female functions and reshapes the body contour).

* *

PUASA memiliki banyak hikmah dan manfaat untuk kesehatan tubuh, ketenangan jiwa, dan kecantikan. Saat berpuasa, organ-organ tubuh dapat beristirahat dan miliaran sel dalam tubuh bisa menghimpun diri untuk bertahan hidup. Puasa berfungsi sebagai detoksifikasi untuk mengeluarkan kotoran, toksin/racun dari dalam tubuh, meremajakan sel-sel tubuh dan mengganti sel-sel tubuh yang sudah rusak dengan yang baru serta untuk memperbaiki fungsi hormon, menjadikan kulit sehat dan meningkatkan daya tahan tubuh karena manusia mempunyai kemampuan terapi alamiah.

Puasa dapat membuat kulit menjadi segar, sehat, lembut, dan berseri. Karena, setiap saat tubuh mengalami metabolisme energi, yaitu peristiwa perubahan dari energi yang terkandung dalam zat gizi menjadi energi potensial dalam tubuh. Sisanya akan disimpan di dalam tubuh, sel ginjal, sel kulit, dan pelupuk mata serta dalam bentuk lemak dan glikogen.

Manusia mempunyai cadangan energi yang disebut glikogen. Cadangan energi tersebut dapat bertahan selama 25 jam. Cadangan gizi inilah yang sewaktu-waktu akan dibakar menjadi energi, jika tubuh tidak mendapat suplai pangan dari luar.

Ketika berpuasa, cadangan energi yang tersimpan dalam organ-organ tubuh dikeluarkan sehingga melegakan pernapasan organ-organ tubuh serta sel-sel penyimpanannya. Peristiwa ini disebut peremajaan sel.

Dengan meremajakan sel-sel tubuh, akan bermanfaat untuk meningkatkan kekebalan dan kesehatan tubuh serta kulit kita. Oleh karena itu, orang yang sering berpuasa kulitnya akan terlihat lebih segar, sehat, lembut, dan berseri karena proses peremajaan sel dalam tubuhnya berjalan dengan baik.

Makanan dan minuman yang kita konsumsi setiap hari, selain mengandung zat-zat gizi yang berguna untuk tubuh kita, juga mengandung bahan toksik atau racun yang kemudian tertimbun dalam tubuh. Bahan toksik atau racun yang ada dalam tubuh kita, jika sudah terlalu banyak dapat menyebabkan masalah pada tubuh antara lain, tubuh menjadi mudah lelah, daya tahan tubuh menurun, sehingga mudah sakit.

Dengan melakukan puasa, tubuh akan menggunakan energi cadangan. Penggunaan energi cadangan ini menyebabkan racun-racun terbuang dan sel-sel tubuh dibersihkan. Selain itu, di bagian pencernaan terjadi juga pengeluaran racun karena alat-alat pencernaan beristirahat sehingga dapat membersihkan diri, juga termasuk usus besar yang merupakan pusat kotoran.

Berpuasa selain bermanfaat untuk detoksifikasi atau proses pengeluaran racun secara menyeluruh, juga bermanfaat untuk menambah tenaga. Hal tersebut disebabkan racun-racun yang ada pada sel-sel dan jaringan tubuh telah dibersihkan, sehingga organ tubuh menjadi lebih bersih dan zat gizi yang masuk lebih mudah diserap.

Berpuasa dapat membantu meningkatkan penyerapan gizi dari makanan yang dikonsumsi karena dalam saluran pencernaan, sebelum makanan diserap harus mengalami proses perubahan terlebih dahulu dari bentuk padat menjadi komponen-komponen yang sangat halus. Pada saat berpuasa, saluran pencernaan beristirahat selama beberapa jam. Dengan diistirahatkannya saluran pencernaan tersebut akan menjadi lebih baik dalam memproses dan menyerap makanan yang dikonsumsi, sehingga akan lebih bertenaga, sehat, dan kuat.

Supaya selalu tercipta kondisi sehat, bugar dan cantik saat berpuasa, sebaiknya pada waktu berbuka maupun sahur selalu mengonsumsi makanan sehat yang memenuhi unsur pola makan empat sehat lima sempurna dan bergizi lengkap. Dengan cara itu, tentunya dapat menunjang ibadah puasa yang kita dilakukan. (Surtiningsih, kolomnis/pengamat kesehatan)***

http://andirahadi.multiply.com/journal/item/1/MANFAAT_PUASA_SENIN_DAN_KAMIS



Monday, April 27, 2009

How Much Can Hiking the Sticker Price Hurt Poor Kids?

They just give up. Period.

My husband drew my attention to a new study published in the April issue of Psychological Science in which researchers provided low-income Chicago 7th-graders in two randomly selected classrooms with one of two kinds of information: Classroom A received information about need-based financial aid opportunities, indicating that college was a possibility for them while Classroom B was provided information about the enormous costs associated with a college education, indicating that college was not a viable option (specifically they were told that the average college tuition costs $31,160 to $126,792).

The researchers then assessed students' motivation levels and mentality towards school using questionnaires about goals, grades, and time usage.

The students in Classroom A expected to do better in school and planned to put more effort into studying and homework, compared to the students in Classroom B, who did not view college as a realistic possibility.

In a sensitivity analysis the researchers repeated the study with Detroit classrooms, and changed the second condition from info about college costs to no info at all. Results again indicated that students provided financial aid information had a more open mindset toward their future.

The authors conclude "part of the reason children begin to fall behind is that effort in school is understood to have meaning only when it leads to a path to the future. When the path to college feels closed because of a lack of financial assets, school-focused aspirations and planned effort suffer."

For more, see the work of Daphna Oyserman, University of Michigan.

Precious moments

Student 1: [burps loudly]
Me: Wow!
Student 1: What, I'm not allowed to burp?
Me: No, it's a natural bodily function.
Student 1: Yeah, like when I heard you fart in your office the other day!
Student 2: Awkward!
Me: Everybody farts.
Rest of class: [breaking into chatter]
Me: Okay! Anyone who's talking in five seconds is going to have the teacher fart on them.

The Great Debate

What's a university to do in a recession? Use the opportunity to learn how to do less with more? Use it as a convenient excuse to privatize? Stand by your constituents and struggle along with them to build political support?

Right now we're seeing it all. A few examples--

From the Chronicle: Public Colleges Consider Privatization as a Cure for the Common Recession.

In Baltimore: Regents approve tuition freeze for Maryland undergraduates, Out-of-state, graduate students to see increases

But what I'm looking for is a state or university that's using the recession as a chance to focus in on the core questions, which include:
1. What are we doing that is working? At what cost? Given that cost, is it worth it?
2. What are we doing that by no measure is having any impact? What's that costing? Do we have the stomach to stop doing it?

In other words, use this as a time to get focused on cost-effective ways to educate college students--not as a time to grow bigger and broader. Get back to your core mission. As the NY Times pointed out yesterday, right now you've got to live in the house you're in--there's no trading up. There's no upgrade in a recession, especially not one that comes at the expense of students and families.

Postscript: As I finished typing, the following news rolled in. We have a WINNER! Temple University has managed to cut its operating budget by 5% (by consolidating programs, leaving some staff positions vacant, and freezing salaries for nonunion employees) and give half of the savings (nearly $20 million) to financial aid. Tuition will rise only minimally (less than 3%). You go, Temple!

Speaking Of Colleges...

President Obama weighed in on the issue of college affordability and making universities more efficient on Friday, as reported by the New York Times's Caucus Blog ("Obama Chides Colleges To Curb Spiraling Tuition").

President Obama challenged college and university officials on Friday “to put affordability front and center as they chart a path forward.” The president’s not-so-subtle message was that America’s system of higher education should cut waste and inefficiency, just as he has urged America’s government to do, to counter spiraling tuition costs.

Mr. Obama also promised to keep battling to do away with a long-standing federal student-loan subsidy program that he said “lines the pockets of the banks” while costing American taxpayers billions of dollars a year that could otherwise go to direct student aid. His plan has run into serious opposition in Congress, with both Republicans and some Democrats concerned about its ramifications.

The president spoke after meeting with Stephanie Stevenson of Baltimore, a University of Maryland junior, and her mother, Yvonne Thomas. The university of Maryland, the president noted pointedly, has been able to freeze tuition by cutting energy costs and streamlining administrative functions, among other measures. He called on other places of higher learning to do the same.
Photo: Aude Guerrucci-Pool/Getty Images

Sunday, April 26, 2009

What is the Evidence on High-Tuition High-Aid Models?

Inquiring minds want to know... and those of us optimistic about the future of education in this country, and the future of our children, are here to provide that service.

Given declining state support to higher education, it's not at all surprising that even the most "public" state flagship universities are considering high-tuition high-aid models-- ones that jack up tuition on all or a subset of students in order to provide more aid to students from lower-income backgrounds. Sounds good, right? Those who can will pay more, and those who can't will get more aid.

As with any policy, especially one so appealing on the face of it, it's worth turning to any available empirical evidence to assess whether it should be enacted. So let's do it.

1. University of Michigan- Ann Arbor began using this model back in 1997. UM is known as the most truly affordable college in the Big 10 by virtue of its gobs and gobs of financial aid. So, is it working? "In 2008, UM reported that tuition has increased 27 percent for incoming freshmen in the College of Literature, Science and the Arts since fall 2004. Tuition cost $10,447... University officials said they've increased financial aid by a greater percentage than the annual tuition increases." But since 1997, the number of low-income UM students has decreased by 10%, while the number of wealthy students has increased by 8%. What's going on? According to the financial aid director at UM “Our cost scares people away… it’s hard for [prospective students] to reconcile that, yes, we may be more expensive, but we give more financial aid."

2. Miami University of Ohio. With a president who understood that unfortunately "high tuition makes people think a school has a lot to offer" this institution raised in-state rates to match out-of-state ones, but also offered automatic grants up to nearly $13,000 to in-staters to offset the cost. The prez promised that net costs for Ohioans wouldn't go up-- that for them costs would remain the same. A year later, applications and enrollment immediately went up. Sounds great, right!? Except over the course of that same year there was an 8 percent decrease in applications from students with high amounts of financial need, and in-state enrollment dropped 13%.

These problems are recognized by the student body at the University of Washington, where a similar model is being considered. See here for an example.

3. Two important facts from financial aid research:

A. Low SES students are particularly price sensitive and have difficulty identifying the amount of aid they can expect to receive (hey, with a FAFSA like that who's surprised?). (See the work of Don Heller). We've never found a successful way to get low-income families accurate info on net cost, so as to influence their choices, early on, before they count themselves out of higher ed.

B. "A $1,000 increase in tuition decreases the attendance rate of low income youth by an estimated 5.2 percentage points more than middle- and high-income youth." (Thomas Kane) If the aid did not match the increases in tuition dollar-for-dollar, not only in theory but in reality, what follows is pretty clear.

Moreover, many of the biggest names in financial aid research and leaders of great public institutions tend to agree. Here are the voices of a few:

Edward St. John (U. Michigan): "The reality of high‐tuition/high‐aid [does] not match the vision advocated by progressives. Institutions leverage student aid to generate tuition revenue, replace tax dollars but adding to inequalities created by the shift in public finance. While rising tuition is a fact of life in public universities, student aid remains ambiguous and uncertain."

University of California System: In 2006, UC declined to go high-tuition/high-aid to protect access for low-income and minority students. UC reviewed the relevant research in advance, and its report declared: "Practically speaking, return-to-aid does not always compensate for the effect of tuition increases. In spite of efforts to increase financial aid in keeping with increase in tuition, high-tuition universities generally do not have student bodies as diverse as their less expensive public cousins....Thus in spite of the University’s excellent intentions and unusual efforts to offset the negative effects of fee hikes, the Compact moves the University toward a high tuition-high aid model that may not be able to prevent reduced access."

Brian Levin-Stankevich, President of Eastern-Washington University: He declined to go high-tuition, high-aid, noting that "the sticker price alone can be a deterrent to even considering college." But, he found an alternative, raising class size and using more technology. (Point of fact: there is no good evidence that smaller undergraduate classes are cost-effective, producing better outcomes worth the price. That said, they are politically popular!)

Patrick Callan: The Miami model, according to Callan, was a “poor execution of a poor idea.” “Everyone thought that high tuition, high aid programs worked well until we heard from privates about their issues with access for low-income students,” said Callan. “It would be a serious mistake for schools to look at the Miami situation and conclude that this is the best way to help low-income students.”

Bruce Johnstone notes that actually translating high tuition into high aid is operationally complex and hard to implement. It would also be hard to know if a university wasn't actually spending the money in that way. Other research, by Griswold and Marine supports this -- tuition pricing and aid allocations are often poorly coordinated.

And just for balance here are the voices of advocates of high-tuition/high-aid models...

James Garland, Miami University of Ohio. “Imagine if there were, in its place, a food subsidy program by which the government paid that $27 billion directly to supermarkets. Under such a program needy families would benefit little, because most of the savings would be passed on to customers who didn't need help. That would be an inefficient use of public money. But this is precisely what happens in public higher education. When states pay their universities to hold down tuition charges, they are indirectly subsidizing wealthy and poor students alike."

Ron Ehrenberg of Cornell University. A recent article about the Madison Initiative quoted Ehrenberg as saying "it’s to be expected that flagship institutions will have to borrow from the private model to maintain quality in an environment of diminishing resources. That said, there are potential pitfalls. “This [increase] is actually going to hit a relatively large fraction of the students, and the downside risk is that there may turn out to be a lot of political opposition to it,” said Ehrenberg, a professor of economics. “There’s always sort of the fear that if you raise tuition you’re going to lose public support, and that’s going to make state appropriations go away even faster,” he added."


Research by Jim Hearn and others has shown that time and again this model becomes popular under conditions of financial stress. But stressful times are times to get creative, to think harder about efficiencies, and to take unpopular stands. They are not the time to leave the poorest citizens among us out in the cold, while we "save" our own children, and our own behinds.

Postscript: I give tons of credit to the Economic Opportunity Institute for a very good brief on the topic.

Is it worth using CAS

Robyn Pierce, Lynda Ball and Kaye Stacey have written an article called Is it worth using CAS  for symbolic algebra manipulation in the middle secondary years? Some teachers' views. The article was published online in International Journal of Science and Mathematics Education on Thursday. Here is the abstract of their article:
The use of Computer Algebra Systems (CAS) in years 9 and 10 classrooms as a tool to support learning or in preparation for senior secondary mathematics is controversial. This paper presents an analysis of the positive and negative aspects of using CAS identified in the literature related to these year levels, along with the perceptions of 12 experienced secondary teachers who were working with years 9 and 10 students. The literature review shows that CAS is valued for calculation and manipulation capabilities, the option of alternative representations, the opportunity for systematic exploration and for prompting rich discussion. However, the technical overhead, initial workload for the teacher and unresolved questions about the perceived relative contribution of machine and by-hand work to learning currently pose obstacles to teaching with CAS in the middle secondary years. The teachers who contributed data to this study perceived that using CAS in their teaching is, on balance, worth the effort. However, they believed that CAS is of most benefit to their high ability students and may present an obstacle to their low ability students’ learning of mathematics.


Is it worth using CAS

Robyn Pierce, Lynda Ball and Kaye Stacey have written an article called Is it worth using CAS  for symbolic algebra manipulation in the middle secondary years? Some teachers' views. The article was published online in International Journal of Science and Mathematics Education on Thursday. Here is the abstract of their article:
The use of Computer Algebra Systems (CAS) in years 9 and 10 classrooms as a tool to support learning or in preparation for senior secondary mathematics is controversial. This paper presents an analysis of the positive and negative aspects of using CAS identified in the literature related to these year levels, along with the perceptions of 12 experienced secondary teachers who were working with years 9 and 10 students. The literature review shows that CAS is valued for calculation and manipulation capabilities, the option of alternative representations, the opportunity for systematic exploration and for prompting rich discussion. However, the technical overhead, initial workload for the teacher and unresolved questions about the perceived relative contribution of machine and by-hand work to learning currently pose obstacles to teaching with CAS in the middle secondary years. The teachers who contributed data to this study perceived that using CAS in their teaching is, on balance, worth the effort. However, they believed that CAS is of most benefit to their high ability students and may present an obstacle to their low ability students’ learning of mathematics.


Saturday, April 25, 2009

A Breath of Fresh Air

Kevin Carey visited UW-Madison this week. He spent some time with my Intro to Debates in Higher Ed Policy class, and also gave a talk at WISCAPE. I have to admit, I was jet-lagged from AERA and feeling pretty low when he arrived. But after an hour of listening to Kevin speak to my colleagues at Madison, I perked right up. I only wish more leaders of my institution, and more faculty, had been able to attend. For those of you who missed it, here are a few highlights of what he had to say:





"... We've built our higher education system from the top down...the resources given to those newly brought into the fold have never matched those who were there from the beginning. Take Wisconsin.... Madison spends far more money per student than other branches of the University of Wisconsin system, places like Oshkosh and Green Bay. Of course, Madison is a research university, a very good one, and research is expensive. So let's set all that research aside and look only at spending on what the feds classify as "instruction, academic support, and student services." Classified that way, spending at all of the other branch campuses is about the same, roughly $8,500 per student. Here in Madison, it's more than twice as much.

So here's my question: why are you so expensive to educate? Why do you deserve so much more? After all, you're supposed to the smart ones. On average, you got the best preparation, you went to the better high schools, you're more likely to come from a well-off family and less likely to come from a poor one. You're good at learning. You can do a lot of it on your own. Maybe it should take less money to help you reach your educational goals. It's not at all clear to me why it takes so much more. And Wisconsin is very typical in this regard. Run the numbers for another state university system and they usually come out the same way."



No one could offer Kevin a decent response. His comments ring loudly right now-- as students and faculty across the University come forward to support the Chancellor's Initiative that raises tuition in an effort to spend MORE per student, while at the same time stating an intention of enhancing college access. How could we be surprised? What member of the university community wouldn't like to have more money for his/her programs? Who wouldn't like a raise, or feel like they got to see professors more often? Who doesn't want to be successful as an institutional leader, and keep our constituents happy? Don't we all-- always-- want more?





But Kevin challenges us to go beyond our own personal, selfish, ambitions. He wants us to think about what we actually do for a living, and how-- and whether- it matters. If we're really concerned with access, if we really embrace the Wisconsin Idea, shouldn't we value leaders who push us to consider being generous with the rest of the students in the state? Shouldn't we listen hardest to the people who appear the least self-interested? Why aren't folks asking, why would an assistant professor work so hard to protect the ability of low-income students to access this university? What's in it for her? Let me tell you, the answer is nothing -- nothing tangible. Just the truly deep down feeling of knowing this is what I was educated to do, it's how my grandparents and parents raised me, and it's the only kind of work I'm willing to put my son in daycare to go off and do.



It's a simple fact: when we increase spending at a place like Madison, and jack the sticker price, we increase inequalities both in terms of per pupil spending, and in terms of rates of application to the UW. As Kevin says, "When people look at resource allocation numbers for our K–12 schools and see massive inequality, two-to-one spending ratios and the like, they call it injustice and file massive lawsuits. When they see the same numbers for higher education, they call it meritocracy, and a job well done."





Despite assurances of late that elitism doesn't pervade our admissions process (whoever thought it did?) the real issue remains that students and families are scared off by the sticker price. Research supports that, and no intervention's ever successfully found a way around it. No amount of discounting will solve it, and there's no reason to think that just because the problem is bad now, at price=X, that it won't be worse at X+$2,500. Especially in financial times this like. Sure more aid will be available, and that's a lovely thing, but inequities between campuses in the state will have grown, and applications among poor kids to our sttae flagship may well decline.



Maybe some just don't care. After all, we live our lives in the here and now, in our own small professional worlds where first and foremost we protect ourselves. But if you have a few minutes alone at night, try setting that aside and listening closely to our visitor from Washington. He left us with these words:



"Only by subordinating some of their self-interest...and embracing the interests of all institutions, and the students within them, and the students who aren't in an institution at all—will America's elite institutions be able to maintain the historic values of higher education that have done so much to make us the nation we are today."



I'd be so proud to be part of any college or university that took that to heart. Regardless of its so-called level of "prestige."







Calculating the Change of Enthalphy Using Calorimeter

When the changes of enthalpy or heat involved in the chemical reactions can be determined using a mathematical calculation, the amount of the heat in a chemical reaction can be measured using an experiment in the laboratory. Measurement heat reaction can be carried out using a tool called a calorimeter.

Calorimeter is an instrument used to measure the amount of heat given or taken in a particular process. A simple thermometer consists of a vessel isolation, mixer equipment, and thermometers.
Generally, the calorimeter wrapped by heat insulator material, such as polystyrene or styrofoam. The material can be used to reduce heat exchange between the system and environment, so that the pressure in the calorimeter is relatively fixed. It is because the measurement of heat using calorimeter should be done on the constant pressure. How do I measure heat using calorimeter? To understand how to measure heat using calorimeter, pay attention to the following explanation .
To measure heat using calorimeter, a heat source stored in the calorimeter and the water is stirred until equilibrium is reached, then the increase of temperature noted by reading the thermometer. In this case, the number of heat were released by the system in the calorimeter can be calculated.
The pressure in the calorimeter is relatively fixed, then the change in heat of system is equal with the enthalpy changes. This is expressed with the following equation.
ΔH = Q
Because the calorimeter vessel wrapped using the insulator material, they have not considered the heat absorbed and released by the system to and from the environment, so that heat of system is equal to zero.

Qreaction + Qcalorimeter + Qsolution = Qsystem
Qreaction + Qcalorimeter + Qsolution = 0
Qreaction = - (Qcalorimeter + Qsolution)

The heat of calorimeter is influenced by the heat capacity (C). If the heat capacity is relatively small (the heat pf calorimeter can be ignored), then the above equation can be written as follows.

Qreaction =-Qsolution
Qsolution = m c ΔT

with:
Q = heat (Joule)
m = solution mass (g)
c = the specific heat of solution (J/goC)
ΔT = Tfinal - Tinitial = the change in temperature (o or K)
Note:
Specific heat is the amount needed to raise the temperature of one gram of substance by one degree Celcius at a constant pressure.
The calculation above is used if the heat capacity of calorimeter is ignored, but if the quantity is considered, the heat fo the calorimeter must be involved in the calculated. In this case, the amount of the heat calorimeter can be determined using the following equation.

Qcalorimeter = Ck ΔT

With:
Ck = capacity of calorimeter (J/goC)

So
Qreaction = - (Qcalorimeter + Qsolution)

In fact, the number of heat absorbed by calorimeter is relatively small than the heat absorbed ny the solution, so that in some types of calorimeter, the price of CkΔT can be ignored.

The heat measurement using a calorimeter as discussed above are generally made for the reactions involving the system in the form of solution .However, for chemical reactions involving a combustion or reaction to determine the amount of energy contained in food the more accurate calorimeter is used, that is bomb calorimeter.
Basically, a bomb calorimeter consisting of a chamber where the substance is burned, the water filled into the chamber, a stirrer, a thermometer, and the contact wire.
The combustion reactions that occur inside the bomb will produced heat absorbed by the water and the bomb at the same temperature, so that the water temperature increases. Because there is no heat transfer between systems and environment during the reaction, then:
Qreaction = - (Qcalorimeter + Qwater)
= - (ΔT Cbomb + m Cwater ΔT)
where:
Cbomb = heat capacity of the bomb calorimeter (J/goC)

School District Related Housing Costs Key to Sinking Middle Class?

Interesting article by Elizabeth Warren and Amelia Warren Tyagi argues that the idea that the middle class is overspending itself into debt is a myth. Instead, they try to show that a key reason so many middle-class folks are over-leveraged is because of home costs linked to good schools:

Why such a staggering increase in the cost of housing? That is a long, separate discussion, but one point is worth underlining here: when a family buys a house, it buys much more than shelter from the rain. It also buys a public-school system. Everyone has heard news stories about kids who can’t read, classrooms without textbooks, and drug dealers and gang violence in school corridors. Failing schools impose an enormous cost on the children who are forced to attend them, but they also impose an enormous cost on those who don’t. . . .

A 2000 study conducted in Fresno, California, (population 400,000) found that, for similar homes, school quality was the single most important determinant of neighborhood prices —more important than racial composition, commute distance, crime rate, or proximity to a hazardous-waste site. A 1999 study conducted in suburban Boston showed that two homes less than half a mile apart and similar in nearly every aspect would command significantly different prices if they were in different elementary-school zones. Schools that scored just five percent higher than other local schools on fourth-grade math and reading tests added a premium of nearly $4,000 to nearby homes. . . .

Perhaps the strongest evidence that parents’ concern for their children’s welfare has driven their spending is the relative changes in housing prices for parents and non-parents. The federal government has not reported the data for the full 30-year period we have been examining, but looking at the period from 1984 to 2001 we see that housing prices for families with at least one minor child at home grew at a rate three times that of other families.

School District Related Housing Costs Key to Sinking Middle Class?

Interesting article by Elizabeth Warren and Amelia Warren Tyagi argues that the idea that the middle class is overspending itself into debt is a myth. Instead, they try to show that a key reason so many middle-class folks are over-leveraged is because of home costs linked to good schools:

Why such a staggering increase in the cost of housing? That is a long, separate discussion, but one point is worth underlining here: when a family buys a house, it buys much more than shelter from the rain. It also buys a public-school system. Everyone has heard news stories about kids who can’t read, classrooms without textbooks, and drug dealers and gang violence in school corridors. Failing schools impose an enormous cost on the children who are forced to attend them, but they also impose an enormous cost on those who don’t. . . .

A 2000 study conducted in Fresno, California, (population 400,000) found that, for similar homes, school quality was the single most important determinant of neighborhood prices —more important than racial composition, commute distance, crime rate, or proximity to a hazardous-waste site. A 1999 study conducted in suburban Boston showed that two homes less than half a mile apart and similar in nearly every aspect would command significantly different prices if they were in different elementary-school zones. Schools that scored just five percent higher than other local schools on fourth-grade math and reading tests added a premium of nearly $4,000 to nearby homes. . . .

Perhaps the strongest evidence that parents’ concern for their children’s welfare has driven their spending is the relative changes in housing prices for parents and non-parents. The federal government has not reported the data for the full 30-year period we have been examining, but looking at the period from 1984 to 2001 we see that housing prices for families with at least one minor child at home grew at a rate three times that of other families.

Two Schools in Two Days

A2Z is often invited to open house events in Southern California to learn about and tour local non public schools. As these opportunities are made available to us, we will post to let you know about schools in your community and how they may be appropriate for your child.

Last week, I had the pleasure of touring two different schools in Los Angeles County: The Pacific Schools & Aviva High School

1. The HELP Group's Pacific Schools



Where
: 15339 Saticoy Street, Van Nuys, California

What makes it unique: The Help Group's Pacific Schools are actually made up of 3 specialized programs: Pacific Ridge, Pacific Harbor and Project Six. In the Pacific Ridge and Pacific Harbor program, which are therapeutic day programs, the class size averages about 10 students with 2 adults. Various services, including family therapy, psychiatric services, counseling, speech and language services and Occupational Therapy are available on site. The Pacific Schools serve elementary, middle and high school aged students.
  • Pacific Ridge is a day program serving children and adolescents with special needs in the areas of emotional, behavioral and neurological challenges.
  • Pacific Harbor is for students who internalize their feelings, such as depression and anxiety, and may display mild behaviors. This program is also appropriate for students with emotional disturbances that require more intensive and comprehensive mental health services.
  • Project Six is a residential treatment center for adolescents with emotional and behavioral challenges.
Is it appropriate for your child? The Pacific Schools may be appropriate for your child if he/she has emotional disabilities, behavioral disabilities, autism spectrum disorder, significant behavioral challenges or internalizing disorders. It provides a safe environment for students who were previously bullied at a typical school due to their differences, and who now show internal or external behaviors.

What I love about this school:
The staff at the Pacific Schools place a strong emphasis on finding individualized incentives that are of interest to its students and using those things to help the student access his/her education. For instance, if your child is interested in playing instruments, sewing or guitar hero, these things would be made available as an incentive. For each program, there were "reward lounges" where students could play games, watch TV or use the computers. The importance of incorporating a child's interests into his/her program was a universal message across all three programs at the Pacific Schools. I believe that it was for this reason that the Pacific Schools had a personal touch where the personalities of the children were very evident.

2. Aviva High School




Where: 7120 Franklin Ave., Los Angeles, CA 90046

What makes it unique:
Aviva High School is one of the few all girl, non public schools in Los Angeles County. Aviva also has a residential treatment program that has 42 students enrolled in the high school. Aviva provides a range of on-site clinical and educational services. Aviva also offers a mandatory 6 week summer school program designed to enrich and broaden the students' reading, writing, and math skills and prepare them to pass the California HIgh School Exit Exam (CAHSEE). Aviva High School has a maximum enrollment of 84 students. The maximum student:teacher ratio in class is 6:1. Over 95% of its students go on to post secondary programs, including universities and junior college.

Is it appropriate for your child?
Aviva High School is appropriate for girls in grades 7 through 12 who need special academic, emotional, or behavioral support to maximize their educational potential. If your daughter requires a dual enrollment program, then Aviva may be the appropriate placement for her.

What I loved about this school
: It was very clear that the staff at Aviva were dedicated not only to its students, but were also dedicated to working on improving the bureaucratic system that can often be an impediment to special education students. The staff at Aviva have forged relationships with individuals in the LAUSD system that are in charge of making important decisions, and are working with them to try to evoke a change in the system. This passion was not only present at the administrative level of Aviva, but was also apparent through the teachers, aides, and even hallway monitors at the school.

Budget talk in St. Paul

I've been thinking about state budget policy ever since my days working here in college, but it has taken on new meaning since I've joined a charter school board of directors! Now every 1, 2 or 3 percent has me reaching for the Pepcid.

The Minnesota House of Representatives has just passed a bill that would hold K-12 spending flat for the next two years. Minnesota Public Radio had a great segment that sums up most of the politicking: The Democrat-controlled House and Senate are trying to balance the budget by skimping on K-12 funds; the Senate bill, which passed a few weeks ago, included a 3% cut (HUGE).

Republican Governor Pawlenty is proposing a K-12 budget increase tied to school reform measures:
"If you look at the discussion around the country around school reform and accountability, adequate funding is important, I don't mean to diminish it," Pawlenty said. "But their bill is devoid of any meaningful reforms, either in the House or Senate, that would substantially, directly impact student learning."
Of course, it's questionable whether Pawlenty's reform measures - mostly merit pay - would actually "directly impact student learning."

At our school, we have budgeted for 0% increase or decrease from the state in the upcoming years. We are also considering enrolling in Q-Comp, the state's merit-pay system, which could get us an additional $20,000 next year.