Archive | August, 2013

The 08/11/13 Joy Jar

10 Aug

Moi is discovering how many recipes that she likes which contain basil as an ingredient. Basil is a wonderful herb which along with added spices seasons a dish. Life would be very bland without herbs and spices. Today’s deposit into the ‘Joy Jar’ are the seasonings which make life less bland.

It is a fine seasoning for joy to think of those we love.
Moliere

“Neither sugar nor salt tastes particularly good by itself. Each is at its best when used to season other
things.
Love is the same way.
Use it to “season” people.”
– Vera Nazarian, The Perpetual Calendar of Inspiration

“The chief pleasure in eating does not consist in costly seasoning or exquisite flavor but in yourself’
Horace

“People can be induced to swallow anything, provide it is sufficiently seasoned with praise”
Moliere

The only fruit which even much living yields seems to be often only some trivial success ,–the ability to do
some slight thing bet …
Henry David Thoreau

“Perfume was first created to mask the stench of foul and offensive odors…
Spices and bold flavorings were created to mask the taste of putrid and rotting meat…
What then was music created for?
Was it to drown out the voices of others, or the voices within ourselves?
I think I know.”
– Emilie Autumn , The Asylum for Wayward Victorian Girls

“Better is a dinner of herbs where love is than a fattened ox and hatred with it.”
Proverbs 15:17)

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More kids taking both ACT and SAT

10 Aug

Moi has written about both the SAT and ACT college entrance tests. In College Board to redesign SAT test, moi wrote:

Whether or not students choose college or vocational training at the end of their high school career, our goal as a society should be that children should be “college ready.” David T. Conley writes in the ASCD article, What Makes a Student College Ready?http://www.ascd.org/publications/educational-leadership/oct08/vol66/num02/What-Makes-a-Student-College-Ready%C2%A2.aspx https://drwilda.com/2012/10/06/many-not-ready-for-higher-education/

College readiness: What are ‘soft skills’

There are two primary tests which access student preparedness for college, the ACT and the SAT. The SAT is owned by the College Board which has announced they will be redesigning the test. The ACT has overtaken the ACT as the primary test assessment. https://drwilda.com/2013/03/03/college-board-to-redesign-sat-test/
See, College Board Announces Sweeping SAT Redesign http://www.educationnews.org/higher-education/college-board-announces-sweeping-sat-redesign/
Apparently, more students are taking both the ACT and SAT.

Tamar Lewin reported in the New York Times article, Testing More Students Are Taking Both the ACT and SAT:

Admissions officers worry that test prep has become the main junior-year extracurricular activity. Preparing for both tests, they say, may be overkill. They point to parents as the ones cranking up the testing pressure.
“I think the dramatic increase over the last five years in the number of ACT scores we receive comes in conjunction with the increased selectivity,” said Eric J. Furda, dean of admissions at the University of Pennsylvania. “More and more parents think they can’t just stick with the regular road map for getting into college but need to consider every option that might help them show their child in the best possible light.”
At Shaker Heights High School in Ohio, Eileen Blattner, chairwoman of the guidance department, said that all but seven of the top 10 percent of the graduating class took both the ACT and SAT, and then took their better test once or twice more.
“I say, all the time, ‘Don’t go crazy,’ but particularly for parents who use it as a ring on their finger if their kids get into a high-status school, they’re going to have their kids take and take and take the tests.”
If it were up to Robert Schaeffer, public education director of FairTest, an advocacy group critical of standardized testing, neither test would be required. (His organization compiles a list of hundreds of colleges that are test-optional.) But he does see one positive aspect in the rise of the ACT as a state-mandated test.
“In 2013, there were proposals in a number of states to integrate a college admissions test into the state system, and as states come out of the recession, we may see more,” Mr. Schaeffer said. “Using a college admissions test as the state’s high school test cuts out one test, which responds to growing pressure from teachers that enough is enough.”
Colorado, Hawaii, Illinois, Kentucky, Louisiana, Michigan, Montana, North Carolina, North Dakota, Tennessee, Utah and Wyoming require students to take the test, and Arkansas pays for the ACT if districts want to offer it. The SAT has only Delaware, Idaho and Maine.
There are clear differences between the tests. The ACT has four long sections, the SAT 10 shorter ones. The ACT has a science section and covers more advanced math, including trigonometry.
“A third of SAT reading is vocabulary, so for students with limited vocabulary, the ACT is better,” said Sasha DeWind, director at Tutor Associates, based in New York. “The questions are passage-based, and if you understand the passage, you’ll probably get the answer right. And even though the ACT covers harder math, it’s more similar to what students have done in school. The SAT is about getting the students to understand what they’re being asked.”
Speed is more of an issue on the ACT, she said, with many students finding that they do not have enough time to work through all the questions (the ACT allows only 45 minutes for 75 English questions and 35 minutes for 40 reading questions, while the SAT gives 70 minutes for 67 reading questions and 35 minutes for 49 writing questions).
“Students with learning disabilities who qualify for extra time usually do better taking the ACT, where the extra time really matters,” she said. http://www.nytimes.com/2013/08/04/education/edlife/more-students-are-taking-both-the-act-and-sat.html?pagewanted=2&_r=0

There are pros and cons of both the SAT and ACT.

According to Allen Grove who wrote the article, SAT Score Choice at About.com:

1. SAT Score Choice Can Reduce Exam Time Stress
At most colleges, the SAT (or ACT) is an important part of the application. A lot rides on the exam, so it’s easy to start panicking during the test if you don’t think it’s going well. With SAT Score Choice, at least you have the comfort of knowing that you can take the exam again and not report a set a bad scores (but see #5 for exceptions).
2. Score Choice Allows for Freshman and Sophomore Year Trial Runs
While I don’t encourage high school freshman and sophomores to take the SAT, Score Choice makes doing so carry fewer consequences. With the new policy, if students who are in their first years of high school want to take a trial run at the exam, they can do so with less worry that a low score will undermine their applications. Getting a set of scores early on can let students know how much test preparation might be necessary to get into their top choice colleges.
3. SAT Score Choice Can Cost You Money
Obviously if you take the SAT multiple times, you will need to pay for the exam each time. You will also find that the cost of reporting scores to colleges and scholarship programs goes up. When you take the SAT, you have nine days to select four recipients who will receive score reports at no cost to you. However, scores aren’t released until about 2 1/2 weeks after the exam. Thus, if you are going to hold back scores to take advantage of the SAT Score Choice option, you will lose your four free score reports.
4. At Some Colleges, SAT Score Choice Will Weaken Your Application
SAT Score Choice allows you to send all the scores from a single exam sitting. Let’s say you take the SAT twice with these results:
• May: 570 Reading; 620 Math; 550 Writing (for 1740 combined)
• Oct: 540 Reading; 650 Math; 580 Writing (for 1770 combined)
With Score Choice, you would send the October scores to colleges since they are 30 points higher than May. You would have a 1770 SAT score.
Many colleges, however, don’t look at your best test day, but your best individual scores. In the example above, the best scores span both exams: 570 Reading (May), 650 Math (October) and 580 Writing (October). A school that counts just your highest individual scores would give you a 1800 SAT score. Your application is stronger without Score Choice.
5. Some Colleges Require All Scores Despite Score Choice
Many selective colleges and universities aren’t fond of SAT Score Choice. They don’t want to see a scenario in which students who can afford to do so take the SAT a dozen times. Thus, many top colleges and universities are requiring students to report scores from all test sittings even with the new SAT Score Choice option.
6. SAT Score Choice Disadvantages Low-Income Students
The cost of the SAT exam isn’t extravagant ($45 in 2009), but for many students from families with modest incomes, the cost is a barrier to taking the exam multiple times. The SAT and ACT have always worked to the advantage of students who can afford tutoring and test prep courses, and SAT Score Choice is likely to widen the financial divide. (Low income students should note, however, that fee waivers may be available through their schools. Fee waivers will cover two exam sittings.)
7. SAT Score Choice Complicates the Common Application
The beauty of the Common Application is that you can prepare a single application for multiple colleges. SAT Score Choice complicates the process. Three schools could have three different policies: one might respect Score Choice, one might be test-optional, and one might require you to report all scores. Thus, you might need to create three separate Common Applications to have the strongest application at each school. This can be done, but it opens the door for mistakes, especially if your high school is submitting records and recommendations electronically through The Common Application. http://collegeapps.about.com/od/sat/tp/sat-score-choice.htm

Hally Z. writes at College Toolkit.com in the article SAT Vs. ACT: Which Test Should I Take?

Composition
The SAT is made up of 10 sections composed of three critical reading, three math and three writing sections, which are scored, and one experimental section, which is not scored. The ACT consists of four sections composed of English, math, reading and science. There is also an optional writing test included with both exams.
Scoring
The SAT has a total score range of 600 to 2400 based on the sum of the three subject scores, each of which range from 200 to 800. The writing essay receives a score of 0 to 12 and is computed into the SAT final score. The ACT has a composite score of 1 to 36 based on the average of the four test sections. Each section is also separately scored from 1 to 36. The optional writing test for the ACT is scored from 0 to 12, and its score is not included in the ACT composite score.
Wrong Answer Penalty
The SAT deducts ¼ of a point for every wrong answer, except for math grids. With the ACT, wrong answers are not penalized.
Score History
For both the SAT and ACT, you decide which scores are sent to the college or university.
Philosophy
The SAT assesses your critical thinking and test-taking skills. Problems are worded to be intentionally confusing. Your innate ability to dissect a problem and solve it is tested more than your knowledge of actual subject matters. In contrast, the ACT focuses more on assessing your knowledge of specific subject matters such as biology, chemistry and geometry.
Test Preparation
SAT study materials attempt to improve your critical thinking and test-taking skills. ACT study materials try to improve your breadth and depth of knowledge on specific school subjects.
Which Test Is Better for Me?
Based on the above information, you may be wondering which test is more difficult to take. The answer depends on your style of thinking and study. If you excel at accumulating information about classroom subjects, solving equations using set formulae and reading literature, then the ACT may be better for you. If you enjoy semantics and picking apart a problem, or analyzing mathematical or scientific principles, then the SAT would be better suited to you.
When deciding whether to take the SAT or ACT, first find out which test is demanded by the colleges or universities of your choice. Many schools prefer one exam over the other. Other schools accept either exam (e.g., Yale University). In some cases, even though a school states that it “accepts” a particular exam, this does not imply that it will take one exam in lieu of another — it means only that the school will take additional test scores into consideration. If you are unsure about a particular school’s exact test requirements, contact its admissions office.
If time and money permit, you could benefit from taking both exams. You will be able to choose from your higher scored exam should the school not have a preference about accepting the SAT or ACT standardized test.
Alternatively, you might consider taking a practice SAT and a practice ACT. You can see which one you score better on and then focus your test prep efforts on that standardized test.
http://colleges.collegetoolkit.com/guides/test_prep/ACT_vs_SAT_Which_Test_Should_I_Take.aspx

In Critical thinking is an essential trait of an educated person, moi said:
There is a great deal of dissatisfaction with the state of education in America. A lot of that dissatisfaction comes from the belief that the education system fails to actually educate children and to teach them critical thinking skills. The University of Maine at Augusta defines an educated person:

An educated person exhibits knowledge and wisdom; recognizes and respects the diversity of nature and society; demonstrates problem solving skills; engages in planning and managing practices; navigates the on-line world; writes and speaks well; acts with integrity; and appreciates the traditions of art, culture, and ideas. Developing these abilities is a life-long process. http://www.uma.edu/educatedperson.html

Essential to this definition is the development of critical thinking skills.

The Critical Thinking Community has several great articles about critical thinking at their site. In the section, Defining Critical Thinking:

A Definition
Critical thinking is that mode of thinking – about any subject, content, or problem – in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them.
The Result
A well cultivated critical thinker:
o raises vital questions and problems, formulating them clearly and
precisely;
o gathers and assesses relevant information, using abstract ideas to
interpret it effectively comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards;
o thinks openmindedly within alternative systems of thought,
recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and
o communicates effectively with others in figuring out solutions to complex problems.
Critical thinking is, in short, self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and sociocentrism. (Taken from Richard Paul and Linda Elder, The Miniature Guide to Critical Thinking Concepts and Tools, Foundation for Critical Thinking Press, 2008).http://www.criticalthinking.org/pages/defining-critical-thinking/766

The question is how to teach critical thinking skills. David Carnes wrote the excellent Livestrong article, How to Build Critical Thinking Skills in Children.http://www.livestrong.com/article/167563-how-to-build-critical-thinking-skills-in-children/#ixzz1kB28AgFS

Related:

What , if anything, do education tests mean?
https://drwilda.wordpress.com/2011/11/27/what-if-anything-do-education-tests-mean/

Complete College America report: The failure of remediation
https://drwilda.wordpress.com/2012/06/21/complete-college-america-report-the-failure-of-remediation/

What the ACT college readiness assessment means

What the ACT college readiness assessment means

The importance of the National Assessment of Educational Progress

The importance of the National Assessment of Educational Progress

Where information leads to Hope. © Dr. Wilda.com
Dr. Wilda says this about that ©
Blogs by Dr. Wilda:
COMMENTS FROM AN OLD FART© http://drwildaoldfart.wordpress.com/
Dr. Wilda Reviews © http://drwildareviews.wordpress.com/
Dr. Wilda © https://drwilda.com/

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The 08/10/13 Joy Jar

9 Aug

Moi has got a list of children’s books that she will be reviewing for her blog. She is looking forward to reviewing the books and she is glad that there are so many good books for children and adults. Today’s deposit into the ‘Joy Jar’ are really great children’s books.

“A children’s story that can only be enjoyed by children is not a good children’s story in the slightest.”
C.S. Lewis

“You have brains in your head.
You have feet in your shoes.
You can steer yourself any direction you choose.”
Dr. Seuss, Oh, the Places You’ll Go!

“Anything can become a children’s book if you give it to a child…Children are actually the best (and worst) audience for literature because they have no patience with pretence.”
Orson Scott Card

“As you read my stories of long ago I hope you will remember that the things that are truly worthwhile and that will give you happiness are the same now as they were then. Courage and kindness, loyalty, truth, and helpfulness are always the same and always needed.”
Laura Ingalls Wilder

“~Reading a book is like looking through a window!”
Zetta Hupf

“Every child deserves to be read to. It is a great bonding time for you and your baby.”
Abha C.

“Never trust anyone who has not brought a book with them.”
Lemony Snicket

“Some books should be tasted, some devoured, but only a few should be chewed and digested throughly.”
Cornelia Funk

“There is more treasure in books, than in all the pirate’s loot on Treasure Island.”
Walt Disney

“The man who does not read good books is no better than the man who can’t.”
-Mark Twain

“When you sell a man a book you don’t sell just 12 ounces of paper and ink and glue – you sell him a whole new life.”
Christopher Morley

“We read to know we are not alone.”
C.S. Lewis

“Don’t just teach your children to read…
Teach them to question what they read.
Teach them to question everything.”
George Carlin

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The 08/09/13 Joy Jar

9 Aug

One of the great things about summer is the variety of fruits and vegetables which are in season. Just as there are seasons of one’s life, there are fruits of one’s life. Today’s deposit into the ‘Joy Jar’ are the fruits of one’s existence.

A table, a chair, a bowl of fruit and a violin; what else does a man need to be happy?
Albert Einstein

The roots of education are bitter, but the fruit is sweet.
Aristotle

The trees that are slow to grow bear the best fruit.
Moliere

The smallest seed of faith is better than the largest fruit of happiness.
Henry David Thoreau

You’ve got to go out on a limb sometimes because that’s where the fruit is.
Will Rogers

No greater thing is created suddenly, any more than a bunch of grapes or a fig. If you tell me that you desire a fig, I answer you that there must be time. Let it first blossom, then bear fruit, then ripen.
Epictetus

Let us learn to appreciate there will be times when the trees will be bare, and look forward to the time when we may pick the fruit.
Anton Chekhov

A tree is known by its fruit; a man by his deeds. A good deed is never lost; he who sows courtesy reaps friendship, and he who plants kindness gathers love.
Saint Basil

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A possible model for corporate involvement in the inner city: GM and Detroit

8 Aug

Carolee Adams reported in the Education Week article, Internship Pairs Detroit Students With GM Retirees:

The Cody team is one of 11 in the Student Corps in what started as a summer employment program, but morphed into a comprehensive experience that combines service, life-skills education, and mentoring. All told, 110 high school students, 60 retirees, and 12 college interns are involved in this, its first year. Since 2010, when the GM Foundation gave $27 million to the United Way to create “networks of excellence” in a handful of high-need area schools, company liaisons have been working with students. Last fall, the idea of a summer internship program emerged.
GM retirees, who oversee the teams, give encouragement to students who are growing up in a city that just filed for bankruptcy, where many grocery stores have bars on the windows, unemployment is higher than the national average at 16.3 percent, and about one-third of the population lives below the poverty line.
“It’s not like this everywhere,” Mr. Wright told his charges in a mentoring session during lunch. “Until you see something different [from Detroit], that’s the way you think it is.”
Broad Exposure
Company officials wanted to do more for schools than write a check. So they turned to Mike DiGiovanni, 65, a retired GM executive, and asked him to become the director of the Student Corps and recruit fellow retirees.
“Our program is unique because it’s not just putting kids to work, it’s teaching them about life,” said Mr. DiGiovanni “It’s giving them a paid internship and GM on their résumé to set them up for life. This is about exposing them to the skills and education they need to succeed in life.”
The retirees wanted the summer to be about more than cleaning up parks. The organizers soon realized the breadth of retiree talent and considered how to fill rainy days with activities, said Heidi Magyar, the manager of Student Corps. Also, the company had miscalculated the caliber of the students—most have aspirations to go to college—so the program expanded in response.
“These kids have grit. They are determined to be successful in life,” said Mr. DiGiovanni. “Their need and drive was way beyond what we anticipated.”
Research solidly shows that having a mentor can help students from disadvantaged backgrounds who often don’t have the support system and social capital needed to make it in college, said David Conley, the director of the Center for Educational Policy
Research at the University of Oregon, in Eugene. Mentors “take something that is abstract and make it real,” he said.
The transition process from high school to college is far more complex and demanding than most schools acknowledge, said Mr. Conley. In these kinds of programs, students learn skills that help them feel more in control of their lives, which is a huge step in the process of getting ready for college, Mr. Conley said…..http://www.edweek.org/ew/articles/2013/08/07/37career.h32.html?tkn=ZRSF2oKy2uM74XRBHRHnMIyyPZ0JBSHWUR4u&cmp=clp-edweek&intc=es

The GM program is not only an example of corporate involvement, but it provides mentors and guidance to children who may be at-risk.

One of the mantras of this blog is that education is a partnership between the student, parent(s) or guardian(s), teacher(s), and the school. All parts of the partnership must be involved.
Many educators have long recognized that the impact of social class affects both education achievement and life chances after completion of education. There are two impacts from diversity, one is to broaden the life experience of the privileged and to raise the expectations of the disadvantaged. Social class matters in not only other societies, but this one as well. Two key segments of this society are not as successful as other parts of society in high school graduation rates. The Schott Foundation released the study, The Urgency of Now: The Schott 50 State Report on Public Education and Black Male. Learn more at: http://www.schottfoundation.org and http://blackboysreport.org/
So, the question becomes how to give children the values that they might receive if they were in a healthy family. Youth Guidance, is another program which attempts to meet that need with the “Becoming A Man” program.

Youth Guidance describes “Becoming a Man” (BAM):

Youth Guidance’s B.A.M. (Becoming A Man™) – Sports Edition is a school-based counseling, mentoring, violence prevention and educational enrichment program that promotes social, emotional and behavioral competencies in at-risk male youth. B.A.M – Sports Edition’s curriculum addresses six core values: integrity, accountability, self-determination, positive anger expression, visionary goal-setting and respect for women, as each value relates to personal and academic success.
B.A.M. – Sports Edition addresses key challenges African-American and Latino youth confront daily in some of Chicago’s toughest communities.B.A.M. – Sports Edition focuses exclusively on males because they are vastly more likely than females to be either victims or perpetrators of violent crime. Youth Guidance’s Anthony DiVittorio, L.C.P.C. created B.A.M. in response to an observation that his male students often lacked physical and emotional access to their fathers or other positive male role models. DiVittorio designed the B.A.M. curriculum around an innovative application of Cognitive-Behavioral Therapy (CBT) techniques, resiliency theory and rites of passage “men’s work” that have been demonstrated to successfully help youth improve self-regulation, social skills, and interpersonal skills.B.A.M. is invested in helping youth improve life-long protective factors and reduce behavioral risk factors.
Over the course of 30 weekly sessions, B.A.M. – Sports Edition participants engage in developmentally-based lessons and challenges that promote their emotional literacy, impulse-control, social competence, positive peer relations and interpersonal problems-solving skills. B.A.M. – Sports Editionis designed to help students pass classes, reduce both in-school and out of school suspensions, reduce detentions, increase school attendance, reduce disciplinary problems, and support grade promotion.
Results of the study released in 2012 show that B.A.M. works and is cost-effective. Program participants saw a 10 percent increase in graduation rates, a reduction in failing grades by 37 percent, and a decrease in violent crime arrests by 44 percent. At a cost of $1,100 per participant, the Crime Lab estimates the social benefit/cost ratio to be at least 3:1 per participating youth.
“The University of Chicago Crime Lab study shows that Youth Guidance’s B.A.M. program reduces youth violence, increases school achievement and helps Chicago’s young men reach their full potential. ‘Becoming a Man’ helps young men find evidence of their worth, strengthen their connection to and success in school, and help build safer communities,” stated Youth Guidance’s CEO Michelle Morrison.
B.A.M.’s curriculum is built on six B.A.M. Core Values
Here are the BAM Core Values:
1.INTEGRITY – is the core principle of the program. Students learn to identify and respect societal values and to conduct themselves in accordance with those values. Students learn that a man’s word should have meaning, and that a man’s integrity is dependent on keeping his word. Students learn that a man is someone who is reliable, honest and in touch with his integrity or lack thereof. He makes amends when he is out of integrity, and does what he says he is going to do.
2. ACCOUNTABILITY – Students learn that they should be responsible for the choices that they make and take ownership for their feelings, thoughts and behaviors. Students learn that a man does not project, or put blame onto others for the consequences of his own bad choices. A man can feel anger, sadness or fear, but he must own his reactions to those emotions.
3. SELF-DETERMINATION – is a learned skill, and practice begins in B.A.M. group. Students learn the importance of focus and perseverance in reaching one’s goals. Students learn to deal with self-defeating feelings, thoughts and behaviors that can become obstacles or barriers to goal-attainment. Students learn that self-doubt, uncertainty, and moments of weakness are natural when attempting to reach a goal.
4.POSITIVE ANGER EXPRESSION – is the most effective and remembered lesson taught in the program. Students learn that anger is a normal emotion that can be expressed in a constructive manner. This skill allows for the alleviation of angry feelings and becomes a bridge to goal attainment. Students learn anger management coping skills such as deep breathing exercises to elicit a relaxation response. Students learn effective techniques to express anger that avoid typical negative consequences (i.e. suspensions, arrests, damaged relationships, etc.).
5.VISIONARY GOAL SETTING – Students learn the difference between short-term and long-term goals and how to create realistic steps toward goal attainment. Students learn to envision their manhood in the future and to make clear connections between their current behaviors, attitudes and values and their vision. During this intense phase, students aim to get in touch with traumas, pains and faulty thinking that cause them to act in negative, destructive manners. They learn how to heal these parts of themselves and to use the energy toward attaining their vision. Not all students are ready for this phase of the program. However, it can be a life altering phase for those who are.
6. RESPECT FOR WOMANHOOD – Students go through three stages of learning. First, there are lectures and discussions around the history and contemporary roles that women have held in society. Students are challenged to take a critical look at which norms represent positive value and appreciation as opposed to depreciation, devaluing and oppression. Second, students learn concrete positive communication skills and begin using them during their interactions. As a result, students enter the final stage of training, wherein they increase their value and appreciation of womanhood.
B.A.M. – Sports Edition places special emphasis on issues surrounding respect and integrity. This value reinforces those important messages at a deeper level.

See, Therapy Helps Troubled Teens Rethink Crime http://www.npr.org/blogs/health/2013/07/02/188646607/therapy-helps-troubled-teens-rethink-crime?utm_medium=Email&utm_source=share&utm_campaign=

It is going to take coordination between not only education institutions, but a strong social support system to get many of these children through school. This does not mean a large program directed from Washington. But, more resources at the local school level which allow discretion with accountability. For example, if I child is not coming to school because they have no shoes or winter coat, then the child gets new shoes and/or a coat. School breakfast and lunch programs must be supported and if necessary, expanded. Unfortunately, schools are now the early warning system for many families in crisis. In addition, to families and schools, corporate support can be useful in helping to move at-risk children into the mainstream.

Related:

‘Becoming A Man’ course: Helping young African-American men avoid prison

‘Becoming A Man’ course: Helping young African-American men avoid prison

Study: The plight of African-American boys in Oakland, California

Study: The plight of African-American boys in Oakland, California

Schott Foundation report: Black and Latino boys are not succeeding in high school
https://drwilda.com/tag/african-american-male/

We give up as a society: Jailing parents because kids are truant
https://drwilda.wordpress.com/2011/12/18/we-give-up-as-a-society-jailing-parents-because-kids-are-truant/

Jonathan Cohn’s ‘The Two Year Window’
https://drwilda.wordpress.com/2011/12/18/jonathan-cohns-the-two-year-window/

Who says Black children can’t learn? Some schools get it https://drwilda.com/2012/03/22/who-says-black-children-cant-learn-some-schools-gets-it/

Inappropriate discipline: The first step on the road to education failure

Inappropriate discipline: The first step on the road to education failure

Where information leads to Hope. © Dr. Wilda.com
Dr. Wilda says this about that ©
Blogs by Dr. Wilda:
COMMENTS FROM AN OLD FART© http://drwildaoldfart.wordpress.com/
Dr. Wilda Reviews © http://drwildareviews.wordpress.com/
Dr. Wilda © https://drwilda.com/

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Dr. Wilda Reviews: ‘Luke and Linda Learn What a Bank Can Do’

7 Aug

Moi received a complimentary copy of Luke and Linda Learn What a Bank Can Do. Here is the information about the book:

Title What a Bank Can Do: Luke and Linda Learn
Author John Tuzee
Publisher Kids Life Press, 2012
ISBN 0975534882, 9780975534885

Financial literacy is not only an issue for adults, but is a topic that children should be taught. Investopedia defines financial literacy in the article, Teaching Financial Literacy To Kids: Introduction:

Financial literacy is the ability to use knowledge and skills to make effective and informed money management decisions. Personal financial literacy encompasses a range of money topics, from everyday skills such as balancing a checkbook to long-term planning for retirement. While literacy – the ability to read and write – is a fundamental part of the education system, financial literacy is often left out of the equation. In the United States, fewer than half of states have any financial literacy requirements for their K-12 education systems, and only four states require high school students to take personal finance classes.

While there is a movement to include more finance-related coursework in elementary, middle and high school settings, parents and guardians are the primary educators when it comes to teaching children the skills they need to develop a strong foundation for life-long financial competence. Many adults, however, avoid talking to kids about money, because they lack confidence in how they’ve handled their own finances. This is unfortunate, because adults have two things that children do not when it comes to finances: experience and perspective. You do not have to be a financial rock star with a perfect track record to teach your child personal finance basics and get the money conversation started. If your finances are currently in a mess, you can work to get them in order and be a positive role model.
http://www.investopedia.com/university/teaching-financial-literacy-kids/

Tuzee’s book is a good basic primer about the financial system. The themes of the book are financial literacy and teaching an understanding of the banking system. It is basic knowledge, but Tuzee does a great job.

Moi liked the book because the illustrations were colorful and sure to catch a child’s eye. The graphics and pictures were good. Concepts were explained clearly and the text flowed.

The age range for the book could be from about five years on. Yes, even some older children could benefit from the book because the level of financial literacy in the country is low among many populations. The cover is great because it lets the reader know exactly what the book is about. There is also good and concise biography information about the author and the illustrator on the cover.

Moi loved the book and would highly recommend the book to parents who are interested in teaching their children about the banking system.

Here is the press info about the book:

Union Bank Partners With Nationally Recognized Children’s Authors To Teach Kids About Money

Survey reveals more than three fourths of U.S. youth want to learn more about how to save money.

“We want to spread the word about What a Bank Can Do and the important story it tells,” says Leis. “The book is a great addition to John and Diane Tuzee’s collection and especially relevant for Union Bank and the financial industry at large.”

SAN FRANCISCO, CA (PRWEB) July 11, 2013

In an effort to demonstrate its commitment to responsible banking and financial education, Union Bank, N.A., today unveiled a new, limited edition children’s book, What a Bank Can Do, by nationally recognized children’s authors John and Diane Tuzee. The bank also announced the results of its national YouthQuery survey, conducted online by Harris Interactive® from June 13-26, 2013, providing insight into the financial needs and desires of 8 to 18 year olds.

The survey of more than 1,200 U.S. youth reveals that 83 percent agree that they should spend less of their money in order to save more, and 76 percent want to learn more about how to save money. Eighty percent agree it is very important for someone their age to have a savings account, and the majority of U.S. youth also want to talk more with the adults in their life (e.g., parents, teachers) about how to save money (63 percent) and wish they had better sources of information about how to save money (61 percent).

“This study is eye opening, and confirms that our nation’s youth are hungry for knowledge, including learning and talking more about how to save with teachers, parents and other adults,” says Union Bank Executive Vice President George Leis, regional president for the bank’s Central Coast division, which is hosting a special book signing in San Luis Obispo with the Tuzees in July. “What a Bank Can Do tells a great story about the importance of saving and the role that banks have in our communities and our nation, and we hope it will be a fun learning tool for all adults to share with the youth in their lives. Educating and empowering youth using tools like this book will help build and sustain strong communities for the future.”

Colorful and easy-to-read, What a Bank Can Do explores the fun and importance of saving money through its main characters Luke and Linda, who first learn with their toy banks and later with their own bank accounts. With rhyming verse-text, the book reminds children of “one thing that’s kind of simple…always save more than you spend…” To help tell its story, What a Bank Can Do also features bold, lively illustrations by Mike Kasun, a nationally recognized commercial artist.

“It was clear to us that there’s a great need for books like What a Bank Can Do and other learning materials,” says Leis. “We support financial education throughout the year at Union Bank, and it is one of our core areas of philanthropic giving – supporting this book is a natural continuation of our commitment.”

Union Bank provided underwriting support for the development and initial distribution of What a Bank Can Do, donating many copies to schools and youth groups. The Tuzees hope the story, a 30-page journey sure to please the young and young-at-heart, will generate interest from other underwriters to support additional copies. “We’re pleased that Union Bank stepped up to support our initial print of nearly 5,000 copies, and we want to create a demand for more books,” says John Tuzee.

“We want to spread the word about What a Bank Can Do and the important story it tells,” says Leis. “The book is a great addition to John and Diane Tuzee’s collection and especially relevant for Union Bank and the financial industry at large.”

To preview What a Bank Can Do online, please click here: What_A_Bank_Can_Do.pdf.

Survey Methodology
Harris Interactive® conducted the survey online within the United States on behalf of Union Bank from June 13-26, 2013, among 1,211 8-18 year olds. Results were weighted as needed for age, sex, race/ethnicity, parental education, education, urbanicity and region. All sample surveys and polls, whether or not they use probability sampling, are subject to multiple sources of error which are most often not possible to quantify or estimate, including sampling error, coverage error, error associated with nonresponse, error associated with question wording and response options, and post-survey weighting and adjustments. Therefore, Harris Interactive avoids the words “margin of error” as they are misleading. All that can be calculated are different possible sampling errors with different probabilities for pure, unweighted, random samples with 100% response rates. These are only theoretical because no published polls come close to this ideal. Respondents for this survey were selected from among those who have agreed to participate in Harris Interactive surveys. The data have been weighted to reflect the composition of the U.S. 8-18 year old population. Because the sample is based on those who agreed to be invited to participate in the Harris Interactive online research panel, no estimates of theoretical sampling error can be calculated.

About UnionBanCal Corporation & Union Bank, N.A.
Headquartered in San Francisco, UnionBanCal Corporation is a financial holding company with assets of $97 billion at March 31, 2013. Its primary subsidiary, Union Bank, N.A., is a full-service commercial bank providing an array of financial services to individuals, small businesses, middle-market companies, and major corporations. The bank operated 443 branches in California, Washington, Oregon, Texas, Illinois, and New York as well as two international offices, on March 31, 2013. UnionBanCal Corporation is a wholly-owned subsidiary of The Bank of Tokyo-Mitsubishi UFJ, Ltd., which is a subsidiary of Mitsubishi UFJ Financial Group, Inc. Union Bank is a proud member of the Mitsubishi UFJ Financial Group, one of the world’s largest financial organizations. In July 2013, American Banker Magazine and the Reputation Institute ranked Union Bank #1 for reputation among its customers. Visit http://www.unionbank.com/ for more information.

# # #

Other Reviews:

Book Review: Luke and Linda Learn What A Bank Can Do

http://www.youtube.com/watch?v=KpFOOTdl6Ec (Preview)

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Book Review: Luke and Linda Learn What A Bank Can Do

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Recorded on August 1, 2013 using a Flip Video camera.

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This is a Dr. Wilda Reviews Best Pick with a definite thumbs up.

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The 08/07/13 Joy Jar

7 Aug

The summer has returned to Seattle and it is wonderful. When it is warm outside, nothing refreshes so much as a nice hot shower. Today’s deposit into the ‘Joy Jar’ is a hot shower.

“I only sing in the shower. I would join a choir, but I don’t think my bathtub can hold that many people.
”
Jarod Kintz, Who Moved My Choose?: An Amazing Way to Deal With Change by Deciding to Let Indecision Into Your Life

“Every one who has taken a shower has had an idea. It’s the person who gets out of the shower, dries off and does something about it that makes a difference.”
― Nolan Bushnell

It is not light that we need, but fire; it is not the gentle shower, but thunder. We need the storm, the whirlwind, and the earthquake.
Frederick Douglass

Weather means more when you have a garden. There’s nothing like listening to a shower and thinking how it is soaking in around your green beans.
Marcelene Cox

My schedule goes: wake up, running, exercise, downstairs, running shoes off, then to the shower. That’s the Jackie Chan diary.
Jackie Chan

Sentences or solutions occur to me in the shower, or while running on the treadmill, or riding on the subway.
Karen Thompson Walker

“One can talk good and shower down roses, but it’s the receiver that has to walk through the thorns, and all its false expectations.”
― Anthony Liccione

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The 08/06/13 Joy Jar

6 Aug

Moi takes public transportation all over Seattle. She thinks, watches people and sometimes writes. Public transportation is really an exercise in being ‘present in the moment’ no matter what is going on around one. Today’s deposit into the ‘Joy Jar’ is being ‘present in the moment.’

Do not dwell in the past, do not dream of the future, concentrate the mind on the present moment.
Buddha

Life is all memory, except for the one present moment that goes by you so quickly you hardly catch it going.
Tennessee Williams

The art of life is to live in the present moment, and to make that moment as perfect as we can by the realization that we are the instruments and expression of God Himself.
Emmet Fox

Hope is important because it can make the present moment less difficult to bear. If we believe that tomorrow will be better, we can bear a hardship today.
Thich Nhat Hanh

God is always coming to you in the Sacrament of the Present Moment. Meet and receive Him there with gratitude in that sacrament.
Evelyn Underhill

There is surely nothing other than the single purpose of the present moment. A man’s whole life is a succession of moment after moment. If one fully understands the present moment, there will be nothing else to do, and nothing else to pursue. Live being true to the single purpose of the moment.
Yamamoto Tsunetomo

The ability to be in the present moment is a major component of mental wellness.
Abraham Maslow

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The 08/05/13 Joy Jar

6 Aug

Summer has returned to Seattle and moi had sparkling lemonade. That got moi thinking about why some folk just seem to make an impression. There is that ‘X’ factor called personality. Today’s deposit into the ‘Joy Jar’ is a wonderful personality, which moi is working on.

It’s beauty that captures your attention; personality which captures your heart.
Oscar Wilde

Everything we know by heart enriches us and helps us find ourselves. If it should get in the way of finding ourselves, it is because we have no personality.
Nadia Boulanger

Talent alone cannot make a writer. There must be a man behind the book; a personality which, by birth and quality, is pledged to the doctrines there set forth, and which exists to see and state things so, and not otherwise.
Ralph Waldo Emerson

An individual’s self-concept is the core of his personality. It affects every aspect of human behavior: the ability to learn, the capacity to grow and change. A strong, positive self-image is the best possible preparation for success in life.
Dr. Joyce Brothers

We should take care not to make the intellect our god; it has, of course, powerful muscles, but no personality.
Albert Einstein

A person however learned and qualified in his life’s work in whom gratitude is absent, is devoid of that beauty of character which makes personality fragrant.
Hazarat Inayat Khan

Let your personality, and sense of humor shine through, that’s whats makes you, you. Even God had a sense of humor. Just take a look around you…
Nishan Panwar

Attractiveness and magnetism of man’s personality is the result of his inner radiance.
Yagur Veda

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Study: 1 in 3 teens are victims of dating violence

5 Aug

Many adults would be shocked by this report from the Chicago Tribune that many teens find dating violence normal

Ed Loos, a junior at Lake Forest High School, said a common reaction among students to Chris Brown‘s alleged attack on Rihanna goes something like this: “Ha! She probably did something to provoke it.” In Chicago, Sullivan High School sophomore Adeola Matanmi has heard the same. “People said, ‘I would have punched her around too,’ ” Matanmi said. “And these were girls!” As allegations of battery swirl around the famous couple, experts on domestic violence say the response from teenagers just a few years younger shows the desperate need to educate this age group about dating violence. Their acceptance, or even approval, of abuse in romantic relationships is not a universal reaction. But it comes at a time when 1 in 10 teenagers has suffered such abuse and females ages 16 to 24 experience the highest rates of any age group, research shows.

The teens interviewed by the Chicago Tribune placed little worth on their lives or the lives of other women. If you don’t as the old ad tag line would say “don’t think you are worth it” why would anyone else think you are worthy of decent treatment?

Science Daily reported in the article, One in Three U. S. Youths Report Being Victims of Dating Violence:

About one in three American youths age 14-20 say they’ve been of victims of dating violence and almost one in three acknowledge they’ve committed violence toward a date, according to new research presented at the American Psychological Association’s 121st Annual Convention.
“Adolescent dating violence is common among young people. It also overlaps between victimization and perpetration and appears across different forms of dating abuse,” according to Michele Ybarra, MPH, PhD. She is with the Center for Innovative Public Health Research, based in San Clemente, Calif.
Researchers analyzed information collected in 2011 and 2012 from 1,058 youths in the Growing Up with Media study, a national online survey funded by the Centers for Disease Control and Prevention. The study defines teen dating violence as physical, sexual or psychological/emotional violence within a dating relationship.
Girls were almost equally likely to be a perpetrator as a victim of violence: 41 percent reported victimization and 35 percent reported perpetration at some point in their lives. Among boys, 37 percent said they had been on the receiving end, while 29 percent reported being the perpetrator, Ybarra said. Twenty-nine percent of the girls and 24 percent of the boys reported being both a victim and perpetrator in either the same or in different relationships.
Girls were significantly more likely than boys to say they had been victims of sexual dating violence and that they had committed physical dating violence. Boys were much more likely than girls to report that they had been sexually violent toward a date. Experiencing psychological dating violence was about equal for boys and girls. Rates generally increased with age but were similar across race, ethnicity and income levels, according to Ybarra.
The relationship between bullying and teen dating violence was the focus of a separate presentation by Sabina Low, PhD, of Arizona State University, and Dorothy L. Espelage, of the University of Illinois, Urbana-Champaign. Low and Espelage detailed findings from a five-year study funded by the CDC and National Institute of Justice involving 625 American youths who completed surveys six times from middle school through high school.
“Both boys and girls who engaged in high rates of bullying toward other students at the start of the study were seven times more likely to report being physically violent in dating relationships four years later,” said Espelage, principal investigator on the project. “These findings indicate that bully prevention needs to start early in order to to prevent the transmission of violence in dating relationships….”

Citation:

The above story is based on materials provided by American Psychological Association (APA).
Note: Materials may be edited for content and length. For further information, please contact the source cited above.
________________________________________
American Psychological Association (APA) (2013, July 31). One in three U. S. youths report being victims of dating violence. Science Daily. Retrieved August 5, 2013, from http://www.sciencedaily.com¬ /releases/2013/07/130731152208.htm#.UfoIaj10JQg.email
Note: If no author is given, the source is cited instead.
http://www.sciencedaily.com/releases/2013/07/130731152208.htm#.UfoIaj10JQg.email

The Robert Wood Johnson Foundation issued a press release about a study of teen dating violence. Here is a portion:

A new study of 1,430 7th-grade students released today reveals that many 7th-graders are dating and experiencing physical, psychological and electronic dating violence. More than one in three (37%) students surveyed report being a victim of psychological dating violence and nearly one in six (15%) report being a victim of physical dating violence. The study also found that while some attitudes and behaviors associated with increased risk for teen dating violence are pervasive, nearly three-quarters of students surveyed report talking to their parents about dating and teen dating violence. Parent-child communication is considered a protective factor that reduces the risk for teen dating violence.
The study was conducted by RTI International (RTI) on behalf of the Robert Wood Johnson Foundation and the Blue Shield of California Foundation as part of an independent evaluation of their Start Strong: Building Healthy Teen Relationships (Start Strong) initiative. The data released today is the baseline for this larger evaluation to assess the overall impact of the program. Start Strong is one of the largest initiatives ever funded that targets 11- to 14-year-olds to promote healthy relationships in order to prevent teen dating violence and abuse.
The Start Strong evaluation is one of the few studies, and one of the largest, to look in-depth at the dating relationships of middle school students. Although it is not nationally representative, the study sample included 1,430 7th-grade students from diverse geographical locations. The study collected data on teen dating violence behaviors, as well as risk and protective factors linked to dating violence, such as gender stereotypes, sexual harassment, the acceptance of teen dating violence and parent-child communication.
“There is limited information on 7th-graders and these data provide important insights into teen dating violence behaviors and risk factors among middle school students,” said Shari Miller, Ph.D., lead researcher from RTI. “From this study, we are learning that many 7th-graders are already dating and teen dating violence is not happening behind closed doors with so many students in this study witnessing dating violence among their peers. While we need to do much more to understand this young age group, our data point to the need for teen dating violence prevention programs in middle school.”
Among the key findings:
o 75% of students surveyed report ever having a boyfriend or girlfriend.
o More than 1 in 3 (37%) students surveyed report being a victim of psychological dating violence in the last 6 months.
o Nearly 1 in 6 (15%) students surveyed report being a victim of physical dating violence in the last 6 months.
o Nearly 1 in 3 (31%) students surveyed report being a victim of electronic dating aggression in the last 6 months.
o More than 1 in 3 (37%) of students surveyed report having witnessed boys or girls being physically violent to persons they were dating in the last 6 months.
o Nearly 2 out of 3 students surveyed (63%) strongly agree with a harmful gender stereotype, such as “girls are always trying to get boys to do what they want them to do,” or “with boyfriends and girlfriends, the boy should be smarter than the girl.”
o Nearly half of students surveyed (49%) report having been a victim of sexual harassment in the past 6 months, such as being “touched, grabbed, or pinched in a sexual way,” or that someone ”made sexual jokes” about them.
o Nearly three-quarters of 7th-grade students surveyed report that, in the last 6 months, they “sometimes or often” talk with their parents about dating topics such as, “how to tell if someone might like you as a boyfriend or girlfriend.”
Prevention in Middle School Matters
“Dating violence is a pressing public health challenge and these new data are important and powerful. We know that middle school provides this critical window of opportunity to teach young adolescents about healthy relationships and prevent teen dating violence,” said James Marks, M.D., M.P.H., senior vice president and director, Robert Wood Johnson Foundation Health Group. “Through Start Strong, we are identifying and spreading effective ways for parents, teachers and communities to help young people develop healthy relationships throughout their life.”
The Start Strong program utilizes a multi-faceted approach to rally entire communities to promote healthy relationship behaviors among middle school students. The Start Strong model utilizes innovative program components to: i) educate and engage youth in schools and out of school settings; ii) educate and engage teen influencers, such as parents, older teens, teachers and other mentors; iii) change policy and environmental factors in schools and communities; and iv) implement effective communications/ social marketing strategies to change social norms. “By combining the findings of this new study with the lessons learned in Start Strong communities, we are developing the essential tools needed to promote healthier relationships for young people,” said Peter Long, Ph.D., president and CEO of Blue Shield of California Foundation.
Parent engagement is a key component of Start Strong. As the study shows, many 7th-graders are talking to their parents about dating topics, including teen dating violence. This highlights the important role parents can play in prevention efforts. Start Strong educates parents of middle school students about these issues so they can help their children navigate new relationships (both online and offline), including teaching parents the warning signs of abuse and how to start conversations about healthy relationships at an early age.
For more information and the full study, visit: http://www.rwjf.org/goto/middleschoolmatters

http://www.rwjf.org/vulnerablepopulations/product.jsp?id=74138

See, Teen Dating Violence: One In Six U.S. Students Age 12 Are Victimized, SurveyShows http://www.huffingtonpost.com/2012/03/29/one-in-six-us-students-_n_1389326.html?ref=email_share
Advice to Teens in Abusive Relationships

Terry Miller Shannon gives teens advice about avoiding abusive relationships She advises teens to watch for the following danger signs:

1. Sweeping you off your feet and declaring love immediately. This is the number one sign of a potentially battering relationship.
2. Jealousy: Not wanting you to have other friends. Thinking everyone around WANTS you. Expecting you to spend every second with him. Sorry, extreme jealousy isn’t a compliment – it’s a problem.
3. Controlling behavior: Keeping track of whom you’re with and where you are. Telling you what to wear. Picking your friends. Keeping you from getting a job. Taking your money. Threatening to commit suicide, to spread gossip about you, or out you if you’re part of a same-sex couple (gay and lesbian dating violence is under-reported due to pressures not to go public).
4. Violence (physical, mental, or sexual): Punching the wall. Yelling. Insults. Name-calling. Isolating you from family or friends. Slamming the door. Insisting on any kind of unwanted sexual activity. Throwing things. Pinching, pushing, spanking…enough said?
Bottom line: If you’re uncomfortable with your relationship, something’s wrong. Mind your instincts. Be realistic – don’t expect your mate to change. Don’t believe him when he tells you the way he acts is your fault.
See, Five Things Parents Must Know about teen domestic violence. http://teenhealth.about.com/od/relationships/tp/teenDVhub.htm

Popular culture makes teens who are not involved in activities as “couples” seem like outcasts. Too often, teens pair up before they are mature enough and ready for the emotional commitment. The more activities the girl is involved in and the more sponsored group activities, where teens don’t necessarily have to be in dating relationships, lessen the dependence on an abusive relationship.

Where information leads to Hope. © Dr. Wilda.com

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