Download PDF - Education Update

Download PDF - Education Update

AwardWinnerVolume XIII, No. 3 • New York City • NOVEMBER 2007For Parents, Educators & Studentswww.EducationUpdate.comphoto by André BecklesCUNY MonthU.S. POSTAGEPAIDTHE EDUCATIONUPDATEPRESORTED STANDARDCUNY Chancellor Matthew Goldstein& Hunter President Jennifer Raab

Education update ■ For Parents, Educators & Students ■ NOVEMBER 2007by Dr. Alfred S. PosamentierAs if mathematics teachers did not have enoughto worry about with the constant focus on theirstudents’ performance on standardized tests --further exacerbated by the No Child Left Behindlaw,—beginning September 2008 New York Cityhigh schools will be introducing a new geometrycourse which is part of the New York Statemathematics standards initiative. Instituting anew geometry course would not be a problemfor teachers in any of the other 49 states, wheregeometry has been taught consistently for thepast century. However, some twenty years agoNew York City (and several years before that,the rest of the state of New York) dropped theTenth-Year Mathematics course (as the geometrycourse was then called) in favor of a sequentialmathematics course which was a rough attemptto integrate the previous three courses of algebra,geometry and eleventh-year mathematics (whichwas a combination of second year algebra andtrigonometry). Couple this with the fact that themajority of math teachers in New York City haveless than four years of teaching experience andyou find that there will be many relatively inexperiencedteachers faced with teaching a course—geometry—which they have not even studiedas a high school student. (It should also be notedthat most math majors do not take a course inEuclidean geometry as a part of today’s universitycurricula.) It was bad enough in the “good olddays” when most math teachers—even the betterones—did not study geometry beyond the coursethat they were teaching. Imagine now teachinga course on Shakespeare, having read none ofShakespeare’s works beyond Julius Caesar.The problem that the schools in New YorkCity will be facing this fall is not only providingteachers of the new geometry course with theHangzhou, ChinaCorporate Contributions to Education:Interview with Eugene LangTo the Editor:I am moved by Mr. Lang’s story. He is one ofmost kind people in this world. Even though I amChinese, living far from America, I still hope thatone day I can do some good things for societylike Mr. Lang.Ayma Qi,Hangzhou, ChinaPrinceton, MNFreedom Writer: Erin GruwellTo the Editor:I am an original Freedom Writer, and if itweren’t for Erin, who knows where I would beright now. I love her to death and she has inspiredme and so many others out there...I totally wishthere were more like her.Laura GuzmanPrinceton, MNBuffalo, NYPrison College Programs Unlock the Keys toHuman PotentialTo the Editor:The younger prisoners in New York State havea better chance to reform. The state could set agelimits, crime status and other guidelines to helpin the long run and stop recidivism. GovernorSpitzer should find some kind of funding for educationconsidering all the money spent in NewYork State on prisons.Rosemary Longo,Buffalo, NYGUEST EDITORIALThe MathematicsCommunity’s DilemmaLETTERS TO THE EDITORcontent that they will be teaching—as well asthe appropriate supporting material—but alsomaking them aware of some of the subtle differencesbetween the new geometry standardsand the geometry topics they taught as part ofthe sequential math sequence. Even the moreexperienced teachers, who can recall havingtaught the Tenth-Year Mathematics course willnotice differences in emphasis on such things asthe forms of writing geometric proofs and theenhancement of topics such as transformationsin geometry and three-dimensional geometry,.Having served as a member of the New YorkState Math Standards Commission, Illustration I am par-1.the concept are quite subtle. Misunderstanding of ABUnderstanding these can lead Limits: to some A curious Challenge (or humorous, for a Young Minddepending on your viewpoint) situations. ThisThe concept of a limit can is be not nicely to be taken exhibited lightly. It with is a very the sophisticated following concept two that can be easilymisinterpreted. Sometimes the issues surrounding concept are quite subtle. Misunderstanding of theseillustrations. Consider them separately and thencan lead to some curious (or humorous, depending on your viewpoint) situations. This can be nicelyexhibited with the notice following their two illustrations. connection. Consider them separately and then notice their connection.Illustration 1.It is simple to see that the sum of the lengths ofticularly sensitive to the need to prepare It is simple our to see that the the bold sum segments of the lengths (the of “stairs”) the bold segments is equal (the to “stairs”) a + b. is equal to a+b.teachers appropriately.a b c d eThese are not overwhelming challenges forPany properly prepared math teacher, yet theydeserve special attention well before the fall 2008It is easy to show that the It sum is of easy the arc to lengths show of that the smaller the sum semicircles of the is arc equal to the aschool-year begins. Take this as a wake-up calllarger semicircle. That lengths is, the sum of of the smaller semicirclesis equalto begin intensive in-service training throughout a a b c d to e the arc length of = + + + + =the larger semicircle.( a + b + c + d + e) = ( AB), which is the arc length of thethe city so that teachers can gear up gradually,2 2 2 2 That 2 2is, the sum of the 2 smaller semicirclesappropriately and in a meaningful manner. We atThis may not “appear” to = ( be a true, / 2) but + ( it is! b / 2) As + a ( matter c / 2) of + fact, ( d as / 2) we + increase ( e / 2) the numberthe City College of New York take this problemsemicircles (where, of course, = ( / 2)(a+b+c+d+e) they get smaller), the = ( sum / 2)(AB), “appears” which to be is approaching the the lseriously and are trying to do whatever we cansegment AB, but, in fact, arc does length not! of the larger meet the city’s needs in this regard. We are O b Q This may not “appear” to be true, but it is! Asusing generous funding from the Carroll andAgain, the set consistingaofmatterthe semicirclesof fact,doesas weindeedincreaseapproachthethenumberlength ofofthe straightLas Vegas, NVRikers High: A Filmmaker’s View of PrisonEducationTo the Editor:I recently saw Rikers High documentary andfelt really moved. It was great to see momentsin which you saw that these were just children,without the kind of guidance and opportunitieswe all deserve. I especially wanted to see howAndre ended up doing. His talents and imaginaryview of the world were extraordinary.Sonia Morales,Las Vegas, NVGreeley, CORikers High: A Filmmaker’s View of PrisonEducationTo the Editor:I have been trying to find out if Rikers Highwill ever be released to the public. I am a teacherin an Alternative HS and this documentary wouldbe a tremendous teaching tool for my students.Cindy,Greeley, COOwings Mills, MDProfessor Sally L. Smith: The Lab School ofWashington, DCTo the Editor:My uncle, Mr. Louis Tupler, has mentioned, onmany occasions, the name Sally Smith and thecollaborative work he did with her in years past.He is now 85 and would love to assist wherepossible.Paul N. Singer,Owings Mills, MDEducation Update is an independent newspaper.The DEAN’S COLUMNUnderstanding Limits: AChallenge for a Young MindBy Dr. Alfred S.Illustration 2.PosamentierA similar situation arises with the following example.In the figure below, the smaller semicirclesThe concept Illustration of a limit 2. In is the figure extend below, from the one smaller end semicircles of the large extend semicircle’sfrom one end of the largnot to be diameter taken lightly. to the other. It diameter to the a very sophisticated concept that can be easilymisinterpreted. Sometimes the issues surroundingMilton Petrie Foundation to prepare mathematicsThe sum of the bold segments The sum (“stairs”), of the bold found segments by summing It(“stairs”), all does the not horizontal follow,found and however, all smaller the vertical that thesemicircles segments, sum of the semicircles approaches the length of the lim(where, of course, they getis a + b . If the number of stairs increases, the sum is still aAB.+ b . The dilemma arises when we increase thesupervisors and coaches at the high school level by summing up all the horizontal and all the smaller), the sum “appears” to be approaching thestairs to a “limit,” so that the set of stairs appears to be straight line, in this case the hypotenuse of POQ . Itto be able to prepare teachers to meet the challengesin geometry in time for the next academic increases, the sum is still a + segment b. The AB, dilemma not the semicircle Again, arc the AB (which set consisting equals the of sum the of the semicircles smaller semicircles).vertical segments, is a + b. If the number of stairs length of the segment AB, but, in fact, does not!would then appear that PQ has length a + b . Yet we know This from “apparent the Pythagorean limit sum” Theorem is absurd, that since the shortest distance between points A and B is t2 2year. I hope other schools of education PQas = well a + as b and arises not a + when b . So what’s we increase wrong? the stairs important to a concept “limit,” to present does to indeed students, approach best done the with length the help of of the these straight motivating illustrthe Department of Education will support other so that the set of stairs appears future to misinterpretations be straight line can segment be avoided. AB. It does not follow, however, thatsuch efforts. CCNY alone cannot—and Nothing should is wrong! line, While in the this set consisting case the of the hypotenuse stairs does indeed of ∆POQ. approach It closer the and sum closer of to thesemicircles approaches the lengthstraight line segment PQ, it does not therefore follow that the sum of the bold (horizontal and vertical)not—be alone in this effort. With additional would then appear that PQ has length a + b. Yet of the limit, in this case we could broaden our effortslengthsas wellapproachesand wethe lengthknowoffromPQ , contrarythe Pythagoreanto intuition. ThereTheoremis no contradictionthathere,Thisonly“apparenta failure onlimit sum” is absurd, since thehelp make a smooth transition to this newthe partcourse,of intuition.PQ = √a 2 + b 2 and not a + b. So what’s wrong? shortest distance between points A and B is thethereby preserving the excellent teachingAnotherofwaythisto “explain”Nothingthis dilemmais wrong!is to argueWhilethe following.the setAsconsistingthe “stairs” getlengthsmaller, theyof segmentincrease inAB, not the semicircle arcmost important subject!#number. In an extreme of the situation, stairs we does have 0-length indeed dimensions approach (for closer the stairs) and used an AB infinite (which number equals of the sum of the smaller semicircles).This is an important concept to presenttimes, which then leads closer to considering to the straight 0i , which line is segment meaningless! PQ, it doesnot therefore follow that the sum of the bold to students, best done with the help of these(horizontal and vertical) lengths approaches the motivating illustrations, so that future misinterpretationscan be avoided.#length of PQ, contrary to intuition. There is nocontradiction here, only a failure on the part ofour intuition.Another way to “explain” this dilemma is toargue the following. As the “stairs” get smaller,they increase in number. In an extreme situation,we have 0-length dimensions (for the stairs) usedan infinite number of times, which then leads toconsidering 0•∞, which is meaningless!A similar situation arises with the followingexample.In This IssueGuest Editorial . . . . . . . . . . . . .2Letters to the Editor . . . . . . . . .2Spotlight on Schools . 3-9, 14-15Books . . . . . . . . . . . . . . . . 6, 23Special Education . . . . 10-11, 14Arts in Education . . . . . . . . . .12CUNY Month . . . . . . . . . . . . .13Colleges & Grad Schools . . 15-19MEDICAL UPDATE . . . . 20-21Resource & Reference Guide. 22Calendar of Events . . . . . . . . .22EDUCATION UPDATEMailing Address:695 Park Avenue, Ste. E1509New York, NY 10065Email: ednews1@aol.comwww.EducationUpdate.comTel: 212-650-3552 Fax: 212-772-4769PUBLISHER & EDITOR IN CHIEF:Pola Rosen, Ed.D.ADVISORY COUNCIL:Mary Brabeck, Dean, NYU School of Education;Sheila Evans-Tranumn, Assoc. Comm. ofEducation, NYS; Charlotte K. Frank, Ph.D., SeniorVP, McGraw-Hill; Joan Freilich, Ph.D., Trustee,Barnard College & College of New Rochelle;Andrew Gardner; Cynthia Greenleaf, Ph.D.,Director, Partnerships, Chicago Public Schools;Augusta S. Kappner, Ph.D., President, Bank St.College; Bonnie Kaiser, Ph.D., Director, PrecollegeProgram, Rockefeller University; HaroldKoplewicz, M.D., Founder & Director, NYU ChildStudy Center; Ernest Logan, Pres., CSA; CeciliaMcCarton, Ph.D., Dir., The McCarton Center;Alfred S. Posamentier, Ph.D., Dean, School ofEducation, CCNY; Adam Sugerman, Publisher,Palmiche Press; Laurie Tisch, Chair, Center forArts Education

NOVEMBER 2007 ■ For Parents, Educators & Students ■ Education update07AA_PIMNY_EducUp10_ad_v2 11/1/07 11:26 AM Page 1AttentionAccountablefor Results?Empowerment SchoolsProven, research-based, standards-alignedmaterials give you high levels of studentachievement…and we can prove it!Progress in Mathematics TMK–65655545352515049480Progress in Mathematics TM (Experimental Schools)Progress in Mathematics TM Non-Users (Control Schools)“Progress in Mathematics Usersshowed significantly increasedmathematics achievementrelative to a matched group ofcontrol schools.*”www.progressinmathematics.comSee for yourself!Call today to get your FREE evaluation copies.(Toll-Free) 877-930-3336*Quantitative Analysis of California StandardsTest Results for Progress in Mathematics Users,Beck Evaluation & Testing Associates, Inc. Rigorous content fully alignedto New York standards Superior teacher support witheasy-to-use Teacher Editions Assessment to analyze performance,provide intervention, guideinstruction, and monitor progress

spotlight on schools ■ EDUCATION UPDATE ■ NOVEMBER 2007NY Botanical Garden CelebratesGrand Opening of theEverett Children’s Garden GateCarolyn Everett celebrateswith her mother Edith EverettBy Liza YoungEdith Everett, her grandchildren Ethan& Hannelora & son DavidA ceremony celebrating the opening of theEverett Garden Gate at the NY Botanical Gardenwas recently held with expressions of excitementand gratitude by key members of the BotanicalGarden and governmental officials.The brainchild of Gregory Long, President ofthe NY Botanical Garden, the Everett Gardencame to fruition through the philanthropic supportand dedication of Edith and Henry Everett,opening approximately ten years ago. The 12-acreGarden is a nurturing and rich science learningenvironment for children. The newly designedgate provides a more accommodating passage forentrance and exit, easing congestion, and includesadditionally needed restrooms.The celebration of the opening of the gate fittinglybegan with the singing of “America theBeautiful” by Karen Everett, daughter-in-law ofEdith Everett.Speaking at the ceremony, Bronx BoroughPresident Adolfo Carrion, Jr. underscored theopening of the Everett Garden Gate as culturallyand economically beneficial for the city. It willattract residents and tourists, aligning with therecent campaign announced by the mayor, togetherwith NYC & Company, to increase tourism toNYC. NY City Council member David Weprin,who is also Chairman of the NYC Council FinanceCommittee, shared President Carrion’s view on thevalue the Everett Garden will bring to the city.Julie Sakellariadis, Chairperson of the EducationCommittee of the NY Botanical Garden, highlightedthe work of the Everett family in buildingthe garden into a “wildly successful and highlyacclaimed program loved by NYC school teachersand school children and many families whovisit on their own.” She recalled her visits tothe Garden with her four children, and attributesher daughter’s—a college sophomore—choiceto major in environmental science to visits to theGarden. Her daughter came to “love everythinggreen.”Edith Everett, currently Honorary Chairpersonof the Education Committee of the NY BotanicalGarden, is also a former school teacher and successfulWall Street businesswoman. Eloquentlyspeaking at the ceremony, she described thegarden as a “place of beauty where children arelearning some of the basic lessons of science,engage in wonderful interactive lessons, and alsohave a great time.” The lessons learned at the gardenare in fact based on the NY State mandatedscience curriculum. Three thousand teachers aretrained each year at the Garden to improve scienceteaching in the classroom. The gate is dedicated toEdith’s husband, Henry Everett, who passed awayseveral years ago, and was truly dedicated to theenhancement of the Garden.Senator Jose Serrano current chair for theDemocratic Task Force on the Arts and Culturalaffairs, and a lifelong resident of the Bronx,described the garden as “something more thanaesthetically pleasing, but crucial to the vibrancyof our city and future of our economy.”#When the Police RuleSchool CorridorsBy Ernest Logan, President, CSALast month, we once again faced a most disturbingissue regarding our members and the NewYork Police Department. It is unfortunate that theDepartment of Education and NYPD have failedto develop the protocols necessary for schoolleaders—Principals and Assistant Principals—toeffectively coexist with school safety agents.We all want safe and secure schools and donot question the need for some type of schoolsecurity as much to protect our students fromcrazed individuals as to maintain an appropriateenvironment for learning. But it is imperativethat someone be in control of a school. And itis imperative that we work this out now beforeanother Principal is arrested and embarrassed infront of his students, parents and community fordoing his job – protecting his students.The Principal has traditionally been in chargeof his building, and in this time of increasedaccountability is, in fact, charged with thatresponsibility. If school leaders are accountable,and will pay a price if found to be derelict intheir duties, then I strongly urge the Chancellorto talk to us now about how school safety agentsperform their duties, how schools are staffed,and how SSA are evaluated. Principals must beaccorded respect. We should not have to demandit; it should come with the responsibility investedin the position. School safety agents should not bearresting Principals. They work with the Principalin keeping the school a safe place. The Principalcannot perform his mandated responsibility if hehas to worry about being handcuffed and draggedfrom a building.I have begun talks with the DOE’s Bureau ofSchool Safety and have the firm belief that wewill be able to work through our issues. Theseconversations will just be part of the collaborativerelationship CSA is developing with theDOE, a relationship I have faith will continue togrow for the benefit of our children, our schoolsand the people who run those schools.E R R A T AAn Innovative PlanIn that spirit of continued collaboration, theDOE and the Mayor announced the most innovativeplan, perhaps in the nation, for teacher payincentives. The availability of additional financialawards or incentives for schools and teachers hasbeen cheered and denounced. At CSA, we havealready had this discussion, and the concept ofpay for performance is, and has been for sometime, fact for CSA members. I look forward tonegotiations with the DOE to determine whatadditional compensation is available for supervisorsin high-need schools. We will continue toexplore how we can improve the program, as wellas how to develop a mutually-agreed upon instrumentthrough which to evaluate our members.For now, the Principals Performance Reviewremains in effect, and remains the reviewinginstrument to date.The discussion continues with the DOE on howto effectively assist and support our membersand their schools. There needs to be genuineand effective support given to schools. No longercan the DOE or anyone else decide that ourmembers can sail alone on the choppy waters ofthis system.#What is yourfavorite sectioninEducation Update?LYCÉE FRANÇAIS DE NEW YORK505 EAST 75th STREET, NEW YORK, NY1002170 years experience in French-American EducationThis is the correct photo of Chuck Cahnthat was to appear in the October issue ofEducation Upate.Email us Multicultural and bilingual Private school,. Graduates attend the most prestigious North Americancolleges and universities as well as French institutionsof higher learning,. New York High School Diploma and Preparation forthe Baccalaureat,. Mandarin Chinese classes from 3 rd grade and 6 th grade,. More than 60 nationalities represented from nurseryto 12 th gradeInformation andadmissions1 212 439

2007:EdUpdate 10/26/07 2:10 PM Page 1NOVEMBER 2007 ■ For Parents, Educators & Students ■ Education updatesunday monday tuesday wednesday thursday friday saturdayBlack Solidarity DayMedgar Evers CollegeBill Cosby address11 AM - 1 PM FreeAlso: Queens CollegeExhibit: Brush with Nature(through 12/31) FreeCUNY COLLEGES IN ALL FIVE BOROUGHS ARE HOSTING OPEN HOUSESand an exciting variety of educational and cultural events (many free) for prospectivestudents, families, alumni and the public throughout November. Learn about meeting the costsof attending college and financial aid opportunities, the William E. Macaulay Honors College atCUNY, our new on-line Baccalaureate degree in business, the Teacher Academy, ValloneScholarships and “Decade of Science” activities to highlight STEM programs (Science,Technology, Engineering, and Math). For more events go or call 1-800-CUNY-YES. Visit theNOVEMBER is campus of your choice during CUNY Month!CUNY MonthChancellor Matthew GoldsteinQueensborough C. C.Play: The Passion ofSister Rose1 PMMembers Free, $5Also: Queens CollegeJewish Lecture Series2 PMFreeQueensborough C. C.Georgian State DanceCompany 2 PM$35, $30, $25, $20(Kids 12 and under, $10)Also: Kingsborough C. C.Free Sundays atKingsborough:Saxophonist Steve Wilson3-4:30 PM FreeQueensborough C. C.Martin Prestonas Liberace3 PMAlso: Graduate CenterKatha Pollitt & AnnaQuindlen in Conversation6:30-8 PM FreeVeteran’s DayHostos C. C.Career Week(through 12/16)FreeYork CollegeWhat’s Happening in 2007with Latinos in the Media6-8:30 PM FreeLehman College“The President’s Own”United States MarineBand7:30 PM FreeHunter CollegeMichael Cunninghamreads fromlatest work7:30 PMFreeHunter CollegeArt Exhibit:MA’s select MFA’s1-6 PMFreeNOVEMBERCSISmall Format Paintingsfrom the Collection ofthe Hispanic Society(through 12/12)FreeQueens CollegeQueens CollegeOrchestra12:15 PM FreeCollege of Staten IslandPainting Exhibition fromthe students of GeoffreyDorfman, Tracy Jones,and Mor PipmanThrough 12/13FreeQueens CollegeAlumni Recital viola andpiano 12:15 PM FreeAlso: John Jay CollegeLecture Series, L.A. PoliceChief 4-6 PM FreeAlso: CSIThe Vincent Black Shadow1940s cabaret 8 PM $25Hunter CollegeArt Exhibit: AestheticAccomplishments,Political Commitment(through 12/8) 1-6 PMFreeAlso: City CollegeSchool of ArchitectureLecture Series6-7:30 PM FreeCity CollegeCareers in EnvironmentalScience 12:30-2 PMFree1 2 3Queens CollegeAnything Goes2 PM & 8 PM (through 11/9)$15,$13 QCID, seniors, alumni,$10 age 12 and underAlso: Queens CollegeStudent Recital clarinet3 PM FreeLaGuardia C.C.Diary of Anne Frank10AM and 11:30 AM FreeAlso: Graduate CenterLost & Found:7 Extraordinary ShortFilms by Women4-6:30 PM (through 10/27)FreeBaruch CollegeEquity MarketsMicrostructure Seminar8 AM-5 PM$275Kingsborough C. C.Lights Out: Spooky SoundPlays (Inspired by theGolden Age of Radio)3 PM & 7PM (through 9/8)$15Also: Queens CollegeThe Fab Faux8 PM $55, $50, $454 5 6 7 8 9 10Brooklyn CollegeIceland Dance Company8 PM$25Also: York CollegeYorkJam: NYC PublicHigh School Bands5-6:30 PM Free11 12 13 14 15 16 17York CollegeYorkFest ’07See website for details18 19 20 21 Thanksgiving Day 22 23 24Lehman CollegeThe Nutcracker by theMoscow Classical Ballet6 PM $28, $25, $2225 26 27 28 29 30Queens CollegePhilip V. CannistraroSeminar Series6 PM FreeLehman CollegeThree Irish Tenors:Christmas from Dublin7 PM$35, $30, $25, $20,(Kids 12 and under, $10)Queensborough C. C.Family Holiday Musical:A Christmas Carol7:30 PM$42, $39, $35For more,visitwww.cuny.eduand click‘cunymonth’Visit orcall 1-800-CUNY-YES

spotlight on schools ■ EDUCATION UPDATE ■ NOVEMBER 2007Professor Ofelia Garcia Speaks OutIn Favor of Bilingual EducationBy Emily Sherwood. Ph.D.Are we marginalizing our immigrant childrenby denying them the opportunity to learn in alanguage other than English? Are we excludingparents and entire immigrant communitiesfrom participating in their children’s educationby maintaining a sole focus on English languagelearning? If one listens to renowned bilingualscholar and professor Ofelia Garcia, the answerto these questions is a resounding yes… butthere’s also an easy solution.Dr. Garcia, currently a professor of Bilingual/Bicultural Education at Columbia University’sTeachers College and co-author of numerousbooks on the subject (her most recent, BilingualEducation: An Introductory Reader, is hot off thepress), is passionate about her quest to improvethe education of children of immigrants, whonow comprise 19 percent of the US school-agedpopulation. During a recent lecture at BarnardCollege, Garcia decried the federal government’scurrent trend toward “monolingualism”, whichshe referred to as a “silencing of languagesother than English.” As a case in point, Garcianoted that the name of every federal educationoffice that once had the word ‘bilingual’ in ithas been changed: “Bilingualism has becomethe ‘B’ word,” she exclaimed. “No one can sayit out loud!”The educational model that Garcia recommendsfor today’s immigrant children is a programmuch like one she is piloting in the NewRochelle school district, which she calls two-waybilingual education, where subject instructiontakes place in both English and Spanish. At thekindergarten level, English as a Second Language(ESL) instruction is provided for newly arrivedimmigrant children, while Spanish as a secondlanguage classes are offered for those with noSpanish background. “In addition, there is a portionof the day in which play time, songs, andstories are in Spanish and a portion of the dayin which the same thing takes place in English,”explained Garcia when interviewed privately byEducation Update.Because the second language selected for twowaybilingual education is often Spanish (80percent of English language learners are currentlySpanish), “you need enlightened parents,” addedGarcia, noting that her bilingual classroom inNew Rochelle includes immigrant students whoare African American, Romanian, and Italian, inEducation in a multicultural societyaddition to Spanish. “Ourbest [fifth grade] Spanishlanguage student has parentswho don’t speak a word ofSpanish,” laughed Garcia.Yet she is quick to point outthat the instructional modelmust be based on the makeupof the community andtheir mutually determined goals. “Every communityneeds to decide for itself what it’s goingto do if they are serious about developing thebilingualism of their children,” she concludedthoughtfully.Garcia’s educational remedies are based onsolid cognitive research: “[Bilingualism] givesthe student more divergent thinking (the ability tothink of things from different angles,) more communicativesensitivity, (an awareness of people’sneeds when you communicate), and more metalinguisticawareness, (the ability to think aboutlanguage in different kinds of ways,)” she reeledoff. In addition, introducing a child to a secondlanguage exposes the student to a new cultureand new literature. And there’s more, accordingto Garcia: “We see the value of linguistictolerance as a resource in an increasingly globalworld,” a value that has clearly been recognizedby the European Union, which is now endorsing“plurilingualism,” the mother tongue plus twoadditional languages.With her engaging speaking style, deep intellect,and clear commitment to her cause, Garciais a powerful ombudsman for bilingualism. Inone horrifying story, she told of a newly arrivedimmigrant parent who tried to enroll her Spanishspeaking child in high school: “The school said,‘Take him back to the Dominican Republic – hecan never graduate!’” she related angrily, notingthat under No Child Left Behind (NCLB), schoolsdon’t want students with limited English proficiencybecause they may reduce the AdequateYearly Progress (AYP) statistics and ultimatelylead to a failure report for the school. But with theupcoming NCLB reauthorization, she is cautiouslyoptimistic that there will be an opportunity toamend the law so that it allows more incentivesfor immigrant children to access the public educationto which they are legally entitled.Perhaps most moving in the case for bilingualeducation are the words of immigrant childrenthemselves. One sixth grader attending a dualReview of Educating Citizensin a Multicultural SocietyEducating Citizens in a Multicultural Society(Second Edition)by James A. BanksPublished by Teachers College Press: NY, 2007 ( 199 pp)by merri rosenbergI was a bit surprised by the polemical and provocativetone of this book. I had expected it to bea somewhat more accessible, user-friendly combinationof analysis and teacher guide. Instead,I found a sharply argued and intensely politicalvolume that has an unmistakable agenda.The author, James A. Banks, who is the Kerryand Linda Killinger Professor in Diversity Studiesand Director of the Center for MulticulturalEducation at the University of Washington inSeattle—as well as the editor for this TeachersCollege Press series on Multicultural Education—views multicultural education through the lens ofracism. At one point, he blithely reports that“Many teachers are unaware of the extent towhich they embrace racist and sexist attitudes”,or that the groups he refers to lack the respectgranted to “more privileged ethnic and culturalgroups such as Greeks and Jews in the UnitedStates.” He believes that schools need to beradically transformed in order to effectivelydeliver the kind of education that will embraceall students.Banks hurls his first salvo in the preface: “Ournation’s motto is e pluribus unum—out of many,one. Throughout most of its history, the UnitedStates has been able to forge a shared communitylanguage program wrote why she believes bilingualismto be important: “Spanish is importantto me because it is one of the languages that runthrough my blood. It is the language of the land inwhich my mother walked when she was a child.It is the language of the food that my father ate toget big and strong. And since I can’t be raised inthe land in which my parents were raised, I canstill talk the language of the palm trees, the sea,and the sun.”Whether through the evocative musings ofan immigrant child or the reasoned discourseof Professor Ofelia Garcia, one is powerfullyreminded of the responsibility America holds toeducate its newest generation of learners, a groupfar more mixed in ethnicity and language thanever before.#by imposing on the pluribus (the many) the dominantculture constructed by the elite descendantsof the British who settled in America…Becomingcitizens of the commonwealth has been muchmore difficult for ethnic groups of color and forwomen from all racial, ethnic and cultural groupsthan for mainstream males.”Okay. He certainly got my attention. Andthroughout the book, Banks argues that the“gap between American democratic ideals andAmerican racism” is something that schoolsneed to confront head on. He believes thatschools, and classroom teachers, have to respectand confer legitimacy on cultural and ethnicgroups. According to evidence he presents fromthe most recent United States census, 2006,“more than half of the nation’s citizens willbe individuals of color by 2050.” But ratherthan work from the traditional assimilationistmodel, a model that Banks contends often madestudents of color and from ethnic groups feelde-legimitized, he believes that schools need toembrace culturally sensitive teaching and learningstrategies.Banks further makes the distinction betweenwhat’s loosely referred to as multiculturalismand multicultural education, writing that “ multiculturaleducation describes ways in which somestudents are denied equal educational opportunitiesbecause of their racial, ethnic, social class orgender characteristics. Multicultural education isalso an educational reform movement that tries toreform schools in ways that will give all studentsan equal opportunity to learn. It describes teachingstrategies that empower all students and givethem voice.”The author also discusses a term he calls“equity pedagogy”,which means “teaching strategiesand classroom environments that helpstudents from diverse racial, ethnic and culturalgroups. Students make connections between theautobiographical experience of knowers and theknowledge they create.”A tall order, perhaps, but one that Banks advocatesin the strongest possible terms. This is nota book for the classroom teacher, who hopes todip into its pages and find some ready steps toincorporate in her lesson plans. Rather, it is thedeparture point for some serious discussion andconversation at a school district’s highest levelsabout racism and responding to the needs of anincreasingly diverse student body.#Nursery - Grade 5

TRIMCON EDISON 10” X 13”NOVEMBER 2007 ■ EDUCATION UPDATE ■ spotlight on schoolsTRIMIMTRReport an Electric Service Problemor Check Restoration StatusEnroll in Con Edison’s E*bill Program andHelp Plant Trees in NYC and WestchesterCon Edison Invests Billions to Keep PowerFlowing as New York Keeps GrowingBe Energy Aware. Our Energy-Saving TipsBooklet Shows How Little Actions Can Leadto Big SavingsYou Can Choose Your ESCO withPowerYour WayCon Edison Can Help Your Company CutEnergy Costs and Improve EnergyEfficiencyStorm CentralOutagelocationmaps, stormpreparationand recoverytipsGo Green100 things toknow aboutconservingenergyInfrastructureInvesting inNew York’senergy futureFUN STUFFFOR KIDSKids Web SiteIntroduceyour kids tothe amazingworld ofenergyAt,knowledge is power.©2007 Consolidated Edison Company of New York, Inc. Ad: Arnell GroupAt Con Edison, we’re always working to improve the wayswe can serve New York. And that includes our Web site,now better than ever and easier to use. When you log on you’ll fi nd a wealth of energy informationfor your home or business. So check out www.conEd.comnext time you’re online. You’ll be glad you did.• Now you can report electric service problems online aswell as check the status of service restoration in your area.• When severe weather is on the horizon, check outCon Edison’s Storm Central for tips on how to preparefor storms and what to do if your power goes out.• You’ll also find 100 Things to Know About ConservingEnergy, electric and gas safety tips, and much more.IMTR

Education update ■ For Parents, Educators & Students ■ NOVEMBER 2007HS Students Do Advanced Scienceat Mt. Sinai HospitalBy Lloyd Sherman, Ed.D.Each time I come across Whitehead, my heartsings; at the same time I wonder why so manysidestep his judicious idea that education is theart of being able to use the knowledge we have.Schooling’s “hidden curriculum” (students learnbest and remember longest) misses the point,somehow.Mount Sinai’s Center for Excellence in YouthEducation (CEYE), located on the north end ofits campus between Fifth and Madison, at 101Street, has for 35 years practiced a philosophyof education based on student self-determinationand ability to use knowledge in the broadestsense—in both workplace and classroom. UsingDyad Pedagogy, a novel arrangement of studentsworking in dyads (two’s), CEYE’s rigorous biomedicalscience programs (all hands-on) fostergrowth and development of imagination, curiosity,creativity, and interest.Over 10,000 students [since the program beganin the late sixties] have learned state-of-the-artbiomedical science and health care practices,mathematics and research design of epidemiology,along with the art of oral and written presentation.These curriculum goals are integrated withtheir personal goals of self-discovery to realizewho they are and where they are heading.Each year Mount Sinai’s CEYE serves over 300Grade 7–16 students, working mainly with NewYork City Public Schools and public and privatecolleges and universities—a “pathway” frommiddle school right up to Mount Sinai School ofMedicine’s doorstep and/or its Graduate Schoolof Biomedical Sciences. Each school partneraccredits these academic programs. The optimallearning environment gives students access to aculturally diverse workforce and their life stories,points of view, beliefs, and values. Students andteachers use the Levy Library to expand theirknowledge about the most up-to-date informationand discoveries. All this takes place asstudents explore health careers in internshipsamong patients, staff, physicians and scientists ina wide spectrum of scientific, clinical and educationalareas of the medical center that comprisesa 1,200-bed hospital, an ever-growing researchfacility, and a medical school that graduates adiverse student body of 140 each year. PublicSchool teachers who work with CEYE developtheir students’ course in collaboration with medicalschool faculty and CEYE staff.Some of the courses offered in CEYE includeinternships for upper-level high school and collegestudents; semester courses on subjects likethe heart, cancer, diabetes, HIV life cycle, sicklecell, and obesity; introduction to research (fruitfly genomics); zebra fish toxicology; and environmentalhealth where students explore theeffects of social, physical and biological factorson the health and behavior of individuals, communitiesand populations.All students who go on to college say they arewell prepared, feel confident in class, out-performtheir peers in research skills, teamwork, oraland written presentation, and know more thanmost about the science they study. At the end ofthe academic year and the summer program, studentsreceive certificates for work completed atMount Sinai. Over 60 physicians and hundreds ofnurses and allied health professionals have comeout of Mount Sinai’s CEYE. Whitehead must besmiling… #HELP! CHEMISTRY,PHYSICS TESTSOVER 100,000 BOOKS SOLD!HIGH MARKS: REGENTS CHEMISTRYMADE EASY - BY SHARON WELCHER $10.95(College Teacher, Chairperson &Teacher of High School Review Courses)Easy Review Book with hundreds ofquestions and solutions for new RegentsNEW BOOKHIGH MARKS: REGENTS PHYSICS MADEEASY - BY SHARON WELCHER $12.95Easy Review Book with hundreds ofquestions and solutions for new RegentsAvailable at leading bookstoresor call 718-271-7466www.HighMarksInSchool.comWe’re callingon you.Welcome a Learning Leadersvolunteer into your classroomand support parent engagementin New York City public schools.Mandarin Now Spoken atStaten Island Academy“I want to be able to talk to Wang next time I goto a Yankees game.” “I want to learn how to eatwith chopsticks.” “Mandarin is so cool.”Those were a few of the responses teacher LiChen-Zhou heard from her young students whenshe asked why they wanted to study Mandarin inStaten Island Academy’s new language program.Mrs. Chen-Zhou, who graduated witha Bachelor of Law degree from the People’sUniversity of China in Beijing, China, and aMaster’s degree in education from the Collegeof Staten Island, traveled to China during theWashington Post reporter Maria Glod recently wrote that, “Educators say that the youngest brains have the greatest aptitude forabsorbing language and that someone who is bilingual at a young age will have an easier time learning a third or fourth languagelater on…young children are better able to learn German with near-native pronunciation or mimic the subtle tones of Mandarin.”Al-WahaTeacher Seminar(3 graduate credits)Ed 565: LanguageImmersionMethodologiesJuly 5-15, 2006Bemidji, MN– .Lago del Boscothe Italian Language VillageArabic Language VillageComing toNew Jerseyin 2008!You Just Gotta Go!Concordia Language Villages announces a two-week Arabic Languageand cultural immersion program for youth in Vergas, MN!Each year, hundreds of kids from New Jersey and New York learn moreabout Dates the languages and cultures of Ages the world at Cost our beautiful sites inMinnesota, July 10- 22, Georgia 2006 and now New Jersey! 8-14 We $1325 offer Chinese, Danish,July 24- Aug. 5, 2006 13-18 $1325English, Finnish, French, German, Italian, Japanese, Korean, Norwegian,Russian,Last year,Portuguese,nearly 200 kidsSpanishfrom NewandYorkSwedish.learnedIt’smoretheaboutfun ofthesummerlanguagescampand the cultures excitement of the world of visiting at our Villages another in country! Minnesota and Georgia. We offerChinese, Danish, English, Finnish, French, German, Italian, Japanese, Korean,Lago Norwegian, del Bosco Russian, Spanish and Swedish, too!Blairstown, NJ (65 miles west of NYC)Generous scholarships and excellent charter transportation are available.We are also hiring camp counselors and program leaders. Contact us forYouth Immersion Dates Agesregistration forms, employment applications and more information.2 week Aug 4-16, 2008 8-141 week Aug 18-23, 2008 7-11Ask for a FREE Program Guide and DVD!Registration Forms Are Now Online!summer of 2007 to participate in an advancedtraining session for teachers of Mandarin as asecond language in preparation for her work withAcademy students.A native Mandarin speaker, Mrs. Chen-Zhouexpects to be teaching her class completely inChinese by the holiday break in December. Herinitial work with her young charges has includedintroducing basic vocabulary and pronunciation.The students have many questions…it is a thrillfor me to share my heritage with them,” said Mrs.Chen-Zhou.#Learning Leaders are 15,000 volunteersreaching 265,000 young people in960 New York City public schools.www.learningleaders.org212-213-3370CONCORDIALANGUAGEVILLAGESA program of Concordia College, Moorhead, Minnesota

NOVEMBER 2007 ■ For Parents, Educators & Students ■ Education updateDr. Diana Meehan, Founder,Archer School for GirlsBy Emily Sherwood, Ph.D.It is a story that’s been repeated a thousand timesin a thousand coed American classrooms: Theboys assume the role of class clowns, exhibitingaggressive and spontaneous behavior. The girlsconduct themselves so cautiously and courteouslythat they miss out on opportunities to participate,leading teachers to pass them over in favor of themore outspoken boys. It is this female behaviorismthat author and educator Diana Meehan hastermed “the girl pause” – and it was concern forher pre-adolescent daughter’s intellectual andpersonal growth against this all-too-familiar backdropthat led Meehan in 1995 to co-found theArcher School for Girls in Los Angeles.Fast forward twelve years. Dr. Meehan, whoholds a Ph.D. in Communication from USCand is a founding director of its Institute for theStudy of Women and Men, has just written ahighly acclaimed book, Learning Like a Girl:Educating Our Daughters in Schools of TheirOwn, (see the review online, August 2007 detailing her questto educate her young daughter, her creation ofThe Archer School, and her research into othersuccessful girls’ schools around the country.Education Update caught up with Meehan on arecent east coast trip and got a rare opportunity tolearn first-hand about her motivations, triumphsand challenges in promoting single sex educationfor women.Meehan’s journey to achieve her vision of anall girls’ school reads like one of her husband’s(TV writer/producer Gary David Goldberg) TVscripts, complete with unexpected twists andturns, angry villains, and shining heroes. In fact,she and Goldberg had already embarked on anational search to select a single-sex school fortheir daughter, Cailin (the Gaelic name’s literaltranslation is “female hero”), and they had actuallyidentified three contenders that shared theireducational philosophies while offering a collegeprep curriculum and a dynamic, innovative andinclusive mission. “I was unconsciously seeingwhat really good education for girls looked like,”reflects Meehan. Ultimately, she and Goldberggrew reluctant to uproot the family and movefrom their home, so Meehan began to collaboratewith two women, Vicky Shorr and MeganCallaway, to start an all-girls, Grade 6-12 schoolin their Santa Monica neighborhood. Despite aclear mission and a positive working dynamic,York Preparatory SchoolADMISSIONS OPEN HOUSE2007-2008 cordially invites Open house parents dates: ofprospective applicants to attend anTuesday, September 25Wednesday, October 3Wednesday, October 10Thursday, October 18Wednesday, Tuesday, September October 24 25Thursday, Wednesday, November October 31Wednesday, November October 107Tuesday,Thursday,NovemberOctober 1813Wednesday, October 24Wednesday, November 28Thursday, November 1Thursday, December 13Wednesday, November 7Wednesday,Tuesday, NovemberJanuary1316Tuesday, Wednesday, January November 29 28Thursday, December 13Wednesday, January 16Tuesday, January 29ADMISSIONS OPEN HOUSE2007-2008 Open house dates:Please RSVP to the Admissions Office(212)40 West362-040068th Street,ext.New127York, admissions@yorkprep.orgNY 10023 (212) 362-0400An Intimate Place to Learn in the Heart of a Great CityYork www.yorkprep.orgPreparatory School40 West 68th Street, New York, NY 10023 (212) 362-0400An Intimate Place to Learn in the Heart of a Great Citywww.yorkprep.orgProfiles in Education5:30 PM - 7:00 PM5:30 PM - 7:00 PM9:30 AM - 11:00 AM5:30 PM - 7:00 PM5:30 9:30 PM AM - 7:00 - 11:00 PM AM5:30 PM - - 7:00 PM PM9:30 AM AM - -11:00 AM AM5:30PMPM--7:007:00PMPM9:30 AM - 11:00 AM5:30 PM - 7:00 PM5:30 PM - 7:00 PM5:30 PM - 7:00 PM9:30 AM - 11:00 AM5:305:30PMPM--7:007:00PMPM5:30 PM PM - -7:00 7:00 PM PM5:30 PM - 7:00 PM5:30 PM - 7:00 PM5:30 PM - 7:00 PMwhat Meehan never anticipatedwas a neighborhood oppositionso powerful (“there was everything—politicalopposition,betrayal, corruption and financialinsecurity,” she recallsdramatically) that it took fouryears to wage a series of daunting,often dispiriting zoningand partisan battles. “Some of our opponentswere misinformed, some were misguided, andsome were misogynists. We won over the firsttwo groups, who later apologized,” adds Meehan,whose highly coveted Archer School for Girlsnow garners the support of such luminaries asTom Hanks, while purposefully embracing studentsof limited financial means.With twelve years of operation under her beltsince The Archer School’s 1995 inception as wellas insightful research on a variety of other successfulall-girls schools in the country, Meehanis prepared to offer up her formula for success.Underpinning the school’s mission is a powerfulbody of research indicating that coed schoolscan undermine the abilities, achievements, andindependence of girls and that within a single-sexenvironment they can become active, assertive,and self-actualizing. Pedagogically, the ArcherSchool utilizes empathy as a tool for learningand stresses the “wholeness of environment” and“connected learning.” In short, the girls learn notjust in the classroom, but “through relationships,crises, family and communities… Because theyfeel a connection to the outside world, they takecharge in ways that women in coed schools couldnever do…They see themselves as leads in theirown play, actors in their own lives,” explainsMeehan passionately, noting that the girls areguided by the notion that “I as a person canmake the world a better place.” In one poignantexample, the girls started a NASA-sponsoredrobotics team, competing nationally to make thebest rocket. But when they realized that therewere very few all-girls teams (and virtually nonewest of the Rockies), they created a foundationto fund the mentoring of girls’ robotics teams.Ultimately, they mentored nine middle and highschool robotics teams; in a singular touch ofirony, one of the teams they mentored recentlybeat The Archer School team in the regionalYork Preparatory Schoolcordially invites parents ofprospective applicants to attend anPlease RSVP to the Admissions Office(212) 362-0400 ext. 127 or admissions@yorkprep.orgYork Preparatory Schoolcontinued on page 23Dean Eleanor Baum, Cooper UnionSchool of EngineeringBy Lisa K. WinklerEleanor Baum, dean of Cooper Union’s engineeringschool, remembers it well: an African-American woman, upon receiving her diploma,said: “No one in my family will ever be onwelfare again.” For Baum, that statementrepresents the many values of an engineeringdegree.“Engineers are trained problem solvers. Weuse mathematics and science to improve conditionsin society; to make life better for people,”Baum told Education Update in her office. Andbecause Cooper Union offers free tuition, thedegree often improves life for entire families.Baum, 67, defied traditional expectations tobecome an engineer. Always a strong mathematicsstudent, her high school guidance counselordiscouraged her from pursuing engineering,and her mother worried she’d never get married.Though she admits she didn’t really knowwhat engineers did—a problem she thinks stillexists—she was determined to prove she coulddo it. She completed the five-year engineeringprogram at City College in four years, by attendingsummer school, worked in the aerospaceindustry, and then earned her Ph.D in electricalengineering from Polytechnic University. As awoman, she faced continual scrutiny. “Being anengineer wasn’t usual; being a working womanwasn’t usual. I didn’t represent just me but allwomen. I had to work harder and perform betterjust to show I could do it,” she said.When she was named dean of Pratt Institute’sengineering school in 1985, she became thenation’s first female engineering dean. AtWe’re serious about summer fun!Located in beautiful Rockland County, just 20 minutesfrom the George Washington bridge. Transportation from sixUpper West Side locations, including PS 9. For K-4th graders.Enroll Now! • 212.415.5573Cooper since 1997, she strivesto increase the enrollment ofwomen, now at 30% up from3% when she arrived. Asdean, she’s increased CooperUnion’s outreach to highschool students through summerprograms and career days,and works to promote howflexible an engineering degreecan be.“As a profession, we’ve done one miserablejob explaining what we do. Everyone knowswhat doctors and lawyers do. We only hearabout engineers when there’s a disaster, like9/11 or a bridge collapse,” she said.In her tenure, she’s added the English collegeentrance exam as an admission factor,noting that she’s “not interested in just trainingworker bees, quiet people who sit in the back ofthe lab,” but in creating technological leaderswho’ll use their knowledge and social consciousnessto solve world problems. Studentstake communications classes presented by theaterprofessionals. Classes are small and projectbased, many inter-disciplinary, creating partnershipswith students in different fields. Studentprojects address environmental and transportationproblems, biomedical engineering, unconventionalenergy sources, replacing crumblinginfrastructures, and manufacturing. Emphasisis on getting students to challenge themselves,to learn to work in teams, Baum said.continued on page 23An agency of UJA Federation

10 Special Education ■ EDUCATION UPDATE ■ NOVEMBER 2007Harold S. Koplewicz, M.D., ReceivesPrestigious Child Psychiatry AwardThe American Academy of Child and AdolescentPsychiatry (AACAP) recently awarded Harold S.Koplewicz, M.D., the Irving Philips Award forPrevention, its highest honor, for his dedicationand outstanding achievements in the field of childand adolescent psychiatry. This award recognizesa child and adolescent psychiatrist and Academymember who has made significant contributionsin a lifetime career or single seminal work tothe prevention of mental illness in children andadolescents.Dr. Koplewicz founded the NYU Child StudyCenter in 1997 with a mission, based on his ownvision, to improve child mental health by expandingscientific knowledge of child and adolescentdisorders, delivering evidence-based clinicalcare, and translating and disseminating newscientifically sound information to mental healthprofessionals, pediatricians, educators, parentsand policy makers. Under the leadership of Dr.Koplewicz, the NYU Child Study Center is nowrecognized as a world-renowned center for childand adolescent psychiatric care.As Senior Vice President and Vice Dean forExternal Affairs of the NYU Medical Center,Chair of the Department of Child and AdolescentPsychiatry, Director of the Division of Childand Adolescent Psychiatry at Bellevue HospitalCenter, Dr. Koplewicz spearheads multipleaspects of prevention, research and treatment. Inaddition, his leadership as Director of the NathanS. Kline Institute for Psychiatric Research, (NKI),has resulted in a $l0 million allocation for capitalimprovements to NKI in Governor Spitzer’sbudget as well as funds for 15 new research scientistsin child and adolescent mental health. Dr.Koplewicz is a resident of the Upper East Side ofNew York City and East Hampton. #The NYU Child Study Center is dedicated tothe understanding, prevention, and treatment ofchild and adolescent mental health problems.The Center offers expert psychiatric services forchildren, adolescents, young adults, and familieswith emphasis on early diagnosis and intervention.The Center’s mission is to bridge the gapbetween science and practice, integrating thefinest research with patient care and state-of-thearttraining utilizing the resources of the NewYork University School of Medicine. The goal ofthe Child Study Center is to bring together themost research-supported evaluations and treatmentswith an individualized and family centeredapproach. The Child Study Center was foundedin 1997 and established as the Department ofChild and Adolescent Psychiatry within the NYUSchool of Medicine in 2006. For more information,please visit #Templeton AwardsBy Joan Baum, Ph.D.Noting the theme of the 2007Templeton Awards Dinner atthe University Club on October30—Humane Economics inan Age of Globalization—Dr.Richard Brake, director ofthe Intercollegiate StudiesInstitute’s (ISI) Culture ofEnterprise Initiative andMaster of Ceremonies at theawards, remarked on ISI’ssignificance as a publisherfor young scholars dedicatedto the 54-year old Institute’smotto: Educating for Liberty.With a diverse membership ofprofessionals and academicsfrom all disciplines, ISI has been extending itsreach on campuses around the country and particularlyin expanding its book and lecture seriesin order to promote “civic literacy” in the moraland economic value of free societies. As of now,he said, economics, as the heritage of AdamSmith, is poorly taught. ISI wants to “cultivate”and put funding behind new educational efforts.The Institute is a nonprofit educational organizationwith a mission to identify and promote futureleaders of the American ideal of “ordered liberty”which it defines as: “limited government, individualliberty, personal responsibility, the rule oflaw, market economy and moral norms.”An attractive book and periodicals displayon hand at the University Club testified to thesuccess of ISI, working together with the JohnTempleton Foundation’s Culture of EnterpriseInitiative, in supporting research that “explore[s]the cultural traits, institutional prerequisites andsocietal achievements of the free market economyworldwide.” Each year awards are given toProf. James Otteson,winner of $50,000three books and three articles that exemplify thegroups’ core principles of economic prosperitywith moral value. Book winnersreceive $50,000, article awardees$25,000.Welcoming remarks by PeterRessler, a 25-year “Wall Streetveteran,” reinforced ISI’s goalof advancing “a more humanevision of corporate business practicesinspired by the lessons of9/11,” including the work of volunteerfire departments. As hesaid, “We all want to see the worldget better.” Keynoter Dr. JohnRutledge, Chair of a private equityinvestment firm and a consultantto numerous major internationalcompanies, here and abroad, was achief architect of President Reagan’seconomic plans in the ’80s and is a familiar presenceon Fox News, CNBC’s Kudlow & Co, PBS’Wall Street Week with Fortune and CNN “In theMoney.” He is the author of two books and hundredsof articles.Awards were presented by Dr. John Templeton,Jr. president of the John Templeton Foundation,founded by his father, former Ambassador JohnTempleton and the Hon. T. Kenneth Cribb, Jr.,president of ISI. This year first, second andthird place book awards went to, respectively,Dr. Tom Downey (Papers of Thomas JeffersonProject, Princeton University) Dr. Samuel Gregg(Acton Institute Pontifical Lateran University),and Dr. James Otteson, Honors Program,Yeshiva University). Article awards went to,respectively, Brian Smith (Graduate Departmentof Government, Georgetown University,Washington, D.C.), Gerson Moreno-Riano(Regent University, Virginia Beach, Virginia),and Surenda Arjoon (The University of the WestIndies, St. Augustine, Trinidad).IDA-NYC_AVEad_F 12.17.06 09:24 PM Page 2The deadline for nominations for 2008 is May31. Details on“Our son isfailing spelling.He tries sohard, but it’snot helping.”If your child or someone you know is strugglingwith reading or writing, we can help.The New York Branch of theInternational Dyslexia Associationprovides information, referrals,workshops and support to parentsand professionals on the impactand treatment of dyslexia.INFORMATION Contact us at 212.691.1930 or visit

NOVEMBER 2007 ■ EDUCATION UPDATE ■ Special EducationFrom the NYU CHILD STUDY CENTER: ASK THE EXPERTFirst Semester College Checkup—How is Your Child Adjusting?By Glenn S. Hirsch, M.D.The fall semester is well underway and I stillremember vividly some of the issues that came upwhen my four older children began their first yearat college. This phase in their lives meant newvistas for them and changes for us as parents.Most young adults are able to make the transitionto college life without major difficulties.Some, however, have to struggle to master thenew challenges. Adjusting to an independent life,which entails managing their own schedules, theirown finances, new living arrangements, and a newsocial life, can be overwhelming. Statistics tell thestory. Recent surveys indicate that up to 50% ofcollege students report that they have experiencedepisodes in which they have been unable to function.Some experience depression, with the ratesof serious cases being as high as 15-20% at anyone time. These are the students who may bemore vulnerable for substance abuse, eating disorders,abusive relationships, and depression.Here is some advice that we received as ouroldest began her college career. Strike a healthybalance; encourage self-reliance but let yourchild know that you’re there if needed. Studentsmay not report feelings of depression or anxietyto parents because they wish to show their independence,but parents should ask their teens to beopen about their experiences and agree to keepthem posted if they are not functioning wellRemember your child is dealing with a numberof changes, but be sensitive to warning signssuch as:Sudden changes in behavior or mood. Forexample, fewer phone calls than usual or a suddenincrease in phone calls, or other drastic changemay indicate that he is experiencing some stressthat he is reluctant to share.Change in the quality of the information shared.She may be involved in a relationship that isopenly or subtly abusive.Poor grades and dropped courses. He may notbe distracted from concentrating or feel unable tomeet academic requirements.Unusual requests for money. Although expensesmay exceed original estimates, the need for moremoney may signal that she’s often going out orspending money on alcohol or drugs.Remind your child that help is available ifshe’s feeling stressed, overwhelmed, or anxious.Discuss the academic assistance or mental healthresources that are available on campus.College counseling center directors are concernedabout increases in several areas: the numberof entering students with already diagnosedproblems, the number already on medications,and students with severe problems. This increaseddemand for services as well as the growing complexityof psychological problems has not beenaccompanied by a corresponding increase inresources. The ratio of college mental health professionalsto students has fallen in the last decade,and over 24 percent of students who seek servicesare seen for only one session.This monthly column provides educators, parentsand families with important informationabout child and adolescent mental health issues.Please submit questions for ASK THE EXPERTto Glenn S. Hirsch, M.D., Medical Director atthe NYU Child Study Center at To subscribe to the ASK THEEXPERT Newsletter or for more informationabout the NYU Child Study Center, visit or call 212-263-6622.Mayor’s Office Kicks-OffDisability Mentoring MonthIn honor of Disability Mentoring Day (DMD),a national program highlighting NOVEMBERas National Disability Employment AwarenessMonth and hosted by the American Association forPeople With Disabilities (AAPD), the New YorkCity Mayor’s Office for People with Disabilities(MOPD) will host a number of mentoring activities,demonstrations and a kick-off breakfast tobe held at Tavern on the Green. This year’s DMDwill pair approximately 150 disabled studentand job-seeker mentees with participating publicand private organizations acting as mentors fora day-long job shadowing experience, whichprovides the mentees a professional environmentto observe a typical workday, identify necessaryskills to advance career development and learnabout possible internships or employment prospects.Mentees will receive invaluable exposurein such areas as architecture, law, banking, buildingmaintenance, social services, clerical and thearts, while their mentors will also provide themwith guidance and positive leadership.“People with disabilities are contributors to ourCity’s civic, economic, and cultural life,” saidMatthew Sapolin, Commissioner of MOPD. “TheMayor’s Office for People with Disabilities seeksto ensure that employers recognize that peoplewith disabilities are an invaluable resource to thecity’s workforce. By bringing disabled studentsand job-seekers together with potential employers,we can strive for greater inclusion of thisoften overlooked population.”To kickoff DMD, MOPD is hosting a breakfastat Tavern on the Green, which will be attendedby many of the participating mentors and menteesbefore the workday begins. The breakfastwill be sponsored by, AmericanInternational Group, Inc. (AIG), Enable Americaand AAPD. Keynote remarks will be delivered by11Terry Austin, Chief Diversity Officer of AIG.As an additional part of DMD activities,MOPD will kick off a new mentoring partnershipwith American Honda Motor Company,Inc. (Honda), Vantage Mobility International(VMI) and Accessible Vans and Mobility (AVM).MOPD will be accepting a donation by Honda oftwo (2) wheelchair-accessible Honda Odysseys,both of which having been retrofitted by themobility conversion company VMI for officialuse by MOPD and the Mayor’s Office ofVeterans Affairs. In addition to the donation ofthe accessible vehicles, Honda, VMI and AVMwill take part in a mentoring initiative aimed atexploring accessible/sustainable transportationsolutions, and will develop a handicapped parkingawareness campaign.“These vans are an incredible gift and assetto the City of New York,” said CommissionerSapolin. “Through this donation, we will beable to make a significantly positive impact onpeople’s lives.”“Giving people a hands-on experience withmobility technology is powerful education,” saidDoug Eaton, CEO of VMI. “Our mission is togive people a sense of the options available tohelp people with disabilities continue to live verymobile lives.”The mentoring initiatives will provide disabledNew Yorkers who have an interest in automotivedesign/engineering, mechanics, marketing andpublic relations with an opportunity to work on aspecific project aimed at future possibilities, consistentwith PlaNYC 2030, for mitigating criticalobstacles to accessible and sustainable transportation,an issue that the partners in this endeavorare committed to exploring. Participants willcontinued to page 14OoobesityLearn about Obesity before your kids do. The number of children at risk for obesity hastripled in the last 30 years. Overweight children face serious health problems and sufferemotional pain caused by social discrimination and low self-esteem. To learn more aboutobesity prevention and treatment contact the NYU Child Study Center.SPECIAL NEEDSK U L A M : T O G E T H E RChildren, Family and CommunityKulam is a Sunday program for children with special needs andtheir families. Classes include music therapy, social skills, mentoringand more. Classes are designed for children on the high-functioningend of the autistic spectrum and those with varied communicationand learning differences.Funding provided by grants from UJA-Federation of New York and theGruss Lipper Family Foundation.P A R E N T I N GPrograms include panels, school fair, conferences, workshops withnoted professionals, support groups, and films.A D A P TAT I O N SLife Skills Network for 20’s & 30’s with LearningDisabilities and Those Needing Extra SupportAdaptations, a joint initiative of F.E.G.S. Health and Human ServicesSystem and The JCC in Manhattan, offers a wide variety of opportunitiesfrom social activities to ways to improve interpersonal skills,explore career options and more.Visit adaptationsonline.orgFunded through the generosity of donors to UJA-Federation of New York.For more information, call 646.505.5729or email At The JCC in ManhattanThe Samuel Priest Rose Building334 Amsterdam Ave at 76th St.NYU Child Study Center - Giving Children Back Their - (212) 263-6622

12EDUCATION UPDATE | NOVEMBER 2007Dignitaries Cut Ribbonat Met’s New UrisCenter for EducationThe 5 Browns BeltOut Tunes For TheStudents of P.S. 102Kent Lydecker, Assoc. Dir. for Education flanked by the daughters of the UrisFamily, (L) Jane Bayard & (R) Linda Sangerby Sybil Maiminhe impressive $75 million redesignedand rebuilt Ruth and HaroldD. Uris Center for Education at TheMetropolitan Museum of Art reflectsa determination to give the decades-old teachingfacility new importance and dignity. The limestonewalls and floors, light-colored wood paneling,great natural and artificial light, and sense ofspaciousness contribute to a warm and invitingexperience. Citing the Center’s role as gatewayto the venerable institution above it and theimportance of first impressions, museum directorPhilippe de Montebello said, “Now you knowyou’re in a museum.” In a joyous ceremonyon NOVEMBER 25, Inaugural Day, dignitariesfrom city and state government, artists, donors,and museum educators cut a large ribbon andinvited an enthusiastic public of adults and childrento enter the facility and partake of its offerings.Schools Chancellor Joel I. Klein explainedhis department is “no longer insular” and seespartnerships as key elements in transforming thesystem. “The Metropolitan provides an educationalopportunity every day to children from allover the city. . . Some who have never been to amuseum come here.” New York State LieutenantGovernor David A. Patterson applaudingly noted,“This Center will ensure that the knowledge andbeauty that lie in its confines will be shared byall ... The young people who come here will bemaking the art of the future.” Popular singerand artist Tony Bennett reminisced that when heattended the High School of Industrial Art, “Itwas not easy for a student to gain entrance to themuseum. . . I had to go through a side door. . . It’sso different now.” Clarisse Quirit, a student at theBennett-sponsored Frank Sinatra School of theArts in Queens, confessed, “Masters shown at theMet inspire us to do our best . . . Art is our voice,the means to say what we feel.”It was a proud day for visionary de Montebello,who noted that the Uris Center “now renewed andreconfigured for the twenty-first century . . . isthe largest and best-equipped art education centerin the world.” Citing the army of volunteers andmany generous donors (“The Uris name has beensynonymous with The Met for a quarter century.”),he maintained, “This could only happenin America” where “everyone is so engaged.”The ultimate goal of The Met is “appreciation ofthe collection,” and key to making that happen isKent Lydecker, associate director for education.Lydecker explained The Met opened a JuniorMuseum in 1941 with space for youngsters andpeople trained to work with them, creating amodel for museums around the country. Displayswere built especially for instructing school children,although teaching in the galleries becamethe sine qua non for any education program. Filmand television were utilized early on and someform of audio guide gave access to expert commentary.By “teaching from the collection,” artmakingworkshops emphasize that everything inthe museum has been made by somebody; workingwith similar materials brings appreciation forthe challenges faced by the masters. According toLydecker, “The experience with the work of art isthe thing from which everything flows.” Lydeckeris excited about technology in the Center and theability to “make connections” here and aroundthe world. Video-conferencing, equipment todocument and archive presentations, WiFi access,multimedia abilities, and the museum’s megaresearch tool, The Timeline of Art History ( make research, sharing,and connecting easy and pleasurable.The newly configured Uris Center for Educationincludes a large meeting hall where groups cangather and learn about programs and the collectionsfrom multimedia presentations, a grandentry corridor with useful and attractive glassdisplay windows, a well-equipped studio andclassroom for art-making and related activities,a state-of-the-art study room where scholars,students, and the public can interact with curatorsand other experts, a lecture hall seating125, a seminar room, the Nolen Library with achildren’s reading area, books and periodicals,study tables, and computers (WiFi). A TeacherResource Center offers a variety of materials foreducators including neatly packaged kits in eighteenindividual subjects ranging from The Art ofAncient Egypt to 20th Century Art. Kits, whichcan be borrowed, include subject information,DVD’s, slides, posters, and study guides.The Met has long offered art education programsfor people with disabilities. The newCenter provides enhanced opportunities suchas the Touch Collection, 130 original or highqualityreproductions of museum works such asancient Greek statues or medieval armor, whichcan be touched and discussed in the art studyroom by blind or partially sighted individuals.Trained educators describe works to individualsor groups on Verbal Imaging Tours in thegalleries. Assistive listening devices and signlanguage-interpreted tours are offered to visitorswho are hard of hearing or deaf. Art workshopsare available on site or off for developmentallydisabled adults and children and their families.Ken Lydecker muses that the new Center“was built on lots of hopes and dreams. . . Inthe future, we will see how it plays out.” Hebelieves that reaching out to children brings connectionswith parents and the building of familyrelationships that last a lifetime. The entry toadulthood, or college age, is another formativemoment. If connections are made at that time,they become permanent.#By Alberto Cepedaresh off the release of their thirdalbum, Browns In Blue, the classicalpiano music quintet, The 5 Brownsperformed several songs from theiralbums in the auditorium of P.S 102 in SpanishHarlem recently.The 5 Browns consist of siblings Desirae, 28,Deondra, 26, Gregory, 24, Melody, 23 and Ryan,21. Each of the five members of the group begantheir classical music training at age three whentheir mother Lisa Brown looked for constructiveactivities that her children could do.Each child decided on the piano; their firstforay came through the Suzuki repertoire, playingrenditions of children’s songs like “Twinkle,Twinkle, Little Star.” They graduated onto morecomplicated pieces and each developed anextraordinary talent. Together they dominatedlocal amateur talent competitions in their homestates of Texas and Utah.Looking for a new challenge and a way to nurtureand augment their talent, the family movedto New York City so each child could attend theultra prestigious performing arts conservatory,the Julliard School of Music. Initially the transitionwas not easy. Melody Brown explains, “Inour small towns you get used to winning thingsand getting attention and you get to Julliard andthere are so many talented kids. You just have tolearn to focus on yourself and know ‘As long asI’m getting better that’s all I really care about.’”The Browns faced other challenges throughouttheir musical career such as trying to maintaintheir personal and social lives despite the rigorousdemands of their professional lives. But thegroup has persevered and managed to overcomethese challenges on their way to a successfulmusic career that has seen them sell out numerousconcert halls from New York City to Japan,have two number one albums on the BillboardClassical charts and seen them perform in televisionshows such as The Tonight Show with JayLeno and The View.It was appropriate that their performance tookplace in PS 102 since it is one of the seventeenpublic schools in New York City that is a partnerschool of Education Through Music, a notfor profit organization committed to bringing acomprehensive music program and instructionto underprivileged children. The school was alsocelebrating “Gershwin Day” in honor of famedmusician and composer George Gershwin.The morning began with a group of studentsplaying a rendition of the George Gershwin song“Let’s Call the Whole Thing Off.” From there the5 Browns took the stage and played a piece fromtheir new album, Browns In Blue, called “HomeBlues From an American in Paris”. After that theyexplained their inspiration for the piece and talkedabout their musical careers with the audience.They played a second piece for the students called“Rhapsody in Blue” from their second album, NoBoundaries, and after that they took and answeredseveral questions for the students.It is this kind of interaction with students thatmotivates the Browns to continue their musiccareers despite their interest in other thingsDeondra Brown explains. “Although we couldhave done other things, I think our real passionlies in this and it is very rare you get to have a jobthat you’re really, really passionate about. We’vebeen very blessed to take what we love and bringit to people.” Gregory Brown adds, “It’s days liketoday when you come in to work and all thesekids are smiling and learning a piece you playedfor them. You see that you’re actually making adifference.”#Alberto Cepeda is a student at the City Collegeof N.Y.

13NOVEMBER 2007 | EDUCATION UPDATE7 Scholars at CUNYNamed DistinguishedProfessorsHoward Gardner,New NYU Jacob JavitsVisiting Professorhe City University of New YorkBoard of Trustees has elevated sevenworld-renowned scholars in chemistry,anthropology, art, music, mediacriticism and the law to the rank of DistinguishedProfessor, Chancellor Matthew Goldsteinannounced recently.The appointments were approved unanimouslyby the Board of Trustees.“These outstanding professors bring extraordinaryscholarship and a wealth of inspiringteaching experience to this great University,”Chancellor Goldstein said of the latest recipientsof the University’s highest academic rank.Distinguished Professorships are reserved forfaculty with records of exceptional performanceby national and international standards of excellencein their profession, according to ExecutiveVice Chancellor Selma Botman, the Universityprovost and chief academic officer. Successfulcandidates must demonstrate substantial evidenceof outstanding performance, including significantquantities of high-quality work in areas ofimportance in their disciplines. In addition tosuperb scholarship, Distinguished Professors areexpected to participate in appropriate teachingand service roles in their colleges, she said.The ranking also functions as a tool to recruitnew faculty or retain existing faculty whoseappointments enrich the University, especiallywhen candidates require special incentives toinfluence their decision to accept an offer or toremain with the University. These appointmentsare expected to contribute to CUNY’s commitmentto recruit and retain an excellent faculty representinga rich diversity of gender and ethnicity.The seven Distinguished Professors are:Brooklyn College, Musicrsula Oppens: An award-winningvirtuoso pianist with a national andinternational reputation in standardrepertory and contemporary music,Oppens has been a soloist with many of the mostimportant orchestras in the United States, includingthe New York Philharmonic and the BostonSymphony, and in Europe.City College, Chemical Engineeringanjoy Banerjee: A leader in the fieldof nuclear engineering, Banerjee hasbeen a key contributor to the U.S.Nuclear Regulatory Commission’sdevelopment of technology used for validatingnuclear safety analysis computer models, and hiswork led to the development of current computermodels used in reactor safety thermal-hydraulicanalysis for licensing of Canadian nuclear powerplants.City College, Chemical Engineeringames Grotberg: A professor at theUniversity of Michigan and directorof its NASA Bioscience andEngineering Institute, Grotberg is oneof the top bio-fluid mechanics researchers in theworld. His research on the behavior of lungs inmammals has set the bar in the physiology community,and his work on high-frequency ventilationhas led to breakthroughs in forced respirationtechniques in anesthesiology.The CUNY Graduate School of Journalismand Brooklyn College, English & Journalismric Alterman: A respected media critic,Alterman has helped shape publicopinion through his column “LiberalMedia” in The Nation and as a SeniorFellow and “Think Again” columnist for theCenter for American Progress. He is the author ofseveral books: When Presidents Lie: A History ofOfficial Deception and its Consequences, Soundand Fury; and What Liberal Media? The TruthAbout Bias and the News. Alterman teaches at theCUNY Graduate School of Journalism.The CUNY Graduate School and UniversityCenter, Anthropologyeith Mullings: A presidential professorin the Ph.D. program inanthropology at the CUNY GraduateCenter, Mullings is among the mostpre-eminent scholars in the critical study ofrace, class, gender and health, with special referenceto urban America. The executive board ofthe Society for Anthropology of North Americacalled her the “the most influential scholar inthe field of North American anthropology.” Herhighly praised book Therapy, Ideology and SocialChange: Mental Healing in Urban Ghana, basedon her fieldwork in Africa, is a landmark studyof post-colonial West African society. Cities ofthe United States, which she edited, became astandard text in anthropology and urban studiesdepartments at universities throughout the countryand her work in this area won the CriticalAnthropology of North America Achievementaward. Among her awards and honors is the 1997Lifetime Achievement Award from the Society ofAnthropology of North America.The CUNY School of Law,uthann Robson: The firstDistinguished Professor from theCUNY School of Law, Robson isa founder of lesbian legal theory,which weaves together concepts from traditionallegal theory, postmodernism, feminist theory andqueer theory, as well as her own experiencesin the courtroom and classroom to describe thecomplexities of lesbian identity and the oftendetrimental ways in which legal scholarship andthe law approach lesbianism.Hunter College, Artmily Braun: Considered one of theworld’s foremost authorities on Italianmodernism (Italian art between WorldWars I and II), Braun is known for herresearch and writing on the connection betweenvisual art and its political, historical and culturalimplications. She helped organize the exhibitionItalian Art in the 20th Century and was editorof the catalogue, which is considered the standardEnglish-language survey text. She revitalizedscholarship on Modigliani with her criticallyacclaimed work The Faces of Modigliani:Identity Politics Under Fascism.#The City University of New York is the nation’slargest urban public university. CUNY comprises23 institutions: 11 senior colleges, six communitycolleges, the William E. Macaulay HonorsCollege at CUNY, the Graduate School andUniversity Center, the CUNY Graduate School ofJournalism, the CUNY School of Law at QueensCollege, the CUNY School of Professional Studies,and the Sophie Davis School of BiomedicalEducation. The University serves more than226,000 degree-credit students and 230,000adult, continuing and professional educationstudents. College Now, the University’s academicenrichment program for 32,500 high school students,is offered at CUNY campuses and morethan 280 high schools throughout the five boroughsof the City of New York. The University haslaunched an online baccalaureate degree throughthe School of Professional Studies, and a newTeacher Academy offering free tuition for highlymotivated mathematics and science majors whoseek teaching careers in the city.FOR MORE ARTICLESON CUNYVISIT:www.EducationUpdate.comNYU President John SextonBy Joan Baum, Ph.D.efore a packed auditorium and balconyin the expansive Skirball Centerat NYU, Howard Gardner–the “MickJagger” of developmental and cognitivepsychology, as he was more thanonce jokingly referred to, given the crowd—delivered the inaugural Jacob K. Javits lecture onhis specialty: Multiple Intelligences. Dr. Gardnerwas recently named Jacob K. Javits VisitingProfessor at NYU, a position he will hold fora year, during which time he will continue torefine his much-heralded—and still controversial—theoryof cognitive development. Indeed,quipped Dr. Mary Brabeck, Dean of NYU’sSteinhardt School of Culture, Education andHuman Development, this “developmental” talkin the series was right up Dr. Gardner’s professionalalley (and hers).Preceding the talk, NYU President JohnE. Sexton read a proclamation from MayorBloomberg, proclaiming October 30, 2007 JacobK. Javits Lecture Day, in honor of the formerUS Senator and the foundation that bears hisname and that of his wife, Marian B. Javits,who is an ardent supporter of the university.The speaker was then introduced by Marcelo M.Suarez-Orozco, Courtney Sale Ross UniversityProfessor of Globalization and Education, at theSteinhardt School, an expert in cultural psychologyand psychological anthropology, and cofounderof the Harvard Immigration Projects. Theaudience included family, friends, distinguishedNYU faculty members, the Board of Trusteesand representatives of the political and diplomaticcommunities. Particularly impressive wasthe turnout of young people who may not haveread all of Dr. Gardner’s two dozen books andhundreds of articles but got a lively, organized,power point presentation of Dr. Gardner’s basicideas, interspersed with photographs. They alsogot an absorbing and entertaining, not to mentionrelaxed and humor-filled rumination, filled withpersonal asides and professional critiques. It’s noteveryday that an internationally known researcheropens an address with a picture of himself atthe age of five. In fact, he referred to his talk as“autobiographical” and noted that many of thepictures shown in the slide presentation were ofhis own selection, many, significantly, emphasizingcultural diversity.Dr. Gardner, the John H. and Elisabeth A.Hobbs Professor of Cognition and Educationat the Harvard Graduate School of Education,started working over 40 years ago on questionsabout “what was human about human beings,Professor Howard Gardnerhow did they get that way and what might bedone to make them—us—more so?” The inquiriessoon led him, by way of controlled studiesand direct observation of human beings fromall over the world—“all kinds of children,”including both gifted and brain injured subjects,all kinds of data—to his hypothesizing severalintelligences, over one (“g” for general) andrepudiating single or standardized testing. Outof the extensive research the theory of M.I. wasborn, positing basically eight types of intelligences—linguistic,logical/mathematical, musical,spatial, body/kinetic, interpersonal, intrapersonaland naturalist. As a scientific theory, Dr.Gardner stressed, M.I. makes only two claims:that human beings have all of these intelligences;and that no two people, even identical twins,have them the same. He also noted, with goodhumored criticism, that M.I. has been taken upby various advocates and practitioners who infertheir own agendas and argue in the name of M.I.for particular schools, classrooms, groupings,styles, curricula. Not his recommendations, hesays, though he does hope to see individualizedinstruction, joined to inexpensive technology,introduced into schools in such a way thatstudents are given a variety of ways to learn,depending, of course, on teachers who knowand appreciate different pedagogies. “Are therea half dozen ways to learn algebra? Great!”The talk’s title, “From Multiple Intelligencesto Future Minds,” was good evidence of Dr.Gardner’s own style, a mix of rumination andreference and an invitation to watch a well-honedmind refine itself. He called attention to theprepositions—“from” and “to”—as constitutingthe “subtext” of his talk. And the phrase “FutureMinds,” he stated, did not refer to his eight intelligencesminus three, but to goals: The DisciplinedMind, the Synthesizing Mind, The Creating Mind,The Respectful Mind and the Ethical Mind. Eachof these will be necessary for the 21st centuryworld that will increasingly involve more thinkingout of the box, more working in teams, nonlinear,systematic thinking, more problem solvingand, most important, Good Work—work that isexcellent in quality and socially responsible. Hewants to “give away” these ideas by way of journalismcurricula, toolkits for secondary schoolsand new graduate courses (he is already workingon Good Work curricula and orientation programsat Colby College in Maine). Indefatigable,imaginative, persistent—Dr. Gardner provideda memorable start to an important new lectureseries. More on his ideas can be found at:

14 Special Education ■ EDUCATION UPDATE ■ NOVEMBER 2007Disability Mentoringcontinued from page 11also have the opportunity to enhance MOPD’sHandicapped Parking Education Program byproviding the expertise and mentoring to create acomprehensive campaign.A number of disabled students and job seekerswill be mentored by the sponsors of the “RampUp Your Awareness” campaign, which will behighlighted during DMD through a number ofaccessibility-based demonstrations throughoutthe City. Ramp Up Your Awareness is an educationaland interactive event focusing on mobilitytechnology and Disability Etiquette. The RampUp Your Awareness events will feature the HondaOdysseys, together with the VMI Northstar conversion,that will be displayed at Lincoln Center,City Hall Park and Central Park near Tavern onADVERTISE ONNeuropsychological, learNiNg Disability aNDatteNtioN Deficit DisorDer evaluatioNs aND treatmeNtExtended time evaluations, Cognitive Remediation,Neurofeedback, Tutoring, PsychotherapyChildren, Adolescents, Adults1the Green. Each location will also featureentertainment showcasing the unique abilitiesof several New York groups, includingrap group 4-Wheel City and the New YorkUnited Spinal Jets. United Spinal and TiLiteWheelchairs, who serve as partners in Ramp UpYour Awareness, will also be on hand to educateparticipants on Disability Etiquette and othermobility products.Year round, the Mayor’s Office for PeopleWith Disabilities, under the leadership ofCommissioner Matthew Sapolin, works hand-inhandwith other City agencies to ensure that thevoice of the disabled community is representedand that City programs and policies address theneeds of people with Disabilities. According toUS Census figures, there are over 50 millionpeople living with disabilities in the United Statesand only 29% work full time as compared with79% of people without disabilities. #www.EducationUpdate.comChoose an animated or stationary online banner ad. Call (212) 477-5600 for rates.J. Lawrence Thomas, Ph.D. DirectorFaculty, NYU Medical CenterInternational Dyslexia Association, Board of Directors19 West 34th st., peNthouse, NeW york, Ny 10001 • • WWW.thebraiNcliNic.comInnovative Leadership ProgramFinds Solutions to City’s ProblemsBy Gillian GranoffRecently, a group of bright ambitious youngprofessionals, city officials, and representatives ofthe mayor’s office were joined by prominent communityleaders including Commissioner JeanneB. Mullgrav, of the New York City Departmentof Youth and Community Development andCommissioner Guillermo Liners of the Mayor’sOffice of Immigrant Affairs, to celebrate thelaunch of the NYC Diversity Leadership TrainingProgram.The program is a joint partnership of theNYC Department of Youth and CommunityDevelopment, American-Israel FriendshipLeague, the Cornell University ExtensionSchool (represented by Director Donald J.Tobias), The Simon Wiesenthal Center’s NewYork City Tolerance Center, and the New YorkCity Department of Youth and CommunityDevelopment. The goal of the project was tobring together 40 participants between the agesof 25 and 35 to participate in educational workshopsthat address a variety of challenges facingthe city. The predecessor of this program wasa series of projects, in 2005, which broughttogether Hispanics and Israelis, to deconstructstereotypes and build bridges between the twocommunities.The program’s distinctiveness, Tobias explained,is its strategy to address urban issues througha “diverse lens. Once you embrace the idea ofdiversity…there’s a natural rhythm that comeswhen you integrate the elements of service, ofscholarship, of the finest minds” and venture outof traditional classrooms into communities.Commissioners Mullgrav and Liners offeredwords of inspiration and motivation to the candidates,selected by a very competitive processand representing a broad spectrum of ethnicbackgrounds and professions. From careers ininternational relations, entrepreneurs, to foundersof non-for profit agencies dedicated to improvingthe lives of women and youth at risk, to employeesof the United Nations, each brings crucialleaderships skills to the table. The participantsinclude natives of Zimbabwe, Morocco, thePhilippines, the Dominican Republic, Germany,Korea, and Israel.Commissioner Liners encouraged the participantsto “think globally and act locally” as theylearn about each other and develop sustainableprojects to improve the city they share.Sandy Weill, one of the program’s founders,describes the program as providing a platformfor fostering mutual cooperation tolerance andunderstanding.Over the course of six months the participantswill take part in workshops designed to educatethem and promote dialogue. The topics of thesessions cover a wide range of issues and skillsthat include immigration, public education diversity,project development, personal communication,economic development and public relationsdiversity, project development, personal communication,economic development and public relations.The sessions will be lead by noted political,corporate and academic leaders who will takepart in the workshops in historically and politicalsignificant locations throughout the city. Theroster of illustrious speakers includes ChancellorJoel Klein, Peter Lobo of the NYC Department ofCity Planning, Bridget Reagan the director of theSimon Wiesenthal Center’s New York ToleranceCenter, and Albert Ruiz of the Daily News. If therange of résumés of the applicants are a reflectionof success, the project is already well on its wayto meeting these goals.Sanae Elhitmi, one of the candidates, a nativeof Morocco, works as a research assistant to theAssistant Secretary to the UN Security Councilon Political Affairs. After graduating fromBaruch College with a degree in Finance, Sanaefound herself dissatisfied with the idea of takingthe safe path to success with a degree in business.Instead, she chose to pursue her passionfor international and political affairs in a MastersProgram in International Relations which thenled her to the United Nations in a career documentingcorrespondence and debriefing notes forAsia, Europe, the Middle East and the Balkans.Sanae’s own experience coming to the UnitedStates from Morocco at the age of 18 gave heran appreciation for the richness and diversity ofNew York City and shaped her belief that everyhuman is a “world citizen.” Her hope is to usediversity as a point of departure “to leverage thesimilarities between communities rather than thedifferences.” One of her ambitions is to build abridge between Muslim and Jewish communities,Arabs and Israelis. “My belief and hope isthat through this program, we can capitalize onthese similarities using media including the arts,comedy, and music.”Despite her idealism she is realistic about thechallenges of promoting tolerance. Her philosophy,she says, can be echoed by the words ofShirim Ebadi of Iran: “What is important is thatone utilizes one’s intellect and to never be onehundred percent sure about one’s convictions;always leave room for doubt.”For more information or to apply to this programcontact Kym Pitlor at Families with Children with Special NeedsandandforforthetheProfessionalsProfessionalswhowhoWorkWorkwithwithThemThemFrom Resources for Childrenwith Special Needs, Inc.The Comprehensive DirectoryEditionAll New 2 nd ndCompletely updated! Includes nearly 3,000 organizations and 20,000 services andCompletely updated! Includes nearly 3,000 organizations and 20,000 services andprograms for children birth to 26 with disabilities and special needs. Every teacher,programs for children birth to 26 with disabilities and special needs. 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NOVEMBER 2007 ■ EDUCATION UPDATE ■ COLLEGES & GRADuate Schools 15The Big Apple Circus Turns 30Fumagalli (top) with his brother-inhilarityDarisBy Lydia WinklerThe big blue tent is up in bloom in the middleof Lincoln Center. It means the annual Big AppleCircus has arrived. It’s back and better than evercelebrating its thirtieth anniversary. Runningthrough January 13th it definitely is a show thatcan be enjoyed by people of all ages.Artistic and creative directors Paul Binder andMichael Christensen have compiled an unforgettableshow including the infamous Barry Lubinas “Grandma” the iconic clown filled with laughterand Irina Markova with her talented cats anddogs. “Grandma,” my personal favorite, has beena member of the Big Apple Circus since 1982.His captivating performance as a cross dresserwith a pocketbook full of tricks can make themost serious person burst into laughter. BarryLubin is Mary Poppins meets Nathan Lane in hishilarious persona as “Grandma.”This circus is one big family…literally. NatalinoHuesca “Fumagalli” known as one of the world’sbest comedians is the younger brother of DarisHuesca, an accomplished acrobat. Let’s not forgetGiovanni and Nikilai Huesca, the talented sons ofNatalino, who have one of the most entertainingBertrand Guay/Big Apple CircusEducating Citizensin a Multicultural SocietySecond EditionJames A. BanksIn this second edition, Banks argues that an effectivecitizenship education helps students to acquirethe knowledge, skills, and values needed to functioneffectively within their cultural communities,nation states, regions, and the global community.216 pp. /Paper, $27.95 / Hardcover, $64Grandma the Clown (Barry Lubin)acts in the circus foot juggling. All Huesca menbring different humor and talent to ring and adddifferent flavor to each act.Juggling is more than a skill, it’s an art. KrisKremo has certainly mastered it. His ability tojuggle top hats, bowling pins, boxes, and ballswith speed make it look like an optical illusion.In terms of costumes, The Big Apple definitelydeserves high marks, with people painted goldfrom head to toe or dogs in outfits made forroyalty. The unforgettable hairstyle of Fumagalliwith his three mohawks gelled toward the tip ofthe tent still sticks out in my mind.This circus is one of a kind in the sense thatit doesn’t leave anyone out. The constant flowof audience participation between acts preventsany dull moments. “Grandma” makes fun of, sitson, and even throws popcorn on the audience, allin good fun, of course. This circus is an artisticexperience. The Big Apple Circus brings talentand laughs to New York City and should be onevery “To See” list.#Lydia Winkler is a student at Summit HighSchool in New Jersey.Diversity &EducationFROM THE SUPERINTENDENT’S SEATYou’ve Got To Have Friends?By Dr. Carole G. Hankinwith Randi T. SachsWhen our children go off to school, twoof our biggest concerns are how they willperform academically and how they will dosocially. Academic success is fairly easy toassess. From the very start we know if they arelearning to read, to solve problems, and are ableto keep up with the work they are given by theirteachers. Social success is much harder to defineand even harder for a parent to impact.Making friends is a social skill that is greatlyadmired and encouraged by parents and teachersalike. It’s wonderful to watch your child run offon a playground as part of a group of childrenwho are delighting in some game they’ve madeup and in one another’s company.But what, if anything, should a parent do ifinstead, they see their child sitting alone on abench with a book while the other kids appearto be having so much fun together? Before youpanic, try to determine how he or she is feeling.Is he engrossed in the book? If so, you may haveto accept that he is choosing to do what he likes.Sometimes parents need to take a step backand assess the situation before trying to changethings. Talk to your child’s teacher and ask howhe or she is getting along with classmates duringschool. Talk to your child and find out if he or shewants to play with the group or prefers to pickhis or her own activity. The reality is that not allchildren enjoy the same things or feel comfortablewith everyone they happen to be placed ina group with. Your child may be one of thosewho walk to a different beat, and as difficult as itmay be for you, the best thing may be to let himchoose his own path.Did you knowwww.EducationUpdate.comreceives 2 million hits per month?For advertising banners,animated & stationary,email us: ednews1@aol.comIndividually designed studies in educationBachelor of Arts Master of ArtsLow-residency programsNext Residency- January 15-22, 2008(applications now being accepted)We’ve talked often in this columnabout the importance of encouragingyour children to find their ownpersonal interests and to pursue itwith passion. It’s pretty simple toknow what to do if your childrenshow a talent in music, or art, orsports. You’re there cheering them on every stepof the way. It’s harder to cheer on the childrenwho clearly don’t fit the norm and stand out asdifferent from their peers. But it’s crucial thatyour children know that you love and accept themeven if they’re not the most sought-after playdatesin the class.Childhood is very short. Ask any parent withgrown children and they’ll agree that it went byin a flash. Look around at all your own co-workers,friends, and family. Look at successful publicfigures. Do they all conform to the same pattern,share the same interests, and get along with whoeverhappens to be in the room? Of course not. Ihave three children, and each one was a differentparenting experience. They all had very differentinterests, talents, strengths, and weaknesses.Parents need to help their children have the bestchildhood they can. That may require the flexibilityto accept and applaud individuality.#special concentrations in:School Guidance, Partnership EducationCommunity Education, LicensureOther Kindsof FamiliesEmbracingDiversity in SchoolsEdited byTammy Turner-Vorbeck & MonicaMiller Marsh“Will provide teachers with knowledgeand ideas important to working with allfamilies.”—Carl A. Grant,University of Wisconsin–Madison216 pp. /Paper, $27.95 /Hardcover, $60We Can’t TeachWhat We Don’tKnowWhite Teachers,Multiracial Schools /Second EditionGary R. Howard“Offers a healing visionfor the future of education in pluralisticnations.” —Rethinking Schools192 pp. / Paper, $19.95Spend eight days on campus to begin eachsemester. Live in NY, get your degree in Vermont!Customize a study plan around your interestsStudy independently at home while keeping yourlife and work on schedule—Available at fine bookstores—Teachers College Press 800.575.6566www.tcpress.comW W W. G O D DA R D. 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16 COLLEGES & GRADuate Schools ■ EDUCATION UPDATE ■ NOVEMBER 2007Leadership in Museum Ed Program Keeps Pace with Changing TimesBy Elisabeth JakabBank Street’s leadership in museum educationprogram is designed for individuals already workingin museums or cultural organizations. Thestudents call it an “MBA for museum educators.”The program prepares them for leadership rolesor to assume more responsibility in the leadershiproles they already play.“There is an increasing need for our programbecause museums, and the role of museum educationwithin them, have changed enormously overthe past twenty years, and continue to do so,” saysLeslie Bedford, the Program Director. Museumeducation is no longer simply a variation on, or achallenge to, school based teaching and learning,but a separate field with a growing professionalliterature and research agenda. Concurrently, themuseum educational leader has evolved frombeing a master teacher to occupying a position atthe center of the museum’s mission and strategicagenda.Bank Street’s program has evolved as well.Some changes had already been instituted underthe leadership of Rima Shore, Director of BankStreet’s Adelaide Weismann Center for InnovativeBANK STREET COLLEGE OF EDUCATIONLeadership. “We changed the ‘ExhibitionDevelopment’ course from focusing entirely onthe educational aspects of exhibition design tounderstanding the role of exhibitions in furtheringa museum’s overall mission,” Bedford says.“We also decided to take a hard look at ourcurrent course of study to see how well we weremeeting the needs of today’s museums and educationalleaders,” she continues. “In June 2006,we convened an all-day formal Program Reviewwith twelve distinguished experts (five werealumnae) to determine further changes we neededto make in our curriculum. The session was aneye-opener!”The Program Review experts agreed that “education”was too narrow a term for what MuseumLeadership graduates do. As “master strategists,”they are responsible for articulating and implementingchange both internally and externally. Animportant area is “civic engagement,” the term forthe field’s increasing focus on attracting a widerand more diverse audience, especially from communitieswhose members may not regularly visitmuseums. “This more outward-directed visionrequires a sophisticated set of skills in advocacy,Education UpdateOctober 2007 IssueP.O. #: 19818collaboration and conflict resolution, communication,politics, and management,” says Bedford.Besides thinking and working strategically,these educators must also be aware of the public’sinterest in the customized programming that newtechnologies can provide. As alumna Shari Werb,Director of Institutional Outreach at the U.S.Memorial Holocaust Museum in WashingtonD.C., remarks, “Museum education now alsohappens on websites and podcasts; audiencesare both virtual and onsite. The potential for newaudiences is huge and challenging.”The Program Review experts also encouragedBedford and three of her senior faculty advisorsto embrace a more diverse set of theoreticalframeworks. Human development and learningtheory should be just one of the perspectivesgiven students. Anthropology, communicationstheory, aesthetic education (as articulated byLincoln Center Institute), the growing field of“imaginative education” (which highlights stagesin the development of the imagination’s contributionto learning), and even social work andcommunity development—all offer insights toenrich students’ understanding of the place of theOutstanding Alumni Awards at Teachers College5 5 ⁄8 x 7 1 ⁄4museum in contemporary society and the meaningof their own work as educators.Classes are held on weekends from Septemberthrough May, with one full week of classes inJune. This two-year Program attracts an increasinglyaccomplished and outstanding group ofprofessionals from all over the country. Recently,students from California (six), Florida (three),Georgia (three), as well as individuals fromDenver, Chicago, and Nashville have joinedthose from cities along the East Coast, includingNew York, Philadelphia, Boston, Baltimore,and Washington. With the support of New YorkCommunity Trust, the program has been able tobuild on Bank Street’s tradition of welcomingdiverse candidates—in the past four years, it hasattracted between twenty-five and forty percent ofstudents of color in each two-year class.“Our students comprise a fabulous and inspiringgroup,” says Bedford. “They embody my visionfor this program: to provide leadership trainingfor educators, who are the people most likely tounderstand the potential of cultural organizationsfor serving our communities. We want to excel athelping them do so.”#the 1980s, she helped form the Consortium for PolicyResearch in Education—the nation’s first federallyfunded education policy center. Fuhrman then servedas Dean of the Graduate School of Education at theUniversity of Pennsylvania, leading an effort to bringthe university into partnership with neighboring lowincomecommunities in West Philadelphia. As the tenthpresident of Teachers College—and the first woman tolead the nation’s premiere school of education—she isworking to replicate those efforts on a broader scale inNew York City and more generally to position the institutionas an education partner to the world.#President Susan Fuhrman, center, flanked by the awardeesRecently, Teachers College honored fivealumni with awards for service to education.The Early Career Award was given to SharonRyan (Ed.D., Early Childhood Education,1998), a faculty member at Rutgers GraduateSchool of Education, and to Michael Lowry(M.A., Educational Administration, 2005),a science teacher at the McCallie School inChattanooga, Tennessee. The DistinguishedAlumni Award was given to folk singerand feminist sex educator Leah Schaefer(Ed.D., Family and Community Education,1964); Fordham University professor andtrauma-therapy specialist Anie Kalayjian(Ed.D., Nursing Education, 1986); andSusan Fuhrman (Ph.D., Political Scienceand Education, 1977), President of TeachersCollege.Ryan was a classroom teacher in Australiabefore moving to the U.S. and attending TC.After graduation, began working at Rutgers,investigating preschool restructuring in poordistricts. She has taken the lead in creatingnew standards for early childhood teachercertification and studying other key variablesof early childhood education reform.Lowry, a graduate of TC’s KlingensteinLeadership Academy, gives students at TheMcCallie School a hands-on groundingin education, letting them determine thescope of their own projects and presentationsand with selecting the texts and videosfrom which they will learn. Lowry has wongrants and other support from the NationalEndowment for the Humanities, the NationalScience Foundation, the Woodrow WilsonNational Fellowship Foundation and theFulbright Association. He has also beenhonored with the Presidential Award forExcellence in Science Teaching and NationalBoard Certification in science.Before coming to TC, Schaefer was ajazz and folk singer who recorded with theWayfarers, the Barries and as a soloartist. She achieved a different sort offame when she adapted her TC dissertationinto a book titled Women and Sex(Pantheon Books, 1973). A compendiumof some 30 firsthand stories that anticipatedthe women’s movement by severalyears, it was one of the very first booksthat enabled the public to hear the voicesof women discussing their sexuality.Schaefer also was a founding memberof the Society for the Scientific Studyof Sex, among the first national organizationsdedicated to sex education andresearch, and later served as its president.Schaefer also did pioneering research ontranssexualism, and her ideas becamethe basis for Holistic Psychotherapy, thetreatment approach encouraging genderdysphoric people to focus on the selfin its entirety, rather than simply on thegender aspects of their lives.Kalayjian, an expert on the psychologicalimpact of trauma, has treatedand studied survivors of manmade disasters—theGulf War, the war in Vietnam,the Holocaust, the Armenian genocide,the World Trade Center attacks—as wellas survivors of natural disasters. Shewrote about these experiences in the landmarkpublication Management Disasterand Mass Trauma: Global Perspectivesin Post-Disaster Mental Health (VistaPublishing, 1995)—a practical guide forothers in her field. Kalayjian has taughtat Fordham, Columbia, Pace, HunterCollege and other institutions.Throughout her career, Susan Fuhrman,new President of Teachers College hasdeveloped a reputation as an educationleader and scholar who acts upon thebasis of evidence rather than ideology.As an education scholar at Rutgers inGraduate School Open HouseThursday, October November 11, 15, 5:15PMBank Street College Graduate School of Education610 West 112th Street, New York, NY 212.875.4698Explore ourprogramsfor teachersand leaders.Learn howto bring outthe best inall children.INNOVATION INTEACHING AND LEARNING

NOVEMBER 2007 ■ EDUCATION UPDATE ■ COLLEGES & GRADuate Schools 17General Barry McCaffrey Speaks atOgden Lecture at Brown UniversityBergen County Academies in NJNamed Star InnovatorBergen Acadamies, under the leadership ofPrincipal and Director, Daniel Jaye was recentlynamed Star Innovator (the only school in the country)as well as a School of Distinction as the mostinnovative program in mathematics (also the onlyone in the country for the high school level).A community celebration will be held on December5th at 3:00 pm to be followed by the official openingof the Nano-tech center complete with an electronmicroscope. Mr. Jaye said, “We are energized andexcited. We continue to strive to create the mostinnovative opportunities for our students. My visionfor the next project following the nano-center is aCenter for Enterprise and Entrepreneurship that willbe the home of our Virtual Trading Floor. Yes, thereare exciting times ahead at the Academies.”#FOR ARTISTS WHO WANTTO BECOME TEACHERSPeg Ogden, Gen. McCaffrey & President Ruth SimmonsBy Pola Rosen, Ed.D.Hosted by Peg Ogden, Pembroke Class of’53, the Ogden Lecture at Brown University,named in memory of her brother Stephen Ogden,featured General Barry McCaffrey (Ret.) whoquipped that the best introduction he’d ever hadwas when his son named him as a teacher of“lawn maintenance.”The general quickly turned to serious matters,underscoring that terrorists funded by criminalorganizations are menacing the US and havemorphed our nation into one whose primary goalis to protect the Bill of Rights. “Never before hasthere been such global animosity to US foreignpolicy” averred the General. “Baghdad is themost dangerous city in the world,” he continued.Sunnis comprise 20 percent of the populationand are holding and torturing 80 percent of thepopulation. It is important to remember that theIraq war is primarily a civil war and the terror inEuropean cities is overstated.Firmly and emphatically, the General statedhis support of the Iraq war, “then and now.”When asked about the ROTC recruiting on collegecampuses, he said, “I want ROTC on everycampus; I want military and education leadersto talk to each other. I feel it’s an honor to serveyour country in uniform.”President Ruth Simmons and Provost David I.Kertzer paid homage to the General as well as toPeg Ogden and the Lecture Series, which nowexceeds seventy-five. A grand dinner party followedin the provost’s home with members of theboard of trustees, academics and administrators.#© 2007, visual arts press, ltd.The School of Visual Arts offers a Master of Arts in Teaching inArt Education. This 36 credit, three-semester program, leads toa New York State Initial Certification in Art. The MAT curriculumcenters on a community-oriented approach to art education.The faculty of artists offer expertise in a range of areas, includingarts-integrated curricula, technology and museum education.For further information, please request a Graduate Programscatalog from the Office of Admissions, 212.592.2107.School of VISUAL ARTS209 East 23 Street, New York, NY 10010-3994Tel: 212.592.2107 E-mail: gradadmissions@sva.eduWeb site: www.sva.eduRI will educate tomorrow’s innovators and inventors.I am a PolyThinker.THE COLLEGE OF NEW ROCHELLEG R A D U A T E S C H O O LJoin us for a graduate infosession!Thursday, December 6th, 2007, 6 p.m. - 8 p.m.Brooklyn MetroTech Campus Six MetroTech Center • Brooklyn, NY 11201Long Island Graduate Center 105 Maxess Road • Melville, NY 11747• biological & chemical science• computer science• engineering• finance & risk engineering• management• tech writing & digital mediaPlease RSVPphone: 1-800-POLTYTECHe-mail: gradinfo@poly.eduonline: EducationChildhood EducationCreative Teaching & LearningEarly Childhood EducationEducational LeadershipLiteracy EducationMental Health CounselingMultilingual/MulticulturalSchool CounselingSchool PsychologySpecial EducationO P E N H O U S EThurs., Nov. 29at 6:00 pmin the StudentCampus CenterPreparing Students for SuccessfulCareers in Education• New 39-credit Dual Certification Master’s in SchoolBuilding Leadership and School District Leadership• Graduate Assistantships - 30 credits of tuitionremission to highly qualified students.• Selective Program Scholarships award $1,500 persemester for up to two continuous academic years.• Competitive Research Assistantships awardup to 6 credits of tuition remission for continuingstudents working with faculty on research.Apply Now For a CNR Castle PlaceNew RochelleNew York 10805

18 COLLEGES & GRADuate Schools ■ EDUCATION UPDATE ■ NOVEMBER 2007P.O. #: 18032Would you like Education Update mailed or delivered to your school, college or apartment building? Just email us and let us know at We are5now in over 1400 public schools in NYC, 170 schools in NJ, 207 public libraries, 150 private schools and 2000 apartment buildings 5 ⁄8 x 7 1 ⁄4as well as streetcorner boxes.College & University Directory1 2 3 4STATE UNIVERSITY OF NEW YORKWed., Feb. 22, 6 p.m.5Forging Equity in Women’s RelationshipsFifth and Sixth Floors325 Hudson Street(corner of Vandam)New York CityEducation Update - college directory2/7/062.375" x 1.75"Instructors: Dr. Barbara Wallace and Dr. Robin SternJoin the one-day conference which brings together two authors ofacclaimed books who bring refreshing insight into the issues thatnegatively impact women in their personal, professional andorganizational relationships. Then engage in an in-depth dialogue withparticipants and these two expert clinicians.Explore a wide range of topics:• Invisible dynamics with negative impact• Health Equity• The gaslight effect• Use of manipulation to control the livesof women• How to copeOn campus: Nov. 16, 2007Online weeks: Nov. 19, 26& Dec. 3, 2007Teachers College Columbia UniversityNew York, New YorkIf you choose the course, you’ll engage in online dialogue during theweek and complete assignments and readings.Available for 1.5 CEUs @$350 or 1 credit @$1030Conference alone .8 CEUs @$175Special Student Rate $125 (Students must present valid ID)To register or for more information or call 800-209-1245.Come to Goddard as you are.Leave the way you want to be.1-800-468-4888www.goddard.eduOpen House May 14th- Plainfield, VTI Am Interested In ApplyingEducation Update ❑ - College Freshman ❑ TransferDirectory ❑ Day ❑ EveningOct. 20072.375 x 1.75As My Status❑ H.S. Student❑ TeacherGrad-EdUpdateDir10.07❑ CollegeStudentPlease circle catalogs you wish to receive:1 2 3 4 5School of Visual Arts PlansPlease mail to:College Directory - Education Update17 Lexington Ave., Box A1207New York, NY 10010for the FutureBy Sybil MaiminAs executive vice president of the School ofVisual Arts (SVA), Anthony Rhodes, son of thecollege’s legendary founder, the late Silas H.Rhodes, is committed to furthering his father’svision of “education as the primary means toimprove people’s lives.” Fortuitously, the schoolis at the center of particularly timely, or “hot,”areas in our culture, and trains students in suchdisciplines as film and video, animation, cartooning,graphic design, computer art, and photography.Currently, the job market is very good inthese fields. Rhodes is in charge of the college’sadministrative departments including admissions,financial aid, external relations, and the VisualArts Press, is creative director of the school’saward-winning Web site, and oversees the widelyrecognized, ground-breaking subway ad campaigns.His father (“Pops”) “was never an easyman to please,” he reports. “There was fuzzinessabout him, but when he said no, there was a reason.”The son is often mindful of Pops’ high standardsand the advice, “If you do something well,you will be rewarded afterwards.” In admissions,the school has met its enrollment targets—3300undergraduates and 450 graduate students—threeyears early. “SVA will continue to grow its graduateprograms as well as own the land it sits on,moving from leasing to ownership in the future,”an important goal, explains Rhodes. Distancelearning is being considered and additional academicconcentrations are being planned. Rhodesis particularly excited about the new MFA programin Criticism and Writing. He notes there arevery few writers on the history of design. StevenHeller, an expert with over 100 books in the fielddrew up the SVA program. Reflecting the founder’svision, typically, 30 percent of a student’s programcomprises courses in humanities and liberalarts taken alongside studio art courses. Foreignstudents are actively recruited and currently makeEducation UpdateSeptember 2006 IssueP.O. #: 17897Education Update5 5 ⁄8 x 7 October 1 ⁄4 2006 IssueGraduate School Open HouseGraduate Thursday, School October Open 12, House 5:15 PMTuesday, September 19, 5:15 PMBank Street College Graduate School of Education610 West 112th Street, New York, NY 10025-1898Bank Street College Graduate School of Education610 West 112th Street, New York, NY 212.875.4698Mail this Couponup 14 percent of the studentbody. Rhodes explains the collegedoes very little advertisingto attract students from abroad,preferring personal visits to prospective feedercountries. “There are college fairs throughout theworld,” he explains. He visited China in 2000and SVA representatives actively recruit and getthe school’s name out in many parts of the world.Last year, a poster show in Taiwan helped hookSVA into the local professional arts community.Super Phat, a recent New York exhibit of art byJapanese alumni, hosted a large crowd includinggraduates who flew in from Japan.The Visual Arts Press designs and producesall print matter for the college ranging fromcatalogues to invitations for art openings. Rhodesexplains, “Because we’re an art school, we haveto present a better catalogue, better than liberalarts schools, and better than our peers.” Thecatalogues are very exciting. The subway posters,originally used as recruitment tools and illustrationsof the potential of design, are now odes tothe importance of art in people’s lives. They hangon walls of subway stations for about one monthand appear three times a year. SVA is unique,says Rhodes, because it is a private institutionand not committee-driven. Its structure keeps itnimble and able to make decisions quickly. “Thecornerstone of this place is our part-time professionalfaculty,” he points out. “Some people don’trealize how important that is until they get here orleave here. Students get the most current knowledgeof the time.”Rhodes, who is not trained in art, cites his highschool instructors and Ed McCabe, an advertisingcopywriter who now works for the school, forinspiring him and teaching him a great deal ofwhat he knows. His great passion, he confesses, iscooking and when not at SVA, he is in the kitchenpreparing food for weekend guests. #Please Include your phone numberNOVEMBER 2007“What I learned“What Bank I learned Streetcontinuesat Bank Streetto continues inspire meto inspire mein my ownin my ownclassroom.”classroom.”A BANK STREET COLLEGE ALUMNA— A BANK STREET ALUMNAWhichprogram willinspire you?INNOVATION INTEACHING AND LEARNINGINNOVATION INTEACHING AND LEARNINGName:__________________________________________________________Address:_______________________________________________________City:_________________________________State:___Zip:_______________Phone (incl. area code): ____________________________________________________Roderick Angle

NOVEMBER 2007 ■ EDUCATION UPDATE ■ COLLEGES & GRADuate Schools19New Actors & New Writers BringWords to Life for StudentsBy Lisa K. WinklerArriving at the 22nd floor of an industrialbuilding off 8th Ave, a few blocks up from PennStation, you wouldn’t expect to find a 50-seatblack box theater. A class of male high schoolstudents, about to attend a performance, was alsosurprised.Currently offering nine titles, the AmericanPlace Theatre’s “Literature to Life” program presentsan actor playing multiple roles, and deliversverbatim adaptations of the writers’ works. Itdoesn’t matter if students have read the book.“We cheer anything,” executive director, DavidKener told Education Update at the theater.“Students can say, ‘I’ve read part of it, I’ve readnone of it, I’ve never heard of it or it’s my favoritebook of all time. We take great writing, combineit with great acting, and bring the words to life.”Formerly based on 46th street and devotedto discovering new writers and nurturing newactors, the theater now focuses on “Literatureto Life”, which Kener calls a literacy program.Audiences range from middle school studentsthrough college. Presentations include pre- andpost performance discussions between studentsand actors. The company provides study guides,staff development, and artist-in-residence opportunities.Most recently, the theater sponsored ashowcase of its current titles in early October atthe Museum of the City of New York. Amongthose included were Richard Wright’s BlackBoy, Jeannette Wall’s The Glass Castle, SandraCisneros’ The House on Mango Street, KaledHosseini’s The Kite Runner, and Tim O’Brien’sThe Things They Carried.Kener grew up in Brooklyn, attended a Jewishday school, and intended to major in orthotics andprosthetics, or limbs and braces, he said, becausehis parents, Holocaust survivors, expected him toenter a “respectable profession.” He discoveredacting as a New York University undergraduate.Though successful in theater, television, andfilms, Kener realized “it was all about me. I’ddone it and so what?” He met Wynn Handman,the theater’s co-founder and artistic director,acted in one of the plays—a series of vignettesabout immigration, became education director,and assumed his current role in 2001.Through partnerships with arts organizations,“Literature to Life” has performed at WashingtonD.C.’s Kennedy Center and schools and universitiesnationwide. A collaboration with the NewYork Historical Society last year tied exhibitson slavery, with a theatrical production basedon Harriet Ann Jacobs’ Incidents in the Life ofa Slave Girl, and a contemporary art show. ForKener, this is the ideal approach to education.“We need to get people to think expansivelyabout everything,” he said, noting that theseexperiences tend to motivate students to read.In selecting texts to adapt for “Literature toLife” performances, Kener looks for “active language,great characters and stories that need tobe told, that take you on a journey.” Every year,the theater honors an author of a novel beingperformed. Frank McCourt’s Teacher Man, willreceive the 2008 award. Kener’s eyeing Life of Piand Fahrenheit 451 for future performances.For information about “Literature to Life”, goto #visit us online at www.educationupdate.com2 million hits per monthThe Art of TeachingMaster’s ProgramDiscover our unique community oflearners with a passion for teachingOPEN HOUSE Thursday, November 295:30 p.m. – 7:30 p.m. Slonim HouseR.S.V.P. to Small seminar classesconnecting theory withteaching practice, leadingto a Master of Sciencein Education Student teaching andfieldwork in tri-statearea public andalternative schools Students prepared forcertification in EarlyChildhood, Childhoodor dual certification Students of diversebackgrounds andexperiences areencouraged to applyPart-time/full-time studyand financial aid availableFor information contact:Sarah Lawrence College Office of Graduate Studies1 Mead Way, Bronxville, NY 10708(914) 395-2371 x236, or visit us Art of LeadershipAre you interested in advancingyour career and enhancing yourskills so that you can make adifference in the lives of yourstudents and community?Union Institute & University is the ideal place for you to earn your Ed.D.• One-to-one mentoring• Strong emphasis on social justice• Designed for busy professionalsSpecializations in:• Educational Leadership• Higher Education Administration440 East McMillan Street, Cincinnati, OH • • B.S. • M.A. • M.A. in PsychologyM.Ed. • M.F.A. • Ed.D. • Psy.D. • Ph.D.

New York City • NOVEMBER 2007For Parents, Educators & Students • 20Modern Surgery—Minimally Invasive and Maximally RestorativeDr. Fabrizio Michelassi, the Lewis Atterbury Stimson Professor and Chairman of the Department of Surgery at Weill Cornell Medical College and Chief-of-Surgeryat NewYork-Presbyterian Hospital/Weill Cornell Medical Center, is a pioneer in the development of a bowel-saving strictureplasty procedure for the treatment ofCrohn’s disease.New, state-of-the-art technological advanceshave redefined surgery in the 21st century, anda new surgical paradigm has evolved. The threebasic tenets of modern day surgery are minimallyinvasive, organ sparing and maximallyrestoring. According to Fabrizio Michelassi,M.D., Chairman of Surgery and the LewisAtterbury Stimson Professor of Surgery at WeillCornell Medical College and Surgeon-in-Chiefat NewYork-Presbyterian Hospital-Weill CornellMedical Center, “Modern surgery is minimallyinvasive, and that speaks to the approach, but hasalso become more organ-saving and maximallyrestoring. Thirty years ago, a patient with a tumorof the leg would undergo an amputation. Today,with minimally invasive and maximally savingprocedures, the leg is preserved. There has beenan evolution of surgery approaches from justremoving to curing without destroying.”A very high percentage of the gastrointestinalsurgeries done at the New-York PresbyterianHospital are performed using minimally invasivetechniques, a trend which distinguishes WeillCornell’s gastrointestinal surgery program frommost other institutions nationwide. “The reasonthe majority of colorectal surgeries performed atWeill Cornell are done using minimally invasivetechniques can be attributed to the leadershipof Dr. Jeffrey Milsom, who is internationallyrecognized as one of the pioneers in developinglaparoscopic procedures for colorectal proceduresin the early 90s,” said Dr. Michelassi. “Dr.Milsom, who is chief of colorectal surgery, andhis team, Dr. Toyooki Sonoda, Dr. Sang Lee andDr. Sharon Stein, all have incredible expertiseand experience in minimally invasive approachesto a wide range of colorectal procedures, includingcolorectal cancer.”Dr. Michelassi stressed the patient advantagesof such surgeries—a shorter hospital stay, lesspain, and a faster total recovery time. “I’ve beenimpressed by seeing patients when they comeback to my office in the post-operative period, that2 weeks after surgery, they feel like they are readyto go back to work. So it is evident that recoveryis enhanced by the minimally invasive approach,but it’s also important to stress that we want to dosurgery not only in a minimally invasive way, butalso in a maximally restorative way.”Over the past two decades, Dr. Michelassihas made a series of significant breakthroughsin the fields of inflammatory bowel diseaseand cancer by challenging assumptions abouttraditional surgical techniques. A procedure Dr.Michelassi devised for patients with advancedCrohn’s disease, the side-to-side strictureplasty,is one example of a maximally restoring surgery.Dr. Michelassi described the differencesfrom the traditional approach. “When you have aCrohn’s patient with many strictures in the smallbowel, historically surgeons have removed theentire segment of intestine with the strictures.As a visual example, let’s say you have a seriesof sausages—surgeons remove all the sausagesand put together the two remaining ends. Now,in Crohn’s disease, the stricture is problematic,but in between the strictures, the intestine is justfine and works quite effectively. Surgeons havetraditionally been removing strictures, but alsovery well-functioning intestine in between, sothe side-to-side was the answer to the need ofpreserving viable, working intestine.”This advance has helped Crohn’s patients, whooften undergo many surgeries, to avoid short gutsyndrome, where the intestine is no longer ableto absorb nutrients. Side-to-side strictureplasty isboth a bowel-saving and a maximally restoringprocedure for the patient. Said Dr. Michelassi,“We don’t have to resect anything, we don’thave to remove any healthy sections of intestine.We just palliate the strictures points.” In additionto preserving more functional tissue, an excitingfinding is that side-to-side strictureplasty seemsto reverse the progression of Crohn’s disease.“Crohn’s disease is a chronic inflammation. Inthe course of examining patients who have hadthe procedure, I’ve discovered that at the site ofthe strictures, Crohn’s disease quiets down. Weare currently conducting research to prove thatside-to-side strictureplasty can restore functionto the intestine, which would be a major advancein the surgical treatment of Crohn’s,” said Dr.Michelassi.Dr. Michelassi has recently published a studydescribing the international experience with sideto-sidestrictureplasty in six different medicalcenters worldwide. “For a procedure to be widelyaccepted,” he said, “it needs to be reproducible,among other things. This year we publisheda paper demonstrating that other surgeons inother centers were able to achieve the same goodshort- and long-term results that I had achieved.By now, this procedure is for consumption—over700 have already been performed. Any surgeonwho deals with patients with Crohn’s diseaseshould be adept at this procedure because younever know when you need to use it.”Technological advances play an important rolein modern surgery. Dr. Michelassi commented onhow quickly and dramatically things have changedand continue to change. “When laparoscopic colonsurgery started 15 years ago or so, it was likeoperating in the abdomen with chopsticks througha keyhole—not particularly easy. Since then manydifferent instruments have been devised, and manymore will come in the near future, allowing saferand easier procedures. For example, in the past,if a surgeon needed to obliterate a vessel beforecutting it, you had to tie it in a conventional way.Today, new energy sources enable us to obliteratethese vessels just by applying the tips of a forcepsaround it, cutting in a much safer and moreexpeditious way. Many innovative instrumentsare designed to be more ergonometric, so that it’seasier to perform surgery. Other advances, such asrobotics, are an extension of that. It’s a new surgicalplatform, allowing a higher degree of freedom,safety, and precision.”Surgery in the 21st century requires a completepicture of all relevant patient information, which iskey in decision-making. At NewYork PresbyterianHospital-Weill Cornell Medical Center, the new,“smart” operating rooms equipped with a “Wallof Knowledge,” give surgeons instant access toan unprecedented amount of vital information onthe patient and the procedure. The surgical suitesfeature state-of-the-art technologies, including anarray of flat-panel screens that display up-to-thesecondinformation, vital signs, lab results, medicalrecords, and even a real time view through thepathologist’s microscope.“Some surgical advances are evolutionary,some are revolutionary,” noted Dr. Michelassi,“but the trend is for safer surgery. When the firstthyroidectomy was done in the late 1800s therewas a 40 percent mortality rate. Now, after athyroidectomy, you go home the same day andmortalities are very, very rare and due to reasonsother than the surgery. It has taken 100 years toget to this point, but in an evolutionary fashion,surgery has become much easier, much safer. Inmy opinion, the new laparoscopic techniques, theWall of Knowledge, and the robotics all add up toa better surgical paradigm.”The future trend of minimally invasive surgerywill shortly include no incisions at all, andthrough the use of natural body openings, willresult in scarless, painless surgery. Dr. Michelassioffered a glimpse into this possible new wave ofthe future. “NOTES means Natural Orifice Trans-Endoscopic Surgery, which is done using naturalorifices, such as the mouth or rectum, to gainaccess inside the abdomen. For instance, let’s sayyou need to remove a gallbladder. Currently, weremove the organ through small incisions throughthe abdomen. Why not put a scope through themouth, go down into the stomach, and make anopening in the wall of the stomach to arrive at thegall bladder and remove it through the mouth?We are at the very beginning of this revolution,”he explained.NewYork- Presbyterian surgeons are the recognizedpioneers of NOTES, having performedthe first procedure in North America. Later thisyear, the Hospital will be holding an internationalconference on NOTES for physicians, to addressthe newest developments and to train surgeons inthe NOTES techniques.“Besides the cosmetic advantages of avoidingincisions—no scar—a big patient benefitcould be decreased postoperative pain, and afaster return of intestinal function and resumptionof normal life. It would mean much shorterhospital stays and a much quicker, painlessrecovery time,” Dr. Michelassi said. “ In orderto perform NOTES surgery we need to devise amore advanced platform of instrumentation thatat this point does not yet exist. Industry and surgeonstogether are involved in the developmentof a new generation of instruments designed forNOTES surgery. At our Hospital and some othercenters around the world, NOTES surgery isalready being performed, proving that it is feasible.However, much more needs to be conductedin controlled studies, proving it is advantageousand not associated with morbidity or mortality. Inthe next three to five years, all this work will bedone and it will likely result, yet again, in anothermajor advantage for the patient.”

New York City • NOVEMBER 2007For Parents, Educators & Students • 21Weill Cornell Medical Center Spotlights Chronic Pulmonary DiseaseBy Liza YoungNewYork- Presbyterian Hospital/Weill CornellMedical Center in collaboration with the NationalHeart Lung & Blood Institute (NHLBI) andNYC Department of Health and Mental Hygienerecently held a conference to raise awarenessand understanding about what few know as thefourth leading cause of death in the US, ChronicObstructive Pulmonary Disease (COPD), whichis characterized by chronic cough, shortness ofbreath, and excessive sputum.With numbers of cases rising, this debilitatingand under diagnosed condition is expected,as indicated by Dr. Patricia Cassano, associateprofessor of nutritional epidemiology at CornellUniversity, to surpass stroke and become the thirdleading cause of death by the year 2010, precededonly by heart disease and cancer.At the recent conference, panelist Dr. JamesKiley, Director of the Lung Diseases Division atNHLBI, elaborated on the nature of COPD andthe overarching goal of the “Learn More, BreatheBetter” COPD awareness campaign, which isto enlighten health care providers, patients andthe general public on the latest COPD researchand the vital role of early detection. Dr. Kileyunderscored the role of primary care physiciansas “gatekeepers” who can increase patient knowledgeof COPD.(L-R) Dr. Ronald Crystal& Dean Antonio Gotto“The strategic approach to this effort is to makesure that every person in this country understandswhat COPD stands for,” Dr. Kiley stated.Partnerships with private and public organizationshave been formed to achieve this goal, withactive use of media outlets. Ann Koppel, wife ofjournalist Ted Koppel, and recently diagnosedwith COPD, has become an active participant inthe campaign.Dr. Cassano expanded on the discussion ofCOPD, highlighting the epidemiology of the disease.In addition to an expected rising death toll,Dr. Cassano stated that “mortality is the tip of theiceberg. It doesn’t tell the whole storybehind the numbers.” That is, thequality of life for people living withthis disease, especially in advancedstages, is quite low.With patients learning to adjust toinitial symptoms of COPD, diagnosisis not often given until advanced stagesare reached. COPD thus remainsunder diagnosed with 12 million currentlyhaving the diagnosis, whileaccording to a national survey, usingbreathing tests, 24 million actuallyhave the disease.The major cause of COPD is cigarettesmoking, accounting for 85percent of cases. Only 15-20 percent of smokersdevelop COPD, which has to do with the dominatingpresence of other major diagnoses, such ascancer and heart disease.In the 10-15 percent of cases unrelated to smoking,approximately 30 percent are based on occupationalexposure. In developing countries, wherebiomass fuel is used for cooking and heating,indoor pollution remains a contributor to COPD.Outdoor air pollution poses a threat, especiallyfor those suffering from heart and lung disease.Air pollution as a direct contributor to COPD iscurrently under investigation.The death rate in women from COPD has beenrising, and in 2000, the rate surpassed that formen; the assumption is based on an increase inwomen’s smoking rates beginning in the 1960s.Research has also demonstrated that womensmoking the same amount of cigarettes as mensuffer more damage, but upon cessation, havegreater recovery.Diet is currently being explored as an avenue oftreatment through antioxidants. Cigarettes, whichare oxidants, cause damage to lung tissue whileanti-oxidants—whose sources include fruits suchas blueberries and apples, and green leafy vegetables—canblock damage of lung tissue. Dr.Cassano is currently working on a randomizedclinical trial to determine the role of seleniumand vitamin E in combination and separately inprevention of COPD.Dr. Ronald Crystal, Chairman of GeneticMedicine and Chief of Pulmonary/Critical CareMedicine at NY- Presbyterian/Weill Cornell,focusing on the genetic background of COPD,reiterated that only 15-20 percent of smokersdevelop COPD; he hypothesizes a strong geneticcomponent with reference to susceptibility toenvironmental stressors. While there are directgenetic causes of COPD, such as alpha-1 antitrypsindeficiency—a rare cause of COPD nowtreated by genetic therapy developed by Dr.Crystal—“for 99 percent of individuals withCOPD the genetic basis is multi-genic.” Usinga fibro-optic bronchoscope, the epithelium ofairways can be sampled to determine the geneticcomponent of the disease, which genes are beingactivated and which may be defending againstdisease. This technique allows for early detectionof who’s susceptible to COPD, and subsequentadministration of therapies such as the use ofantioxidants. This method, however, is still in apreliminary state of use; the current general standardfor detection is spirometry, a test to assesslung function by evaluating inspiration and expirationvolumes. #November is COPD awareness month. Formore information visit‘Expression Of Hope’ Opens At NationalMuseum Of Health And Medicine“I am ten years old and have MPS I. Mypainting of a dragon expresses the couragethat everyone needs when they have MPS.”Artist Nicklas Harkins describes his life withMucopolysaccharidosis I (MPS I) and hisstrength, along with the stories of others livingwith lysosomal storage disorders (LSDs),through a collection of inspiring pieces of artentitled, “Expression of Hope,” on display at theNational Museum of Health and Medicine Nov.9, 2007 through March 2, 2008.Lysosomal storage disorders (LSDs) are agroup of approximately 50 genetic (inherited)disorders, sharing common clinical and biochemicalcharacteristics. Individually, each disease israre, but as a group, the prevalence of LSDs hasbeen estimated from 1 in 5,000 to 1 in 7,000.People with LSDs are either lacking or in shortsupply of particular enzymes that are found in thelysosome (a compartment of the cell) that containsvarious digestive enzymes as well as acidicmaterials. Because of this, molecules that aremeant to be broken down by the missing enzymesbuild up within the lysosome, and can preventthe cell from working properly. Most LSDs areprogressive and life threatening.Sponsored by Genzyme, the 32 pieces of artfeatured in “Expression of Hope” were created asa means to generate awareness and understandingof the strength and courage of thousands ofpeople worldwide living with LSDs. Numerouspatient organizations from around the worldbecame involved and encouraged their membersto submit artwork that shares their feelings ofhope and explores the realities, perceptions, andexperiences of living with an LSD. Building onthe concept from the “...also bin ich” (“...thereforeI am”) program launched by the GermanMPS Society, the program explores some of thedifferences and similarities between how someoneliving with an LSD views the world and howthe world may view the person.In partnership with the National GaucherFoundation, an additional three pieces of artincluding one scar mono-print by artist TedMeyer will be on display in the exhibition.Meyer’s previous exhibition at the museum,“Scarred for Life,” featured 36 mono-prints ofscars, accentuated with gouache (opaque watercolor paint) and color pencil.Meyer feels that a scar is not just a marker of adisability, but rather part of what makes someonephysically and emotionally unique. “Scars canmark entering into or out of a disability, goingfrom cancer to health, from limited mobility tofull movement. They freeze a moment in time, acar accident or gun shot.”Born in New Rochelle, N.Y., Meyer was frequentlyin the hospital as a child due to Gaucherdisease, a rare genetic disorder that causes pain anddeterioration of the joints and organs. Much of hisearly artwork dealt with his illness and as he becamehealthier, his work had less to do with his ownphysical condition and came to highlight others.Meyer became aware of how scars can marka turning point in peoples’ lives; sometimes forcontinued to page 23

22 Education update ■ For Parents, Educators & Students ■ NOVEMBER 2007Salzburg Festival—2007 (Part 3)by Irving spitzDaniel Barenboim in Salzburg—he was here,there, everywhere….Director Andrea Breth and stage designerMartin Zehetgruber mounted a very provocativeproduction of Tchaikovsky’s Eugene Onegin. TheObservingand Assessingthe Preschool LearnerConferenceNovember 30 and December 1, 2007Teachers College Columbia UniversityNew York City- Bring the latest findings in preschool learner assessmentand intervention to the classroom- Hear from Regional Experts- Join group sessions with instructors on hot topicsplot, an adaptation of Pushkin, is well known.Tatiana falls for Onegin who spurns her. He thenflirts with her sister, Olga, kills the sister’s loverLenski in a duel and disappears. Onegin returnssome years later to see Tatiana rich, marriedand happy. Although Tatiana is still in love withWith the focus on the important early childhood years and No Child LeftBehind legislation, there is a greater need for screening, diagnosis, curriculumplanning, intervention and program evaluation. This conference will explorethese issues and will enable participants to review recent assessmentmeasures and explore intervention activities. Featured Topics:• Social and emotional factors for pre-school and kindergarten preparedness• Expected cognitive and early literary skills• Recent screening and intervention tests• The relationship of the law to the assessment of preschool learnersNovember 30, 9am-4pm (credit and non-credit)December 1, 9am-5pm (credit), 9am-3:30pm (non-credit)Available for 0.7 CEU’s @$175 or 1.4 CEUs @$275 or 1 credit @ $1030.Non-credit participants can attend both sessions for $275 or one for $175.To register or for more information visit call 800-209-1245.Onegin, she decides tostay with her husband,Prince Gremin, leaving aheartbroken Onegin.In contrast to the usualgame plan, Breth conceivedthis primarily asa women’s show. Theywere in total control. Thiswas evident from the outsetwhen Larina, motherof Tatiana and Olga, wasseen shaving the heads ofthe peasants. They stoodmeekly and submissivelyin line just like sheep.The coquettish Olga tookLenski’s death in her stride. There was no doubtthat she would rapidly get over her loss. Tatianais usually portrayed as being shy, bookish andimmature but not according to Breth. Despite herrejection by Onegin, she controlled her emotionsand retained her wits about her. Indeed Oneginwas the emotionally immature and weaker character,as was dramatically displayed in his behaviorfollowing his rejection by Tatiana at theopera’s conclusion.Martin Zehetgruber made good use of thehuge stage of the Grosses Festspielhaus by usingrevolving sets revealing different tableaus includingfields of wheat, Tatiana’s bedroom, a forestin winter, a ball room, and a room in PrinceGremin’s palace.Singing was of a uniformly high quality.Russian soprano, Anna Samuil was an outstandingTatiana and gave an elegant and intelligentperformance. She was particularly effective inthe letter scene where her lines were beautifullyformed and executed. This dramatic momentin the opera lacked the usual emotional overlayof an immature impetuous girl. Baritone PeterMattei brought his considerable vocal and actingskills to the role of Onegin. Initially aloof,egocentric and narcissistic, by the opera’s end,he was totally transformed into a pitiful brokencharacter. Veteran bass Ferruccio Furlanetto notunexpectedly brought the house down with hisfamous last act aria where he extols his happinesswith Tatiana. Joseph Kaiser was a robust andresourceful Lenksi and Ekaterina Gubanova’sOlga was sung in lovely creamy tones. Conductor,Copyright: Bernd UhligEugene Onegin: Peter Mattei (Eugene Onegin), FerruccioFurlanetto (Gremin), Anna Samuil (Tatiana)Daniel Barenboim, was in total control of theVienna Philharmonic and gave a memorableperformance bringing out the rich sonorities andseductive nature of this score whilst remainingvery sympathetic to the singers. The orchestradisplayed brilliance of tone and transparency intexture. At the end of the performance, all theorchestra members came on stage to share in theunqualified triumph.Daniel Barenboim, an indefatigable conductor,pianist and lecturer also brought his West-Eastern Divan Orchestra comprising youngIsraeli, Moslem and Spanish musicians for aseries of concerts and chamber music events. Thisorchestra was very much in evidence at the year’sfestival. These young musicians gave a verysolid and enthusiastic rendering of Beethoven’sLeonora Overture no 3, Schoenberg’s Variationsfor orchestra as well as Tchaikovsky’s Pathetiquesymphony. Barenboim proved equally adept andcharismatic as a great communicator and used hisorchestra as an effective tool to explain the nuancesof tone, harmony and sound to an enthralledaudience. He also proved to be the ideal accompanistand joined Nabil Shehata, the Kuwaiti bornprincipal double bass at the Staatsoper in Berlinin an unforgettable performance of Max Bruch’sKol Nidrei. The combination of a Moslem stringplayer and Israeli pianist playing a compositionfrom the most solemn day in the Jewish ritual by aProtestant composer was a moment of true reflectionof an ideal and perfect world. Maybe musiccan make inroads and help to bridge nationalisticand religious differences after all! #Calendar of Events NOVEMBER 2007RESOURCE & REFERENCE GUIDEBOOKSBank Street Bookstore112th St. & Broadway ; (212) 678-1654Exceptional selection of books for children,teachers and parents. Knowledgeable staff.Free monthly newsletter. Open Mon-Thurs10-8 PM, Fri & Sat 10–6 PM, Sun 12–5 PM.Logos Books1575 York Ave, (@84th Street);(212) 517-7292A charming neighborhood bookstorelocated in Yorkville featuring qualityselections of classics, fiction, poetry,philosophy, religion, bibles and children’sbooks, and greeting cards, gifts and music.Books can be mailed. Outdoor terrace.High Marks In Chemistry1-877-600-7466;www.HighMarksInSchool.comOver 95,000 books sold. HIGH MARKS:REGENTS CHEMISTRY MADE EASY BYSHARON WELCHER (College Teacher,Chairperson and teacher of high schoolreview courses). This book is your privatetutor-Easy review book for NEW regents(second edition) with hundreds of questionsand solutions, Get HIGH MARKS $10.95.Available at Leading book stores or call(718)271-7466.FOSTER CARE & ADOPTION1-888-611-KIDSHelp rebuild a family inyour community today!ESS Foster care and AdoptionChildren and Teens: Manhattan and BronxTeens only: All boroughs1-888-611-KIDSGRADUATE EDUCATIONInternational Universityfor Graduate 989 - GRAD (4723)IUGS is an accredited and recognizedtwenty-eight year old University which offersonly master’s and doctoral degrees. Allrelevant graduate credits including approvedcontinuing education credits are accepted intransfer. Visit our website at or call (888) 989 - GRAD (4723).MEDICALNYU Cancer Institute212-731-5000www.nyuci.orgUnderstanding Cancer. And you. At theNCI-designated NYU Cancer Institute, weprovide access to the latest research,treatment options, technology, clinical trialsand a variety of programs in cancerprevention, screening, diagnostics, geneticcounseling and supportive services. or call 212-731-5000.SPECIAL EDUCATIONThe Sterling School(718) 625-3502Brooklyn’s private elementary schoolfor Dyslexic children offers a rigorouscurriculum, Orton - Gillingham methodologyand hands-on multi-sensory learning. Oneto-oneremediation is also provided. If yourbright Language Learning Disabled childcould benefit from our program pleasedo not hesitate to contact Director: RuthArberman at 718-625-3502.Special Education Teachers WantedCall: 718-436-5147Fax resume to: 718-436-6843E-mail resume to: abcdinc@verizon.netVisit our website: www.abcdnyc.netAssociates for Bilingual Child DevelopmentInc. is Seeking Mono/Bilingual Special EdItinerant Teachers, Bilingual Certified. TeachPreschoolers 3-5 years of age, Full-Timeand Part-Time Opportunity, CompetitiveSalary and Rates. Call: 718-436-5147. Faxresume to: 718-436-6843. E-mail resumeto: Visit our website:www.abcdnyc.netSchoolsLycée Français De New York505 East 75th Street; NY, NY 10021212-439-3834; www.LFNY.orgThe Lycée Français de New York is a multicultural,bilingual institution with studentsfrom sixty nations (preschool-12th grade).The school is an American, private, nonprofitschool chartered by the NY StateBoard of Regents, and accredited by theFrench Ministry of Education.TherapyThe Brain ClinicNeuropsychological, Learning Disability& Attention Deficit Disorder Evaluations& Treatment19 West 34th St, Penthouse,NY, NY 10001; 212-268-8900nurosvcs@aol.comwww.thebrainclinic.comConferencesGILDER LEHRMAN INSTITUTEOF AMERICAN HISTORY19 West 44th Street,Suite 500New York, NY 10036History now looks at the american westThe institute is pleased to present the ninth issue of history now, aquarterly online journal for history teachers and students, available The issue examines the american west, withessays by some of the most eminent scholars in the field. As always,history now accompanies these scholarly essays with imaginative andaccessible supporting material and lesson plans. Don’t miss this issue’sinteractive feature -- “a view of the west” -- a photographic tour of the late19th and early 20th century american west.2007-08 Historians’ forums in new york cityFor the 11th straight year, the gilder lehrman institute presentsdistinguished scholars and historians to lecture on their most recentlypublished books and answer audience questions. The historians’ forumsare open to the public and are followed by a reception and book signing.Check out the 2007-2007 schedule and buy documentThe institute regularly features documents from the gilder lehrmancollection. In the spotlight this week is a broadside, printed in 1805 in newyork city, which illustrates the atrocious treatment of slaves.See the broadside and read the LecturesNYU Cancer InstituteNews & Events - Fall, 2007Registration is required for all events, and seating may be limited.Please call 212-263-2266 or e-mail for more information and to register, unless otherwisenoted.Managing Erectile Dysfunction After Prostate CancerSurgeryPresenter: Andrew McCullough, MDThursday, November 8, 5:30 PM - 7:30 PMLocation: NYU Clinical Cancer Center160 East 34th Street, Room 1121Topic: Updates on Research and Clinical TrialsPresenter: Anna Ferrari, MDANNUAL LUNG CANCER AWARENESS LUNCHTIME SEMINARIn recognition of Lung Cancer Awareness MonthWednesday, November 7, 11:00 AM - 1:00 PMLocation: NYU Medical Center550 First Avenue (at 31st Street), Farkas AuditoriumDescription: Hear NYU Medical Center’s healthcare professionalsaddress the early detection and treatment of lung cancer. A representativefrom The Lung Cancer Alliance will also highlight progress inthe lung cancer advocacy agenda. A lung cancer survivor will share apersonal story.Presenters: Abraham Chachoua, MD; Michael Khilkin, DO; LeoraLowenthal, LCSW, OSW-C; Harvey Pass, MDThis program is co-sponsored by the Lung Cancer Alliance. Lunch will beprovided following the program.PANCREATIC CANCER: THE ESSENTIAL FACTSIn recognition of Pancreatic Cancer Awareness MonthTuesday, November 13, 6:00 PM - 7:30 PMLocation: NYU Medical Center550 First Avenue (at 31Street), Smilow Seminar RoomDescription: The exact cause of pancreatic cancer is still largelyunknown, but certain factors are known to increase risk. This sessionwill provide the essential facts about diagnosis, imaging and treatmentfor pancreatic cancer and information to understand your risk and strategiesto reduce it.Presenters: Jonathan Cohen MD; Michael Macari MD; Harry Ostrer MD;Peter Shamamian, MDTHE SECRET HISTORY OF THE WAR ON CANCERThursday, November 15, 6:00 PM - 7:30 PMLocation: NYU Medical Center550 First Avenue (at 31st Street), Alumni Hall BDescription: Devra Lee Davis’ latest book, The Secret History of the Waron Cancer, is a gripping story of a major public health effort. Join us fora discussion of how the world in which we live and work influences ourrisk of cancer.Presenter: Devra Lee Davis, PhD, MPHOpen Housestouro college new yorkschool of career and applied studies1870-86 Stillwell Avenue; Brooklyn, NY 11223Phone: 718-265-6534 x1015Fax: 718-265-0614Location: West 23rd StreetNew York, NY 10010Every Tues. & Thurs. from 10: am - 7 pm,Sun. 11:00 am - 5:00 pm. at 27-33.Telephone: 212-463-0400 ext.500

NOVEMBER 2007 ■ EDUCATION UPDATE ■ BOOK REVIEWS23Logos Bookstore’s RecommendationsBy H. Harris Healy, III, President, Logos Bookstore1575 York Avenue, (Between 83rd and 84th Sts.)New York, NY 10028As November starts, Logos Bookstore is pleasedto announce the arrival of a new Children’s StoryTime storyteller, Lily Nass. Accompanied by hertalking puppet, Princess Franchesca who lovesbooks, Lily regales her audience of children andadults with stories, singing, games and otheractivities every Monday starting at 3 P.M. Lily isalso the singer/producer of a CD of lovely musicfor the very young called ‘Lilybies’ available forpurchase at Logos Bookstore.Meanwhile the Sit-n-Knit group, Logos’ residentknitting group continues to meet the firstand third Tuesday of every month at 7 P.M. TheSacred Texts Group led by Richard Curtis willmeet Monday, November 12, 2007 at 7 P.M.when it will continue its discussion of the NewTestament. Richard Curtis is a literary agent whohas studied the Torah extensively. This discussiongroup is open to all. Current members hail fromvarious religious and secular backgrounds.Wednesday, November 7, 2007 at 7 P.M., KillYour TV Reading Group, starting its tenth yearof existence, will discuss Ahab’s Wife or, TheStar-Gazer by Sena Jeter Naslund. Wednesday,December 5, 2007 at 7 P.M., KYTV ReadingGroup will discuss A Pair Of Blue Eye byThomas Hardy.Over the past nine years, KYTV has discussedworks by such classic authors as: JaneAusten, George Eliot, Thomas Hardy, VirginiaWoolf, E.M. Forster, Kingsley Amis, MarkTwain, F. Scott Fitzgerald, Ernest Hemingway,Victor Hugo and Fyodor Dostoevsky amongothers as well as writings by such contemporaryauthors as: Jonathan Franzen, Ian McEwan,Museum of Healthcontinued from page 21good, but often otherwise. Similar to the pieces ofartwork featured in “Expression of Hope,” eachscar also comes with a story.“Each artist’s ability to create a beautiful imageas a remarkable reflection of their own experiencesas an LSD patient, or as an outside-observerof someone suffering from LSD is fascinating.Each piece of art allows you to discover thepatient’s personal health histories and the couragenecessary to cope with the healing process,”said Adrianne Noe, Ph.D., the museum’s director.“Together these artists have identified a unifyingtheme which is truly unique--an appropriate exhibitionfor a museum that links healing to art.”The National Museum of Health and Medicinewas established in 1862 when U.S. Army Brig.Gen. William Alexander Hammond, the U.S. ArmyDr. Diana Meehancontinued from page 9championships. “Our girls were incredibly gracious.In this kind of environment, it’s really aboutwhat can we do together,” sums up Meehan.Another important cornerstone of The ArcherSchool is a commitment to racial and culturaldiversity, with both the student body and facultyreflecting the same socioeconomic and racialdiversity that exists in the mixed Santa Monicaneighborhood. Meehan has developed a strongdevelopment initiative to raise scholarship moniesfor students who can’t afford the school’stuition. Likewise, there’s a de-emphasis on thetrappings of materialism that one might expect inthe Los Angeles milieu. One hundred percent ofthe girls are either bussed, carpooled, or walk to(212) 517-7292, Fax (212) 517-7197www.logosbookstorenyc.comPhilip Pouncey, Jose Saramago, Christina Garcia,Michael Cunningham, Michael Chabon, SueMonk Kidd, Jane Smiley and Carlos Ruiz Zafonto name a few.All the above groups are open to anyone interestedin the programs they provide. Participantsin these groups at the time of the group meetingsmay make purchases of books, cards and otheravailable items at a 20% discount.November is the perfect month to start shoppingfor the holidays. Logos carries fine Thanksgiving,Hanukkah, Christmas (Boxed and Individual) andNew Year’s Day greeting cards as wellas books and other gift items. Come shop forthe holidays!Upcoming Events At Logos BookstoreTuesday, November 4, 2007 and Tuesday,November 18, 2007 at 7 P.M, Sit-n-Knit,Logos’resident knitting group meets.Wednesday, November 7, 2007 at 7 P.M.KYTV Reading Group will discuss Ahab’s Wifeor, TheStar-Gazer by Sena Jeter Naslund.Monday, November 12, 2007 at 7 P.M. TheSacred Texts Group led by Richard Curtis willcontinue its discussion of the New Testament.Wednesday, December 5, 2007 at 7 P.M.,KYTV Reading Group will discuss A Pair OfBlue Eyes by Thomas Hardy.Transit: 4,5,6 Subways to Lexington Avenueand 86th St. M86 Bus (86TH St.)M79 Bus (79th St.), M31 Bus (York Ave.), M15Bus (1ST & 2nd Aves).Surgeon General, issued orders that directed allUnion Army medical officers “to collect, and toforward to the office of the Surgeon General allspecimens of morbid anatomy, surgical or medical,which may be regarded as valuable; togetherwith projectiles and foreign bodies removed, andsuch other matters as may prove of interest in thestudy of military medicine or surgery.”The museum’s more than 24 million specimensand artifacts were the first in the country to beregistered by the U.S. Department of the Interioras a National Historic Landmark and it is theonly museum collection in Washington, D.C. withthis status. The museum is open every day exceptDec. 25 from 10 a.m. to 5:30 p.m. It is located atWalter Reed Army Medical Center, 6900 GeorgiaAvenue, NW, Washington, D.C. More informationcan be found on the website at or call (202) 782-2200.Admission and parking are, so there are no shiny BMW’s parked inthe lot. And every student is required to wear auniform: “This outfit says, ‘I’m here to work,’”explains Meehan succinctly.Archer’s statistics speak for themselves. Onehundred percent of the students go on to college,many to Ivy League schools. Archer has demonstrateda remarkable track record in obtainingfinancial assistance for its needy college-boundstudents, amassing an impressive $1 million incollege scholarships. And Meehan has no doubtthat her young charges, imbued with the selfesteemthat comes from their education in anall-girls institution, will continue to follow in thepath of success so brilliantly laid out before them:“These girls will go out into their communitiesand they will help solve society’s problems,” saysMeehan with utmost certainty. “They will be theleaders of the twenty first century.”#Celebrate the World Around Usin this Nonfiction Selection ofFascinating TopicsBy Selene VasquezNONFICTION: AGES 6 THRU 8Morris and Buddy:The Story of the First Seeing Eye Dogby Becky HallIllustrated by Doris EttlingerAlbert Whitman, 40 pps., $15.95In 1928, a blind Morris Frank traveled toSwitzerland where dog trainers acquainted himwith the first seeing eye dog, a German Shepardchristened Buddy. Archival photos documentthe establishment of the Seeing Eye School inthe United States and the passage of legislationallowing guide dogs in public places.NONFICTION: AGES 8 THRU 10Stargazer’s Alphabet:Night-Sky Wonders from A to Zby John FarrellBoyds Mills, 32 pps., $16.95“A is for Andromenda/our neighbor galaxy./ Bis for the Big Dipper,/ that’s an easy one to see.”Singer and musician Farrell uses the lyrics fromhis CD Oh, Yeah! as a lively framework for touringthe heavens.NONFICTION: AGES 10 THRU 12Hurricane Force:In the Path of America’s Killer Stormsby Joseph TreasterKingfisher, 128 pps., $16.95From the tragic Galveston storm of 1900 toKatrina and Rita in 2005, this is a timely scientificand socioeconomic look at one of nature’smeteorological monsters. Such poignant topicsas global warming and the destruction of coastalareas included.Ocean Atlas: An Amazing Aquatic Adventureby John WoodwardDK, 96 pps., $19.99Fascinating tidbits of information coupled withphotos reveal marine land forms and animals,modern scientific explorations, and the dreadfulexploitation of these natural resources. ACD and transparent overlays of the Great Deepincluded.#Selene Vasquez is a media specialist atOrange Brook Elementary School in Hollywood,Florida.“I Lost My Tooth in Africa” winsChildren’s Africana Book AwardBy Lisa K. WinklerWhen Penda Diakité wrote about her sister losinga tooth during a visit to Mali for a third gradeassignment, she never expected it to become anaward-winning picture book. But Penda, now in10th grade, hopes her book, “I Lost My Tooth inAfrica”, can inspire other young people to write.“Everyone has stories to tell and experiences toshare,” she told Education Update.Penda, a native of Portland, Oregon, and herfather, Baba Wagué Diakité, who illustratedthe book, received the award for Best Book forYoung Children at a recent ceremony sponsoredby the African Studies Association. During theirvisit to New York, the Diakités visited schoolsand libraries and participated in a teacher workshop,“Africa in the School Curriculum” held atthe Metropolitan Museum of Art.The book tells how Penda’s sister Amina lostDean Eleanor Baumcontinued from page 9The job market for engineers is booming, shesaid, noting that many graduates are recruitedby Wall Street, many attend medical, dental, andlaw schools, and about 45% go on for advancedengineering degrees. She’d love to see theenrollment of women at Cooper Union reachher tooth while visiting family in Mali, whichthey do every two years. Children in Mali placebaby teeth under calabash gourds and the nextday, the African Tooth Fairy delivers a chicken.Sure enough, Amina received two chickens, arooster and a hen. Baba Wagué Diakité takesgreat pride in his daughter’s accomplishment,noting how the story contributes to multi-culturalunderstanding. Though he grew up withfolk tales told around a fire, he hopes youngpeople today can appreciate the stories fromtheir elders, and pass them on.Penda, who says her favorite books are S.E.Hinton’s The Outsiders and all the Harry Potternovels, continues to write and also makesfilms.Established in 1991, the Children’s AfricanaBook Awards seeks to honor children’s literatureabout Africa for use in schools and libraries. #50%. “Girls no longer have to feel like a pioneerto go into engineering,” she said.Recently inducted into the National Women’sHall of Fame, the recipient of many awardsthat line her office shelves, Baum’s proud of heraccomplishment- “I made a decision and stuckto it when everyone told me I’d regret it,” shesaid. She did marry, a scientist, has two daughters,neither of whom are engineers, and twograndchildren.#

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