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AwardWinnerVolume XIII, No. 12 • New York City • AUGUST 2008For Parents, Educators & Studentswww.EducationUpdate.comComptroller William ThompsonU.S. POSTAGEPAIDTHE EDUCATIONUPDATEPRESORTED STANDARDA Strong Voice in Education

Education update ■ For Parents, Educators & Students ■ AUGUST 2008guest EDITORIALVision & Hearing Imperatives in EducationReston, VASam Ash Music StoresTo the Editor:I enjoyed reading this article. It brought backmany memories of my father, a violin teacherwho made many purchases at the Sam Ash storein Brooklyn for himself and his students. Thiswas during the depression and he would take thebus to get to the store. My father died in 1948.I still have his violin, which I intend to haverepaired and donate to a worthy student.Roy HorowitzReston, VAUnited Arab EmiratesFreedom Writers: Erin GruwellTo the Editor:I write this email to say thanks to you, I saw theFreedom Writers movie. It was really amazing,and I enjoyed watching it. I want to know moreabout this book; we don’t have it in our countryUAE. I hope you can help me.Mouza26United Arab EmiratesNew YorkSo You Want To Be A Film MajorTo the Editor:When I get to college I want to be a film major.I think it will be something I’d really love andenjoy doing while making a living out of film forsure! Great, interesting, inspiring and encouragingarticle.Jamir WebbNew York, NYBy William C. Thompson, Jr.& Rosemary ClemensWith the increased use and popularity ofadvanced electronics and technology, the demandson our young children’s eyes are greater than atany time in history. Yet, national data show thatnearly 25% of students have undetected visionproblems with many requiring glasses by the timethey reach high school. While one in four childrenhave an undetected vision problem, 85% donot receive eye exams before starting school.In 1992, comprehensive eye tests were given to322 students in three of New York City’s lowestperforming schools. Some 40% required correctivelenses.Studies show a clear correlation between goodvision, literacy and achievement. In one report,eye movement therapy helped sixth-grade studentswith reading disabilities improve theirlearning rate from 60% to 400% in six months.Treatable hearing problems that remain undetectedcan also impact a child’s ability to learn,making early identification, referral, and followupintervention imperative for students who havefailed hearing screenings.New York State currently mandates vision andhearing screenings for New York City publicschool students, and a Chancellor’s Regulationrequires screenings to be conducted for all studentsin seven different grades—starting inKindergarten—and for all new entrants. The NewYork City Dept. of Education, or DOE, and theDepartment of Health and Mental Hygiene areobligated to jointly provide these services.However, a new audit by the New York CityComptroller’s Office shows that many childrenare not being properly screened for vision andhearing problems. Specifically, the DOE’s performancedisplays an appalling lack of accountabilitywhen it comes to identifying vision andhearing problems that pose a significant risk toLETTERS TO THE EDITORAlbuquerque, NMKatie HaycockTo the Editor:This is for Ms. Haycock. I am interested inwhat schools you have worked with and theirsuccesses. I work with the Bureau of IndianEducation and am impressed with your work withLapwai Elementary School.Sue BementAlbuquerque, NMYakima, WAMalachy McCourt: From School Dropout toBestselling AuthorTo the Editor:I was curious as to what happened to FrankMcCourt’s family. Now I know about Malachy.I am absolutely amazed that children can surviveour children and their educational achievement.A comparison of the screenings conductedby the DOE and the Health Department showsthe disparity: while 94 percent of the HealthDepartment vision screenings were conducted,only 42 percent of the DOE screenings werelikewise undertaken.With hearing tests, the DOE fares even worse:while the Health Department again conducted94 percent of its screenings, the DOE completedonly 20 percent.Just as troublesome: there was limited followupto parents of students who failed the visionand hearing screenings. An astounding 69% ofcases requiring follow-up did not receive it.How many students are struggling unnecessarilyin New York City classrooms today, fallingbehind for lack of glasses or hearing aids,because the City has neither screened them norfollowed up on the cases of kids who failed theirscreenings?It is beyond dispute that poor vision and hearing,if left uncorrected, profoundly and permanentlyaffects a child’s ability to learn. The City’sfailure to provide these vital, mandatory screeningsis inexcusable.Thompson is the Comptroller for the City ofNew York. Clemens is the Executive Director ofthe New York Children’s Vision Coalition. #such horrid childhoods, and come out on top ofthe heap. Thumbs up to these Irish sons and tothis article!Wilda Miles GarvinYakima, WASeoul, KoreaSchool of Visual Arts: President David RhodesTo the Editor:I read in this article that SVA is currentlyrecruiting in China, Korea, Japan, Taiwan andIndia. I have questions and suggestions to Mr.David Rhodes, President, SVA. Could you pleasegive me his e-mail address for me to contact?Thanks.Chull-Young LeeSeoul, KoreaIn This IssueGuest Editorial . . . . . . . . . . . . . .2Letters to the Editor . . . . . . . . . .2Spotlight on Schools . . . . . . 3-5, 9Special Education . . . . . . . . . . 6-7Medical Update . . . . . . . . . . . . . .8Special: ANIMALS . . . . . . . 10-11Summer Adventures . . . . . . . . .12COVER STORY . . . . . . . . . . .13Colleges & Grad Schools . . . 14-21Books . . . . . . . . . . . . . . . . . . . .22Children’s Corner . . . . . . . . . . .23Education 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 ofEducation; Sheila Evans-Tranumn, Assoc.Comm. of Education, NYS; Charlotte K.Frank, Ph.D., Senior VP, McGraw-Hill; JoanFreilich, Ph.D., Trustee, Barnard College &College of New Rochelle; Andrew Gardner,Technology Teacher & Advisor, TheSchool at Columbia U.; Cynthia Greenleaf,Ph.D., Director, Partnerships, ChicagoPublic Schools; Augusta S. Kappner,Ph.D., President, Bank St. College;Bonnie Kaiser, Ph.D., Director, PrecollegeProgram, Rockefeller University; HaroldKoplewicz, M.D., Founder & Director,NYU Child Study Center; Ernest Logan,Pres., CSA; Cecilia McCarton, M.D., Dir.,The McCarton Center; Eric Nadelstern,CEO, Empowerment Schools, NYC;Alfred S. Posamentier, Ph.D., Dean, Schoolof Education, CCNY; Adam Sugerman,Publisher, Palmiche Press; Laurie Tisch,Chair, Center for Arts EducationASSOCIATE EDITORS:Heather Rosen, Adam Sugerman,Rob WertheimerASSISTANT TO THE PUBLISHER:Justine RiveraGUEST COLUMNISTS:Mayor Michael Bloomberg, RosemaryClemens, Public Advocate BetsyGotbaum, Dr. Carole G. Hankin, KennethKantorowitz, Zachary Kukoff, NathanMarcus, Catherine A. McClave, TracyKramer Seckler, Dawn Papandrea, AlfredPosamentier, Ph.D., Anita Reetz, SandraPriest Rose, Benjamin Seckler, ComptrollerWilliam C. Thompson, Jr., Lydia WinklerSTAFF WRITERS:Jacob Appel, J.D., Judith Aquino, StevanneAuerbach, Ph.D., Joan Baum, Ph.D., AlbertoCepeda, Dorothy Davis, Gillian Granoff,Richard Kagan, Sybil Maimin, MarthaMcCarthy, Ph.D., Joy Resmovits, EmilySherwood, Ph.D., Marisa Suescun, LisaWinklerBOOK REVIEWERS:Harris Healy III, Merri Rosenberg,Selene VasquezMEDICAL EDITOR:Herman Rosen, M.D.MODERN LANGUAGE EDITOR:Adam SugermanMOVIE & THEATER REVIEWS:Jan AaronMUSIC EDITOR:Irving M. SpitzART DIRECTOR:Neil SchuldinerADVERTISING DEPARTMENT:Martin Lieberman, Manager;Richard Kagan, Chris RowanINTERNS: Naima Karp, Karla Reynado,Reni Shulman,Education Update is published monthly by Education Update, Inc.All material is copyrighted and may not be printed without expressconsent of the publisher.POSTMASTER: Send address changes to:Education Update, 695 Park Avenue, Ste. E1509New York, NY 10065-5024Subscription: Annual $30.Copyright © 2008 Education UpdateEducation Update is an independent newspaper

TTRIMCON EDISON 10” X 13”AUGUST 2008 ■ For Parents, Educators & Students ■ Education updateTRIMIMTFor 100+ energy saving tips,visit us at www.conEd.comEnergy Tips 25, 27, 30 and 31These tips are a breeze:Cleaning and maintaining your ACsaves you energy and money.Set your AC no lower than 78degrees. Any lower can increaseyour costs by up to 40 percent.Turn off your AC when you leave home.©2008 Consolidated Edison Company of New York, Inc. Ad: Arnell Group©2008 Consolidated Edison Company of New York, Inc. Ad: Arnell GroupInstall a programmable thermostator use a timer to turn on your ACa half hour before you return home,rather than having it run all day.You’ll be cool and comfortable.IMT

spotlight on schools ■ EDUCATION UPDATE ■ AUGUST 2008BROOKLYN FRIENDS SCHOOLis proud to announce that our Upper School has beenauthorized to offer the world renownedINTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMfor high school juniors and seniors. Academically ambitiousand highly motivated students are encouraged to apply.375 Pearl StreetBrooklyn NY 11201brooklynfriends.orgOPEN HOUSE ON TUESDAY OCTOBER 21ST 6:30 PMRSVP 718.852.1029 X 23213398 Education Update v1:Layout 1 8/4/08 5:00 PM Page 1A Letter from Mayor MichaelBloomberg to Education UpdateDear Friends,It is a pleasure to welcome everyoneto Education Update’s 6thannual “Outstanding Educators ofthe Year” awards ceremony at theHarvard Club.Chancellor Joel Klein and I aredetermined to provide all youngNew Yorkers with the high-qualityeducation they need and deserve.Recent across-the-board gains inreading and math scores indicatethat we are making real progress,and we owe so much of that toour educators, who have dedicatedthemselves to one of society’s mostvital—and, as anyone who’s spentany time in the classroom will tellyou, most challenging—professions.The 31 teachers and principals beinghonored here this morning are thebest of the best, leaders who havebeen recognized by their supervisorsand Education Update’s AdvisoryCouncil for their tremendous effortsto help out children learn, grow, andachieve their dreams.I extend special recognitionto CUNY Chancellor MatthewGoldstein as he receives the prestigious“Distinguished Leader in Education” award.Chancellor Goldstein has helped CUNY sustainand enhance its status as a leading public institutionof higher education, and I know that hisgreatest accomplishments are still on the horizon.Finally, I commend Dr. Rosen and the team atEducation Update for once again making thisevent possible. Through their award-winningnewspaper and website, they have worked withcountless teachers, principals, college presidents,and parents to give our young people the toolsto succeed.On behalf of the City of New York, pleaseaccept my best wishes for an enjoyable programand continued success.Sincerely,Michael R. Bloomberg, MayorCHANGE THE WAY YOU LEARNFor more than 20 years, Landmark College in Putney, VT has been the leader in thecreation of successful learning strategies for students with learning disabilities and AD/HD.We help students discover a new way of learning for their unique needs.• Associate Degrees: Business Administration, General Business, General Studiesand Liberal Arts• Bridge Semesters for Current College Students (Spring and Fall Semesters)• Summer Programs for High School Juniors and Seniors; Transition to College Program forRecent High School Graduates; and Summer Programs for Visiting College StudentsDISCOVER YOUR PATH TO SUCCESSMore than eight of every 10 Landmark graduates go on to pursue bachelor’s degree studiesat some of our country’s most prestigious and best-known colleges and universities.2008 – 2009 SATURDAY OPEN HOUSESDiscover why Landmark College is known as the school that changes lives.Come to one of our upcoming open houses or schedule a personal visit.2008: Oct. 18 • Nov. 15 • Dec. 62009: Feb. 21 • March 21 • April 18 • May 23 • June 20For more information and to register,contact us atPHONE 802-387-6718E-MAIL admissions@landmark.eduwww.landmark.eduAMERICA’S LEADING COLLEGE FOR STUDENTS With Learning Disabilities and AD/HD

AUGUST 2008 ■ EDUCATION UPDATE ■ spotlight on schoolsThe Business of Public SchoolsBy Public AdvocateBetsy GotbaumSix years ago, the mayor of New York City,Michael Bloomberg, did what many thoughtimpossible: he took direct control of the schoolsystem.Not surprisingly, the CEO-turned-mayor andhis newly formed Department of Education(DOE) have run the school system like a business.But, with little public education experienceamong those in charge, questionable decisionshave been made.They implemented three major reorganizationsand relied heavily on high-priced outsideconsultants who also had little knowledge of theschool system, to the detriment of schools andstudents. For example, in January 2007, consultantsmade major cuts to bus routes that resultedin thousands of students waiting in the cold andforced some to cross major intersections to get to found only 7% of elementary schools and 27% ofschool. Fortunately, along with others, I was able middle schools surveyed offered instruction into get 20% of routes restored.music, visual arts, dance and theater. Similarly,Another misplaced attempt was the streamliningof special education, which led to a severe majority of elementary and middle schools wea report from my office found that the vastdrop in referrals and evaluations. And, in 2004, surveyed provide little, if any, physical educationclasses to students.when my office uncovered this problem, theDOE admitted that 20,000 students were shortchangedthat year. In response, they changed ignore parents and students, leaving communityA major mistake made by the DOE has been topractices, added money back and created the input and public oversight out of the process.first special education summer make-up program.Students could not, however, regain the open middle schools within elementary schoolsWe see this with the cell phone ban, decisions toyear of missed services.without consulting parents, closing schools withoutwarning, changes to the gifted and talentedGreat emphasis has been placed on statisticalresults, including test scores. In order to boost program, pre-k admissions, and the list goes on.test scores, there has been an obsessive focus on And, when parents complain they can't get basictest prep. While the DOE has shown an increase information, all they get is a referral to 311.in scores, experts in the field are skeptical. As a Of course the mayor deserves some credit. Heresult of excessive testing, there has been a loss has raised teacher salaries, and he gave principalsmore control over their schools.of a well-rounded education, including art andphysical education classes. Recently, my office Because the last six years have been a time ofonlineadeducationupdate:Layout 1 8/5/08 12:30 PM Page 1The Children Are Not Prepared?Let Us Prepare ThemBy Sandra Priest RoseSo much of education literature talks aboutthe lack of preparation of the children who enterkindergarten. Not all parents have the time northe education to be able to teach the letters andthe sounds to their children. Not all parents caneven read to their children.It is up to us as teachers to plunge in and teachthe children and watch how “prepared” they canbecome.When I went to kindergarten 75 years ago, in amill town in Rhode Island, none of us had beento nursery school or a pre-school program of anykind. The school did not expect us to know anything.Those teachers and that firm principal feltit was their duty to teach us everything. I clearlyremember the kindergarten teacher teaching usthe sounds of the language and were taught towrite in cursive style, and the great adventure ofreading began.Today parents are demanding that their childrenlearn much more in kindergarten. Mycolleagues and I began, a bit reluctantly, adozen years ago to teach more to public schoolkindergartners. Lo and behold! The childrengobbled up everything we could give them: thesounds of the language, handwriting, writingsimple regular words, writing simple sentences,remembering some spelling rules. Even thechildren whose home language was not Englishcaught up quickly.We have had to revise our whole view of whatinner-city kindergartners can learn. It has beenmore of a challenge to us than to the children.They take it all in stride and are teaching usalong the way! And as a result, we have becomebetter and stronger teachers. #Sandra Priest Rose is a founding trustee ofReading Reform Foundation of New York and areading consultant. Reading Reform Foundationtrains teachers directly in their classrooms.great tumult for city schools, it's important tosee what has worked and what hasn't, especiallygiven that the law governing mayoral controlwill sunset next year.At the request of the leadership of the stateassembly, I have appointed an independent commissionon school governance to make recommendationson what the future of mayoralcontrol should be.This mayor is a businessman. The next mightnot be. Regardless of the next mayor’s approach,the system’s customers—parents and students—should be able to expect stability, transparency,and consultation. #CUNY’s Online BaccalaureateThe degree you needfor the life you wantADMISSIONS WORKSHOPS:Thursday, August 14, 1 p.m.-8 p.m.Saturday, August 16, 11 a.m.-3 p.m.Admissions/Advisement Center 7th floor101 West 31st Street, Manhattan• Complete your degree online, majoring in Business orCommunication and Culture• Affordable and open to students who have earned at least30 credits from an accredited college or universityApply Now...Start This Fall!www.cuny.edu/online or 212-652-CUNY(2869)School of Professional StudiesOnline BaccalaureateWalk-in Admissions/Advisement Center, 101 West 31 Street, NYC9 a.m.-8 p.m., Monday-Thursday9 a.m.-5 p.m., Friday

Special Education ■ EDUCATION UPDATE ■ AUGUST 2008Duchenne’s MuscularDystrophy & CharleyAn Orton-Gillingham Reading & SpellingCurriculum for Dyslexia, ESL, & Remedial•Hear, analyze, pronounce, read, and spell20 words in 20 minutes — the speedneeded to remediate dyslexia.By Benjamin Seckler& Tracy Kramer SecklerTracy and Benjamin Seckler, MD are the parentsof three children, one of whom, Charley, hasDuchenne’s Muscular Dystrophy (DMD). Whilethere are no known cures for this ultimately fataldisease, Tracy and Benjamin have taken herioicmeasures to provide every possible opportunityto find and fund the latest research and possiblecures, not only for their child but for all childrenwith this disease. Education Update will publishtheir courageous journey via their blogs. ED.This fiscal quarter we face several major payoutsto universities and biotech companies conductingDMD research. We have recently "putthe pedal to the metal" to raise the funds we needto fulfill our commitments and keep the researchon the fast track. April and May were very strongfundraising months, thanks in large part to agenerous West Coast supporter who presented a$100,000 matching grant. Happily, we matchedthat donation not once, but two times over.Everyone from corporate executives to middleschool students chipped in, and the varied effortsadded up quickly. While a significant amount ofmoney was raised through two $100,000 grantsand a fancy party at Cipriani Wall Street, donationsreally added up through many smallerefforts, too. From a high school dance and collegeball to a friend donning a chef's hat and a cousin’sbar mitzvah, every penny makes a difference. Weare so grateful to everyone who chips in, large orsmall, and helps our research ship stay afloat andon course toward eradicating DMD.The hectic pace in the Charley's Fund officeis mirrored by activity in the Seckler household.This month we brought home a brand new yellowlab puppy named Stella. Charley and Maisy can'tget enough of her, while Sammy is tentativelyovercoming his fear of dogs. All three kids are atday camp this summer. We are once again greatlyindebted to our incredible local community foraccommodating Charley and treating him like oneof the gang while keeping a close eye on his activitylevel so he doesn't overexert himself.As always, thank you for taking the time to readour monthly update and caring about our quest tosave lives and make DMD history. #•A research proven, synthetic-analytic,multi-sensory Orton-Gillingham method.•PhonicsTutor dictates and grades asequential set of reading and spellingtests of over 3,600 words.•Produces students who can spell and readmore than 93% of all words in print.•Easy to use, even if phonics is new to you.“Nearly every single student in all myclasses are now up to level on their readingskills thanks to PhonicstTutor.Tara Herron, English Teacher in Korea“My son's reading began to improveafter about four weeks of PhonicsTutor.The best part was that he could see hisimprovement. Because he worked at thecomputer independently for the most part,he felt responsible for his own success.”Teresa, Homeschool Mother“This is emphatically a five-star(), can't-miss program. I envisionsmiles spreading all across the countrybecause of Dr. and Mrs. Hickerson'samazing work!”Merri Larsen, Reviewer“PhonicsTutor brought our childrenfrom reading on a 2nd grade level to 7th& 8th grade levels in six short months.”Roxanne & Michael, Dallas, TX“PhonicsTutor provides a tutorial andassessment system intended for both nonreadersand remedial readers. ...it’s specificallydesigned to enable interactionbetween the learner and a teacher... (that)stimulates the learning relationship, discouragesthe use of the product as ‘busywork,’...and ensures that it will be appropriatefor learners of all ages and levelsof mastery.”Mitchell Levine, Education UpdatePhonicsTutor ®888-420-READ (7323) Download Demo www.phonicstutor.comIf your child is between 5 and 17 years oldand has autistic disorder, he or she may beeligible to participate in a clinical researchstudy using an investigational study drug.Children and adolescents with autistic disorderexperience difficulties in social relatedness,odd and repetitive behavior patterns, andpoor and dysfunctional communicationIf your child has autism, consider whethera research study like this one may be anoption for him or her: We are actively seekingvolunteers. Please contact us to learn moreabout this important study.Contact Elizabeth O’Sheaeoshea@rebeccaschool.orgJessica Kiarashi212-241-7098(GCO#: 08-0219, IRB approved through 03/17/2009)

NYU Child Study Center Welcomes Dr. Catherine LordDiagnosing children with autism at a youngerand younger age is the focus of current researchby internationally recognized autism expertCatherine Lord, Ph.D. who has recently joinedthe NYU Child Study Center (CSC) as interimdirector of the Asperger Institute.Dr. Lord, a clinical child psychologist who isworld renowned for her longitudinal studies ofchildren with autism and for developing autismdiagnostic instruments that serve as the universalstandard in practice and research, has cometo NYU CSC to help set up a research-basedclinic, participate in the Center’s resident traineeprogram, and teach a special class on “GlobalAutism” in its unique undergraduate minor curriculumat New York University.“The NYU Child Study Center is honored tohave Dr. Lord on board for the next year,” saidHarold S. Koplewicz, M.D., founder and directorof NYU CSC. “She will provide directionfor the Asperger Institute while developing itsresearch, training and clinical services, particularlyaddressing the diagnosis of autism spectrumdisorders in children from toddler to age 8.”“With children as young as 12 or 15 months,the question is ‘Can you really make a difference?’”said Dr. Lord, who says that interventionsat these ages can help to maximize ordi-Are you A nys licensedspeciAl educAtion teAcher?Are you bilinguAlly certifiedin chinese or in spAnish? then ourchildren Are wAiting for you!!!Associates for Bilingual Child Development Inc. isSeeking Mono/Bilingual Special Ed Itinerant TeachersBilingual CertifiedTeach Preschoolers 3-5 years of ageFull-Time and Part-Time OpportunityBoard of Education Teachers NOT EligibleCompetitive Salary and RatesNon BOE Employee Applicants OnlyCall: 718-436-5147Fax resume to: 718-436-6843E-mail resume to: carmend.abcd@verizon.netVisit our website: www.abcdnyc.netAUGUST 2008 ■ EDUCATION UPDATE ■ Special Educationnary experiences and affectboth children and parents. “Weare searching for the earliestages to make stable diagnosesbut also hope that from earlyawareness and intervention,diagnoses will change as childrenand parents benefit. Thegoal is to make meaningfuldiagnoses and maintain hopeas we work with families andyoung children.”Glenn Hirsh, M.D., medicaldirector of the NYU ChildStudy Center, encourages parentsto look for the followingwarning signs for autism inchildren under 18 months.• Does not turn when calledby name by 12 months• No pointing by 15 months• Fewer than a dozen wordsby 18 months• Does not enjoy interactivegames, like peek-a-boo orlooking at a book• Makes few demands• Talks or jargons to selfwithout need for a conversationalpartner• Concern about comprehension at any ageIn the last two decade the number of childrendiagnosed with Autism Spectrum Disorders(ASD) has risen almost ten-fold. Accordingto the latest information from the Centers forDisease Control and Prevention (CDC), autismis prevalent, occurring in one out of 150 children.However, there is no evidence to supportan autism epidemic. Research has found thatthe prevalence of autism spectrum disorders ishigher than previously reported but is not increasing.While it is impossible to rule out a smallactual increase in cases of ASD, it is likely thatthe increase can be accounted for by improvedsurveillance and a broader definition of the disorder.Dr. Lord is the Principal Investigator for theSimons Simplex Collection, a genetic repositorycontinued on page 20The NYU Child Study Centeris pleased to welcomeCatherine Lord, Ph.D.Interim Director of theNYU CSC Asperger InstituteDr. Lord is one of the nation’s leading experts on Autism Spectrum Disorders.She is currently on sabbatical from the University of Michigan where she isDirector of the Autism and Communication Disorders Center, and Professor ofPsychology, Psychiatry, and Pediatrics. While at NYU CSC, she will be furtheringher ground-breaking research on the early diagnosis and treatment of toddlersand pre-schoolers on the autism spectrum. Interested families can contact herthrough the Center’s intake number at 212.263.8919.The NYU CSC Asperger Institute is dedicated to diagnosing, providingtreatment and support, developing clinical and educational models for childrenand adults with Asperger Syndrome, and advancing the knowledge to create abetter understanding of the condition.NEW YORK UNIVERSITYCHILD STUDY CENTER577 First Avenue, New York, NY 10016 • 212.263.6622 • AboutOurKids.org

New York City • AUGUST 2008For Parents, Educators & Students • 8N.Y. Research Team Discovers How Antidepressants andCocaine Interact with Brain Cell TargetsIn a first, scientists from Weill Cornell MedicalCollege and Columbia University MedicalCenter have described the specifics of how braincells process antidepressant drugs, cocaine andamphetamines. These novel findings could proveuseful in the development of more targeted medicationtherapies for a host of psychiatric diseases,most notably in the area of addiction.Their breakthrough research, featured as thecover story in a recent issue of Molecular Cell,describes the precise molecular and biochemicalstructure of drug targets known as neurotransmitter-sodiumsymporters (NSSs), and how cells usethem to enable neural signaling in the brain. Asecond study, published in Nature Neuroscience,pinpoints where the drug molecules bind in theneurotransmitter transporter—their target in thehuman nervous system."These findings are so clear and detailed atthe level of molecular behavior that they willbe most valuable to developing more effectivetherapies for mood disorders and neurologic andpsychiatric diseases, and to direct effective treatmentsfor drug addiction to cocaine and amphetamines,"says co-lead author Dr. Harel Weinstein,Chairman and Maxwell M. Upson Professor ofPhysiology and Biophysics, and director of theInstitute for Computational Biomedicine at WeillCornell Medical College. "This research mayalso open the door to the development of newtherapies for dopamine-neurotransmitter disorderssuch as Parkinson's disease, schizophrenia,and anxiety and depression."To make their observations, the research teamled by Dr. Jonathan Javitch, senior author of theMolecular Cell study and contributing author tothe Nature Neuroscience study, and professor ofPsychiatry and Pharmacology in the Center forMolecular Recognition at Columbia UniversityMedical Center, stabilized different structuralstates of the neurotransmitter-sodium-symportermolecule that relate to steps in its function. Thisallowed the team to study how substrates andinhibitors affect the transition between these differentstates, and thus to understand the way inwhich its function is accomplished."Crystallography had allowed the identificationof only one structural form of the molecule, butour experiments and computations were able toidentify how this form changes and thereby addan understanding of the functional role of thedifferent forms that the molecule must adopt toDrug for Treatment ofInflammatory Bowel DiseasePhysician-scientists from NewYork-Presbyterian/Weill Cornell, involved in clinicaltrials for a new drug for those who suffer frominflammatory bowel disease (IBD), say it is thebest option among available drugs. Gaizo is areformulation of the active ingredient 5-ASA incurrently available drugs. However, the researchersfound that 99 percent of the active ingredientin the new pill is released in the colon comparedto only 70 percent in other common IBD drugs.Dr. Ellen Scherl—the Jill Roberts AssociateProfessor of IBD and director of the Jill RobertsCenter for IBD at NewYork-PresbyterianHospital/Weill Cornell Medical Center—led thetrial, and found that the greatest benefit to GaizoADOPT:is the lowered pill burden for patients. Becausethere is more of the active drug per pill, patientscan take the drug less frequently. In the past,patients would have to take three pills betweenthree and four times each day. But now, patientsonly need to take the drug twice daily. This isespecially important because most IBD-sufferersare young teens or in their 20s, and are the mostlikely patient-group to miss a dose.IBD includes two diseases: ulcerative colitisand Crohn's disease. Both cause inflammation inthe gastrointestinal (GI) tract, leading to bloodydiarrhea, abdominal pain and weight loss. Drugsto treat IBD are designed to decrease the inflammationin the mucosal lining of the colon. #Desperately seekingsleepless nights & dirty diapers!Happily married couplepraying to adopt newborn.You can help make us a family.Will provide love,laughter & secure home.Expenses paid.Please call us @1-800-558-6031accomplish transport activity," says Dr. Javitch.The main surprise was the realization that twobinding sites on the transporter molecule need tobe filled simultaneously and cooperate in orderfor transport to be driven across the cell membrane.For these studies, the scientists used thecrystal structure of a bacterial transporter thatis very similar to human neurotransmitter transporters.They performed computer simulations toreveal the path of the transported molecules intocells. Laboratory experimentation was used totest the computational predictions and validatethe researchers' inferences.Together, these procedures revealed a finelytunedprocess in which two sodium ions bindand stabilize the transporter molecule for thecorrect positioning of the two messenger molecules—onedeep in the center of the protein,and the other closer to the entrance. Like a keyengaging a lock mechanism, this second bindingcauses changes in the transporter throughoutthe structure, allowing one of the two sodiummolecules to move inward, and then release thedeeply bound messenger and its sodium partnerinto the cell.In the bacterial transporter studied, antidepressantmolecules bind in the outer one of two sites,and stop the transport mechanism, leaving themessenger molecule outside the cell.The second team of researchers, involving acollaboration of the Weinstein and Javitch labswith colleagues in Denmark (the labs of UlrikGether and Claus Loland), found that in thehuman dopamine transporter cocaine binds in thedeep site, unlike the antidepressant binding in thebacterial transporter. Therefore, the researchersconclude that anti-cocaine therapy will be morecomplicated, because interfering with cocainebinding also means interference with the bindingof natural messengers."This finding might steer anti-cocaine therapyin a completely new direction," says Dr.Weinstein.Molecular understanding at this level of structuraland dynamic detail is rare in the world ofdrug development, the authors note. Only about15 percent of all drugs have a known molecularmethod-of-action, even though the effects ofthese drugs within the body—after very stringentand controlled laboratory testing—are wellunderstood pharmacologically.#

AUGUST 2008 ■ EDUCATION UPDATE ■ spotlight on schoolsRural Kansas Teacher Makes History Come AliveBy Reni SHulmanIrena Sendler was merely a name lost to historyuntil 1999 when Norman Conard, a historyteacher at Uniondale High School in Kansas, andfour of his students uncovered her story for theirNational History Day project. During World WarII, Sendler, a Polish Catholic social worker, thenin her 30s, saved the lives of over 2,500 Jewishchildren, smuggling them out of the WarsawGhetto in boxes, suitcases, and coffins. Shepreserved papers with the children’s identities injars that she buried in a friend’s garden beforetaking the children to convents and orphanages.Throughout her efforts, Sendler was captured andtortured more than once, but refused to revealany information regarding the jars or her coconspirators.Sendler’s heroism remained largelyunknown until nine years ago, when Conarddecided his predominantly white, Protestant students“needed to be exposed to the world.”Conard encouraged four of his students toinvestigate Irena Sendler’s story from primaryand secondary sources, and ultimately theyturned this research into “Life in a Jar,” a playportraying Sendler’s life. The students wereinspired, and since then, have presented over 250performances around the state of Kansas, as wellas all over North America, and in Europe. “Atage 14 and starting high school, finding this storywith such courage and valor gave me strength,”recalled Megan Felt, one of the play’s originalwriters. The students began to search for the finalresting place of Irena, and when they discoveredshe was still alive and living in Warsaw, they visitedher in Poland and corresponded closely withher until her death this past May. Felt explained,“Irena showed me the power of one person totouch and change people through simple acts ofkindness.”The lasting impact that Sendler’s life has hadHELP! 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 solutionsNext Book in the SeriesHIGH MARKS: REGENTS PHYSICS MADEEASY - BY SHARON WELCHER $12.95Teaches Physics Problems gh MarksAvailable at leading bookstoresor call 718-271-7466www.HighMarksinSchool.comAmericAn School ®high School byDiStAnce eDucAtionour ProgrAmS offer:• Accredited Courses• Secure Access to Grades Online• Chat Rooms• Homework Websites• Course Help Sheetsyou hAve oPtionS• Full High School Program• Credit RecoveryEstablishEd 1897www.americanschoolofcorr.comor call 1.800.531.9268-refer to code 747Norman Conardon the students is largely due to Conard’s unorthodoxteaching method. “Project-based learningmakes the subject come alive for the students.It brings a new element so that they can makeattachments and better appreciate what they’relearning,” Conard told Education Update. “Lifein a Jar” is performed in schools, and, in addition,teachers are provided with lesson guides thatinclude clips from news programs, PowerPointpresentations, and questions to help educatorsconduct lessons on race, ethics, and respect.Conard hopes that “Life in a Jar” encourages educatorsto continue to seek untraditional teachingmethods in order to engage students.A role model for other teachers, Conard is amentor for students as well. He travels aroundthe world with the production and “is alwaysmotivating us to do our best and get our audienceexcited. He gives us the confidence to makeus feel like we can make an impact,” said Felt.Jaime Walker, another member of the cast of“Life in a Jar” who has been with the group since2005, noted how “relatable” Conard is. “He cantalk to anyone of any background or any age. Heis a great listener and never biased; he is yourteacher, mentor, and friend all at once.”Conard’s impact on his students has had nothingshort of a ripple effect on the audiences thatattend the performances. The community ofUniontown, with little diversity and no Jewishstudents in its school district, was inspired bythe project and sponsored an Irena SendlerDay. Moreover, following a presentation inLos Angeles, Felt recalled a gentleman whoapproached her and identified himself has havingbeen saved by Irena. “He didn’t even knowher real name until seeing our performance thatday. For sixty years he knew only of her codename, Jolanta.”The journey of “Life in a Jar” is a poignantstory of respect and heroism. It continues toLYCÉE FRANÇAIS DE NEW YORK. Bilingual and private school from Nursery to 12th grade;. More than 50 nationalities represented on a brand new campus;. Mandarin classes in Elementary and Secondary schools;. Preparation for the Baccalauréat (100% passed in 2007) and New YorkHigh School Diploma;. Graduates attend the most prestigious North American and French collegesand universities.Megan Felt plays the role of Irena Sendlergain national recognition, spreading the lessonsof tolerance and benevolence to groups of allages, religions, and nationalities. As Felt quotedConard, “it is Protestant children from Kansas,who found a Catholic Polish woman, who savedJewish children.”For more information on upcoming performancesand how you can contribute to Life in aJar, visit irenasendler.org. #Reni Shulman is an intern at EducationUpdate.. Information: (212) 439 3834, admissions@lfny.org, www.lfny.orgLYCÉE FRANÇAIS DE NEW YORK - 505 EAST 75TH STREET, NEW YORK, NY10021

10 Education update ■ For Parents, Educators & Students ■ AUGUST 2008The World of animals in the 21st centuryBy Reni ShulmanIn the waiting room of theCenter for Veterinary Care inNew York City, one may temporarilyforget that he is not in hisown physician’s office—at leastuntil the first patient arrives ona leash. There is a comfortabledivan lining two walls, a receptionist’sdesk, and several petmagazines. Dr. Amanda Walterwears a long, white jacket anda stethoscope around her neck.She has been a practicing veterinariansince graduating fromthe University of Florida Collegeof Veterinary Medicine six yearsago. “I’m one of the lucky people,”Walter asserted in an interviewwith Education Update. “Atsix or seven years old I knewI wanted to be a veterinarian. Ithen proceeded to treat all of mystuffed animals.” In high schoolWalter worked in a kennel at a veterinary clinicand with the Humane Society. “Even on bad dayswhen I would get bitten or scratched, I wanted togo back to work the next day,” she confessed.With admission to veterinary schools morecompetitive than ever, Walter’s early choice ofcareer worked to her advantage. All twenty-sevennationwide veterinary schools require an intenselyfocused undergraduate course load in the sciences.The Colorado State University College ofVeterinary Medicine and Biomedical Scienceshad an acceptance rate of 11.62% in 2007 academicyear. According to Cornell University’sCollege of Veterinary Medicine online resources,its admissions formula is divided into 25% gradepoint average, 25% GRE, 5% quality of academicprogram, 20% animal/veterinary/researchexperience, 10% non-cognitive skills, 10% allother achievements and letters of evaluation, and5% personal statement. Students must be fairlyfocused early on to excel in these categories.Veterinary school is not just for those lookingfor professions as a neighborhood veterinarian.“Veterinary medicine is broader than mostpeople realize,” remarked Dr. Ann E. Hohenhaus,Chairman of the Department of Medicine at theAnimal Medical Center in Manhattan. Veterinarywork stretches to a variety of fields includingcancer research, public health and infectiousdiseases, military service, and homeland security.Veterinary school does not however, requireThe Urban VetDr. Walter with Walter (no relation)students to choose a focus or specialty. Dr.Hohenhaus, explained that “everyone is licensedto do everything, though it would be unprofessionalfor me to work with a cow,” in her urbanpractice. After schooling, veterinarians can beginpractice immediately or elect to participate in atwo to three year residency program, where theyspecialize in one of the tens of specialty fieldsthat exist in veterinary medicine. According to theAVMA, the mean first-year salary of all veterinarymedical college graduates in 2007 was $46,128.Currently, the veterinary profession is in themidst of a significant shift from being predominantlymale to largely female. “When I was growingup it wasn’t entirely socially acceptable for afemale (to be a veterinarian),” Hohenhaus stated.“I kept it to myself until I got to college.” Incontrast, women today comprise 80% of enteringveterinary students. After graduation, many ofthese female vets struggle with the time demandsof their professional and family lives. Part-timeveterinary practices often present problems ofaccess of medical care for pet owners, especiallyin case of emergencies. “Veterinary medicineis extremely demanding and you don’t justleave it at the office,” noted Walter. “One possiblesolution might be a shift to larger practices sopeople can have more time with their families.”Despite this personal balancing-act thatHohenhaus and Walter each personally face, theyderive immense satisfaction from their careers.New Aquatic Animal CenterHouses 10,000By Catherine A. McClaveAlmost thirty years later, I am still stoppedin my tracks when I observe a child with hernose squished up against the exhibit glass, asNuka, the twenty-seven-year-old Pacific walrus—anorphan, who I bottle-fed as a 150 lb.Baby—cruises by to check out her newest visitor.While many NYC school-age children may haveaccess to the F train to Coney Island’s beach, theocean’s wonders while only a few miles fromtheir homes is still worlds away from their educationalexperience and career goals. The oceanscover 70% of the Earth’s surface yet remainunavailable for exploration by tens of thousandsof children without education centers like theNew York Aquarium, a division of the WildlifeConservation Society.The twin missions of the New York Aquariumare conservation and education. Among the manyinitiatives that the Aquarium employs to accomplishthese are state of the art exhibitions, entertainmentand special education programs. Raisingawareness about global issues involving aquaticlandscapes and species is central to our mission.The Aquarium is home to more than 10,000aquatic animals including reptiles, amphibians,birds and six species of marine mammals all withunique needs.In May 2008, after years of design and development,the Aquarium has opened a hospitaldesigned to care for sea creatures ranging from apetite 25-gram seahorse, to a 3,000-pound walruslike Nuka.The Aquarium’s Aquatic Animal Health Centerstaff is composed of marine-biologists, veterinarians,water chemists, veterinary technologists andanimal care staff, specialists who not only providecare for the Aquarium’s animal collection but mayalso be asked to contribute scientific expertise onanimal health issues around the world.As the Curator of Aquatic Health, a typical daymight find myself consulting with an aquarist onthe behavior and dietary needs of an octopus, ora shark, or working with an animal behaviorist“I like being able to take care of patients thatcan’t care for themselves,” Walter said. “Havingsomeone thank me for helping his pet makes myday.” Dr. Hohenhaus, who is a third generationveterinarian, asserted, “I can’t imagine what elseI’d have done.” With specialties in oncology andJulie Larsen Maher ©WCSCatherine with Nuka, the PacificWalrus.to develop a training program for a sea lion or asea turtle so our veterinarians can perform healthexams without stress to the animals. When I amaway from the Aquarium, it might be to workin the field supporting conservation efforts forspecies under the threat of extinction or aquaticenvironments in trouble. On the local front, thehealth care staff provides consultation support tothousand’s of NYC fish hobbyists on questionsfrom water quality to fish disease diagnosis. Onthe community front, working with our awardwinning Education Department, countless numbersof high school and college students havebecome “fully immersed” in marine science educationand conservation, through great programslike “Aqua Vet”, designed to teach students aboutaquatic veterinary science and aquariology. Whoknows, maybe one day one of those studentscould find themselves working in Madagascar ona rescue mission saving stranded dolphins, tagginggreat white sharks for conservation biologyin Australia or performing health exams on criticallyendangered iguanas for re-introduction tothe wild on a Caribbean island. The possibilitiesare endless… careers in Aquatic Biology can bealmost as varied as the species of animals foundin the oceans.Catherine A. McClave is the Curator of AquaticHealth Sciences & Living Systems at the NewYork Aquarium. #internal medicine, she appreciates “the strongrelationships I build with the owners and theirpets,” in addition to the actual care she providesfor the animals. “I love the hunt of figuring outwhat’s wrong with the pet. It’s like a good mysterynovel.” #Nursery - Grade 5Providing a rich classical educationand emphasizing a love for the pursuitof wisdom and the development ofexceptional characterOpen Houses Every TuesdaySeptember 16 th - November 18 th(except September 30)8.30am - 9.30amSunday Open House October 19 th10.00am - 1.00pm212 744-7300 - www.philosophyday.org - 12 East 79th Street, New York, NY 10075

AUGUST 2008 ■ For Parents, Educators & Students ■ Education update11The World of animals in the 21st centuryThe Central Park ZooWelcomes Penguin Chicks!The Influence of PETA andAnimal Activism on SocietyThe Central Park Zoo's chilly penguin exhibitis one of the best places to get out of the summerheat, but now there's an even better reason tocool off there: penguin chicks! These adorable,fuzzy creatures might be tough to find at first,but patient zoo-goers will see their furry, littleheads popping up from their nests over the nextfew weeks.The zoo has successfully hatched penguinchicks for 16 years. The year-long processrequires meticulous care and dedication fromboth penguins and zookeepers. Interestingly,many penguin customs sound familiar, like settingthe mood with lighting, finding the perfect"rock," and heading to summer homes with thefamily. These sound like activities people do, butpenguins have much more practical reasons forperforming them.The first step for a successful breeding seasonis the lighting. Zookeepers simulate the Antarcticlight cycle so the birds can adhere to a breedingschedule close to the one they would havein the wild. This careful lighting cues the birdsto the time of year in the Southern Hemisphereand when they should start thinking about buildingtheir nests. When the mating season beginsaround early spring, zookeepers introduce rocks,similar to ones found in the birds' native habitat,into the exhibit. The male penguins search forjust the right rock and present it to the female.She either accepts or rejects it. The male penguindoes this many times until they collect enoughrocks to build a nest. Both parents take turns sittingon the nest, warming the egg, and feeding thechick when it hatches. Once the youngsters startwaddling about, zookeepers bring the family todry "summer homes" to ensure the chicks' downyfeathers stay dry. When their adult, waterprooffeathers grow in, the entire family returns to theirwaterfront property.The Central Park Zoo has just over 60 penguinsof two different Antarctic species, Gentoos andChinstraps. While these types of penguins arenot yet endangered, a new study has shown thatpenguins may be the new canary in the coal mine.The oceans where these animals live are facingmany problems, calling on scientists to work onprotecting seascapes and the animals that inhabitthem.These threats include global warming, overfishing, and the degradation of coastal ecosystems.WCS has worked to protect penguins sincethe 1960s, establishing protected areas wherepenguins breed, and tracking their migrationpatterns to better understand potential threats.WCS-funded researcher Dee Boersma of theUniversity of Washington continues to conductone of the longest, most comprehensive researchprojects on penguins in the world, in PuntaTombo, Argentina.The Central Park Zoo, a Wildlife ConservationSociety park, is located at 64th Street and FifthAvenue. Admission is $8 for adults, $4 for seniorcitizens, $3 for children 3 to 12, and free forchildren under 3. Admission includes entry intothe main Zoo and the Tisch Children's Zoo. Zoohours are 10 A.M. to 5 P.M., weekdays, and 10A.M. to 5:30 P.M. weekends. Tickets are solduntil one half-hour before closing. For furtherinformation, please call 212-439-6500 or visitwww.centralparkzoo.comThe Wildlife Conservation Society saves wildlifeand wild places worldwide. It does so throughscience, global conservation, education and themanagement of the world's largest system ofurban wildlife parks, led by the flagship BronxZoo.Together these activities change attitudestowards nature and help people imagine wildlifeand humans living in harmony. WCS is committedto this mission because it is essential to theintegrity of life on Earth. For further information,visit www.wcs.org #by Naima karpAnimal activism and the struggle to end animalcruelty have been predominant in societysince ancient times. Races such as the Egyptianspraised and honored animals in society, practicingtheir high esteem and respect throughrepresenting gods and holy figures in the formof animals. Nowadays, people are getting moreinvolved and educated, with the help of celebritiesand major informative organizations suchas PETA (People for the Ethical Treatment ofAnimals) and the NAIA (National Animal InterestAlliance). PETA, founded in 1980, is the largestgroup dedicated the conservation of animalrights with over two million members. It battlesthe misuse of animals in the media and fashionindustry, as well as their everyday consumption.Some of PETA’s recent victories include its persuasionof H&M not to sell mulesed wool, whichis the controversial removal of strips of woolbearingskin on a sheep known to be quite cruelby animal activists, and of Subaru to not includegreat apes in future advertisements and commercials.In addition to publicized involvementfrom members including Pamela Anderson, PaulMcCartney, and supermodel Christy Turlington,everyday individuals such as Shane Straightcontribute to spreading animal activism as well.In an interview, Straight says that his decisionnot to eat meat is “not a matter of being wrong,it is a matter of knowing.” In this sense, Straightshares the view of many other activists. This viewis that those who consume the meat are cluelessas to how their meal was raised and killed in aslaughterhouse. These activists strive to informthe public on the process of killing animals,rather than being neatly packaged and sliced onyour local supermarket’s frozen meats aisle. TheNAIA is not nearly as aggressively imposing asPETA, that has performed public outrages such asbombarding designers such as Donna Karan withpersistent protests against their usage of fur, but iseffective from another outlook. Vets, farmers, andwildlife biologists are members of this organization,lending firsthand agricultural and scientificperspectives on the treatment and welfare of animals.Compassion towards animals not only benefitsanimals, but reduces health risks for humansas well, as diseases such as mad cow disease andpsittacosis can be terminal. Psittacosis was spreadthrough birds bred at Rainbow World Exotics, abreeding mill that exercised regular abuse andmistreat of their animals This is primarily a lungdisease, which, due to the contagious nature ofinfected birds, affects humans by showing up ineither forms of a flu or even severe pneumonia, infatal cases. Foods that animals are fed before theyare sent to the slaughterhouse are often carelesslyprepared and tainted for the animal or pumpedfull of chemicals and hormones, which can beextremely unhealthy. #New & Efficient Online DogLicensing Is LaunchedMayor Michael R. Bloomberg and HealthCommissioner Thomas R. Frieden recentlyannounced the launch of a new online dog licensingsystem that will make it easier not only fordog lovers to protect their pets, but also for themto comply with the law. The new application,available at www.nyc.gov, also cuts the waittime for new licenses and renewals more thanin half to approximately 10 to 14 business days.This announcement builds on the commitmentof enhanced customer service, government efficiencyand accountability that the Mayor madea focus of his 2008 State of the City speech. TheMayor and Commissioner Frieden were joinedat the Hillside Park Dog Run in Brooklyn byParks Commissioner Adrian Benepe, AnimalCare & Control of New York City (AC&C)Executive Director Charlene Pedrolie, and NewYork Council of Dog Owner Groups (NYCDOG)Vice President Matthew Parker."I've always believed in the power of technologyto make government more open and accessible to thepeople it is supposed to serve," said Mayor Bloomberg."That's the philosophy behind 311, which now allowsfor the online tracking of service requests, and we'retrying to bring that same philosophy to all City agencies.Now, New Yorkers will be able to renew orobtain dog licenses quicker they have before."#Open HOuseOctober 23, 6:30 pmFARM FesTIVALOctober 18, 11 am - 4 pm7 East 96 th StreetNY, NY 10128A uniquely diverse,coeducational,Pre K-8 independent schoollinking a challengingacademic curriculum with aninnovative farm program.AN INDEPENDENTBOARDING SCHOOL RECEPTIONMonday, September 15, 2008 • 6:30 - 8:30 p.m.101 E. 69th St., New York • Schermerhorn RoomJacket and tie required for gentlemenYou are welcome to come and meet Admissions Representatives from:GOULD ACADEMYBethel, MaineKENT SCHOOLKent, ConnecticutNORTHFIELD MOUNT HERMANNorthfield, MassachusettsTABOR ACADEMYMarion, MassachusettsMILTON ACADEMYMilton, MassachusettsMISS PORTER’S SCHOOLFarmington, ConnecticutLois Gelernt, Director of Admissionswww.manhattancountryschool.org212.348.0952SALISBURY SCHOOLSalisbury, ConnecticutHOLDERNESS SCHOOLPlymouth, New HampshirePROCTOR ACADEMYAndover, New HampshireKIMBALL UNION ACADEMYMeriden, New Hampshire

Profile in EducationAUGUST2008 | EDUCATION UPDATE13NYC Comptroller William C. ThompsonSpeaks Out on EducationBy Emily Sherwood, Ph.D.Although he is widely known for aggressivelysafeguarding the public purse, rooting out wasteand mismanagement in dozens of municipalagencies each year that run the gamut from bankingto health care, New York City ComptrollerWilliam C. Thompson, Jr. is no slouch when itcomes to the subject of education. In 1994, theBrooklyn-born Thompson was appointed to theNew York City Board of Education, where heserved five consecutive terms as its Presidentuntil being elected City Comptroller in 2001,championing parental rights to greater accountabilityand leading the charge for improvedstudent achievement. As he nears the end ofhis second four-year term as City Comptroller,Thompson, whom many view as a leading candidatefor NYC Mayor in 2009, has not only soughtto improve school management through rigorousaudits of Department of Education (DOE) programs,but he has strong ideas on how to improvethe quality and accountability of education in thenation’s largest public school district.During Thompson’s seven year stint as aself-proclaimed “fiscal activist” for the city, theDOE has not been immune from his penetratingspotlight. Indeed, a series of recent audits hasrevealed troubling instances of administrativeineptitude and fiscal mismanagement within theagency’s sprawling bureaucracy. As recentlyas June, the Comptroller announced that theNYC DOE had performed only 42 percent ofits required vision screenings and 20 percentof required hearing screenings. “It’s an atrociousnumber,” decries Thompson in a telephoneinterview with Education Update. “And there’sno follow-up with parents to make sure studentswho are found to require vision and hearing servicesactually receive them.” Other recent auditshave found ineffective management of DOE’sspecial education services (including a lack ofwritten formal policies and procedures for monitoring,tracking and documenting the provisionof special education services), “paltry oversight”of DOE travel expenses, and lax school buscomplaint protocols. While the vision and hearingaudit may result in legislation to correct theproblem, other audits will be monitored one totwo years later to insure that the Comptroller’srecommendations are being implemented.Since his early days on the Board of Education,Thompson has been a strong advocate foraccountability, and in cases where the publicis denied transparency and fairness, theComptroller is intransigent. “Next year whenMayoral control is up for reauthorization – and Isupport Mayoral control and support its reauthorization– I strongly suggest forcing fiscal transparencyupon the Department of Education,” hesays vehemently. Among his recommendationsfor improving such transparency are reinstitutingschool-based budget reports: “The smaller theunits of appropriation, the greater the transparency,”he sums up succinctly. “The Departmentof Education has units of appropriation in the$7 to $10 billion range. That’s too big. Parentsare entitled to know how much their school isgetting. How does it stack up and compare toothers? It is a question of openness and fairness,”he adds forcefully.Thompson has thought a lot about the issuesfacing inner city schools. The son of a judge anda teacher (his mother taught third grade at P.S.262 for over twenty years), Thompson himselfwas a product of the New York City schoolsystem and grew up with “a strong emphasis oneducation in the home.” Were he to be electedMayor, he’d look carefully at some of the innovativeideas guiding the city’s more successfulParenting • Art • MusicDance • Kids Fitness • AquaticsWhere parents and childrencome to play, learn, exploreand have fun together.Find out what the 92nd Street Y can offerfamilies with children ages birth–5 yearsat www.92Y.org and 212.415.5500Be in the know—sign up for eNewsand save 15% on events. For detailsvisit www.92Y.org/eNews92nd Street Y, Lexington Avenue at 92nd StreetAn agency of UJA-Federationcharter schools (“I like some of them, I’ve visitedsome of them,” he adds) and he’d potentiallyscale them up. He’s against the narrowing of curriculumbrought about by No Child Left Behind(NCLB) and its test-driven focus: “Standardizedtests are not the only measure of success. I’vebeen vocal and supportive of physical educationin our schools, of art and music education inour schools, because those are things that keepyoung people involved and interested. Drivenby NCLB, the focus on only standardized examsis a mistake,” he concludes. Thompson hasan exhaustive list of indicators he’d look at inaddition to “skill and drill” metrics: “It is aboutgraduation rates. It is about dropout. It is aboutthe number of students and what they are learning.Have we increased the knowledge base ofteachers, as well as what students can learn?Are we turning out more competitive studentsto compete in a global economy?” he adds passionately.Thompson would also use his leadership tostrengthen the current structure of schools inthe city: “Schools are very loosely tied together.They’re not utilizing the superintendents in oversightor as support mechanisms for the principals.Parents need an opportunity, if they are notsatisfied with their principal, to be able to go to asuperintendent and talk to him or her...Right nowparents are lost,” he explains. Thompson wouldmaintain and empower parent committees, andhe’d also give them the opportunity to evaluatetheir principal. “You’d like to give parentsa voice and let them understand that someonelistens to them,” he sums up.While Thompson is quick to point out thathe’s “not ready to roll everything out,” he leavesno doubt that, were he to be elected Mayor, hewould be a passionate advocate for high qualityeducation in New York City and a caring stewardfor the 1.1 million students within its publicschools. “I’d want to look at best practice acrossthe country, and shape it to fit New York City,”he concludes thoughtfully.#

16 COLLEGES & GRADuate Schools ■ EDUCATION UPDATE ■ AUGUST 2008Harlem Children Society & Dr. Sat Bhattacharya Score an “A”Dr. Pola Rosen accepting Harlem Dream Award from Dr. Sat Bhattacharya(L-R) Sheveen Greene, HCS class ‘02; Pat Goldman, Pres., JEand EZ Butler Foundation and Dr. Sat BattacharyaRecently, Dr. Pola Rosen, founder and publisherof Education Update, was honored by theHarlem Children Society with its “Harlem DreamAward” for her outstanding work in education. Inaccepting the award, Dr. Rosen explained that sheand Dr. Bhattacharya had met years ago sharingtheir dreams and visions for education. QuotingEmerson, Rosen stated that the 100 studentspresent, in pursuing their quest for scientificknowledge were like “men [who]love to wonderand that is the seed of science.” She spoke ofthe importance of tenacity in following one’sdreams≥≥≥≥≥≥≥≥≥≥.The Harlem Children Society started with justthree students in 2000 under the tutelage of Dr.Sat Bhattacharya at Memorial Sloan KetteringCancer Center and has grown to over 650—over275 in New York, to 50 across the country, andover 350 across the globe, mentored by over1000 scientists, engineers and doctors in over100 institutions including Cornell, Columbia,Memorial Sloan Kettering Cancer Center toNASA. HCS’s innovative program engages studentsin one-on-one hands-on science research ina myriad of fields in science, technology, math &engineering.Harlem Children Society (HCS) inductedover 600 high school and undergraduate studentsinto its premier Science, Engineering, andMathematics & Bio/Medical Internship Programin a ceremony at Weill Cornell Medical College’sUris Auditorium. The inductees, primarily highschool students, are all from extremely impoverishedand under-served backgrounds. In theUS HCS student population alone, 95% are ofminority representation, with 58% of them beingyoung women.Dr. Sat Bhattacharya, President and CEO ofHCS, drew everyone’s attention to a series ofstriking screen images above the stage. In adisplay of virtual global unity, HCS in NewYork was simultaneously connected via tele/videoconferenceto its HCS sister sites in the Hopireservation in Arizona, New Hampshire, Florida,Mexico, Kenya, Tanzania, Ethiopia, India andNew Zealand.Educators, community leaders and ambassadorialemissaries from participating countries,including heads of local government—like theKenyan Minister of Higher Education, Science& Technology, Dr. Kilemi Mwiria; AmbassadorGeneral of Ethiopia, Mr. Teruneh Zena, participatedat the different sites.Dr. Sat spoke of students as HCS ambassadorsand their future involvement, saying, “I willreally feel proud when you take the baton andpass it to someone else… It is your responsibilityto get more people involved. Take this messageacross, and spread the word… You are ourHarlem Stars.”Special guest speakers featured Mr. John C.Liu, New York City Council member who proclaimed,“…We’re going to unleash you to theworld, and there’s no limit, no end, to what youcan accomplish…”NYC Deputy Mayor of Education andCommunity Development, Mr. Dennis Walcottnoted how inspiring the HCS program was andemphasized HCS students’ critical role in revitalizingpreeminence in science in the US.Princess Kara Parker-Smith, HCS Class of2005, and rising sophomore at Carnegie MellonUniversity, presented her research entitled, “ShapeMemory Alloys and Applications in the Field ofBiomedical Engineering.” Next, Christian Garcia,HCS Class of 2006, and currently a mechanicalengineering student at University of CentralFlorida, presented his research project entitled,“Hybrid Rocketry & Micro Channel Cooling ofUnequal Circumferential Heating.“HCS then bestowed annual Presidential Honorsand Awards. Ecuador native, Paolo Lizano (HCSClass of 2001), and HCS 2008 Student of theYear honoree, spoke of how his HCS experiencehas led him to pursue his MD/PhD at UMDNJfocused in reversing the effects of post-coronarytrauma and loss of heart function. He thenpresented his high school mentor, Nadia Makar,HCS’ 2008 Teacher of the Year Award in a movingmoment demonstrating the unbreakable bondbetween mentor and student.Dual HCS 2008 Parent/Guardian of theYear Award recipients, Maria Brito and RosaGarcia, grandmother and mother of HCS studentChristian Garcia, both stood at the podium asMs. Garcia said, “Having an education is one ofthe greatest things about this country.” ProfessorSusan Fahrenholtz of Fordham University andHCS 2008 Educator of the Year took a momentto recognize Dr. Bhattacharya’s great heart andwork as a preeminent scientist and leader of theHCS program.Dr. Estomih Mtui, a native of Tanzania andphysician at Weill Cornell Medical College, discussedDr. Sat’s recent visit to Africa and groundbreakingwork in establishing HCS’s program onthat continent. He advised students, “There willbe a lot of sacrifice on your way… requiring alot of hard work, determination, and courage…But with your sacrifice and perseverance, youwill prevail.”The Honorable Andrew Conseen Duff,American Indian Science and Engineering SocietyPresident, and native Cherokee Indian deliveredwhat was at once a speech, yet an experience instorytelling. He offered several challenges to thestudents: first, ”…to contemplate… that herein the United States exist people indigenous tothis land…who existed when the Mayflowerarrived…” His second challenge was for studentsto think about the sciences in the context of bothwhere the students are from and where they’regoing. As yet a third challenge, he urged studentsto evaluate and diplomatically question the oldnorms in their particular fields, for therein are thebreakthroughs.Mr. Duff further discussed the importanceof nature. He began by speaking about water,and drew the audience’s attention to the beadedimages on his shirt, explaining their meaningas water’s equivalence to life. He then turned tocorn and the eagle, and in the Hopi culture, howintrinsically meaningful they are. Mr. Duff drewanalogies to the HCS students, comparing themto the kernels of corn, and to the soaring eagleupon feathered wing.With that, the HCS 2008 Induction Ceremonywas adjourned. The event had officially andeffectively launched HCS students into an excitingprogram where they will work one-on-onebeside their mentors for what promises to be ahighly successful summer.#A degree for creative thinkers ...• Come to campus one weekend a month or one weekevery six months• Do the rest of your studying from home• Earn your degree while continuing to meet your workand family commitmentsContact:Offering:888.828.8575 • www.tui.eduB.A. • B.S. • M.A. • M.A. in PsychologyM.Ed. • Ed.D. • Psy.D. • Ph.D.WANT TO TEACH? Scholarships for Student Teaching.Call Kathleen at 802.828.8552 or email kathleen.murphy@tui.edu

AUGUST 2008 ■ EDUCATION UPDATE ■ COLLEGES & GRADuate Schools 17Dr. Gillian Small Appointed Vice Chancellor for ResearchThe Board of Trustees of The City Universityof New York has appointed Dr. Gillian Small tothe new position of Vice Chancellor for Research.Chancellor Goldstein stated: “Dr. Small is adistinguished research scholar and administratorwho has been serving as the University Dean forResearch since 2003. She is eminently qualifiedto advance CUNY’s science agenda and provideinspired leadership for its research and technologydevelopment.” The Chancellor has proclaimed2005 through 2015 as “The Decade of Science,”which includes investing over $11 billion inconstructing and modernizing the University’sscience facilities.”In her new post, Dr. Small will set strategy forthe University’s research programs with a viewtoward fostering visionary initiatives and newmodels of participation, encouraging informationsharing, and connecting research and scholarlyactivities with emerging opportunities. Centralto this will be the recruitment of distinguishedresearch faculty across many disciplines; supportingfaculty to enable them to achieve eminencein research and scholarship; and obtainingsignificant funding for recruitment and researchinstrumentation.Her major responsibilities include planningextensive new state-of-the-art science facilitiesas part of CUNY’s Decade of Science, such asthe development of the CUNY-wide AdvancedScience Research Center, to be located on thecampus of City College. The Center will househigh-end core facilities for use by CUNY scientistsand support cutting-edge research in photonics,nanoscience, structural biology, neuroscienceand environmental sensing.Dr. Small will also seek to enhance studentinvolvement in research through educationalprograms, research participation and inclusion ofCUNY research in curricula on a broad basis. SheTake your businessto the next levelwith a SUNY degree.will manage a post-doctoral fellowship program,and work to facilitate the involvement of talentedresearchers outside the CUNY community. Dr.Small will also have responsibility for overseeingintellectual property and commercializationof products of University research; developingrelationships with outside research organizations,industry, governmental and non-governmentalfunding sources; and enhancing CUNY’s contributionto New York City’s economic development.Dr. Small said: “The hallmark of a great universitysuch as CUNY is excellence in teaching,research, and public service. Thisis an extraordinarily exciting time as theUniversity undergoes a dramatic expansionof its research facilities and programsduring the Decade of Science. Iwelcome the opportunity to enhance andexpand CUNY’s world-class researchinitiatives.”Dr. Gillian Small joined CUNY in 2001as Associate Dean for Research. Since2003 she has served as University Deanfor Research, where she has guided andsupported CUNY’s research initiatives,ensured compliance with federal regulationsfor research, and had overall responsibilityfor supporting the University’sintellectual property portfolio. She is atenured faculty member in the biologydepartment at The City College.Dr. Small received her Ph.D. in theBiological Sciences in 1983 from theUniversity of Wolverhampton in England.She came to the US in 1985 to performresearch at the Rockefeller University inNew York, in the department of NobelLaureate Dr. Christian DeDuve. Herresearch focus is organelle biogenesis andmolecular regulation of lipid metabolism, andshe has been consistently funded over a 20-yearperiod by the National Institutes of Health, theNational Science Foundation, and the AmericanHeart Association. She has published widely inthese areas and, in recognition of her research,was named an Established Investigator of theAmerican Heart Association (1992-1997). Dr.Small has presented her research at both nationaland international conferences, including asinvited speaker at the 1997 Nobel Conference on“Metabolic Functions, Proliferation and Diseasesof Peroxisomes” in Sweden.In 1988 she joined the faculty at the Universityof Florida where she established her independentresearch program. In 1992 Dr. Small returnedto New York as a faculty member at MountSinai School of Medicine, where she directeda research laboratory as well as being Directorof the interdisciplinary Graduate Program inMolecular, Cellular and Developmental Biology.The City University of New York is the nation’slargest urban public university. Founded in NewYork City in 1847 as the Free Academy, CUNYcomprises 23 institutions: 11 senior colleges, sixcommunity colleges, the William E. MacaulayHonors College at CUNY, the Graduate School andUniversity Center, the CUNY Graduate School ofJournalism, the CUNY School of Law, the CUNYSchool of Professional Studies and the SophieDavis School of Biomedical Education. TheUniversity serves more than 231,000 degree-creditstudents and more than 231,000 adult, continuingand professional education students. College Now,the University’s academic enrichment programfor 32,500 high school students, is offered atCUNY campuses and more than 300 high schoolsthroughout the five boroughs of the City of NewYork. The University offers online baccalaureatedegrees through the School of ProfessionalStudies and individualized baccalaureate throughthe CUNY Baccalaureate Degree. The UniversityTeacher Academy provides free tuition for highlymotivated mathematics and science majors whoseek teaching careers in the city.#THE COLLEGE OF NEW ROCHELLENew Rochelle, New YorkThe Graduate School of The College of New Rochelle (located in Westchester County, NY & easilyaccessible to midtown Manhattan by car or public transportation) seeks three experiencedadministrators with a strong student-centered focus.AvailableImmediately• ASSISTANT DEAN FORCO-SPONSORED PROGRAMS• ASSISTANT DEAN FOR ADMINISTRATION• DIRECTOR OF ART &COMMUNICATION PROGRAMSReview of applications will begin immediately and continue until filled. Details can be foundunder the Graduate School section on our webpage: www.cnr.edu/cnrjobs.htmlOR go to our webpage and click on "Employment Opportunities".The College of New Rochelle is a Catholic college in the Ursuline tradition. We welcome applicantsfrom all backgrounds who will contribute to our unique educational mission.POSNER ADVERTISINGJOB NO: C 3790-0708-072CLIENT: College of New RochelleSIZE: 5 x 3.25PUB: ED UPDATEINSERT DATE: 8/8/08DATE: 7/23/08ARTIST: BillyPAGE: 4REV: 0LINE SCREEN:

18 COLLEGES & GRADuate Schools ■ EDUCATION UPDATE ■ AUGUST 2008Afro-Latin Dance Company BringsNew Ideas to Arts EducationBy Judith Aquinos another wave of budget cuts makesits way through New York Cityschools—74 schools, including prestigioushigh schools, are expectedto have their budgets cut by 5%next year—schools continue to scale back theirart, music, and after school programs. As aresult, educators mustfind other ways to bringthe arts and culturaleducation to their students.Last year, throughsavvy networking, theABAKUÁ Afro-Latindance company treatedstudents at P.S. 137 inLower Manhattan to aspecial 2-hour performance.For many students,teachers, and parents,it was an eye-openingexperience. Studentsfrom 5th grade throughPre-K were moved to“dance in the aisles,”said Emanuel Blackett,a dancer and Director ofDevelopment and Education for ABAKUÁ. “Itwas greatly rewarding for us to see the studentsresponding to our show and enjoying it.”Founded in 2000 by Frankie Martinez, whoidentified the company’s style of dance as ‘Afro-Latin Funk’, the group quickly established itselfthrough innovative choreography and vibrantdancers. By fusing together elements of classicNew York style ‘On 2’ Mambo with Afro-Caribbean folkloric dances, as well as hints ofmodern, jazz, ballet and even some martial artforms, ABAKUÁ’s performances are refreshinglyunique.When the news broke out that ABAKUÁ wouldbe performing again this spring, the studentseagerly anticipated another great show. “Thekids knew that they were coming. The familiaritywas there. Especially in an urban communitysuch as this, kids rarely have an opportunity toexperience and be exposed to such performingarts. They are learning about history and culturethrough this channel. It is a healthy supplementto…the other stuff that’s out in the streets and Ithink the kids themselves are beginning to realize© 2008, visual arts press, ltd.it,” commented Principal Melissa Rodriguez.“I felt that the performance was as educationalas it was entertaining both in terms of the presentationas well as the dancing. Visually it wasstunning. Schools desperately need this. It is rarethat students get to see performing arts of thishigh a caliber,” added Angela Paccione, a musicteacher.(L-R) John Piazza, Emanuel Blackett, Laurie Perez, AishaKoswara, Keren Ashri, Melissa Montero, Jimmy RuizInspired by their success at P.S. 137, Blackettrevealed that ABAKUÁ is in the process ofdeveloping an innovative curriculum with a highschool in Brooklyn that will integrate history andliterature with lessons on body movement andself-expression. For example, to gain a clearerunderstanding of slavery through visual arts, studentswill study dance movements inspired by theact of slavery, such as kneeling and keeping one’shead down in a symbol of oppression. Anotheridea will expand on the use of digital narrativesby having students compose a personal narrativeand use facial expressions and movementsto express the emotions contained in their story.“One of our oldest goals as a company has beento inspire others to find their own creative expressionsand to think of Afro-Latin dance as a viableart form,” Blackett explained.Although these plans are still in a nascent stage,ABAKUÁ looks forward to helping schools findnew ways to uncover the wealth of knowledgethat lies in dancing. As dancer and choreographer,Agnes de Mille once said, “the truest expressionof a people is in its dance and in its music.” #FOR ARTISTS WHO WANTTO BECOME TEACHERSThe School of Visual Arts offers a Master of Arts in Teaching (MAT) in ArtEducation. Coursework can be completed in a 36 credit, three-semesterprogram, or in a part-time two-year program, leading to a New York StateInitial Certification in Art. The MAT curriculum centers on a communityorientedapproach to art education. The faculty of artists offers expertisein a range of areas, including arts-integrated curricula, technology andmuseum education.For further information, please request a Graduate Programs catalog fromthe Office of Admissions, 212.592.2107, or gradadmissions@sva.edu orwww.sva.edu209 East 23 Street, New York, NY 10010-3994Tel: 212.592.2107 E-mail: gradadmissions@sva.eduWeb site: www.sva.eduMUSIC, ART & DANCEMusic Heard Around the World:The Lincoln Center Institute& Scott Noppe-BrandonScott Noppe-BrandonBy Naima Karp and Karla Reynadohe Lincoln Center Institute is a centerdedicated to the arts, and itsprogression in education. Starting in1975, the Lincoln Center Institute’spurpose was to conjoin arts and education,creating an educationally open-mindedenvironment for students. This was accomplishedthrough teaching via art pieces rather than dense,boring classroom books that students usuallydread. The nature of the Lincoln Center Instituteis curious, reflective, and informative for boththe mentor and the student. Students and teachersalike can attend enjoyable performances, whilethey both learn new things.Recently at Lincoln Center, educators from 38states and 9 countries visited to attend, includingdiverse individuals from places like South Koreaand Puerto Rico. These educators came to learnand disseminate information about music andthe arts back home. Sones de Mexico, a uniquegroup of musicians and dancers from Mexicogave the audience insight into their culturethrough their outstanding performance. One ofthe most memorable components of this groupwas the zapateado, or foot tapping, performedby Lorena Iñiguez. Stylistically, it ranged fromseductive dress-swishing moves to the hardstep dancing performed on a wooden platform.Iñiguez‘s feet stayed light and constantly moving,never missing a beat. During the performance,the looks on the group’s faces as eyesconnected and smiles met proves that incrediblemusic is created by not only pure talent, but atrue sincerity and animation.Scott Noppe-Brandon, the executive directorof the Lincoln Center Institute, gave a resonatingand impassioned speech. Noppe-Brandonexplained how the musical world is not only aform of entertainment, but also one of educationfor our youth. Talking about arts as an educationidea in schools, he said, “We need to reframethe conversation” and shed a different light onthe arts, a more educational and academicallyrelated one.Maxine Greene, a well-respected teacher, lecturer,and author, was also present at the performance,sharing her passions, experiences, andattitudes toward life. “Imagination can summonup wonders and horrors; we have to use imaginationto realize what we dream about. Openwindows, open doors, come together to dreamabout what we can do." Maxine Greene continuedspeaking about how important perceptionis, in the sense of seeing life as extraordinary orordinary. Her words were greeted with a standingovation.As soon as Sones de Mexico took the stage,Maxine Greentheir humble disposition and appreciation ofMexican culture was obvious. The music wasflooded with different sounds, never clashing,but almost melding to create an ethnically diversemedley of traditional European and Mexicanmusic. The set also added sounds with a Santanalikevibe to it, Latin music with hints of energeticrock n’ roll thrown in. A predictable Mexicanstyle was replaced with newfound diversity.As Scott Noppe-Brandon remarked, earlier,“imagination, creativity and innovation” areessential ingredients in bringing music educationto students around the world.#Naima Karp and Karla Reynado are interns atEducation Update.

AUGUST 2008 ■ EDUCATION UPDATE ■ COLLEGES & GRADuate Schools 19By Anita ReetzProblems in Rwanda include a populationdensity of almost 9 million living on 26.34 kmsquared (half the size of Scotland and near doublethe population). The Belgian colonizers called itLand of a Thousand Hills, Pays de Mille Collines.Since humans have been living in the Great RiftValley that extends from Syria through EastAfrica to Mozambique for over 3 million years,it's not surprising that the land is overworked.Subdivided for countless generations, familyfarms have been reduced to plots averaging anacre or less. With plots so small, subsistence itselfis not assured. Over 36% of Rwanda's populationis undernourished according to the FAO.The beautifully green hills embrace both ablessing and a curse. The altitude of much ofRwanda conveys the blessing of spring-likeweather year-round. The population lives mostlyone to two miles above sea level (1600-3200meters), which prevents tropical diseases likemalaria, cholera, dengue, tsetse fly transmittedtrachoma, and other diseases. The temperatureaverages a very pleasant 70-80 degrees F most ofthe year. The curse is erosion. The land receivesadequate rainfall (900-110 mm/year), which issomewhat concentrated in the rainy seasons fromMarch-May and August to September, but nomonth is without rain. Unfortunately, the rainfallover the millennia of farming has eroded the hillsand washed away the topsoil. Intensive agriculturehas exhausted lowland soil as well. So, inthe land of “eternal spring”, the soil is ancientand exhausted.Also, agriculture is not diversified and I'm notsure why. Maybe because it's subsistence, peoplegrow what they need to eat, which is potatoes,taro, cassava, beans, varieties of bananas, avocados,not much rice as there is little flat land, and afew garden vegetables like carrots, peas, red andwhite onions, greens somewhat like spinach, andtomatoes. There are two grazing animals: cowsand goats. The former are so valuable they arestill a measure of wealth given to “buy a bride”;the latter are everywhere. Goats are raised to multiplyand be slaughtered for meat, which appearson an average rural family's plate only a fewtimes a year. Chickens and their eggs are a mainsource of protein.“Chickens” brings up the story of the fourorphans we got to know in western Rwanda,in Kibuye. Imaculee is 14, Mutazabi 12, Eric10, and Shaban 4. Their parents died of AIDsa few years ago. A British couple, Helen Perryand Patrick Walsh, who worked in Kibuye at theKigali Health Institute (KHI) in 2007, reachedinto their pockets and lifted them out of starvation.Orphans are entitled to acquire land fromthe government as part of the post-genocidesocial help policies of the present Kagame government.Helen and Paddy supplied the cash andthe church community built a small four-roomhouse for the kids, latrine outside, along withthe cooking area. The house is built on a cementslab, but there is no electricity or running water,which is the case for most dwellings in Rwanda.The latrine is an outhouse maybe 20 feet fromthe front door. Helen and Paddy also bought fivechickens and four goats, and set up an accountat a Kibuye store, whose owner they trusted, sothat the kids could get food (potatoes, taro, rice,beans, other staples) on a regular basis. Jim andI followed Helen and Paddy into the KHI guesthouse on the Kibuye campus and Jeffrey becameour houseman after he had worked for Helen andPaddy. Jeffrey was the liaison between us, themuzungu (white foreigners), and the orphans.Jeffrey told us that the kids had been instructedto collect the chicken eggs, eat a few and keep afew warm to hatch, so there would be a balancebetween consuming the capital and generatingmore. At first, they ate all the eggs. “They areonly children,” Jeffrey apologized, and reinstructedthem on hatching eggs. Jeffrey continuedto check in on the kids who live high up on oneRwanda and Four Kids On Their Ownof hills above Kibuye. But recentlyhe hadn't seen any of their chickens.Where were they?Jeffrey and I decided to go andsee the kids. The sun was bright at 9am when we got in the car to driveas far as possible to their house. Wewould walk the rest of the way. Iwore sneakers, jeans, a T-shirt anda long-sleeved work shirt, havingsome idea of struggling through thejungle and needing to be covered. Itwasn't necessary. In places the pathwas about 8 inches wide with a virtualcliff on one side, in other placesan SUV could drive through. Wepassed a few houses, all with littlekids in front calling “Muzungu!!”The overwhelming sensation was thequietness, the green rolling hills thatwe were walking up and down, andup and down again. The nicest housealong the way was about 5 X 10meters and had framed windows. Idon't remember window glass, butthe openings looked standard size.It was mud-colored and there was afence in front and several cows, grazingnearby. We walked for an hour,talking about Jeffrey’s plan to go touniversity in Gisenyi, about the kidsand the countryside.I said Mwaramutsei (good morning)to everyone along the way,mostly because I didn't want to getfishy looks. I waved and smiledand that relaxed people we passed.Jeffrey said Helen and Paddy and Iare the only whites they've seen inthat area in quite a while.I didn't recognize the kids when wecame upon them. They had on dirtydark blue and brown clothes andno shoes. They just sort of blendedinto the brown earth they were sittingon. It was Eric and Shaban withthree other kids. Jeffrey said “It'sthe children,” and I registered thatit was in fact. We took their handsand started off toward the house.INTERNATIONAL EDUCATIONcontinued on page 20Education UpdateAugust 2008 IssueP.O. #: 212265 5 ⁄8 x 7 3 ⁄8(L-R) Jim McGifffert, four children & Anita Reetz in RwandaImagine yourself as a caringand innovative teacher.Becoming a Teacher:A Forum for Career ChangersWednesday, August 27, 5:30 – 7:30 PMBank Street College Graduate School of Education610 West 112th Street, New York, NY 10025-1898www.bankstreet.edu 212.875.4404INNOVATION INTEACHING AND LEARNING

20 COLLEGES & GRADuate Schools ■ EDUCATION UPDATE ■ AUGUST 2008The Power of Imagination: Four Outstanding Museum EducatorsRwandaBy Dawn PapandreaSure, visiting a museum can be fun for kids,but according to Janet Rassweiler, a facultyadvisor in the museum leadership program atBank Street, and a 1983 graduate of that program,very serious and deep thinking can—anddoes—take place. “When classes or families visitmuseum programs,” she says, “they are discoveringtogether.”Here are four children’s museums with educationprograms led by Bank Street alumni that areworth discovering:Noah’s Ark at the Skirball Cultural Center in LosAngeles opened in 2007 and is centered around,not surprisingly, the ancient flood story of Noah’sArk. Using indoor galleries, an outdoor park andan amphitheater for performances, students worktogether to experiment with sight and sound tomake storms, take part in obstacle course-likeadventures aboard the ark, participate in artistic andcreative activities, and ultimately explore themesof hope, diversity and the human experience.“For the most part, it’s about opening a new dialogue,”says Marni Gittleman ’94, exhibit developerand head of Noah’s Ark. In addition, thereis ongoing collaboration with area educators toensure Noah’s Ark’s experience is relevant to localstudents. Gittleman says to develop this exhibit,she put into practice the Bank Street model: “Goto your intended users and look for relevancy tocreate a learner-centered experience.”The Smithsonian National Air and SpaceMuseum in Washington, D.C. recently launchedan initiative to help preschoolers become excitedabout flight, including a storytelling program anda family kite project. Diane Kidd ’80, the newlyappointed early childhood program manager,explains that kids are much more engaged whenthey have “a hands-on activity to do as opposedto just listening to a story.”Kidd’s says her two master’s degrees in earlychildhood education and leadership in museumcontinued from page 19Oh, we're almost there I thought. Jeffrey readmy mind and said, “Not yet”. We walked for atleast another couple of miles, passing a threeroomschool house, up and down countless morehills. We saw some stunning views of Lake Kivu.I could see that we lived on a finger of the giganticlake, which stretched out to infinity, and thoseamazingly green hills with terraced farming thatreached up to the heavens.The kids' house was down in a little valley.A dilapidated mud brick hut stood in front ofit and then the four-room house. A stucco-likeplaster covers the exterior halls. It's very darkinside. The “front room” is about 6 feet by 8 feet,furnished with a wooden table. The three boyssleep in another small room to the right, whichhad one big bed with a mattress and a very dirtybedcover. There were some pegs on one wall anda little shelf on the other. One window, maybe 18inches square, had shutters that allowed a smallamount of light into the room. The other roomswere locked. One of the rooms serves as a storeroom for supplies, which was locked to preventtheft. Immaculee wasn't there, nor was Mutabazi,the oldest boy.Then the uncle appeared. This is the kids' unclewho lives just down the hill with his wife and anuncountable number of children. Uncountablebecause whenever Jeffrey asks the kids how manychildren the uncle has, they say they can't countthem all. This is the man who removed the fourchairs Helen and Paddy had bought for the kids toput around their wooden table to create a sit downeating place. When Jeffrey visited and saw thechairs missing and found out that the uncle hadtaken them, he demanded that he return the chairsto the children. We heard the story of the swipedchairs over dinner one night. “He doesn't care.Nobody cares about the children. Everybody is soBANK STREET COLLEGE OF EDUCATIONeducation from Bank Street havedaily practical application. “BankStreet gives a very good theoreticalframework,” she says. “It teaches youthat each child is unique and how tofigure out the best way to get thatchild to learn.”Bank Street’s framework helpedKidd in her previous position at theSmithsonian’s Hirschorn Museum,where she helped children makeconnections in the galleries by, forexample, bringing in a real life dancerto work with children as theyviewed sculptures of dancers.The Family Exploration Series atthe Corning Museum of Glass inCorning, New York, takes childrenon a world tour via pieces of glassfrom different regions. The glassopens up discussion about the food,dress and customs of each ethnicgroup, along with song and danceperformances.“It’s a great family day at the museum,”says Amy Schwartz, the museum’sdirector of development educationand The Studio, an educationaland artistic glassworking facility that is a departmentof the Corning Museum of Glass. A 2007graduate of Bank Street’s Leadership in MuseumEducation program, Schwartz also coordinates themuseum’s developmentally appropriate, curriculumbased programs, a concept she says she tookstraight from Bank Street. “Instead of running thekids through the museum to see everything,” saysSchwartz, “we focus on one theme that is relatedto what they are studying in school.” So first gradersstudying symmetry would go exploring forexamples of symmetrical glass.The Franklin Institute in Philadelphia offers avariety of must-see exhibits for families and classselfish!” Jeffrey complained. So here is the guy,somewhere in his forties, in sleeveless T-shirtand dark trousers of indeterminate color, sizeand shape, walking up the hill to greet us. Whattranspired over the next twenty minutes was aserious conversation in Kinyarwanda about thechildren, the goats, the chickens, responsibilityand caring…I think.In a pause in the conversation, Jeffrey translatedfor me. It seems the chickens were eaten. Itwasn't clear who had eaten the chickens. Perhapsone can't ask so direct a question in this culture.So replacing the chickens was the issue. Iwanted to move this discussion along and said,“what if we buy ten chickens and the uncle getsfive and the kids get five and the price of hisfive is watching over all ten?” Another long conversationensued. Jeffrey offered that the uncleget three chickens and the kids get seven andthe uncle would create some enclosure for thechickens. Then cleaning the enclosure would benecessary. Who would do that? Their conversationcontinued. Finally, it was agreed that at themarket next Friday the uncle would come and wewould buy ten chickens and he would bring themback to the two houses.A day later, we learned that the kids didn't eatthe chickens. Immaculee sold the chickens. Thereseems to be a boyfriend in the picture. Jeffreyworked long and hard in conversation with hera night later. He explained that the chickensbelonged to the family and she shouldn't sellthe family's chickens and keep the money. Sheshould ask permission from Jeffrey before sellingany chickens or goats. It turns out she soldall five chickens and also sold two goats. Thereis no evidence of anything new in their house.She said she bought some body lotion and someshoes…but the prices for the chickens should beabout 1800 Rwf each and the goat, bought for12,000 Rwf, she sold for 6,000. 20,000 Rwf (alittle less than $40) is half a month's salary forThe Franklin InstituteDr. Catherine Lordcontinued from page 7supported by the Simons Foundation. Shewas chair of the Early Intervention in AutismCommittee at the National Academy of Science.She received the Irving B. Harris Early ChildhoodLecture Award in 2004 and was a Finalist forthe New York University Child Study CenterScientific Achievement Award in 2005.Dr. Lord received her Ph.D. in psychology andsocial relations from Harvard University. She hasheld academic positions at the University of NorthCarolina, University of Minnesota, University ofAlberta, the London Medical Research CouncilChild and Adolescent Psychiatry Unit, HarvardUniversity (Children's Hospital) and Universityof Chicago. Dr. Lord has published extensivelyon the diagnosis and treatment of AutismSpectrum Disorders.Dr. Lord will be on sabbatical for the 2008-2009 from the University of Michigan Autism andCommunication Disorders Center and the Centerfor Human Growth and Development, wheremany Rwandans.Immaculee stonewalled Jeffrey's questioning. Wedecided to wait a bit until the story of Immaculeeand the mystery boyfriend became clearer.Meanwhile, the kids went through some emotionalturmoil, and then quieted down. Immaculeewas not content doing all the work: washing,cooking and taking care of the beans as wellas her youngest brother, Shaban. Mutabazi andEric went to school for half a day each day; theirschool has double sessions because of overcrowding.Immaculee announced to all that she wantedto leave, and we understood. Jeffrey asked herto give us time to find someone to come in andcook for the three boys. She agreed, but within aweek simply disappeared without a word. We gotThe Smithsonian Air & Space Musemtrips including the Amazing Machine, The GiantHeart, Train Factory and KidScience Observatory,along with traveling exhibits like Star Wars andReal Pirates.Rita Mukherjee Hoffstadt, senior exhibit andprogram developer, and 2002 graduate of BankStreet’s Leadership in Museum Education program,says it’s the free-choice environments,where children pick and choose how they want toexplore, that help them connect with the science.“Our goal is to take something that could just bein a science textbook and go much more beyondthat,” she says.Hoffstadt says she’s applying her Bank Streettaughtteamwork skills and learning theorieseveryday in her job, where she combines theexpertise of scientific advisors and designerswith her own background, to create fun and educationalexhibits. Next up? The Changing Earthexhibit, which opens in Fall 2009.If you’re interested in learning more aboutthe work these museum education alumni aredoing—or about the museums themselves—hereis their contact information:Marni Gittleman, Skirball Cultural Center,mgittleman@skirball.org ⁄ www.skirball.orgRita Mukherjee Hoffstadt, Franklin Institute,rmhoffstadt@fi.edu ⁄ www.fi.eduDiane Kidd, Smithsonian National Air andSpace Museum, kiddd@si.edu ⁄ www.nasm.si.eduAmy Schwartz, Corning Museum of Glass,schwartzaj@cmog.org ⁄ www.cmog.org #she is Professor of Psychology, Psychiatry, andPediatrics in the College of Literature, Science,and the Arts at the University of Michigan inAnn Arbor.Dr. Lord can be reached at the NYU CSCby calling 212-652-1904 or Catherine.Lord@nyumc.org.About the NYU Child Study CenterNew York University Child Study Center isthe nation's leading organization for research,prevention and treatment of child and adolescentpsychiatric and learning disorders. Through science-basedclinical care, cutting-edge research,expert professional training, and extensive publiceducation, the Center strives to generate newknowledge about child mental health, improvethe practices of healthcare professionals whoserve children, and influence child-related publichealth policy. Most importantly, the Center provideshope, help and care to children and theirfamilies who suffer from these disorders.The NYU Child Study Center is committed togiving children back their childhood. To learnmore, visit AboutOurKids.org. #a neighbor to come in and cook one meal a dayfor the boys, which is all they eat. Within twoweeks Immaculee was back without explanation.Meanwhile Mutabazi had taken over running thehouse. He started cooking and doing the laundrywith Eric. Now that Immaculee was back,a power struggle of sorts ensued. Immaculee'sbrothers accused her of eating some of the familyfood while she was cooking it, or before the boyscame home from school, so Mutabazi wanted todo the cooking for all when he returned home.More discussion. Their solution was to “permit”Immaculee to cook on the promise that she onlyeat with the others. We haven't yet moved aheadon replacing the chickens. #

AUGUST 2008 ■ EDUCATION UPDATE ■ COLLEGES & GRADuate Schools21The DEAN’S COLUMN/ (10a + y)HowlersThe above four cancellations were such that 33 2 32 2= =by alfred Posamentier, Ph.d. when canceling the a’s the fraction was equal 8 3 0 80 5Now that the summer is upon us, we need to to x/y.seek some recreation in mathematics. Here is one Therefore, ((10x + a)/(10a + y)) = x/y. 33 38 5235 32 27that will entertain you and will give you some This yields: y(10x + a) = x (10a + y)= =insight into the nature of numbers. So just have10xy + ay = 10 ax + xy 888 3080 16 5fun!9xy + ay = 10 axStudents sometime provide us with some ideas And so y = (10ax) / (9x + a)138535 18 27= =for exploring mathematical oddities. How often At this point have students inspect this equation.They should realize that it is necessary that88 3 45 0 80 45 16 5do we see students do something entirely mathematicallyincorrect and still end up with the x, x\a y and a are x\a integers since they were digits inowlersHowlers1 213243546569 9correct answer? This could BY ALFRED even lead POSAMENTIER, studentsBY ALFRED the numerator PH.D.POSAMENTIER, and denominator PH.D.13 2 78518 25 25of a fraction. Itthat the summer to justify is Now Howlers11their upon that wrong us, the we summer work need because to is is seek upon some it us, producedrecreation we need to is in seek now mathematics. their some task recreation to Here20find is in the one mathematics. values that30 20will of a entertain and 40 30Here x is for is you one 50 40that will 60= = 5060entertain you 4ill give you the some right and insight result. will into give Let’s the you consider nature some of insight the numbers. reduction into So the of just BY nature have ALFRED which of fun!numbers. y will POSAMENTIER, also So be just integral.have fun! PH.D. 11 12 13 14 15 90737450418 = 511 12 13 14 15 = 45 70 14 5 9018 = 5nts sometime fractions. provide Students Now us that with sometime the summer ideas provide is for upon us exploring us, with we some need mathematical ideas to To seek foravoid some exploring oddities. 2 a recreation lot ofmathematical How algebraic often in do manipulation oddities. we see students Howyouoften dodo we see students do20mathematics. Here60is one that 16will entertain you22 7805325 1 1005thing entirely In mathematically his something and book, will Fallacies give entirely incorrect you some mathematicallyMathematics*, and insight still end into up incorrect the E.A. with nature the might and of correct numbers. stillhave end answer?20students up So with just This set have the could up correct fun! 60a even chart answer? lead80which students Thiswillcould 100toeven 120lead = 120students toy their wrong Maxwell work justify Students refers because theirto sometime it the wrong produced following work provide the cancellationsbecause right result. with produced some Let’s as ideas generate consider the for right exploring values the result. reduction of Let’s mathematical y from of consider 19 fractions. y = (10ax) the oddities. reduction/ (9x How + a)21 of often fractions. do we 22see students 23 do 24 = 51921 22 23 24 = 5 =73 72 0670 2 14book, Fallacies howlers: in In something Mathematics*, his book, entirely Fallacies E.A. mathematically Maxwell in Mathematics*, refers incorrect to E.A. the following and MaxwellRemind still end cancellations themrefers up thatto with thex, the following as y correct and howlers: a cancellationsmust answer? be This singleas could howlers: Aside even pAside lead fromfrom students providingproviding to an algebraic application, which can be used to introduce a number of important topan algebraic application,which can be used to introduce a number ofjustify their wrong work because it produced1digit the right16integers. Below is a portion of the table theywill construct (SEE CHART I below). Notice important topics in a motivational way, this topic12 6 2=4 6 4 = 6 5 =2 63 result. Let’s consider the reduction of fractions. motivational 16 3 1way, this topic can also provide some recreational activities. Here are some more of these “howler35 that the cases 2In his book, Fallacies in Mathematics*, E.A. Maxwell refers46 5 = 30 to the 60 30 60following cancellations 120 as 150 120howlers: 180 = 150 18043 82 644 516 15where x = a are excluded since can also provide some recreational activities.Begin your presentation by asking students to (x/a) = 1.Here are some more of these “howlers.”n your presentation reduce to Begin by lowest 6 4 = 2 6 2asking your terms 4students presentation the following to reduce by asking fractions: to lowest students terms to The the reduce following portion 6to 5 = 28 29 28 29 31 32 313332 334 8 4 7 = 24 5 5 4 2 4 4 24 9 24 1Aside from providing an algebraic=application, which can be=used to introduce a number7 6 5 4 6 3607 4 lowest 5of fractions: Chart terms the I following already fractions: generatedtwo of the four integral values of y; that is, when19 26 16 4919 26 4945 = 82 7 9 96 = 96 = of important top44 motivational way, this topic 360 can45 = also 8provide some recreational activities. Here are some more of these “howler4 8 4 4 5, , , Begin ,.your presentation , , by asking . students to x = reduce 1, a = to 6, lowest then y = terms 4, and the when following x = 2, fractions: a = 6, and 495 65 16 64 98 After 19 95they 65 26have reduced 9888447 8 = 4 5 5 4 2 4 4 24 9 24 1==474 549After to lowest they have terms y = reduced 5. each These of to values the lowest fractions yield terms the in each fractions the usual of the 16/64 manner, fractions and askin the usual manner, askthey didn’t simply After they why do it , have they in the didn’t reduced following , simply to , lowest way:do it it .in terms the following each 26/65, way: respectively. The remaining two integral 8 4 8 4 7 = 6 5 4 4 65 4 5 5 7 4 2 742 4 2 4 9496 = 96 = 4==7 6 5 4 5 4 6 7 4 2 4 2 7of the fractions 64 in 95 the usual 65manner, 98 ask After why they have values reduced of y will to lowest be obtained terms when each x of = 1, the and fractions a = 9, in the usual manner, ask1 didn’t simply 16do it in the following way: yielding y = 5, and when x = 4 and a = 9, yielding=4y = 8. These yield the fractions 19/95 and 49/98,61why they4 =9didn’t simply do it in the following 9 way:4 8 4 8 4 4 53 2 4 3 3 6 4 8 6 6 31614respectively. This should convince students that119there are only four such fractions composed of=6 4 =8 4 8 4 7 = 4 5 4 5 5 4 2 4 2 4 4==7 = 6 5 4 5 4 6 = = 7 4 2 4 2 7The portion of the chart pictured above already generated two of the four integral values of y; that is, when x = 1, a = 6,two-digit numbers.5915 =The portion of the chart pictured above already generated two of the four integral values4 3of y;2that 4is, when4x = 1,8a 6= 6,4 8 8 44then y = 4,thenand wheny = 4,x =and2, awhen= 6, andx =y2,=a5.=These6, andvaluesy =yield5. Thesethe fractionsvalues16/64yieldandthe26/65,fractionsrespectively.16/64Theand 26/65, respectively. The195remaining tworemainingintegral valuestwo integralof y willvaluesbe obtainedof ywhenwill bex =obtained1, and a =when9, yieldingx = 1,y3= and5,2anda 4= 3when 9, yielding 3x = 4 andy 6a ==5, 49,and 8 6 when 6 x = 34 and a = 9,1Students may now wonder if there are fractionscomposed of numerators and denominators22965 =yielding y =yielding8. Theseyyield= 8.theThesefractionsyield19/95theandfractions49/98,19/95respectively. 14 7and 1 49/98, This should 14respectively. convince 7 studentsThis should 8that thereconvincearestudents that there are=of more than two digits, where this strange type5625 =only four such fractions composed of two-digit numbers.5only four such fractions composed of two-digit numbers.Students may now wonder if there are fractions 7 1 composed 4 68 = 68 = = 7 0 = 8 =4 3 2 4 4 8 6 4 8=8 4of numerators 34 and 9denominators 8 7 8 0 4of more 9 than two digits,2 65Students may now wonder if there are fractions composed of numerators and denominators of more than two digits,2of cancellation holds true. Have students try thistype of cancellation with 499/998. They should4 14695 =where this strangewheretypethisofstrangecancellationtype ofholdscancellationtrue. Have studentsholds true.try thisHavetypestudentsof cancellationtry thiswithtype499/998.of cancellationThey shouldwith 499/998. They shouldfind that14 7 1 4 14 7 88451find that14 2 8 5 7 1 1 2 = 2 1 3 4find that= =8 298 = 8 =4 9 4 128 = =is point your students At this will point be somewhat your students amazed. will be Their somewhat first reaction amazed.Soonistheyprobably Theirwill firstrealizeto reaction askthatif this is may probably be done to ask to any if if this may be done to anyon composed of two-digit fraction 9composed 8numbers 2of of this two-digit sort. Challenge numbers of your Soon this students they sort. willSoon Challenge realizetheyto find thatwillanother yourrealize studentsthatfraction to (comprised find another offraction 14 2 8 (comprised 5 7 1of 1 2 8igit numbers)Atwherethis two-digit At thispoint pointyourtype numbers) of yourstudentscancellation students wherewill this willbewillsomewhattype be work. somewhat of cancellation Students amazed. might will 49 Their cite work. (55/55) first 499Students reaction (5/5) 4999might is probably 1 cite as 49999 an (55/55) illustration to ask (5/5) if this = may 1 as be an done illustration to anyis type ofamazed.cancellation. ofTheir this Indicate typefirst ofreactionto cancellation. themisthatprobablyalthough Indicatetothis toaskthem will hold that although= 499997 6 7 1 2 3 2 8 7 7 3 2 4 3 2 4 3 2 4 3 349 499 4999true for this multiples will=hold of true=eleven for all yielding multiples= .... 4 2 8 5 7 13 = 5 7 1 4 2 2 1 3 43 = 8 5 7 1 4 2 6 3 =fraction composed of two-digit numbers of this = sort. Challenge your students to find another two-of fraction eleven (comprised yielding two-of98=998=9998= ....99998 8 7 6 7 1 2 2 8 8 4 3 2 3 2 4 3 2 4 4results, it is trivial, two-digit and results, our concern numbers) it it is is trivial, will where be and only this our with type concern proper of cancellation will fractions 98be only 998 will (i.e. with work. whose 9998 proper Students value fractions 99998 is less might (i.e. than cite whose one). (55/55) value = is is (5/5) less = than 1 as one). an illustrationif this may be done to any fraction composed ofbetter class, or one For of this that a better type has a of class, good cancellation. or working one that Indicate knowledge has a good to them of working elementary two-digit numbers of this sort. Challenge your16that although 166 knowledge 16algebra, 1666 this 166 of you will elementary may hold 1666wish true algebra, for to16666“explain” all multiples you may this166666 of wish eleven to “explain” yielding twodigitresults, it trivial, and our concern will be = only with proper fractions (i.e. whose value is less than one).this type ofthistion. That is, why situation. are the four That fractions is, why above are the the four only fractions ones (composed above the of only= 16666two-digit ones (composed= 166666 =numbers) where of two-digit=7 6 7this type numbers) ofwhere=1....2 3 2 8 7 7 3 2 4 3 2 4 3 2 4 3 3students to find another fraction (comprised of 64=664=6664=66664= .... 1 0 2 5 6 41 1 = 3 2 4 3 2 4 3 3 = 4 5llation will hold true?cancellation For a better will class, hold or one true? that has a good working 64 664 knowledge 6664of elementary 66664 666664 666664algebra, you may wish 8 7 to 6 “explain” 7 1 2 3 this 2=8 8 4 3 2 4 3 2 4=3 2 4 4two-digit numbers) where this type of cancellationwill work. Students might cite (55/55) =students consider Have situation. the fraction students That (10x consider is, + why a) / are (10a the the fraction + y) four (10x fractions + a) above / (10a + the y) 19only 199 ones (composed 1999 of 19999 two-digit numbers) 199999 41 0 2 5 6 4 4 4 3 2 4 3 2 4 419 199 1999where this type ofbove four cancellations The above were four such cancellations that when canceling were such the that a’s when the fraction canceling= 19999was the equal a’s= 199999cancellation will hold true?=to the x/y.fraction was equal to x/y.....(5/5) = 1 as an illustration of this type of cancellation.Indicate to them that although this will hold95=995=9995= =99995= .... = =efore, ((10x + a)/(10a Therefore, Have + y)) students = ((10x x/y. consider + a)/(10a the + fraction y)) = x/y. (10x + a) 95 / (10a 995 + y) 9995 99995 999995 999995 1 0 2 5 6 41 1 3 2 4 3 2 4 3 3 4 54 8 4 8 4 8 4 = 4 5 9yields: y(10x + a) = This The x (10a above yields: + y) four y(10x cancellations + a) = x (10a were + y) such that when 26 canceling 266262666 the 266 a’s the 2666 fraction was 26666 equal to x/y. 266666true for all multiples of eleven yielding two-digit= 26666 = 26666610xy + ay Therefore, = 10 ax + ((10x xy10xy + a)/(10a + ay = 10 + y)) ax = + x/y. xy =....results, it trivial, and our concern will be only 65=665=6665= =66665= .... = 8 4 8=4 8 4 7 5 2 3 8 0 = 5 41 0 2 5 6 4 4 4 3 2 4 3 2 4 47 9 5 2 3 8 0 89xy + ay This = 10 yields: ax y(10x 9xy + + a) ay = = x (10a ax+ y) 65 665 6665 66665 666665 666665with proper fractions (i.e. whose value is lessso y = (10ax) / (9x And + a)so y = (10ax) 10xy / + (9x ay + = a) 10 ax + xy EnthusiasticEnthusiasticstudents maystudentswish to justifymaythesewishextensionsto justifyofthese 4the 8original extensions 4 8 4howlers. 8 4of theStudents 4original whohowlers.at 5this 9point Studentshave awho at this point have athan one).Enthusiastic students may wish to justify theseis point have students At this inspect point this have 9xy equation. students + ay = 10 They inspect ax should this equation. realize further that desirefurther They it is to should necessary seekdesireout realize additionalto seekthat that x, y it fractionsout additionalit and is is necessary a are which integers permitfractions that x, x, this5 y strangewhich 4 5 4 and a cancellationpermit 5 4 5this are integers should5strange becancellationshown6 the2following3should 0 7 6be shown 6 3the following 4For a better class, or one that has a good workingknowledge of elementary algebra, you maythis point fractions.6cancellation 5 4 5 4 and 5 4then set 6 out to discover 2 more 3 0such7 64extensions fractions. of the original They howlers. should verify Students the who legitimacy 8 4of 8this 4 8strange 4 7 = 5 2 3 8 0 5 4cancellation 7 and 9 5then 2 3set 8 out 0 to discover 8they were digits since And the so they numerator y = were (10ax) digits and / (9x denominator + the a)numerator of a fraction. and fractions. denominator It is now They of their should a fraction. task verify to find It the It is is legitimacy the now values their of of task this a and to strangemore suchfind xthe values of a and xhave a further desire to seek outhich y will also be for At integral.this which point y will have also students be integral. inspect this equation. fractions. They should realize that it is necessary that x, y and a are integerswish to “explain” this situation. That is, why are additional fractions which permit this strangeoid a lot of algebraic To since avoid manipulation they a were lot of digits algebraic you might in the manipulation have numerator students and you set denominator might up a chart have which students of a fraction. will set generate up It a is chart now values which their of task will y from to generate find y 5the 4values 5 4 of of 5 y from a 4 and 5y x5 6 9 2 3 0 7 6 6 3 4ax) / (9x +thea)four fractions = for (10ax) which / above y (9x will + the a) also only be integral. ones (composed cancellation should be shown the following fractions.=ind them thatof two-digitx, y and Remind To a avoid numbers)must them a be lot single that where of algebraic x, x, digit y this and typeintegers. a manipulation must of cancel-be Below single you is digit a might portion integers. They have of theshould students Below tableverifyis is they set a portion up willthe a chart construct.legitimacy of the which table Noticeof will they this generate thatwill 6construct. 5values 4 5 of 4Notice y 5from 4that y 6 9 2 3 0 7 6 8 4ases wherelationx = awillare the = (10ax) holdexcluded cases true?/ where (9x since + x a)(x/a) = a are = 1.excluded since (x/a) strange = 1. cancellation and then set out to discoverHave students Remind them consider that the x, y fraction and a must (10x be + single a) digit more integers. such fractions. Below is a portion of the table they will construct. 5 Notice 3 8 4that6 15 55 2 20 50 15 21 82 28 2the cases where x = a are excluded since (x/a) = 1.x\a1 20112 20191 2 3 4 5 6 93012602140138022ndon: Cambridge * University London: Cambridge Press, 1959.University Press, 1959.* London: Cambridge University Press, 1959.50141002360415 = 9018 = 512024 = 53 302860291203115032180334 36045 = 8499 4 499 1 4 1= = = .998= .998 8 2 8 2CHART I4 2 8 5 7 13 5 7 1 4 23 8 5 7 1 4 2 6 = 6 = 6 1 5 3 87 1 4 68 = 68 = 7 8 0 4 834 9 8 7 8 0 4 93 4 6 1 5 3 8 4 ==7 5 3 8 4 6 1 77HIT THE MARK9* London: Cambridge UniversityPress, 1959.The portion of the chart pictured above already generated two of the four integral values of y; that is, when x = 1, a = 6,then y = 4, and when x = 2, a = 6, and y = 5. These values yield the fractions 16/64 and 26/65, respectively. Theremaining two integral values of y will be obtained when x = 1, and a = 9, yielding y = 5, and when x = 4 and a = 9,yielding y = 8. These yield the fractions 19/95 and 49/98, respectively. This should convince students that there are6 = = 6 1 5 3 84 6 1 5 3 8 4 =7 1 4 2 85 7 1 4 2 8 5 =This This topic topic provides provides a a motivating a motivatingapplication in elementary in elementary algebra algebra to investigate to investigate an arithmetic an arithmetic situation. situation It is a gof application “literal equations.” in elementary # # algebra toinvestigate an arithmetic situation. It isa good use of “literal equations.”#Dr. Alfred Posamentier is Dean of theSchool of Education at City College ofNY, author of over 40 Mathematicsbooks including: “Math Wonders toInspire Teachers and Students” (ASCD,2003) and “The Fabulous FibonacciNumbers” (Prometheus, 2007), andmember of the NYS MathematicsStandards Committee.3434457 1 4 2 8 48 = 2 8 5 7 1425 7 1 4 2 8 5 = 5 =6 4 2 8 5 7 1 6 3= 2 4 2 4 2 4 48 = 2 8 5 7 14 4 2= =6 4 2 8 5 7 1 6=37 4 2 4 2 4 2 78 = = 2 4 2 4 2 47 4 2 4 2 4 24=72 21 1 3 1 136 18 186 3 8 833 3= = == =8 28 20 50 15 21 82 8 8 844 8 3 181 36 18 186 8888Read Education Update6 4 8 6 4 8 6 66 33 4 84 4884 48 84 8 4 8 = = =8 6 4 8 6 4 8 88 448 4 8 4 8 7 = 4 48 4 8 4 8 4 8 4 7 = 7HIT THE MARKRead Education Updatewww.EducationUpdate.comHIT THE MARead Education

22 BOOK REVIEWS ■ EDUCATION UPDATE ■ AUGUST 2008Two Titles EarnAfrican Book AwardsIkenna Goes to NigeriaBy Lisa K. WinklerImages of Africa tend to be dominated by imagesof poverty, rampant AIDS epidemics, otherdiseases, and political unrest seem to dominatemedia images of Africa. Yet despite the realityof these topics, the African continent representsmultiple cultures and people with the sameaspirations as those around the world. The twowinners of the 2008 Children’s Africana BookAwards challenge the stereotypes and depict contemporaryfamily life.Ifeoma Onyefulu’s Ikenna Goes to Nigeria(Publishers Group West, 2007), Best Book forYoung Children, tells the story of the author’sson, who traveled from London to visit hismother’s family in Nigeria. Told in first person,as seen through Ikenna’s eyes, the book describesIkenna meeting relatives and seeing sights. Brightcolored photographs, taken by the author, accompanythe narrative and a personal insight intoeveryday family life. A recipe for Jellof Rice, aspicy chicken and rice dish, and a glossary of areincluded.Onyefulu, a Nigerian native, moved to Londonto study and then worked for black newspapersas a photographer. Disturbed by images of Africa,she wrote her first children’s book in 1993.Ikenna Goes to Nigeria is her 12th book.Aya, (Drawn & Quarterly, 2007) a graphicnovel written by Marguerite Abouet and illustratedby her husband, Clement Oubrerie, wonthe Best Book for Older Readers award. Set in theIvory Coast, 1978, Aya tells the story of 19-yearoldAya and her friends. The nation is prosperousand stable, but on the cusp of change. Amid this,Aya yearns to escape the overbearing eyes andears of her family and neighbors, especially whenit comes to dating. Reading Aya, teens see thattheir concerns are universal and increases culturalunderstanding. Aya includes a glossary and tworecipes—one for a ginger juice drink, and theother for beef with peanut sauce.Abouet was born in Abidjan and lived withan uncle in Paris. Oubrerie, a French native, hasillustrated more than 40 children’s books. Thecouple lives in France.The Children’s Africana Book Awards wereestablished in 1991 by the African StudiesAssociation. Fifty-seven books have been honoredto date. In addition to the two top awards,three books received honor awards. Foundedin 1957, the ASA provides resources about andpromotes the study of Africa.For more information, visit http://www.AfricaAccessReview.org. #The Father of Baseball: ABiography of Henry ChadwickBy Richard KaganThe Father of Baseball:A Biography of Henry ChadwickBy Adam J. SchiffPublished by McFarland & Co., Inc.“Get your pencils and scorecards ready. Hereare the starting lineups for today’s game,” saidChicago Cubs public address announcer PatPeiper, before every home game. I remember,because as a young boy I went to many Cubs’games at Wrigley Field and went home disappointedbecause the Cubs lost. For so manyyears.Author Adam J. Schiff notes that HenryChadwick died on April 20, 1908, in his biographyof Henry Chadwick. As many baseball fansknow by now, 1908 was the last year the Cubswon the World Series. Baseball has existed forover 100 years, and Schiff writes a meticulouslyresearched and highly informative book on a manwho shepherded the game from its infancy.Schiff uses archival correspondence betweenChadwick and his contemporaries to illuminateChadwick’s growing passion of the sport and hisdesire to see it as the national pastime in America.It’s ironic that Chadwick was English, born inExeter, and was an avid follower of Cricket. Andthat he became enamored of an American game,and in the process, became its highly respectedadvocate.Schiff notes that “Chadwick was the manresponsible for helping baseball grow with hiswork at a journalist, statistician, and as a proponentof health and recreation, a genius anda visionary who believed, when no one elsebelieved, it could become the national game.”Chadwick wrote early in his career for the NewYork Times covering cricket and baseball. Hesaw an early game of baseball at the pristineElysian Fields in Hoboken, NJ in 1856. He cameaway a changed man. He saw a game that definedthe American spirit.At this time, baseball was a somewhat gentlemanlygame. Some 40 years later, the gamewould be played at a Championship level, withthousands of spectators, “cranks” as they werecalled, cheering on their favorite team.Schiff notes the history of the day, and specifically,the importance of the Industrial Revolutiongiving a boost to baseball. Workers had a structureand had their leisure time as well. And, mengravitated towards sport as a way of unwindingfrom the work day and getting physical exercise.In 1860, Chadwick wrote baseball’s first digest,its first guide, called “Beadles’s Dime Base BallPlayer.” This was a national publication and wasread among the game’s early followers. He alsowrote for the New York Clipper, another nationallyread publication.Here Chadwick could espouse his views and putforth his commentary on the game. He publishedhis early version of the scorecard, which evolvedover the years. He came up with the letter “K” tomean strikeout and this still stands today.Chadwick was on the scene to write about thegame as it became a professional sport and thenAmerica’s game, toward the end of his life.He wrote about the game’s first star, JamesCreighton, a 19-year-old phenom who could hitand pitch with the best of them. He took a bigswing during an at-bat, and aggravated a bladderinjury that first occurred in a cricket game.He died of his injuries and the game paused andmourned his loss. His grave is in Brooklyn, andhas a monument to him.Baseball expanded into the Midwest as anotheryoung phenom named A.G. Spalding headed aRockford, Illinois team. Spalding was to becomea top pitcher, manager, sporting goods magnate,and promoter of the game.Baseball would be dogged by rowdy cranks,lack of good fielding by teams, and gambling.Players did not make a lot of money back inthe early days and some saw throwing games aseasy money. It would plague the game for yearsto come.When the National League formed in 1876,it did so without courting Chadwick’s blessing.Actually he was against the founding of theleague, but later, would become its spokesmanon the Rules and Regulations Committee. Sometwenty years passed and Chadwick was offeredan annual stipend of $600 a year for life for hisyears of meritorious service.The game saw its first world series in 1903 andthen the great debate on the origins of baseballculminating in the appointment of the MillsCommission. Chadwick thought that baseballhad originated from an English game called“rounders” while Spalding and other leadingfigures of the game felt it was invented by AbnerDoubleday. The arguments went back and forthand at times, were heated. Chadwick always feltthat it was America’s game. “Baseball was indigenousto America because it was in the countrythat the game was organized and standardizedeven though it had originated as an English ballgame.” When Chadwick passed away in 1908,Spalding eulogized him to the press. Schiff notesthat the “father of Baseball” was elected to theHall of Fame in 1938. #Shakefest Inspires Educators at Drew University in New JerseyBy Lisa K. WinklerFor Bonnie Monte, artistic director of TheShakespeare Theatre of New Jersey, “Shakespeareis the best interdisciplinary teaching tool in theworld.” And for a dozen teachers, including thiswriter, a week at STNJ’s “Shakefest”, a programfor teachers, it was easy to see how this couldbe true.Based at Drew University, in Madison, NJ,STNJ, in its 45 years, presents 8 plays a year byShakespeare and other notable playwrights. Itoffers student matinees scheduled during schooltime, as well as troupes that travel to schoolsto perform assemblies. The Shakefest program,designed to assist teachers with their lessons, isin its 6th year.For a week, the group—representing publicand private schools, and as far away asHawaii, Finland, and Greece (and as near as NewJersey)—participated in activities and text analysisdesigned to engage students in Shakespeare.STNJ staff conducted the daylong workshopswhich included theatre games, exploring language,and ways to bring reading Shakespeare tolife in the classroom through “on your feet” exercises.Special guest discussed movement, taughtAyastage combat, and suggested ways teachers canexpand classroom work into school-wide festivals.Monte addressed the group daily, emphasizinghow teachers should encourage studentto think of Shakespeare “outside the box, thatthere’s no one way to perform Shakespeare.”Through Shakespeare, students are exposedto “everything,” said Monte, including botany,astronomy, medicine, social interaction, law,religion, and everything having to do withhuman behavior. For young people to be trulyexposed to Shakespeare, they need to either seeit, perform it, or both. But merely reading in aclassroom isn’t sufficient, said Monte.Teachers were led through exercises similarto how actors preparing a play for STNJ. Weaddressed the fundamental questions requiredbefore performing. First, there is a story. Thedirector, serving as a designer, determines thegoal. This decision then guides the production.Monte urged teachers to enlist students throughbrainstorming ideas and research to create specificsettings. Called “tablework”, actors analyzethe text before rehearsing, to answer “hundredsof questions” about the setting, the characters,their motivations, and the plot. Analyzing characterspresents the second fundamental question.Monte stressed how each actor must know hischaracter—what motivates him, what angershim, what pleases him, how others perceivehim, etc.“Approach reading Shakespeare like a detectivenovel. Shakespeare gives lots of clues; keepadding up all the clues to understand a character,”she said.Answering “what” and “why” conclude thetablework. “What” refers to the themes of a play,or what is the essence, or what should the focusbe. “Why” addresses why things happen andwhether something can be assumed or not.Lessons on interdisciplinary hooks and creatinglandscapes provided suggestions on how tostage Shakespeare in classrooms. Monte encouragedteachers to utilize different talents of students,noting those that don’t want to act, cancreate an orchestra of human sounds or createmusic from instruments made from householdobjects, such as vacuum cleaner hoses andgarbage cans. Contemporary music that relatesto the play can be used for transitional musicbetween scenes, or one type of music can beused throughout—either music by one composeror by one instrument but different composers.Similarly, a single painting can provide inspirationfor a play’s setting and theme, or works byone painter or by many painters representinga particular genre. A single color, and differentshades of it, can also guide selections in aperformance.Associating a physical movement with everyword or line assists students in memorization.Costumes should be simple—jeans and t-shirtsof different colors, for example, can easily representcharacters. Long prologues can be done asa choral reading, or split among many studentsand characters can also be played by severalstudents, blending lines to show the transitionbetween one student and another acting thesame part.Whether a series of scenes from a play, aseries of scenes based on a specific theme fromdifferent plays, or an entire play, it’s crucial forstudents to have some performance experience.“Shakespeare was meant to be performed,” saidMonte, “even if it’s just for the class next door,they need an audience.”For more information, contact www.shakespearenj.org.

AUGUST 2008 ■ EDUCATION UPDATE ■ Children’s corner23FROM THE SUPERINTENDENT’S SEATAvoid the Back-to-School CrunchBy Dr. Carole G.HankinI hope you have all beenenjoying a wonderful andrelaxing summer. As Augustsignals the coming of LaborDay, we all seem to find ourselvestrying to strike thatdelicate balance between savoring the last morselsof summertime fun and scrambling to preparefor the inevitable back-to-school blitz. For busyparents and guardians of school-aged children,these last few weeks of summer can be hectic.The calendars provided by your school districtcan be a valuable resource to help you stay on topof what’s happening in your children’s schoolsand avoid any unnecessary headaches comeSeptember.Here are a few helpful tips to get the schoolyear started right:Check with your school district for immunizationrequirements, and make appointments withyour children’s pediatrician well in advance ofthe first day of school. State law requires that anystudent whose vaccinations and boosters are notup to date be prohibited from attending schooluntil these immunizations are properly administeredand documented. An early visit to thedoctor will ensure that your kids can get back toschool on time, and that you can avoid a crowdedwaiting room. If your children have received allnecessary immunizations, now is as good a timeas any for a regular check-up, too.Note any half days and upcoming holidays.The beginning of the school year is packed withconferences, drills and holidays that may requirea sitter or alternate arrangements for getting yourchildren home safely. Scan through your districtcalendar and be aware of any days that might callfor a bit of extra planning.Be aware of changes to your bus schedules. Itis not uncommon for bus stops and schedules tobe adjusted or even changed completely duringthe summer. Check your calendar or contact yourdistrict to ensure that you have the most currentinformation for your children’s pick-up and dropofftimes and locations for both the morning andafternoon.Be ready for game time. The new school yearmeans after-school sports will soon be in fullswing. Many school districts publish their interscholasticathletic schedules in their calendars,and you can always get the most accurate gametimes and locations for every sport from yourdistrict’s athletics department. Staying on top ofyour child’s game schedules will allow you toplan ahead if a ride to or from the game will benecessary. Most importantly, it will enable you toremain an active and enthusiastic participant inyour district’s sports program and your children’sactivities.Best wishes for a successful and exciting 2008-09 school year!#Honorees Words of WisdomSeveral of the honorees at Education Update’s award ceremony at theHarvard Club share their wisdom. Their words appear below.Eleanor Greenberg,PrincipalP 4K, Brooklyn, NYBarry Kevorkian,PrincipalIS 62,BrooklynPositive Behavior Intervention Support (PBIS)has given us a way to organize the school environmentand create a positive school climate byproviding proactive supports and interventionsalong a three-tiered continuum of strategies. Byconducting a needs assessment, our team establisheda simple way for students, parents and staffto understand and remember what the schoolwideexpectations for behavior are for P4K. Wecall it "Be a SPORT". "SPORT" represents Selfcontrol,Prepared, Organized, Respectful and Tryhard. We believe that all students, regardless ofdisability can achieve success in meeting thebehavioral expectations in each of the SPORTareas given opportunities for practice and positiverecognition of progress.P4K is a District 75 cluster school locatedthroughout Brooklyn and consists of one mainsite and five (5) off-sites. Our students arepre-k through sixth grade with a variety of specialneeds including but not limited to: autism,severe emotional and behavior disorders, hearingimpairments and deafness and varying degreesof cognitive and developmental delays. Mostof our students have communication and socialskills deficits and ALL of our students presentchallenging behaviors. We use puppets to teachthe behavioral expectations in a fun, creative andmemorable way. The SPORT KIDS puppets havehelped to create a positive school climate andhave served to unify our five sites into one schoolwith common behavioral expectations; commonlanguage to discuss them and a way of teachingthose skills and expectations to our very specialstudents. #Sharon Aiuvalasit,Teacher, Urban AssemblySchool for Careers in SportsPreschool(212) 229-9340247 West 24th Street, New York, NY 10011OPEN HOUSESeptember 16, 18, 22, 23 &October 14, 21, 23, 2008 at 10 amAccepting applications forthe 2008/2009 school year.• Open year round 8 am-6 pm daily• Part time & full time• Licensed by NYC Dept. of Health• established 1993NAEYC AccreditedCelebrating 15 YearsLimited spacesavailable for2008/2009RESOURCE & 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.COLLEGESCOLLEGE OF STATEN ISLAND2800 Victory BoulevardStaten Island, NY 10314For more information, call 718.982.2019or emailteachersabbatical@mail.csi.cuny.eduVisit our Website atwww.csi.cuny.edu/teachersabbaticalTEACHERS ON SABBATICAL PROGRAMSpecially Designed Graduate Courses (8 credits)in 15-week Sessions Apply Now for Fall 2008and Spring 2009!The College of Staten Island (CSI) isa senior college of The City Universityof New York (CUNY), the nation’sleading urban university. CSI’s 204-acrelandscaped campus, the largest in NYC, isfully accessible and contains an advanced,networked infrastructure to supporttechnology-based teaching, learning, andresearch. CSI offers 43 undergraduateand 15 master’s degree programs, andparticipates in the doctoral programs ofThe City University Graduate School andUniversity Center.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 Studieswww.iugrad.edu.kn(888) 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 www.iugrad.edu.kn or call (888) 989 - GRAD (4723).MEDICALNYU Cancer Institute212-731-5000; www.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. Visitwww.nyuci.org 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: abcdinc@verizon.net. Visit our website:www.abcdnyc.netSchoolsLycée Français de New York505 East 75th Street;NY, NY 10021212-439-3834;Admissions@LFNY.org www.LFNY.orgThe Lycée Français de New York is a multicultural,bilingual institution with studentsfrom fifty 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.In all my years in education the one piece ofphilosophy I have tried to live by is this: Aseducators our job includes much more thanjust teaching our lesson. We have to meet theneeds of our students academically, socially,and emotionally. In a society such as ours itis easy to find a child in need of guidance.One never knows if the few minutes you takefrom your day to help a child will change thatchild's life forever. So, it is necessary to takeevery opportunity possible to support ourchildren.#ConferencesGILDER 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 historynow, a quarterly online journal for history teachers and students,available at www.historynow.org. The issue examines theamerican west, with essays by some of the most eminent scholarsin the field. As always, history now accompanies these scholarlyessays with imaginative and accessible supporting material andlesson plans. Don’t miss this issue’s interactive feature -- “a viewof the west” -- a photographic tour of the late 19th and early 20thcentury american west.2008 Historians’ forums in new york cityFor the 11th straight year, the gilder lehrman institute presentsdistinguished scholars and historians to lecture on their mostrecently published books and answer audience questions. Thehistorians’ forums are open to the public and are followed by areception and book signing. Check out the 2008 schedule andbuy tickets:www.gilderlehrman.org/institute/public_lectures.htmlFeatured documentThe institute regularly features documents from the gilder lehrmancollection. In the spotlight this week is a broadside, printed in1805 in new york city, which illustrates the atrocious treatmentof slaves.See the broadside and read the transcript:www.gilderlehrman.org/collection/docs_current.htmlAs an educator, I have found that the mostexciting part of my job is helping students todiscover aspects of themselves and experiencesthat they never expected. Many of our studentsenter high school with a very vague sense of theirown futures and what they want to accomplishwith their lives. Whether it is through collegeenrichment programs, internships or independentreading, exposing students to new adventuresand nurturing a lifelong love of education and thecourage to explore new opportunities are withouta doubt the most important and the most rewardingaspects of my job.Calendar of Events AUGUST 2008Open HousesKids Korner PRESCHOOL247 West 24th Street, New York, NY 10011(212) 229-9340OPEN HOUSESeptember 16, 18, 22, 23 &October 14, 21, 23, 2008 at 10 amAccepting applications forthe 2008/2009 school year.• Open year round 8 am-6 pm daily• Part time & full time• Licensed by NYC Dept. of Health• established 1993NAEYC AccreditedCelebrating 15 YearsNEW LEADERS FOR NEW SCHOOLSContact info: www.nlns.orgemail: dforrester@nlsn.orgphone: 646-792-7855touro 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

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