Tuesday, August 7, 2007

Michigan MY Michigan........?

Maine Joins Leading National Partnership on 21st Century Skills Education

July 30, 2007
Maine Department of Education

David Connerty-Marin, Director of Communications, Department of Education, 207-624-6880

PORTLAND — Maine is only the 6th state in the nation to join a national initiative to bring competitive 21st century teaching and learning skills to all schools, educators and students.

Maine Education Commissioner Susan A. Gendron announced Monday that Maine has joined the Partnership for 21st Century Skills, a leading national advocacy organization. The Partnership brings together the business community, education leaders and policymakers to define a vision for education that ensures every child’s success as citizens and workers in the 21st century and to provide resources and networking to make that possible.

“The skills students need to enter and advance in the work force today are far beyond what were needed even 20 years ago,” Gendron said. “High school graduates need a global awareness, work skills that include team-building, creativity and innovation, critical thinking and problem-solving, self-motivation and self-direction skills, information, communications and technology literacy, as well as high levels of literacy and numeracy. If we think we can let some of our students graduate with less than that and still succeed then we are fooling ourselves.”

Gendron made the announcement at a press conference at the Portland Regency Hotel with Ken Kay, president of the Partnership for 21st Century Skills; Kathy Hurley, of Pearson Education, a Partnership board member; and Philip Dionne, vice chair of the Maine State Board of Education.

Gov. John Baldacci, a strong supporter of workforce training and incorporating technology and other 21st century skills into Maine schools’ curriculum, praised Maine’s entry into the partnership.

“The work of the partnership is directly in line with everything we are working toward in the state of Maine, in particular ensuring that our students graduate ready for college and career, as well as citizenship,” Baldacci said. “From our WIRED grant to laptops in the classroom and the Governor’s Work Force Cabinet – all of it is aimed at graduating our students with more than just specific knowledge, but with the know-how to succeed whether they head off for college or go straight into a career.”

Gendron said Maine is already leading the way in incorporating 21st century skills into the curriculum. In June the Maine Legislature approved revised Maine Learning Results standards with guiding principles that reflect work force skills. The state’s Maine Learning Technology Initiative put the state at the vanguard of technology education, using laptops not only as tools for learning, but as a foundation for creating information and technology literacy.

She has also introduced high school reform legislation that would require more rigorous standards, eliminate tracking, and put in place higher expectations for all high schools and all students to ensure they are globally competitive upon graduation. She said joining the Partnership would enhance the state’s ability to network nationally with powerhouse technology and other companies, national educational and other organizations, and to collaborate with other states in implementing best teaching and professional development practices, cutting edge curriculum, and assessment tools.

Ken Kay, president of the Partnership for 21st Century Skills, commended Maine for prioritizing the 21st century learning outcomes its students need to become successful citizens and workers in our increasingly globally interconnected society.

"Maine understands that for its students to be successful 21st century citizens and workers, its education system must expand beyond core subject mastery,” Kay said. “Incorporating 21st century interdisciplinary themes and learning projects into core curriculum will engage students and help them acquire essential 21st century skills.”

The states that have already signed on are Massachusetts, North Carolina, South Dakota, West Virginia and Wisconsin.

Partnership member companies and organizations include: Adobe Systems, Inc., American Association of School Librarians, Apple, AT&T, Blackboard, Inc., Cable in the Classroom, Cisco Systems, Corporation for Public Broadcasting, Davis Publications, Dell, Inc., Discovery Education, EF Education, Education Networks of America, Education Testing Service, Ford Motor Company Fund, KnowledgeWorks Foundation, Intel Foundation, JA Worldwide™, LeapFrog SchoolHouse, McGraw-Hill Education, Microsoft Corporation, National Education Association, Oracle Education Foundation, Pearson Education, PolyVision, SAP, SAS, Texas Instruments, THINKronize, Thomson Gale, and Verizon.

STEM the Congress.........



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Congress schooled on STEM teaching crisis

Laura Devaney, Associate Editor
August 1, 2007

The lack of a systemic approach to recruiting, preparing, and retaining teachers in science, technology, engineering, and mathematics (STEM) has contributed to a shortage of highly qualified instructors in these fields--and this shortage, in turn, threatens the nation's ability to compete in a global economy: So said speakers at a June 21 briefing on Capitol Hill.

Hosted by the American Association of Colleges for Teacher Education (AACTE) and the U.S. Senate's STEM Education Caucus, the briefing sought to convince members of Congress of the need for national strategies and solutions to attract and retain teachers in the STEM disciplines--subjects that are vital, participants said, to preparing students to participate in an increasingly global society.

"It is well known that the country's ability to succeed in the global economy is lagging and that we are losing our unrivaled edge in mathematics, science, and innovation to competitor nations," said Sharon Robinson, AACTE's president and chief executive.

"The 16-percent annual turnover rates of both math and science teachers is the highest of all fields," Robinson said. "Shortages of [highly] qualified math and science teachers exist in most states and districts across the country. Thus, unprepared teachers are assigned to teach math or science out-of-field."

Shortages of well-trained math and science teachers create a domino effect of problems across the United States, said Linda Darling-Hammond, a professor at Stanford University's School of Education.

Because math and science often are not taught well, the nation's schools are producing math-phobic citizens who increasingly are unprepared to pursue higher-level math and science instruction in college, she said. As a result, there are far too few majors in those fields in college, which means schools are competing with the private sector for fewer college graduates with a math or science degree. And because teachers earn much less on average than programmers or engineers, graduates often opt for the higher-paying jobs.

"There isn't a shortage of teachers in this country; there's a shortage of people who are willing to work for too little salary and in poor working conditions," Darling-Hammond said.

"We must ask ourselves why we have these recurring problems, and why other nations with whom we compete do not," she added. "What do other nations do, and what would it take to create a foundation for excellence in mathematics, science, and technology education here?"

Darling-Hammond said high-achieving countries that rarely experience teacher shortages--such as Finland, Korea, Japan, Taiwan, Singapore, and Germany--have made substantial investments in teacher training and equitable teacher distribution in the last two decades.

That includes offering competitive and equitable salaries, high-quality teacher education that is generally at the government's expense, mentoring for all beginners in their first year of teaching, and ongoing professional learning embedded in 10 or more hours a week of planning and professional development time.

"By contrast, the United States lacks a systemic approach to recruiting, preparing, and retaining teachers," she said. "With very unequal spending and resources across districts, and with few governmental supports for recruitment, preparation, mentoring, or support, teachers in the U.S. enter with dramatically different levels of training and support. Those teaching in the most disadvantaged communities typically earn less, have poorer working conditions, and receive fewer supports."

Educators from Ohio and Nevada discussed ways that teachers can be well-trained to understand and teach STEM subjects in globally oriented and relevant ways.

Lisa Suarez-Caraballo, a middle school mathematics teacher at Luis Muñoz Marin School in Cleveland, said making sure all teachers have clinical experience before becoming licensed teachers and supporting induction programs and better school working conditions will help efforts to recruit and prepare STEM teachers.

Supporting teachers' development of content knowledge also is essential, she noted, making clear that it's not just a problem for K-12 school systems and colleges of education to solve.

"There is a misconception ... that schools of education teach the content knowledge required of candidates," Suarez-Caraballo said. "This is not the case. This means that educator preparation must be a university-wide responsibility if we expect to have candidates well-prepared in content knowledge and pedagogical skills."

College graduates in the STEM disciplines might not even consider teaching a possibility unless it is brought to their attention, said Valdine McLean, a science teacher at Pershing County High School in Nevada, who said she majored in biology in college and never thought of teaching until she took a career-placement exam that displayed "science teacher" at the top of the list.

"Make sure that whatever programs you authorize in legislation ensure that entry-level courses at higher-education institutions in the STEM fields provide exposure to the possibility of going into teaching," McLean urged lawmakers.

Like Suarez-Caraballo, McLean stressed teacher-induction programs as a key to retention.

"I cannot say enough the importance of not leaving new teachers alone to flounder in their first few years of teaching," she said. "Induction programs need to pair mentoring with advanced content and methods strategies. New teachers are trying to make the classroom work, and there are so many decisions and routines to get used to that advanced methods are often lost."

Robin Willner, vice president of IBM's global community initiatives, talked about IBM's Transition to Teaching initiative and how the program, which currently has 85 participants, supports STEM teachers and education.

Through the program, IBM employees receive reimbursement for tuition and a stipend as they pursue degrees or credentials to become certified K-12 teachers. "We know there is a huge gap between mastery of a subject and the ability to teach that subject to others, especially when the others are a group of sometimes wayward, sometimes bored, and sometimes poorly prepared teenagers," Willner said.

Also at the briefing, AACTE released "Preparing STEM Teachers: The Key to Global Competitiveness," a report highlighting more than 50 teacher-preparation programs across the country that are dedicated to increasing the number of effective STEM educators in K-12 schools.

The University of Southern California, for example, offers a 13-month master of arts in teaching program, with concentrations in teaching math and science. Students enrolled in the program attend math and science camps, where they work with K-12 teachers. Eighty-six percent of the program's graduates have been retained in teaching beyond three years.

STEM the Tide...........



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Wanted: More IT workers
Tech jobs on the rise; schools aim to fill demand

Laura Devaney, Associate Editor
August 1, 2007

Employers across the nation are finding it increasingly difficult to fill information technology (IT) positions, mainly because of a shortage of qualified entry-level and advanced employees, according to industry experts.

Contrary to what many people believe--that available IT jobs are on the decline--businesses throughout the United States say the IT sector offers more job opportunities than ever, and they're struggling to find employees to fill these many openings.

Industry insiders point to a few reasons for the shortage, including the federal No Child Left Behind (NCLB) education law and lingering perceptions from the dot-com bust that occurred earlier this decade. Now, experts are trying to change these perceptions--and they're looking to schools for help.

Part of the reason many people think the IT field holds little promise is they don't understand things have changed since 2000 and 2001, when the IT field took a hit, said Gene Longo, senior manager of U.S. field operations for Cisco Systems' Networking Academy program.

"In 2000 and 2001, when the dot-com bust happened, and then [immediately after] September 11, we saw lots of layoffs in the IT and tech industries," Longo said, adding that many students and professionals shied away from the IT field when they saw jobs were scarce.

But that was then. Job opportunities in areas such as computer software engineering, computer support, and systems administration are expected to increase much faster than the average for all occupations, with computer software engineering projected to be one of the fastest-growing occupations through 2014, according to the U.S. Bureau of Labor Statistics' "2006-07 Occupational Outlook Handbook."

According to the federal agency, computer systems analysts are expected to see a 31-percent increase in total employment from 2004 to 2014. Network systems and data communication analysts are expected to see a 55-percent increase in total employment during that time, and computer software engineers should see a 48-percent increase in employment.

Longo believes another reason for the lack of qualified IT employees in the United States can be traced to high school reform and NCLB, which puts the focus squarely on core skills such as reading, science, and math--and therefore might not give students the chance to explore IT courses or electives while in high school.

"States have to rethink how they measure success" if they are going solve the problem, he said.

Informing educators and students about opportunities in the IT field "can make a substantial difference in programs available to prepare IT workers and, ultimately, in the number of U.S. workers qualified to fill the positions," said Don Knezek, chief executive officer of the International Society for Technology in Education. Student clubs, internships, and other creative programs that expose students to IT careers also can help, he said.

These activities "allow students to explore IT roles in schools, and in work settings outside schools, in ways that stimulate interest in IT careers ... and allow them to consider an IT-related career they might otherwise never have considered."

One such activity is Microsoft's DigiGirlz technology day camp, which took place in June in cities from coast to coast. About 150 Microsoft employees pitched in to teach young women about their professions, company spokeswoman Katie Hasbargen said.

Teenagers from seven states, in grades eight through 10, attended sessions on computer hardware and software, programming and web site construction, resume building, leadership, and career opportunities.

The camp ended June 14, when girls had a chance to shadow Microsoft employees. The company gives each camper about $1,000 worth of software and products to continue practicing at home.

Longo said the Cisco Networking Academy is another such program that is helping to refill the pipeline of qualified IT employees.

Cisco launched the program in 1997, and it now counts approximately 400,000 graduates in the United States. Schools in all 50 states offer courses. The majority of these courses are taught at high schools and community colleges, and students can earn credits that transfer to four-year colleges. They also can take an exam to become a Cisco-certified network associate.

State programs might help, too, Longo says, as "government leaders are saying we need to regain our technical competitiveness."

In fact, many states are supporting initiatives to build up a pool of talented IT workers. Kentucky, for instance, has implemented a statewide initiative--called Prescription for Innovation--to deploy broadband connectivity to each of its 120 counties by the end of this year. Each county was charged with developing its own technology plan for the statewide initiative, which Longo believes has fueled more interest in technology and the opportunities it affords.

Kentucky, which has a shortage of skilled workers in IT fields, is "representative of what we are seeing in other states," Longo said. "Cisco's channel partners are saying they can't find enough people to hire. The companies, businesses, and IT users we're hearing from say there is not only a shortage of entry-level employees, but there's a much larger shortage at the advanced-capability level."

Another reason for this shortage, according to Longo: "When the industry took a dive, companies stopped providing funds for their employees to go back to school and earn more advanced degrees."

Still another problem that makes companies feel the IT crunch is that employers have raised the bar in terms of what they expect from their IT staff.

"In the past, IT has always been thought of as the shop in the basement, but the CEOs who are getting it understand that IT is becoming a core part [of business]," Longo said. "It's becoming more of a solution to business problems."

He added: "In the late 90s, anyone with an industry certification could get a high-paying job. Now, some level of postsecondary education is preferred."

To help meet these changing workplace needs, the Cisco Networking Academy has created new courses that focus on both entry-level and more advanced skills. These new courses fit in with the program's focus on giving students the skills they need to pursue IT careers in business-critical positions and industries ranging from technology and finance to medicine and entertainment.

Longo's final words to school policy makers? "All STEM [science, technology, engineering, and mathematics] skills are important," he says--but "don't forget about technology and engineering."

Creativity + Innovation + Technology = Success 101



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Innovation a key theme at NECC '07
New tech standards for students launched

Dennis Pierce Managing Editor
August 1, 2007

The need to produce a generation of students who are creative thinkers and innovators was a key theme at this year's National Educational Computing Conference (NECC) in Atlanta.

More than 18,500 educators and exhibitors gathered at the Georgia World Congress Center June 24 through 27 for the nation's premier educational technology conference, hosted by the International Society for Technology in Education (ISTE).

Conference-goers heard from keynote speaker Andrew Zolli, a futurist and author who urged those in attendance to cultivate students' creativity to maintain America's position as a global leader in innovation. Later in the conference, Zolli moderated a roundtable discussion on what it takes to unlock the creative potential in all of us.

In between, ISTE released an updated version of its National Educational Technology Standards for Students, a set of standards for defining what students should know and be able to do with technology at various grade levels. The revised standards include creativity and innovation at the top of the list of traits to be measured.

The innovation ‘imperative'

Zolli's opening keynote speech on June 24 had two parts. In the first half, he explained why it's "imperative" for educators to encourage students' innate creativity.

"You are shifting our whole civilization onto a new platform," he told attendees, using a metaphor the audience was familiar with to describe the changes in society brought on by advancements in technology. "We're watching an exponential curve ... an amazing set of shifts."

Two key ideas underlie these shifts, Zolli said: Everything that can be done by machine (eventually) will be, and many more things will be able to be done by machine than we now think.

"What happens when we're successful?" he asked attendees. In other words, what would the world look like if everything we needed were plentiful, fast, and cheap? "What is left to humanity is the essence of the creative spirit," he answered--and it's that creative spirit that educators must nurture in their students.

These capabilities are latent in all of us, Zolli said. He illustrated his point with an example from science. Scientists, he said, now have the ability to "shut off" various parts of the brain temporarily. In one research experiment, scientists turned off various inhibitors and had subjects draw a picture of a dog. In almost all cases, he noted, the subjects' drawings were much more rich in details than they were capable of before the experiment.

"We all have to find our own creative center," Zolli concluded. "The good news is, science tells us it's there."

In the second half of his speech, drawing on fields as diverse as demographics and psychology, Zolli outlined five key trends that are shaping education's future. And it's clear from these trends that creativity and innovation aren't necessary just for students: Educators, too, will need these traits to cultivate new approaches to teaching and learning.

The first of these trends is what Zolli called "demographic transformation." The world and U.S. populations are changing in ways that will have profound effects on education in this century, he noted.

For example, the world is becoming increasingly urban, and many of the largest cities in the world soon will be in East Asia. Women now make up 56 percent of undergraduates in the United States, and this figure is rising. The population in the Western part of the U.S. is rising at a much faster rate than in the East, and whites will be a minority in the United States by the middle of this century.

"The next generation is going to be more multiethnic and female than ever," Zolli said--and schools, too, will need to evolve to address these changes.

The second trend Zolli described is a shift in the way we think about our relationship with the natural world--or, as he put it, a growing awareness of "the need to navigate our moment in human civilization in relationship to our ecosystem." These social forces are going to meet new technological forces, he said--and as a result, "we're going to see hundreds of examples" of so-called "eco-innovation," or efforts to "rethink the world."

As examples of this phenomenon, Zolli cited a plant that scientists have engineered to turn red when its roots come into contact with the chemicals associated with landmines--and "ecotiles" that use the kinetic pressure of your stepping as you walk to power the lights around the town square.

"Someone you educate," he said, "... is going to win the Nobel Prize in this century for having solved a problem like this that also makes them a trillionaire." He added: "That's the opportunity in front of us."

The third trend, Zolli said, is a change in our perception of ideal "learning places."

"We are animals," he said, and as such, "we have preferred habitats." These are places that are rich in resources, multisensory and vibrant, adaptable and reusable, and mix public and private spaces. Zolli then showed a slide of a typical school building, with rows of bland lockers all looking the same.

"We send [students] to a place almost guaranteed to elicit psychosis to a social primate," he joked. His message: Educators must rethink their learning environments to elicit innovation from students.

The fourth trend is the need to cope with choice and complexity. In our "surplus society," Zolli said, we're now awash in choices. A key skill for educators to impart to their students will be the ability to manage these choices.

The final trend is the redefining of what "literacy" means. In our post-Sputnik model of intelligence, Zolli said, you're smart if you either know more facts than the average person, or you know unique facts that most others don't know. But as technology evolves and puts knowledge literally at the fingertips of students, that definition must change.

"Today, when students take the [SAT], they can take a programmable calculator into the test with them--and that's a bridge to a day when that device contains access to all the world's present information," he said. "The question is, what are we testing when we enable people to come in with the cloud of human knowledge behind them?"

It is inevitable that students will bring those tools with them to future tests, he said, and when they do, "we will have changed the nature of what we test to something a lot more like our ability to find, build, and use complex information tools in real time."

[Editor's note: For video highlights of Zolli's speech, as well as other aspects of NECC 2007, go to: http://www.eschoolnews.com/cic.]

New ed-tech standards

On day two of the conference, ISTE formally unveiled a new version of its National Educational Technology Standards for Students (NETS*S), the culmination of a yearlong process to revise this rubric for what kids should know and be able to do with technology.

Launched at last year's NECC, the NETS*S Refresh Project convened students and stakeholders in town-hall style meetings around the country during the past year, inviting their feedback. The project reportedly included participation from representatives in 50 states and 22 countries, including China, Costa Rica, Egypt, Nigeria, and Saudi Arabia.

ISTE first issued its NETS for students in 1998, and this framework has since found its way into the standards of as many as 48 U.S. states. Now, nearly 10 years later--and having also issued NETS for teachers and administrators--ISTE has revised its NETS to keep pace with the changing demands of a new global, information-based economy, the group says.

Toward that end, creativity and innovation head the list of characteristics the new standards seek to measure.

According to ISTE's chief executive, Don Knezek, the original NETS*S focused primarily on technology tools, "because that was okay at that time, but that's not true now. ... [We need to focus on] what students need to learn effectively and live productively in an increasingly digital age."

Knezek has described the changes as a shift away from a focus on "competency with [technology] tools" and toward a focus on the "skills required in a digital world to produce and innovate" using technology.

The differences can be gleaned by looking at the categories that define each set of standards.

In the original standards, the skills necessary to define technology proficiency were outlined across six categories: basic operations and concepts; social, ethical, and human issues of technology use; productivity tools; communication tools; research tools; and problem-solving and decision-making tools.

The revised draft standards also are organized into six categories: (1) creativity and innovation; (2) communication and collaboration; (3) research and information retrieval; (4) critical thinking, problem solving, and decision making; (5) digital citizenship; and (6) technology operations and concepts.

"The first set of standards was about learning to use technology. This set is about using technology to learn," said David Barr, a retired educator and a member of ISTE's accreditation and standards committee.

Breaking the rules

Continuing the theme of creativity and innovation at this year's NECC, Zolli moderated a June 26 roundtable discussion on how educators can encourage the development of these characteristics within their students.

The discussion involved four experts with different perspectives on creativity: Mary Cullinane, a Microsoft employee and technology architect of the company's School of the Future project in Philadelphia; Michael McCauley, creative director for a Chicago-based communications agency; Francesc Pedro, senior analyst for the Paris-based Center for Educational Research and Innovation, a division of the Organisation for Economic Cooperation and Development; and Elizabeth Streb, a nationally renowned choreographer.

The conversation centered on the question: What kind of environment best stimulates creativity?

The School of the Future project (see http://www.eschoolnews.com/news/showStory.cfm?ArticleID=6579) was about "fundamentally questioning the norm," Cullinane said. She added: "One of the things we wanted to focus on was creating a place where failure was an option--where kids weren't afraid to fail." That's hard to do in an era of increased school accountability, she acknowledged. In terms of its physical space, the school's designers sought to create "gathering places" where kids could come together and collaborate on projects.

Streb described a place she created in New York City, called Slam, where dancers, acrobats, and students come together to explore movement and flight. She portrayed it as resembling a large "garage," where it's OK to break things and get dirty. "We also allow complete sovereignty," she added, noting there is a "thin line between when play stops and class begins."

Streb also had a few words of advice for those in the audience: Ask seemingly unanswerable questions, and break the rules. "Discovery is going in with a clean question and then ignoring everything you thought you knew," said Streb, who has revolutionized modern dance by challenging many widely held assumptions about this art form.

Zolli noted that the panelists seemed to be talking about taking risks and empowering individuals (that is, students). So, he asked, how do educators deal with the structural impediments to these notions that typically exist in today's schools?

Cullinane acknowledged this can be difficult. She said Philadelphia's School of the Future was designed to exist within the traditional constraints common to school systems, such as budget limitations--yet its goal was specifically to loosen the structural barriers that often impede progress.

"Imagine if we were all swimming downstream--imagine how fast we could go," she said. "Yet, in schools, we're often swimming upstream" against a current of policies and procedures.

Zolli then asked what it is about the culture at Microsoft that encourages innovation. Cullinane responded that it's a place where individuals are self-critical and constantly questioning: How can I get better? This behavior is modeled every day, she said. Also, employees are given time to just think.

"You didn't have to justify that you were doing something," said Cullinane, a former teacher before joining Microsoft. "Thinking was doing something--and that, for me, was a fundamental change, coming from a school environment."

Cullinane ended the discussion by urging educators to remember the word "motive," asking: What motivates students? What do they value? What is their environment? What are their challenges?

"If we can't answer these questions, we're not going to be able to create the kinds of environments like the School of the Future," she concluded.

In a case reportedly involving the brother of Rep. William J. Jefferson, D-La., who was indicted recently on federal bribery charges, a former president of the New Orleans Public Schools board has admitted accepting $140,000 in bribes to help JRL Enterprises, a producer of educational software, obtain a lucrative New Orleans school contract.

The former board official, Ellenese Brooks-Simms, 67, pleaded guilty in a U.S. District Court in New Orleans to charges of conspiracy to commit bribery. Her lawyer told reporters outside the courthouse on June 20 that Brooks-Simms "fully acknowledges and regrets being involved in this." The charges against Brooks-Simms did not identify a business consultant who was said to have paid her to win school board contracts for the company.

JRL, which was founded in New Orleans and moved to Jackson, Miss., after Hurricane Katrina, was not accused of wrongdoing in the case. But JRL's "I CAN Learn" software has been involved in controversy in the past over its efficacy and the circumstances surrounding its contracts with the school district of Fort Worth, Texas (see Officials freeze ‘I CAN Learn': http://www.eschoolnews.com/news/ showStory.cfm?ArticleID=5679).

In the New Orleans case, JRL's founder, John Lee, acknowledged that he hired Rep. Jefferson's brother, Mose Jefferson, to "facilitate introductions to the decision makers" in Orleans Parish. But according to the city's newspaper, the Times-Picayune, Lee said he never authorized bribes.

Brooks-Simms was accused of accepting bribes on three occasions for "promoting and approving" school board contracts that "illegally benefited" a person known to federal prosecutors but not named in court papers. A news release from U.S. Attorney Jim Letten said the person in question received more than $900,000 in commissions for software contracts with the New Orleans school board.

Brooks-Simms served on the Orleans Parish School Board from 2000 to 2004. She is the latest person to plead guilty in a wide-ranging probe that began in 2003 and has resulted so far in 23 guilty pleas, Letten said. A string of plea deals has revealed kickback schemes involving construction and insurance activities, as well as school payroll thefts.

New Hampshire officials release new high school model

The New Hampshire Department of Education has released a document intended to develop "a new high school delivery model," in which learning is tailored around students' interests and teachers mentor instead of instruct.

"This is the next step in moving forward with school redesign," said Fred Bramante, a member of the state Board of Education. "If we do this right, why would any kid drop out of high school?"

The vision document, "Moving from High Schools to Learning Communities," is closely tied to the state's minimum standards for school approval. Those standards were revised in 2005 to allow schools more flexibility.

Among the changes were a provision that would allow high schools to maintain a school year of 990 hours instead of 180 days and a mandate that by the 2008-09 school year, students must have the option to earn credits by demonstrating mastery of a subject instead of taking a course in that subject.

Six "guiding principles" for redesigning high schools are outlined in the new vision document:

· Students should feel a personal connection to their high school experience. School guidance programs are important, as are internships and lessons customized to each student's learning style.

· All students should be held to high academic and personal standards.

· Students must believe that what they learn is relevant to their lives; students should be able to personalize their learning.

· Teachers should be facilitators, mentors, and coaches.

· Each student's learning should be monitored and documented.

· Data about that learning should be used to tweak the system to make it better. State education officials say some schools already emphasize personalized learning.

For example, Merrimack Valley High School offers online courses and internships, and its staff members are developing a charter school that would assess students based on their demonstrated abilities. The CSI Charter School would "profile" students and then adapt the curriculum to fit their needs.

Merrimack Valley Principal Mike Jette said he hopes to pilot the concept of awarding credit for "real-world learning," as outlined in the revised minimum standards, at the charter school next year and then bring it to the high school in 2008-09.

South Dakota joins effort to teach 21st-century skills

South Dakota has joined a national effort that seeks to teach students the skills required to succeed in a rapidly changing world, Gov. Mike Rounds said on June 19.

South Dakota is the fifth state to join the Partnership for 21st Century Skills, an organization that includes major corporations and education groups. The other four states are Massachusetts, North Carolina, West Virginia, and Wisconsin. The group's members include Apple, Cisco Systems, Ford Motor Co., Microsoft Corp., Texas Instruments, and Verizon.

"We have a powerful vision for the 21st century. We feel we need to infuse different skills into the core subjects," said Kathy Hurley, a representative of the Partnership for 21st Century Skills.

Students must graduate with skills that allow them to think critically, solve problems, communicate, be leaders, and use computers and other technology, Rounds said. Such skills are needed, he added, so South Dakota businesses can hire highly qualified workers to compete in the global economy.

"If we start now teaching these critical skills, we have a better chance of being economically successful within our state," Rounds said.

An advisory council of South Dakota business and education leaders will make recommendations on what skills should be taught to students at all education levels. The panel met on June 19 for the first time.

State Education Secretary Rick Melmer said the new effort could require some additional training to help teachers emphasize the targeted skills, which would be integrated into existing courses.

Rounds said the new skills program will be tied to his existing 2010 Education initiative that already has set goals for improving education in South Dakota.

By this fall, 25 percent of South Dakota's high school students will have laptop computers they can take home with them after school, Rounds said. Other programs let students take courses over the internet or television if their high schools do not offer those subjects, he said.

Seattle offers iPods as incentives for test-prep classes

Seattle high-school students who failed reading or math on the 10th-grade Washington Assessment of Student Learning (WASL) are being given the chance to earn an iPod Shuffle from Apple Inc., the Seattle Times reports. The catch? They must spend five weeks in one of two WASL-prep summer programs.

The city hopes the programs, a joint project with Seattle Public Schools and Seattle Community Colleges, will help students pass the state exam--and city officials are offering the iPods, which retail at $79, as an incentive to get students in the door.

"For the subset of students who have lost motivation ... this is worth a try," Holly Miller, director of the city's Office for Education, told the Times.

A tutoring company helping with the programs came up with the idea of the iPod incentive, Miller said, saying it has worked well in other cities.

An anonymous donor is paying for the iPods for all students who complete the math-tutoring program. The city said it would buy iPods for students in the reading program.

Friday, August 3, 2007

Sea Grant-Funded Researchers Explore Offshore Wind Energy Prospects

 Substantial wind resource exists off Mid-Atlantic coast

A typical offshore wind turbine

Delaware Sea Grant researchers are investigating whether offshore wind turbines could play a major role in meeting the Mid-Atlantic region’s energy needs. Photo by Jonathan Lilley

By Ron Ohrel, Delaware Sea Grant

Note: This article contains excerpts from two articles previously posted on the University of Delaware’s UDaily web site: www.udel.edu/PR/UDaily/2007/jan/wind011607.html and www.udel.edu/PR/UDaily/2007/feb/wind020107.html.

Delaware’s electric power generators are currently powered entirely by fossil fuels, which emit carbon dioxide—a greenhouse gas widely recognized as contributing to global warming—into the atmosphere. Environmental and other considerations have led some scientists and policymakers to explore alternatives to fossil fuels. One of those options is offshore wind power.

Researchers at the University of Delaware and Stanford University recently learned that the wind resource off the Mid-Atlantic coast could meet the energy needs of the adjacent nine coastal states from Massachusetts to North Carolina, plus the District of Columbia—with enough left over to support a 50 percent increase in future energy demand.

More than 90 percent of the 949 Delaware residents responding to the survey supported an offshore wind option even if wind power were to add between $1 and $30 per month to their electric bills.

University of Delaware marine policy scientists Jeremy Firestone (seated) and Willett Kempton (left) and doctoral student Andrew Krueger

In a 2006 survey of more than 900 Delaware residents, University of Delaware marine policy scientists Jeremy Firestone (seated) and Willett Kempton (left) and doctoral student Andrew Krueger found strong public support for offshore wind power as a future energy source for the state. Photo by Kathy F. Atkinson

Using that information, University of Delaware researchers Willett Kempton, Jeremy Firestone, and Richard Garvine are determining the potential for establishing wind power facilities off the Delaware coast. The scientists are working to identify potential sites for offshore facilities, the laws and policies to best regulate possible development, possible economic and environmental impacts, and opinions of coastal residents regarding offshore wind power.

Surveying Delaware residents, Firestone and Kempton found strong support for offshore wind power as a future source of energy. When asked to select from a variety of sources to help the state increase its energy supply, more than 90 percent of the 949 Delaware residents responding to the survey supported an offshore wind option—in which whirling wind turbines as tall as 40-story buildings would be erected off the coast to generate electricity—even if wind power were to add between $1 and $30 per month to their electric bills. Fewer than 10 percent voted for an expansion of coal or natural gas power at current prices.

“Based on our results, Delaware could become the Denmark of the United States when it comes to relying on offshore wind power as a major energy source,” Firestone said. “Delawareans are amazingly supportive of it.” Firestone further noted that this study debunks the myth that coastal residents will not support in-view developments.

In a project funded by the Delaware Sea Grant College program, the scientists and their graduate students surveyed more than 700 out-of-state visitors to Delaware's beaches in July 2007 to explore how an offshore wind farm would affect tourism. Analysis of that survey data is ongoing.

Delaware beach visitors enjoy the sun and water

Delaware Sea Grant researchers are surveying beach visitors this summer to assess the potential impacts that an offshore wind farm could have on tourism.

The Delaware state legislature has indicated interest in securing nonpolluting sources of electricity and in May 2007, four Delaware agencies ordered Delmarva Power & Light to negotiate to buy power from a proposed offshore wind farm, which could be the first in the United States. Contingent on the success of those negotiations, nine Delaware municipalities have agreed to purchase power for 20 years from the offshore wind farm. This is the first such agreement in the United States. If negotiations are successful, this single offshore wind farm would provide 17 percent of the electricity for the entire state, while tapping only 3 percent of the state’s potential offshore wind resource. The bid price for wind-generated electricity was less than that of a coal gasification plant of the same electrical capacity. “I think interest in wind power and other renewable energy sources is now growing not only in Delaware, but nationally due to the rising cost and long-term supply issues associated with traditional energy sources, as well as other concerns such as global warming,” Kempton said.

Kempton and Firestone are part of a research group at the University of Delaware College of Marine and Earth Studies that is exploring the science, resource and policy implications of offshore wind power. The group offers a graduate course on offshore wind power, including science, engineering and policy.

Kempton said University of Delaware students are interested in the topic, and he has seen increased enrollment across campus in the course.

“We now have a number of graduate students who have completed their studies or are presently working toward a degree in this area,” he said.

Related links:
Delaware Sea Grant
University of Delaware Wind Power Group

Interviewed Today: by Donald Carli , Senior Research Fellow

World Future Energy Summit

World Future Energy Summit
http://www.wfes08.com/

MASDAR
http://www.masdaruae.com/

Thursday, August 2, 2007

Governor Job-Training Program touts Renewable Energy!

Gov. Jennifer Granholm Wednesday launched a "No Worker Left Behind" job training program.

The goal: to train 100,000 Michigan residents for high-demand careers.

By redirecting federal funds currently used for job training, NWLB will provide up to two years of free tuition at any Michigan community college, university, or other approved training program for qualifying participants. Participants must earn a certification or degree needed in a high-demand occupation or gain the entrepreneurial skills needed to start their own businesses.

Partners in the No Worker Left Behind initiative include Michigan’s 28 community colleges, the Michigan Community Colleges Association, the Michigan Works Association and 25 Michigan Works agencies, the Michigan Department of Labor & Economic Growth, four-year colleges and universities, and licensed proprietary schools.

“By 2012, Michigan will have a shortage of 334,000 skilled workers,” said Keith W. Cooley, director of the Michigan Department of Labor & Economic Growth, the state department that is charged with overseeing the NWLB initiative. “We know that 70 percent of the fastest growing jobs by 2010 will require a post-secondary degree.”

Training in-high demand occupations vary from region to region and include advanced manufacturing, health care, biotechnology, and renewable energy, as well as other growing sectors.

Eligible participants include any person who is currently unemployed, who has received a notice or termination or layoff from employment, or whose family income is $40,000 or less. Participants must be at least 18 years old, must not have graduated from high school within the last two years, and must not be full-time college students. They have three years to sign up for the program.

For more information, call Michigan Works at 1-800-285-WORKS (9675) or go to the NWLB website at www.michigan.gov/nwlb.

Tuesday, July 31, 2007

The 6th Mind: "Priming the Pump" with Truth, Trust, Deeds!

The New York Times




July 31, 2007

Who’s Minding the Mind?

In a recent experiment, psychologists at Yale altered people’s judgments of a stranger by handing them a cup of coffee.

The study participants, college students, had no idea that their social instincts were being deliberately manipulated. On the way to the laboratory, they had bumped into a laboratory assistant, who was holding textbooks, a clipboard, papers and a cup of hot or iced coffee — and asked for a hand with the cup.

That was all it took: The students who held a cup of iced coffee rated a hypothetical person they later read about as being much colder, less social and more selfish than did their fellow students, who had momentarily held a cup of hot java.

Findings like this one, as improbable as they seem, have poured forth in psychological research over the last few years. New studies have found that people tidy up more thoroughly when there’s a faint tang of cleaning liquid in the air; they become more competitive if there’s a briefcase in sight, or more cooperative if they glimpse words like “dependable” and “support” — all without being aware of the change, or what prompted it.

Psychologists say that “priming” people in this way is not some form of hypnotism, or even subliminal seduction; rather, it’s a demonstration of how everyday sights, smells and sounds can selectively activate goals or motives that people already have.

More fundamentally, the new studies reveal a subconscious brain that is far more active, purposeful and independent than previously known. Goals, whether to eat, mate or devour an iced latte, are like neural software programs that can only be run one at a time, and the unconscious is perfectly capable of running the program it chooses.

The give and take between these unconscious choices and our rational, conscious aims can help explain some of the more mystifying realities of behavior, like how we can be generous one moment and petty the next, or act rudely at a dinner party when convinced we are emanating charm.

“When it comes to our behavior from moment to moment, the big question is, ‘What to do next?’ ” said John A. Bargh, a professor of psychology at Yale and a co-author, with Lawrence Williams, of the coffee study, which was presented at a recent psychology conference. “Well, we’re finding that we have these unconscious behavioral guidance systems that are continually furnishing suggestions through the day about what to do next, and the brain is considering and often acting on those, all before conscious awareness.”

Dr. Bargh added: “Sometimes those goals are in line with our conscious intentions and purposes, and sometimes they’re not.”

Priming the Unconscious

The idea of subliminal influence has a mixed reputation among scientists because of a history of advertising hype and apparent fraud. In 1957, an ad man named James Vicary claimed to have increased sales of Coca-Cola and popcorn at a movie theater in Fort Lee, N.J., by secretly flashing the words “Eat popcorn” and “Drink Coke” during the film, too quickly to be consciously noticed. But advertisers and regulators doubted his story from the beginning, and in a 1962 interview, Mr. Vicary acknowledged that he had trumped up the findings to gain attention for his business.

Later studies of products promising subliminal improvement, for things like memory and self-esteem, found no effect.

Some scientists also caution against overstating the implications of the latest research on priming unconscious goals. The new research “doesn’t prove that consciousness never does anything,” wrote Roy Baumeister, a professor of psychology at Florida State University, in an e-mail message. “It’s rather like showing you can hot-wire a car to start the ignition without keys. That’s important and potentially useful information, but it doesn’t prove that keys don’t exist or that keys are useless.”

Yet he and most in the field now agree that the evidence for psychological hot-wiring has become overwhelming. In one 2004 experiment, psychologists led by Aaron Kay, then at Stanford University and now at the University of Waterloo, had students take part in a one-on-one investment game with another, unseen player.

Half the students played while sitting at a large table, at the other end of which was a briefcase and a black leather portfolio. These students were far stingier with their money than the others, who played in an identical room, but with a backpack on the table instead.

The mere presence of the briefcase, noticed but not consciously registered, generated business-related associations and expectations, the authors argue, leading the brain to run the most appropriate goal program: compete. The students had no sense of whether they had acted selfishly or generously.

In another experiment, published in 2005, Dutch psychologists had undergraduates sit in a cubicle and fill out a questionnaire. Hidden in the room was a bucket of water with a splash of citrus-scented cleaning fluid, giving off a faint odor. After completing the questionnaire, the young men and women had a snack, a crumbly biscuit provided by laboratory staff members.

The researchers covertly filmed the snack time and found that these students cleared away crumbs three times more often than a comparison group, who had taken the same questionnaire in a room with no cleaning scent. “That is a very big effect, and they really had no idea they were doing it,” said Henk Aarts, a psychologist at Utrecht University and the senior author of the study.

The Same Brain Circuits

The real-world evidence for these unconscious effects is clear to anyone who has ever run out to the car to avoid the rain and ended up driving too fast, or rushed off to pick up dry cleaning and returned with wine and cigarettes — but no pressed slacks.

The brain appears to use the very same neural circuits to execute an unconscious act as it does a conscious one. In a study that appeared in the journal Science in May, a team of English and French neuroscientists performed brain imaging on 18 men and women who were playing a computer game for money. The players held a handgrip and were told that the tighter they squeezed when an image of money flashed on the screen, the more of the loot they could keep.

As expected, the players squeezed harder when the image of a British pound flashed by than when the image of a penny did — regardless of whether they consciously perceived the pictures, many of which flew by subliminally. But the circuits activated in their brains were similar as well: an area called the ventral pallidum was particularly active whenever the participants responded.

“This area is located in what used to be called the reptilian brain, well below the conscious areas of the brain,” said the study’s senior author, Chris Frith, a professor in neuropsychology at University College London who wrote the book “Making Up The Mind: How the Brain Creates our Mental World.”

The results suggest a “bottom-up” decision-making process, in which the ventral pallidum is part of a circuit that first weighs the reward and decides, then interacts with the higher-level, conscious regions later, if at all, Dr. Frith said.

Scientists have spent years trying to pinpoint the exact neural regions that support conscious awareness, so far in vain. But there’s little doubt it involves the prefrontal cortex, the thin outer layer of brain tissue behind the forehead, and experiments like this one show that it can be one of the last neural areas to know when a decision is made.

This bottom-up order makes sense from an evolutionary perspective. The subcortical areas of the brain evolved first and would have had to help individuals fight, flee and scavenge well before conscious, distinctly human layers were added later in evolutionary history. In this sense, Dr. Bargh argues, unconscious goals can be seen as open-ended, adaptive agents acting on behalf of the broad, genetically encoded aims — automatic survival systems.

In several studies, researchers have also shown that, once covertly activated, an unconscious goal persists with the same determination that is evident in our conscious pursuits. Study participants primed to be cooperative are assiduous in their teamwork, for instance, helping others and sharing resources in games that last 20 minutes or longer. Ditto for those set up to be aggressive.

This may help explain how someone can show up at a party in good spirits and then for some unknown reason — the host’s loafers? the family portrait on the wall? some political comment? — turn a little sour, without realizing the change until later, when a friend remarks on it. “I was rude? Really? When?”

Mark Schaller, a psychologist at the University of British Columbia, in Vancouver, has done research showing that when self-protective instincts are primed — simply by turning down the lights in a room, for instance — white people who are normally tolerant become unconsciously more likely to detect hostility in the faces of black men with neutral expressions.

“Sometimes nonconscious effects can be bigger in sheer magnitude than conscious ones,” Dr. Schaller said, “because we can’t moderate stuff we don’t have conscious access to, and the goal stays active.”

Until it is satisfied, that is, when the program is subsequently suppressed, research suggests. In one 2006 study, for instance, researchers had Northwestern University undergraduates recall an unethical deed from their past, like betraying a friend, or a virtuous one, like returning lost property. Afterward, the students had their choice of a gift, an antiseptic wipe or a pencil; and those who had recalled bad behavior were twice as likely as the others to take the wipe. They had been primed to psychologically “cleanse” their consciences.

Once their hands were wiped, the students became less likely to agree to volunteer their time to help with a graduate school project. Their hands were clean: the unconscious goal had been satisfied and now was being suppressed, the findings suggest.

What You Don’t Know

Using subtle cues for self-improvement is something like trying to tickle yourself, Dr. Bargh said: priming doesn’t work if you’re aware of it. Manipulating others, while possible, is dicey. “We know that as soon as people feel they’re being manipulated, they do the opposite; it backfires,” he said.

And researchers do not yet know how or when, exactly, unconscious drives may suddenly become conscious; or under which circumstances people are able to override hidden urges by force of will. Millions have quit smoking, for instance, and uncounted numbers have resisted darker urges to misbehave that they don’t even fully understand.

Yet the new research on priming makes it clear that we are not alone in our own consciousness. We have company, an invisible partner who has strong reactions about the world that don’t always agree with our own, but whose instincts, these studies clearly show, are at least as likely to be helpful, and attentive to others, as they are to be disruptive.

Sunday, July 29, 2007

CSIRO FLAGSHIP PROGRAM (Austrailia)

Energy Transformed Flagship banner




The Energy Transformed Flagship program includes more than 20 research projects. Read about them here. http://www.csiro.au/csiro/channel/pchbe.html

LTU Model Program for Math and Computer Science

Detroit Free Press

A tech future at their fingertips

Lawrence Tech hosts a camp designed to get girls jazzed about math and computer science

In just 12 hours, 12-year-old Brielle Woods created a Web site that featured her favorite games, videos and music.

As she stood in front of a lecture hall at Lawrence Technological University in Southfield, Brielle talked about her Web site's features.

Pictures of puppies and links to online games and music videos were just some of what Brielle and the 21 other girls in the lecture hall had put on their Web sites.

The girls learned about creating Web sites and other forms of technology at Camp Infinity, July 16-20 at the university.

The girls also learned how to program robots. They planned a fashion show featuring their robots after their Web site presentations July 20.

"I like working with computers," said Brielle, who attends Ludington Magnet Middle School in northwest Detroit. "I would like to be a computer engineer or do something in Web design."

For four years, Camp Infinity has been sponsored by the Michigan Council of Women in Technology Foundation and hosted by Lawrence Tech.

The program is open to girls only, in fourth through seventh grades, who live in Oakland, Macomb and Wayne counties. It is free to the girls and is paid for by corporate sponsors. This year's program was paid for by a $34,000 grant from AT&T.

"This camp has two objectives," said Rosemary Bayer, president of the technology foundation. "The first is, you can do it and it's fun."

The second objective is that the girls pursue careers in the technology industry, where women are underrepresented. "The Michigan Council of Women in Technology started because there are very few women in the field," Bayer said. "I work for Sun Microsystems (in Southfield), and I looked around one day and realized I was the only woman there. We realized we needed to get more girls motivated and inspired about math and computer science."

Copyright © 2007 Detroit Free Press Inc.

An OBJECT of OUR INTENTIONS!



BARGE: Decommisioned from Active Military
More Pictures: http://www.maritimesales.com/SGA10.htm

This barge has been maintained in excellent condition by the military and was recently retired. Her steel looks very good as well with minor rust. When sold, if she is leaving the American flag, she must get government approval to do so.

There are 84 bunks and a fully equipped galley. Most equipment found to have less than 500 hours. The bottom Deck consists of 6 large cargo areas.

This barge is ideal for a fixed base or mobile dive, salvage, and or construction operation. There is plenty of room for offices and more than enough room for equipment storage, fabrication, and repair facilities. In addition this barge has the ability for an operation to be completely self-sustained.

This barge has current accommodations of 84 in bunks, it is felt that the number of bunks can be increased to perhaps 200 in air conditioned space. She has 6-7 large rooms with private bathrooms and a number of other rooms that could sleep people. Her two generators are currently operational, one has a minor problem that it is felt can be fixed easily. She also has a functional galley with working refrigerators and freezers. She has what appears to be a new water/fire alarm system in working condition. The capstan on the bow and stern operate.

Some of the rooms had wall mounted air conditioners that have been removed, and blanked off. She is relatively clean and the present owner is taking care of her. She is also presently insured and therefore insurable.

VESSEL IDENTIFIER: SGA10

Price: U.S. $ 750,000.00 FIRM

DIMENSIONS


Length 261 (feet) 79.5 ( meters)
Breadth 48 14/6
Height
Draft 9/13 2.7/3.9
Light Displacement 700 Tons
Generators 2 235 KW Marathon Generators powered by Detroit 12V71 Diesels
16 Hours on one 500 Hours on the other
Compressor 30 HP Gardner-Denver screw type with 273 Hours
Dive Compressors 2-Ingersall Rand high pressure and 4-medium pressure dive air compressors with tanks, flasks and related piping (all under 500 hours).

Saturday, July 28, 2007

The PROMISE of Natural Capitalism

NATURAL CAPITALISM: CREATING THE NEXT INDUSTRIAL REVOLUTION

For decades, environmentalists have been warning that human economic activity is exceeding the planet's limits. Of course we keep pushing those limits back with clever new technologies; yet living systems are undeniably in decline.

These trends need not be in conflict�in fact, there are fortunes to be made in reconciling them.

Natural Capitalism: Creating the Next Industrial Revolution, by Paul Hawken, Amory Lovins, and L. Hunter Lovins, is the first book to explore the lucrative opportunities for businesses in an era of approaching environmental limits.

In this groundbreaking blueprint for a new economy, three leading business visionaries explain how the world is on the verge of a new industrial revolution�one that promises to transform our fundamental notions about commerce and its role in shaping our future. Natural Capitalism describes a future in which business and environmental interests increasingly overlap, and in which businesses can better satisfy their customers' needs, increase profits, and help solve environmental problems all at the same time.

Natural capital refers to the natural resources and ecosystem services that make possible all economic activity, indeed all life. These services are of immense economic value; some are literally priceless, since they have no known substitutes. Yet current business practices typically fail to take into account the value of these assets�which is rising with their scarcity. As a result, natural capital is being degraded and liquidated by the wasteful use of such resources as energy, materials, water, fiber, and topsoil.

The first of natural capitalism's four interlinked principles, therefore, is radically increased resource productivity. Implementing just this first principle can significantly improve a firm's bottom line, and can also help finance the other three. They are: redesigning industry on biological models with closed loops and zero waste; shifting from the sale of goods (for example, light bulbs) to the provision of services (illumination); and reinvesting in the natural capital that is the basis of future prosperity.

Citing hundreds of compelling stories from a wide array of sectors, Natural Capitalism shows how these four changes will enable businesses to act as if natural capital were being properly valued, without waiting for consensus on what that value should be. Even today, when natural capital is hardly accounted for on corporate balance sheets, these four principles are so profitable that firms adopting them can gain striking competitive advantage�as early adopters are already doing. These innovators are also discovering that by downsizing their unproductive tons, gallons, and kilowatt-hours they can keep more people, who will foster the innovation that drives future improvement.

Natural Capitalism's preface states: "Although [this] is a book abounding in solutions, it is not about 'fixes.' Nor is it a how-to manual. It is a portrayal of opportunities that if captured will lead to no less than a transformation of commerce and of all societal institutions. Natural capitalism maps the general direction of a journey that requires overturning long-held assumptions, even questioning what we value and how we are to live. Yet the early stages in the decades-long odyssey are turning out to release extraordinary benefits. Among these are what business innovator Peter Senge calls 'hidden reserves within the enterprise'�'lost energy,' trapped in stale employee and customer relationships, that can be channeled into success for both today's shareholders and future generations. All three of us have witnessed this excitement and enhanced total factor productivity in many of the businesses we have counseled. It is real; it is replicable�"

The next Industrial Revolution has already started. Natural Capitalism will prepare you to be a part of it.

MORE: http://www.natcap.org/sitepages/pid5.php

Friday, July 27, 2007

WHAT Time Is It? The URGENCY of the EMERGENCY!


http://wip.warnerbros.com/11thhour/

BIRDS of a Feather?

The NextEnergy Center in TechTown-the Wayne
State Research
and Technology Park

http://www.nextenergy.org/

Wind Manufacturing Working Group

The Michigan Wind Energy Manufacturing Working Group is sponsored by NextEnergy, Michigan Public Service Commission, Michigan State Energy Office, Michigan Manufacturing Technology Center and Western Michigan University.

The mission of this group is to advance the capacity and capabilities in the state of Michigan for designing, engineering, and manufacturing wind systems. This event allows wind system developers and the manufacturing supply chain to establish relationships.

Michigan Wind Mfg. Group Co-chairs: John Patten, WMU & Dan Radomski, NextEnergy. Please contact Dan Radomski at (313) 833-0100 ext. 150 or e-mail danr@nextenergy.org to learn more

Michigan Wind Mfg Brochure.pdf

Michigan Manufacturing Report Wind Solar Biomass.pdf

Events

For speaking, exhibiting or sponsorship opportunities, please call Dan Radomski at (313) 833-0100 ext. 150 or e-mail at danr@nextenergy.org

September 10, 2007 - September 11, 2007
Michigan Wind Energy Symposium

HELP Destination: Sustainable ENergy Delivery

TJ Technologies

http://www.michigan.org/medc/index.asp?WT.svl=Home_Feature_4&m=0

Thursday, July 26, 2007

Educators Reveal Secrets of Technological Reform

http://www.eschoolnews.com Contents Copyright 2007 eSchool News. All rights reserved.

Educators reveal secrets of reform On lawmakers’ doorstep, savvy educators describe tested success strategies

By Meris Stansbury, Assistant Editor, eSchool News July 25, 2007

Educators--at least the savvy ones--know exactly what it takes to give high school students a genuine shot at academic success, and on July 23, some of the nation’s savviest came together to spell it out . . . right on Congress’s doorstep.

At least, that was the core message the nation’s lawmakers could have absorbed at a meeting convened in unison by the State Educational Technology Directors Association (SETDA) and the Alliance for Excellent Education (AEE). It was said to be the first joint program produced by the two organizations.

Here, as these educators described them, are the essential ingredients for high school reform: Effective technology, integrated by well-trained and competent teachers, and solid longitudinal data that provide not just accountability but also a compass by which to keep teaching and learning on a true course for each unique student.

SETDA Executive Director Mary Ann Wolf and former West Virginia Gov. Bob Wise, president of the Alliance for Excellent Education (AEE), introduced a panel consisting of local and state educators and a valedictorian from a District of Columbia high school to talk about programs proven effective over time in real-life schools.

“There are 20,000 high schools, and 2,000 of those 20,000 high schools account for a majority of the dropouts,” Wise declared. “So we know where the dropout factories are.”

The mission of AEE, he explained, is “to promote high school transformation to make it possible for every child to graduate prepared for postsecondary education and success in life.”

AEE seeks to replace those “dropout factories” with well-functioning, successful high schools. It’s critical that America do this, Wise said, because “some 7,000 students drop out of high school every day.” Meanwhile, 90 percent of the fastest growing careers “require a secondary education,” he said.

Wolf had worrisome statistics of her own.

Only 5 percent of U.S. students now go into math or science, she said, and between 1989 to 2001, U.S. patent applications from Asia grew 759 percent, while applications from the U.S. itself grew by only 116 percent.

Yet, Wolf expressed optimism. “It’s not too late to make a real difference for these students and our country,” she insisted, citing positive examples of effective ed-tech programs across the U.S., such as the Technology Immersion Pilot (TIP) in Floydada High School in Texas, where thanks to a successful combination of professional development, assessment tools, and integrated technology, test scores in language arts, math, and science among 10th graders grew 24, 26, and 34 percent, respectively, from 2005 to 2006.

Wolf pointed to legislation pending in the U.S. House of Representatives that she said could help educators replicate those kinds of gains. The bill, if passed, would be known as the Achievement Through Technology and Innovation (ATTAIN) Act.

Now, SETDA and AEE are encouraging lawmakers to introduce a version of that bill in the U.S. Senate. (See New bill would revamp ed-tech funding http://www.eschoolnews.com/news/showStory.cfm?ArticleID=7092)

With adequate support and proper implementation from a measure such as ATTAIN, the meeting organizers said, the reforms described by panelists at the Capitol Hill meeting would not be isolated triumphs but could be disseminated to high schools from coast to coast.

Panelists, such as Jeanie Gordon, superintendent of the New Franklin School District in Missouri, gave their personal examples of success. Gordon talked about the eMINTS program, which raised student test scores by as much as 15 percent compared with scores of students in classrooms without eMINTS. (See Study: Missouri’s ed-tech program pays off http://www.eschoolnews.com/news/showstory.cfm?ArticleID=3673) eMINTS stands for Enhancing Missouri's Instructional Networked Teaching Strategies. Today, the program has blossomed in nine states.

Gordon emphasized that data are imperative for student achievement, saying “we need data to know where we need to make changes…. [S]tudent achievement has many variables, from attendance to learning style, from special needs to personal health, and we need data to vary teaching methods--methods that include the use of technology to help these students.”

Another panelist, Bruce Umpstead, director of educational technology and data for Michigan’s Department of Education, said “leadership and fundamental technology are critical” to student success. He gave examples of Michigan’s effort to support ed-tech and data through the Freedom to Learn Initiative.

Frances Bradburn, director of instructional technology for North Carolina’s department of public instruction, gave examples of success through her state’s Impact schools.

According to Bradburn, Impact schools, which offer technology tool sets and professional development training, turn at-risk students into bellwethers of success: “You can see [through students’ increased participation and enthusiasm for learning] that these tools are changing things.” Impact schools have “shown increased achievement levels in math and science, more than other schools, as well as a decreased dropout rate,” Bradburn reported.

Lan Neugent, Virginia’s assistant superintendent for school technology, spoke of the need to link statewide assessment to individual student assessment to ensure success. Neugent said a major component of improvement in Virginia is “24/7 student access to education” made possible through technology.

Perhaps the most compelling testament was given by Ciara Belle, a recent graduate of McKinley Technology High School in Washington, D.C. Belle, valedictorian of her class and a Gates Millennium Scholar, stressed classroom innovation. “When we talk about needing technology in the classroom, we’re not just talking about using a laptop to type a book report,” she said. “We’re talking about using outside-of-the-box thinking to foster learning.” Belle gave the example of a student learning math so he could develop a video game. “There’s a lot of geometry and physics involved in creating a video game,” she said. “If you want to design your own game, you have to know the basics.”

This year, Belle’s McKinley High School had the highest graduation rate in Washington, with over 90 percent of students graduating, she said.

Panelists gave many other positive examples of how data and technology can improve student achievement, but they also warned of the problems. Gordon cited the lack of financial support and an inadequate IT infrastructure as two significant obstacles. Umpstead said Michigan has “create[d] pockets of excellence based on Title II D, but lacks full funding in order to achieve statewide excellence.”

In response to those problems, panelists advised policy makers to support district-wide funding, try rolling out reform more quickly, focus harder on comprehensive teacher training and professional development, and get more students, not just adults, involved in future forums.

In summation, Wolf enumerated the common themes set forth by the panelists:
“As you look across these examples, you begin to see that this good teaching, this individualized approach using the resources that meet the needs of each student, the possibility of student-centered instruction--all lead to an increase in the skills needed for our students to graduate and be college- and work-ready.

Themes quickly emerge:

1. Leadership provides vision and support;
2. On-going professional development changes teaching and learning;
3. Data drive decisions;
4. High-quality resources and tools support engaged learning and high-quality teaching;
5. Communication across the district--with parents and all stakeholders--is key.”

In spite of the numerous and grave challenges confronting education, the meeting ended on an upbeat note. Every day, we are educating more children who need and deserve excellent education, Wolf pointed out. “We haven’t missed our opportunity.”

Links:
ATTAINhttp://www.eschoolnews.com/news/showStory.cfm?ArticleID=7092
eMINTShttp://www.eschoolnews.com/news/showStory.cfm?ArticleID=3673
TIP Floydadahttp://www.educ.ttu.edu/tip/
Freedom to Learn Initiativehttp://www.ftlwireless.org/
Impact Schoolshttp://www.impactschools.org/
PASS Schoolshttp://www.pen.k12.va.us/VDOE/SchoolImprovement/pass.html
Alliance for Excellent Educationhttp://www.all4ed.org/
SETDAhttp://www.setda.org/
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