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DECEMBER 2003 ■ EDUCATION UPDATE ■ SPOTLIGHT ON SCHOOLStrim: 9.75"3Watch:Save Our DocumentsDecember 20 TH at 8pm/7ctrim: 13"For free teacher materials,visit historychannel.com/classroom©2003 AETN.

4SPOTLIGHT ON SCHOOLS ■ EDUCATION UPDATE ■ DECEMBER 2003Looking for ScapegoatsDuring recent hearingsbefore the City Council,I started to wonder whatschool system CouncilEducation Chair EvaMoskowitz and Schools Chancellor Joel Kleinwere talking about. If you believe them, oursystem is one where teachers have all the advantages:ideal working conditions, competitive pay,and strict work rules that make their lives easy.Meanwhile, teacher tenure, seniority rights anda defined pay schedule are responsible for all theBy RANDI WEINGARTEN, PRESIDENT, UFTDirect connection by PATH to Hudson-BergenLight Rail—Liberty State Park StationMinutes away from New York City,adjacent to the Statue of Libertyand Ellis Island National MonumentsDiscover three themed floors:Invention, Health and EnvironmentExperience 250 hands-on exhibitsGet close to the action in the largestIMAX ® Dome Theater in the United StatesLunch facilities availableCall 201.200.1000for school group ratesevils in our schools.But that’s certainly not the New York Citypublic school system I know. If it were, teacherswould be breaking down our doors to work here,and would leave only after long careers. Insteadone in four of our new teachers leave within ayear, 40 percent within three years. The fact isthat nearly ten thousand New York City publicschool teachers head for the exits every year.Demoralized by oversize classes, shortages ofequipment and supplies, and lack of administrativehelp in enforcing discipline, they leave for theIT’S “TIME” FOR ABACK-TO-SCHOOL ADVENTURETeachers, welcome back! Liberty ScienceCenter has many new things to offer yourstudents this year, including a glimpse intothe future of the Center! Your students canbe the first to interact with prototype exhibitionsand, of course, our latest featuredfilms and exhibitions.In the IMAX® Dome Theater:Volcanoes of the Deep SeaEast Coast Premiere!(September 23, 2003 - September 2004)Journey into a “final frontier” right hereon Earth! Dive with scientists fromRutgers University as they search forsecrets of the deep ocean floor. Volcanoesof the Deep Sea immerses students in astrange world where bizarre creatures livein boiling water gushing from hydrothermalvents and weird landscapes are dominatedby huge rifts, and striped, pillowshapedrocks the size of a VW Beetle.What students learn in the deep ocean willshape their views of life here on Earth, andabout where they might find life elsewherein the cosmos!Pulse: A STOMP Odyssey - Extended Run!(Through January 30, 2004)Take a rhythmic voyage of discoveryaround the world of percussion. From theKodo Drummers of Japan to the TimbaladaDrummers of Brazil, the creators and performersof STOMP guide students througha captivating musical atlas of the world.Current Exhibition:suburbs, other careers, or retirement.The fictions about the city’s schools may produceheadlines, but the facts are what we have toconsider when we try to make our schools better.Tenure: Council Member Moskowitz andChancellor Klein made much of the fiction thatthe contract shields incompetent teachers.Fact: In a member survey a few years ago, morethan 80 percent of our members said they didnot want to teach beside incompetent teachers,though they did insist that people have a processby which they could defend themselves.This union and the Legislature have streamlinedand expedited the teacher disciplinary processthree times in as many contracts. What thechancellor says takes years; last year under thenew rules took on average, 65.5 days.Seniority-based assignments: Thechancellor promotes the fiction that senioritykeeps the most experienced teachersfrom the schools where he believes theyare most needed and forces new teachersinto the most difficult settings. Fact: Lastyear, principals hired nearly 9,000 newteachers to fill vacancies, and senioritytransfers filled about 600, less than 10% ofthe total. (Keep in mind that many of these600 can simply retire. That’s what happenedwith a number of our educationalevaluators who were mistreated by thesystem this year and chose to retire ratherthan take inappropriate assignments). Fact:Many middle-class districts got more newteachers this fall than hard-to-staff areas.Fact: Thanks to incentives we worked outwith the previous administration, hundredsof experienced teachers have been attractedto and have remained in the otherwisehard-to-staff schools in our Extended Timeprogram.Single pay schedule: The chancellorsays he wants to be able to pay more toteachers in shortage areas and in harder-to-staffschools, but the union won’t let him. Fact: In2000 the union included in its contract proposalsadditional pay for teachers who earned certificationin specified shortage areas. We have beenopen to other similar proposals.Keeping good teachers: Our last contractraised starting salaries and the system made greatstrides in recruiting qualified teachers. The problemnow is retention. Because if we can’t keepthe qualified teachers who are hired, buildinga cadre of experienced, well-prepared teachersbecomes like trying to fill a bucket that has a holein its bottom. It’s costly and counterproductiveto hire thousands of well-qualified people everyyear, invest millions of dollars in incentives,orientation and professional development—onlyto see so many of them leave. Worse, it’s badfor kids.The Bloomberg/Klein administration hasalready experienced a number of failures in itsshort tenure: poor planning led to serious overcrowdingin many schools; thousands of newteachers went unpaid and without medical benefitsfor weeks and even months; lack of teachertraining in the system’s new reading and math curriculahave made it very difficult for kids to graspthis difficult material; music and art programshave been decimated; and teachers and parentsare bridling at supervisors’ attempts to micromanageeverything from the placement of desks to thenumber of staples on bulletin boards.Confronted by the chaos they have createdand faced with their own failure to bring positivechange to our schools, the Bloomberg/Kleinadministration has decided to scapegoat teachersby focusing on the fictions of the New YorkCity system rather than its real needs: a qualifiedteacher in every classroom; the books, supplies,resources and disciplined atmosphere that makeinstruction possible; and a relationship with teachersthat supports rather than demonizes them.#Colgate CenterNY WaterwayPlaying With Time(September 26, 2003 - January 4, 2004)In this fast-paced world, controlling timeseems like an impossible dream, but youcan do just that as you explore Playingwith Time. Students can speed or slowevents such as choosing a kernel of popcornand watching it slowly expand like ablossoming flower as it pops, or seeing thehilarious way faces are transformed insuper slow motion. With over 30 activities,Playing with Time offers incredibleopportunities for creative discovery as studentsenjoy learning about human perceptionand the nature of time.LIBERTYSCIENCECENTERLiberty State Park • Jersey City, New Jerseywww.lsc.orgComing Soon to theIMAX® Dome Theater:The Magic of Flight(November 1, 2003 - January 30, 2004)In celebration of the centennial of flight,we are pleased to show the fascinatingstory of the history of modern aviation.The Magic of Flight takes students on atechnological thrill ride and lets them soarwith the world-famous Blue Angels as thepilots defy the laws of gravity.

DECEMBER 2003 ■ FOR PARENTS, EDUCATORS & STUDENTS ■ EDUCATION UPDATEEDUCATION UPDATEMailing Address:17 Lexington Avenue, A1207New York, NY 10010Email: ednews1@aol.comwww.EducationUpdate.comTel: 212-477-5600Fax: 212-477-5893PUBLISHER AND EDITOR:Pola Rosen, Ed.D.ASSOCIATE EDITORS:Heather Rosen, Adam Sugerman,Rob WertheimerASSISTANT EDITOR:Michelle AccorsoGUEST COLUMNISTS:Stevanne Auerbach, Ph.D., Dr. BillBlokker, Mayor Michael Bloomberg,Joan C. Croft, Mr. Rodney J. Croft,Matilda Raffa Cuomo, Dorothy Davis,Wanda Dobrich, Ph.D., Steven Dranoff,Ph.D., Dr. Carole G. Hankin, Jill Levy,Lorraine McCune, Ph.D., Patricia FlahertyMcNeilly, Alfred S. Posamentier, Ph.D.,Randi T. Sachs, Assemblyman StevenSanders, Randi WeingartenSTAFF WRITERS:Jacob Appel, Joan Baum, Ph.D.,Tom Kertes, Mitchell Levine, Sarah N.Lynch, Sybil Maimin, Merri Rosenberg,Chris Rowan, Jocelyn K. EgyesBOOK REVIEWERS:Harris Healy, III, Lillian Shapiro,Selene VasquezMEDICAL EDITOR:Herman Rosen, M.D.MODERN LANGUAGE EDITOR:Adam SugermanMOVIE & THEATER REVIEWS:Jan AaronMUSIC EDITOR:Irving M. SpitzPOLITICAL COMMENTARY:Stuart DunnSPORTS EDITOR:Mike CohenPRODUCTION MANAGER:Rick SulzART DIRECTOR:Neil SchuldinerADVERTISING DEPARTMENT:Martin Lieberman, Manager.Steve Bailey, Joanna Leefer,Mitchell Levine, Nancy KontosACCOUNTING MANAGER:Nadia VelizWEB ADMINISTRATORS:Neil Schuldiner, Rick SulzEducation Update is published monthlyby Education Update, Inc. All material iscopyrighted and may not be printed withoutexpress consent of the publisher.By STUART DUNNRecently, Dr. John Brademas, formerCongressman and President Emeritus of NYU,addressed The Ralph Bunche Institute forInternational Studies at the CUNY GraduateCenter. His lecture marked the centennial ofthe birth of Ralph Bunche whom he called,“...a brilliant international statesman and asignificant figure in the history of the UnitedStates.”While his remarks about the role of RalphBunche in the early days of the UN weresignificant, as was his review of his own rolein the US Congress for 22 years, of particularinterest here are his more recent activities inextending the global reach of NYU and therole of educators in world affairs. Followinghis career in Congress, he served as Presidentof NYU. During his Presidency he establishednumerous centers for international study,IN THIS ISSUEEditorial & Letters . . . . . . . . . . . . . . . . 5Spotlight on Schools . . . . . . . . . . . . . 2-10Music, Art & Dance . . . . . . . . . . . . 10-11Colleges/Grad Schools . . . . . . . . . . 12-15Special Education . . . . . . . . . . . . . . 16-21Holiday Gift Giving Guide . . . . . . . 22-24MetroBEAT . . . . . . . . . . . . . . . . . . . . . 25New Jersey News - NEW! . . . . . . . . . 26Children’s Corner . . . . . . . . . . . . . . . . 27Movies & Theater . . . . . . . . . . . . . . . . 28Homeschooling . . . . . . . . . . . . . . . . . . 29Technology & Education . . . . . . . . 30-31Book Reviews . . . . . . . . . . . . . . . . . . . 32Medical Update . . . . . . . . . . . . . . .. 33-34Resource & Reference Guide . . . . . . . 35GUEST EDITORIALGlobal Education in Our Schoolsbrought thousands of foreign students to studyat NYU, and fostered centers of study inFlorence, Madrid, Prague, London and Paris.More NYU students studied abroad last year,nearly 2000, than from any other institution inthe country.After a long and successful career he continuesto travel, meet with world leaders andto speak in the causes of democracy, peaceand international cooperation. He is currently,“proposing to establish, in consultation withour Department of State, a Center for PublicDiplomacy and Dialogue, for the purposeof building bridges to the Arab and MuslimWorld. "Our plan,” he said, “is to forge auniversity-based center that will serve bothas a public policy think tank and sponsor ofa program of international fellowships andexchanges to encourage dialogue and engagementbetween individuals rather than states.”Response to More Than Moody:Depression in TeensTo the Editor:This article is very informative for teens withdepression. I am struggling with it and I knowhow it feels. When I read your article, I wasamazed at how the things you wrote came soclose to what I was feeling. There should bemore writers like you!Sarah Wells,New Boston, MIResponse to A Smoking Gun: Speaking to9.8 Million Women & Girls of NYSTo the Editor:I agree. Why doesn’t any media commentabout the radiation from tobacco and secondhand smoke? 17,000 milligrams per pack peryear per total body according to NEJM letterto Ed at time of Chernobyl. At autopsy, a lungslice will develop x-ray film overnight, etc.Small wonder the risk of almost all cancers goup if you smoke.Brian Paaso,Palo Alto, CAResponse to Taking Education Outside ofthe Classroom: NYC Museum SchoolTo the Editor:This article is so true of what an LEOTCprogram can do to enhance the lives of studentswho are given the chance to see what is outsidethe classroom walls. We have students whovisit us from all over New Zealand. When theschools are on holiday—which is in two weekstime, we will get an influx of students fromthe Northern Hemisphere coming to visit us.With geysers and hot mud pools and hot watersprings for cooking in, our lessons are manyand varied.AwardWinnerHe is simultaneously working to establisha center for discussing the decision makingfor the security of the United States.“Universities,” he asserted, “because of theirwealth of knowledge across academic disciplines,are...uniquely equipped to contribute tothe debate on these great issues.”[This issue of Education Update illustratesthe importance of global studies and the culturalinterchange of ideas. At PS 77 in Brooklyn,students celebrated the International Year ofFreshwater, showing efforts from Zimbabweto Holland. A 26-year-old student exchangeprogram between Israel and the US is quotedby participants as being “great!” And atUN-USA, global studies curricula have beeninitiated in public schools across the land. Themovement to encourage international understandingand peace has begun in our elementaryschools. ED.]LETTERSOur situation, although slightly more diversethan the Museum, still has a few issues. Themain one being the small 5 per cent of teacherswho want to leave the students in my care andgo away for a coffee! That is not an option withour lessons as we deal with real life geysersthat boil all day at 98 degrees centigrade.Poihaere Hanna,Rotorua City, New ZealandThank You from Rockefeller U.To the Editor:Thank you Dr. Pola Rosen, and your staff atEducation Update, for your commitment.Appearing in the same issue with Laura Bushon the cover and Caroline Kennedy on page 9is sure to get us noticed!You have been so thoughtful and kind to usover the years and you are so committed toexcellence in education.Bonnie Kaiser, Ph.D., Director,Pre-college Science Education Program,The Rockefeller UniversityResponse to “Sopranos” WriterTells His StoryTo the Editor:I grew up in Brooklyn also and hung out withTerri for years. It was so good reading abouthim and I am very happy for his success, andthat he is doing what he loves. Great to readabout him.Janet, the girl with the long red hair and anAlice Cooper album.Cover: Dr. Cecilia McCarton, founderof the McCarton School, with one of herstudents, Michael Esses.5POSTMASTER:Send address changes to:Education UpdateP.O. Box 1588NY, NY 10159Subscription: Annual $30.Copyright © 2003 Education UpdateEDUCATION UPDATEis anindependent newspaper.

66SPOTLIGHT ON SCHOOLS ■ EDUCATION UPDATE ■ DECEMBER 2003High School Youth Ambassadors Lead the WayBy JOCELYN K. EGYESHappy chatter of friendship flows throughthe room. Smiles and laughter are constantthroughout the conversation. Looking aroundone would think this young group of studentsknew each other all their lives. But the truth is,they just met a few weeks before.Welcome to the luncheon reception for theAmerica-Israel Friendship League (AIFL)honoring the high school youth ambassadors.A mixture of Hebrew and English is heardthroughout the room as new friends continuesharing stories.The AIFL is a 26-year-old exchange programbetween Israel and America. Each year, approximately120 students from Israel are assignedto host families from the United States. Forsome, like one of this year’s participants, NofarSametz, her first time to the states has been “thebest time of my life.”Sametz was chosen by her principal, theIsrael Embassy and the American Embassy torepresent her school for the two-week exchangein the US. She says she would recommendthis program to everyone in Israel. “All of thestudents in Israel should come just to havethis experience to see that there is another lifeoutside of Israel,” says Sametz. She spent partof her time with Clarrissa Moore, a 15-year-oldfrom Dayton, Ohio. Moore says she learneda lot from living with Sametz. “I had to learnabout the food she liked, she can’t have meatand dairy [together],” Moore said speakingabout the kosher laws. “But she’s like me, she’s15, she likes music, we both like children. Theyare teens just having fun; they go to the movies,they go shopping, they go skating.”Oren Moisa, a 16-year-old from Netanya,says he learned about living with a large family.Moisa was hosted by Jerius Gamble, wholives with his six siblings, two parents, onegrandmother and a dog. Moisa, the middle ofthree children, said “It was a big pleasure to bein a big family.” Moisa said they talked aboutIsrael and the US differences until 3 AM everymorning. He showed them the traditional malehead covering called a yarmulke and Shekels,the money of Israel. “I learned a lot from thisprogram and I saw there is a lot of good differencesbetween the US and Israel,” said Moisa.“It makes me want to be more involved withwhat’s going on,” said Gamble. “I feel like Ishould be part of the gap that brings the twobridges together.” Bridging the gap betweeninternational education and sense of self isexactly why executive vice president of AIFL,Ilana Artman, said this program is so phenomenal.“I remember when I started the programand I was meeting with a person in the StateDepartment and I said ‘here’s a program thatis directed at kids from every socioeconomicstatus that gives them a boost in their confidence,that makes them believe they can dosomething’” said Artman. “We take kids withleadership qualities. You give them a possibilityto grow and to feel special.”Plans are in the works to expand the programinto Russia in 2004. Artman also hopes to takethe students to Israel in 2004 since the last threeyears has forced them to modify the programbecause of the situation in Israel.In addition to spending time with their hostfamilies, the group was in Washington DCfor four days participating in workshops onthe American and Israel perspective on terrorism.They also spoke about the Holocaust andHolocaust survivor addressed the group.Peter Yarrow, of the folk singing group, Peter,Paul and Mary performed at the luncheon.Encouraging others to sing along, Yarrow sayshe uses music to “help make the world a better,more peaceful place.” Says Yarrow, “in God’seyes, we’re all the same.”#Coming Soon: ESL Math Coach!WDisney Gives Schools First-Class Treatmenthen you let your students discover the wonder and joy of Disney on Broadway, we’ll make the experienceunforgettable! This school year give your students a day to remember by taking advantage of Disney’s educationalprogram, which provides schools with special rates for groups of 15 or more for Beauty and the Beast, Aida andThe Lion King.In addition, because we know you want to provide the necessary adult supervision, Disney gives educators one free ticket forevery 15 purchased at all three shows. Flexible policies allow teachers to pay in full 2-3 months before the performance. Disneyinvites schools to dedicate an entire day to the theater and to enhance the group’s experience by taking a historical tour of theNew Amsterdam Theater the morning prior to the performance. Built in 1903, the New Amsterdam has long been the crownjewel of Broadway’s theaters. After a two-year restoration process that led to the theater’s re-opening in 1997, the theater nowhosts Disney’s Tony Award winning musical, The Lion King. The New Amsterdam Theater is the perfect venue for eventsranging from 15 to 1800 people. The theater and its two historic rooms, the Ziegfeld Room and the New Amsterdam Room,can accommodate everything from a full production to an intimate candlelight dinner. For more information please call AmyAndrews at 212-282-2907.We will help teachers arrive to the theater prepared. For every show, Disney has developed study guides that help teachersdevelop projects, discussion and activities. And, for those students who always have a question after most Wednesday matinees,members of the cast, orchestra or crew are available to appear for special Q & A sessions with students.Students can also enjoy discounts on Disney on Broadway souvenir merchandise, as each member of your group willreceive a merchandise coupon for great savings at the theater. Teachers can also arrange special lunch savings at McDonald’sTimes Square location, with seating for over 2000, specializes in school groups customized for any budget. Finally, groups saveon Gray Line New York bus charters, as special Disney promotional rates are available.#For more information or to book call 212-703-1040 or 1-800-439-9000, fax 212-703-1085. email BVTGgrouptix@disney.com. Or visit www.disneyonbroadway.com.HELP! CHEMISTRY TESTS,REGENTSOVER 60,000 BOOKS SOLDHIGH MARKS: REGENTS CHEMISTRYMADE EASY BY SHARON WELCHER(College Teacher, Chairperson, andTeacher of High School Review Courses)This book is your private tutor-Easy Review Book for NEW Regents(second edition) with humdreds of questionsand solutions, Get HIGH MARKS $10.95Available at leading book storesor call 718-271-7466www.HighMarksInSchool.comREADINGTRY• Individualized programs• Proven results• Affordable• In your home• To suit your scheduleCALL 1-877-368-1513www.teachyourchildrenwell.ca ofNew YorkPROBLEM?OURWEBCAM TUTORING

DECEMBER 2003 ■ EDUCATION UPDATE ■ SPOTLIGHT ON SCHOOLS7The Private Sector Helps CCNY to help the Public SchoolsBy ALFRED S. POSAMENTIER, Ph.D.It is by now no secret that we have a nationalcrisis in the teaching of mathematics in oururban schools. What is news is that the privatesector is coming to the rescue! In June,New York State got a wake-up call. Overtwo-thirds of the students taking the graduation-requiredMath A Regents examinationfailed. The resulting political alarm led to aCommissioner’s panel (of which I was a member)that rescaled the test, and thereby reducedthe damage. The message was clear: We havean emergency situation in front of us and wemust act immediately.The crisis is that our math teachers areinsufficiently prepared to teach our students.There is probably no better illustration of thisthan in New York City, where the latest estimatesshow that about 50 per cent of the mathteachers have less than four years teachingexperience. Couple this with the long-standingplacement dilemma that results in our leastexperienced teachers being assigned to theweakest schools and you have a problem ofalmost insurmountable proportions.Much of this is the product of a severe shortageof mathematics teachers. Incentives forentering the math teaching profession, suchas job security during the Great Depressionand draft deferments for men in the 1960s, nolonger exist. To add to the problem, informationtechnology, an attractive new industry thatdid not exist in the past, siphons off talentedindividuals who might otherwise have turnedto teaching.The question is what can be done to improvemathematics instruction in the schools today?The New York City Department of Educationhas been devising innovative methods for bolsteringthe teaching ranks with qualified mathematicsteachers with less than hoped for success.For example, the Teaching Fellows program,designed to take career changers througha fast track alternative certification process,attracted fewer math teachers than expected.The program was then broadened with a mathimmersion program that took marginally mathpreparedindividuals, supplemented their mathematicstraining, and provided them with thepedagogical support needed to become certified.Even this did not enable the City to fill allAlfred S. Posamentier, Ph.D.its secondary school math positions. In an effortto fill the rest, the State Education Departmentgranted the City waivers, allowing it to hireuncertified mathematics teachers to fill vacancies.This further exacerbated an already severeproblem of teacher quality.Certainly financial incentives such as signingbonuses for new math-prepared teachers,or offering math teachers higher salaries areavailable options. The problem with theseis that they are unlikely to be embraced byteacher unions and therefore probably unrealizable.Another option for improving our mathteaching force is to recruit teachers from othercountries that have a surplus of such teachers.In 1998, we, at the City College of New York—School of Education, initiated a program thatbrings math and science teachers from Austria,where there is a surplus. For the most part theseteachers have performed admirably, but theyonly stay for a few years and then return home,having acquired the advantage of being ableto teach their subject there in English—a tremendousasset in Europe. Using such teachersis not a solution to the problem; it is merely atemporary abatement.The challenge of improving the current teachingforce—training large numbers of teachers—at times seems insurmountable. If, however,professional development could take place ateach school, the problem could be solved. Theteachers’ immediate supervisors (in New YorkCity they are assistant principals) are selectedHow Do We Address TheReading Crisis In America?By DR. BILL BLOKKER& MITCHELL LEVINEAccording to a recent report of the NationalAssessment of Educational Progress (NAEP),there are over 33 million K-12 students readingat least two grades below level—over two thirdsof all K-12 students in the United States. Giventhe research currently available in reading, brainbased instruction, instructional leadership, andthe change process, there’s absolutely no excusefor at least 90 per cent of these students notreading on grade level.The Literacy First Comprehensive ReadingReform Process, a comprehensive three-yearreform process, was developed using exactlythis scientifically based research. Two separatethree-year studies consistently demonstratedthat the Literacy First Process does close thereading gap of all subgroups including minority,special education and second language students;in fact, 85 per cent of all program students ingrades K-12 are performing on grade level inphonological awareness and phonics as well.These results have been accomplishedthrough a two-pronged approach: Eight days ofintensive professional development for teachersand administrators, and at least 22 days of onsite consultation to ensure the effective implementationof the professional development ineach classroom with each student to ensurestudents learn the reading basics as identified byNo Child Left Behind/Reading.After one year of implementation at SebringMiddle School, for example, students showed1.5 to 3.5 years’ growth on the state criterionreferenced reading assessment. Anne Lindsay,Director of Curriculum and Instruction, reportsthat this amazing growth is directly attributedto the Literacy First Process. An independentstudy done by the Southwestern EducationalDevelopment Laboratory (SEDL) focused on 29Literacy First schools in Oklahoma found theyoutperformed demographically matched schoolson nationally normed assessments. In addition,the Literacy First schools also exceeded thestate average score.The NAEP data indicates there is a readingcrisis in America. At present, many schools anddistricts are attempting a piecemeal approach.We must take a comprehensive approach thatfocuses on the application of the research inreading, instruction, leadership and the changeprocess. For more information, call 1-888-303-3029 or visit www.literacyfirst.com.#largely for their administrative abilities, andnot necessarily their teaching skills. If we couldprovide the support these administrators needto make them instructional experts, they couldthen take on the responsibility for improvingthe mathematics instruction in their schools byworking with each of their teachers. In this way,through a multiplier effect, we could efficientlyimprove the competence of all math teachers.The public sector alone does not have sufficientresources to solve this problem in acomprehensive way. To realize this conceptI turned to the private sector for help, withproposals to two very concerned individuals todevelop a program to improve the instructionalleadership skills of the secondary school assistantprincipals in charge of mathematics. Theproposals were favorably received, resulting intwo grants totaling $5.7 million from CCNYalumnus, Stanley H. Kaplan ($2 million), andthe Carroll and Milton Petrie Foundation ($3.7million). The grant from Mr. Kaplan will trainmany middle school supervisors of mathematics,while the grant from the Petrie Foundationwill train all the high school math assistantprincipals. Their leadership and vision in helpingto reverse the continuing decline in theteaching and learning of mathematics shouldprovide a shining example to others in the privatesector. With equal insight and enthusiasm,Chancellor Joel I. Klein and the New YorkCity Department of Education are partneringwith the City College of New York to implementthis new training. It is imperative for thefor-profit world to realize its responsibility inmaking our young people mathematically literate,especially in light of the demands of thetechnological age.#Alfred S. Posamentier is Dean, School ofEducation, The City College—CUNYAaron School:A School for Children withSpecial Learning NeedsNursery - ElementaryAaron School, located at 309 East 45th Streetin Manhattan, opened in September 2003.The school serves children who have beenidentified with potential learning challenges includinglanguage delay, learning disabilities and sensoryintegration issues. Aaron School provides an enrichededucational environment for children not ready formainstream education by integrating a traditionalschool curriculum with an individualized skill-buildingprogram that builds upon strengths while remediatingareas of weakness. Their approach is multi-sensoryand mutli-disciplinary. Classes are small, with anexcellent student to teacher ratio. Qualified specialistsprovide supplementary speech and language services,and occupational therapy. The beautiful brand newfacility features 13 classrooms, gymnasium, art studio,computer lab, library and a separate OT/Sensory gym.The school is committed to a partnership of staff,parents and professionals, dedicated to the commongoal of enabling each child to become a successfullearner.Aaron School’s mission is to prepare each child tograduate to a less-restrictive educational setting, wherehe or she can flourish. These goals are accomplishedby focusing on the development of the whole child,encouraging cognitive, social, emotional and artisticgrowth.The director, Debra Schepard, ED.M, SAS,SDA has been in the field of special education forover 25 years. She was the director of the SunshineDevelopmental School for the last seven years.Aaron School is staffed with a variety of talentedprofessionals whose backgrounds include both specialand general education schools.The curriculum is in compliance with New YorkState Department of Education standards andalso includes specialized programs such as Oton-Gillingham reading, Stern math, and Handwritingwithout Tears. Each child has an individualizedacademic program that focuses on his or her learningstrengths.#For more information, an application or toschedule a tour of the school, call (212) 867-9594.Is your child Dyslexicor experiencing school failure?If so, we may be the solution.We strive to help children not only havethe skills needed to learn, but to want to learn.We take our commitment seriously• Orton Gillingham trained staff• Small classes with individualized attention• Art, music, culinary arts, and computers for arich educationCall 718-625-3502 or contact: Ruth Arberman,Director of The Sterling School299 Pacific Street, Brooklyn, New York 11201Now Accepting Admissions

8 SPOTLIGHT ON SCHOOLS ■ EDUCATION UPDATE ■ DECEMBER 2003Careers: Lewis Frumkes, Director, Writing Center, Marymount Manhattan CollegeBy DOROTHY DAVISLewis Burke Frumkes, who right after graduationworked on Wall Street, is now theDirector of The Writing Center at MarymountManhattan College. He is the author of Howto Raise Your IQ by Eating Gifted Children:Manhattan Cocktail and Other IrreverentObservations on Life, Taxes and Meter Maidsand five other books. His work has appeared• High academic standard• Co-ed semestered boarding school• University preparation: advancedcourses for entrance into NorthAmerica’s finest Universities: taught inEnglish; grades 10 through high schoolgraduation• Medieval Lanciano on the Adriaticcoast in central Italyin Harper’s, The New York Times, Punchand Reader’s Digest and is widely anthologized.He has a radio program on which heinterviews high profile people in the arts andsciences, primarily writers. It is broadcast onSundays at 8:00 PM on WPAT-AM (930 onthe dial). We spoke to him one recent eveningin his office, which was comfortably clutteredwith books, manuscripts, photographs andCO-ED SEMESTERED BOARDING HIGH SCHOOL• Safe, quiet, utterly charming• Exquisite college residences• Expert qualified teaching staff• Supervised excursions to citiesthroughout Italy and Europe• Study with the best of Europe and NorthAmerica in a culturally rich environment• A unique education experiencethat lasts a lifetime!Now enrolling - January 2004 and September 2004-2005Tel: (905) 508-7108 1-800-422-0548 Fax: (905) 508-5480Email: cciren@rogers.com www.ccilanciano.commemorabilia. Declining his kind offer of someHershey’s chocolates we got right down to theinterview:Q: What was your career goal at collegegraduation?A: “I always wanted to teach,” said Frumkes,who majored in English and Philosophy incollege, “and I always wanted to make a lotof money. Unfortunately these goals were notcompatible. So I compromised.”Q: Will majoring in English help a personbecome a successful writer?A: “You don’t have to be an English major tobe a writer,” he said, “but it certainly helps. Theadvantage in being an English major is that youcan introduce yourself to some of the greatestwriters writing in the English language, someof whom may inspire you and lead you downexciting paths. And if you love what you do andfeel passionate about what you do success willfollow. You need three things to become a successfulauthor: 1. A modicum of talent, 2. Somemarketing skills, 3. Perseverance.”Q: How can being an English major prepareus for our modern world?A: “There is a lot to be gained from being anEnglish major to someone who loves language.No language on the face of the planet today isas rich as the English language. Language takeson a special life of its own for someone sensitiveto it. It transcends just communication andbecomes music. As an English major you arebeing introduced to the music of life. You canlearn to amuse, entertain and educate yourselfall by yourself if necessary. Ray Bradbury, oneof our greatest writers, is an autodidact. Thiswill make you a more interesting human being.So it is not just a dead major in an ivory tower,but a vital and important study of life in theworld around you.Q: Is English a popular major for students in2003, with the increased importance of mathematicsand technology in our society?A: “English is more popular than it usedto be. It has sort of evolved for some peopleinto communications courses, a relatively newfield. They start in English and then see thatthey want to get into communications. Peoplestudy communications for a variety of reasons,not least of which is that they want to get intoRadio or TV. There is also media ecology, thestudy of media itself, how it operates, and thephysical underpinnings of media. It may alsoinclude writing for theater or business writing.It can lead to careers in cyberspace, theInternet, electronic media.“New technology is opening up whole newvistas for English majors. With digital publishingwe can keep in memory every bookever written, including every book you and Iwrite. Before these may have been shredded;now they will be part of the collective humanmemory. With the Internet there are whole newuniverses for exploration. One is limited onlyby one’s imagination.“Writing is part of English and very fewthings are as important as learning to writewell. Many people feel powerless in our society,but if you can put 750 to 800 words togetherin some cohesive and intelligent fashion youcan publish an essay with your views in TheNew York Times [or any number of newspapersaround the country] and influence millions ofpeople, perhaps change the course of eventsand history. You have only one vote as a citizen,but with your words you can transform theworld around you. It’s a very powerful tool.”#See article on English majors on page 15.

DECEMBER 2003 ■ EDUCATION UPDATE ■ SPOTLIGHT ON SCHOOLS9PROFILES IN EDUCATION:Prof. David Elliot, NYUBy JOAN BAUM, Ph.D.What do music educators do? The sweettenor voice hardly betrays the insistentauthor of Music Matters, Dr. David Elliott’s1995 declaration of “paraxial philosophy,”which he believes must inform musiceducation if it is to have “value.” Mostmusic educators, he said, mere academics, traintheir students to make a living. There are exceptions,he allows, and he doesn’t mean to dismissreal-world needs. Indeed, his own students, whograduate with bachelors, masters and doctorates,“all get jobs,” whether they’re in education,music therapy, composing film scores, playingjazz, tutoring techniques. After all, he points out,corporations want to locate where there is art.But unless students are also encouraged—makethat primarily encouraged—to regard music notas a way to make a living but “a way to makea life,” they will never achieve a “multidimensional”appreciation of music that will servethem well, not to mention the world.David Elliott is a music educator with a passionand an agenda. At the Steinhardt School ofEducation at New York University, where he hasbeen Director of Music Education for the lastyear, after teaching and performing all over theworld, including being Professor and Chair ofMusic Education at the University of Torontofor 25 years, he pursues his belief that musiceducators must be entrepreneurial advocatesof social action. His views and the fervor withwhich he advances them have won him praisefrom devoted followers who call him discerning,candid, constructive and original, but those sameviews have also elicited sharp criticism fromthose who dismiss his ideas as either old hat ormistaken. Though Dr. Elliott confidently speaksof Music Matters as “rocking the boat” and“challenging received wisdom,” he confesses hewas “astonished” at the negative response.Listening to him articulate his deeply heldviews, however, suggests that style may bemore the problem than substance.Dr. Elliott equates old ways of teachingmusic with European concepts andtraditional pedagogy, whereby studentsare basically passive recipients of lectures,inculcated with theory and rarely given a chanceto cross the stage to experiment and perform(“praxis” means exercise or practice), and thenrarely on instruments from other cultures andcountries. He speaks of music as communityand cites his lower-middle class Irish family inToronto, where he grew up, as his great influenceand inspiration. Everyone in his home playedmusic, especially his father, a self-taught jazzpianist and composer. Though he himself wasmaking music at four, conducting at eight, andwent on to study composition, he believes that“everybody can do music.” Any music. He is hisown best example, a multitalented musician whohas written scores for movies and commercialsand composed compositions for various groupsand children’s choirs, though his preference hasalways been jazz.He is delighted to be at a major universityhelping to develop a “unique” program in musiceducation, fostering the “nature and values” heconsiders paramount—performing, improvising,composing, arranging, conducting, exposing studentsto a diversity of genres and cultural traditions—allof which strengthen creative abilitiesand listening skills. The NYU program of 75undergraduates, 35 Masters candidates and 8doctoral students, double the number just twoyears ago, certainly keeps him busy, but he’salso absorbed in writing an undergraduate text,Becoming a Music Educator, which will have aCouncil of School Supervisors & AdministratorsBy JILL LEVY, PRESIDENT, CSAIt is 14 years since I beganworking in CSA’s SupervisorySupport Program as an intervener,but this year, morethan any other, has wroughtso many changes that it hasbrought us to a new frontier inhow we perform our professionalresponsibilities.Many, if not all, of the familiar relationshipsand procedures within the school system havebeen turned inside out and upside down. Thenew Board of Education structure challengesus in many ways, not all of them professionallyacceptable to school leaders. District Offices arenow Regional Offices. The questions remain tobe answered: In what way will this improvethe support we receive? Will the new regionaloffices provide the effective, non-evaluativeprofessional support we so desire?Up until now, the systemic culture aroundsuch support has hardly been idyllic. And now,the new level of what was intended to be “support”may be micromanagement at its best anda punitive bureaucracy at its worst.The truth is, for CSA members, the type ofstructure adopted by the system hardly mattersas long as it responds to the needs of childrenand the professionals who guide their education.And that type of support, the type thatCSA members yearn for, remains a hope, somethingthat we have yet to receive.website showing “action-based video clips,” andhe’s gathering essays for a book (Paraxial MusicEducation) from 17 professionals around theworld that will answer his critics and advancethe paraxial word.#This year is clearly marked as one whereunion contracts and relationships have beenchallenged and ignored. The new Departmentof Education wiped out entire CSA license areaswithout warning. It turned positions on theirheads; some of us were even forced to apply forwhat appeared to be the jobs we already held,jobs that had simply been renamed. The newDOE also changed the nature of CSA members’responsibilities without disclosing the nature ofthe new work up front or additional supportiveresources. Naturally, this has resulted in manyangry professionals.The new regime at DOE has made unprecedenteddemands on CSA members’ time wellbeyond contractual obligations. Our membershave been summoned to retreats, retrained, seentheir schools retooled and been redeployed.These many changes made without any inputfrom us, secretly and behind closed doors, haveresulted in a sense of oppression and exhaustion.It will be years before we know if thepresent culture of stress and human miserycreated by these overwhelming changes willactually result in a better education system. Icertainly hope so.While some of these changes are certainlywithin the right of the mayor and chancellor,a number were made without regard for statelaw or our contract. CSA has responded withan unprecedented number of legal actions toenforce our contract and the law. At the sametime, we seek to resolve many of the issuesoutside of these formal procedures. We alwaysremain hopeful that the culture and the structurewill change for the better as we are hopeful thatthe avenues of communication will widen andbecome safe pathways to bridge the currentdivide between intention and impact.#A new school for children withspecial learning needsNew York Studies Weekly is a curriculumsupplement enjoyed by tens of thousands ofstudents in New York since 1997. It iscurrently available for the 3rd, 4th and 5thgrades. Each grade level supports the NewYork State Social Studies Resource Guiderecommendations for that grade.A single student subscription consistsof 28 weekly issues filled with history,current events, and fun history-basedactivities. For as little as $3.65per student for the year, NewYork Studies Weekly fits easilyinto your classroom budget.To receive your free sample orto place an orderplease call:NURSERY THROUGH EARLY ELEMENTARYAaron School is a new school opening in September 2003, which serveschildren who have been identified with potential learning challengesincluding language delay, learning disabilities and sensory integrationissues. Aaron School provides an enriched educational environmentfor children not ready for mainstream education. The school integratesa traditional school curriculum with an individualized skill-buildingprogram that builds upon strengths while remediating areas of weakness.Their approach is multisensory and multidisciplinary. Classes aresmall, with an excellent student:teacher ratio. Qualified specialists providesupplementary speech and language services, and occupationaltherapy. The brand new facility features 13 classrooms, gymnasiumand art studio, computer lab, library and a separate OT/Sensory gym.The school is committed to a partnership of staff, parents and professionals,dedicated to the common goal of enabling each child tobecome a successful learner.Studies Weekly, Inc. at1-800-300-1651Visit our website atwww.studiesweekly.comThe curriculum for the 4th grade nowincludes a free bonus issue exploringimportant historical documents.Studies Weekly also available for MA, CT, NJ!If you haven’t received your free sample,call today!For information, an application or to schedule a tour of the school, call(212) 867-9594Aaron School309 East 45th Street, New York, NY 10017(between First & Second Avenue)

10 AwardWinnerPS 77 Learns AboutInternational Year of FreshwaterBy TOM KERTESThis was truly a case of “Everything youwanted to know about water but were afraidto ask.”To commemorate The International Year ofFreshwater, the students of Brooklyn’s P.S.77 inundated their auditorium with a plethoraof imaginative projects. The walls reflecteda true East-meets-West worldview: a projectdealing with Holland celebrated the nation’suse of bicycles—this refreshingly non-pollutantway of transportation keeps the water andthe air clean. In Zimbabwe, water protects thenation’s crops from drought. Italy’s industryhas unusually interesting uses for water. Theprojects dealt with everything from water pollution(and the resulting environmental dangers),the importance of saving water, the protectionof oceans, water quality, the different uses ofwater, water as a source of life, water standardson different continents, etc.These projects were made even more specialwhen you consider that the students of P.S. 77are autistic. “They’ve been working on thisexhibition for months,” principal Ivy Sterlingsaid. “I can’t tell you how proud I am ofmy kids.”The apex of the celebration was a specialUnited Nations Assembly, which culminated ina lengthy program that featured everyone fromprofessional artists (opera tenor Abraham Singerbrought the house down with his Italian arias), totalent imported from other schools (Tottenhamhigh school’s brilliant violinist Arsenio Perez),to home-grown talent (Irish step-dancer JustineKinsky is the daughter of a P.S. 77 teacher),to P.S. 77 students who danced to “What AWonderful World”, then sang everything from“The Flower Of China”(in Chinese!), to “Hero”to “Getting to Know You” to a rendition of “WeAre The World”. Blues singer-percussionistEugene Osborne Smith, whom assistant principalElizabeth DiFrencesco met at B.B. King’sclub, summed up the afternoon with his soulfulperformance. “Water is everywhere,” he said.”And wherever there’s water, there’s life.”“This is our third UN-themed Assembly,”Sterling said. “In this school, we have childrenfrom all kinds of different backgrounds. It isvery important that they learn about unity anddifferent cultures—and the United Nations is anintegral part of that.”One of the projects on the wall quoted UNSecretary-General Kofi Annan: “Lack of accessto water—for drinking, hygiene and food security—inflictsenormous hardships on more thana billion members of the human family. Wateris likely to become a growing source of tensionand fierce competition between nations,if present trends continue, but it can also be acatalyst for cooperation. The International Yearof Freshwater can play a vital role in generatingthe action needed—not only by governmentsbut also by civil society, communities, the businesssector, and individuals all over the world.”It’s safe to say that The International Yearof Freshwater, which will not be officiallylaunched until Dec. 12, got off to a rousinghead-start at P.S. 77.#UN/USA: KEEPING STUDENTSACTIVE IN GLOBAL ISSUESBy MICHELLE ACCORSOCurrently implemented in five cities acrossthe United States, including New York,Houston, Tampa, Los Angeles and Chicago,Model U.N./Global Classrooms is continuingfull-force in its efforts to bring this innovative,role-playing program to a diverse array of students.Although known worldwide, Model U.N.has never been widely executed in urban publicschools. That is, not until Global Classroomswas introduced.In 2000, the United Nations Association ofthe United States of America (UNA-USA)began Global Classrooms to introduce publicschool students to the work of the U.N. andpressing international issues.The Global Classrooms National AdvisoryBoard, which includes Ambassador Bill Luers,and Dr. Lucia Rodriguez, tries to ensure thatas many students as possible receive globaleducation .EDUCATION UPDATE ■ FOR PARENTS, EDUCATORS & STUDENTS ■ DECEMBER 2003Interested inInternationalAdoption?Infants and toddlersare availablesingles and couples.Programs include children from China,Korea, Russia, Cambodia, the Ukraine andothers. For more information call Lisa Doyleat 212-570-3793 days. It’s never too late tobuild a family.UNA-USA is a nonprofit,nonpartisanorganization that supportsthe work of theUnited Nations andencourages active civicparticipation in themost important socialand economic issuesfacing the world today.As one of the leadingDr. Lucia Rodriguezcenter of policy research on the U.N. and globalissues, UNA-USA offers Americans the opportunityto connect with issues confronted by theU.N.—from global health and human rights tothe spread of democracy, equitable developmentand international justice. Through itswork, UNA-USA educates Americans aboutthe work of the UnitedNations and encouragespublic support forstrong U.S. leadershipin the United Nations.Preparing for thefifth annual UNA-USAModel U.N. Conference,the advisory board meton a recent weekday Ambassador Bill Luersafternoon to discussplans and strategies in order to ensure a successfuland knowledge-filled event. In evaluatingthe Model U.N.’s Global Classrooms Program,the advisory board is able to provide the utmostservice to its students and enable them to learnhands-on how to help the U.N. help the world.As one tenth grade NYC public school studentput it, “I enjoyed learning about the U.N. andmeeting other students with the same interestsas me. The Conference Secretariat makes youthink that you are a real delegate, and this givesyou a lot of confidence.”#MUSIC, ART & DANCEThe Rossini Festival in PesaroBy IRVING SPITZAn operatic extravaganza on the AdriaticPesaro, a delightful city on the Adriatic coast,is the birthplace of Gioachino Rossini. Since1980 it has hosted an annual festival devotedto the production of the operas of its illustriousnative son, in particular the long-forgottenscores. The most notable was the first revivalof Il Viaggio A Reims (The Voyage to Reims).Following four performances in 1825, Rossiniwithdrew the score and it was presumed lost.Accidentally rediscovered, it was revived inPesaro in 1984 and has now entered the internationaloperatic mainstream.Although he composed some 39 operas, untilthe Rossini revival (in large measure due tothe efforts of the Pesaro Festival), the only oneregularly performed was the Barber of Seville.Rossini worked prodigiously fast and claimedto have written the Barber in 13 days, to whichDonizetti is reported to have said, “Ah yes, butRossini was always a lazy fellow.” Rossinicompleted Semiramide in 33 days, remarking,“for once I was able to take my time.”The 2003 festival featured five operas,the highlight being a new production by theCatalan artist, Lluís Pasqual, of Rossini’s penultimateopera, the light-hearted comedy LeComte Ory. With the aid of the librettist,Eugene Scribe, Rossini recycled many of thenumbers of Il Viaggio into this opera. The plotrevolves around the escapades of a dissoluteDon Giovanni-like character, Comte Ory, whoattempts to win the heart of the ComtessaAdele. Like his predecessor, the Comte isequally unsuccessful.Pasqual’s innovative set featured a billiardsaloon with chandeliers and rich décor, all partof a highly original parlor game. Juan DiegoFlorez in the title role is a great vocal artist inhis prime and delivered a sumptuous performance.His purity of voice and vocal athleticismwas a marvel. Whether playing the part of thecount, a fake hermit, old woman or passionatelover, his commanding and imposing presencedominated the performance, holding everyone,both in the audience and on stage in thrall.However this was not a one-man show and hewas ably supported by an excellent cast, notablyhis ensign Isolier, Marie-Ange Todorovitch,a mezzo in the Cherubino and Octavian moldwho sang with fluidity and assurance. Alsoimpressive was bass-baritone Bruno Praticòin the comic role as the count’s friend. TheComtesse Adele, soprano Stefania Bonfedelli,was a little unsteady early on but rapidly settledinto the role.Semiramide is a convoluted story of theBabylonian Queen Semiramide, who togetherwith Prince Assur, assassinated the king.Assur in turn expects to win her hand. Atthe same time, Semiramide’s son disappears.These events occurred before the curtain rises.During the course of the opera, the army commanderArcase returns and Semiramide isenamored with him. Arsace, turns out to bethe son of Semiramide but only the high priestOroe is aware of this. At the climax of theopera, the three principals meet in the tomb ofthe murdered king. Arcase tries to kill Assurbut Semiramide intervenes and is mortallywounded.This opera requires a soprano and contraltocapable of doing justice to the demanding rolesof Semiramide and Arcase. This productioncertainly had the contralto, Daniela Barcellona,who as Arcase delivered all the goods. Hervoice was large and rich with a marvelous rangeof color.There was some beautiful singing in theduets with Darina Takova, who took the titlerole. Marco Spotti as the high priest Oroe, wasimpressive with his sonorous bass. Bass IldarAbdrazakov successfully portrayed the villainouscharacter of Assur.William Orlandi’s imaginative multipurposeset featured a large terrestrial globe and mirrors,evoking impressions of the space age (notunlike a Star Trek movie), a meeting in the UNSecurity Council, a gambling saloon or venuefor a fencing competition.A revival of Rossini’s rarely performed Adinawas a real revelation. As was his usual practice,Rossini resorted to much self-borrowing fromforgotten operas of his youth for the score. Setin a harem in Baghdad, the plot is reminiscentof Mozart’s Abduction from the Seraglio.Commissioned by a wealthy Portuguese, thisone act opera received only two performancesprior to a revival in 1963.The current production was first staged inPesaro in 1999. In this revival, all singerscomplemented each other well, in particularsoprano Joyce Di Donata in the role of Adinawho floated her high notes beautifully. Equallyimpressive was tenor Raul Giminez as herlover. Giovanni Carluccio provided handsomelycarved ornate settings.To be continued next month

DECEMBER 2003 ■ EDUCATION UPDATE ■ MUSIC, ART & DANCE11Adolphe Sax & the SaxophoneBy MR. RODNEY J. CROFTAdolphe Sax, born in November 1814 inDinant on the river Meuse in Belgium, becamea prolific inventor whose inventions includedthe saxophone, patented in Paris in 1846. It isone of the most instantly recognizable of allmusical instruments and has for many yearsbeen inextricably linked to the jazz genre. Thehistory of Sax and the origin of his inventionprovide an interesting story.Adolphe’s father, Charles Sax, at the age offifteen, became an apprentice cabinetmaker inBrussels, and at this time he played a serpent (anow obsolete large wooden S-shaped bass windinstrument) in a local musical society. A serpentwas an expensive instrument so Charles Saxmade his own; a skill he would return to.The advent of the machine age brought abouta surge in the Belgian textile industry andCharles Sax took a job in a factory making cotton-spinningmachines. Following Wellington’sdefeat of Napoleon at the Battle of Waterlooin 1815 the Belgian economy and the textileindustry slumped, leading to the closure of factoriesand the loss of Charles Sax’s job.Charles Sax then returned to his previouslyhoned skills and began to make musical instrumentsincluding serpents, flutes, and subsequentlybassoons, clarinets and brass instruments. Heeven began making string instruments includingpianos, violins, harps and guitars.His son Adolphe therefore grew and developedin this environment of musical instrumentmanufacture. He began to be increasinglyinvolved in his father’s business and developedboth as a craftsman and as a player of the fluteand clarinet. He attended the Royal School ofSinging in Brussels where he developed hisplaying abilities to a very high proficiency,particularly on the clarinet.There are various theories as to why and howthe saxophone originated. One belief is thatSax discerned a tonal gap in the SymphonyOrchestra between the cellos and the brass section.It is possible to appreciate the success ofbridging this gap when hearing the tenor saxophonesolo line in Ravel’s Bolero. Or perhapsit was Sax’s efforts to find a bridge betweenthe woodwind and bridge in a Military band.Another theory surrounds a search for a brassinstrument with stronger volume dynamicsthan the wooden clarinet family. WhicheverRockefeller Uʼs Precollege Science Education Program for K-12 TeachersScience teachers in public, private, or parochialschools in the tri-state area are encouragedto apply to be a Rockefeller UniversityOutreach Teacher Fellow. About five newteachers are matched each summer with ascientist to gain mentored laboratory researchexperience on campus. Teachers earn a $5,000stipend per 78 week summer for each of twosummers. Teachers may also receive up to$2,000 for Action Plans to implement activelearning in their classrooms based on theirresearch experiences. Our non-residential professionaldevelopment program exceeds theNSES. Your individualized, mentored laboratoryresearch experience will be supported byour weekly 1) ScienTific Reading and WritingCourse (STRAW) in science communicationskills and 2) Teacher Breakfast Seminars indeveloping Action Plans. You may be workingalongside high school Outreach Students orreed. The saxophone was born!The first saxophone was a bass and subsequentmodels followed—eight modelswere patented in 1846. Now the followingare available: sopranino and soprano(both usually straight but can also becurved), alto, tenor, baritone and bass. In1857 Sax was appointed instructor of thesaxophone at the Paris Conservatory.Sax also made major changes to theOld Belgian Bank Note Honoring Sax keys and articulation of the bass clarinetmuch of which lasts to this day. He alsoof all the theories is correct one thing seems manufactured brass instruments including thecertain; Sax was searching for a previously Saxhorn for Military bands and won largeundiscovered sound either in timbre and or volumedynamics. No doubt he experimented with so successful, a number of attempts were madecontracts for French Army Regiments. He wasa number of different ideas but it is thought he by rivals to spike his instruments prior to crucialmilitary band competitions in the Tuileriefinally combined an ophicleide (a euphoniumlikesounding instrument) with a bass clarinet Gardens in Paris, and there were also assassinationattempts, which gladly he escaped.mouthpiece. The ophicleide, from the Greek“serpent and key,” was invented in 1817. It However, he suffered multiple lawsuits fromsuperseded the serpent, and Sax had access to rivals who tried to steal his patents and towardsophicleides in his father’s workshop. The ophicleidewas basically a bass keyed bugle and was Chabrier, Massenet and Saint-Saens petitionedthe end of his life was in abject poverty.a conical brass instrument with the brass cupped the Fine Arts Minister to come to his aid. Hemouthpiece and replaced it with the single reed died in Paris in February 1894.mouthpiece of a bass clarinet thereby creating Adolphe Sax will always be remembered fora conical bore brass instrument with a single his wonderful invention—the Saxophone. So,but for the Battle of Waterloo—where wouldJazz be?#Rodney Croft is a Consultant General andVascular Surgeon in London, England. He isalso a professional saxophonist.helping scientists teach STRAW which includeslearning how to write a Research Report andgive a Poster Session. Some $2,000 stipends arealso available for Outreach Students and underrepresentedminorities and girls are encouragedto apply. Content: Research in Neuroscience,Medical Sciences and Human Genetics,Immunology and Microbiology, Molecular,Cell and Developmental Biology, Biochemistryand Structural Biology, Chemistry, Physics,Mathematics and Computer Sciences.#Deadline is February 2nd. Contact BonnieKaiser, Ph.D., Rockefeller University, 1230York Avenue—Box 53, New York, NY 10021,Tel: (212) 327-7431, Fax: (212) 327-7519,Email: bonnie@rockvax.rockefeller.edu, orvisit www.rockefeller.edu/outreach.

12 COLLEGES & GRADUATE SCHOOLS ■ EDUCATION UPDATE ■ DECEMBER 2003Three Hot Shows- Beauty & The Beast- The Lion King- AIDACALL:212-703-1040 or 800-439-9000FAX:212-703-1085EMAIL:WEB:Resources for Children withSpecial Needs, Inc.Special Camp Fair 2004 - SummerPrograms for Children with Disabilities405 West 59th Street, Manhattan(Entrance to Fair on Columbus Ave.near W 60th St.)Saturday January 31, 2004 -10 AM - 3PMCall (212) 677-465051st Annual Conference onBroadway “Listening to Learners”April 15-18, 2004New York Marriot MarquisFrank Molhern, ChairPennsylvania State ModernLanguage AssociationNortheast Conference atDickinson CollegeP.O. Box 1773Carlisle, PA 17013-2896717-245-1977nectfl@dickinson.eduwww.nectfl.orgLyceum Kennedy of New York -Tours:225 East 43rd st. New York, NY, 10017Tel: 212-681-1877 • Fax: 212-681-1922Tues., Jan. 13, 2004, from 9:00-11:00 amLyceum Kennedy Open Houses:Wed. Jan. 14, 2004, from 6:00-8:00 pmSat. Jan. 24, 2004, from 10:00am-12:00 pmThe Studio Museum of Harlem144 West 125 St., NYC 10027Phone: 212-864-4500Fax: 212-864-4800Web: www.StudioMuseum.orgHoofers’ HouseThursday, December 12, 7pmHave you ever heard of the “Hoofer’sClub?” From the 1920s through the 1940s,Harlem’s Comedy Club on 131st, ownedby Lonnie Hicks, was the home of thelegendary Hoofer ‘s Club. For those interestedin tap dance, the back room was thesite for learning, listening and creativity.Bill “Bojangles” Robinson, King RastusBrown, John Bubbles, Charles Honi Colesand many more crossed the thresholdof this intimate room. In honor of thisimportant aspect of Harlem’s history, SMHis a new home for hoofers! Tap dancers-elders and young people alike -are invitedto take the floor at these quarterly jamsessions! This season’s Hoofers ‘House ishosted by Derrick Grant of the acclaimedBroadway hit Bringin’da Noise, Bringin‘da Funk.Free for hoofers with tap shoes, $7(general public) $5 (members, seniors,students)Space/seating is available on a first-come,first-served basis.Words in Motion Open MicSaturday, December 13, 6-9pmCheck out the Words in Motion teensat this culminating Open Mic/DJ DanceParty. Be here as they read their poems,share their artwork, and debut their spinningskills developed during the eight-partworkshop that focused on music, spokenword, and the visual arts.This program is free and open to thepublic. Space/seating is available on afirst come, first-served basis. Call us to letus know you ‘re coming at 212.864.4500x 264.Family FunLooking for something fun to do on aSaturday other than watch the cartoonson TV? Bring the family as we explore theFall 2003 exhibitions!Become an artist in a hands-on workshopand create your own works of art! SMHacknowledges the need for families tospend time together. Hoping to nurturebonds between parents and their childrenthrough art, the Museum offers programsand activities that allow families to sharein the creative process.Saturday, December 20, 10amCelebrate Kwanzaa with SMH.Family programs are designed for familieswith children ages 5-10 years old.Family programs are FREE. Pre-registrationis required. Please call 212.864.4500x264 to RSVP.VOLUNTEER OPPORTUNITIESSMH has grown and so has our need forvolunteers. There are many volunteeropportunities at SMH that are important tocontinuing the Museum ‘s overall operationand success.For answers to your immediate questions,please contact Carol Martin, Assistant toEducation & Public Programs/ VolunteerCoordinator at 212.864.4500 x 258 orby email at cmartin@studiomuseum.org.Volunteer OrientationTuesday, January 12, 6:30pmThe ADD Resource CenterPractical help for living with attentionand related disorders, seminars, courses,workshops and services for children,parents, adults, employers and educators.Call in NYC (646) 205-8080 or Westchester/CT (914) 763-5648, addrc@mail.comResources for Children with SpecialNeeds, Inc. Presents 2003-2004 FreeTraining Series For Families andProfessionals Needing Programs andServices for Children with Disabilities.ManhattanJefferson Market Library425 Ave. of the Americas NYC 1001112/16/2003 10:30AM-1PM Transition fromSchool to Adult LifeWest Harlem Head Start121 W. 128th Street, NYC 100274/15/2004 10AM-1PM Advocacy Skills forParentsColumbia University Head StartHealth Science Building – 701 W. 168thSt. NYC 10032 Riverview Lounge 3rdFloor1/21/2004 Opciones Educaciones 10AM-1PM (en Espanol)Resources for Children with SpecialNeeds, Inc. 116 E. 16th St. 5th Floor NY,NY 100031/22/2004 10AM-1PM Transition fromPreschool to School Age Programs2/12/2004 10AM-1PM Education Optionsfor Children with Special Needs3/4/2004 10AM-1PM Preschool Servicesfor 3-5 Year Olds3/18/2004 10AM-1PM Transition fromSchool to Adult Life3/30/2004 6PM-8PM CommunityResources4/21/2004 6PM-8PM Preschool Servicesfor 3-5 Year OldsBringing Liberty ScienceCenter to You!Host Liberty Sicence Center at yoursummer camps, school programs,festivals, or other community events.Through assembly shows and classroomworkshops, we bring the excitement ofLiberty Science Center right to your location!Classroom WorkshopsOur classroom workshops, like our“Science Playground” program, are 30-45min. in length and are designed to accommodateup to 30 students persession. The initial program fee covers4 workshops at the same site, on thesame day. Additional programs can bepurchased for an additional charge.Assembly ProgramsOur assembly programs are 45 min.- 1hr. in length and are designed to accommodateup to 350 students at a time. Theinitial program fee covers one assemblyprogram. An additional program fee is keptlow to encourage to break-up audiencesof various ages into smaller groups for amore meaningful, age oriented experience.There are five assembly program topicsfrom which to choose! All our currentworkshops and assembly programs can beviewed under Educational Experiences atwww.lsc.org. Please call (201) 451-0006and speak with either John Herrera x218,jherrera@lsc.org, or Jim McGlynn x340,jmcglynn - @lsc.org, for further details.Baruch hassomething onits campus few collegesever will.A library named best in the nation.At Baruch, we’ve always held our William and Anita NewmanLibrary in high regard. But we’re not the only ones. Recently it washonored with the distinguished ACRL Excellence in AcademicLibraries Award for the top college library in America.We owe thisrecognition to our library staff, which has found innovative waysto support the diversity of cultures, languages, and perspectivesof our students. With a library this prestigious, it’s no wonder ourstudents graduate with a world-class education.Z I C K L I N S C H O O L O F B U S I N E S S • W E I S S M A N S C H O O L O F A R T S A N D S C I E N C E SS C H O O L O F P U B L I C A F F A I R ST H E A M E R I C A N D R E A M S T I L L W O R K S .

DECEMBER 2003 ■ EDUCATION UPDATE ■ COLLEGES & GRADUATE SCHOOLS13COLLEGE & UNIVERSITY DIRECTORYPlease mail to:College Directory - Education Update17 Lexington Ave., Box A1207New York, NY 10010Mail this CouponName:__________________________________________________________Address:_______________________________________________________City:_________________________________State:___Zip:_______________Phone (incl. area code): ____________________________________________________I Am Interested In ApplyingAs My Status Freshman Day Transfer Evening H.S. Student Teacher College Student Working Adult Weekend Graduate StudentPlease circle catalogs you wish to receive:1 2 3 4 5PLEASE INCLUDE YOUR PHONE NUMBER DECEMBER 2003The Graduate Writing Center at Teachers College,Columbia University is an on-campus tutorial service.Students work one-on-one with a Writing Tutor,receiving individualized instruction to developcompetence and confidence in writing. Workingin conjunction with parents, Writing Tutorshelp middle and high school students resolverhetorical issues. Based on input from theparents, the tutor facilitates student learningby scaffolding writing strategies studentsmay use in future writing assignments. Ourtutors have relevant academic and teachingexperience and are selected for theirexcellence in guiding students throughthe writing process, from idea formationthrough final drafts.To obtain a writing tutor, first register inperson at the Graduate Writing Centerand pay for the first 3 hours of time. Oncepayment is made, student and tutor arematched; contact your new tutor for anappointment. Tutors and students create amutually agreeable schedule of appointmentsand can meet in one of our tutoringrooms on campus or at another location.Rates (must be paid in blocks of 3 hours)Youth tutoring (elementary and middle school) . . . $40/hrYouth tutoring (high-school and up) . . . $50/hrAdult tutoring . . . $55/hrWorkshops non-TC 4hrs . . . $50 sessionWorkshops non-TC 8hrs . . . $90 sessionWe offer:• one-on-one private tutoring formiddle and high school students• one-on-one private tutoring foradults• writing workshops and• doctoral dissertation editingMiddle and high school tutoring includes:Getting Started | Organizing PapersLogic | Punctuation | Grammar...And much moreWe specialize in:• Reaction papers• Research papers• Critiques• Literature reviews• Dissertations• APA documentation• Personal statements• Cover letters• Resumes• College essays and moreWe are located at 525 W. 120th St., room 46, inthe basement of the Horace Mann building.Ph: 212-678-3789Email: writingskills@exchange.tc.columbia.eduwww.tc.columbia.edu/centers/writingcenter/

DECEMBER 2003 ■ EDUCATION UPDATE ■ COLLEGES & GRADUATE SCHOOLS15SO YOU WANT TO BE AN ENGLISH MAJOR?By SARAH N. LYNCHFor senior Regina Udler, an English-computerscience double major at Barnard College,it all began with Dr. Seuss.Udler, a lover of Shakespeare, Gabriel Garcia´Marquez and Charles Dickens, said that readingSeuss books inspired her to pursue Englishas a major in college.“I always liked to read,” Udler said. “WhenI came from Russia, I learned English by readingDr. Seuss books and I really fell in lovewith the rhyme. I was an only child and it wasa way to escape.”Similarly, English major Laura Riley, whowill graduate from Barnard this December,said she was first drawn towards the subject ata very young age.“I think when I was little I liked to writepoetry,” Riley said. “I came into college knowingthat I wanted to major in English. When Iwas younger I enjoyed reading, mostly poetryfrom the Romantic period and in Jamaica(where she’s from), they said it wasn’t poetryunless it rhymed. So then I didn’t know if Iwanted to be a writer, but I liked writing andthat was my reason for looking into schoolswith a strong English department.”According to Anne Prescott, an Englishprofessor and Renaissance literature specialistat Barnard College, learning how to write isone of the most important skills a student willlearn by majoring in English.“[English majors learn] how to write and[they gain] the intellectual flexibility thatcomes from reading a variety of texts withdifferent attitudes towards life and from differentcultures, past as well as present,” Prescottsaid.“An English major encourages the imagination,and the imagination is useful in virtuallyevery part of life, even in the sciences.”Contrary to popular belief, teaching is not theonly career path for an English major. In fact,English is an extremely versatile major.“That’s an illusion,” Prescott said. “Whatcan you do with an English major? Theobvious answer is teach, but the secret is anEnglish major can be used as the basis for somuch else. There are some clear examples:law school, where knowing how to use languagecan help you get the criminal off or putthe bad guys away.”“That’s not surprising, but what may comeas news is the degree to which admissionscommittees for business and medical schoolsor banking firms downtown welcome literacyand look with favor on English majors, not justsimply economics or biology majors.”This is the case for Riley, also a LatinAmerican studies and economics minor. Upongraduation she hopes to find a career thatwill combine the skills she’s learned studyingliterature and business. She plans to look intopositions with business news wires or in mediarelations.“They have this poster up (in the Englishdepartment) that says ‘Does Your MajorDetermine Your Career?,’ and I think Englishis one of the few majors you can use to answeryes or no,” Riley said.” It was easier to getinternships in publishing or media than itwould have been for some other majors, but Idon’t think that it necessarily limits you to theliterary world.”Most English departments will offer a rangeof classes, both lectures and seminars, onliterature from all time periods. BeginningEnglish majors will start off reading classic literaturesuch as Shakespeare, Charles Dickensand Chaucer.“It’s important to start with the classics—Shakespeare and the Greek dramas—and also(to have) exposure to mythology,” Udler said.“A lot of literature stems from it and being ableto track back or at least compare the themesprovides you with the necessary skills.”Some schools, depending on the programs,will allow students to focus on different literarytime periods or other specialty areas likefilm, theatre or creative writing.Although Udler plans to pursue a career incomputers, she has decided to concentrate intheatre. Currently she works for a theatre agentdesigning websites, which she said, combineselements from both of her majors. Prescottadds a final note on the “pleasure” componentof English.“Modern Americans like to think that somethingwill be useful, and an English major isuseful, but we shouldn’t forget that reading avariety of texts is a great pleasure.#To see one of the career pathways for anEnglish major turn to page 8.Martha Nussbaum Presents Rudin Lecture at Marymount Manhattan CollegeMarymount Manhattan College (MMC)recently hosted the Jack & Lewis RudinDistinguished Visiting Scholars Program, featuringDr. Martha Nussbaum, in the TheresaLang Theatre at the College, located at 221East 71 st Street. With support from the RudinFamily Foundation, this annual program bringsrenowned scholars from across the globe toMMC to discuss crucial issues that affectour community. Dr. Nussbaum’s lecture,“Liberal Education and Global Responsibility,”addressed issues related to ethics, education,and urban living in the 21 st Century.Dr. Martha Nussbaum is the Ernst FreundDistinguished Service Professor of Law andEthics at the University of Chicago. She is anaward-winning author, professor and speakerwhose work focuses on philosophy, liberal arts,law, ethics, and feminism. Dr. Nussbaum isknown for connecting Greek and Roman philosophyand literature to the ethical and moraldilemmas that face our modern society. Dr.Nussbaum was a research advisor for the UnitedNations University in Helsinki, and she will bea Visiting Professor at the Jawaharlal NehruUniversity in New Delhi. Her lecture at MMCreflected the College’s commitment to academicexcellence, community outreach and its distinctiveundergraduate program in liberal arts.Marymount Manhattan College is an urban,independent undergraduate liberal arts college.The mission of the College is to educate asocially and economically diverse populationby fostering intellectual achievement and personalgrowth and by providing opportunitiesfor career development. Central to these effortsis the particular attention given to the individualstudent. Marymount Manhattan College alsoseeks to be a resource and learning center forthe metropolitan community.#S A R A HL A W R E N C ECEO&ICCCCCCCCSeminars & Workshops, Spring 2004Professional Development & Continuing EducationFor more than a century, Teachers College has stood atthe forefront of education. CEO&I at TC continuesto participate in this tradition by offering students andprofessionals unique opportunities to study with leadingscholars and experts in the fields of education andleadership. Call for more information about opportunitiesto learn from instructors such as:Victoria MarsickProf. of Adult &Organizational Learning, TCStephen BrookfieldDistinguished Prof. at theUniversity of St. Thomasin Minneapolis, MNJay HeubertAssoc. Prof. of Education,TC and School Law Instituteco-chairTHE CENTER FOR EDUCATIONAL OUTREACH & INNOVATIONCall for a free course catalog! Registration is in progress.: 800.209.1245 www.tc.columbia.edu/ceoiLucy CalkinsProf. of English Education, TCJames BorlandAssoc. Prof. of EducationHeidi Hayes JacobsPresident,Curriculum Designers, Inc.T E A C H E R S C O L L E G E C O L U M B I A U N I V E R S I T YThe Art of Teaching Masters Program■ Small seminar classescombining researchand observationalassessment leadingto a Master of Sciencein Education■ Student teaching andfieldwork in tri-statearea’s public andalternative schools■ Students preparedfor certification inearly childhood,childhood ordual certificationPart-time and full-timestudy is availableFor information contact:Susan Guma, Sarah Lawrence College Office of Graduate Studies(914) 395-2371 x228, grad@slc.edu or visit us atwww.sarahlawrence.edu/eu12.

16SPECIAL EDUCATION ■ EDUCATION UPDATE ■ DECEMBER 2003LCrotched Mountain Schoolocated on a beautiful 1400-acre campus in southern New Hampshire, Crotched Mountain is 4 hours from New York City. Crotched Mountainspecializes in providing special education services to children with developmental, neurological, and physical disabilities. An individualized K-12curriculum and transitional plan allows each child to achieve his or her maximum potential. The program is enriched with art, music, theater, dance,and Special Olympics. Vocational training is available to all students, and is tailored to the student’s interests and abilities.Special services include developmental pediatrics, clinical therapies, dentistry, audiology, augmentative/alternative communications, assistivetechnology, and driver education.The campus includes a licensed children’s specialty hospital that provides medical and residential services for medically involved children. The hospitalspecializes in services to children who are recovering from surgery and traumatic injuries, as well as those with chronic conditions, and developmentaldisabilities. The hospital offers short-term post-acute rehabilitation services and respite care.On our lovely campus we have modern student residences and apartments for more independent living, a media center, an aquatics center featuringtherapy and lap pools, and the Family Resource Center. A lodge is available for visiting parents.Some of the medical conditions the School can provide for include, but are not limited to: autism, brain injury, cerebral palsy, medically fragile conditions,seizure disorders, and neurological impairments, including visual, hearing, and speech and language impairments.Established in 1953, the philosophy of Crotched Mountain is to work in partnership with families and communities to achieve the highest degree ofeducational, physical, and social independence possible for every student.The School is licensed by the State of New Hampshire and other New England states, New York and New Jersey, accredited by the New EnglandAssociation of Schools and Colleges (NEASC) and NY Medicaid approved. The Community Living Services Program is accredited by the Commissionon Accreditation of Rehabilitation Facilities (CARF).Brent Reagan, former student and graduate recently addressed our graduation class with the following,”…Never in my wildest dreams would I have beenable to do half of what I’ve achieved without the encouragement and help that I received at Crotched Mountain! I want to thank everyone at CrotchedMountain for helping me get my life back!”#For more information, call 603-547-3311 Website: www.crotchedmountain.org, or email admissions@crotchedmountain.orgNSomething Like No Other Childrenestled into the rural outskirts of Chester County, Pennsylvania, a little less than an houraway from Philadelphia is a school for children that is unlike anything you have ever seen.It is a special school in every way. Camphill Special School is the only Waldorf school forchildren with special needs in all of North America. Adapting the Waldorf curriculum, for childrenwith special needs from ages 5 through 19 with the underlying philosophy of curative education, eachchild is celebrated. The theory is that these children with a wide variety of disabilities are not brokenbut instead are seen as intact spirits waiting to be unfolded and guided.The entire environment at this special school is therapeutic. Residential and day students are alla part of a home with houseparents. Based in an intentional community where teachers, therapists,co-workers, and students create an extended family, the care of the children comes from a deeperand more personal understanding of each child. It is a holistic and natural approach to special needs.From speech, occupational and physical therapies to color light, massage, curative eurhythmy andeven horseback riding therapy, the children are taken into the heart of the entire community andraised up to find purpose and meaning in their lives.Through drama, art, handwork, music, and more the curriculum at Camphill Special School isintegrated into the entire environment. With an integrated Waldorf Kindergarten serving childrenfrom ages three to six, as well as grades one through twelve, on to our transition program, dailyactivities include baking, hiking, horseback riding, painting, puppet shows, pre-vocational and workprograms as well as the adapted experientially based Waldorf curriculum based on the theories ofRudoph Steiner and anthroposophy. To witness the co-workers who come and evolve, the houseparents who raise their own children in this community, the teachers who creatively present theirlessons, the therapists who take each child into their heart and the students who brighten, unfold andfind true purpose to life, Camphill Special School is truly a place like no other.#For further information call 610-469-9236 or visit us at www.beaverrun.org.Communication: The Human ConnectionChildren“I was advised to settle for something less, but kept searching. When I visited CrotchedMountain there was a tangible difference in attitude- a professionalism, respect, and“can-do” attitude that set them apart. Standards are high and the approach genuine – theyreally care! I am very happy with Crotched Mountain and most importantly, so is my sonJared. He has grown enormously in many ways and is becoming the young man that Ialways thought he could become. It’s a family’s dream come true!” –Kathy BernsCrotched Mountain School• Special Education, K-12• Vocational Services• Day & Residential ProgramsServing families since 1953Children’s Specialty Hospital• Sub-acute rehabilitation• Post-surgical care• Respite servicesFor more information, call 800-966-2672 One Verney Drive, Greenfield, NH 03047www.crotchedmountain.org email: admissions@crotchedmountain.orgA Summer Camp to RememberFor Youth with ADD/HD, Autism/Auspergers, and other Attention NeedsSummer Camp Experience with Camping,Canoeing, Rock Climbing, Swimming & MoreHigh Ratio of Counselors to Campersplease call now for more informationCall for Brochure 1-828-669-8639126 Camp Elliott Road, Black Mountain, NC 28711www.stonemountainschool.com info@stonemountainschool.comApproximately two years ago the International Center For The Disabled (ICD) on 24th street and First Avenue openeda state-of-the-art Speech, Language, Learning and Hearing Center. Known for almost a century of superior rehabilitativeintervention with adults, ICD added a commitment to children and their development to its mission. In the two years sinceopening the response to this new program from parents, educators and other professionals has been overwhelming!The Center, formerly (30 years) at the Mount Sinai Medical Center in Manhattan, specializes in the evaluation andtreatment of children and adults with various types of communication difficulties. For children these problems may includedelayed development, lack of clarity, stuttering and/or difficulties in school. For adults, the speech/language disturbance mightbe secondary to a neurological issue, or following surgery, an accident or an illness.Knowing that these communication problems may result in or exacerbate some emotional concerns, clinical psychologistsare on staff should they be needed. For children, there are school psychologists available to perform intelligence testing andLearning Disability (LD) evaluations. Should a child be found to be learning disabled, there are L.D. therapists available forindividual intervention. Each and every consumer gets a hearing test initially in order to rule out any possibility that it is oneshearing that is causing the problem. The staff at the Center consists of New York State licensed professionals in the areas ofSpeech/Language, Audiology, Learning Disabilities and Psychology (both Behavioral and Cognitive). The evaluations arecomprehensive and employ both standardized and non-standardized procedures for each assessment. Bilingual (English/Spanish) staff is available in each of these professional areas.#To set up an appointment, for further information or for a free brochure call (212) 585-6080 or (212) 585-6230.THERE IS HELP FOR ADD/ADHDResults-Oriented Solutions For Families & AdultsAdvanced Parenting Skills - Learn the tested techniques thatwork with your child’s special wiring. Minimize non-compliantbehaviors, power struggles and family discord as you help your childincrease his or her ability to self-regulate. Instructor: Dr. Norma Doft6-session evening seminars for parents & caregivers of 2-11 year olds withAttention Deficit Disorders or related behavioral issues. Limited group size.Study & Organization Skills - Learn useful techniques andstrategies to successfully manage schoolwork, graduate board study,multiple deadlines, papers and projects.Individual sessions for adults and older teens.ADDult Coaching - Enhance your personal and professional life.Your Coach helps you to compensate for problem areas throughpractical strategies, self-management techniques, motivation,accountability, structure and support. Clarify and accomplishpersonal and career goals.For high-functioning adults with attention deficit disorders or similar issues.Individual Coaching by appointment. Telephone Coaching & Groups available.Organization & Time Management Skills - Take control of yourtime and environment. Manage your day more efficiently, accomplishprojects more effectively, organize your home or office and controlpaperwork and clutter through personalized and “do-able” systemsand strategies.Individual sessions by appointment. Home and office visits available.Consultation & Case Management - Knowledge empowers!Individual help, education and suport for such issues as BehaviorManagement, Education/Employment Rights and Advocacy,Medication and Treatment Options, Working with Doctors, Therapists,Educators, etc.Individual sessions by appointment.The A.D.D. Resource Center, Inc.New York City: 646-205-8080Westchester/Connecticut: 914-763-5648 • Email: addrc@mail.comHal Meyer, Director • Programs since 1993

DECEMBER 2003 ■ EDUCATION UPDATE ■ SPECIAL EDUCATION17ILetter from a Parentlike to tell people that our journey to The Sterling School began the day the District’s Director of SpecialEducation told me that I should just get used to the fact that my son would never really learn to read. At thetime of this conversation my son was in the fourth grade and his reading ability was approximately on the firstgrade level. This despite the fact that he had been identified at an early age, classified as learning disabled and hadreceived early intervention and was in specialized instruction classrooms since Kindergarten.At an early age we noticed our son’s language development was not progressing as our first child’s had. Webrought our concerns to our pediatrician who recommended an evaluation for early intervention. He wasdiagnosed as having an Expressive Language Delay, and intervention began. So that I could be more proactive, Itried to learn all I could. I was often thwarted by a lack of information or the highly technical lingo. Not only didI have to educate myself about my son’s condition, but also I had to deal with my feelings of grief for no longerhaving the “perfect” child. I also had to come to terms with my memories of my own educational shortcomings,as did my husband.We had no choice but to rely on the professionals and their suggestions, because they were the “experts.” Astime passed, we saw “Bob’s” speech improve greatly. His report cards were good yet each spring the district’sstandardized educational testing (Woodcock Johnson, etc.) showed minimal growth in reading despite theintensive program that he was receiving in school. If our child was so smart why wasn’t he progressing? Why washe having so much trouble learning to read? Frustration and anger are great motivators. I tried to find out as muchas possible about the tools and methods being used to teach my son reading. I asked the school for more intense ora different program. Administrators and teachers alike told me that the programs employed by the district worked.It was implied that if my child was not learning, there was something “wrong with the child” or it “would just takemore time for it to click.” My child was running out of time, he no longer had any confidence that he could learn.We couldn’t wait for things to “click.”Finally, I turned to the web, finding the site for the International Dyslexia Association. I learned about dyslexia,and that a person who is dyslexic can learn to read. I learned that in order to succeed a child would need tobe taught by a highly trained professional using Orton-Gillingham multi-sensory methodology. I learned thatinstruction needs to be done within a small group or on a one-to-one level. What became clear was that oursuburban neighborhood elementary school was not an appropriate place for my child to learn. My husbandand I then came to the realization that if we wanted our son to learn to read we were going to have to send himto a specialized school. All the schools were either in New York City, or boarding schools. We applied and weredenied admission to three of these schools. We were heartbroken. Our child was “too dyslexic” for these schools.Frustrated beyond belief, I came across the telephone number for The Sterling School and spoke with RuthArberman, the director. Immediately I was impressed with Ruth’s understanding of my son’s situation and ourjourney.During our conversation, I was impressed by Ruth’s background, training, knowledge, and philosophy ofworking with dyslexic children. I gave Ruth all the reasons why her school would not want my son as a student,and she gave me all the reasons why it might be the right fit. We applied and I went into Brooklyn to attend anOpen House.When I arrived at The Sterling School, I was immediately impressed with the school’s size, the highlypersonalized instruction and the quality and training of all the staff. In September, after much soul searching,Bob began at Sterling, despite the transportation issues, the adjustment problems and the legal aspects. It‘s a newworld. Bob is happy. He is beginning to read independently, is more confident, and is doing his homework moreindependently. What a change in only three months!#For more information contact The Sterling School at 718-625-3502 or on the web at www.sterlingschool.com.Need help with your teen?We understand that findinghelp for a troubled childcan feel overwhelming.Aspen can help.Aspen Education Group offers therapeutic andacademic services for youth and young adultsstruggling with a wide variety of issues.Aspen is a name you can trust. For over 20 years Aspen has provided programs for youth andyoung adults who need a place to turn their lives around. Individuals with substance abuse,learning and emotional difficulties, ADHD, depression and other issues come to our programsfrom around the world and across the country.Our programs have a reputation for helping even the most defiant and rebellious youth developpositive relationships and achieve success in their personal, family, and academic life.Our therapists are experienced Masters and Ph.D. clinicians who can help your child succeedwhere other interventions may have failed.Whether you are looking for a short-term program to help your son or daughter get back ontrack or a residential boarding school where your child can continue working on academicsand behavioral issues throughout the year - we have a program for you.(888) 97-ASPENHelp for Today. Hope For Tomorrow.Program Locations Nation-Wide(888) 972-7736www.aegprograms.comNew York UniversityChild Study CenterAnxiety and Mood Disorders ServiceAnxiety and depression are common disorders of childhood andadolescence, and often persist well into adulthood. Symptoms ofthese disorders include:• Worry, Fears• Anxiety upon separation from loved ones• Excessive Shyness• Anxiety about school performance, future events, friendshipsor health mattersThe specialists at Child & Family Associates are here to help.Weoffer treatment for youngsters suffering from depression, separationanxiety, generalized anxiety, social phobia, selective mustism, posttraumaticstress disorder and obsessive-compulsive disorder.We provide:• Diagnostic Evaluations and Individualized Treatment Planning• Cognitive Behavioral Therapy• Family Therapy• Specialized group therapy for social phobia in adolescents andyoung adults• Groups for parents of anxious youthNYU Child Study Center577 First AvenueNew York, NY 10016(212) 263-8916www.AboutOurKids.org

EDUCATION UPDATE | DECEMBER 200318THE STATE OF SPECIBy JOCELYN K. EGYESSitting in Dr. Cecelia McCarton’s office thereis no doubt that her passion is children. Kermitthe Frog and a teddy bear sit side by side ona bookshelf while dozens of other toys lineher office. But it’s a special kind of child thatwarms the heart of this pediatrician, it’s “childrenwho are different” says McCarton, herblue eyes passionately sparkling as she speaksof ‘her’ children.“Our inability to connect with these childrenshould motivate us to figure out what is insidethese children and help them.” McCarton refersto children with Autistic Spectrum Disorder(ASD). Trained as a medical doctor and an academicat Albert Einstein for 25 years, McCartonsays, “The years at Einstein were wonderful,but it was time for me to move on. I wanted togo back to being a doctor.”Nowadays, McCarton not only sees children,but also runs The McCarton School forchildren with ASD, on the Upper East Side ofManhattan.“Our interdisciplinary program is trulyunique,” says McCarton. “No one is king of thehill, everyone is equal.”Autism, a developmental disorder, is alsocalled a spectrum disorder because childrenare affected in different ways and in differentdegrees. A child with ASD usually has expressiveand receptive language disorder, limitedsocial interaction skills with peers, and arestricted range of interests. These children areeither diagnosed at birth, or as in 1/3 of the cases,diagnosed around 15 months. In addition, somechildren present only some signs of autism andare diagnosed with Pervasive DevelopmentalDisorder Not Otherwise Specified (PDDNOS).A Therapeutic Mecca: The McCarton SchoolChildren Play at the McCarton School“Diagnosticians are sometimes very hesitantto use the ‘A’ word, (autism) with parentsbecause of the stereotypes,” says McCarton.“So they will say your child has PDD or yourchild has PDDNOS when in actuality, the childis autistic. People think that PPDNOS is betterthan getting a diagnosis of autistic disorderbecause there is more hope for their children.”McCarton states that autism is not a hopelessdiagnosis. “You can bring about enormouschange in these children. You must have qualifiedtherapists but you can change the children,”she says encouragingly.The McCarton School, which educates 18students a year ranging from three to eightyears of age, focuses on speech and languagetherapy, occupational and sensory therapy, andApplied Behavior Analysis (ABA) therapy.“The technique of ABA therapy is breaking atask down to the least common denominator,”says McCarton. She adds, one of the mostimportant factors of ABA therapy is focusingon the positive. “You don’t comment on negative.”The McCarton School is one of three schoolsin New York City, which focuses on ABAtherapy. There is a one-to-one ratio of teachersto students at the school. McCarton says ABAtherapy requires a lot of work on the part of thetherapist and child. She adds, “There has beencriticism of this therapy because some say itfeels ‘robotic’ and ‘mechanical’ but unless youteach a child to sit at a table and look at you,you will never get a child to learn.” Equallyimportant is ensuring that responses will generalizeto other environments and situations. Forexample, a child may be taught to look at youat a table but not in the playroom.In addition, McCarton says every child mayrequire different types of therapy and researchwill help determine how to work with eachindividual.“I believe that money must be allocated intolearning what the best therapeutic interventionsare for these children, because we have to teachand educate them on a daily basis. While basicresearch is important, many children may notbenefit from it immediately. While research isbeing conducted daily, it is still unclear exactlywhat causes autism which affects boys 4 timesgreater than girls in increasing numbers eachyear. “It used to be 2 to 4 in 10,000 now it’s 1in 250. That is more than any other childhooddisease that we have,” says McCarton.“The belief among the medical community isthat this is a genetic disorder and that it probablytakes about 6 or 7 separate genes to get thefull blown picture of autism, autistic spectrumdisorder or PDD. Some children may have apredisposition that has been environmentallytriggered,” she added. There are about eightcenters in the United States working to trackthe genetic relevance to children with autism.“People are passionate in their beliefs aboutwhat the triggering event might be. It’s allspeculative and we don’t know. It’s unfortunatebecause it’s impossible to treat an illness whosecause is unknown.”So far, McCarton is treating the students andthe proof comes from the 30-35 per cent whoare mainstreamed after being in her programfor three years. “My hope is that the childrenare going to move out of here.”Each year there are 127 applicants to theMcCarton School and only six available spots.Tuition for one year is $65,000 yet McCartonsays it costs $132,000 to educate each student.With no money coming in from the state,McCarton says money from a scholarship fundhelps with the expenses but the parents alsolend a hand. “They fundraise, network and doanything in their power to raise money.”Parents are also encouraged to be involved.Each therapy room is equipped with a doublesidedmirror where parents can visit and observeunobtrusively at any time. Furthermore, everythingis taped so if parents miss a session, theycan still see their child’s progress. “The moreyou know, the better off your child is,” saysMcCarton.McCarton says the goal is to have 24 childrenenrolled and then move into a bigger school.Each day, she is encouraged by how far thechildren have come.“Sometimes kids can’t recover but I know thekids are in much better shape than when theyentered,” says McCarton. “They have come along way; they have learned and will continueto learn.”#READ NATURALLY®motivates struggling readersFor over 12 years, READ NATURALLY has been the pioneer in fluencyand comprehension development for elementary and secondaryreaders. READ NATURALLY continues to develop all of the tools you will needto implement an effective instructional program for low-performing students.Go to our web site at: WWW.READNATURALLY.COMChoose from the following options:• Request a catalog by mail OR download catalog from web site.• Mention Code 113 for FREE Starter Kit ($50 Value):- Placement Packet and Rationale and Research Packet(which help you place your students and explain WHY the program works).-Video showing students experiencing the program.-CD demo disc featuring the Software Edition.-Seminar schedule and information.- Copy of recent newsletter.READ NATURALLY®The Fluency Company800.788.4085WWW.READNATURALLY.COMCamphill Special SchoolWhere every child is celebrated! adapted Waldorf curriculum day & residential school(ages 5-19) fully inclusive kindergarten(ages 3-6) transition program pre-vocational program extensive therapies & medical care beautiful homes with permanenthouseparent families music, art, drama, festivals horseback riding therapy program professional training: the CamphillCurative Education SeminarOpenings for co-workers and house parents seeking a meaningful lifein an intentional community1784 Fairview Road, Glenmoore, PA 19343 610-469-9236w w w . 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AL EDUCATION 2003New York UniversityChild Study CenterFall Educational Outreach ProgramsThe Sunny and Abe RosenbergFoundation Lecture Series 2003 - 2004Advanced Seminars for School ProfessionalsNew Teacher UFT credits availableLectures are free, but registration is required.To register call (212) 263-8861 or e-mailnyuschoolpartnership@med.nyu.eduHas your child been diagnosed with ADHDor a related condition?The NYU Child Study Center offers workshops to help parents andfamily members better understand their child’s diagnosis and learnabout available treatments and interventions.Workshops are $15. For more information, please contact:(212) 263-8915 or e-mail ADHD@med.nyu.eduNYU Child Study Center577 First AvenueNew York, NY 10016(212) 263-6622www.AboutOurKids.orgDECEMBER 2003 | EDUCATION UPDATEMcCarton School Parent Shares ViewsOne parent who sees the learning first handis Noam Spanier. His 6-year-old daughter Shirahas been with the program since January andSpanier says the difference in Shira is “nightand day” since coming from public school.“Shira is a lot more attentive, she is learninga lot and she is more responsive,” saysSpanier who says his daughter who has sincebegun feeding herself and being aware of hersurroundings.Although Shira has not been diagnosed withautism, she has an undiagnosed developmentaldelay, which has kept her from talking, yetthrough the McCarton School, Spanier saysShira is learning how to communicate.“She will come up to me when she needs herdiaper changed and tap me on the leg,” saysSpanier who says before Shira may have criedor not reacted.Shira’s workweek averages 40 hours. Spaniersays Shira is “the hardest working little girl inthe city.” And Spanier credits McCarton withOGroup for ADHD19the work she is doing.“I haven’t seen anyone care like anyone else”Spanier says about McCarton. “The kids areher kids.”#Learning DisordersConsultation Group Providing comprehensivepsycho-educational evaluationsften depressed, addictive compulsive or anxious behaviors are indicative of misdiagnosed and untreated AttentionDeficit Disorder (ADD/ADHD) and/or Learning Disabilities (LD). These behaviors become an individual’smethod for coping with their symptoms of ADD/HD or LD. This is true of both children and adults. The aim ofGroup for ADHD is to develop strengths out of weakness and to create more effective methods of compensation whennecessary.Group for ADHD does not believe in a one size fits all therapy. They have many tools in their toolbox to devise a custom fitprogram best suited for a particular situation. The therapists carefully evaluate each individual using state of the art diagnostictools and then based upon the findings work together with the individual to design an effective treatment plan. Group for ADHDis dedicated to individual adults, children and families of all ages living with Learning Disabilities and Attention Deficit Disorder(ADD/ADHD). The goal is to offer alternative and adjunct treatments to drug therapy as well as to offer school support.Lenore Ruben, CSW, CHT, EMDR, co-founder of Group for ADHD, has her Bachelor’s in Special Education from BostonUniversity and received her MSW from NYU. Orly Calderon, PsyD., co-founder of Group for ADHD, is certified by NY Stateas a School Psychologist and is licensed by the NYC Board of Education.#Diagnosis, referral,and consultation Licensed psychologists212-606-2308www.LDinNY.comNew York UniversityChild Study CenterIf you have been sexually or physically abused or assaulted inchildhood, you may be eligible for a psychotherapy research studyfor women or adolescent girls at the Institute for Trauma and Stressat the NYU Child Study Center.TREATMENT FOR ADOLESCENT GIRLSThe Adolescent Girls Project (AGP) offers individual treatment to adolescentgirls with a history of interpersonal violence. Treatment will be either a supportivetreatment in a community clinic or a structured treatment that focuses on issuesof self-esteem, difficulties with relationships and trust, and development ofcoping skills.For more information, or to make a referral, please call (212) 263-2786.RESEARCH AND PSYCHOTHERAPYINTERVENTIONS FOR WOMENTreatment includes 16 sessions of individual therapy and focuses on issues ofself-esteem, difficulties with relationships and trust, and development of copingskills.For more information, or to make a referral, please call (212) 263-2481.NYU Child Study Center577 First AvenueNew York, NY 10016www.AboutOurKids.orgServing children . . . adolescents . . . and adultsComprehensive Evaluation | Individualized Attention | Licensed/Certified StaffSpeech Language Pathologists | Special EducationPsychological Testing For All NeedsAudiologists | Clinical/School PsychologistsCall today for an appointmentor to receive a FREE BrochureThe Center for Speech/Language, Learning and Hearing at ICDServing the educational rehabilitative and vocationalneeds of New Yorkers for over 80 years.Licensed by the New York State Department of Health.340 East 24th Street, New York, N.Y. 10010(212) 585-6080 or (212) 585-6230

20SPECIAL EDUCATION ■ EDUCATION UPDATE ■ DECEMBER 2003DTalisman Transitions By Laura McManuso you remember the first day you started college or a “real life” job? Do you remember learning how to live independently ina house or apartment on your own? Did you feel confident in paying bills, home and car repairs, and balancing school, socialand job life? Did you feel prepared and supported in your endeavors?Talisman Transitions is a program for young men 17-20, with Asperger’s Syndrome, AD/HD and other Learning Differences, whoneed that preparation and support in a structured environment while they are learning the intricacies and rules of living in the “realworld.”Talisman Transitions believes there are three major components to healthy adult living: The Social World, The Working World, andThe Independent Living World. Our program is designed to teach, promote, and allow practice in living these three components sothat when our young men graduate from the eight-month program they are well rehearsed in appropriately and successfully meetingtheir needs within these three major components. There are specific goals for each of the components that we expect participants tocomplete while in this transitional phase of their lives. In addition to our pre-determined goals, participants will be required to developtheir own goals for the components and follow through with them.Talisman Transitions recognizes that some individuals need specific guidance and insight into the Social World. In our SocialWorld Learning Block we will address the needs of social situations and relationships. The weekends and afternoons will be filled withoutdoor trips, social outings, community service and volunteer projects in which participants will be able to practice what they learnin the classroom.The Working World Component includes both academic life and career or job choice. Talisman Transitions recognizes thedifferences individuals have in choosing the path for their careers and education. Participants in the program are taught processes toobtain jobs and the skills to keep them. They will be attending a community college for a semester, as well as obtaining and holdinga job in the area.The Independent Living World Component of Talisman Transitions is a hand-on, day-by-day learning process. Participants will livein a dormitory house with one staff. Through guidance, mentoring, and one-on-one teaching, students will learn how to manage ahouse, do laundry, work on nutritional guidelines and cooking, practice general house maintenance and more. Participants will learnskills for banking, taxes, voting, insurance issues, bill paying and other living issues.Through these Three Components, participants will gain a thorough knowledge of skills needed for a successful adult life. Theconfidence they will build in themselves will prepare them for all of the unsaid or unclear rules and intricacies of adult life. They willalways be supported by the staff and administration of Talisman so that they have a strong support system throughout their stay andafter graduation.#For more information on Talisman Transitions, please contact Laura McManus or Linda Tatsapaugh at 828-669-8639 or e-mail tosummer@stonemountainschool.com.Good Parenting is Important for Every Child—But It’s Critical When Your Kid Has ADHDThere are many elements that go into the art of Good Parenting, but there are two key words for parents of children withAttention-Deficit/Hyperactivity Disorder and related problems: Structure and Consistency.What is Structure? Structure is the foundation. It relates to environment, activities, rules and behavioral expectations.Structure provides a child with a clear understanding of where they should be in relation to all of the above. For a child whocan’t always control their actions, structure is critical in providing security and comfort. (Please don’t confuse structure, whichprovides a framework, with rigidity, which is a cage.)One aspect of Structure is to have a fairly set schedule, and to keep your child aware of this with age-appropriate calendars,charts and clocks (analog clocks, which show the passage of time, are more effective than digital, which show numbers withoutcontext). Since the child—or adult—with ADHD often has difficulty with both transitions and task arousal (changing from onetask to another and beginning a new activity), knowing what it expected eliminates confusion and minimizes negotiation—justpoint to the scheduled item and there’s no need to get into a discussion. The question is no longer what needs to be done, butonly how to do it. Schedules also give a graphic understanding to the sequence of the day. For a child with ADHD, the momentis everything. If they have to do homework, the time for watching TV doesn’t exist. A graphic schedule helps them to understandsequences and time management.What About Consistency? Consistency is necessary for both the child’s security and the parent’s sanity. All children willtest; kids with ADHD are masters at pushing the buttons. To avoid power struggles and minimize temper tantrums, a consistentapproach to behavior management is critical. This includes sticking to the rules you’ve set up in your home. If there’s no jumpingon beds, then it isn’t acceptable behavior at any time: It is much more difficult to enforce rules when you sometimes permitunacceptable behavior, and at other times let it go. This just confuses the child. (That doesn’t mean there aren’t exceptions atcertain times; it just means you make it clear when you’re allowing an exception, and why.)However, to make Consistency work, parents need to determine which rules are important, and then followthrough. An example of this would be: Your child keeps throwing a stuffed animal across the room. You tell her not to. She doesit again. You give another warning. She ignores (or baits?) you. The fourth time you’re yelling and the action has been elevatedto a major confrontation. Telling a child not to do something four times in a row is the same as allowing them to do it. They don’tsee the consequences of their actions, so they see no reason to stop.The consistent approach is to tell them, after you notice the first throw, that the stuffed animal is not to be thrown or they’ll loseit. (If it isn’t of major concern, allow the child just one throw, which gives them a feeling of some “power” or control.) After that final“allowable” throw, if they still continue to throw the toy, immediately take it away, saying: “Since you decided to continue throwingthis after I asked you not to, you obviously don’t really want to play with it, so I’m putting it on time out until tomorrow afternoon.”You are speaking calmly (you haven’t gotten to the point of anger that you would have been at by the fourth warning).You aren’t criticizing the child, but the action.You’re giving an immediate and natural consequence to an unacceptable behavior, which reinforces the rule.Also, you avoid having to continually put the child on time out, substituting the object.You’ve made it clear that your child had a choice and chose to lose their toy, rather than comply with the rule.You’ve given a reasonable time limit for the “punishment.”Most important, you’ve reminded your child that when you say something, you mean it: Consistency at work.These tips were supplied by The A.D.D. Resource Center, Inc., which specializes in providing practical help to individualsand families with Attention-Deficit/Hyperactivity Disorder and related disorders, with offices in Manhattan and Westchester.#For information on individual Parent Coaching sessions, or to register for our next 6-session Parenting Class,call: 646-205-8080 or send email to: addrc@mail.comGive Your Child the Excellence of Bilingual Education at Lyceum KennedyLyceum Kennedy of New York, the French International School offers a French bilingual immersion program for students aged3-17, from Nursery through 11th grade. Founded in 1964, it has a permanent location in the heart of Manhattan.The school enrolls French speaking and non-French speaking students coming from the local community as well as frominternational schools in Western Europe and around the world. They benefit from a dual approach to learning, mixing the flexibility andcreativity of the American system with the more rigorous French method.Twenty-five nationalities are represented and more than twenty languages are spoken among students, parents, and faculty.Our French and American academic curricula nurture each child’s gift for languages. They allow our students to succeed in theFrench, American and international school setting while developing their intellectual and personal growth in a stimulating, diverse, andmulticultural environment. The school has one classroom per grade level and the student-teacher ratio is low in order to facilitate theinteractions needed to acquire a foreign language at an early age.All faculty members are professional teachers certified by their respective educational system (New York State, French Board ofEducation) with a minimum of 3-year teaching experience.All students prepare both French and American tests and exams at different grade levels in the elementary and secondary sections.Lyceum Kennedy also offers a daily after school program for Nursery through 6th grade students, from 3:30-5:30pm. Our studyhall program is open to students from 1st grade through 6th grade. It is supervised by a French bilingual teacher who offers homeworkguidance in both languages.Lyceum Kennedy also offers an educational program of extracurricular activities taught by specialist teachers in both languages.Each session lasts one quarter culminating with an exhibition, a presentation or a performance for parents.A summer program will be created in 2004 offering a myriad of fun activities and classes during a period of 4-6 weeks. Students willbe able to enroll for two weeks or more.Our Westchester campus located in Ardsley offers the same quality education and bilingual programs and enrolls students fromNursery through 5th grade (ages 3-11).# Lyceum Kennedy - French International School: 225 E43rd St., NYC 10017, 212-681-1877, Info1@lyceumkennedy.com. Westchester Campus: 914-479-4722, Info2@lyceumkennedy.com. www.lyceumkennedy.com.TSPECIAL EDUCATION BOOK REVIEWQuirky Kids: Understanding & HelpingYour Child Who Doesnʼt Fit InREVIEWED By MERRI ROSENBERGI envy those luckyBoston parents, whoQuirky Kids:have easy access toUnderstandingDrs. Perri Klass andand Helping YourEileen Costello as theirChild who doesnʼtfit in—When tochildren’s pediatricians.Worry and WhenMy late father was anot to Worry pediatrician, and I loveBy Dr. Perri my children’s pediatricians—butI could seeKlass and Dr.Eileen Costello myself picking up thePublished by phone and seeking guidancefrom either Dr.Ballantine Books,New York, 2003 Klass or Dr. Costello(384 pp)about any issues thattrouble me about myown children.Rarely have I come across as reassuring, wiseand useful a book as this one. The authors, bothHarvard-trained pediatricians who are currentlyon the staff of Boston University School ofMedicine, tackle the potentially troublesometopic of what parents can do when they haveso-called “quirky kids”.They don’t dwell on the labels or diagnoses(although the authors certainly provide comprehensiveinformation about pervasive developmentaldisorder, sensory integration dysfunction,Asperger’s Syndrome, autistic spectrumdisorder, as well as many, many others). Theydon’t write in technical, complicated languagethat could make any parent feel as if she justwandered into a thicket of jargon that obscuresthe reality of her child. Perhaps most important,the authors don’t reduce children to their diagnoses,never losing sight of the individual.The purpose of the book, Klass and Costellowrite, is this: “Parents come to see us at ouroffice with stories, with patterns, habits andbehaviors that they’ve noticed in their babiesand their toddlers, their preschoolers and theirelementary school children, and they ask ouropinion: Is this normal? Is something wrong?We hear stories about toddlers whose tantrumsseem off the scale by comparison to their siblings,about young children with intense obsessiveinterests, about children who don’t talk onschedule or who do talk but in peculiar ways,about children who don’t enjoy the games thatdelight the other members of the playgroup...And as we watch parents struggle with a multitudeof assessments, diagnoses, therapies andThe Vanguard Schoolmedications, we have come to appreciate thatlife with a quirky child can be complex and difficult.We wrote this book to help you navigateand to help you do what you most want to do:know and recognize and appreciate your ownchild and help him grow and thrive.”A little later in the book, the authors reinforcethis message. They write, “The truth is, ofcourse—as every worried parent knows—thatnot every quirky child grows up to be a successfulbut quirky independent adult. However,the ability to succeed in life and to functionindependently depends on the whole packagethat is your developing child, not just the quirkyaspects.”Quirky kids are in good company, at leastaccording to literary models—like ProfessorHenry Higgins or Sherlock Holmes—or pathbreakers like Albert Einstein, Emily Dickinsonand Mozart.With a reassuring tone, lots of examplesfrom parents who have “quirky kids” of theirown—and interjections about successful adultswho undoubtedly were quirky back in their ownchildhoods—Klass and Costello explore andexamine a variety of behaviors that can makeit clear to parents that their child is somewhereoutside the “normal” boundaries (a three-yearoldwho won’t wear clothes that have flowers onthem, a six-year-old who can’t bear loud noises,a nine-year-old who doesn’t know how to speakwith kids in the lunchroom because all he wantsto talk about is astronomy). And they point outthat many quirky children have so-called “splinterskills,” like a tremendous musical talent, orability to work with animals, that can be a positivein dealing with their peer group.They don’t sugarcoat the topic, either. “Familylife with a quirky child is more fraught with tension,more difficult and subject to all kinds ofstresses, to more intense versions of the usualstresses,” write Klass and Costello.The authors address issues like how to negotiatethe playground with a quirky toddler;find play dates that work; handle family gatherings—andthe relatives—when one’s childdoesn’t quite conform; find understanding andcompassionate babysitters; negotiate school,both with and without an individualized educationplan, as well as homework, after-schoolactivities like sports or religious training, andfigure out the strategies to successfully movecontinued on page 21he Vanguard School of Lake Wales, Florida, is a coeducational boarding school and was founded in 1966 to serve theneeds of students with learning disabilities, dyslexia, and attention deficit disorder. Located in the heart of the SunshineState, the school has a 75-acre campus in the city of Lake Wales, and is ideally situated for access to the beaches andcultural and entertainment centers of central Florida. Students from over 20 states and 20 foreign countries have access to threedormitories, three classroom buildings, full gym, aquatic center, physical fitness center, library/media center and cafeteria. Themission of the Vanguard School is to provide an individualized program in a nurturing environment which enables students todevelop to their fullest: academically, socially and personally.The school provides a safe and secure but appropriately demanding and structured environment in which students whohave been unsuccessful in regular school programs are able to learn and achieve. Classes in the Junior School program(through 8 th grade) have no more than 8 students, allowing the support of remediation and the enhancement of skills. Ateam teaching format is used for all academic classes, which enables teachers and specialists to continually evaluate studentprogress and develop instructional strategies. A comprehensive educational program is offered in the Upper School (grades9-12). Individualized goals are devised for each student offering remedial and academic support in appropriate subject areas.Specialists in reading, math, speech and language evaluate students and offer individual clinical tutorials, which promote andchallenge the development of academic competencies. Reading and math are taught in classes of 8 or fewer students, with eachstudent working at an individual level. In addition to the math and reading classes, students have a wide range of other classes(including electives) to choose from, with a maximum of 12 students in each class.The residential staff provides adult supervision and guidance 24 hours a day. The everyday environment in which a studentresides is designed to provide a continuum of structure and supervision based upon the age and social maturity of the individualstudent. Students 13 years of age and older participate in the level system, which encourages the development of maturity byrewarding responsible behavior with additional freedoms and privileges. The Vanguard School is a member of the FloridaHigh School Activities Association and offers a variety of interscholastic sports teams for boys and girls. The recreation staff, incollaboration with the students, organizes and oversees many recreational activities in this culturally rich area.#The Vanguard School and its academic programs are fully accredited by both the Florida Council of Independent Schoolsand the Southern Association of Colleges and Schools. Visit our website at www.vanguardschool.org or call the AdmissionsOffice at (863) 676-6091.

DECEMBER 2003 ■ EDUCATION UPDATE ■ SPECIAL EDUCATION21Rocky MountainLearning Systemsis dedicated to children and to learning, becauseEVERY human being is special and deservesthe opportunity to reach his or herFULLEST POTENTIAL.Book Reviewcontinued from page 20through pre-school, elementary, middle andhigh school.They also describe what various therapies andinterventions do—like occupational and physicaltherapy, speech and language therapy, playtherapy—and how children may benefit fromsuch programs. They also reassure parents thatit’s okay to step off the diagnostic/interventiontreadmill, if a parent feels his child would bebetter off relaxing after school instead of beingcarted off to yet another appointment with yetanother specialist.This is definitely a book that would be oftremendous value to any family that lives witha quirky child—and an important addition toa school psychologist’s professional libraryshelves.Finally, write Klass and Costello, it’s importantto remember that “the world needs itsquirky children, its quirky adults, its quirkyminds and its quirky sensibilities; for all thechallenges they face, quirky people enlarge andenhance life for us all.”#LIFETIME LIBRARYAn incredible interactive, multimediaprogram teaching basic reading, writing, andmath to help students with their primary literacyskills. For grades 6 through 12 and beyond.THE BRAIN BUILDERThe human brain has unlimited potential! With just ten minutes' playtime perday you, your children, and your students can build your brain's neuralnetwork to boost your short-term memory. See the difference in school or athome. IT'S FUN TOO!THE LISTENING PR OGRAMYou may be surprised how many human functions are affected by auditoryprocessing! Developed by experts in neurology, neurodevelopment, and education,this program is extremely successful in strengthening auditory processing andmemory skills Also effective for remediating speech delays!1- 877- 444-8808 • wwwrmlearningcomIntroducing the next stage in theevolution of science teaching, newfrom Digital Frog International.For a limited time, you can enjoy afree trial of Cell Structure & Function,the first module in this new series.Incorporating the principles of universaldesign, this series of discrete but integratedcurriculum-based modules interactivelyteaches science to all students,including the blind and disabled.FREE TRIAL AVAILABLE FOR DOWNLOAD AT:www.ScienceMatrix.com(800) 621-FROGfor Homesc h o o l e rsThe ideal homeschool solutionfor early math (4-8 year olds):• Zero lesson preparation time: everythingthe parent needs to say is in quotes• No prior math or Montessori know l e d g ere q u i re d• 5 full yea rs of activities inte g ra ted withM o n tessori manipulatives prov i d es multisen sorial (ta c t i l e, kinest h et i c, visual anda u d i to ry) lea r n i n g• 12 diagnostic tests pinpoint and fillholes in your child’s math foundation• 25 - song audio CD gets children singingand dancing• Pa rent Guide prov i d es valuable tips andst ra te g i es for eve ryd ay math successS h i l l e r M a t hHOW KIDS LEARN MAT HP H : 8 8 8 - 5 5 6 - M ATH (6284)FAX: 888-556-6285 sales@shillermath.com

22 HOLIDAY GIFT GIVING GUIDE ■ EDUCATION UPDATE ■ DECEMBER 2003By MR. RODNEY CROFTThe day after Christmas in the United Kingdomis known as “Boxing Day”. Many of our presentChristmas traditions date from Victorian times.In those days people in service had to work onBoxing Day in EnglandChristmas day but were given the next day offto visit their families and loved ones. As theyleft the stately homes on December 26th, itbecame a tradition to give each servant a boxcontaining a gift. Hence Boxing Day.Take plastic recycling rightinto the classroom!Writing Adventures ®t h e C o m p l e t e S y s t e mAunique and powerful writing systemoffering a lively, highly structured,and systematic approach to the writingprocess. Each product holds its ownas a specific tool to teach or reinforcewriting skills. Used together or separately,writing becomes what it should be –fun to learn, and a joy to teach.Classroom Benefits:• Integrates easily into existingwriting programs• Effective as a remedial writingprogram for middle school andhigh school• Easily adaptable for one-ononeinstruction, small groups,or the entire class• Designed for students ofvarying levels including thosewith learning differences andESL students• Inviting layouts and graphicsencourage frequent use• Overlap of content builds extrapractice and mastery• Develops oral and writtenlanguage skillsPETE’S Pack makesplastic recyclingeducation easy with: A video that shows thecomplete container creationand recycling process Hands-on samples ofrecycled plastic materials A complete syllabus Ready-made quizzes Easy, do-it-yourselfactivitiesOnly $39.95(includes S&H)Create-A-Story: The Creative Writing Game • Stepping Stones:The Expository Writing Game • Writing Adventures Workbooks I & IIGame Pack • Graphic Organizer Pad • Graphic Organizer Poster760-730-9550www.createpress.comwww..com©2003 Create!Press

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24HOLIDAY GIFT GIVING GUIDE ■ EDUCATION UPDATE ■ DECEMBER 2003Extend the Life of Your School’s Notebook Computers!Your Single Solution for Total Screen CareTiGlide /iGlide Notebook ChassisEnhancement KitsIceCreme Polish / ScratchRemover KitScreenSavRz The Screen Protector thatCleans and Restores!ScreensavRz - with Optex advanced optical polishingmaterial specially developedfor total care of LCD Screens -without sprays or wet wipes!Protects your screen, buffs awaymarks and scuffs, restores theluster! Exclusively from RadTech Wildeepz Notebook DisplayCushion UpgradeiMacScreensavRz The ScreensavRz for iMacs www.radtech.us • +1-314-960-9188PowerSleevz Elegant,form-fittingsleeve cases“The ScreensavRZ TMis impressive as well...incredible job of clearing the marks from mynotebook screen...”—Brad H.University of Wisconsin MadisonToday’s educational notebooks are great for your students—BUT how good foryour school’s notebooks are they? Abrasions, dirt and finger oils transmitted to the screenby the keyboard or direct touching will shorten its lifespan even if you use standardcleaning solutions.Not only do ScreensavRz - your single solution for total screen care - offer theultimate protection for your school’s LCD screens, but they CLEAN and even RESTOREmarks and scuffs from damaged screens! Plus they won’t tear or frayand easily stow anywhere. When it comes to your notebook andLCD display investment, why risk it? 100% safe, SreensavRzwith Optex is the one you can trust.• Sizes for all brands of notebooks, if you don'tsee it, contact us.• Removes prior LCD screen abrasions!• Ultra-tough and light cloth lasts for years.Won't wrinkle, run or tear!• Custom color logos for schools and universities!Educational Discounts AvailableInstitutional Purchase Orders Welcomed!Guaranteed Mobility…with Real Portable Power!For all Pocket PCʼs:iPAQ, Toshiba, Dell, Casio, Sharp, Hitachi, Samsung...plus Sony, Palm, and others.Small and lightweight, the re-Pakprovidesa power supply of rechargeable lithium-ionbatteries for continuous operation up to16 hours or more! Weighs only 12 ouncesand runs while your students recharge!Hands-On DiscoveryThrough Visual Exploration!Newton’s Aquarium When the Pocket Power Pak’scharge runs low, start freshby simply replacing the readilyavailableD-size batteries. Manycharges per battery set keep yourstudents and classes powered up!Making WavesLooking Glass“A wonderful solution for power-hungry PDA users!”–Pocket PC MagazineNew Hardware Pick, Julyʼ 03714.744.1033www.beacon5.comEducational Discounts Availablewww.LivingGraphs.com(613) 546.3708

continued on page 29DECEMBER 2003 EDUCATION UPDATE • 25“Bright Lights, Big City”By MAYOR MICHAELR. BLOOMBERGAll over town this fall,it’s lights…camera…andaction, with more than30 feature films andprime time television programs in productionin New York City. In fact, earlier thismonth, the Mayor’s Office of Film, Theatreand Broadcasting issued a single-day record of152 permits to film movies, television shows,commercials, documentaries, fashion shootsand other productions in the Big Apple. Oneof the nation’s current top-grossing films, Elf,was shot in New York City. And for the first sixmonths of this year, feature film production inNew York was up nearly a third compared tothe same period last year; television productionwas up by more than half.All of that is great news for New York—for alot of reasons. The movies and television showsthat are made here reach audiences around theworld, and are constant reminders of whatan exciting and dynamic city New York is.That’s great free advertising. Film and televisionproduction is also a major part of our city’seconomy, employing some 100,000 peopleand generating $5 billion of economic activityeach year. And that’s money that gets spent instores, lumberyards and other neighborhoodbusinesses throughout the city.Good as those numbers are, we’re working tomake them even better. Under CommissionerKatherine Oliver, the Mayor’s Office of Film,Theatre and Broadcasting has streamlined theGive the Gift of Reading:Reading Reform Begins at HomeBy MATILDA RAFFACUOMO AND SUSANJ. MOESKERIn any given New YorkCity classroom, when children sit at desks withtextbooks open, how many of them actually understandthe words printed on the page? Accordingto Beth Fertig’s recent series, “Reading, Writingand Reform” on WNYC radio, only about 40percent of elementary and middle school studentsare meeting state standards.The existence of a crisis is obvious; the questionremains, what can be done? Recognizingthat reading is the basis of all learning, the NewYork City Department of Education, under theleadership of Chancellor Joel Klein, has implementeda new curriculum intended to boostreading scores for the 2003/04 school year. Ifchildren cannot read, they will not be able tomaster any academic subject matter.The good news is that research indicates that90 to 95% of all children can learn to read atgrade level with appropriate intervention. Acaring adult—a parent, grandparent or mentor—canimpact a child’s reading skills byspending fifteen minutes per day reading to achild. It is also important to remember that asadults, we are role models: children must see usreading to want to become readers themselves.It is never too early to start—the Einsteintapes for babies, a video series, full of classicalmusic and colorful graphics and designs, arepre-reading stimulation aids for preschoolers.MetroBEATprocess of obtaining film permits, making itfaster and easier to get production started. She’salso inspired a spirit of teamwork among producers,unions and City government. Upgradesto the City infrastructure around the BrooklynNavy Yard have led to $28 million in privateinvestment to create state-of-the-art film productionfacilities there. That will producethousands of new jobs in our city—as willthe planned expansions of the Silvercup andKaufman-Astoria film studios in Queens. Inaddition, last month, our Administration namedfilm and recording super-star Jennifer Lopezand others to a Latin Media and EntertainmentCommission; their job will be to help makeNew York the capital of the fast-growing Latinmedia and entertainment business.Movie and television production are a bigpart of what gives New York its special excitement.They have long and legendary historieshere—and our Administration is making surethey’ve got great futures in our city as well.Before closing, I want to remind everyonewho’s listening that recently morning’s rushhour, the single-occupancy-vehicle restrictionsthat have been in place for the last twoyears on crossings to Lower Manhattan will belifted. Those crossings are the Williamsburg,Manhattan and Brooklyn Bridges and theHolland and Brooklyn-Battery Tunnels. Therestrictions were enacted to reduce traffic inLower Manhattan and permit recovery andreconstruction following 9/11; lifting therestrictions is more proof that Lower Manhattanis coming back strong.#Unfortunately, too many parents cannot affordresources such as these that would otherwisebe available and helpful. According to SandyFeinberg, the Director of the Middle CountryPublic Library in Centereach, NY, any booksread aloud and displayed to young childrencan have the same effect as the Einstein tapes.The New York City Public Libraries are a richresource, which families and children shouldvisit. Many families who cannot afford to buybooks are unaware that books and videos canbe taken home for a designated time and thenreturned to their local library branch once theysign up for a library card.To promote reading and proficiency in theEnglish language, Mentoring USA’s trainedmentors help children in our initiative English asa Second Language (ESL) Mentoring Program.When English is not spoken in the home, readingis of paramount importance to reinforce thesubjects learned at school. Our Mentoring USAmentors, through the use of curriculum materials,improve reading comprehension. It is beneficialfor ELLs (English Language Learners) tohear English pronounced by native speakers.The Mentoring USA program is an affiliateof HELP USA, the nation’s largest providerof transitional housing for the homeless.Mentoring USA provides mentors to children inHELP USA’s shelter facilities in New York City,including locations in Brooklyn, Manhattan,and Westchester County.Mentoring USA also reinforces reading“Implementing”the CFE DecisionBy ASSEMBLYMANSTEVEN SANDERSthrough the “ethnic heroes” library componentof our BRAVE (Bias-Related Anti-ViolenceEducation) Juliana Cultural Diversity initiative.Each youth receives free books from MentoringUSA that are read and discussed during weeklymentoring sessions. Our trained mentorsreceive activity books in training, which containcurriculum that refers back to the booksthat the pairs have read together. The intentionof BRAVE Juliana is to promote globalpeace through understanding and appreciationof other cultures. Reading books is a great wayto travel all over the world without ever leavingNew York City!As the holiday season approaches, considerthe gift of books for that special child in yourlife. The holiday season is an excellent timeto plunge into the BRAVE Juliana DiversityBooklist, as it features books about holidayscelebrated in different cultures throughout theworld. This can be a springboard to discussionabout, and acceptance of, the differencesbetween youth and their mentors, who maywell practice different religions and celebratedifferent holidays. Consider giving a child abookstore gift certificate, to engage the youngperson in the process of becoming an active,discriminating consumer of literature. In mostcases, a good reader is also a good student withgood grades. We adults have a responsibility tohelp each child succeed to read. It is a great giftto give a child the joy of reading.#Matilda Raffa Cuomo is the former First Ladyof the City New York. She is Founder and Chair,Mentoring USA and Chair, National Committeefor Advanced Placement Italian LanguageCourse & Examination. Susan J. Moesker isthe Director of Programs at Mentoring USA.When the State’s highestcourt, the Court ofAppeals, issued its landmark ruling in theCampaign for Fiscal Equity (CFE) case lastJune, the Legislature and Governor were directed—toensure New York City has adequateresources to provide children with a sound,basic education—to “implement” a new Stateschool aid formula by July 2004.We in the Assembly majority believe that“implement” must mean that a first down paymentis made, that substantial new additionalresources are appropriated to impact the NewYork City public schools by September 2004.“Implement” does not mean merely that a planhas been agreed to by the Legislature and theGovernor to go into effect two, three or fiveyears later, with no substantial new resourcesprovided in the next budget in time for nextfall’s school year. A new statewide school aidformula, we believe, along with appropriationsat an ample level in the next budget, isnot negotiable. Rather, it is required, so thatwhat the Court mandated is in fact in place,or operational, by the Court’s firm deadline ofJuly 30, 2004.While it is true that the CFE decision specificallyrelates to school financing and State aidonly to the New York City public schools, theAssembly believes that in the interests of fairness,equity, and doing what is correct for studentsin similarly under-funded districts acrossthe State, that the Legislature and Governormust come to terms with a new and realisticfunding formula for each of the over 700 schooldistricts statewide—rather than addressing theconstitutionally inadequate level of funding toNew York City schools alone.To that end, as Chairman of the AssemblyEducation Committee I have been conductinghearings around the state since Octoberto get public input about how much money isneeded and where it should be best invested. Bymid-December, we will have concluded sevenpublic hearings—in New York City, Albany,Buffalo, Rochester, Syracuse, Watertown andSuffolk.Additionally, a number of costing-out studies—professionalanalyses across the state,district by district, to determine what level offunding each district needs to provide what theCourt delineated as components of a modernsound, basic education—will be completedwithin a month.The Assembly is determined that when weadopt the budget for the next fiscal year it willinclude a down payment, or first substantialincrease in State aid for New York City schoolsand other districts, to satisfy the findings ofthe Court and be in place with the school yearbeginning next September.We are, I caution, suspicious about GovernorPataki’s sincerity in meeting the July deadline.The Governor, who wasted two precious andirreplaceable years of children’s educationallives in an ill-advised appeal of the lower courtCFE ruling, has appointed a commission onschool funding that is charged with reportingback to him in March, by which time it will betoo late under State law for the Governor evento amend his own education budget proposal.Consequently, we in the Assembly majoritywill be looking closely in January at preciselyhow much money the Governor includes inhis executive budget for New York City publicschools.The courts have had the last word and ourchildren have waited way too long. Governor,it is time to take action. We are ready to workwith you.#Assemblyman Steven Sanders is Chairman ofthe Education Committee. You can contact himby mail at 201 East 16 th Street, New York, NY10003, by e-mail at sanders@assembly.state.ny.us or by phone at (212) 979-9696.

26NEW JERSEY NEWS ■ EDUCATION UPDATE ■ DECEMBER 2003What You Need To Know AboutManaging Credit CardsBy PATRICIA FLAHERTY MCNEILLY,M.B.A., FINANCIAL ADVISORTeens are ringing up too much debt too fast,with all the related problems—impulse buying,overspent budgets, and bad credit. What’s thesolution?When today’s teens go away to college, theycarry two instruments that prior generationslacked: personal computers and credit cards!According to Nellie Mae, the national studentloanfinancing corporation, 83% of under-graduatestudents have at least one credit card, andthe average balance owed is $2,327. Adding tothe challenge are savvy marketers and advertiserswho spend billions of dollars each yeartrying to convince us that we “must have” morethan we can afford.What’s wrong with this picture? It suggeststeens are ringing up too much debt too fast,with all the related problems—impulse buying,overspent budgets, and bad credit. What’s thesolution?For teens, as for adults, there’s no elixir thatwill cure problems caused by poor credit habits.The key is to practice good credit behaviornow to prevent problems later. Here are somespecific steps you could take: Understand thatcredit is a major responsibility. It’s temptingto apply for credit just to get a discount onpurchases, or to get a gift, but beware! Thereare consequences many teens overlook. Forexample, each application “trips” an inquiryon your credit history. An inquiry simply confirmsthat your credit history was reviewed inresponse to an application. Creditors alwayscheck on recent inquiries. Too many inquiriesand it looks like you are desperate for credit.That makes you a potential poor risk, whichcould negatively affect your chances to obtaincredit. And inquiries stay on your credit reportfor two years!Choose credit cards that charge a low monthlyinterest payment.When possible, pay more than the minimumamount due. A $1,000 credit card balance cantake many years to pay off if you only makeminimum required payments! If you need to“roll over” a balance, make sure that you createa plan to pay it off in a short period of time.Pay bills on time. Making timely paymentsis critical to maintaining a good credit historyand credit rating.Only buy within your budget and don’tcharge more than you can pay each month.Save all receipts and match receipts withactual transactions posted on the monthly creditcard statement—statements are often accessibleonline, as well. Once a month, compareyour statement to your actual budget and makeadjustments.Prevent credit card fraud. Safeguard yourpersonal information. Never lend credit cards toanyone and never leave cards or receipts lyingaround. Keep card numbers, expiration datesand telephone numbers in a safe place separatefrom cards.Today, it is realistic for teens to go away tocollege with at least one credit or debit card.The goal is to go into the world with confidenceso that you won’t owe “an arm and a leg.”#The Guardian Life Insurance Company ofAmerica awards college scholarships to girlsages 12 to 16 that demonstrate budding entrepreneurism,are taking the first steps towardfinancial independence, and are making adifference in their school and communities.Scholarship prizes totaling $30,000 are awardedannually. Nominations for the 2004 GirlsGoing Places Scholarship Program are due onor before February 27, 2004. Today’s youngwomen enjoy limitless opportunities and brighthorizons. We have long supported this spiritof achievement and will continue to do so forgenerations to come! For a Girls Going PlacesCollege Scholarship entry form and programrules, visit: www.girlsgoingplaces.com or writeto The Guardian Life Insurance Company ofAmerica, Attn: Girls Going Places, 26-C, 7Hanover Square, New York, New 10004.Patricia Flaherty McNeilly is FinancialAdvisor, Guardian Life Insurance.$1.8 MILLION FOR BLENDEDLEARNING IN NJ COLLEGEBy SEBASTIAN VASTA, ED.D.A five-year grant from the United StatesDepartment of Education is allowing NewJersey’s largest community college to accelerateits goal of infusing technology into theinstructional process while maximizing existingon-campus classroom space.The $1.8 million grant that Camden CountyCollege received from the federal Title IIIStrengthening Institutions Program will fundthe creation of 70 blended learning model(BLM) courses. The BLM fuses in-personinstruction with online instruction, making eachBLM course part traditional and part distancein nature. These courses truly offer the best ofboth instructional worlds. Because they operatepartly in a physical classroom, they provide theclarity and camaraderie that comes with faceto-faceinteraction. Because they also operatepartly in a cyber classroom, they provide theconvenience and flexibility of distance education.Because they are split between these twodelivery modes, the number of hours that theyrequire classrooms is reduced and the numberof hours that the classrooms are available forother courses is increased.The grant also will support the curricula redesignand faculty development that is necessaryto incorporate these courses into the college’sestablished degree and certificate programs.Although BLM or “hybrid” courses are notnew features in distance learning, the CamdenCounty College approach is unique in thatthe support mechanism actually is being builtinto the endeavor itself. Faculty members whoparticipate in the project each semester will berequired to invest a minimum of 45 hours in aseries of professional development activities.With so much of the traditional lecture-basedmaterial being disseminated to students electronically,the dynamic of the remaining classroomcontact time will change significantly.As a result, Camden County College’s professionaldevelopment program will includeworkshops on topics that deal directly withinstruction. These include the impact that differentstudent learning styles have on teaching,the importance of connecting assessmentto stated student learning outcomes and theimplementation of strategies that transformclassrooms into student-centered venues. Otherfaculty activities will include one-on-one sessionsin which faculty familiarize themselveswith the college’s online platform, WebStudy,and the many unique instructional features thatWebStudy provides.RUTGERS UNIVERSITY TEACHESRESPECT TO STUDENTSBy STEVEN DRANOFF, Ph.D.& WANDA DOBRICH, Ph.D.American schools are struggling with a challengeto educate students not only academically,but also to build character in a climate of socialupheaval. With shrinking resources, escalatingand perhaps even unreasonable academicdemands, the character education movementhas been stymied on all fronts. The most at risk,but paradoxically undeserved population, arestudents in middle and high school.We are psychologists and researchers atRutgers University. Over the past ten yearswe have designed and tested a model for theprevention of bullying, sexual harassment andviolence for adolescents. Our program is calledRESPECT and is for all students—not onlythose who are targeted as victims and perpetrators.Using a method we call PreparednessTraining, we arm students with the informationthey “miss” because of normal development.From our research we have identified “normativedistortions” teenagers have of their peergroup—the source of most outbreaks of peeraggression. We have designed a curriculumto correct these misperceptions by grade, sothat teenagers are better equipped to protectthemselves.The underpinnings of this research-basedprogram grow out of the theories of Piaget andErikson. The changes we have discovered insocial perception are driven by the maturationalconstraints of normal cognitive and emotionaldevelopment. RESPECT uses a pre- and posttestdesign that allows us to quantify shifts inMcGreevey to Highlight Reformsthat Support Great TeachersRecognizing that providing our childrenwith the skills to compete in the 21st centuryeconomy means supporting great teachersand high teacher quality. Governor James E.McGreevey will demonstrate the progress ofhis administration’s teaching reforms, whenhe spoke recently at the groundbreaking ceremonyfor Montclair State’s Center for TeacherPreparation and Learning Technologies.During his campaign, McGreevey visitedMontclair State and promised to give teachersthe tools they need to reach the highest levelsFurthermore, the grant will fund initiatives tobetter orient students to the technology used inBLM courses as well as to better monitor studentprogress as they engage the technology ona regular basis. The goal is to provide the mostintellectually rewarding and successful experiencepossible to an already eager group of students.After all, some students like that distancelearning is easy to incorporate into their busyschedules but really miss the interaction of thetraditional classroom. The blended learningmodel will allow Camden County College toprovide them with both simultaneously.As the BLM becomes integrated into thefabric of college offerings, there will be carefulmonitoring of exactly how much classroomspace is being saved. Because of CamdenCounty College’s unique approach to teachingthrough the BLM, the value of this savings willbe magnified by the fact this savings will havebeen achieved without sacrificing the quality ofthe educational experience.#For more information about Camden CountyCollege’s development of blended learningmodel courses, contact Dr. Sebastian Vasta atsvasta@camdencc.edu.student perception that scaffold development,leading to enhanced empathy, nature’s antidotefor aggression.As we look in hindsight at the bigger picture,Prevention, we realize we have forgotten totake development into account. RESPECT isa “primer;” it fills in the gaps that adolescentsare missing in the wake of normal maturationso that they can then use the strategies we teachin traditional intervention programs.RESPECT training has caught on like a brushfire in major districts across the country, includingNew York City, Yonkers, Clifton, Montclair,West Orange, Newark, Berkley Heights, Edison,Monmouth County Vocational, Philadelphia,Baltimore, Washington, D.C., Cleveland,Chicago, Denver, Los Angeles and San Diego.Participating middle and high schools span theaffluent suburban to “persistently dangerous”schools.RESPECT has been found to be effectivewith a wide range of students including specialeducation, ESL, seriously emotionally disturbedand other special needs groups, and, of course,with the general education population.#Drs. Steven Dranoff & Wanda Dobrich arepsychologists, researchers, educators andauthors, each with over 25 years of experienceworking with adolescents, families, schoolsand other organizations. They are producersof RESPECT, and have been responsiblefor bringing the program into major schooldistricts across the U.S. They are also on thefaculty of the Graduate School of AppliedProfessional Psychology at Rutgers University.of their profession. He discussed the impact ofhis reforms, two years later, like establishinguniform standards and providing incentivesfor teachers to obtain National Certification.#EDUCATIONUPDATEis now beingdistributed to100 schoolsin New Jersey.If you wouldlike your schoolto be included,please email us atednews1@aol.com.

DECEMBER 2003 ■ EDUCATION UPDATE ■ CHILDREN’S CORNER27FROM THE SUPERINTENDENT'S SEAT:Letting Little Hands Reach OutBy DR. CAROLE G. HANKINWITH RANDI T. SACHSI’m in the very best stageof parenting: It’s calledgrandparenting. My threechildren have given meseven grandchildren allunder the age of seven,and most are under the ageof three. They live in variousparts of the countryand quite often they all come to visit at once.It’s always an adventure.Of course I’m always interested in their intellectualdevelopment, and I find it fascinating towatch them as they encounter new things andthen decide what they are for. Since they aremy grandchildren, I have the luxury of indulgingthem. But the best gift I can give them is tojust say “yes” when they make a new discovery.Having several toddlers and infants over atonce makes the message of the need for preventive“child-proofing” sound loud and clear.When it’s four, five, six, or seven pairs of smallhands reaching and touching everything theysee, it’s obvious that there is no room for ambiguity.We’ve got to keep those children safe andhappy and provide them with an environmentfrom which they can learn.A child’s curiosity is what drives them tolearn. Parents need to encourage them toexplore and find answers on their own from thetime they are crawling and grasping things andon throughout their lives. It may be easier tojust keep everything out of reach, but it is notthe best thing for your child.With the holidays all but here, I suggest thatanyone who has children at home or will bevisited by small children do some immediateobservation and see what needs to be put away.Then I recommend you take one step further.Look around for what you can put within thechildren’s reach and furnish your home withsafe “treasures” that they can discover. Insteadof having to tell them “no,” when they reachfor an object, you can relax and say, “Yes, youmay play with that.” This is especially true forchildren who are beyond the grab and destroystage, three or four years old and older.Do you have a collection of photos from yourtravels? Leave it where your child can discoverit on his or her own, and then cuddle up andshare some of your favorite stories about theplaces you’ve been. Have you kept any toysfrom when you were young? Your child maybe intrigued with a toy that doesn’t actuallyuse batteries or have to be plugged in, and isn’tsome kind of alien monster.With my oldest grandchild (she’s seven) I cansay “yes” to a lot of different things. If it’s justher and me, we can have dessert before (andafter) dinner. We can stay up as late as we want,or escape from the babies and have a grown-upexcursion. It’s really not that important what wedo, just as long as she leads the way.#Dr. Toy Presents—Best HolidayGifts Wish ListBy STEVANNE AUERBACH,Ph.D., (DR. TOY)This is the time of year you want to begin tofind those special play products for children.These products combine learning and fun plusthey are unique and interesting. They willprovide hours of fun beyond the holidays andcan be used in many different ways to providechildren with new playtime experiences.Scramble Square Puzzles: Little brain teaserpuzzles are easy to play, but hard to solve.Puzzle has nine 4” x 4” pieces with excellentoriginal artwork for everyone’s entertainment.Easy to carry, beautifully produced and perfectfor home or to take on travel. Fascinatingfacts, trivia questions, hidden answers included.Ninety-one themes for all interests available ineasy travel pouches. Ages four and up. $7.95, b.dazzle, inc. 800-809-4242 www.b-dazzle.com.Unbelievably Soft Baby: Baby doll hasextraordinary,delightful realistic firmness andsoftness. Magic Softskin makes cuddly babyunique. Powdered scent provides your pretendmommy or daddy hours of important role-playexperience. Baby is 19”and dressed in newbornclothing. This doll comes with lifetime guarantee.Price is right for good value. Ages 2 and up.$19.99, Goldberger Doll 800- 452 3655 www.goldbergerdoll.com.Teaching Cash Register: Playing storewill be fun and educational. Learn real-lifemoney and math concepts, coin and currencywhile interacting with new talking toy. LargeLCD screen shows real-life transactions witheasy-to-read numbers, talking scanner rings upobject, with sound effects such as “Special ofVISIT US ONLINE ATthe day,” and “Big Bargain.” Coin slot identifiesand tallies real and plastic play coins,plusscale and four built-in games such as Coin Quizand Money Math. Use plastic coupon to receiverandom price reductions or pay with a playcredit card. Requires three “C” batteries. AgesThree and up. $44.95, Learning Resources 888-222-3909 www.learningresources.com.Probuilder Code Blue: New constructionproduct to build and rebuild 10 different land,sea and/or air vehicles. Reinforces multiplebuilding to build up to 3 vehicles at a time.Three levels of building offers challenges andbuilds eye hand coordination and imagination.Excellent value with handy travel storage case.Ages 5 and up. $19.99, Mega Bloks 800-465-6342 www.megabloks.com.LandAir R/C: Extraordinary radio-controlledvehicle patrols land and sky. Motorizedflying aircraft can be launched and fly anywhere.Handset controls maneuver land cruiserto drive through various terrain. Push anotherbutton to launch aircraft into the air, control itto soar in sky or make sudden dives. Availablein two different versions for racing based on R/C frequency and color. Ages 9 and up. $100.00,MGA Entertainment 800-222-4685 www.mgae.com.Supermag: Magnetic construction systemprovides solid structures yet can be pulled aparteasily. Consists of steel balls and plastic-coatedmagnetic, polarized rods. Connect rods andspheres to create endless structures and geometricshapes. Build bridge, motorcycle, building,animals and more. Ages 6 and up. $21.95, 800-647-9989 www.plastwoodusa.com.#WWW.EDUCATIONUPDATE.COMHoliday Fun at NY Botanical Garden:Gingerbread Adventures & Holiday Train ShowTwinkling lights, towering evergreens, a miniatureNew York made from plants glowing inthe historic Enid A. Haupt Conservatory, andtopiary bunnies with mittens and scarves bakinggingerbread are just a peek at the HolidayFamily Fun at the Garden. Children and theirfamilies delight at the Garden’s Holiday TrainShow and Gingerbread Adventures in theEverett Children’s Adventure Garden.Gingerbread Adventures in the AdventureGarden—Now through Sunday, January 11,2004, 10 a.m.–5:00 p.m. Extended hoursDecember 19 th –January 4th, 10 a.m.–7 p.m.Program Activities reserved for School GroupsTuesday through Friday until 1:30 p.m.Gingerbread ignites the imagination andthe world of celebration, history and culture.Discover the magic of GingerbreadAdventures—from the twinkling holiday trailto the giant gingerbread house laden withfrosting and glittering with goodies, to thejaw-dropping gingerbread house replica of theEnid A. Haupt Conservatory. This holiday season,children and their families learn about thedifferent plants and the ingredients that go intomaking a classic gingerbread holiday delicacy.Themed, seasonal activities allow hands-onfun while learning. Discover that cinnamoncomes from the bark of the tree and ginger rootfrom an underground stem. Children and theirfamilies grind pieces of different plant parts—rawsugar, cloves, wheat seeds, and bits of ginger.Using their senses, children are encouraged to askquestions and observe using hand lenses. Theymake field notebooks and fill it with plant partsand notes. Make spicy sachets, ornaments, anddecorate gingersnap cookies. Come experienceGingerbread Adventures and leave with arecipe for the perfect gingerbread—as well asspecial Holiday memories.NEW! This year in the Discovery Center,children learn more about the history, facts,and the plant’s origins. Illustrated panels chartthe story of how the plant part ingredients areprocessed to become the special, spicy recipeingredients.Also NEW this year, visitors to the AdventureGarden’s Multipurpose room will see a gingerbreadhouse extraordinaire—a replica ofthe Garden’s Enid A. Haupt Conservatory,the nation’s largest Victorian glasshouse thatopened to the public in 1902, and is a New YorkCity Landmark! Children of all ages will marvelat the baked replication soaring approximatelytwo feet high and three feet wide. It is madefrom a classic gingerbread recipe with lots ofspices, including seasoned gingerbread, cloves,nutmeg, cinnamon, and molasses—topped offwith gumdrops and seasonal candy. The upperWest Side Soutine Bakery, named by Zagat’s asone of New York’s top bakeries, painstakinglydetails the Gingerbread Conservatory.Travels of a Plant Scientist in the BendheimHerbarium—Going on now through April 2004Holiday Trains and Treats in the AdventureGarden—Now through Friday, January 9, 2004For a doubly exciting program, K–5th gradestudents enjoy Gingerbread Adventures in theAdventure Garden and the delightful HolidayTrain Show in the Conservatory. Participate inthe hands-on learning about the holiday treatgingerbread in the Adventure Garden. Studentsdiscover the plant parts in gingerbread and decoratea gingersnap cookie. In the Conservatory,see model trains and trolleys move throughoutthe miniature landscapes of scale-model historicNew York buildings.#For more information call (718) 817-8700or visit us on the web at www.nybg.org. TheEverett Children’s Adventure Garden has beenmade possible by the leadership generosity ofEdith and Henry Everett.CHILDREN'S MUSEUM EVENTSThe Children’s Museum of Manhattan(CMOM) and The History Channel have teamedup to bring the story of the Alamo to life.Remember the Alamo, a World Premieredocumentary, airs on The History ChannelDecember 16th and CMOM has devotedSaturday, December 13th and Sunday,December 14th to commemorating this historictime in history.“The collaboration between CMOM andThe History Channel reinforces the Museum’sinterdisciplinary approach to learning-weavingtogether history, literacy, science, math, and artin public programs”, said Andrew Ackerman,CMOM’s Executive Director.“Our Remember the Alamo documentary challengesthe myths that grew out of that battle andgets to the heart of the real story,” adds JudyKlein Frimer, Director of Brand Enhancementat The History Channel. “Learning history-balancedfrom all viewpoints—is of importance topeople of all ages.”At CMOM, children and their families willparticipate in activities and programs based onthe documentary’s themes that will immersevisitors in the Alamo era through song, dance,workshops and play. These programs and performancestaking place on Saturday, December13th and Sunday, December 14th are sure toexcite, entertain and educate the whole family.Highlights from CMOM’s The Story ofthe Alamo—Fact, Fiction and Fun weekendinclude: 11:00am–1:00pm: The lively sounds ofMariachi musicians performing in the museumlobby, 1:30pm Bi-lingual sing along, 2:00pmand 3:00pm: Circle Left, Circle Right...andPromenade to the theatre on the 3rd floor!Families can Do-Sa-Do together with squaredancing lessons for beginners, 2:00pm and3:00pm: Children five years and older can participatein workshops focusing on positive conflictresolution in the museum’s creativity lab.The workshops will be run by the Educators forSocial Responsibility, Metropolitan Area—anon-profit organization with expertise in workingwith teachers, youth and parents to solveconflicts non-violently through communicationskills. CMOM is open Wednesday throughSunday from 10 a.m. to 5 p.m. Admission is $7for children and adults and $4 for seniors.#For details on all of CMOM’s events, activitiesexhibits and special performances, visitwww.cmom.org or call 212.721.1223.Travel back in time at theDahesh Museum of ArtWith theAmerican Magic-Lantern Theater’sVictorian Christmas Show!Saturday, December 13, 2:30Free to kids under 12!For more information, visitwww.daheshmuseum.orgDahesh Museum of Art,580 Madison Avenue and 57th Street

28MOVIE & THEATER REVIEWS ■ EDUCATION UPDATE ■ DECEMBER 2003PROFILE: ZALMEN MLOTEK &THE YIDDISH THEATERBy JOANNA LEEFERIn the early 20th century, New York Citywas the host to two dozen Yiddish Theaterstroupes entertaining more than two millionpeople. As Jewish immigrants assimilated andmoved out of the city, the audience dwindled.Today only one of these theaters survives: TheFolksbiene. Now in its 89th year, it is guidedby its impassioned executive director, ZalmenMlotek, who believes “We have a treasurein Yiddish culture…it’s not just a windowinto the past; it’s a vibrant way of expressingJewishness…in a non-threatening, non-religiousway.” His mission is to “present Yiddishcultural events with enough English culture toattract new audiences.”One of Mlotek's newest contributions toYiddish theater is the addition of super titlesto all his productions. As with opera, Mlotekbelieves this addition will allow a non-Yiddishspeaking audience to “enjoy this rich tradition.”Mlotek also hopes to interest young peoplein the Yiddish productions. He is accomplishingthis through the creation of the FolksbieneCompany’s Kids and Yiddish Theater productions.Now in its 5 th season, Mlotek hopes thisseries will “…unite the generations, and makeYiddish broadly accessible in a multi-culturalcity.”This year’s production for children is a whimsicalcombination of magic and music woventogether in the theatrical production called“Farmisht and Far-Fetched!” This zany comedyis directed by Joanne Borts with musicaldirection by Zalmen Mlotek. Mlotek describesthe show as a blend of “Saturday Night Liveand Sesame Street, intertwined with Englishand Yiddish.” The production, which openedrecently at Manhattan’s Jewish CommunityCenter, is a fusion of Yiddish and English,with a dash of hip-hop. The cast includes fivechildren actors between the ages of 9 and 17years old, and the internationally acclaimedmusician/magician Josh Dolgin who is knownfor combining hip-hop and Klezmer on stageand in recordings.This year Moltek also presents a revival ofThe Lady Next Door, a comedic drama originallyintroduced and performed in 1916 as DiNekstdorike. The original production, writtenby Leon Kobrin, depicted real life conditions ina Jewish tenement.Although Motlek feels it’s important to knowthe background of Yiddish Theater, he is not apurist. He feels Yiddish Theater should evolve.“Every generation should put a personal stampMourn not the Shell when Life’s fretting iso’er,But pray the soul has come to restUpon some distant happier shore,Where love and joy go side by sideAnd only hurtful things have died.And do not shed too many tears,I’ve wept them all before,Enough to fill an ocean and standing on theshore,The waves have washed around my feetPOETRY CORNERNo Need for TearsBy JOAN CONSTANCE CROFTZalmen Mlotekon it, as long as it translates and turns someoneon.”Zalmen Mlotek is not a stranger to Yiddishtheater. “I grew up with Yiddish. To me, Yiddishis a living, breathing life style.” Mlotek’s fatherand mother were both prominent figures inthe Jewish cultural community. His mother,Hannah, a publisher of several Yiddish musicalanthologies, was honored recently by theMilken Foundation. His father, Joseph, was aproducer of Yiddish festivals in the U.S.Both his parents were regular contributors tothe Jewish Forward, a weekly Yiddish newspaper.Their columns answered reader's questionsabout titles and origins of fragments of oldYiddish songs. After research they identifiedthe songs and later published them in theirentirety. Issac Bashevis Singer, the Nobel-prizewinning Yiddish writer, referred to the elderMloteks as the “Sherlock Holmes of Yiddishsongs.”Zalman Mlotek describes his life as a “naturalevolution to become involved in Yiddishmusic, theater, language and culture.” Heattended Workman Circle schools, then studiedat Juilliard, and with Leonard Bernstein. Hebegan conducting shows in Yiddish summercamps in the Catskills. He now travels extensively,as a one-man ambassador, to Russia andEurope, conducting classes and workshops onYiddish theater.The first Yiddish theater in America began in1882, an outgrowth of the Purim plays of the1770s in Europe. Thanks to Mlotek, the traditionis "alive and well" and expanding aroundthe world.#‘til my heart could weep no more.Just throw away my ashes on the seaThat they may ride the waves, and withincoming tidesRush gaily in the caves, or dash up freely onthe rocksTo come teasing back again,Released at last from inhibition, wasteful doubtand pain.Mourn not the Shell, Life’s fretting is o’er.Joan Constance Croft has written poetry for some considerable years and has publishedpoems on a number of previous occasions in Education Update. She is now 82 years of ageand lives with her husband Ronald, aged 85, a retired Senior Textile Executive and ChurchOrganist and Choirmaster in Bolton, Lancashire, England.Looney Tunes: Back in Action& The Barbarian InvasionsBy JAN AARONFor holiday filmgoers who want to takethe kids out or get in touch with theirinner child, there’s Warner Bros. LooneyTunes: Back in Action, a blend of live-actionand animation. Director Joe Dante’s premisecreates a world where cartoon characters blendin with their human costars, and showcasesBugs Bunny and Daffy Duck as scene-stealersthroughout. When Warner studio’s tough VP ofcomedy Kate (Jenna Elfman) fires Daffy, sheorders the studio security guard and aspiringstuntman DJ (Brendan Fraser) to boot him offthe lot. When this goes wildly wrong, Daffyand DJ end up taking off for Las Vegas to rescuehis dad (a self-parodying Timothy Dalton)who is a Warner star and secret agent.Recognizing her blunder, Kate and BugsBunny take off to lure Daffy back.Reunited, the foursome end up on going allover the world trying to foil the maniacal monkeyplot being hatched by Mr. Chairman (SteveMartin), head of the Acme Corporation. Alongthe way, they meet and interact with a host ofother Warner cartoon icons. Of the live actors,Martin impresses the most, although he haslimited screen time.The film strives to entertain kids with nonstopaction and adults with inside jokes. A highlightfor adults is a chase through the Louvre wherethe Daffy and Bugs leap into and out of paintingsand they’ll certainly get a kick out of somescenes that recall “Psycho” or show Daffy in aphoto with Richard Nixon. For the kids, there’sa frenetic pace and some jokes and pranks sureto delight them.Oscar and Emmy award winner JerryGoldsmith’s score adds just the right notesthroughout. (91 minutes, PG)When the kids are tucked in, take in DenysArcand’s remarkable The Barbarian Invasions,a story of dying Remy that celebrates life, as hisfriends, a marvelous group of talkative intellectuals,turn his hospital room into a roundtableof delectable chitchat, which ultimatelybecomes immensely moving. (99 minutes, R)#For times and theatres of both films, call212-777-FILM.“LADY NEXT DOOR” OPENSFOLKSBIENE’S 89TH SEASONBy JAN AARONA tale of 20th century immigrants, performedfirst in 1916, gets the forever-young FolksbieneYiddish Theater’s 89th consecutive seasonoff to a great start with LeonKobrin’s “The Lady NextDoor” at the handsome newJewish Community Center theaterat 76th and Amsterdam.Skillfully adapted and directedby Allen Lewis Rickman, whoalso translated the Englishsuper titles above the stage,the play will continue through January 4.Subtitled, “Temptation in the Tenements,” it’sa classic comedy-drama about a strong handsomeimmigrant blacksmith from the Russianshtetl who falls head over heels for a conceitedvamp, and forgets all about the wife, a realmensh, he left at home. That’s the essence; yetthe plot extends beyond this theme to includeassimilation, shedding the old world ways,come what may, to take advantage of opportunitiesand temptations in the new world.“The Lady Next Door” begins on a balmy dayin 1913 at home of the local blacksmith Kulye,(David Mandelbaum) in the shtetl, where alurking constable and his dogs and moneylender (played by Rickman) keep the Jews inline. Kulye’s kids Khyenke (Alison Cimmet)and the short tempered Velvel (Sam Guncler),who habitually has run-ins with the constable,and Ben-Tsien, (Amitai Kedar), the rabbi’sson and Kheynke’s secret fiancé, are packingto leave for America. Velvel’s young wife,Hindele (Yelena Shmulenson-Rickman) weepsand worries about their safety. “We’ll live likeroyal lovebirds,” says Velvel, promising to sendfor her in three months.Two years later: Velvel hasn’t even thought ofbringing his wife over. In fact, he has become“Willie,” a jaunty, smooth-shaven guy and nonobservantJew, with a bow tie and snappy suit,a labor organizer and powerful orator. Also,he often visits the Suffolk Street neighbor ofthe now wed, Khyenke and Ben-Tsien, thepainted and powdered Clara Ryabtshik (DebraFrances Ben), his ideal modern woman, whoignores her widowed mother,and taunts her husband Gimpl(I.W. Firestone), a man of considerablemeans and ingenuity.Gimpl sends money to Russiato bring Kulye and Hindele toAmerica.I hate to give away the ending.Go, find out for yourself!(Tickets, $45, 212-239-6200; groups, 212-213-2120.)#Are you looking for waysto help your students’character development?Review our grouping system atwww.habarbadi.com/groupingsOur unique grouping technique willhelp your students understandthemselves and others better. Itwill make your large school feellike a smaller more harmoniouscommunity and help make yourlarge classes more coherent andmanageable.We offer $5,000 for your library,music or computer room as anincentive to try a demonstration.www.habarbadi.com/groupings

HOMESCHOOLINGEducation Update • December 200329Each course=$100per .5 creditINTERACTIVE LEARNINGS!!!ONLINE CURRICULUMANYTIME, ANYWHERE,ANY STUDENTImagine a low-cost way to vastlyexpand course offerings... Imagine world classteachers... Imagine access to unlimitedinformation resources... Imagine no longer…C O U R S E O F F E R I N G S F O R G R A D E 6 - 8 :Language Arts-Writing MathematicsScience Social StudiesC O N TA C T V I R T U A L S C H O O L T O R E G I S T E R O R F O R M O R E I N F O R M AT I O NDistance Learning Profile: HoustonIndependent School Districtʼs Virtual SchoolBy MITCHELL LEVINEThe Houston Independent School Districtmay be in fact the geographically largest ofTexas’ brick-and-mortar school systems, butthat didn’t stop it from developing a virtualeducation portal that’s not just a clearinghousefor curricula delivery, but, as Project Managerand Program Director Jo Beth Harris describesit, an “interactive learning resource for parents,teachers and students.”“Originally, the courseware was developedfor the middle school program in April of 2000,with the Texas state standards as our model.Texas is known for the rigor of its standards,and we actually customized the program specificallyto meet the challenge points of theTAKS exams (Texas Assessment of Learningand Knowledge).” The state assessment program—createdwith the intent to both measureand promote higher level thinking skills andabstract reasoning —was used as a baseline forthe school’s lesson plans, an initiative known asProject Clear. As Harris says, “Project Clear’sdevelopers cross-referenced it by the standards,and added detail to enhance the content andorganize it as a modular series of lesson plansfor grades 6-8,” including language arts, science,social studies, and mathematics.Using the very popular Blackboard enterprisesystem for Internet delivery, the Virtual Schoolhas expanded the program’s scope to includeindividual classes for high school students ingrades 9 –12, with not only the standard generalstudies sequences but classes in study skills,test preparation for the SAT, PSAT, and ACTexams, and a fourteen Advanced Placementclasses for possible college credit as well.Harris points out that the Virtual School,beyond simply welcoming out-of-town students,offers state-certified teachers to offeradditional support and online assessment totheir distance learners, all with a 24 hour turnaroundtime. Although the program is primarilydesigned to provide individual courses for secondarylearners, it is possible to earn a certificationdiploma, under a contract with student’slocal school district.When asked for a brief summary of the program’sphilosophy, Ms. Harris quickly replied,“The Virtual School was intended to makeavailable for all students interactive learninganytime, anywhere!” For more informationvisit the school’s site at virtualschool.houstonisd.org.Distance Learning Profile: University of Nebraska-Lincoln’s Independent Study High SchoolHTTP://VIRTUALSCHOOL.HOUSTONISD.ORG • (713) 528-0894 • VSCHOOL@HOUSTONISD.ORGE N H A N C E DHe is a student.He is a learner.He is your child.You want the best for him whatever role heembraces. So you teach. You motivate. Youenhance. At Nebraska’s High School, we’re hereto help. With more than 160 online and printcourses in 14 subjects, you can supplementyour child’s education or utilize our accrediteddiploma program. Either way, you’ll be enhancinghis education the best way possible.By MITCHELL LEVINEDistance education has come along waysince the University of Nebraska-LincolnIndependent Study High School’s inception in1929. In its 75-year history, Nebraska’s HighSchool has moved from delivering courses onhorseback to offering an interactive, real-timeweb-based course management system theycall Way Cool. Introduced in April of 2003,Way Cool allows students to submit assignmentsand tests online, receive instantaneousgrading, view feedback on graded assignmentsand access their online courses.“The entire scheme of online and distancelearning has changed dramatically, particularlyin the last five to ten years,” says CarolAsh, director of Nebraska’s High School. “Weoffered our first online course more than fiveyears ago, and already we have moved from thatplatform to Way Cool, which goes beyondjust an online course to a full course managementsystem. I like to think of Way Cool as astudent’s homeroom on the Internet.”Having year-round open enrollment is such ablessing for so many students, Ash continues.This kind of flexibility allows students to customizetheir academic schedule. Our studentscan enroll in courses at any time throughout theyear and complete in as little as five weeks ortake as long as a year.Students wishing to earn their diplomas fromNebraska’s High School have the option ofchoosing from two-sequences: a general educationor college preparatory sequence. Studentswishing to attend college after graduation areencouraged to enroll in the college preparatorysequence. In addition to granting diplomas,courses Nebraska’s High School can also beused to supplement either a homeschool curriculumor a local high school curriculum.With more than 160 online and print coursesin 14 subjects, Nebraska’s High School offerscourses such as Latin, Career Planning, DriversEducation and courses that are challenging toteach at home, such as science courses withlabs.All of Nebraska’s courses are designed byan in-house instructional design staff that haswon numerous curriculum awards from theUniversity Continuing Education Association(UCEA), an organization devoted to advancingnew distance education technologies withinuniversities. Nebraska’s High School alsooffers advising services, a friendly customerservice staff and Way Cool, its online coursemanagement system.#For more information about Nebraska’s HighSchool, visit http://NebraskaHS.unl.edu or call(402) 472-2175.N e b r a s k a H S . u n l . e d u[ 4 0 2 ] 4 7 2 - 2 1 7 5• Enroll anytime • Fully accredited• Cost-effective • For grades 9-12© 2003, University of Nebraska Board of Regents. An equal opportunity educator and employer with a comprehensive plan for diversity.Win Free Movie Tickets: Where is this Statue?Soon after the assassination of AbrahamLincoln in 1865, the Union League Club, aRepublican organization founded two years earlierto promote good government, commissionedHenry Kirke Brown to create this commemorativestatue. Of the many outdoor portrait statuesof Lincoln erected in the United States, thisappears to be the first in New York City.If you know where this statue is, please emailus the location at ednews1@aol.com or faxus at (212) 477-5893. You must include yourname, address, and telephone number. The firstto respond will win the prize.Congratulations to our last winner!Katherine G. Brennan of Manhattan was thefirst to write in with the correct location ofAdmiral Farragut located in Madison SquarePark.#

30@TECHNOLOGY & EDUCATION ■ EDUCATION UPDATE ■ DECEMBER 2003PRODUCT REVIEW:E&B COMPANY’S SLIPPER ANDFLIPPER PDA CASESBy MITCHELL LEVINEA PDA in the year 2003 is a remarkable pieceof technology: once you have one, it’s hardto believe you ever got along without it. Andincreasingly, schools in our area are agreeing.Although laptops may still prevail in terms ofpower and versatility—and even this gap isclosing—PDAs now provide not only functionality,but even more importantly, simple exposureto technological paradigms to which manystudents might be otherwise deprived. In thosedistricts where students most need access to thetech, because parents are least likely to makeit available in the home, deploying a desirableitem like a laptop to a child is also the mostlikely to be a security risk—to both the childand the laptop.In these days of techno-convergence, a qualityPDA can provide enterprise capabilities,Internet access, Bluetooth compatibility, andmost of the other features sought after by educationbuyers, while still offering an inconspicuousprofile. The problem is, unlike the casewith most full-size portable computers, PDAsare much less self-contained and far more physicallyvulnerable. For notable example, justask anyone you know with a Palm or PocketPC (including this reviewer), if they still havetheir original stylus. And, according to industrystatistics, about two-thirds of all accidents witha PDA result in the purchase of new unit: justabout no one can make a living specializingin PDA repairs alone. For this reason, a goodquality case is almost as important as a qualityhandheld computer.E&B Company’s cases are about as good asI’ve used myself—in fact, my Palm is sitting ina Slipper T3 now. Several versions are available,specifically designed for a variety of popularmodels: Palms, iPaqs, Handspring Visors,etc. The leather wallet cases feature flip-topswith magnetic closures, and access points forcradles and power switches, enabling the userto charge and sync the units while cased. Beltclips are also available for transport ease. Asmall weakness is the lack of substantial spaceto hold multiple peripherals and accessories,but I’ve really had no problem keeping the fewI use in placeFor students, E & B offer a good basic model,the Flipper. These neoprene-based, sport/utilitycases are side opening and highly durable.Equipped with a belt clip as a standard feature,they provide much more space for accessories,and a substantially lower price point, even priorto any potential volume discounts for educationprocurement. These products have a bit morepadding, and, while perhaps not be designedfor ruggedized environments, they should be atleast a bit more protective than most comparablypriced solutions.The best endorsement I can give to thesewell-designed products is that I wouldn’t wantto do without mine. For those interested inunderstanding why, much more information,as well as online ordering, can be found at thecompany’s site, www.ebcases.com.#PRODUCT REVIEW:RADTECH’S SCREENSAVRZBy MITCHELL LEVINEToday’s mobile computers pack a lot ofpower and multimedia performance into theircompact chassis. But there’s a price to payfor those streamlined form factors.Compressing all of thosecomponents into a miniaturizedscale, while still providingbenchmarks on a par withtheir desktop colleagues, usuallyinvolves a trade-off in terms ofheat production, an often-deadlyby-product. Similarly, to producegraphics with high resolution andcolor depth, active-matrix screensmust be equally sensitive instruments.As is the case with CPUs as well, the naturalenemies of a laptop screen are dust, dirt, andwhat is often referred to as “gunk.” Even lightexposure to these adversaries can quickly snapan LCD into a steep downward spiral overreasonably short periods of time. Keeping ascreen free from environmental toxins can bea formidable task, and a potentially dangerousone for the screen. According to research, typicalcleaning mishaps; i.e., using Windex anda sponge, frequently results in damages averagingaround $900 to $1000—if the injuredscreen can be repaired at all.There are some excellent cleaning solutionsavailable commercially, but they’ll cost you.Optical grade cloth swiftly degenerates withusage, and therefore loses its efficacy andsafety factor. Specially formulated cleaningsolutions are highly effective, but spray yourmobile’s screen with them every time it needsan application, and the expenses start mountingfast.Radtech’s ScreensavRz accessory defines anew class of problem-solversby simply and cost-effectivelypreventing the problem fromdeveloping in the first place.A light, ultra-sheer microfiberpolishing cloth that fits overthe keyboards of most popularbrands of laptops, ScreensavRzprotects the display surface byshielding the screen from oils,dirt and abrasion when closed.It even repairs certain types ofpre-existing damage: dampen the ScreensavRzwith water, and most light scuffing you mayhave can actually be wiped away.The synthetic cloths are not only durable,they’re specifically designed not to leave oilyresidues, allowing the user to polish virtuallyevery surface on a typical notebook. Theproduct is not limited to only portable computing,however. The company manufacturesvariations on the item for Power Macs, iBooks,iMacs, and even iPods. Although the cost willvary according to the particular model you’relooking to protect, the laptop version averagesout at about $15 (educational pricing is availablefor accredited institutions)—a sum farbelow what a year of spray ‘n’ wipe solutionscost. For those that need additional octane fortheir screen maintenance, Radtech also producesIce Crème, a potent brand of cleaningsolutions for acrylics.#Over 6000 Technology Products at Academic PricesStudio MX 2004 ProIncludes: Flash MX 2004 Pro,Dreamweaver MX 2004,Fireworks MX 2004and Freehand MXSavings Your Price -$700.00 $249.95 Adobe Creative Suite 1.0 PremiumIncludes:Photoshop CS 8,Illustrator CS 11,InDesign CS 3GoLive CS 7, andAcrobat 6.0 Pro!Savings Your Price-$850.00 $379.95Office 2003 Productivity Pack PLUSIncludes: Office 2003 Pro,AntiVirus 2004, andAcrobat 6.0 Pro!Savings-$645.00Your Price$354.95Save up to 80% With Online EnrollmentFREE SHIPPING!Serving the Academic Community Since 19831-800-472-3583MATH-TEACHER makes the teaching and learning ofmathematics as easy as it can get!Created in 1992 by education professionals who translated their experience and knowledgeinto software. MATH-TEACHER is a helpful, friendly and easy-to-use program for juniorand high school-level math students and for math teachers.The series consists of modules, each covering 1 to 1.5 years of material, andtogether encompasses most math curriculum for grades 7 through 12. Itcombines an open ended “Exploration Environment,” including a smart graphiccalculator and a free-form function investigation laboratory to master basicskills.• Instant Feedback for each step in the solution process• Adapts to each student’s level and pace• Unlimited solved sample problems and unsolved student problems• Smart Hints catch common errors• Online timed-tests measure masteryMATH-KAL888-MATHKAL (628-4525)www.mathkalusa.com

DECEMBER 2003 ■ EDUCATION UPDATE ■ TECHNOLOGY & EDUCATION@31PRODUCT REVIEW:Innovative's LCD ArmsBy MITCHELL LEVINEThe benefits of flat panel screens are subtle,but they’re there. One of the biggest obstaclesto technology deployment, especially in theschools that need it most, is space. Cathodestake up desk room that’s in short supply in mosteducation environments in New York. Due tobetter use of resolution, they’re also easier toread.Those excellent qualities, however, don’t necessarilymean that they’re easy to use, per se:they’re large and flat. With the many mandatesfor accessibility created by the provisions ofthe No Child Left Behind, schools must be preparedto offer the differently abled exactly thesame opportunities for techno-literacy mainstreamstudents receive. Of course, the advantagesof flat-screen displays definitely complementthese efforts, but the disadvantages are anequal liability to them. Is it possible to have allthe benefits without the headaches while tryingto deploy Apple’s flat-panel monitors?Thanks to Innovative Office Products LCDArms accessory, the answer is now a resounding“yes!” The product is a shock-mounted swivelarm for 20" and 23" Apple Cinema Display (aseparate product also services 17" monitors)that suspends screens 18 vertical inches, with afull 27" of complete extension.The arm also routes all cables within itshousing, keeping clutter to a minimum. Whilesturdily holding screens and maintaining lateralPRODUCT REVIEW:stability, our review model—which I was ableto set up in only 15 minutes, probably an officerecord—allowed for over two hundred degreesof display rotation, exceeding the manufacturersstated claims. Once in place, the monitorcan easily be adjusted with a single hand, andpulled in and out of position in much the sameway.The ergonomic plusses of this configurationare easy to see, and, considering the fact thatour current generation of students are the veryfirst to actually grow up with extensive in-classcomputer usage, these features should be carefullyevaluated: no one really knows exactlywhat the true long-term effects of sustaineduse of technology by young people will beyears from now. Taking extra care to attempt toensure that our current best estimates of whatis kinesthetically reliable should be a priorityfor technology buyers, and this product mayprovide that in addition to its advantages forthose with special needs.The company’s website, www.lcdarms, notonly details a wide variety of products designedfor different manufacturers displays’, but, ontheir education-specific page, offer a numberof units pre-configured for various types ofschool users; librarians, public spaces, infokiosks, etc.#For more information, as well as on-lineordering, log on to the above URL or call thecompany toll-free at (800) 524-2744.SHARP ACTIUS RD20By MITCHELL LEVINEWe’ve reviewed an awful lot of laptops in thissection over the last few years; unsurprising,as it's common knowledge that our school systemsare gearing up to make a full deploymentof them in the near future. But, despite all ofthe different manufacturers and models we’vehad the distinguished fortune to evaluate, it’sbeen the case that I’ve never seen one beforethat could be called a true “desktop replacement.”Of course, I do almost all of my owncomputing on a laptop, but like most mobilecomputer users, I’ve just acclimated myselfto occupying a lower echelon of features andperformance availability. I don’t search for thelargest Mersene primes, or help power SETI, Itell myself, so why worry about it? I get donewhat I need to do.Schools don’t always have that option. Theirneeds and demands are virtually limitless, andthe more power and alternatives they get to helpmeet them, the more the boundaries expandto supersede them. Our readers involved withtechnology procurement in the schools, districts,BOCES, the Technology Task Force, andthe New York Department of Education itselfshould know that I have recanted my previously-statedconclusions: I’ve found a genuinedesktop replacement laptop, and it’s, quite simply,the finest one I’ve seen.The Sharp RD20, the latest iteration of the RDline, has performance uncharted here before;superior graphics capabilities, a blazing CPU,built-in 802.11b wireless access, and a generouscache of standard software—the last a pointwhich unfortunately can’t be made for all of thehigh-end units tested here in recent months. Ourmodel was configured with a better-than-3 GHzP4 (non-Centrino, sorry)—the fastest one I’veever used—and a full 512 GB of RAM! Thewireless feature, crucial in education, as mostenterprise systems are only practical if they canbe configured for LAN use in-class, picked up aLinksys wireless broadband router’s signal justabout instantly. At the price point of the unit,about $1700 according to the website, it’s hardto believe that a 3D-enhanced graphics chiplike NVIDIA’s Geoforce 4 440 would actuallybe included as a system component—especiallyconsidering both the high prominence of graphics-intensivetutorial software these days, andthe sluggish action of most typical notebookgraphics systems. In fact, it’s very hard tobelieve.The only criticism I’ve been able to come upwith is that it doesn’t have the 3D perspectivegewgaw their top-of-the-line model, the RD3D,comes equipped with—but as the world hasalways persisted with 2D flatscreen monitorsin the past, I suspect it will continue to spin’round in the future regardless. Actually, myonly real complaint, come to think of it, is thatI don’t have more space to describe its features!Perhaps the reader will be best served byexploring them personally, which you can do,with Education Update’s highest recommendation,at www.sharpsystems.com.#HAPPY HOLIDAYS TO ALL OUR READERS!PRODUCT REVIEW:PHONICSTUTORFREQUENT WORDSBy MITCHELL LEVINEOne thing no one in education seems to agreeon is reading methodology. A confusing profligationof approaches have been suggested withno end in sight. A point of general agreement,it seems to me, is that the officially sanctionedparadigm, whole-language learning, is noteffective. Just about everything else conceivablehas been suggested, usually with a coterieof devotees, all of whom seem to believe thattheir way is “best by test.”Ironically, the method that research upholdsas the most empirically validated is also themost demanding: phonics-based learning.Tedious for kids, exceedingly difficult for bothamateurs and professionals, the phonics methodhas been a pedagogical stepchild: respected, butdefinitely disliked. Because of this status, it’s apleasure to see that an old favorite of EducationUpdate, 4:20 Communication’s PhonicsTutorhas finally released a new addition to itswell-received phonics-based reading software,PhonicsTutor Frequent Words edition.For those who’ve unforgivably forgotten ourreview of the parent suite in 2001, PhonicsTutorprovides both a tutorial and assessment systemintended for both non-readers and remedialreaders. Briefly, the program teaches the studentto recognize words in print by breakingthem down to the phonemic level through aseries of eight modes, from word-sounding toultimate recognition and spelling. The software,however, is not “drill and kill,” or a mechanicaltutorial: it’s specifically designed to enableinteraction between the learner and a teacher.This interactive process not only stimulates thelearning relationship and discourages the useof the product as “busywork,” but additionallyensures that it will be appropriate for learners ofall ages and levels of mastery.What’s specifically new in the latest buildof the product is that, in response to numerouscustomer requests, the developer has standardizedthe curricula by using as its basis themost statistically frequent word in the Englishlanguage. According to the manufacturer, “Sixdifferent frequent word lists, such as the Ayreslist, were examined and entered into our database…Byknowing how to read and spell thesewords, a student will have mastered 96% of allwords used in telephone conversations and 76%of all words in print.”Compared to a number of other approachesI’ve encountered, the latest version ofPhonicsTutor seems like an ideal implementationof this concept: One thing should be mentionedthough: unlike some enterprise softwarefor education, assessment is not done electronically—thesoftware’s focus is on teaching. Thepackage provides a student workbook withtraditional pencil and paper tests to inventorystudent progress. While this might seem likea unnecessary added burden, it not only keepsthe size of the program down, it also reinforcesgraphic skills that are complementary to thosethat the tutorial is designed to develop.Very reasonably priced for the market, andavailable for both institutions and individuallearners and families, anyone with a need toaugment reading skill for one or more learnersshould definitely get more information at thecompany’s site at www.phonicstutor.com.#from the staff atEDUCATION UPDATE

32BOOK REVIEWS ■ EDUCATION UPDATE ■ DECEMBER 2003Magda’s Daughter: A Hidden Child’sJourney Home by Evi BlaikieREVIEWED By MERRI ROSENBERGThere are as many stories of the Holocaust asthere are survivors. In recent years, there hasbeen increasing recognition that such storiesneed to embrace the wider spectrum of thosewho emerged alive from that dark period inworld history, to include not only those whoendured the labor and death camps, but alsothose who spent the war in hiding.Evi Blaikie’s memoir, Magda’s Daughter, isone of those accounts. Spared the devastationof life in the concentration camps, Evi Blaikie’schildhood was nonetheless profoundly affectedby the dislocations of World War II, disruptionswhose echoes lingered long into her adulthood.Her parents were fairly assimilated HungarianJews who had immigrated to Paris. Born asEvelyne Juliette Weisz in Paris barely a yearbefore World War II started, her mother soonsent her to Hungary with an aunt when Eviwas a toddler. As Bella Brodzki writes in herintroduction to Evi’s memoir, “ Because shedidn’t know life before the war, had no consciousunderstanding of what constituted ‘normal’existence...she also lacked the capacity forenvisioning a different world, another future....Blaiki’s memoir makes a strong case for thenecessity of bringing to light what has beenconcealed in the discourse of the Holocaust untila relatively short time ago: the lost perspectivesand experiences of those who survived....Evi came of age as a child survivor, a HiddenChild—but she didn’t know it.”She writes, “After the war, who had timeto care about our confusion, our feelings ofabandonment, alienation, fear of the future, theunknown, our nightmares of the horrors remembered?Once we were fed, we were going to beall right.” But that wasn’t true.As this memoir makes poignantly clear,there was much that Evi didn’t know preciselybecause of her disrupted and stolen childhood.Depending on where she was, and who wasresponsible for her (her mother, Hungarianaunts), Evi assumed a wide variety of identities.Sometimes she was her male cousin,Claude. Shuttled between schools in France andMagda’sEngland, Evi learnedDaughter: Ahow to adapt. If, inHidden Child’sthe process, she lost aJourney Homesense of an integratedby Evi Blaikieself, well, there was noThe Feministchoice. Separated fromPress, New York,her mother, who workedNY. 2003as a housekeeper in an277 pageseffort to gain some financialfooting, Evi mostlyhad to raise herself.As she writes, “I wanted a mother who waspowerful, who inspired respect, someone welleducated in the subjects that I thought wereimportant, someone to come to school withme and discuss my future confidently with myteachers–in perfect English. Instead, I had animmigrant mother with faltering health, whoseEnglish was halting, whose jokes were greetedwith either blank stares or polite smiles...Mymother, on the other hand, fantasized of a relationshipthat she once had with her mother. Thetwo of us against the world. Me, the youngerand stronger, looking out for her, loving herunconditionally, recognizing the many sacrificesshe had made.”Predictably, and sadly, neither really achievedthe kind of relationship each craved so desperately.Evi’s lost childhood meant that she struggledto be a good mother to her own children. “Icuddled my children, fed and clothed them, andwatched anxiously if the mercury climbed inthe thermometer, indicating a fever. But I didn’tknow how to play with them or how to talk tothem. I didn’t remember being a child, neitherdid I know how that felt. I always thought ofthem as little adults.”There is much here that would add to anyone’sunderstanding of the complexity of theHolocaust, and its ramifications today. Ignorethe sloppy copy-editing (a “Jean “becomes“Joan”, instead of “leeches”, she writes, “leaches”),aggravating though it can be. Focus on theelements of Evi’s story, her struggle to makesense of what was so senseless, and the lessonsit carries about what children need.#Logos Bookstoreʼs RecommendationsBy H. Harris Healy, III, PresidentLogos Bookstore1575 York Avenue (Between 83rd and 84th Sts.)New York, New York 10028(212) 517-7292, Fax (212) 517-7197WWW.NYCLOGOS.CITYSEARCH.COMIt is that time of the year again and as the yearends and the holiday season arrives, come toLogos for your holiday gift buying.You might hear over the store’s speakerssome wonderful new Christmas releases like“New England Yuletide,” a sequel to the everpopular“New EnglandChristmastide” releasedback in 1985, performedby the New EnglandChristmastide Musicianson vintage folk instrumentssuch as Uilleanpipes. Low whistles, melodeon, hurdy-gurdyand Irish harp, among others. “New EnglandChristmastide” is also available.Another new release is “Glad Tidings,” a rollickingrendition of yuletide classics renderedon banjo, fiddle, mandolin, guitar, bass, percussion,Irish whistle complete with singing. Bothare great gift ideas.Logos also hasChristmas cards, wrap,tags, gift enclosure cards,nativity sets, Christmasbooks and many othergift items.New EnglandYuletide(North StarMusic, $15.98)Glad Tidings(North StarMusic, $15.98)For Chanukah, Logos has dreidels, books,stickers and cards, among other gift items.All books on the shelves are 10% off. ThoseNew EnglandChristmastide(North StarMusic, $15.98)people who have BlockParty Cards, books are20% off and other itemsare 10% off. Those peoplewho do not havethose cards can cometo Logos to pick themup. There on the front door is a local merchantmap which shows where all the participatingmerchants are. Buy your books, holiday cards,and other items at Logos, then go enjoy freewine tastings, pickle tasting, deluxe coffee andtea packages and many other fine deals at otherstores!#For more information call Logos at (212)517-7292 or go online to www.blockparty.com.Happy Holidays! Transit: 4, 5, or 6 LexingtonAvenue subway to 86th St., M86 Bus (86th St.),M79 Bus (79th St.), M31 Bus (York Ave.), M15Bus (1st & 2nd Aves.)Upcoming Events at Logos:Wednesday, December 3rd, 2003 at 7 P.M.,KYTV Reading Group will discuss MotherlessBrooklyn by Jonathan LethemWednesday, January 7th, 2004 at 7 P.M.,KYTV Reading Group will discuss The RedTent by Arita DiamantChildren’s story time with Denise Dumaine isevery Monday at 3 P.M.Opening Windows of Science at the Harlem SocietyBy JOCELYN K. EGYESEvery morning over the summer 16 yearold Sobella Quezada woke up at 7 AM at herhome in the South Bronx to get ready for work.After a 40 minute subway commute, Quezadaarrived at a molecular cytology care facility inManhattan where she researched apoptosis andrapid multiplication of a specific cell population.Her day technically ended at 5 PM butthere were many days she was there longer.“I could've worked in McDonald's, but I decidednot to settle for mediocre,” said Quezada.Thanks to the Harlem Children’s Society,Quezada and 12 others from under-privilegedneighborhoods in New York didn’t have tosettle for mediocre. Instead they spent the summerresearching everything from heart attacksto cancer research.“I always wanted to study medicine,” saidQuezada. “This [summer] reaffirmed what Iwant to do with science and it made me moreconscious of the different aspects of science.”A ceremony at Rockefeller University recognizedstudents and mentors for their workand participation in the program. Dr. SatBhattacharya, founder of Harlem Children'sSociety said the program was started in June2000 to expose students to opportunities availablein science and to promote an innovationalscience program.“My dream is to get science onto the street,”said Bhattacharya. “People in Harlem, theBronx, should be able to talk about issues likecloning because they are all concerned aboutthis.”In addition, Bhattacharya said there is anothergoal to his program. “What I really hope isfor them to give back to the community,” hesaid adding the importance of people initiatingchange in their own society.And 17-year-old honoree, Willie Colladosaid he plans to do just that. Next year he headsoff to college to study medicine. Collado saidbeing a doctor is a win/win situation.“You are successful and you are giving backto the community,” said Collado.Bhattacharya said students selected to workat one of the eight participating organizationslike Rockefeller University, ColumbiaUniversity, and Sloan Kettering, are chosen fortheir motivation, enthusiasm and performanceat school.Sixteen-year-old Swapan Bhuiyan said helearned “a great deal” during his internship atSloan Kettering Biostatistics where he studiedmathematical cancer research.“It’s very important for doctors to know ifthey give a patient pills, they [the doctors] knowthe effects,” said the student from ManhattanCenter for Science and Mathematics. “Theseare the things sophomores at college learn. Iwas blessed with the opportunity to do researchlike this at this age.”New York City Department of Education,Chancellor Joel Klein agreed that this programis an enormous opportunity for the students.“One of life’s greatest rewards is when youwork with kids to help them reach for the stars,”said Klein who credited Bhattacharya by saying,“Sat proved that one person can make adifference.”Klein added that another ingredient to succeedingis passion.If you live your passions, not other people’sexpectations, you will have a life that is richand meaningful,” said the Chancellor whospoke about his own upbringing in public housingin Queens. He credits a physics teacher forhelping him reach for the stars. “There is a lotof world out there, you take your shot, don’t letany one ever tell you about the limitations, youbust through them.”Dr. Tshaka Cunningham, a HIV researcher atRockefeller University, agreed. “There is nothingthat can stop you,” he said to the audience.“All you have to do is say ‘I can do it.’”And it seemed that many of the students havetaken those words to heart. Especially Quezadawho said many people thought she wasn’tgoing to succeed in this program.#.

New York City • DECEMBER 2003FOR PARENTS, EDUCATORS & STUDENTS • 33CHILDREN'S HOSPITAL THAT WALL STREET BUILTThe Morgan Stanley Children’s Hospital ofNewYork-Presbyterian, the only children’shospital in Manhattan and one of the largest inthe country, opened its doors recently. One ofthe most technologically advanced children’shospitals in the world, the Morgan StanleyChildren’s Hospital of NewYork-Presbyterianis a family-centered, high-tech facility thatoffers world-class care and unparalleledresources in an innovative physical environmentdevoted exclusively to children.Building on NewYork-Presbyterian’srecord of breakthroughs in pediatric care,this ten-story, 265,000-square-foot hospitalfacility positions The Children’s Hospitalof NewYork-Presbyterian to expand on itsleadership position in pediatric clinical care,research and the training of future physicians.The Morgan Stanley Children’s Hospital, anaffiliate of Columbia University College ofPhysicians and Surgeons, provides the highest-levelcare in every area of pediatrics and isworld renowned for advancements in neonataland critical care, cardiology, oncology andneurology.The new $120-million building is beingfunded entirely through philanthropy, includingpersonal contributions of $55 million bymore than 600 employees of Morgan Stanley.John Mack, Chairman of the Board ofNewYork-Presbyterian Hospital, said, “Forover 100 years, children have come throughour doors to get the finest pediatric careavailable. Through the outstanding generosityof the many people involved, NewYork-Presbyterian will have a new state-of-the-artfacility to carry on its tradition of providingthe best care to those who need it most fordecades to come.”In addition to Morgan Stanley, other membersof the New York City financial community,including JP Morgan Chase and aconsortium of donors from Goldman Sachs,made significant contributions to the newhospital. The medical staff and employees ofthe Children’s Hospital also made importantcontributions.“The relationship between the Children’sHospital and Morgan Stanley reflects ourcommitment to the local community whereour employees live and work,” said MorganStanley President and Chief Operating OfficerRobert Scott. “The opening of the new hospitalmeans more than our name on a building.It represents a deep and personal relationshipthat will last into the future.”A key element in the design of patient areasrevolves around the understanding of “familycenteredcare.” When a child is ill, the entirefamily must be a part of the treatment andhealing process. The philosophy of familycenteredcare also emphasizes the importanceof teamwork in the treatment of children, andthe involvement of multidisciplinary groupsof physicians and medical professionals tooversee a child’s care from diagnosis forward.Dr. Herbert Pardes, President and CEO,NewYork-Presbyterian Hospital (the parentof the Morgan Stanley Children’s Hospitalof NewYork-Presbyterian), said, “With theopening of the Morgan Stanley Children’sHospital of NewYork-Presbyterian, we nowhave the physical plant to match the expertclinical care and cutting-edge research that wedo here every day. We know that when a childis sick, the entire family hurts. The stress ofhaving a child who needs hospitalization isunimaginable. Recognizing this, our goal isto keep the physical and emotional needs ofthe child and his or her family at the heartof everything that we do. This new facilitymakes it possible.”The Morgan Stanley Children’s Hospitalhouses inpatient, ambulatory and diagnosticservices, including the largest neonatalintensive care unit and pediatric intensivecare unit in the tri-state area. In addition tohaving floors dedicated to providing intensivecare for children at every age, from thetiniest newborns through adolescents, thereare individual floors dedicated to specializedservices such as cardiology, neurology,oncology and surgery. The Hospital has 100medical/surgical beds, 41 pediatric intensivecare beds (including 14 cardiac intensivecare beds), and 50 neonatal intensive carebeds. Most of the patient rooms are singleoccupancy, measuring 382 square feet, withfacilities for parents to stay overnight withtheir child, computer connections for the childand the family, and lounge areas that offer thefamily privacy and an opportunity for quietcontemplation.The design of the neonatal intensive careunit, where the average length of stay is 17days, reflects the hospital’s attention to theneeds of families during long-term stays.The new unit provides parent amenities andenhanced privacy at every bedside, surgicalcapabilities that minimize the need totransport babies out of the unit, and a liaisonservice to greet and assist the families of newpatients. In the pediatric intensive care unitthere are private rooms with sleep areas forparents, family lounges, a family nourishmentstation, and support for clinical research.Both departments will have their own pharmacies.The hospital features two design elementswith families in mind: the Launch Pad is a virtualhome in the Neonatal Intensive Care Unitdesigned for parents to sleep in and prepare totake their baby home after a long stay. Patientrooms are divided into three zones: a clinicalspace, a child space and a family space,including a daybed for parents to sleep, astorage space for longer-term stays, a writingdesk and computer-ready internet access.“We understand how difficult it is for achild to spend time in the hospital, and weunderstand the need to provide a nurturingenvironment,” said Cynthia Sparer, executivedirector, Children’s Hospital of NewYork-Presbyterian. “Our commitment is to rememberat all times that the patient we are caringfor is a child. We have top physician leadersin the field of pediatrics, and together with ournurses and the rest of our staff we dedicate ourefforts to these children and their families.”Morgan Stanley Children’s Hospital ofNewYork-Presbyterian is the first New Yorkhospital to offer patients and families newcommunication technologies, such as handheldremote and wireless keyboard devicesthat allow access to e-mail, the web andinformation about healthcare. Via closed-circuittelevision, patients too ill to leave theirrooms can observe musical theater and otherentertainment that will be staged year-roundin the hospital’s Winter Garden. A flat screentelevision equipped with additional features,such as movies on demand and games, willalso be a feature in all patient rooms.The computerized patient rooms are complementedby an emphasis on educationand literacy. The theme of the new buildingis “Learning Through Literature,” and itshowcases artwork and murals inspired bysuch classic children’s books as: The VeryHungry Caterpillar, by Eric Carle, Wherethe Wild Things Are, by Maurice Sendak,and Alexander and the Terrible, Horrible, NoGood, Very Bad Day, by Judith Viorst. All featuredbooks will be available to patients.To personalize each child’s room, an areaof wall space at the entrance of each room isintended specifically for a child’s favorite artwork,messages or photographs. For the openingof the new facility, the Morgan StanleyChildren’s Hospital invited students fromNew York City’s P.S. 128, Riverdale CountryDay School from the Bronx, Ranney Schoolfrom Tinton Falls, New Jersey, and RocklandCounty’s Nyack Public Schools to “adopt afloor” by contributing original artwork fromtheir students that will be displayed in thesespaces.In addition, each floor has a dedicated ChildLife Center, a playroom that is a designated“safe space” from medical procedures wherechildren are taught coping mechanisms, suchas talk therapy and relaxation. Inpatient unitsalso feature a meditation room, a kitchen, alaundry room and a classroom staffed by NewYork City public school teachers.Speaking of what the new Morgan StanleyChildren’s Hospital of NewYork-Presbyterianwill mean for children, Dr. John M. Driscoll,Jr., Pediatrician-In-Chief at Morgan StanleyChildren’s Hospital, said, “We know wecan’t duplicate the comforts of home for ourpatients. We know that they’ll miss going toschool with their friends, playing outside andall of the other pleasures of childhood, but thisnew facility enables us to come as close aswe can to making sure that each patient whocomes through our doors receives the highestquality care in an environment that still allowsthem to be children.”#

34MEDICAL UPDATE ■ EDUCATION UPDATE ■ DECEMBER 2003NYU SCHOOL OF MEDICINE FACULTY MEMBER RECEIVES FRANCE’SHIGHEST SCIENTIFIC HONORThe French Academy of Sciences selectedDr. David Sabatini as the recipient of its highesthonor for 2003, the Grande Medaille D’Or(the Grand Gold Medal), in recognition ofhis scientific contributions to Cell Biology.Previous recipients of the Medal include manyillustrious scientists, such as Louis Pasteur,Pierre and Marie Curie, Gustave Eiffel, andHenri Poincare.The Grande Medaille was presented to Dr.Sabatini at a formal ceremony held in Parisunder the Grand Coupole of the Institut deFrance.The Medal is given every year to a Frenchor foreign scientist working in one of the manydisciplines represented in the Academy, whichinclude the mathematical, physical, chemical,natural, biological and biomedical sciences.The award recognizes a decisive contributionto science in one of these areas and emphasizesthe originality of the discoveries, their internationalimpact, and the awardee’s role in creatinga true school of research. The rules of theAcademy stipulate that the work of the recipientof the medal must have been carried out inan important area of fundamental research, andmust have resulted in new insights and a greaterunderstanding of the discipline in which theaward was given.The Academy cited Dr. Sabatini’s work ashaving revolutionized research in Cell Biologythrough his innovations in electron microscopyand through seminal biochemical studies on thesorting mechanisms that generate the organizationalcomplexity of the cell.In the early 1960’s Dr. Sabatini introducedglutaraldehyde as a reagent that preserves thefine molecular architecture of the cell, as wellas many of its enzymatic activities. His methodsled to the discovery of new structures withinthe cell, most notably microtubules and othercomponents of the cell cytoskeleton. They alsohelped to elucidate the functional role of subcellularorganelles, opening many new avenuesof research in cell biology.Proteins are the most important functionalcomponents of cells and much of Dr. Sabatini’sresearch dealt with the mechanisms and pathways,which newly synthesized protein, distributesmolecules to their sites of function withinthe cell. His work on the synthesis of proteinsby ribosomes attached to the membranesof the organelle known as the “EndoplasmicReticulum” set the foundations for the “SignalHypothesis”, which he formulated in 1971together with his then associate, GunterBlobel, the Rockefeller University scientist,who, in 1999, was awarded the Nobel Prizein Physiology and Medicine. This hypothesisexplains how secretory proteins, such as insulinand growth hormone, synthesized in the deepinterior of glandular cells, begin their journeytoward the blood stream. It also applies tomany nonsecretory proteins that share theirsubcellular site of synthesis with secretoryproteins but are subsequently sorted to variousdestinations within the cell. This is the case formany important receptors that remain anchoredat the cell surface, where they recognize hormonesand growth factors that activate cellularresponse pathways.Defects in protein sorting and transportunderlie many diseases, such as cystic fibrosis,Alzheimer’s and certain forms of hypercholesterolemiathat lead to atherosclerosis.Sabatini has also carried out pioneeringresearch using cultured epithelial cells of kidneyorigin, which provided great insights intothe protein trafficking mechanisms that areresponsible for the generation and maintenanceof the polarized architecture of epithelialcells. Cells of this type, such as those that linethe digestive tract and cavities within variousorgans, form layers that serve to separate differentphysiological compartments and controltransport of molecules between them. A majorachievement of his laboratory was the landmarkdiscovery that different types of envelopedviruses, a class of viruses that includes influenza,rabies and HIV, bud from the cellularmembrane of epithelial cells with characteristicpolarity, i.e. the viral particles are releasedeither from the apical surface of the cell, whichfaces an external space that communicates withthe environment, or the basolateral one, whichconfronts the internal milieu of the body and isaccessible to the bloodstream. These findingsexplain the routes by which viral infectionsspread within the organism and throughout thepopulation. They also served as a foundationfor a continuing stream of discoveries overthe last thirty years, throughout the world, thatilluminate how the complex organization of thecell is achieved.Dr. Sabatini is a native of Argentina, and hereceived his medical degree in that country fromthe University of Litoral in Rosario in 1954 andhis Ph.D. from The Rockefeller University in1966 where he remained on the faculty until1972, when he became Professor and Chairmanof the Department of Cell Biology at the NYUSchool of Medicine.Dr. Sabatini is a member of the US NationalAcademy of Sciences, the American Academy ofArts and Sciences, the American PhilosophicalSociety and the Institute of Medicine. In 1986,he was awarded, together with Gunter Blobel,the E.B. Wilson medal from the AmericanSociety for Cell Biology, and in 1988 hereceived the Charles-Leopold Mayer GrandPrix of the French Academy of Sciences.#AAAS Urges United Nations to EndorseCloning for Research PurposesAAAS, the world’s largest general sciencesociety, urged the United Nations to supportembryonic cloning for research or “therapeutic”purposes, but ban all efforts to use cloningfor human reproduction.“AAAS, along with most of the world’s mainstreamscientists, endorses a legally enforceableban on any efforts to clone a human being,”said Alan I. Leshner, chief executive officer ofAAAS and executive publisher of its journal,Science. “Our fear of reproductive cloningis understandable and appropriate. But, wemust not allow those concerns to block medicaladvances that may someday be achievedthrough other kinds of research that involvecloned cells. AAAS urges the United Nationsto support research cloning methods intendedto alleviate human suffering caused by injuriesand disease.”What is research cloning, and how is it differentfrom reproductive cloning? Both involvea technique called nuclear transplantation—replacing the nucleus of a donor’s egg with theDNA from an adult cell. Under certain conditions,the resulting entity will begin developinglike a fertilized egg. In reproductive cloning,the entity is implanted into a uterus, where ithas the potential to develop into a full organism;a clone of the donor of the adult cell. Inresearch cloning, the entity is not implanted ina uterus. Instead, after several days, researchersharvest embryonic stem cells, which theoreticallycan develop into any type of cell and,according to many researchers, may somedaybe used to treat neurodegenerative diseases orother conditions.#Founded in 1848, the American Associationfor the Advancement of Science (AAAS) hasworked to advance science for human well-beingthrough its projects, programs and publicationsin the areas of science policy, science educationand international scientific cooperation.Silver HillHospitalThe Choice forPsychiatric Treatment• Adult & Adolescent Programs• Dual Diagnosis Treatment• Alcohol &Drug Treatment• Eating Disorder Program• Inpatient & Outpatient Services• Transitional Living• Family ProgramTalk to Us, We Can Help.Silver Hill Hospital 208 Valley Road New Canaan, CT 06840(800) 899-4455 TDD: (203) 966-6515 www.silverhillhospital.comSERVING THE COMMUNITY FOR 72 YEARS

DECEMBER 2003 ■ EDUCATION UPDATE ■ RESOURCE & REFERENCE GUIDEResource& Reference Guide35Bank Street Bookstore, 112th St. & Bway;(212) 678-1654 Logos Books, 1575 York Ave.,(@84th Street), (212) 517-7292 Aha! Process, Inc. - Eye-Opening Learning High Marks In Chemistry; 1-877-600-7466 Sol Goldman YM-YWHA of the EducationalAlliance, 344 E. 14th Street, New York, N.Y.10003, (212) 780-0800 December events at Sarah Lawrence CollegeCONCERTTraditional Music of Bali, Featuring GamelanAnklang, Chandra Buana, Thursday, December11, Reisinger Concert Hall, 8 p.m. $10/$8 CONCERTWinter Dance ConcertDecember 11, 12 13 and 14,Performing Arts Center, Dec. 11, 12, 13 at8 p.m.; Dec. 14 at 2:00, Free CONCERT“Guitars and Steel Drums”The Cygnus Ensemble in ConcertWednesday, December 17,Reisinger Concert Hall, 8 p.m. $10/$8 JASA: Jewish Association For Services ForThe Aged, 132 West 31st Street, 15th Floor,NYC; (212) 273-5304 New Dance Group Arts Center 254 West 47thSt., NY NY 10036, (212) 719-2733;www.ndg.org NYU Child Study Center550 First Avenue, NYC; (212) 263-6622. Advanced Degrees in Medicine, Science, andthe Health Professions atNew York Medical CollegeValhalla, New York;(914) 594-4000;www.nymc.eduSilver Hill Hospital208 Valley Road, New Canaan, CT, 06840;www.silverhillhospital.com(800) 899-4455 The Harlem School of the Arts ,645 St. Nicholas Ave., NYC;,(212) 926-4100 ext. 304 Lyceum Kennedy of New York, 225 East43rd Street, New York, NY, 10017,Tel: 212-681-1877, Fax: 212-681-1922, adm@lyceumkennedy.com/www.lyceumkennedy.com www.SchoolProfessionals.com,info@schoolprofessionals.com,212-916-0825 The Add Resource Center,In New York City,(646) 205-8080 or Westchester/CT(914) 763-5648, addrc@mail.com Aspen Education Group Assisting Youth andFamilies for Over 20 Years Landmark CollegeFor Students with Learning Disabilities Stone Mountain School,www.stonemountainschool.org,(828)669-8639 VideoEye!, (800)-416-0758;www.videoeye.com The Smith School, (212) 879-6354 The Sterling School, (718) 625-3502 TUFF Cases; www.tuffcases.com;(513) 779-5420 SmartDraw.com; 800-501-0314; Fax: 858-549-2830, E-mail: mail@smartdraw.com,www.smartdraw.com Math Tutoring

AwardWinnerEDUCATION UPDATE ■ FOR PARENTS, EDUCATORS & STUDENTS ■ DECEMBER 2003