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>Reader comments on VC meeting attendance…

>Overwhelming attendance at VC meetings is an inefficient and, often, unproductive way to convey a group’s position. It is a visable show of force from those who attend, which may be 50-100 people, at the most. That looks like a “landslide” at a public meeting. But, what if those are are the ONLY 50-100 people who support a particular view in a village with over 8,000 households? Not very substantial support!

No…trying to create the perception of support by stuffing the room at a VC meeting is a crude, unsophisticated and brutish attempt to intimidate the village into the group’s way of thinking. Occasionally, this leads to rude and inappropriate shouting matches. It ALWAYS leads to an inefficient use of everyone’s time, as a long parade of the “usual suspects” take more than their allotted time at the podium, often with outdated or incorrect so-called “facts” to support their case. Without supporting or criticizing their positions, I point to the residents who oppose the Master Plan proposals at Grove Park or the “anti-turf” residents, like Linda & Katie McNamara, as notable examples, in the past year, of members of groups who have repeatedly shown up en masse to meetings and often attempt to “shout down” opposition. Because one or two members of the VC are concerned about being “politically correct”, this tactic is sometimes effective with those VC members.

Ironically, groups with logic and the facts on their side generally do not feel the need to resort to these tactics and are typically more persuasive, as a result of their less antagonistic approach. Thus, a far more effective method of communication is to have thoughtful, factual and, sometimes, lengthy direct conversations with individual members of the VC and other community leaders on a frequent basis and long before a public meeting takes place. If it is necessary to demonstrate widespread community support for or against a project, then petitions with names and addresses of supporters can be presented and highlighted at meetings and in the press.

I am not saying that deals should get done in “shady back room negotiations”, as the conspiracy theorists on this blog incorrectly suggested happens so often. I am simply saying that, in my experience, if groups and individuals are willing to engage in thoughtful discourse with appropriate village leaders and can present factual and compelling rationale for their case, there is no need to make a “spectacle” at public meetings. It is an issue of building consensus among the VC members, who will ultimately cast the votes. This might actually lead to far more productive and effective village governance, since things might actually get accomplished without the need for multiple meetings to rehash the same topics month after month.

This post will not be popular with those on this blog who like to “stir the pot” of public emotion for the sake of a reaction. But, it is sage advice that might help to improve our democratic process of government in Ridgewood.

Match.com

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>U.S. Students Lag In Science, Math On International Test

>courant.com/news/education/hc-science1205.artdec05,0,7504648.story

Courant.com
U.S. Students Lag In Science, Math On International Test
Washington Post

December 5, 2007

WASHINGTON —

American teenagers have less mastery of science and mathematics than peers in many industrialized nations, according to scores on a major international exam released Tuesday.

Education experts say results of the 2006 Program for International Student Assessment highlight the need for changes in classrooms and in the federal No Child Left Behind law. The average science score of U.S. 15-year-olds lagged that of students in 16 of 30 countries in the Organization for Economic Cooperation and Development, a Paris-based group that represents the world’s richest countries. U.S. students were further behind in math, trailing counterparts in 23 countries.

“How are our children going to be able to compete with the children of the world? The answer is not well,” said former Colorado Gov. Roy Romer, who is chairman of Strong American Schools, a nonpartisan group seeking to make education prominent in the 2008 presidential election.

The PISA test, given every three years, measures the ability of 15-year-olds to answer math and science problems. About 400,000 students, including 5,600 in the United States, took the 2006 exam.

There is also a reading portion, but the results for U.S. students were thrown out because the tests were printed incorrectly.

Students in Finland earned top scores in science and math. Mexico was at the bottom of the pack.

The PISA results underscore concern in some quarters that too few U.S. students are prepared to become engineers, scientists and physicians and that the nation may lose ground to economic competitors.

An expert panel appointed last year by President Bush is preparing to recommend ways to improve public school math instruction, with a focus on algebra.

PISA, first administered in 2000, covers reading, math and science, but each time the test is given it focuses in depth on one subject.

Last year’s exam spotlighted science.

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>Traditional Math Means Never Having to Say You’re Sorry (Barry Garelick)

>Last year at a meeting of the National Mathematics Advisory Panel (a Presidential appointed panel charged with drafting recommendations on how best to prepare students for algebra), a woman named Sherry Fraser read a statement into the public record which began as follows:

“How many of you remember your high school algebra? Close your eyes and imagine your algebra class. Do you see students sitting in rows, listening to a teacher at the front of the room, writing on the chalkboard and demonstrating how to solve problems? Do you remember how boring and mindless it was? Research has shown this type of instruction to be largely ineffective.” (Fraser, 2006).

Such statement falls in the category of “Traditional math doesn’t work” or “The old way of teaching math was a mass failure,” heard early and often at school board meetings or other forums. I am always puzzled by these statements but Sherry’s was particularly vexing given that 1) I was not bored in my algebra classes, and 2) Sherry, like me, ended up majoring in math. So I contacted Sherry and asked what the research was that showed such methods to be “largely ineffective”. Sherry is co-director of a high school math text/curricula called IMP, developed in the early 90’s through grants from the NSF, totaling $11.6 million, to San Francisco State University. She replied to me in an email that she is a “firm believer in people doing their own research” and added that I wouldn’t have any trouble finding sources to confirm her statements. I have assumed she is just trying to be helpful by having me discover the answer myself, rather than just tell me the answer to my question. I have been a good student; here’s what my research shows:

From the 1940’s to the mid 1960’s, at a time when math and other subjects were taught in the traditional manner, scores in all subjects on the Iowa Tests of Basic Skills increased steadily. From 1965 to the mid-70’s there was a dramatic decline, and then scores increased again until 1990 when they reached an all-time high. Scores stayed relatively stable in the 90’s.

Conclusion No. 1: During the 40’s through the mid 60’s, something was working. And whatever was working, certainly wasn’t failing.

Those who decry traditional math generally advocate its reform, and promote the concept of discovery learning. Students supposedly discover what they need to know by being given “real life” problems, frequently without being given the procedures or the mastery of skills necessary to solve them. The reform approach is at the heart of a series of math texts funded through grants from the Education and Human Resources Division of National Science Foundation and based on standards developed by the National Council of Teachers of Mathematics (NCTM).

Long before NCTM’s release of its standards in 1989, math reformers of the 1920’s through the 1950’s had their say in how math should be taught. William A. Brownell, spoken well of by NCTM and various luminaries in today’s reform movement, was one of the key reformers of the early twentieth century and promoted what he called meaningful learning; i.e., teaching mathematics as a process, rather than a series of end products of isolated facts and procedures to be committed to memory.

If the above sounds like what the reformers are talking about today, it is because – like the complaints about education in general through the years – the complaints levied against how mathematics is taught have been perennial. What is often not mentioned when these complaints are replayed is 1) that there have also been perennial solutions and 2) some of these solutions have actually been effective.

The traditional math from the 40’s to mid-60’s was certainly not perfect. Also, it cannot be denied that in spite of the effort made in the texts to provide meaning to the student, some teachers did not follow the texts and insisted on a Thorndike-like approach that relied on rote memorization and math problems isolated from word problems. But neither the reformers nor the mathematicians of those times asked the teachers to teach math that way. Bad teaching was incidental to and independent of the textbooks used and the philosophy put forth by that era’s reformers.

Conclusion Number 2: Yesterday’s reformers sought the same goals as today’s reformers, except their textbooks actually contained explanations.

During the era of test score decline, many social issues emerged which may account for the downslide, such as increased drug use in the mid-60’s, permissiveness, increase in divorces and single family homes, and changes in the demographics of schools. Also, starting in the mid-60’s, many of the teachers of the older generation retired, making way for the newer cadre of reinvented John Deweys from the education schools.

The difference between traditional and present-day teaching is striking.

The emphasis is now on big concepts. These come at the expense of learning and mastering the basics.
Getting the right answer no longer matters.
In theory, it is student-centered inquiry-based learning. In practice it has become teacher-centered omission of instruction.
With the educational zeitgeist having been planted and taken root, the development of the NCTM standards in 1989 were an extension of a long progression. To top it all off, the reform approach to teaching math is being taught in education schools, thus providing future teachers with “work-arounds” to those few math textbooks that actually have merit.
Conclusion No. 3: While bad teaching was incidental to the traditional method in earlier days, it has now become an inherent part of how most math is taught today.

I hope my efforts provide something that Sherry Fraser can cite.

The above is taken from a 3-part article entitled “It Works for Me: An Exploration of Traditional Math,” published here at EdNews.org.

Barry Garelick is an analyst for the U.S. Environmental Protection Agency in Washington, D.C. He is a national advisor to NYC HOLD (www.nychold.com), an education advocacy organization that addresses mathematics education in schools throughout the United States.

https://www.edspresso.com/2007/11/traditional_math_means_never_h.htm

Comments
There’s an excellent point here:

Conclusion Number 2: Yesterday’s reformers sought the same goals as today’s reformers, except their textbooks actually contained explanations.

By and large, the goal of educators throughout history has probably been the same. We all want our students to achieve at their fullest potential. We must be careful not to “throw the baby out with the bath water” as we implement new “research” based strategies.

I haven’t conducted formal research, but I’ve noticed a trend in my student population over the past few years. The students who struggle with Algebra almost all struggle with basic mathematical concepts. Many of these early teens cannot multiply one-digit numbers without a calculator. I think that these students have developed too much reliance on calculators to solve math problems. When they reach Algebra, the calculator can no longer replace mathematical reasoning.

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>Events Around the Village

>LeRoy Neiman Thursday, December 13th – 5:00pm
Welcome back world famous Artist / Author, LeRoy Neiman who will be signing his latest Book: Femlin. Femlin is the legendary character Mr. Neiman has sketched for Playboy for many decades! Don’t miss this legend! BOOKENDS232 E. Ridgewood Ave.Ridgewood, NJ 07450Tel: 201/445-0726Fax: 201/445-8301

12/17 Last Day to Change Party Affiliation For Feb 5 Presidential Primary The last day to change party affiliation for the February 5, 2008 Presidential Primary Election is December 17, 2007 and the voter registration deadline is January 15, 2008. As usual, the Clerk will be in her office during the workday and in the Library Lobby from 4:30pm to 9:00pm.

Hotwire

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>EID

>During the month of Ramadan, Muslims observe a strict fast and participate in pious activities such as charitable giving and peace-making. It is a time of intense spiritual renewal for those who observe it. At the end of Ramadan, Muslims throughout the world observe a joyous three-day celebration called Eid al-Fitr (the Festival of Fast-Breaking).

A. Eid al-Fitr falls on the first day of Shawwal, the month which follows Ramadan in the Islamic calendar. It is a time to give in charity to those in need, and celebrate with family and friends the completion of a month of blessings and joy.
Before the day of Eid, during the last few days of Ramadan, each Muslim family gives a determined amount as a donation to the poor. This donation is of actual food — rice, barley, dates, rice, etc. — to ensure that the needy can have a holiday meal and participate in the celebration. This donation is known as sadaqah al-fitr (charity of fast-breaking).

On the day of Eid, Muslims gather early in the morning in outdoor locations or mosques to perform the Eid prayer. This consists of a sermon followed by a short congregational prayer.

After the Eid prayer, Muslims usually scatter to visit various family and friends, give gifts (especially to children), and make phone calls to distant relatives to give well-wishes for the holiday.

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>3 Kings Day

>History of 3 Kings Day – Epiphany
Lovers of carols and Christmas parties know that this season has 12 days, packed with golden rings, calling birds and various kinds of gentry, musicians and domestic workers. December 25 is Christmas – and 25 minus 12 does equal 13. Do the math and you will see why shopping malls, newspapers, television networks, and other cultural fortresses annually deliver some kind of “Twelve Days of Christmas” blitz, beginning on December 13.

Problem is that for centuries church calendars in the East and the West have agreed that there are twelve days of Christmas and they begin on Christmas Day and end on January 6.
The twelve days of Christmas end with the Feast of Epiphany also called “The Adoration of the Magi” or “The Manifestation of God.” Celebrated on January 6, it is known as the day of the Three Kings (or wise men/magi): Caspar, Melchior and Balthasar. According to an old legend based on a Bible story, these three kings saw, on the night when Christ was born, a bright star, followed it to Bethlehem and found there the Christchild and presented it with gold, frankincense and myrrh.

January 6, the last day of Christmas, comes with its own traditions, rituals and symbols. Carolers are going from house to house; in many homes the Christmas tree is taken down and in some areas is burnt in a big bonfire. For the children this is an especially joyous occasion because, associated with taking down the tree goes the “plündern” (raiding) of the tree. The sweets, chocolate ornaments wrapped in foil or cookies, which have replaced the sugar plums, are the raiders’ rewards.

The history of Christmas, (the festival of the nativity of Jesus Christ,) is intertwined with that of the Epiphany. The commemoration of the Baptism (also called the Day of Lights, i.e. the Illumination of Jesus) was also known as the birthday of Jesus, because he was believed to have been born then of the Virgin or reborn in baptism. In some records Christmas and Epiphany were referred to as the first and second nativity; the second being Christ’s manifestation to the world.

In the fourth century, December 25 was finally adopted by the Western Christian Church as the date of the Feast of Christ’s birth. It is believed that this change in date gave rise to the tradition of the “12 Days of Christmas.” While the Western Christian Church celebrates December 25th, the Eastern Christian Church to this day recognizes January 6 as the celebration of the nativity. January 6 was also kept as the physical birthday in Bethlehem. In the Teutonic west, Epiphany became the Festival of the Three Kings (i.e. the Magi), or simply Twelfth day.

On the evening before Three Kings, traditionally there were prayers, blessed dried herbs would be burnt and their aromatic smell would fill the house. Doorways would be sprinkled with holy water and the master of the house would write with chalk C + M + B and the year above the house and barn door and say: “Caspar, Melchior, Balthasar, behütet uns auch für dieses Jahr, vor Feuer und vor Wassergefahr.” (“CMB, protect us again this year from the dangers of fire and water.”) C + M + B has traditionally been translated with Caspar, Melchior and Balthasar, however, according to the Church it stands for “Christus Mansionem Benedictat” (Christ bless this home).

The custom of the Star Singers, reminiscent of the travel of the Three Kings is still very much alive in Bavaria and Austria. Beginning with New Years and through January 6, children dressed as the kings, and holding up a large star, go from door to door, caroling and singing a Three Kings’ song. For this they receive money or sweets. Formerly the collected donations went to unemployed craftsmen and veterans, today they go to charities of the church or the Third World.

Oldtimers of Jasper in Indiana still remember the times when January 6 was celebrated. Lillian Doane and her family lived app. 4 miles out of town. Since it was a holy day they would go to church over the corduroy road. Claude and Martina Eckert also remember it as a special day. “People would put their trees out for the city to pick up and then all would be told that six o’clock this evening they would burn the Christmas trees. That was sometime ago; now the city will pick them up and chop them up as mulch. If you chipped in a tree you can get a bag of mulch.” For the Reichmanns in Brown County, “Dreikönigsabend” is always a special event. If there are any treats left on the tree (Ruth buys them at the Heidelberg Haus in Indianapolis), the grandchildren come to get them. In the evening there is a big gathering with Christmas foods, Glühwein and Stollen and Christmas carols with Eberhard at the piano.

© Copyright Ruth M. Reichmann
Max Kade German-American Center, IUPUI

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>The History of Hanukkah

>

Hanukkah is the annual Jewish festival celebrated on eight successive days beginning on the 25th day of Kislev, the third month of the Jewish calendar, corresponding, approximately, to December in the Gregorian calendar. It is also known as the Festival of Lights, Feast of Dedication, and Feast of the Maccabees, Hanukkah commemorates the rededication of the Temple of Jerusalem by Judas Maccabee in 165 BC after the Temple had been profaned by Antiochus IV Epiphanes, king of Syria and overlord of Palestine

The History of Hanukkah
Hanukkah is celebrated for eight days and nights, starting on the 25th of Kislev on the Hebrew calendar (which is November-December on the Gregorian calendar). In Hebrew, the word “Hanukkah” means “dedication.”

The holiday commemorates the rededication of the holy Temple in Jerusalem after the Jews’ 165 B.C.E. victory over the Hellenist Syrians. Antiochus, the Greek King of Syria, outlawed Jewish rituals and ordered the Jews to worship Greek gods.

In 168 B.C.E. the Jews’ holy Temple was seized and dedicated to the worship of Zeus.

Some Jews were afraid of the Greek soldiers and obeyed them, but most were angry and decided to fight back.

The fighting began in Modiin, a village not far from Jerusalem. A Greek officer and soldiers assembled the villagers, asking them to bow to an idol and eat the flesh of a pig, activities forbidden to Jews. The officer asked Mattathias, a Jewish High Priest, to take part in the ceremony. He refused, and another villager stepped forward and offered to do it instead. Mattathias became outraged, took out his sword and killed the man, then killed the officer. His five sons and the other villagers then attacked and killed the soldiers. Mattathias’ family went into hiding in the nearby mountains, where many other Jews who wanted to fight the Greeks joined them. They attacked the Greek soldiers whenever possible.

Judah Maccabee and his soldiers went to the holy Temple, and were saddened that many things were missing or broken, including the golden menorah. They cleaned and repaired the Temple, and when they were finished, they decided to have a big dedication ceremony. For the celebration, the Maccabees wanted to light the menorah. They looked everywhere for oil, and found a small flask that contained only enough oil to light the menorah for one day. Miraculously, the oil lasted for eight days. This gave them enough time to obtain new oil to keep the menorah lit. Today Jews celebrate Hanukkah for eight days by lighting candles in a menorah every night, thus commemorating the eight-day miracle.

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Since you keep asking ,other Holidays you can Celebrate in December and January

>

DEFINITION OF KWANZAA Kwanzaa is a unique African American celebration with focus on the traditional African values of family, community responsibility, commerce, and self-improvement. Kwanzaa is neither political nor religious and despite some misconceptions, is not a substitute for Christmas. It is simply a time of reaffirming African-American people, their ancestors and culture. Kwanzaa, which means “first fruits of the harvest” in the African language Kiswahili, has gained tremendous acceptance. Since its founding in 1966 by Dr. Maulana Karenga, Kwanzaa has come to be observed by more than18 million people worldwide, as reported by the New York Times. When establishing Kwanzaa in 1966, Dr. Karenga included an additional “a” to the end of the spelling to reflect the difference between the African American celebration (kwanzaa) and the Motherland spelling (kwanza).

Kwanzaa is based on the Nguzo Saba (seven guiding principles), one for each day of the observance, and is celebrated from December 26th to January 1st.
• Umoja (oo-MO-jah) Unity stresses the importance of togetherness for the family and the community, which is reflected in the African saying, “I am We,” or “I am because We are.”
• Kujichagulia (koo-gee-cha-goo-LEE-yah) Self-Determination requires that we define our common interests and make decisions that are in the best interest of our family and community.
• Ujima (oo-GEE-mah) Collective Work and Responsibility reminds us of our obligation to the past, present and future, and that we have a role to play in the community, society, and world.
• Ujamaa (oo-JAH-mah) Cooperative economics emphasizes our collective economic strength and encourages us to meet common needs through mutual support.
• Nia (NEE-yah) Purpose encourages us to look within ourselves and to set personal goals that are beneficial to the community.
• Kuumba (koo-OOM-bah) Creativity makes use of our creative energies to build and maintain a strong and vibrant community.
• Imani (ee-MAH-nee) Faith focuses on honoring the best of our traditions, draws upon the best in ourselves, and helps us strive for a higher level of life for humankind, by affirming our self-worth and confidence in our ability to succeed and triumph in righteous struggle.

https://www.tike.com/celeb-kw.htm

Festivus For the Rest of Us
Many Christmas’s ago, Frank Costanza went to buy a doll for George. There was only one doll left and when he reached for it, so did another man. After struggling for the doll, he thought there could be another way. The doll was destroyed, but out of that, a new holiday was born. It was called Festivus. A Festivus for the rest-iv-us..
Festivus Information:
Celebrated December 23rd each year.
The Meal: What ever you want
During the last few weeks in December when Festivus takes place, families and friends get together at the dinner table and have something called “the Airing of Grievances”. Durning this time, we share with family and friends all the ways they had disappointed over the past year.
After the Airing of Grievances, we get together right in the same night to do something called “Feats of Strength”. This is where the head of the household tests his/her strength with another friend or family member. The great honour is given out to a different person each year. In Seinfeld, Cosmo Kramer was given the honor but turned it down to George Costanza as he had an appointment.
Now for the pole. No it is not a tree. A pole, no decorations. Frank Costanza believes that tinsel is very distracting so there are no decorations. The pole is tall, silver, hollow, long, skinny, and heavy.

https://www.seinfeld-fan.net/festivus.php

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Shameful, huh? Really…

>Regarding the Ridgewood News editorial on Fri. 11/30/07 describing as “shameful” the lack of public participation in the recent BOE meeting held to receive public comment relating to the ongoing search for a new super for the the school district:

It was not only the BOE critics that were absent from the recent meeting, but also BOE supporters. It was not only reform math opponents that were absent, but also its adherents. To whom, then, should this label “shameful” apply? One presumes that it must apply to each and every resident in Ridgewood, since everyone was equally absent.

How can a newspaper that is the namesake of a town justify indicting an entire town full of its own residents?

It is perhaps easier for the writer of such an editorial to lapse into that sort of lazy ‘badmouthing’ attitude if that same person does not live in Ridgewood. Otherwise, wouldn’t this be a self-indictment? No rational person would indict themselves without explaining the reason for such self-hatred (I couldn’t help myself), the motivation for such an epiphany (gee, upon further reflection, I really should have gone), or the particular reason why the indictment does not apply to them (my car broke down).

For what its worth, it’s also hard to see why an entire town full of residents should feel shame for failing to keep company with a Board of Education, the trustees of which are incapable of feeling any such emotion for the predictable results of their past actions/inactions/blatant negligence.

Sincerely:

An anonymous Ridgewood resident who blew off the BOE meeting for good reason–THEY COULDN’T CARE LESS WHAT I HAVE TO SAY, AND I WOULD PREFER TO AVOID THE INVIDIOUS RECRIMINATION THAT WOULD SURELY BE ADMINISTERED BY MY CHILD’S PRINCIPAL AS PUNISHMENT FOR MY FOOLISH DECISION TO PUBLICLY REBUKE THE TRUSTEES.
50% off Cozy Quilted Throw with any purchase: expires 12/31/07show?id=mjvuF8ceKoQ&bids=137177

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>The fly reminds everyone that this Monday’s up-coming BOE meeting agenda

>Dr. Brennen will discuss the progress report on math.

The Fly encourages any interested people to tune in and listen to what our illustrious administration has to say. Make sure to have an extra cup of coffee, this item is scheduled towards the very end of the meeting.

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>Today’s NY Post-Fuzzy Math isn’t cuddly by Michelle Malkin

>November 28, 2007 — DO you know what math curriculum your child is being taught? Are you worried that your third- grader hasn’t learned simple multiplication yet? Have you been befuddled by educational jargon such as “spiraling,” which is used to explain why your kid keeps bringing home the same insipid busywork of cutting, gluing and drawing? And are you alarmed by teachers who emphasize “self-confidence” over proficiency while their students fall further and further behind? Join the club.

From New York City to Seattle, parents are wising up to math fads like “Everyday Math.” Sounds harmless enough, right? It’s cleverly marketed as a “University of Chicago” program. Impressive, right? But then you start to sense something’s not adding up when your kid starts second grade and comes home with the same kindergarten-level addition and subtraction problems – for the second year in a row.

Then your child keeps telling you that the teacher isn’t really teaching anything, just handing out useless worksheets – some of which make no sense to parents with business degrees, medical degrees and PhDs in economics. Then you notice that it’s the University of Chicago education department, not the mathematics department, that’s behind this nonsense.

Then you Google “Everyday Math” and discover that countless moms and dads just like you – and a few brave teachers with their heads screwed on straight – have had similarly horrifying experiences.

Like the Illinois mom who found these “math” problems in the fifth-grade “Everyday Math” textbook:

A. If math were a color, it would be -, because -.

B. If it were a food, it would be -, because -.

C. If it were weather, it would be -, because -.

Then you realize your child has become a victim of “Fuzzy Math” – the “New New Math,” the dumbed-down, politically correct, euphemism-filled edu-folly corrupting schools nationwide. And then you feel like the subject of Edvard Munch’s “The Scream” as you take on the seemingly futile task of waking up other parents and fighting the edu-cracy to restore a rigorous curriculum in your child’s classroom.

New York City teacher Matthew Clavel described his frustration with “Everyday Math” in a 2003 City Journal article: “The curriculum’s failure was undeniable: Not one of my students knew his or her times tables, and few had mastered even the most basic operations; knowledge of multiplication and division was abysmal . . . what would you do, if you discovered that none of your fourth-graders could correctly tell you the answer to four times eight?”

But don’t give up and don’t give in. While New York City remains wedded to “Everyday Math” (which became the mandated standard in 2003), Texas just voted to drop the University of Chicago textbooks for third- graders. School-board members lambasted the math program for failing to prepare students for college. It’s an important salvo in the math wars because Texas is one of the biggest markets for school textbooks.

Meanwhile, grass-roots groups such as Mathematically Correct (mathematicallycorrect.com) and Where’s The Math? (wheresthemath.com) are alerting parents to how their children are being used as educational guinea pigs. And teachers and math professionals who haven’t drunk the Kool-Aid are exposing the ruse. Nick Diaz, a Maryland educator, wrote a letter to his local paper:

“The proponents of fuzzy math claim that the new approach provides a ‘deep conceptual understanding.’ Those words, however, hide the truth. Students today are not expected to master basic addition, subtraction and multiplication. These fundamental skills are necessary for a truly deep understanding of math, but fuzzy math advocates are masters at using vocabulary that sounds good to parents, but means something different to educators.”

If Fuzzy Math were a color, it would be neon green like those Mr. Yuk labels warning children not to ingest poison. Do not swallow

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Happy Thanksgiving :The Real Story of Thanksgiving

>The Great Thanksgiving Hoax
By Richard J. Maybury
Posted on 11/20/1999

Each year at this time school children all over America are taught the official Thanksgiving story, and newspapers, radio, TV, and magazines devote vast amounts of time and space to it. It is all very colorful and fascinating.

It is also very deceiving. This official story is nothing like what really happened. It is a fairy tale, a whitewashed and sanitized collection of half-truths which divert attention away from Thanksgiving’s real meaning.

The official story has the pilgrims boarding the Mayflower, coming to America and establishing the Plymouth colony in the winter of 1620-21. This first winter is hard, and half the colonists die. But the survivors are hard working and tenacious, and they learn new farming techniques from the Indians. The harvest of 1621 is bountiful. The Pilgrims hold a celebration, and give thanks to God. They are grateful for the wonderful new abundant land He has given them.

The official story then has the Pilgrims living more or less happily ever after, each year repeating the first Thanksgiving. Other early colonies also have hard times at first, but they soon prosper and adopt the annual tradition of giving thanks for this prosperous new land called America.

The problem with this official story is that the harvest of 1621 was not bountiful, nor were the colonists hardworking or tenacious. 1621 was a famine year and many of the colonists were lazy thieves.

In his ‘History of Plymouth Plantation,’ the governor of the colony, William Bradford, reported that the colonists went hungry for years, because they refused to work in the fields. They preferred instead to steal food. He says the colony was riddled with “corruption,” and with “confusion and discontent.” The crops were small because “much was stolen both by night and day, before it became scarce eatable.”

In the harvest feasts of 1621 and 1622, “all had their hungry bellies filled,” but only briefly. The prevailing condition during those years was not the abundance the official story claims, it was famine and death. The first “Thanksgiving” was not so much a celebration as it was the last meal of condemned men.

But in subsequent years something changes. The harvest of 1623 was different. Suddenly, “instead of famine now God gave them plenty,” Bradford wrote, “and the face of things was changed, to the rejoicing of the hearts of many, for which they blessed God.” Thereafter, he wrote, “any general want or famine hath not been amongst them since to this day.” In fact, in 1624, so much food was produced that the colonists were able to begin exporting corn.

What happened?

After the poor harvest of 1622, writes Bradford, “they began to think how they might raise as much corn as they could, and obtain a better crop.” They began to question their form of economic organization.

This had required that “all profits & benefits that are got by trade, working, fishing, or any other means” were to be placed in the common stock of the colony, and that, “all such persons as are of this colony, are to have their meat, drink, apparel, and all provisions out of the common stock.” A person was to put into the common stock all he could, and take out only what he needed.

This “from each according to his ability, to each according to his need” was an early form of socialism, and it is why the Pilgrims were starving. Bradford writes that “young men that are most able and fit for labor and service” complained about being forced to “spend their time and strength to work for other men’s wives and children.” Also, “the strong, or man of parts, had no more in division of victuals and clothes, than he that was weak.” So the young and strong refused to work and the total amount of food produced was never adequate.

To rectify this situation, in 1623 Bradford abolished socialism. He gave each household a parcel of land and told them they could keep what they produced, or trade it away as they saw fit. In other words, he replaced socialism with a free market, and that was the end of famines.

Many early groups of colonists set up socialist states, all with the same terrible results. At Jamestown, established in 1607, out of every shipload of settlers that arrived, less than half would survive their first twelve months in America. Most of the work was being done by only one-fifth of the men, the other four-fifths choosing to be parasites. In the winter of 1609-10, called “The Starving Time,” the population fell from five-hundred to sixty.

Then the Jamestown colony was converted to a free market, and the results were every bit as dramatic as those at Plymouth. In 1614, Colony Secretary Ralph Hamor wrote that after the switch there was “plenty of food, which every man by his own industry may easily and doth procure.” He said that when the socialist system had prevailed, “we reaped not so much corn from the labors of thirty men as three men have done for themselves now.”

Before these free markets were established, the colonists had nothing for which to be thankful. They were in the same situation as Ethiopians are today, and for the same reasons. But after free markets were established, the resulting abundance was so dramatic that the annual Thanksgiving celebrations became common throughout the colonies, and in 1863, Thanksgiving became a national holiday.

Thus the real reason for Thanksgiving, deleted from the official story, is: Socialism does not work; the one and only source of abundance is free markets, and we thank God we live in a country where we can have them.

* * * * *
Mr. Maybury writes on investments.

This article originally appeared in The Free Market, November 1985

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>THE HISTORY OF VETERANS DAY

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1918
World War I, then normally referred to simply as The Great War (no one could imagine any war being greater!), ended with the implementation of an armistice [temporary cessation of hostilities—in this case until the final peace treaty, the infamous Treaty of Versailles, was signed in 1919] between the Allies and Germany at the eleventh hour of the eleventh day of November, 1918.

1919
November 11: President Wilson proclaims the first Armistice Day with the following words: “To us in America, the reflections of armistice Day will be filled with solemn pride in the heroism of those who died in the country’s service and with gratitude for the victory, both because of the thing from which it has freed us and because of the opportunity it has given America to show her sympathy with peace and justice in the councils of the nations…” The original concept for the celebration was for the suspension of business for a two minute period beginning at 11 A.M., with the day also marked by parades and public mettings.

1920
On the second anniversary of the armistice, France and the United Kingdom hold ceremonies honoring their unknown dead from the war. In America, at the suggestion of church groups, President Wilson names the Sunday nearest Armistice Day Sunday, on which should be held services in the interest of international peace.

1921
Congress passes legislation approving the establishment of a Tomb of the Unknown Soldier in Arlington National Cemetery. November 11 is chosen for the date of the ceremony. According on October 20, Congress declares November 11, 1921 a legal Federal holiday to honor all those who participated in the war. The ceremony was conducted with great success.

1926
Congress adopts a resolution directing the President to issue an annual proclamation calling on the observance of Armistice Day. Throughout the 1920s and 1930s, most states establish November 11 as a legal holiday and at the Federal level, an annual proclamation is issued by the President.

1938
Congress passes legislation on May 13 making November 11 a legal Federal holiday, Armistice Day. The United States has no ‘actual’ national holidays because the states retain the right to designate their own holidays. The Federal government can in fact only designate holidays for Federal employees and for the District of Columbia. But in practice the states almost always follow the Federal lead in designation of holidays.

1941- 1945
1950- 1953
World War II and the Korean War create millions of additional war veterans in addition to those of the First World War already honored by Armistice Day.

1954
On June 1, President Eisenhower signs legislation changing the name of the legal holiday from Armistice Day to Veteran’s Day.

1968
Congress passes the Monday Holiday Law which established the fourth Monday in October as the new date for the observance of Veteran’s Day. The law is to take effect in 1971.

1971-1975
The Federal observance of Veterans Day is held on the fourth Monday of October. Initially all states follow suit except Mississippi and South Dakota. Other states changed their observances back to November 11 as follows: 1972- Louisiana and Wisconsin; 1974- Kentucky, Arkansas, Connecticut, Georgia, Maine, South Carolina, West Virginia; 1975- California, Florida, Idaho, Illinois, Iowa, Kansas, Missouri, Montana, Nebraska, New Hampshire, Oklahoma, Oregon, South Carolina, Utah, West Virginia, Wyoming

1975
Legislation passed to return the Federal observance of Veteran’s Day to November 11, based on popular support throughout the nation. Since the change to the fourth Monday in October, 46 states had either continued to commemorate November 11 or had reverted back to the original date based on popular sentiment. The law was to take effect in 1978.

1978
Veteran’s Day observance reverts to November 11.

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>Ancient History of Halloween

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Halloween’s origins date back to the ancient Celtic festival of Samhain (pronounced sow-in).
The Celts, who lived 2,000 years ago in the area that is now Ireland, the United Kingdom, and northern France, celebrated their new year on November 1. This day marked the end of summer and the harvest and the beginning of the dark, cold winter, a time of year that was often associated with human death. Celts believed that on the night before the new year, the boundary between the worlds of the living and the dead became blurred. On the night of October 31, they celebrated Samhain, when it was believed that the ghosts of the dead returned to earth. In addition to causing trouble and damaging crops, Celts thought that the presence of the otherworldly spirits made it easier for the Druids, or Celtic priests, to make predictions about the future. For a people entirely dependent on the volatile natural world, these prophecies were an important source of comfort and direction during the long, dark winter.
To commemorate the event, Druids built huge sacred bonfires, where the people gathered to burn crops and animals as sacrifices to the Celtic deities.

During the celebration, the Celts wore costumes, typically consisting of animal heads and skins, and attempted to tell each other’s fortunes. When the celebration was over, they re-lit their hearth fires, which they had extinguished earlier that evening, from the sacred bonfire to help protect them during the coming winter.

By A.D. 43, Romans had conquered the majority of Celtic territory. In the course of the four hundred years that they ruled the Celtic lands, two festivals of Roman origin were combined with the traditional Celtic celebration of Samhain.

The first was Feralia, a day in late October when the Romans traditionally commemorated the passing of the dead. The second was a day to honor Pomona, the Roman goddess of fruit and trees. The symbol of Pomona is the apple and the incorporation of this celebration into Samhain probably explains the tradition of “bobbing” for apples that is practiced today on Halloween.
By the 800s, the influence of Christianity had spread into Celtic lands. In the seventh century, Pope Boniface IV designated November 1 All Saints’ Day, a time to honor saints and martyrs. It is widely believed today that the pope was attempting to replace the Celtic festival of the dead with a related, but church-sanctioned holiday. The celebration was also called All-hallows or All-hallowmas (from Middle English Alholowmesse meaning All Saints’ Day) and the night before it, the night of Samhain, began to be called All-hallows Eve and, eventually, Halloween. Even later, in A.D. 1000, the church would make November 2 All Souls’ Day, a day to honor the dead. It was celebrated similarly to Samhain, with big bonfires, parades, and dressing up in costumes as saints, angels, and devils. Together, the three celebrations, the eve of All Saints’, All Saints’, and All Souls’, were called Hallowmas.

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Possible $1 Million Shortfall in 2008 Municipal Budget – Village Council Flatly Rejects Several Cost Saving Projects

>During last night’s Village Council Work Session, Village CFO Dorothy Stikna revealed that it will take a miracle of sorts to balance next year’s municipal budget. If the current spending rate holds, Stikna said a 7.6% increase in the municipal tax rate would be required to keep our heads above water, mainly due to anticipated charges associated with police/fire pension payments, and an inability to sell the Village held liquor license for $600K. However, a State of NJ imposed 4.0% budget cap is in place, so movement must take place on one end or the other. The problem now faced by Village Council members is: “what expenses must be cut, and/or what revenue generating opportunities could be quickly implemented?”

On the heels of Stikna’s unsettling revelation, Council members flatly rejected a series of cost savings proposals offered by Director of Operations Frank J. Moritz. Mr. Moritz claimed that a switch to twice weekly curbside rubbish pickup, or reducing the number of rear yard pickups to 1 per week instead of 2, could save $265K per year. In addition, Moritz said another $100K per year would be saved if yard waste pickups were completely eliminated. Councilman Patrick A. Mancuso summed up the Council’s opinion about making any cuts in services Ridgewood residents have come to expect by telling Moritz: “No way Jose!” Deputy Mayor Betty G. Wiest also commented, saying that a serious traffic hazard would be created if residents were forced to drive their yard waste to a central collection station.

Although Council members certainly had no appetite for cost cutting last night, they did quickly devour a revenue generating opportunity served up by Ms. Stikna. Beginning within the next several months, the 180-200 highest usage commercial customers of Ridgewood Water, based within Ridgewood, will be slapped with a new “sewer usage fee.” This is expected to generate approximately $120K in new municipal revenue during 2008.

Councilman Jacques Harlow nicely summed up discussion related to the 2008 budget by saying that “$1 million needs to be cut from this budget and we really haven’t gotten serious about doing it yet.” In response, Village Manager James M. Ten Hoeve assured Council members that there would additional focus on larger cost cutting and revenue generation projects scheduled to take place during upcoming Village Council Work Sessions.

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