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>Imputations of North Jersey: Political games in Hudson and Bergen

>Imputations of North Jersey: Political games in Hudson and Bergen
by Thurman Hart
Monday March 10, 2008, 1:21 PM

I don’t normally get into political theory in this column. There are few theories that one can do justice to in 800 words, much less explain and then demonstrate how they operate. However, there are times when the effort is needed because nothing else will suffice to explain a problem or puzzle. So I’m reaching into game theory and pulling out the concept of grand alliance and imputation. Then I’m going to show you how these games are playing out to the detriment of the taxpayers in Hudson and Bergen Counties.

A grand alliance is formed when the major players in an oppositional game (some claim it must have all players, but that is disputed by most who seek to apply the theory to reality) begin to work together. There can be any number of reasons for doing so – during time of war, for example, when the threat from outside the system is of more importance than the internecine competition. But one of the characteristics of a grand alliance is that it distributes benefits at a higher rate to participants than competition does. In other words, every gets more out of it by working together than they do by competing with each other. As long as that is true, the alliance holds together because it is individually rational to each participant. An imputation is simply the means by which the collective booty is split.

So in a grand coalition of Democrats and Republicans, an imputation is simply a functional example of how they work together to enrich themselves rather than against each other to prevent the other party from abusing the powers of office. This is not, by the way, a slap at bipartisanship. A grand coalition is one type of bipartisanship and can be necessary and beneficial. But, like pretty much everything in politics, it has a dark side. That’s where Hudson and Bergen Counties come in.

In Hudson County, the single best example of the functioning of a grand alliance lies in the person of Carl Czaplicki. Czaplicki is the former Chief-of-Staff for Jersey City’s mayor Jerramiah Healy and the current head of the Housing, Economic Development and Commerce Department. He is also a high level officer in the Hudson County GOP.

In some ways, it is refreshing to see a Democratic administration reach across party lines and utilize members of the opposition. This is, of course, supposing that Czaplicki is qualified for his job and good at it. There is no reported instance of Czaplicki being incompetent (though, like every public official, it is possible to find someone who will talk about it). There is also this little problem noted by the weekly Hudson Reporter:

However, while Czaplicki has an administrative background, he does not have an economic background. That is usual for the HEDC director’s post, which entails heading one of the most important departments in Jersey City government.
So there is at least some evidence that the position is a political consideration, not a policy consideration. The fact that he will not be allowed to make economic decisions without consulting Rosemary McFadden – the new Deputy Mayor – indicates that he is in over his head.

To understand why this is potentially a destructive grand alliance, it is necessary to understand that one of Mr. Czaplicki’s jobs within the Hudson GOP is to find, recruit, and fund candidates to challenge Mr. Healy. That Mr. Czaplicki’s $100K+ job with the city creates an automatic conflict-of-interest with his GOP job is a conundrum for the GOP alone – unless you actually consider contested elections to be of benefit to the public (I do). In that case, the six figures Mr. Czaplicki gets from the city is actually a very nice payoff for recruiting second-class candidates or making sure that first-class candidates can’t compete. At the very least, we would expect to get a Republican candidate that would allow Mr. Czaplicki to retain an important job for which he appears to be unqualified.

In this imputation, Mr. Czaplicki gets an impressive job title, bereft of the responsibility it would imply, and a nice income while Mr. Healy gets some measure of political insurance. Clearly, without this sort of alliance, neither would have the benefits that they enjoy collectively. To the degree that Mr. Czaplicki is out of his league, the taxpayers of Jersey City are footing the bill for a Deputy Mayor to hold the hand of what should be an autonomous Department Head. Of course, those people who depend on services from that Department are also losers. Too bad they aren’t part of the alliance (or are so far down they don’t really matter).

In Bergen County, the imputation includes the Board of Chosen Freeholders, controlled by the Democratic Party (controlled, many say, by Joe Ferriero), awarding multiple no-bid contracts to a Republican power-broker. Bob Pimienta gets up to $10,000 a year for doing research on real estate, plus 10% of what he says the county has saved by using his services (that last part was added as an amendment to his contract just in time for him to get paid $91,000 for a single property seizure). Oddly, it is from a member of the Republican Party that we get a sort of questioning criticism of the deal:

“I wasn’t quite certain why we needed to hire [a real estate adviser] in general terms, without having a special project,” recalled former Republican Freeholder Elizabeth Randall, who voted against retaining Pimienta in 2003.

“I don’t remember having a clear understanding of the individual projects that this individual would be working on. This, to me, was a very vague assignment.”

In contrast to Hudson, where it looks like the grand alliance has taken a party official to a job for which he isn’t qualified, in Bergen, it has taken a financier in for a job he is qualified (Pimienta is also head of the state Real Estate Commission), but would not have if the alliance did not function. So what’s the payoff for Bergen County Democrats?

There is none, according to Pimienta. He has, of his own will and out of the goodness of his heart, given more than $75,000 to Bergen County Democrats since 1999. Well, to be fair, it wasn’t his money, the money belonged to the PAC that he founded with an almost identical name as his non-political business. But this begs the question of why a registered Republican would found a PAC that funnels tens of thousands of dollars to members of the other party.

Just to give an indication of how separate Impact Realty is from Impact PAC, Pimienta (understandably) serves as chairman of the PAC, which shares an office with his realty business. Also the VP of his realty business is the treasurer of the PAC. But there is no relationship between them – no “legal” relationship, that is.

For the players, the grand coalition functions similarly as it does in Hudson. Bergen Dems get a form of political insurance that their opponents will be missing a very well-heeled source of funding. Mr. Pimienta, as should be obvious, is making money hand-over-fist in this deal. And taxpayers? Well, that money has to come from somewhere. Cogs in the machine only get respect when they don’t function properly.

So long as we retain our winner-take-all, first-past-the-post system, we will have a two-party system – a principle known as Duverger’s Law. Just as our court system is built on the principle of oppositional justice (opposing lawyers help discover justice by arguing against each other), so is our political system dependent on oppositional elections and parties holding each other accountable. Such things would not be necessary if men were angels, but, as James Madison said, if men were angels, no government would be necessary. Or, to trot out still more platitudes, power corrupts and absolute power corrupts absolutely.

For all its faults, a two-party system is better than a one-party system. Two parties can offer legitimate choices and quality candidates and the minority party can still hold the majority party accountable – if they try. Grand coalitions and bipartisanship are a necessary part of the compromises within our governmental system that allow it to function properly and for the benefit of all. They are not automatically the enemy of the people. But neither are they automatically our friend.

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>Pay-to-Play and the Rubberstamp BCDO

>Pay-to-Play and the Rubberstamp BCDO
by: Juan Hussein Melli
Sun Mar 09, 2008 at 12:30:54 PM EDT

Mike Kelly brings us this gem from Bergen County Democratic chair Joe Ferriero:
“I pride myself on the fact that during my tenure as county chairman, I don’t think there has been, maybe, one or two contested primaries at the county level,” Ferriero said. “Why? Because I believe my job as the leader of this party is to build coalitions, to build consensus. You may say, well, the county committee rubber stamps whatever you want. Well, maybe that’s because I go out and recruit good candidates.”
That’s the more egotistical rationalization, but it ignores the fact that the county committee is largely made up of people who have traded their political loyalty to Ferriero for patronage jobs.
Ferriero may be corrupt, but people often overlook the fact that he’s a always stood up for the little guy – those without a voice in our political system. Until now. The former champion for the rights of the wealthy, political elite has abandoned their cause.

Now, a footnote to Joe Ferriero’s (long-forgotten) threat to challenge New Jersey’s landmark pay-to-play fund-raising restrictions in federal court. Last week, he formally abandoned any plans to file a lawsuit.
In a recent interview with The Record’s Mike Kelly, the Bergen County Democratic Organization chairman repeated his belief that pay-to-play restrictions are an intrusion on a donor’s First Amendment rights. But he has no intention of battling it out in court or recruiting a private citizen to do it.

“I’m not looking to have a [divided] political party” over the issue, he said.

Tragic.

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Ridgewoods First international Mail Art Installation and Rock Star DJ Photos

>artchick+stable

artchick+stable2

Stable Gallery, 259 N. Maple. Ave. Weekdays, 8:30 a.m. to 4:30 p.m. First international Mail Art Installation to take place in Ridgewood, NJ. Come see ArtChick’s (Kristine Di Grigoli Paige) personal collection of Mail Art from places such as Italy, Portugal, California, Brazil, among many others. ArtChick enjoys trading Mail Art with other artists as well as participating in mail art exhibitions around the world and sending work to private art collectors. Visit: www.TheSoundandVision.com to view ArtChick’s creations. This installation also exhibits ArtChick Nightclub Photography. Come see some of the worlds top DJ’s displayed on Metal Murals and pop style dancing silhouettes. Each mural displays the DJ in focus surrounded by impressionistic color light movements. These photos simply display the raw talent of digital photography and this generation defining themselves. Come by the Stable Gallery Mon-Fri at your own leisure. Its Free and ArtChick hopes to inspire you!
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>Lays Out Truce In Math Wars

>Education Panel
Lays Out Truce
In Math Wars
Effort to Fix ‘Broken’ System
Sets Targets for Each Grade,
Avoids Taking Sides on Method

By JOHN HECHINGER
March 5, 2008; Page D1

A presidential panel, warning that a “broken” system of mathematics education threatens U.S. pre-eminence, says it has found the fix: A laserlike focus on the essentials.

The National Mathematics Advisory Panel, appointed by President Bush in 2006, is expected to urge the nation’s teachers to promote “quick and effortless” recall of arithmetic facts in early grades, mastery of fractions in middle school, and rigorous algebra courses in high school or even earlier. Targeting such key elements of math would mark a sharp departure from the diverse priorities that now govern teaching of the subject in U.S. public schools.

FORUM

1

How does the quality of math education in schools today compare to when you were in school? Discuss2

The panel took up its work amid widespread alarm at the sorry state of math achievement in America. In the most recent testing by the Program for International Student Assessment, released late last year, U.S. 15-year-olds achieved sub-par results among developed nations in math literacy and problem-solving, behind such countries as Finland, South Korea and the Netherlands.

“Without substantial and sustained changes to the educational system, the United States will relinquish its leadership in the twenty-first century,” reads a draft of the final report, due to be released next week by the Department of Education.

MATH ESSENTIALS

The National Mathematics Advisory Panel is expected to call for the following “critical foundations” or benchmarks for U.S. school children.

Fluency with whole numbers:

1. By the end of grade three, students should be proficient with the addition and subtraction of whole numbers.

2. By the end of grade five, students should be proficient with multiplication and division of whole numbers.

Fluency with fractions:

1. By the end of grade four, students should be able to identify and represent fractions and decimals, and compare them on a number line or with other common representations of fractions and decimals.

2. By the end of grade five, students should be proficient with comparing fractions and decimals and common percents, and with the addition and subtraction of fractions and decimals.

3. By the end of grade six, students should be proficient with multiplication and division of fractions and decimals.

4. By the end of grade six, students should be proficient with all operations involving positive and negative integers.

5. By the end of grade seven, students should be proficient with all operations involving positive and negative fractions.

6. By the end of grade seven, students should be able to solve problems involving percent, ratio and rate and extend this work to proportionality.

Geometry and measurement:

1. By the end of grade five, students should be able to solve problems involving perimeter and area of triangles and all quadrilaterals having at least one pair of parallel sides (i.e. trapezoids).

2. By the end of grade six, students should be able to analyze the properties of two dimensional shapes and solve problems involving perimeter and area, and analyze the properties of three-dimensional shapes and solve problems involving surface area and volume.

3. By the end of grade seven, students should be familiar with the relationship between similar triangles and the concept of the slope of a line.

Source: Draft of National Mathematics Advisory Panel final report

Unlike most countries that outperform the U.S., America leaves education decisions largely to state and local governments and has no national curriculum. School boards and state education departments across the country are likely to pore over the math panel’s findings and adjust their teaching to make sure it aligns with the nation’s best thinking on math instruction. The federal government could also use the report to launch a national program in math instruction, as the government did for literacy after findings from a similar advisory panel on reading in 2000.

The math panel’s draft report comes amid the so-called math wars raging in the nation’s public classrooms. For two decades, advocates of what has come to be known as “reform math” have promoted conceptual understanding over drilling in, say, multiplication and division. For example, to solve a basic division problem, 150 divided by 50, students might cross off groups of circles to “discover” that the answer was three. Some parents and mathematicians have complained about “fuzzy math,” and public school systems have encountered a growing backlash.

The advisory panel’s 19 members include eminent mathematicians and educators representing both sides of the math wars. The draft of the final report declines to take sides, saying the group agreed only on the content that students must master, not the best way to teach it.

The group said it could find no “high-quality” research backing either traditional or reform math instruction. The draft report calls a rigid adherence to either method “misguided” and says understanding, which is the priority of reform teachers, and computation skills, emphasized by traditionalists, are “mutually supported.”

Larry Faulkner, the panel’s chairman and president of the Houston Endowment, a philanthropic foundation, said in an interview that the group had “internal battles” but decided “it’s time to cool the passions along that divide.” The panel held 12 meetings around the country, reviewed 16,000 research publications and public-policy reports and heard testimony from 110 individuals.

The advisory group also doesn’t take a position on calculator use in early grades, a contentious issue among educators and parents. The draft says the panel reviewed 11 studies that found “limited to no impact of calculators on calculation skills, problem-solving or conceptual development.” But the panel, noting that almost all the studies were more than 20 years old and otherwise limited, recommended more research on whether calculators undermine “fluency in computation.”

Still, the draft report says calculators shouldn’t be used on tests used to assess computation skills. Some states allow disabled children to use calculators on tests of arithmetic.

The draft report urges educators to focus on “critical” topics, as is common in higher-performing countries. The panel’s draft report says students should be proficient with the addition and subtraction of whole numbers by the end of third grade and with multiplication and division by the end of fifth. In terms of geometry, children by the end of sixth grade should be able to solve problems involving perimeter, area and volume.

Students should begin working with fractions in fourth grade and, by the end of seventh, be able to solve problems involving percent, ratio and rate. “Difficulty with fractions [including decimals and percents] is pervasive and is a major obstacle to further progress in mathematics, including algebra,” the draft report says.

These benchmarks mirror closely a September 2006 report by the National Council of Teachers of Mathematics, which many viewed as a turning point in the math wars because it recognized the importance of teaching the basics after the group for years had placed more emphasis on conceptual understanding.

Francis Fennell, president of the math teachers group and a panel member, said the group’s specific recommendations could help parents determine whether their kids are on the right track.

The draft report recommends a revamp of the National Assessment of Educational Progress, a widely followed test administered by the Education Department, to emphasize material needed for the mastery of algebra, especially fractions. The draft calls for similar changes to the state tests children must take under the federal No Child Left Behind Law.

The document urges publishers to shorten elementary and middle-school math textbooks that currently can run on for 700 to 1,000 pages and cover a dizzying array of topics. Publishers say textbooks often must cover a patchwork of state standards.

Write to John Hechinger at [email protected]

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>Editorial: This is a test

>Editorial: This is a test

Monday, March 3, 2008IT’S EVERY student’s fantasy: The teacher who conveys relevant information all semester, guides meaningful class discussion, reinforces learning through regular reviews – and then never forces the issue of how much education is actually occurring by imposing a test.

That’s the dream that Northern Valley Regional High School officials dashed last year when they joined a growing number of North Jersey districts requiring that students in Advanced Placement classes take standardized exams to get credit.

They expected the change to be difficult, and they haven’t been disappointed. With the end of the school year approaching, a crowd of more than 50 students and parents packed a meeting in Demarest last week to protest the change, which affects many of the affluent district’s graduating seniors. Previously, students could take the courses without taking the exams, which are prepared by the College Board in New York.

Parents don’t appreciate the cost – $84 per test – which can mount quickly when a top-achieving senior is enrolled in three, four or more AP classes. Students, not surprisingly, aren’t reveling in the prospect of an extended exam period in the final throes of the school year. And both generations question the value of the test itself, since some competitive colleges no longer grant college credit for AP work.

Fortunately, Northern Valley officials haven’t backed down from their decision: Students who don’t take the AP exam fail the course. Draconian as it may seem, it is the only way districts can validate the merit of AP programs.

What’s been lost in the discussion is that it’s not just the students taking the exam who are being tested. It’s the entire education system, and standardized tests provide a tool for measuring success.

College officials need an objective standard for judging high school performance. As New Jersey’s annual school report cards demonstrate, not all high schools are equal, and the grades given locally are often unsound barometers for judging students from different districts.

Likewise, the national ranking of a district can’t be adequately defined without a common standard for assessment. That’s an issue of vital importance to students at Northern Valley’s high schools in Demarest and Old Tappan, almost half of whom were accepted to the nation’s most competitive colleges last year.

It’s just as critical to residents of eight towns who foot the bill for the high schools and deserve to know whether the 20-plus expensive AP courses are succeeding.

All of this is undercut by a laissez-faire system that allows students to choose whether to take an exam. The number of Northern Valley students enrolled in AP courses has risen to almost 28 percent of the student body, but last year less than half of them took the exams. It’s easy to see how results can be skewed without a requirement that all students – best and worst – take the tests.

Especially in a time of budget shortfalls and increased demands for educational accountability, we can’t wait a lifetime to see how our students are performing. We need to know now, and tests are the best indicators available.

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>1st Mail Art Installation & Rockstar DJ Installation By Artist: Kristine Di Grigoli Paige (aka ArtChick) March 1st – March 31st 2008

> 1st Mail Art Installation & Rockstar DJ Installation By Artist: Kristine Di Grigoli Paige (aka ArtChick) March 1st – March 31st 2008 Stable Gallery, 259 N. Maple. Ave. Weekdays, 8:30 a.m. to 4:30 p.m. First international Mail Art Installation to take place in Ridgewood, NJ. Come see ArtChick’s (Kristine Di Grigoli Paige) personal collection of Mail Art from places such as Italy, Portugal, California, Brazil, among many others. ArtChick enjoys trading Mail Art with other artists as well as participating in mail art exhibitions around the world and sending work to private art collectors. Visit: www.TheSoundandVision.com to view ArtChick’s creations. This installation also exhibits ArtChick Nightclub Photography. Come see some of the worlds top DJ’s displayed on Metal Murals and pop style dancing silhouettes. Each mural displays the DJ in focus surrounded by impressionistic color light movements. These photos simply display the raw talent of digital photography and this generation defining themselves. Come by the Stable Gallery Mon-Fri at your own leisure. Its Free and ArtChick hopes to inspire you! All images are for display only. However if you really would like to make an offer contact ArtChick: [email protected] WHAT IS MAIL ART? WHAT MAIL-ART IS ABOUT Here is a brief way what the main things are that define Mail-Art. But, of course, there are more. 1) Mail-Art is about: SENDING ARTFUL THINGS It is the desire to make sending things something special. If you can send it you can make it Mail-Art. 2) Mail-Art is about: CREATIVE COMMUNICATION Communicating in a way that redefines sending messages. For some people it is the fun of “a little creativity every day” 3) Mail-Art is about: MAKING PROJECTS AND SHOWS Creating a forum for activities and projects free from the rules of the main-stream art-market. Give and receive artworks and make or join in on exhibitions and shows 4) Mail-Art is about: GLOBAL CULTURE Be a part of a large global community – share culture, lifestyle and interests with each other in a peaceful and creative way. 5)Mail-Art is about: FREEDOM Work for borderless liberty and human rights ALL over the world. Help people fight for freedom of the mind . 6) Mail-Art is about: FUN AND HUMOR Celebrating humor and fun for artful or nonsensical reasons. Have fun by doing Mail-Art with others.

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>Ridgewood F.M.B.A. Local #47 & Fire Officers Association Opposes Plan to Reduce Career Firefighter Ranks

>*****YOUR IMMEDIATE ATTENTION IS NEEDED*****

**PLEASE READ**

The Village Council is considering replacing Career Firefighters who are assigned to the Fire Prevention Bureau with Civilian Fire Inspectors.

This idea has been discussed by the Village Council on three occasions:

Village Council first discussed this idea on August 16, 2006 at a Village Council Long Range Planning Meeting. Click on the link to read the minutes of the meeting Meeting Minutes.
Excerpts of the minutes, “Councilman Harlow again spoke about the elimination of the Fire Prevention Bureau. Councilman Mancuso said that the support of the Fire Chief is crucial for this to be accepted because the community will not be happy if they think safety is being compromised.”

The topic was again discussed in the Five Year Financial Forecast Update on July 6, 2007. On page two of this document there is a bullet point which says:
Fire Prevention-analyze civilian provision of services.

More recently at the February 13, 2008 Council meeting, Village Manager James Ten Hoeve stated that since there are four Firefighters retiring this year, and one of them is assigned to the Fire Prevention Bureau, it would be a good time to conduct a study of the Fire Department.
Every time this issue has come up, Fire Chief James Bombace has advised Village Manager James Ten Hoeve that he could not support the idea of replacing Career Firefighters who are assigned to the Fire Prevention Bureau with Civilian Fire Inspectors. In the Chief’s opinion, any reduction in the current Firefighting staff would comprise the safety of the members of the Fire Department and the citizens of Ridgewood.

Mr. Ten Hoeve has failed to convince the Fire Chief to agree to replace Fire Inspectors (Career Firefighters) with Civilian Fire Inspectors. We question the timing, need, and rationale of conducting an audit. Is this an attempt to circumvent the Chief’s recommendation? Councilman Mancuso said that the community would not be happy if their safety is compromised and that the Chief’s recommendation was “crucial”. We agree with that statement. We are concerned that the safety of our community will be compromised, as well as our own safety, if any cuts are made to the current staffing levels of the Fire Department.

Match.com

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>Thanks for listening to a frustrated teacher.

>This is not necessarily a response to anything here, but I just had to get myself heard.

I teach in a public school, in a Bergen County district not to be named. I consider myself extremely fair, and a particularly good blend of engaging and approachable/likeable and traditional with high expectations of the kids with respect to both academics and behavior.

Here’s what’s wrong with public education and it’s NOT teachers. In my opinion, it’s the administrators. Each one that comes down the pike has his/her own idea of what is right. They want to put “their mark” on the district and do things their own way. This means that as the administrators get younger and younger, they come to the schools with ideas that they think are new and progressive and they are just not well-founded at all.

Have you ever heard of a bell curve? Having a background in science, it’s the way that I expect to see my class grades play out. The majority of the grades being in the B/C range, with out-lyers in A+ and D (with the very rare F at times). Statistically, this is how it’s been forever. C means average, right? Not anymore. Now, the powers that be tell me that I have too many students in the C range. I know need to make home contact, despite the fact that I have been in frequent contact with many of these parents in the way of progress reports, emails and the like. And you know what? Most (not all) of these students have C’s because of homework, which they choose not to do or to do when they feel like it. Very few of them have a C due to both test/quiz grades AND homework average, although some do. The vast majority has a great deal of power over their achievement by choosing to do or not to do homework, which in my subject, provides a much needed extension of what is taught and practiced in class. They don’t do the homework, they don’t get the reinforcement, they don’t have strong performances on quizzes and tests. It’s a relationship that I try to stress from Back To School Night until the last week in June.

So now, somehow, I have done something wrong? That’s how I feel. Now, instead of planning great lessons, grading papers, providing feedback on assignments, I have to contact parents whose children don’t seem to care as much as I do about how well they do and how much they learn.

What do some teachers end up doing? Do you think some inflate grades? You bet. This certainly could get administration off their backs and make parents happy. I can’t do this. It goes against everything I believe.

Someone on this blog told me this summer to hold onto my high expectations, and that parents would be “knocking down my door” to get their kids into my class. Maybe so. But that’s if I don’t get fired first for grading kids according to what they’ve achieved and what they’ve earned.

Thanks for listening to a frustrated teacher.

The Right Gift at the Right Priceshow?id=mjvuF8ceKoQ&bids=60066

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>Anticipated Opening – ASSISTANT BUSINESS ADMINISTRATOR- Temporary Per Diem Position

>The Fly read this from the RPS district’s web site. Seems Mr. DeSimone needs some additional help. Anyone interested in applying? Wonder how much WE are paying per diem?

Anticipated Opening – ASSISTANT BUSINESS ADMINISTRATOR- Temporary Per Diem Position
Ridgewood Public Schools is seeking an experienced business administrator to assist with operations through the end of the 2007-08 school year. The successful candidate will have experience with reviewing capital items as related to a district’s budget as well as assist the Board with their analysis for a potential referendum. Certification as a School Business Administrator is required.

show?id=mjvuF8ceKoQ&bids=56753

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>President’s Day

>flagpole

History of the Holiday

The original version of the holiday was in commemoration of George Washington’s birthday in 1796 (the last full year of his presidency). Washington, according to the calendar that has been used since at least the mid-18th century, was born on February 22, 1732. According to the old style calendar in use back then, however, he was born on February 11. At least in 1796, many Americans celebrated his birthday on the 22nd while others marked the occasion on the 11th instead.

By the early 19th century, Washington’s Birthday had taken firm root in the American experience as a bona fide national holiday. Its traditions included Birthnight Balls in various regions, speeches and receptions given by prominent public figures, and a lot of revelry in taverns throughout the land. Then along came Abraham Lincoln, another revered president and fellow February baby (born on the 12th of the month). The first formal observance of his birthday took place in 1865, the year after his assassination, when both houses of Congress gathered for a memorial address. While Lincoln’s Birthday did not become a federal holiday like George Washington’s, it did become a legal holiday in several states.

In 1968, legislation (HR 15951) was enacted that affected several federal holidays. One of these was Washington’s Birthday, the observation of which was shifted to the third Monday in February each year whether or not it fell on the 22nd. This act, which took effect in 1971, was designed to simplify the yearly calendar of holidays and give federal employees some standard three-day weekends in the process.

Apparently, while the holiday in February is still officially known as Washington’s Birthday (at least according to the Office of Personnel Management), it has become popularly (and, perhaps in some cases at the state level, legally) known as “President’s Day.” This has made the third Monday in February a day for honoring both Washington and Lincoln, as well as all the other men who have served as president.

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"Math program is ‘inherently flawed’"

>From the Ridgewood News

Friday, February 8, 2008

Reader Viewpoint

“Math program is ‘inherently flawed'”

BY LAWRENCE MASKIN

There seems to be a callous disregard for parental input regarding our district’s current math programs. Balanced approach is what we’re hearing time and time again. Our Assistant Superintendent of Curriculum and Instruction, Ms. Regina Botsford, stated last April that the math program at Travell was balanced. Then, this summer, Ms. Botsford stated that they had reset the balance. Currently, Ms. Botsford states that we have to find the balance. Why would the administration and BOE whole-sale adopt a program that needed a balance adjustment not just once, but three times! Yet, they still search for that balance.

To me, the program was inherently flawed from the start as evidenced by this need for constant reshuffling. They are taking an experimental program with no track record that is highly criticized and sprinkling in the tried and true traditional math with a proven past high record of success. As a former biologist, I can tell you this is analogous to a dilution. In this case a huge dilution of the very math that put Ridgewood on the map as an educational powerhouse of the past.

They keep repeating, “we need math for the 21st century.” What the heck does that mean? Have standard equations honed through the centuries changed somehow with the times? Doesn’t 2 plus 2 still equal 4? Supporters of diluted math say that parents simply don’t understand it because it looks different from what they had learned in the past.

They tell us to “have blind faith in the program.” Surely they must be joking. The program expects children to solve problems in multiple ways with little emphasis on obtaining the correct answer. Therefore, it is the journey, not the destination. Let me repeat that — GETTING THE CORRECT ANSWER IS NOT THE MOST IMPORTANT ASPECT OF MATH. Oh really? Since when? In this diluted math program’s methodology, the most important thing is explaining your thought process. Tell that to your pharmacist when he’s measuring your medication. Perhaps your accountant can “guesstimate” your taxes. Let’s hope he errs on your side.

They keep saying this math has “real world” problems. There have always been “real world” problems to solve in math. In fact, from the very beginning of elementary school education we have all had problems such as theses: There are 3 oranges in one basket and 2 oranges in another basket. What are the total number of oranges in both baskets?

They keep saying, “Deep understanding” of math. I see a convoluted methodology severely lacking content. They call practice, “Drill and Kill.” Are you kidding me? How does one become proficient at any endeavor without practice?

This math uses what’s called a “spiral approach.” This means you briefly visit a topic, move on to other topics, move on to get more topics and ultimately return to the first topic. The preliminary findings of President Bush’s current panel on math education recommend moving away from this approach. Yet this is the methodology our Board of Education is continuing to embrace.

According to the state test, NJASK, our students are doing very well. Sounds great, right? Well the fact is our state standards received poor marks from the U.S. Chamber of Commerce. In addition an independent non-profit educational institute gave our state standards a “D” grade. Additionally our children are only required to pass 50% of the questions on the state test in order to be rated proficient. I thought 50% was failing. So, rather than soar well beyond those paltry standards, we just simply meet them.

Did you know there are 3 different math programs in our 6 elementary schools?

Did you know there are no math textbooks in the diluted math programs?

Did you know our kids are expected to discover answers on their own in groups, rather than teacher directed instruction? When students ask a question regarding a math problem, the teacher’s first response should be, well, what do you think”?

Did you know for the past 7 years Benjamin Franklin Middle School ranked in the top 1-2% in math (out of more than 1300 middle schools in New Jersey) utilizing traditional math. So what did the Board recently decide to do– replace it with this diluted math.

Did you know this math program is considerably more expensive to us taxpayers than traditional math?

Did you know this math has been highly criticized by the top 200 mathematicians in the United States?

Did you know this controversy continues in states around the country?

Did you know our Board used our tax dollars – more than $90000.00 to hire an expert to help us figure out this problem? Her conclusions were essentially that we need to partner with a local university to help us through this matter.

Did you know our teachers have to be totally “retrained” to teach math and that the training needs to be ongoing and long term? The list goes on and on…

Ultimately this long term erosion of our kids’ math education will affect their ability to compete in the global job market. You simply have to look at those nearby out of town districts that are continuing to educate their students with solid, time proven programs. There are also available programs that emulate the best international math curricula in the world. They are readily available and offer solid content and provide world class results. Why these are not even considered is baffling and frustrating. Because our school district’s reputation and our academic successes from years past are continuing to fall by the wayside our property values too will drop as a result. Ridgewood cannot afford to ride on its reputation. As the phrase goes, you can pay me now or pay me later. It appears here in Ridgewood we are doing both.

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>BF Window Replacement Project – Again, what’s the emergency Mr. Tichenor?

>bfbig

Chapter 222: POWER TOOLS, LANDSCAPING AND YARD MAINTENANCE EQUIPMENT

§ 222-1. Commercial use.
A. Commercial use of power tools or landscaping and yard maintenance equipment and motorized construction equipment is permitted in the Village of Ridgewood in all residential zones or within 200 feet of a residential property line when such use is conducted on a commercial or industrial property during the following times only: (1) From Monday to Friday, between the hours of 7:30 a.m. and 6:00 p.m.; and
(2) On Saturday, between the hours of 9:00 a.m. and 1:00 p.m.
(3) Such operation is prohibited entirely on Sundays.

B. The Village Manager shall have the authority to permit the otherwise prohibited uses in the case of an EMERGENCY and on Sundays pursuant to rules and regulations promulgated by the Manager and approved by the Village Council.

§ 222-2. Exceptions.
This chapter shall not apply to power machinery used for ice and snow removal.

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Reader says ,Sorry Charlie ……

BOE_theridgewoodblog

>Charlie, you’re perspectives are reasonably well stated, but are unfortunately hopelessly outdated. I rarely derive much insight from your comments. Usually, you just come off sounding like a sycophant.

Years of stone-faced neglect and brainless posturing on the part of the Ridgewood district’s BOE have led us to the current curriculum crisis. In no small part, this is due to people, like yourself, who fail to take seriously the role a BOE trustee fills in seeing to it that the school district serves the interests of its residents and taxpayers, and those interests only.

The Ridgewood district does not exist to provide Assistant Superintendent Botsford with a big-budget playground to conduct her constructivist experiments, or to curry favor with Pearson Publishing, or to scoop up a fancy doctorate degree from Montclair State University, or to hold great sway when she jets down to the Big Easy to provide lectures to like-minded curriculum development administrators, as she plans to do next month.

There’s no question you have a right to speak your mind. And the fact that you tend to do so in complete sentences places you a cut above many who frequent this board. But for once, could you take a breather from your single minded support of the current BOE trustees? Even if they are comfortable having you as their sole defender in the Village of Ridgewood, which I tend to doubt, you should let them speak for themselves. In consideration of the upcoming election involving the seats currently held by Ms. Brogan and Mr. Bombace, I would much rather hear a straightforward defense/explanation of the BOE’s recent actions/inactions coming from the respective mouths of these two incumbents, or even from Ms. Brogan’s buddy Laurie Goodman, than to continue to be lectured by you.

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>North Walnut Street Redevelopment Project Moves Forward – Village Manager Receives Proposals from Five Developers

>Qualifications and Concept Plans for the “Design and Construction of a Parking Garage with a Retail Component at the Corner of Franklin Avenue and North Walnut Street” were received by Village Manager Jim Ten Hoeve on Friday, February 1.

Five (5) developers submitted proposals. They were:

MDK Development LLC
(representing the J. Fletcher Creamer & Joseph Sanzari consortium)
594 Valley Health Plaza
Paramus, NJ
No web site found

Tomkin Group, LLC
(partnering with Ives, Schier, & Lesser Architects of Fair Lawn)
252 East 61st Street
New York, NY
No web site found

Prismatic Development Corporation
60 Route 46
Fairfield, NJ
www.prisdev.com

The ONYX Group
1199 N. Fairfax Street
Suite 600
Alexandria, VA
www.onyxgroup.com

The S. Hekemian Group
45 Eisenhower Drive
Paramus, NJ
www.shekemiangroup.com

ORDER FINE ART/ STOCK PRINTS ON-LINE

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>Gov. Jon Corzine insisted yesterday his office had nothing to do with the arrest of conservative activist Steve Lonegan

>Gov. Jon Corzine insisted yesterday his office had nothing to do with the arrest of conservative activist Steve Lonegan at a town hall meeting in Cape May County, even though the mayor of Middle Township said local police acted at the direction of the governor’s staff. “All I know is they were doing what they were told to do,” Mayor F. Nathan Doughty, a Democrat, said. Asked who had told them what to do, he said, “The governor’s people.” Corzine was adamant in rejecting Doughty’s claim about Saturday’s arrest at Middle Township High School. Lonegan was arrested moments before the start of the town meeting at which the governor was to explain his plan to increase tolls on the state’s major highways. (Howlett and Margolin, Star-Ledger)

Senate Minority Leader Thomas Kean, Jr. wants the state Attorney General to investigate the possible violation of Steve Lonegans first amendment rights. Lonegan, a former Bogota Mayor and possible 2009 candidate for Governor, was arrested on Sunday outside Middle Township High School where Gov. Jon Corzine was holding a town meeting. (Editor, PolitickerNJ.com)

“After a couple days of silence on the subject, Middle Township’s finest released a statement Monday saying Lonegan and a fellow protester were arrested for trespassing because they “attempted to enter the facility carrying signs … in violation of a posted school policy.”

However, video of the incident appears to contradict the police account. It shows a policeman telling Lonegan to remove signs from school grounds entirely. After Lonegan calmly refuses, the police handcuff him and put him in the back of a cruiser.”(The Record of Bergen County)

The “Asset Monetization” Questions the Governor Doesn’t Want To Answer

Question: Will you be borrowing more than $4 billion dollars to cover principle and interest on the $38 billion you want to borrow, until after the 2009 election?

Answer: Governor Corzine wants to bond $38 billion (the largest borrowing scheme by any state) as early as this June. Bond holders will expect interest starting immediately. However, the governor is delaying the toll increases necessary to pay this debt for two years, or until after the election in 2009. To cover this cost, he will borrow approximately $4 billion as part of the $38 billion. Toll payers will pay for this political ploy for seventy five years into the future.

This is called “capitalized interest” and would be acceptable practice if the money was being borrowed to build a needed road that did not exist and tolls would not come until after it was built. Governor Corzine recognizes the political and economic impact and is borrowing this huge sum to delay the increases until after the election.

Question: Will you be using $16 billion of this new debt to reduce the state’s existing debt from $33 billion to $16 billion? Isn’t this borrowing Peter to pay Paul? Will you guarantee taxpayers the current state debt will be cut in half?

Answer: The Governor is not telling the taxpayers that he is poised to bond another $11 billion in state debt over the next year or so!. Section D3 of the State Debt Report illustrates the Governor’s intention to issue this debt that is “Authorized but not yet paid.” The State’s actual debt will jump more than $11 billion while the Governor is bonding his $38 billion in Toll Debt.

Question: How will the state save money by paying down some of its existing debt with new debt?

Answer: We won’t. The Governor will be paying off shorter term, lower interest bonds with longer term (75 year) higher interest bonds. This is equivalent to refinancing your home by replacing a twenty five year mortgage at 4% with a seventy five year mortgage at 7% and just putting your debts off to the next two generations.