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| children's national defense education: The National Defense Education Act United States. Congress. Senate. Committee on Labor and Public Welfare, 1961 Considers amendments to the National Defense Education Act of 1958 to extend and increase Federal educational assistance to schools, teachers, and students. Includes National Interest and the Teaching of English, by the Committee on National Interest of the National Council of Teachers of English, 1961 (p. 593-736) |
| children's national defense education: What Works in Girls' Education Gene B Sperling, Rebecca Winthrop, 2015-09-29 Hard-headed evidence on why the returns from investing in girls are so high that no nation or family can afford not to educate their girls. Gene Sperling, author of the seminal 2004 report published by the Council on Foreign Relations, and Rebecca Winthrop, director of the Center for Universal Education, have written this definitive book on the importance of girls’ education. As Malala Yousafzai expresses in her foreword, the idea that any child could be denied an education due to poverty, custom, the law, or terrorist threats is just wrong and unimaginable. More than 1,000 studies have provided evidence that high-quality girls’ education around the world leads to wide-ranging returns: Better outcomes in economic areas of growth and incomes Reduced rates of infant and maternal mortality Reduced rates of child marriage Reduced rates of the incidence of HIV/AIDS and malaria Increased agricultural productivity Increased resilience to natural disasters Women’s empowerment What Works in Girls’ Education is a compelling work for both concerned global citizens, and any academic, expert, nongovernmental organization (NGO) staff member, policymaker, or journalist seeking to dive into the evidence and policies on girls’ education. |
| children's national defense education: National Defense Education Act United States. Congress. Senate. Committee on Labor and Public Welfare. Subcommittee on Education, 1961 Considers amendments to the National Defense Education Act of 1958 to extend and increase Federal educational assistance to schools, teachers, and students. Includes National Interest and the Teaching of English, by the Committee on National Interest of the National Council of Teachers of English, 1961 (p. 593-736). |
| children's national defense education: National Defense Education Act United States. Congress. House. Committee on Education and Labor, 1958 |
| children's national defense education: Kids Count Data Book , 2015 |
| children's national defense education: U.S. Education Reform and National Security Joel I. Klein, Condoleezza Rice, 2014-05-14 The United States' failure to educate its students leaves them unprepared to compete and threatens the country's ability to thrive in a global economy and maintain its leadership role. This report notes that while the United States invests more in K-12 public education than many other developed countries, its students are ill prepared to compete with their global peers. According to the results of the 2009 Program for International Student Assessment (PISA), an international assessment that measures the performance of 15-year-olds in reading, mathematics, and science every three years, U.S. students rank fourteenth in reading, twenty-fifth in math, and seventeenth in science compared to students in other industrialized countries. The lack of preparedness poses threats on five national security fronts: economic growth and competitiveness, physical safety, intellectual property, U.S. global awareness, and U.S. unity and cohesion, says the report. Too many young people are not employable in an increasingly high-skilled and global economy, and too many are not qualified to join the military because they are physically unfit, have criminal records, or have an inadequate level of education. The report proposes three overarching policy recommendations: implement educational expectations and assessments in subjects vital to protecting national security; make structural changes to provide students with good choices; and, launch a national security readiness audit to hold schools and policymakers accountable for results and to raise public awareness. |
| children's national defense education: Wrightslaw Peter W. D. Wright, Pamela Darr Wright, 2002 Aimed at parents of and advocates for special needs children, explains how to develop a relationship with a school, monitor a child's progress, understand relevant legislation, and document correspondence and conversations. |
| children's national defense education: National Defense Education Act United States. Congress. Senate. Labor and Public Welfare, 1961 |
| children's national defense education: Strengthening the Military Family Readiness System for a Changing American Society National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Board on Children, Youth, and Families, Committee on the Well-Being of Military Families, 2019-10-25 The U.S. military has been continuously engaged in foreign conflicts for over two decades. The strains that these deployments, the associated increases in operational tempo, and the general challenges of military life affect not only service members but also the people who depend on them and who support them as they support the nation †their families. Family members provide support to service members while they serve or when they have difficulties; family problems can interfere with the ability of service members to deploy or remain in theater; and family members are central influences on whether members continue to serve. In addition, rising family diversity and complexity will likely increase the difficulty of creating military policies, programs and practices that adequately support families in the performance of military duties. Strengthening the Military Family Readiness System for a Changing American Society examines the challenges and opportunities facing military families and what is known about effective strategies for supporting and protecting military children and families, as well as lessons to be learned from these experiences. This report offers recommendations regarding what is needed to strengthen the support system for military families. |
| children's national defense education: To Amend and Extend the National Defense Education Act United States. Congress. House. Committee on Education and Labor, United States. Congress. House. Committee on Education and Labor. Special Subcommittee on Education, 1964 |
| children's national defense education: Report on the National Defense Education Act , 1959 |
| children's national defense education: From Survive to Thrive Debbie LeeKeenan, Iris Chin Ponte, 2018 Theory meets practical tips in this guide for leaders of early childhood programs |
| children's national defense education: National Defense Education Act United States. Congress. Senate. Committee on Labor and Public Welfare, United States. Congress. Senate. Committee on Labor and Public Welfare. Subcommittee on Education, 1955 |
| children's national defense education: No Way to Treat a Child Naomi Schaefer Riley, 2021-10-05 Kids in danger are treated instrumentally to promote the rehabilitation of their parents, the welfare of their communities, and the social justice of their race and tribe—all with the inevitable result that their most precious developmental years are lost in bureaucratic and judicial red tape. It is time to stop letting efforts to fix the child welfare system get derailed by activists who are concerned with race-matching, blood ties, and the abstract demands of social justice, and start asking the most important question: Where are the emotionally and financially stable, loving, and permanent homes where these kids can thrive? “Naomi Riley’s book reveals the extent to which abused and abandoned children are often injured by their government rescuers. It is a must-read for those seeking solutions to this national crisis.” —Robert L. Woodson, Sr., civil rights leader and president of the Woodson Center “Everyone interested in child welfare should grapple with Naomi Riley’s powerful evidence that the current system ill-serves the safety and well-being of vulnerable kids.” —Walter Olson, senior fellow, Cato Institute, Robert A. Levy Center for Constitutional Studies |
| children's national defense education: Patterson's American Education Homer L. Patterson, 1904 The most current information on United States secondary schools-- both public and private-- in a quick, easy-to-use format. |
| children's national defense education: In Defense of a Liberal Education Fareed Zakaria, 2015-03-30 CNN host and best-selling author Fareed Zakaria argues for a renewed commitment to the world’s most valuable educational tradition. The liberal arts are under attack. The governors of Florida, Texas, and North Carolina have all pledged that they will not spend taxpayer money subsidizing the liberal arts, and they seem to have an unlikely ally in President Obama. While at a General Electric plant in early 2014, Obama remarked, I promise you, folks can make a lot more, potentially, with skilled manufacturing or the trades than they might with an art history degree. These messages are hitting home: majors like English and history, once very popular and highly respected, are in steep decline. I get it, writes Fareed Zakaria, recalling the atmosphere in India where he grew up, which was even more obsessed with getting a skills-based education. However, the CNN host and best-selling author explains why this widely held view is mistaken and shortsighted. Zakaria eloquently expounds on the virtues of a liberal arts education—how to write clearly, how to express yourself convincingly, and how to think analytically. He turns our leaders' vocational argument on its head. American routine manufacturing jobs continue to get automated or outsourced, and specific vocational knowledge is often outdated within a few years. Engineering is a great profession, but key value-added skills you will also need are creativity, lateral thinking, design, communication, storytelling, and, more than anything, the ability to continually learn and enjoy learning—precisely the gifts of a liberal education. Zakaria argues that technology is transforming education, opening up access to the best courses and classes in a vast variety of subjects for millions around the world. We are at the dawn of the greatest expansion of the idea of a liberal education in human history. |
| children's national defense education: Operation of the Department of Defense Education System United States. Congress. Senate. Committee on Armed Services. Subcommittee on Manpower and Personnel, 1983 |
| children's national defense education: Department of Defense Authorization for Appropriations for Fiscal Year 2005 United States. Congress. Senate. Committee on Armed Services, 2005 |
| children's national defense education: Department of Defense Education of Dependents Overseas United States. Congress. House. Committee on Education and Labor. Select Subcommittee on Education, 1966 |
| children's national defense education: Review of Activities Under National Defense Education Act United States. Congress. House. Appropriations, 1960 |
| children's national defense education: Hidy Ochiai's Self-Defense for Kids Hidy Ochiai, Derek Ochiai, 1999 Presents a program for building strong and confident children that combines a non-violent philosophy, respect, and concentration with self-defense skills and safety awareness. |
| children's national defense education: Corporal Punishment in U.S. Public Schools Elizabeth T. Gershoff, Kelly M. Purtell, Igor Holas, 2015-01-27 This Brief reviews the past, present, and future use of school corporal punishment in the United States, a practice that remains legal in 19 states as it is constitutionally permitted according to the U.S. Supreme Court. As a result of school corporal punishment, nearly 200,000 children are paddled in schools each year. Most Americans are unaware of this fact or the physical injuries sustained by countless school children who are hit with objects by school personnel in the name of discipline. Therefore, Corporal Punishment in U.S. Public Schools begins by summarizing the legal basis for school corporal punishment and trends in Americans’ attitudes about it. It then presents trends in the use of school corporal punishment in the United States over time to establish its past and current prevalence. It then discusses what is known about the effects of school corporal punishment on children, though with so little research on this topic, much of the relevant literature is focused on parents’ use of corporal punishment with their children. It also provides results from a policy analysis that examines the effect of state-level school corporal punishment bans on trends in juvenile crime. It concludes by discussing potential legal, policy, and advocacy avenues for abolition of school corporal punishment at the state and federal levels as well as summarizing how school corporal punishment is being used and what its potential implications are for thousands of individual students and for the society at large. As school corporal punishment becomes more and more regulated at the state level, Corporal Punishment in U.S. Public Schools serves an essential guide for policymakers and advocates across the country as well as for researchers, scientist-practitioners, and graduate students. |
| children's national defense education: Growing Critically Conscious Teachers Angela Valenzuela, 2016 To meet the needs of the fast growing numbers of Latino/a English learners, this volume presents an approach to secondary education teacher preparation based on the work of the National Latino/a Education Research and Policy Project (NLERAP). Renowned scholar and educator Angela Valenzuela, together with an impressive roster of contributors, provides a critical framework for educating culturally responsive teachers. They examine the knowledge, skills, and predisposition required for higher education institutions to create curricula for educating Latino/a children, children of color, and language minority youth. Growing Critically Conscious Teachers illuminates why growing our own teachers makes sense as an approach for not only addressing the achievement gap, but for also enhancing the well-being of our communities as a whole. Book Features: A community-based, university- and district-connected partnership model that fosters students’ critical consciousness. A framework for participatory action research (PAR) within teacher preparation that promotes community and societal transformation. A curriculum premised on sociocultural and sociopolitical awareness. The wisdom, experiences, and lessons learned from educators who have been change agents in their own schools, communities, and college classrooms across the country. “An enormous contribution to the field. It will also be a cherished resource and guide for Latino/a and non-Latino/a teachers alike, and for the university faculty and school- and community-based facilitators who help prepare them.” —From the Foreword by Sonia Nieto, Professor Emerita, Language, Literacy, and Culture, College of Education, University of Massachusetts, Amherst “Provides the elemental sparks for essential conversations about culturally responsive teaching and the well-being of youth in our communities. Through a variety of critical perspectives this volume raises significant questions that must be at the forefront of Latino/a education. This excellent volume is a must read for teachers truly committed to educational practices of social justice in schools today.” —Antonia Darder, Leavey Endowed Chair of Ethics and Moral Leadership, Loyola Marymount University |
| children's national defense education: Report on the National Defense Education Act United States. Office of Education, 1960 |
| children's national defense education: NERDS: National Espionage, Rescue, and Defense Society Michael Buckley, 2013-09-03 Meet the NERDS, a team of eleven-year-old super spies: Duncan “Gluestick” Dewey: He’s a paste-eater who can stick to walls. Ruby “Pufferfish” Peet: Her allergies help her detect danger and dishonesty. Heathcliff “Choppers” Hodges: He controls minds with his buckteeth. Julio “Flinch” Escala: His hyperactivity gives him super speed and strength. Matilda “Wheezer” Choi: Her inhalers enable her to fly and blast enemies. Jackson “Braceface” Jones, the new recruit. This metal mouth is the team’s go-to gadget guy . . . if only he can get over becoming a NERD. Can this team of misfits save the world from their secret headquarters in the basement of their school? Can you read NERDS without laughing? Go ahead and try! |
| children's national defense education: I Can Make a Difference Marian Wright Edelman, 2005-11-01 Marian Wright Edelman has drawn from a variety of cultures and peoples to compile these timeless stories, poems, songs, quotations, and folktales that speak to all children to let them know that they can make a difference in today's world. |
| children's national defense education: Transforming the Financing of Early Care and Education National Academies of Sciences, Engineering, and Medicine, Health and Medicine Division, Division of Behavioral and Social Sciences and Education, Board on Children, Youth, and Families, Committee on Financing Early Care and Education with a Highly Qualified Workforce, 2018-07-17 High-quality early care and education for children from birth to kindergarten entry is critical to positive child development and has the potential to generate economic returns, which benefit not only children and their families but society at large. Despite the great promise of early care and education, it has been financed in such a way that high-quality early care and education have only been available to a fraction of the families needing and desiring it and does little to further develop the early-care-and-education (ECE) workforce. It is neither sustainable nor adequate to provide the quality of care and learning that children and families needâ€a shortfall that further perpetuates and drives inequality. Transforming the Financing of Early Care and Education outlines a framework for a funding strategy that will provide reliable, accessible high-quality early care and education for young children from birth to kindergarten entry, including a highly qualified and adequately compensated workforce that is consistent with the vision outlined in the 2015 report, Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation. The recommendations of this report are based on essential features of child development and early learning, and on principles for high-quality professional practice at the levels of individual practitioners, practice environments, leadership, systems, policies, and resource allocation. |
| children's national defense education: Monthly Catalog of United States Government Publications United States. Superintendent of Documents, 1959 February issue includes Appendix entitled Directory of United States Government periodicals and subscription publications; September issue includes List of depository libraries; June and December issues include semiannual index |
| children's national defense education: Programs of the Federal Government Affecting Children and Youth United States. Interdepartmental Committee on Children and Youth, 1961 |
| children's national defense education: Guide to the National Defense Education Act of 1958 Theodora E. Carlson, 1959 |
| children's national defense education: Model Rules of Professional Conduct American Bar Association. House of Delegates, Center for Professional Responsibility (American Bar Association), 2007 The Model Rules of Professional Conduct provides an up-to-date resource for information on legal ethics. Federal, state and local courts in all jurisdictions look to the Rules for guidance in solving lawyer malpractice cases, disciplinary actions, disqualification issues, sanctions questions and much more. In this volume, black-letter Rules of Professional Conduct are followed by numbered Comments that explain each Rule's purpose and provide suggestions for its practical application. The Rules will help you identify proper conduct in a variety of given situations, review those instances where discretionary action is possible, and define the nature of the relationship between you and your clients, colleagues and the courts. |
| children's national defense education: Rivers and harbors projects United States. Congress. House. Committee on Public Works. Subcommittee on Rivers and Harbors, 1954 |
| children's national defense education: The National Defense Education Act of 1958 United States. Congress. Senate. Committee on Labor and Public Welfare, 1958 |
| children's national defense education: Bureau publication (United States. Children's Bureau). no. 147, 1925 , 1925 |
| children's national defense education: Tikki Tikki Tembo Arlene Mosel, 2007-04-17 Tikki tikki tembo-no sa rembo- chari bari ruchi-pip peri pembo! Three decades and more than one million copies later children still love hearing about the boy with the long name who fell down the well. Arlene Mosel and Blair Lent's classic re-creation of an ancient Chinese folktale has hooked legions of children, teachers, and parents, who return, generation after generation, to learn about the danger of having such an honorable name as Tikki tikki tembo-no sa rembo-chari bari ruchi-pip peri pembo. Tikki Tikki Tembo is the winner of the 1968 Boston Globe - Horn Book Award for Picture Books. |
| children's national defense education: No Child Left Behind and the Transformation of Federal Education Policy, 1965-2005 Patrick J. McGuinn, 2006 Education is intimately connected to many of the most important and contentious questions confronting American society, from race to jobs to taxes, and the competitive pressures of the global economy have only enhanced its significance. Elementary and secondary schooling has long been the province of state and local governments; but when George W. Bush signed into law the No Child Left Behind Act in 2002, it signaled an unprecedented expansion of the federal role in public education. This book provides the first balanced, in-depth analysis of how No Child Left Behind (NCLB) became law. Patrick McGuinn, a political scientist with hands-on experience in secondary education, explains how this happened despite the country's long history of decentralized school governance and the longstanding opposition of both liberals and conservatives to an active, reform-oriented federal role in schools. His book provides the essential political context for understanding NCLB, the controversies surrounding its implementation, and forthcoming debates over its reauthorization. how the struggle to define the federal role in school reform took center stage in debates over the appropriate role of the government in promoting opportunity and social welfare. He places the evolution of the federal role in schools within the context of broader institutional, ideological, and political changes that have swept the nation since the 1965 Elementary and Secondary Education Act, chronicles the concerns raised by the 1983 report A Nation at Risk, and shows how education became a major campaign issue for both parties in the 1990s. McGuinn argues that the emergence of swing issues such as education can facilitate major policy change even as they influence the direction of wider political debates and partisan conflict. McGuinn traces the Republican shift from seeking to eliminate the U.S. Department of Education to embracing federal leadership in school reform, then details the negotiations over NCLB, the forces that shaped its final provisions, and the ways in which the law constitutes a new federal education policy regime - against which states have now begun to rebel. and that only by understanding the unique dynamics of national education politics will reformers be able to craft a more effective national role in school reform. |
| children's national defense education: Journal of Health, Physical Education, Recreation , 1963 |
| children's national defense education: Feeding Children at School, a Method of Meeting the Problem of Undernourished Children Mrs. Edna Elder Edmondson, Mabel Thacher Wellman, 1919 |
| children's national defense education: The Pre-school Child from the Standpoint of Public Hygiene and Education Arnold Gesell, 1923 This book details a comprehensive survey of the problems of public hygiene and education of pre-school children. |
| children's national defense education: See No Stranger Valarie Kaur, 2020-06-16 An urgent manifesto and a dramatic memoir of awakening, this is the story of revolutionary love. Finalist for the Dayton Literary Peace Prize • “In a world stricken with fear and turmoil, Valarie Kaur shows us how to summon our deepest wisdom.”—Elizabeth Gilbert, author of Eat Pray Love How do we love in a time of rage? How do we fix a broken world while not breaking ourselves? Valarie Kaur—renowned Sikh activist, filmmaker, and civil rights lawyer—describes revolutionary love as the call of our time, a radical, joyful practice that extends in three directions: to others, to our opponents, and to ourselves. It enjoins us to see no stranger but instead look at others and say: You are part of me I do not yet know. Starting from that place of wonder, the world begins to change: It is a practice that can transform a relationship, a community, a culture, even a nation. Kaur takes readers through her own riveting journey—as a brown girl growing up in California farmland finding her place in the world; as a young adult galvanized by the murders of Sikhs after 9/11; as a law student fighting injustices in American prisons and on Guantánamo Bay; as an activist working with communities recovering from xenophobic attacks; and as a woman trying to heal from her own experiences with police violence and sexual assault. Drawing from the wisdom of sages, scientists, and activists, Kaur reclaims love as an active, public, and revolutionary force that creates new possibilities for ourselves, our communities, and our world. See No Stranger helps us imagine new ways of being with each other—and with ourselves—so that together we can begin to build the world we want to see. |
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