Protest Against the Gun Industry

Is it time for public pension fund managers to divest from gun manufacturing companies?

Even though it is unclear how divestment of gun manufacturing companies from public sector pension funds would hurt the industry's bottom line and returns to investors, it would be a start in changing how pension fund managers think about their fiscal versus their social responsibilities. If, in the minds of most people, using guns to kill fellow human adults and children is unacceptable, then public investment in companies that produce those guns should also be considered unacceptable. 

The sell-off probably wouldn't have much affect on the profitability of these manufacturing companies, however there would be a significant social and moral cost. 

If we look at tobacco companies as an example, we can see that in the 1990's public opinion and medical evidence turned against tobacco use and the sale of cigarettes. By then, public sector pension fund managers in many states and insurance companies started to divest in earnest. The emphasis changed from focusing on fiscal responsibility to taking into account the social responsibility of investing public funds in businesses that engage in activities that cause harm to the health and well-being of the country. 

Gun manufacturers, like tobacco companies did in the past, will insist that public investment fund managers should concentrate on fiscal returns to the beneficiaries of these pension funds. However, there is still the ethical social responsibility issue. Do manufacturers of goods have a responsibility to society at large and its customers in particular? Tobacco manufacturers are forced to warn you that the use of their products can cause death from cancer. The gun lobby insists that the gun is a benign tool.

Gun manufacturers, gun owners and their chief lobbyists, the NRA, insist gun ownership in this country is legitimized by the Second Amendment and can not be infringed in any way, shape or form. It's time for our society to revoke such a far-reaching understanding of the Second Amendment. Guns, like tobacco, are historical artifacts of our American society. We had the ceremonial and religious uses of tobacco sacred to the indigenous peoples and commercialized by the earliest European settlers of this nation. Tobacco has lost its significance with the acknowledgement of the health hazards involved with its use. Guns owners, too,  have started to recognize the problems associated with unbridled gun ownership and availability. At a minimum, most believe that background checks should be part and parcel of the gun ownership process. Current gun owners overwhelmingly support universal background checks for new gun purchases. 

But, in addition, the society at large must stand up in protest and consider those who sell assault and military style weapons to the general public as pariahs who exist outside the parameters of a civil and lawful society. It just not acceptable to invest our pension funds in those commercial enterprises.  

 

Congressman Tim Bishop responds to call for sensible gun laws

In the wake of the Newtown, CT massacre, I, like many other concerned citizens, wrote to my congressman to help motivate governmental action to enact sensible gun laws that would go a long way in preventing horrific events like this from happening again.

My representative, Tim Bishop, New York's First Congressional District, responded in a thoughtful letter and laid out his beliefs. Here is a portion of that letter:

"While we have witnessed tragic acts of gun violence too many times in the recent past, the massacre at Sandy Hook Elementary is one of the most unfathomable events in our nation’s history. We are all deeply saddened in the wake of such a terrible crime; hopefully we can now agree that enough is enough and strong action is required. 

Sensible gun safety laws can be achieved without compromising the Second Amendment just as responsible checks on certain forms of offensive speech exist that do not abridge the rights afforded by the First Amendment. Such measures should be enacted as soon as possible in order to protect our families and our communities. 

We must reinstate the assault weapons ban, once the law of the land, and examine other reasonable policies such as limiting magazine capacity, strengthening laws on ammunition sales, closing the gun show loophole, and allowing comprehensive background checks for anyone attempting to purchase a firearm regardless of where it is purchased. 

Simultaneously, we must ensure local law enforcement possesses the tools needed to keep guns out of the hands of those who seek to do harm in our communities. We must also evaluate the status of mental health care and decide whether we are ready to invest in efforts to close the growing divide between those who need care and those who receive it. Please be assured that I will continue to advocate sensible reforms and will keep your views in mind as the debate surrounding our nation’s gun laws continues."

Mr. Bishop, we will be watching.

Safe Sanctuaries or Armed Fortresses?

On Thursday, (Dec 20, 2012) the AFT and NEA put out a joint statement opposing the position of extreme gun advocates that calls for arming teachers in schools. A day later (Dec 21, 2012) the NRA said in a press conference that they encourage law makers to make more guns available to trained personnel in schools and across a wide spectrum of our society.

AFT President Randi Weingarten said in a press statement on Friday that "Schools must be safe sanctuaries, not armed fortresses. Anyone who would suggest otherwise doesn't understand that our public schools must first and foremost be places where teachers can safely educate and nurture our students."

How many more babies have to be killed before we have the courage to rethink the issue and enact strict gun control laws that at a minimum limit access to WMD-type weapons and volume purchases of ammunition.

Take a look at Japan in this Washington Post piece. Strong gun control laws, thorough background and mental health checks all contribute to making Japan's gun control laws the strictest in the world. In 2008, 11 people were victims of gun violence in that country, while in the United States more than 11,000 were killed.
Video games are not the issue because Japanese teens love violent video games as much as their American counterparts. The one obvious difference is that in America, we have access to guns.

During the last election cycle, I got two calls from the NRA who wanted me to know that they were endorsing a local candidate. I let the caller know the the NRA's endorsement was the primary reason I would never vote for their candidate. That wasn't entirely true, but I figured it would be one way to stop them from calling me again. By the way, the NRA endorsed candidate lost the election.

Perhaps thoughtful people should start considering NRA endorsements in the same way they would consider KKK endorsements.

As the news attention moves to the fiscal cliff debacle in Washington, I urge you to keep the gun-control momentum going and make sure you sign up on Facebook and "like" One Million Child March on D.C. for Gun Control, and sign the petition  that tells the NRA to stand down and endorses CREDO's emergency march on the NRA in Washington D.C. Sign on to the Coalition to Stop Gun Violence that said in its press statement "The solution to protecting our children is not to place them in the middle of shootouts between “good guys” and “bad guys."

Contact your local representatives and let them know what you feel. It doesn't have to be a very involved message. Just let them know that you will be watching how they vote on the issue.

Sadness in Newtown, CT

I really don't want to add my voice to the expressions of horror and sadness the teachers, families and citizens of Newtown, Connecticut experienced at the Sandy Hook Elementary school. I think empathy and reflection are all we can do to help as we come to grips with the extent of the tragedy.

There are no immediate answers that can prevent this from happening again. There are simply too many guns out there, too many mentally and morally deficient people and too much glorification of violence in our society. Greater control of WMD-type guns would help, but that's not the only thing we can to do. Better understanding and treatment of mental illness and personality disorders would go a long way to prevent some of these situations in the future. Finally, it may be time to classify depictions of violence the same way we classify pornography--not fit for mainstream public consumption--definitely not to be viewed by children.

As an educator who served once as an ad hoc grief counselor in New York City after a student was assassinated in his classroom in front of his high school classmates, I can tell you that the psychological trauma experienced by the students and teachers was difficult to deal with. No one there was able to face the world and the school environment in the same way again. We tend to think that only little children will need our sustained attention and counseling, but even older children and adults need tender treatment and concentrated counseling.

The AFT has a series of valuable links that parents, teachers and student should find helpful when confronted with school violence. You can find them here in both English and Spanish. Here's a link from the Connecticut Department of Education. American Psychological Association has some very good information for dealing and talking about this kind of school trauma.

I call on the AFT and Connecticut Department of Education to offer the educators at Sandy Hook Elementary School the highest award for public service in their roles as "super heroes" who made the ultimate sacrifice to protect the children in their charge.

Let us reflect on thoughts of peace and kindness.

What’s new in social studies?

Historians say that to understand the present and catch a glimpse of the future, you have to have a clear knowledge of the past. Studying primary documents adds authenticity to historical research. Now that many of these documents are online, everyone can view them and draw their own conclusions about the past.

One of the best places to start viewing and downloading U.S. documents is at Our Documents where you can view the top 100 milestone documents of the U.S. experiment with democracy. View the original proposal for independence in 1776 and follow the nation’s journey to the Voting Rights Act of 1965 to learn that our country is still a work in progress.

This website includes a section called “Tools for Educators,” which features “how-to” advice to help integrate the material into the social studies curriculum and creative ways to introduce students to the significance of these milestone documents.

The Library of Congress’ American Memory is the standard resource for almost everything about the nation, covering subjects like Ansel Adams’ photographs of the Japanese internment during World War II, recordings of American English dialect, Walt Whitman’s notebooks and slave narratives from the Federal Writers Project.

If you want a broader perspective, go to the Library of Congress site and delve into such diverse archives as the Armenian literary tradition, historic newspapers and ancient manuscripts from the libraries of Timbuktu. You can also view a digital version of the only extant copy of Martin Waldseemüller’s map of the known world in 1507, which portrayed the New World as a separate continent, a revolutionary idea at the time.

The University of Pennsylvania Libraries has cataloged historical newspapers , including such gems as the Brooklyn Daily Eagle going back to 1841 and the Freedom Journal, which was the first African-American-owned-and-operated newspaper in the United States and published in New York City from 1827 to 1829.

If a picture is worth a thousand words, then the New York City Municipal Archives Gallery speaks volumes about the history and growth of the city. More than 800,000 photos document the city’s life, construction, businesses, schools and neighborhoods through the 20th century. The Atlantic’s photography blogger Alan Taylor featured the historic photos in his “In Focus” blog in April. Pay close attention to the photos of Eugene de Salignac.

Recently, the Nelson Mandela Centre of Memory launched a website with digitized copies of Nelson Mandela’s letters, photos and other documents from his long walk to freedom. A collaborative effort with the Google Cultural Institute, the site contains an archive of Mandela’s life and legacy . Google is planning additional sites featuring other historical figures of the 20th century.

(A version of this article appeared in the UFT's New York Teacher.)

iPad apps touch special needs kids

(A version of this article appeared in the UFT's New York Teacher.) 

The tablet computer, especially the iPad, brings new meaning to assistive technology as free or low-cost third-party applications make the tablet an excellent tool for teachers working with special education students.

In the past, business, scientific or research applications drove the design of computers and mobile hardware and software. Just recall the PC, the Palm Pilot and the BlackBerry. But with Apple adding the touch screen to smartphones and the iPad, the computer now is also a tactile and kinesthetic experience.
Even though we have a long way to go to live up to the promise of the Americans with Disabilities Act, assistive technologies such as screen readers, text enlargement software or voice control of computers are now part of standard operating systems. Add to that three learning modalities — visual, auditory and kinesthetic — and we have a comprehensive teaching tool. In addition, special education teachers will find an array of apps that can reach almost every student no matter what the disability and learning modality.
You can locate a list of apps geared for special education on the Scribd website and on Apps for Children with Special Needs .
Here is a short list of some of the most notable:

Language apps for the visually challenged

• The Dragon suite of voice recognition applications from Nuance Communications instantly converts the spoken word to text and email messages. It’s up to five times faster than typing on the keyboard and offers students with vision and dexterity issues a way to “write” on the computer. This application is free for iPad users.
• I WriteWords is a handwriting app that is very effective for helping younger children learn to write letters and numbers by tracing them on the touch screen. The app costs $2.99. You can test a free version at IWriteWords Lite.
• Proloquo2Go from AssistiveWare is for children and adults with autism, cerebral palsy, Down syndrome, developmental disabilities, apraxia, ALS, stroke or traumatic brain injury. This alternative communication tool is more expensive, but it offers speech recognition tools that are only found in software that costs a lot more.

Counting and computation apps

• One computation app that remains popular with teachers and parents is Coin Math from Recession Apps. This app helps children learn financial literacy by teaching them the values of U.S. coins. Children simulate purchases using combinations of coins to complete the transactions.
• Math Bingo from ABCya.com is another app to help children improve their basic computation skills. It is a fun exercise as children try to fill in squares by solving arithmetic questions. This app is highly rated by teachers and parents.
• Another highly rated math app is Algebra Touch from Regular Berry. It uses touch-screen technology to help students learn algebra as they slide values from one side of the equation to the other right on the screen. Because of the touch screen, algebraic theory and practices become concrete and embedded in the motor memory.

Motor skill apps

• Dexteria from Binary Labs helps offers a set of therapeutic hand exercises that improve fine motor skills and handwriting readiness in children and adults. It increases the motor coordination and control of hands and fingers as a warm-up before writing exercises.
• Binary Labs also makes available an app called Letter Reflex-Overcoming Letter Reversals to help students stop letter reversals. The app received the 2012 Editor’s Choice Award from Children’s Technology Review.

Autism apps

• Autism Apps from Touch Autism is a comprehensive list of helpful tools for the iPad that can help teach students who have autism spectrum disorder or Down syndrome. In this app, you can find video demonstrations and reviews of the various tools discussed in this column.

Behavior modification apps

• iRewards from Grembe, Inc. is a motivational tool to help reinforce positive behaviors. This app could work with all children but will be especially effective with students who exhibit ADHD, autism and anxiety disorders.

We cannot underestimate the “coolness factor” that special education children experience when they use smart technologies. Working with tablets helps them have a sense of belonging to the school’s larger technology community.
Smart technologies like the iPad are not the last word for special education teachers. But the unprecedented number of inexpensive applications dedicated to teaching our neediest students deserve consideration if we want to provide a meaningful 21st-century educational experience for them.

Will educators move to iPad technology?

Fraser Speirs, an influential Mac developer and a technology director at a Scottish school, recently wrote in his blog speirs.org that “the iPad is not the future of education. It’s the present of education.” Apple CEO Tim Cook, who is promoting the use of iPads in schools, says his company believes that the tablet can “change the way teachers teach and the way kids learn.”

If they are to be believed, the iOS operating system used by both the iPad and the iPhone has the potential to usher in a post-PC technology future for schools that could change the working lives of teachers.

Technology support staff in schools would find their loads lighter with the adoption of iPads, since tablet computers require less additional investment in infrastructure or software and have fewer maintenance problems. No virus protection is required. Schools do not need to purchase expensive and complicated software because there are small, mostly free or inexpensive applications (apps) that allow teachers and other educators to do more than they ever dreamed of doing on their laptops or desktop computers.

Because the iOS provides cloud-computing services, there is little need for local storage. That means there are no hard drives to maintain locally. Software updates come across a Wi-Fi network; therefore, you can add, delete and change information across the network no matter what Wi-Fi-connected device you use. For instance, if your school uses JupiterGrades, a Web-based gradebook, you can enter student information from desktops, laptops, tablets or smartphones no matter where you are.

Because it is easy to use, first-time iPad users quickly grasp how to navigate across the screen. The tablets are light and portable, unencumbered by keyboard or mouse or tangles of cables. On a full charge, battery power lasts about 10 hours.

The iPad changes the way we think about personal computing. PCs traditionally are “input” devices, while the iPad serves primarily as an “output” device or portable media player for music, TV, movies, games, books, presentations and Web content. But the potential of the iPad in the classroom is unlocked through the more than 500,000 apps available.

(A version of this piece first appeared in the New York Teacher )