Thursday, December 13, 2007

Jobs in Government Technology

Get informed on the role autonomous machines will play in the future of the public sector. Will robots be making decisions in your agency?


The Defense Advanced Research Projects Agency thinks so.


Change the way your agency looks at recruiting and retaining public sector IT professionals via Missouri's virtual world talent search.


Watch Virtual Recruiting


Revolutionize your public safety with emerging technologies recently implemented by the Los Angeles County Sheriff's Department.


Gadget Gurus


Fight climate change, improve the local environment and conserve energy in your city. 740 mayors have signed the Climate Protection Agreement. Is your city on board?


Watch U.S. Conference of Mayors Highlights

Thursday, December 06, 2007

Philadelphia (Public) Schools Benefit from Wireless Computer Access

Philadelphia schools reap Wi-Fi benefits
Matt Hamblen


December 06, 2007 (Computerworld) Just as the Philadelphia public schools are starting to reap the benefits of a $40 million Wi-Fi project that puts wireless Internet access within reach of 170,000 students, an upgrade to new 802.11n technology is being contemplated for next fall.

The Wi-Fi deployment to all 268 Philadelphia schools, which was finished over the summer, is considered one of the largest Wi-Fi projects anywhere on the globe, according to Meru Networks, one of the vendors that has worked with Avaya Inc. on the project.

The wireless initiative started in early 2003. Updates, including faster 802.11n technology, were expected at the outset to occur every three to four years, subject to funding and technology advances, said Bob Westall, deputy CIO for the city's School District of Philadelphia.

Wi-Fi technology over the 802.11 a/b/g specifications has been instrumental in giving "functional 1 to 1" access of computing to all students, since it allows students to use laptop computers rotated from classroom to classroom on carts, he said.

In an e-mail, Westall called Wi-Fi a "powerful foundation of technology" that supports bandwidth intensive online curriculum, a curriculum management system, digital libraries and a parent-teacher collaboration portal.

A staff of 11,000 can also access operations and administrative applications. The applications include voice, data and video media, Meru officials said.

The district spent about $40 million to wire the schools and buy Wi-Fi gear, Westall said, with about 75% of the cost subsidized by the federal E-Rate program.

Westall said the district plans to incorporate 802.11n technology during the first cycle of equipment replacement, which is expected to start next fall. He did not provide any other details on costs or a deployment schedule.

A Meru spokeswoman said that "potentially" the faster speed 802.11n technology could be installed by Meru in about 170 schools of a total of 268 over one to two years. Meru recently announced it had provisioned 90 of the schools as of last summer with 14,000 access points contained in 7,000 Meru Network Radio Switches.

That switch, the RS4000, features air traffic control technology that Meru said has been ideal for converged voice, data and video applications especially in areas with many users.

Meru officials said they were also able to use the technology to help prevent interference from nearby Wi-Fi signals emitted from equipment used by the city government for its massive municipal Wi-Fi deployment.

The project was originally started with Avaya working with Proxim Wireless Corp., which led to wiring of about 178 schools, but the district and Avaya determined that Meru's technology "would better adapt and scale to the district's needs," Westall said. Proxim could not be reached to comment.

When Meru started on the project about two years ago, 802.11n and even 802.11 Draft N had not been developed as a specification, the Meru spokeswoman added.

Phil Belanger, an analyst at Novarum Inc., said Meru has been a strong leader in promoting Draft N Wi-Fi technology. The Meru Radio Switch is innovative for providing higher bandwidth capacity in zones with many users, unlike many competitors, he added, making it a suitable implementation at the Philadelphia School District.

Cf. Philadelphia Public Schools and Wi-Fi Access.

WW I information

A good source of information on WW I and Trenches on the Web are available online.

Wednesday, December 05, 2007

All Quiet On the Western Front, Video Worksheet

Originally posted: Monday, January 15, 2007
U.S. Navy video hit and "All Quiet On The Western Front."

U.S. Navy video a hit on YouTube

Blogger Victoria Revay writes:
"The U.S. Navy's latest propaganda video on YouTube was the third most watched video last week on the popular video site. It even beat out videos of Lonelygirl15, Britney and Donald Trump. But what is more surprising is the debate these series of videos have started. Since the U.S. government posted an anti-drug campaign video in September [2006], debates about terrorism, the war in Iraq, the U.S. and Europe have been left in over 1,600 comments attached to the videos."
http://www.nowpublic.com/u_s_navy_video_a_hit_on_youtube

I am seeking your ideas on the question of comparing "All Quiet On The Western Front," and this more recent Navy video. The comparison is worth ten (10) points.

What is the view of the military that emerges in each visual presentation?
U.S. Navy video

"All Quiet on the Western Front," Film Worksheet

Name: ____________________________________________________ Per.: _____

The film "All Quiet on the Western Front" is a classic Hollywood adaptation of Erich Remarque's novel. It takes a hard look at the tragedy of war using World War I as its backdrop. You may use the back of this sheet to answer the questions.

As you watch the movie, please answer the following questions:

1. What is the title of this film?

2. When was the novel written?

3. Who wrote the original novel?

4. Why did the students join the Army?

5. What job or occupation did the mailman (Himmelstoess) have?

6. Was he particularly cruel to these recruits? Give an example.

7. How did the solders get back at Himmelstoess?

8. How were conditions at the Western Front different from their expectations in training camp?

9. What was the impact of the shelling on the new recruits?

10. What happened after the bombardment?

11. What happened to Kemmerich's boots?

12. How did the doctors' react to Kemmerich's plight?

13. What sport did Kemmerich participate in before the war?

14. In the attack, what effect did the machine gun have on the recruit's ideas of the glory of war and individual heroism?

15. How many of the company died in this first battle?

16. How do you know?

17. Why were they able to eat so well finally?

18. In this film, what is Kat’ “baptism?”

19. During the war, is "God still in his heaven?"

20. Why was Kat going to shoot the new recruit?

21. What does the arrival of many coffins signal?

22. What was the pattern of a battle? What preceded the attack? What followed it?

23. What is Kat's rank?

24. During the war, which is a better weapon, a bayonet that the recruits got in training, or the shovel (spade) they got on the battlefield?

25. What is the Vocabulary word that describes the horrible things that happen during war?

26. How was Sgt. Himmelstoess received when he arrived at the front?

27. What do the men want Himmelstoess to jump into?

28. What is a latrine?

29. How did Himmelstoess react to battle conditions?

30. What happened to Paul Baumer when he found himself in a shell hole in No Man's Land with the French soldier?

31. Was it more difficult for Paul to kill the French soldier in the foxhole? Why or why not?

32. Why does Paul ask for forgiveness?

33. Who got a medal for his actions during battle? Paul or Himmelstoess?

34. Why did the French girls - ostensibly the enemy - accept the German soldiers?

35. After four years of war, how has the German home front been affected? Were there still the parades, crowded streets, and joyous sounds of going off to war?

36. What were the attitudes of the men in the beer hall? Did the men think Germany was losing the war? Were they willing to listen to what Paul had to say?

37. How does Paul Baumer confront his former teacher?

38. What was a Catholic infirmary (hospital) known for?

39. What does it indicate if the orderlies take a hospital patient’s clothes?

40. After Paul is wounded, what did his fellow patient, Albert, try do do?

41. What did Albert ask for?

42. What was he going to do with this item?

43. How has the company changed during Paul's absence?

44. How many students were in Paul’s class in high school? How many students from Paul’s class died in the war?

45. How many went missing?

46. How many went to the “nut house?”

47. When Paul writes, what is his “real home?”

48. When Paul meets with Kemmerich’s mother, does he lie to her? Why or why not?

49. What is ironic about the date of Kat's and Paul's deaths? [Note: The war ended on November 11, 1918.]

50. Describe the attitude of this movie towards World War I and all wars.





Extra Credit
Design a German WW I propaganda poster. Examples may be found at (and there is one class example by Eddie Lantigua): http://www.worldwar1.com/posters.htm.

Tuesday, December 04, 2007

Why Not Attend the Massachusetts Institute of Technology, While Still in High School?

The significance for High Schools and the MIT OpenCourseWare initiative is that MIT is extending their offerings to the secondary level.


More than 60% of those people who accessed MIT were from Asian countries but it would make sense that Americans can take advantage of this unprecedented access to knowledge.


The outreach to High Schools by MIT is called "Highlights for High School," which aims to bolster high school education through free and open course materials, from complete curricula and syllabi to videos, lecture notes, and animations.


You can not earn a diploma online but you can access MIT courses.


Highlights for High School is also known as OpenCourseWare Secondary Education, or OCW SE.


On the new site, there are thousands of resources designed just for high school teachers and students, including:

* 15,000 lecture notes;
* 1,800 syllabi;
* 2,600 videos, audio clips, and animations taken from actual MIT courses;
* 9,000 assignments; and
* 900 assessments.


The reason MIT put the materials online is clear.


"As has been well documented, the [United States] needs to invest more in secondary education, particularly in STEM fields. MIT as a leading institution of science and technology has an obligation to help address the issue,"


said Thomas Magnanti, former dean of the School of Engineering at MIT, who chaired the committee that developed Highlights for High School.


Cf. Highlights for High School

Would You Like to Take Classes at the Massachusetts Institute of Technology?

MIT puts entire curriculum online
Linda Rosencrance


December 04, 2007 (Computerworld) MIT has put its entire curriculum of 1,800 undergraduate and graduate courses online, making the courses available for free to any user with an Internet connection and a Web browser.

First announced in 2001, MIT's OpenCourseWare includes syllabuses, homework assignments, exams, reference materials and video lectures when available. The information is published under an open license that allows for reuse, distribution and modification of the materials for noncommercial purposes, said OCW spokesman Steve Carson.

"There are lecture notes, exams, homework assignments from about 15,000 lectures, about 9,000 homework assignments, 900 exams. And with the homework assignments and exams, about 40% of them include the solutions, so you can check your work and see how well you've done," Carson said. "For many of the courses, we've been able to add certain types of special enhancements. If there's a simulation or animation that the faculty member has created, we've included that."

An estimated 35 million people have accessed OCW course materials since the program's inception, Carson said.

"There's been a lot of traffic from China, India and South Korea," he said. "Sixty percent of users are from the outside the United States. And nearly 600 courses have been translated into [other] languages, including Chinese, Spanish, Portuguese and Thai."

Carson said MIT has also provided more than 120 local copies of the OCW site to universities in regions such as sub-Saharan Africa where bandwidth is tight.

In addition, 160 universities from countries and regions around the world, including Spain, China, Japan, Africa, Australia, Europe, Latin America and Southeast Asia, have also published an estimated 5,000 courses, he said.

To date, the project has cost $29 million -- much less than the $100 million price tag that had been projected. Funding was provided by the William and Flora Hewlett Foundation, the Andrew W. Mellon Foundation, Ab Initio Software Corp. and MIT, Carson said.

Carson said MIT expects to add 50 new courses each year.

Sunday, December 02, 2007

Tuesday, November 27, 2007

EC: Catholic Identity

Catholic Identity and Just War Theory


Catholic Identity and Latin America: Who Was Oscar Romero?


Catholic Identity and New Zealand
A New Zealand Catholic convert was jailed since he did not possess the proper immigration papers but he refused to return to his native Iran because he feared persecution.


Catholic Identity and
Vietnam


Catholic Identity and the history of the Church in China


Catholic Identity and the history of the Church in
India


Catholic Identity and Genocide


Catholic Identity and schools in America


Historical Sketch of Catholic Schools


Catholic Identity and Zionism


This is an article describing how a Cardinal endorses Zionism.


Catholic Identity and 19th Century England


In particular, you may have an interest in Newman Clubs and John Henry Newman. Newman was an Anglican who converted to Roman Catholicism in what has been identified as the Oxford Movement.


Catholic Identity and Russia


The East-West Schism, or Great Schism, divided Chalcedonian Christianity into Western (Latin) and Eastern (Greek) branches, i.e. Western Catholicism and Eastern Orthodoxy. Though normally dated to 1054, the East-West Schism was actually the result of an extended period of estrangement between Latin and Greek Christendom. The primary causes of the Schism were disputes over papal authority—Pope Leo IX claimed he held authority over the four Eastern patriarchs—and over the insertion of the filioque clause into the Nicene Creed by the Western Church. Eastern Orthodox today claim that the primacy of the Patriarch of Rome was only honorary, and that he has authority only over his own diocese and does not have the authority to change the decisions of Ecumenical Councils. There were other, less significant catalysts for the Schism, including variance over liturgical practices and conflicting claims of jurisdiction. Cf. Great Schism.


In Christian theology the filioque clause (filioque meaning "and [from] the son" in Latin) is a heavily disputed clause added to the Nicene Creed, that forms a divisive difference in particular between the Roman Catholic Church and the Eastern Orthodox Church. In the place where the original Nicene Creed reads "We believe in the Holy Spirit ... who proceeds from the Father", the amended version reads "We believe in the Holy Spirit ... who proceeds from the Father and the Son". The addition is accepted by Roman Catholic Christians but rejected by Eastern Orthodox Christians. Many Eastern Catholic churches do not use the clause in their creed, but profess the doctrine it represents, as it is a dogma of the Roman Catholic faith. Insofar as Protestant churches take a position on the doctrine, acceptance of the filioque is normative. The clause is most often referred to as "the filioque" or simply filioque.
Cf. Filioque Clause.


Balkan Nationalism and


Mother Teresa and her teachings are good subjects to research.


Loyalty to Religion or Nationalism


John F. Kennedy's speech in Houston to Protestant Ministers. The speech focuses on the issue of Catholic identity and religious loyalty.

What is Hamas? Not Invited to Annapolis

Please note: some may find the web site referenced here disturbing. However, on the question posed today in regards to the meeting in Annapolis, one group was not invited and did not participate, the group Hamas. The referenced web site reports on Hamas' education for children.

Monday, November 26, 2007

Ch. 26 WW I and the Russian Revolution: 1914-1924

Chapter 26 World War I and the Russian Revolution: 1914–1924

Section 1 The Great War Begins

Terms, People, and Places

entente

militarism

Alsace and Lorraine

ultimatum

mobilize

neutrality

Note Taking

Checkpoint (s)

What two large alliances took shape before the beginning of World War I?

How did international competition and nationalism increase tensions in Europe?

What happened because of the assassination of Francis Ferdinand and his wife?

How did the alliance system deepen the original conflict between Austria-Hungary and Serbia into a general war?

Why were young men on both sides eager to fight when World War I started?

Map Skills

By 1914, most of Europe was divided into two armed camps, the Allies and the Central Powers. Millions of troops stood ready for war.

1. Locate

(a) Germany (b) Alsace-Lorraine (c) the Balkans (d) Serbia

2. Regions

Why would Germans worry about the alliance between France and Russia?

3. Synthesize Information

Based on the information on the map, which alliance do you think had the greater military advantage in 1914?

Biography
Kaiser William II
How did the kaiser’s desire for respect influence his policies?

HW, SECTION 1 Assessment

Reading Skill: Summarize

2. Use your completed chart to answer the Focus Question: Why and how did World War I begin in 1914?

Comprehension and Critical Thinking

Analyze Information

3. Why did European nations form alliances?

Identify Central Issues

4. Why might the Balkans be called the “powder keg of Europe”?

Recognize Causes

5. How did Austria’s government react to the assassination of Archduke Francis Ferdinand?

Determine Relevance

6. What role did geography play in the outbreak of World War I?

EC: Writing About History

Section 2 A New Kind of War

Terms, People, and Places

stalemate

zeppelin

U-boat

convoy

Dardanelles

T. E. Lawrence

Note Taking

Checkpoint (s)

How did the Allies stop the Germans from executing the Schlieffen Plan?

What made World War I much more deadly than previous wars?

In what way was the Eastern Front different from the Western Front?

How did World War I affect the Ottoman empire and European colonies and dominions?

Map Skills

World War I was fought on several fronts in Europe. Despite huge loss of life and property, the two sides came to a stalemate on the Western and Eastern fronts in 1915 and 1916.

1. Locate

(a) Paris (b) Battle of the Marne (c) Verdun (d) Tannenberg

2. Movement

Using the scale, describe how the battle lines moved on the Western Front from 1914 to 1918.

3. Draw Inferences

Based on this map, why do you think many Russians were demoralized by the progress of the war?

Map Skills

From 1914 to 1918, the Ottoman empire struggled against enemies on multiple fronts.

Location

Given that Britain controlled Egypt at this time, describe how the Ottoman empire’s location affected what happened to it during World War I.

HW, SECTION 2 Assessment

Reading Skill: Identify Supporting Details

2. Use your chart and concept web to answer the Focus Question: How and where was World War I fought?

Comprehension and Critical Thinking

Draw Conclusions

3. Why did a stalemate develop on the Western Front?

Synthesize Information

4. Describe three ways in which technology affected the war.

Predict Consequences

5. Governments on both sides of World War I tried to keep full casualty figures and other bad news from reaching the public. What effect do you think news about disastrous defeats such as Tannenberg and Caporetto would have had on the attitudes of people back home?

Recognize Causes

6. How did nationalism within the Ottoman empire come into play during the war?

EC: Writing About History

Section 3 Winning the War

Terms, People, and Places

total war

conscription

contraband

the Lusitania

propaganda

atrocity

Fourteen Points

self-determination

armistice

Note Taking

Checkpoint (s)

Why was it important for both sides to keep civilian morale high during the war?

How did Russia’s loss of morale affect the strategic position of the Allies in World War I?

What are three factors that led the United States to enter the war?

Why did Germany ask the Allies for an armistice in November 1918?

Biography
Edith Cavell

Why do you think the British government spread the story of Edith Cavell?

HW, SECTION 3 Assessment

Reading Skill: Summarize

2. Use your completed outline to answer the Focus Question: How did the Allies win World War I?

Comprehension and Critical Thinking

Summarize

3. What measures did wartime governments take to control national economies and public opinion?

Recognize Effects

4. What impact did wartime failures have on Russia?

Draw Conclusions

5. Describe how the entry of United States into the war was a turning point.

Analyze Information

6. Reread the poem by Siegfried Sassoon. What does it suggest about the effects of trench warfare?

EC: Writing About History

Section 4 Making the Peace

Terms, People, and Places

pandemic

reparations

radicals

collective security

mandate

Note Taking

Checkpoint (s)

What were some of the human, economic, and political costs of the war?

How did the goals of the Big Three leaders conflict at the Paris Peace Conference?

Why were the German delegates surprised when they read the treaty?

Why did the League of Nations fail to accomplish Wilson’s dreams?

Note Taking

Reading Skill: Categorize

Map

Europe, 1914 Europe, 1920

Map Skills

The peace treaties that ended World War I redrew the map of Europe.

1. Locate

(a) Lithuania (b) Czechoslovakia (c) Yugoslavia (c) Poland (d) Danzig

2. Regions

Which countries lost territory in Eastern Europe?

3. Draw Conclusions

Why might the distribution of territory after World War I leave behind widespread dissatisfaction?

Analyzing Political Cartoons

This cartoon portrays one view of the peace treaties that ended World War I.

* The turkey symbolizes Germany.
* Britain holds a carving knife and fork, ready to carve the turkey.
* Other Allies await the feast.

1. What does carving up the turkey symbolize?

2. What attitude do you think that the cartoonist has towards the treaties?

HW, SECTION 4 Assessment

Reading Skill: Summarize

2. Use your completed concept web and table to answer the Focus Question: What factors influenced the peace treaties that ended World War I, and how did people react to the treaties?

Comprehension and Critical Thinking

Make Generalizations

3. Describe conditions in Europe after World War I.

Draw Conclusions

4. How did the peace treaties both follow and violate the principle of self-determination?

Draw Inferences

5. Wilson’s closest advisor wrote of the Paris Peace Conference, “there is much to approve and much to regret.” What do you think he might have approved? What might he have regretted?

EC: Writing About History

Section 5 Revolution and Civil War in Russia

Terms, People, and Places

proletariat

soviet

Cheka

commissar

Note Taking

Checkpoint (s)

What provoked the March Revolution?

Why did Germany want Lenin to return to Russia in 1917?

How were the Bolsheviks able to seize power from the provisional government?

How did the Red army defeat the White army to end the civil war?

How did the government and the economy under Lenin differ from “pure” communism?

Biography
Vladimir Ilyich Lenin

How do you think Lenin’s early life affected his later political ideas?

HW, SECTION 5 Assessment

Reading Skill: Summarize

2. Use your completed timeline to answer the Focus Question: How did two revolutions and a civil war bring about Communist control of Russia?

Comprehension and Critical Thinking

Draw Conclusions

3. What were the causes of the March Revolution?

Recognize Ideologies

4. How did Lenin adapt Marxism to conditions in Russia?

Recognize Cause and Effect

5. What were the causes and effects of the civil war in Russia?

Recognize Effects

6. Why did Lenin compromise between the ideas of capitalism and communism in creating the NEP?

EC: Writing About History

Friday, November 23, 2007

"Stupid in America"

A report by John Stossel entitled "Stupid in America."


About This Video

20-20 investigation by John Stossel entitled "Stupid in America" highlighting some of the flaws with the education system in the United States.

The story started out when identical tests were given to high school students in New Jersey and in Belgium. The Belgian kids cleaned the American kids' clocks. The Belgian kids called the American students "stupid", which gave the piece its name.

Jay Greene, author of "Education Myths," points out that "If money were the solution, the problem would already be solved. We've doubled per pupil spending, adjusting for inflation, over the last 30 years, and yet schools aren't better."

EC: Help Bring "The Singing Revolution" to Philadelphia

You can help bring “The Singing Revolution” to your region.


Sign up and get others to sign up for a screening now! Just enter your zip code/postal code and your e-mail address below. Once there is a minimum of 1,500 people in Philadelphia or this area, the film makers will bring the film to that location for one week. We will be notified by e-mail where and when the film is playing.


Collect and enter valid email addresses for EC. You will get one EC point for each valid email address you collect and enter on The Singing Revolution web site. Good luck.

Words of War

Words of World War I have been added to the language.

Monday, November 19, 2007

4th Period Only, 20 November 2007, Tuesday

20 November 2007
Dr. Smith
Room #267
4th Period (only)
World History II

Hand out Study Guides--Section 3 and Section 4--for Chapter 25 Test the first day back, Monday, after Thanksgiving break.

Chapter 25 Section 4 Economic Imperialism in Latin America

Answer Ch. 25 Sec. 4

Checkpoint (s)

What factors undermined democracy in post-independence Latin America?

What struggles did Mexico go through as it tried to find stability in the 1800s?

How did foreign influence and investment affect Latin America?

How did the United States act as an imperialist power in Latin America?

Map

Imperialism in Latin America, 1898–1917

Map Skills

In the early 1900s, European powers held possessions in Latin America. The United States often intervened to protect business interests there.

1. Locate

(a) Cuba (b) Canal Zone (c) British Guiana (d) Honduras

2. Location

Why did the United States have a particularly strong interest in Latin American affairs?

3. Identify Point of View

What natural resources drew the Dutch to Dutch Guiana?

Home Work

Reading Skill: Recognize Multiple Causes

2. Use your completed charts to answer the Focus Question: How did Latin American nations struggle for stability, and how did industrialized nations affect them?

Critical Thinking and Comprehension

Express Problems Clearly

3. What problems faced new nations in Latin America?

Recognize Cause and Effect

4. How did the cycle of economic dependence continue after independence?

Synthesize Information

5. Describe two ways the United States influenced Latin America.

Draw Conclusions

6. Why might developing nations encourage foreign investment? Do you think foreign investors should have the right to intervene in another nation’s affairs to protect their investments? Explain.

Extra Credit

"Writing About History"

An Article from Boston Globe (Scary)

Young people reading a lot less
Report laments the social costs

By David Mehegan, Globe Staff | November 19, 2007

We know what young people are doing more of: watching television, surfing the Web, listening to their iPods, talking on cellphones, and instant-messaging their friends. But a new report released today by the National Endowment for the Arts makes clear what they're doing a lot less of: reading.

The report - a 99-page compendium of more than 40 studies by universities, foundations, business groups, and government agencies since 2004 - paints a dire picture of plummeting levels of reading among young people over the past two decades. Among the findings:

Only 30 percent of 13-year-olds read almost every day.

The number of 17-year-olds who never read for pleasure increased from 9 percent in 1984 to 19 percent in 2004.

Almost half of Americans between ages 18 and 24 never read books for pleasure.

The average person between ages 15 and 24 spends 2 to 2 1/2 hours a day watching TV and 7 minutes reading.

"This is a massive social problem," NEA chairman Dana Gioia, said by phone from Washington. "We are losing the majority of the new generation. They will not achieve anything close to their potential because of poor reading."

It is not just the amount of reading. According to the report, reading ability has fallen as well. While scores have improved for 9-year-olds, they dropped sharply for 17-year-olds. Only about a third of high school seniors read at a proficient level, a 13 percent decline since 1992. "And proficiency is not a high standard," Gioia said. "We're not asking them to be able to read Proust in the original. We're talking about reading the daily newspaper."

Apparently, things are not much better among college students. In 2005, almost 40 percent of college freshmen (and 35 percent of seniors) read nothing at all for pleasure, and 26 percent (28 percent of seniors) read less than one hour per week. Even among college graduates, prose-reading proficiency declined from 40 percent in 1992 to 31 percent in 2003.

The report incorporates national studies that have been carried out since the NEA's 2004 report, "Reading at Risk," found that literary reading - fiction, poetry, and plays - had crashed over 20 years among adult Americans. The new report, titled "To Read or Not to Read: A Question of National Consequence," focuses on reading in general, and it reaches down to younger age levels. While not all studies are exactly comparable in some details (such as time spans), overall they trend in the same direction.

"We took information from so many sources, you would expect some results in the opposite direction," Gioia said. "But I was impressed and depressed at how consistent the information was on the general decline in reading and reading ability."

Changes in young people's reading habits have not escaped notice in the publishing and library fields.

"I'm not hearing of a dramatically big drop, but I would say the number of serious readers, the kids who used to come in and get 20 and 30 books - we're just not seeing that," said Caroline Ward, a children's librarian in Stamford, Conn., who is past president of the children's division of the American Library Association. "We see some, but fewer than we used to."

The report found that the more books there are in a young person's home, the higher the average scores in science, civics, and history, all reading-based subjects. The report notes that average annual household spending on books, adjusted for inflation, dropped 14 percent between 1985 and 2005, and that consumer book sales declined 6 percent from 2000 to 2006.

The report does not explain why youth reading has declined, but Gioia said he suspects three main reasons: "First, something is not happening in our educational system. Second, we are surrounded by nonstop media, but for the most part it does not acknowledge reading. When the media made a celebrity of J.K. Rowling, 10 million people bought her book. Oprah Winfrey put 'Anna Karenina' on the best-seller list. Third, our lives are completely cluttered with a million gadgets."

Indeed, the report suggests that multitasking is a factor. It found that more than half of middle and high school students use other media most or some of the time while reading, and that 20 percent of the time they spend reading they are also watching TV, playing video games, sending messages, or otherwise using a computer.

Besides plotting statistical trends, the report cites economic consequences. Seventy-two percent of employers rated high school graduates deficient in writing, and 38 percent cited reading deficiency. One out of five American workers reads at a lower level than necessary to do his or her job. Not surprisingly, proficient readers are more likely to attain management jobs and higher incomes.

Possibly the most striking finding is that, regardless of income, levels of reading for pleasure correlate closely with levels of social life, voting, and political activism, participation in culture and fine arts, volunteerism, charity work, and even regular exercise.

"The poorest Americans who read did twice as much volunteering and charity work as the richest who did not read," Gioia said. "The habit of regular reading awakens something inside a person that makes him or her take their own life more seriously and at the same time develops the sense that other people's lives are real."

That finding confirms previous studies, said Timothy Shanahan, an education professor at the University of Illinois at Chicago and past president of the International Reading Association. "If you're low in reading ability, not only would you not read the newspaper, but you won't watch news on TV or listen to it on radio," Shanahan said. "You're less likely to take part in activities like sports or church. Being low in literacy is self-isolating, tends to push you out of culture altogether."

Patricia S. Schroeder, president and chief executive of the Association of American Publishers, said part of the problem could be that adults can make children feel that reading is a duty. A common complaint she hears from children and young adults is that few books relate to their lives or interests. "Reading is not really easy," she said, "unless they get into something they want to read about."

David Mehegan can be reached at mehegan@globe.com.
© Copyright 2007 The New York Times Company

Sunday, November 18, 2007

Chapter 25 New Global Patterns: 1800-1914

Chapter 25

New Global Patterns: 1800–1914

Section 1 Japan Modernizes

Terms, People, and Places

Matthew Perry

Tokyo

Meiji Restoration

Diet

zaibatsu

homogeneous society

First Sino-Japanese War

Russo-Japanese War

Note Taking

Checkpoint (s)

By the mid-1800s, why did so many groups of people in Japan feel discontented?

How did Japan react when it was forced to accept unequal treaties?

What changes did the reforms of the Meiji Restoration bring about in Japan?

Comparing Viewpoints

Colonization in Korea

The excerpts below present two different views of the effect of Japan’s control of Korea in the early 1900s.

Critical Thinking How do the two views on the results of colonization in Korea differ?

Positive Effects

Mining, fishery, and manufacturing have advanced. The bald mountains have been covered with young trees. Trade has increased by leaps and bounds. . . . Study what we are doing in Korea. . . . Japan is a steward on whom devolves [falls] the gigantic task of uplifting the Far East.

—Japanese academic Nitobe Inazo

Negative Effects

The result of annexation, brought about without any conference with the Korean people, is that the Japanese . . . by a false set of figures show a profit and loss account between us two peoples most untrue, digging a trench of everlasting resentment deeper and deeper. . . .

—From the Declaration of Korean Independence, 1919

Checkpoint

How did industrialization help start Japan on an imperialist course?

HW

2. Use your completed chart to answer the section Focus Question: How did Japan become a modern industrial power, and what did it do with its new strength? Hint

Comprehension and Critical Thinking

Identify Central Issues

3. What problems weakened shogun rule in Japan in the mid-1800s?

Recognize Causes

4. What caused Japan to end over 200 years of seclusion?

Draw Conclusions

5. List three ways in which Japan modernized. Explain how each of these actions helped strengthen Japan so it could resist Western pressure.

Connect to Geography

6. Why was control of Korea desirable to both China and Japan?

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"Writing About History"

Section 2 Imperialism in Southeast Asia and the Pacific
Objectives

Terms, People, and Places

French Indochina

Mongkut

Spanish-American War

Liliuokalani

Note Taking

Checkpoint (s)

How did the Burmese and the Vietnamese respond to attempts to colonize them?

How did the United States gain control of the Philippines?

Why did some Americans think the United States should control Hawaii?

Map Skills

Spices first attracted Europeans to Southeast Asia. Later, the Industrial Revolution encouraged the search for raw materials and new markets.

1. Locate

(a) the Dutch East Indies (b) French Indochina (c) Siam (d) the Philippines

2. Regions

Which Europeans claimed territory on the mainland?

3. Draw Inferences

According to the map, which Europeans controlled the widest variety of resources?

HW

Reading Strategy: Identify Causes and Effects

2. Use your completed chart to answer the Focus Question: How did industrialized powers divide up Southeast Asia, and how did the colonized peoples react?

Comprehension and Critical Thinking

Summarize

3. What steps did Siam take to preserve its independence?

Draw Conclusions

4. Why were Filipino rebels disappointed when the United States took control of the Philippines?

Synthesize Information

5. How did Hawaii become part of the United States?

Make Comparisons

6. Compare the partition of Southeast Asia to the partition of Africa. How was it similar? How was it different?

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"Writing About History"

Section 3 Self-Rule for Canada, Australia, and New Zealand
Objectives

Terms, People, and Places

confederation

dominion

métis

indigenous

penal colony

Maori

Note Taking

Checkpoint (s)

How did the British respond to the Canadians’ desire for self-rule?

What effect did colonization have on Australia’s indigenous population?

Compare and contrast the European settlement of Australia and New Zealand.

Map Skills

Canada grew throughout the latter half of the 1800s.

1. Locate:

(a) Quebec (b) Ontario (c) British Columbia (d) Saskatchewan

2. Movement

Why did British Columbia become a part of Canada before Alberta and Saskatchewan?

3. Make Comparisons

Compare Nova Scotia’s natural resources to those of Manitoba.

Map Skills

British settlement in Australia started with penal settlements on both coasts and slowly spread into the interior of the continent.

1. Locate

(a) Simpson Desert (b) Great Sandy Desert (c) Sydney (d) Perth.

2. Regions

What physical features probably slowed British settlement of Australia’s interior?

3. Draw Inferences

What types of economic activity do you think took place in the area of Australia that was settled by Europeans between 1831 and 1875?

HW

Reading Skill: Identify Causes and Effects

2. Use your completed chart to answer the Focus Question: How were the British colonies of Canada, Australia, and New Zealand settled and how did they win self-rule?

Comprehension and Critical Thinking

Sequence

3. What steps led to Canadian self-rule?

Compare

4. Compare the European settlement of Australia with that of Canada.

Identify Causes

5. Why did the Maori fight colonists in New Zealand?

Synthesize Information

6. What ethnic tensions did Australia, Canada, and New Zealand face?

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"Writing About History"

Section 4 Economic Imperialism in Latin America
Objectives

Terms, People, and Places

regionalism

caudillo

Benito Juárez

La Reforma

peonage

Monroe Doctrine

Panama Canal

Note Taking

Checkpoint (s)

What factors undermined democracy in post-independence Latin America?

What struggles did Mexico go through as it tried to find stability in the 1800s?

How did foreign influence and investment affect Latin America?

How did the United States act as an imperialist power in Latin America?

Map

Imperialism in Latin America, 1898–1917

Map Skills

In the early 1900s, European powers held possessions in Latin America. The United States often intervened to protect business interests there.

1. Locate

(a) Cuba (b) Canal Zone (c) British Guiana (d) Honduras

2. Location

Why did the United States have a particularly strong interest in Latin American affairs?

3. Identify Point of View

What natural resources drew the Dutch to Dutch Guiana?

HW

Reading Skill: Recognize Multiple Causes

2. Use your completed charts to answer the Focus Question: How did Latin American nations struggle for stability, and how did industrialized nations affect them?

Critical Thinking and Comprehension

Express Problems Clearly

3. What problems faced new nations in Latin America?

Recognize Cause and Effect

4. How did the cycle of economic dependence continue after independence?

Synthesize Information

5. Describe two ways the United States influenced Latin America.

Draw Conclusions

6. Why might developing nations encourage foreign investment? Do you think foreign investors should have the right to intervene in another nation’s affairs to protect their investments? Explain.

EC

"Writing About History"