After reading SB714, (SENATE BILL 714) What are the advantages and disadvantages of this proposed bill? Remember to respond to 2 other student’s postsStudents post #1:The biggest advantage I see to this bill is the decrease in prison populations and the overcrowded conditions that make the news occasionally. This will cause a reduction in costs to run the correctional facilities, or at least it should. But government agencies such as the Dept of Corrections in any state are much like all government run programs, they always need more money and claim they don’t get enough to do their jobs properly. A decrease in prison population would also have to correspond with a decrease in budget as well to really show any savings. A disadvantage would be with decreased sentences or just a fine system for non violent offenders, some of the incentive not to commit a crime is removed. There is no real plan to decrease the amount of recidivism, which is probably one of the biggest reasons for the size of some prison populations.Students post #2:This bill is created to tackle the growing issues of crime in different aspects. It is an advantage to try and minimize the issues and problems created with crime. It is proposed that a committee be assigned to research and report its findings to the public. The committee would pinpoint flaws that are in our criminal justice system and recommend changes for improvement. The public society may suffer with these changes because most likely the funding for this program will come from another program that could not afford the cut in funding. Going through this deficit may hinder this bill from being passed.” SENATE BILL 714:CONGRESS1ST SESSION S. 714To establish the National Criminal Justice Commission.IN THE SENATE OF THE UNITED STATESMARCH 26, 2009Mr. WEBB (for himself, Mr. SPECTER, Mr. REID, Mr. LEAHY, Mr. DURBIN,Mr. GRAHAM, Mr. SCHUMER, Mrs. MURRAY, Mr. WYDEN, Mr. BROWN,Mr. WARNER, Mrs. GILLIBRAND, Mr. BURRIS, Mr. KENNEDY, Mr.CARDIN, and Mrs. MCCASKILL) introduced the following bill; which wasread twice and referred to the Committee on the JudiciaryA BILLTo establish the National Criminal Justice Commission.1 Be it enacted by the Senate and House of Representa2tives of the United States of America in Congress assembled,3 SECTION 1. SHORT TITLE.4 This Act may be cited as the ‘‘National Criminal Jus5tice Commission Act of 2009’’.6 SEC. 2. FINDINGS.7 Congress finds the following:8 (1) The United States has the highest reported9 incarceration rate in the world, imprisoning a higher10 percentage of its population than any other country.VerDate Nov 24 2008 03:39 Mar 27, 2009 Jkt 079200 PO 00000 Frm 00001 Fmt 6652 Sfmt 6201 E:BILLSS714.IS S714 rfrederick on PROD1PC67 with BILLS2•S 714 IS1 The American incarceration rate is five times the2 world’s average incarceration rate. A total of3 2,380,000 people are in prison.4 (2) Although criminal justice laws and legal5 procedures depend heavily on State and local law,6 and although a majority of those imprisoned in the7 United States are held in non-Federal institutions,8 the conditions under which Americans are incarcer9ated and the manner in which former inmates reen10ter society is a compelling national interest that po11tentially affects every American citizen and every lo12cality in the country.13 (3) The American public and their elected offi14cials at all levels of government overwhelmingly sup15port the punishment and incarceration of violent16 criminals, as well as those who direct and participate17 in criminal enterprises.18 (4) Minorities make up a disproportionately19 large share of prison populations. Black males have20 a 32 percent chance of serving time in prison at21 some point in their lives; Hispanic males have a 1722 percent chance; white males have a 6 percent23 chance.24 (5) The number of persons on probation and25 parole has been growing along with institutionalVerDate Nov 24 2008 03:39 Mar 27, 2009 Jkt 079200 PO 00000 Frm 00002 Fmt 6652 Sfmt 6201 E:BILLSS714.IS S714 rfrederick on PROD1PC67 with BILLS3•S 714 IS1 populations. There are 7,300,000 Americans incar2cerated or on probation or parole, equal to 1 in3 every 31 adults, an increase of 290 percent since4 1980.5 (6) The number of exoffenders returning to6 their communities from Federal and State prisons7 rose to 725,000 in 2007, an increase of 19.9 percent8 since 2000, and a more than doubling in the past 29 decades. On average, 2 out of every 3 released pris10oners will be rearrested and 1 in 2 will return to11 prison within 3 years of release.12 (7) Spending on corrections consumes an in13creasingly large portion of resources at all levels of14 government. Corrections expenditures compete with15 and diminish funding for education, public health,16 public safety, parks and recreation, and programs17 specifically designed to reduce the prison population.18 An analysis by the Pew Charitable Trusts found19 that over the past 20 years, inflation-adjusted state20 spending on corrections rose 127 percent while high21er education expenditures rose just 21 percent.22 (8) The National Gang Threat Assessment re23ports that there are approximately 1,000,000 gang24 members in the United States. According to report25ing by local law enforcement, gangs commit ‘‘asVerDate Nov 24 2008 03:39 Mar 27, 2009 Jkt 079200 PO 00000 Frm 00003 Fmt 6652 Sfmt 6201 E:BILLSS714.IS S714 rfrederick on PROD1PC67 with BILLS4•S 714 IS1 much as 80 percent of the crime in some locations’’.2 Gangs are primary retail distributors of illicit drugs,3 some of which operate at the regional or national4 level. According to the 2008 National Drug Threat5 Survey, 58 percent of law enforcement agencies re6port gang involvement in drug distribution.7 (9) The combination of gang activity and the8 movement of illegal drugs into the country has re9sulted in unprecedented levels of sophisticated, orga10nized violence along America’s southern border and11 in hundreds of American communities. More than12 6,000 people died in Mexico in 2008 alone as a re13sult of drug-related violence.14 (10) Despite high incarceration rates for drug15related offenses, illicit drug availability remains con16sistent. 86 percent of high school students report17 that it is ‘‘very easy’’ or ‘‘fairly easy’’ to obtain18 marijuana. 47 percent report the same for cocaine,19 39 percent for crack, and 27 percent for heroin.20 (11) Those addicted to and abusive of illicit21 drugs are an estimated 10 to 20 percent of the drug22 using population, but account for an estimated half23 of all illicit drug consumption. Treating addiction24 will significantly help decrease demand.VerDate Nov 24 2008 03:39 Mar 27, 2009 Jkt 079200 PO 00000 Frm 00004 Fmt 6652 Sfmt 6201 E:BILLSS714.IS S714 rfrederick on PROD1PC67 with BILLS5•S 714 IS1 (12) Drug offenders in prisons and jails have2 increased 1200 percent since 1980. Nearly a half3 million persons are in Federal or State prison or4 local jail for a drug offense, compared to an esti5mated 41,100 in 1980. A significant percentage of6 these offenders have no history of violence or high7level drug selling activity.8 (13) Prisons and jails nationwide have become9 holding facilities for the mentally ill. There are an10 estimated 350,000 men and women in prisons and11 jails with serious mental disorders. Approximately 412 times as many mentally ill people are in prisons than13 in mental health hospitals. Prisoners are 2 to 414 times more likely than the general population to be15 schizophrenic, depressed, bipolar, or suffering from16 post-traumatic stress disorder. Approximately 7317 percent of mentally ill inmates suffer from a sub18stance abuse disorder.19 (14) Prisons have become public health risks.20 The number of State prisoners with HIV is 2.521 times greater than the general population. The num22ber of State prisoners with hepatitis C is 9 times23 that of the general population.24 (15) Prison administration is uneven, lacking25 clear, affirmative standards of training and perform-VerDate Nov 24 2008 03:39 Mar 27, 2009 Jkt 079200 PO 00000 Frm 00005 Fmt 6652 Sfmt 6201 E:BILLSS714.IS S714 rfrederick on PROD1PC67 with BILLS6•S 714 IS1 ance, varying greatly from institution to institution,2 locality to locality, and among Federal, State and3 local jurisdictions.4 (16) According to a 2007 Bureau of Justice5 Statistics survey, an estimated 60,500 inmates (or6 4.5 percent of all Federal and State inmates) experi7enced 1 or more incidents of sexual victimization in8volving other inmates or staff. Analyses suggest that9 official records of assault in prison (both physical10 and sexual) only reflect 10 to 20 percent of all as11saults in prison.12 SEC. 3. ESTABLISHMENT OF COMMISSION.13 There is established a commission to be known as the14 ‘‘National Criminal Justice Commission’’ (referred to in15 this Act as the ‘‘Commission’’).16 SEC. 4. PURPOSE OF THE COMMISSION.17 The Commission shall undertake a comprehensive re18view of the criminal justice system, make findings related19 to current Federal and State criminal justice policies and20 practices, and make reform recommendations for the21 President, Congress, and State governments to improve22 public safety, cost-effectiveness, overall prison administra23tion, and fairness in the implementation of the Nation’s24 criminal justice system.VerDate Nov 24 2008 03:39 Mar 27, 2009 Jkt 079200 PO 00000 Frm 00006 Fmt 6652 Sfmt 6201 E:BILLSS714.IS S714 rfrederick on PROD1PC67 with BILLS7•S 714 IS1 SEC. 5. REVIEW AND FINDINGS.2 (a) GENERAL REVIEW.—The Commission shall re3view all areas of Federal and State criminal justice costs,4 practices, and policies.5 (b) SPECIFIC FINDINGS.—In conducting the review,6 the Commission shall make such findings as it deems ap7propriate, including—8 (1) the statistical areas of increase in the9 United States incarceration rate compared to histor10ical standards of incarceration in the United States11 and the reasons for this increase;12 (2) a comparison of incarceration policies, in13cluding juvenile incarceration policies, in countries14 with similar political systems including Western Eu15rope and Japan, denoting the different standards16 applied for types of crime, length of sentences,17 standards of prison administration, quality of re18entry programs for exoffenders, and recidivism rates;19 (3) an examination of prison administration20 policies at the Federal, State, and local levels, to in21clude the availability and quality of preemployment22 training programs and the availability of meaningful23 career progression within the profession;24 (4) the costs of current incarceration policies at25 the Federal, State and local level, including the rel26evant costs of law enforcement, the proportion ofVerDate Nov 24 2008 03:39 Mar 27, 2009 Jkt 079200 PO 00000 Frm 00007 Fmt 6652 Sfmt 6201 E:BILLSS714.IS S714 rfrederick on PROD1PC67 with BILLS8•S 714 IS1 that cost associated with gangs and drug enforce2ment, the costs of constructing and administering3 prison facilities, the costs of post-incarceration su4pervision and reentry programs, and the cost of lost5 economic opportunities associated with the stigma of6 incarceration;7 (5) an examination of the impact of gang activi8ties in the United States, including the proportion of9 these activities that are directed by foreign-based10 gangs and syndicates, and outlining the impact of11 these activities in terms of violence, intimidation,12 and all areas of criminal activity;13 (6) an examination of current drug policy and14 its impact on incarceration, crime and violence, sen15tencing, and reentry programs, to include an anal16ysis of the general availability of drugs in our soci17ety, the impact and effectiveness of current policies18 on reducing that availability and on the incidence of19 crime, and in the case of criminal offenders, the20 availability of drug treatment programs before, dur21ing, and after incarceration;22 (7) an examination of the legal and administra23tive changes in policies regarding those who suffer24 from mental illness, including mandatory and vol25untary commitment to institutional care, the effec-VerDate Nov 24 2008 03:39 Mar 27, 2009 Jkt 079200 PO 00000 Frm 00008 Fmt 6652 Sfmt 6201 E:BILLSS714.IS S714 rfrederick on PROD1PC67 with BILLS9•S 714 IS1 tiveness and availability of alternative methods of2 treatment, the impact of these policy changes on in3carceration, and the availability of government spon4sored or assisted programs to address mental illness;5 (8) an examination of the historic role of the6 military (active duty, National Guard, Coast Guard,7 and reserve forces), in the prevention of crime, the8 apprehension of criminals, the protection of Amer9ican citizens, and the maintenance of stability along10 the national borders; and11 (9) any other area that the Commission in its12 judgment believes relevant to a full understanding of13 the present criminal justice system in the United14 States.15 SEC. 6. DUTIES OF THE COMMISSION.16 (a) RECOMMENDATIONS.—After conducting a review17 of the United States criminal justice system and making18 findings as required by section 5, the Commission shall19 make recommendations for changes in policies and laws20 designed to—21 (1) refocus incarceration policies to reduce the22 overall incarceration rate while preserving public23 safety, cost-effectiveness, and societal fairness;VerDate Nov 24 2008 03:39 Mar 27, 2009 Jkt 079200 PO 00000 Frm 00009 Fmt 6652 Sfmt 6201 E:BILLSS714.IS S714 rfrederick on PROD1PC67 with BILLS10•S 714 IS1 (2) decrease prison violence, with particular ref2erence to protecting those incarcerated from physical3 abuse;4 (3) improve prison administration, including5 Federal standards of competence and the creation of6 a career path for prison administrators;7 (4) institute the use of policies and practices8 proven effective throughout the spectrum of criminal9 behavior;10 (5) establish a system for the reintegration of11 exoffenders that provides productive skills and op12portunities and improves communities’ ability to as13similate former offenders;14 (6) restructure the approach to criminalization15 of, and incarceration as a result of the possession or16 use of illegal drugs, decreasing the demand for illicit17 drugs, and improving the treatment for addiction;18 (7) improve and streamline the treatment of19 mental illness, both in our society and in the crimi20nal justice system;21 (8) improve Federal and local responses to22 international and domestic criminal activity and vio23lence carried out by gangs, cartels, and syndicates,24 particularly in relation to drug smuggling and dis25tribution; andVerDate Nov 24 2008 03:39 Mar 27, 2009 Jkt 079200 PO 00000 Frm 00010 Fmt 6652 Sfmt 6201 E:BILLSS714.IS S714 rfrederick on PROD1PC67 with BILLS11•S 714 IS1 (9) improve and reform any other aspect of the2 United States criminal justice system the Commis3sion determines is required.4 (b) COORDINATION WITH INTERNATIONAL AND DO5MESTIC GOVERNMENT AND NONGOVERNMENT REP6RESENTATIVES.—The Commission shall—7 (1) consult with government and nongovern8mental leaders, including State and local law en9forcement officials; and10 (2) include in its final report required by sub11section (c) summaries of the input and recommenda12tions of these leaders based on the recommendations13 required by subsection (a).14 (c) REPORT.—15 (1) REPORT.—Not later than 18 months after16 the selection of the chair and the Executive Director17 of the Commission, the Commission shall prepare18 and submit a final report that contains a detailed19 statement of findings, conclusions, and recommenda20tions of the Commission to Congress and the Presi21dent.22 (2) PUBLIC AVAILABILITY.—The report sub23mitted under this subsection shall be made available24 to the public.VerDate Nov 24 2008 03:39 Mar 27, 2009 Jkt 079200 PO 00000 Frm 00011 Fmt 6652 Sfmt 6201 E:BILLSS714.IS S714 rfrederick on PROD1PC67 with BILLS12•S 714 IS1 SEC. 7. MEMBERSHIP.2 (a) IN GENERAL.—The Commission shall be com3posed of 11 members, as follows:4 (1) One member shall be appointed by the5 President, who shall serve as Chairman of the Com6mission.7 (2) Two members appointed by the majority8 leader of the Senate, in consultation with the Chair9man of the Committee on Judiciary.10 (3) Two members appointed by the minority11 leader of the Senate, in consultation with the rank12ing member of the Committee on Judiciary.13 (4) Two members appointed by the Speaker of14 the House of Representatives, in consultation with15 the Chairman of the Committee on Judiciary.16 (5) Two members appointed by the minority17 leader of the House of Representatives, in consulta18tion with the ranking member of the Committee on19 Judiciary.20 (6) One member appointed by the Chairman of21 the Republican Governors Association.22 (7) One member appointed by the Chairman of23 the Democratic Governors Association.24 (b) MEMBERSHIP.—25 (1) QUALIFICATIONS.—The individuals ap26pointed from private life as members of the Commis-VerDate Nov 24 2008 03:39 Mar 27, 2009 Jkt 079200 PO 00000 Frm 00012 Fmt 6652 Sfmt 6201 E:BILLSS714.IS S714 rfrederick on PROD1PC67 with BILLS13•S 714 IS1 sion shall be individuals who are nationally recog2nized for expertise, knowledge, or experience in such3 relevant areas as—4 (A) law enforcement;5 (B) criminal justice;6 (C) national security;7 (D) prison administration;8 (E) prisoner reentry;9 (F) public health, including drug addiction10 and mental health;11 (G) victims’ rights; and12 (H) social services.13 (2) DISQUALIFICATION.—An individual shall14 not be appointed as a member of the Commission if15 such individual possesses any personal or financial16 interest in the discharge of any of the duties of the17 Commission.18 (3) TERMS.—Members shall be appointed for19 the life of the Commission.20 (c) APPOINTMENT; INITIAL MEETING.—21 (1) APPOINTMENT.—Members of the Commis22sion shall be appointed not later than 45 days after23 the date of the enactment of this Act.VerDate Nov 24 2008 03:39 Mar 27, 2009 Jkt 079200 PO 00000 Frm 00013 Fmt 6652 Sfmt 6201 E:BILLSS714.IS S714 rfrederick on PROD1PC67 with BILLS14•S 714 IS1 (2) INITIAL MEETING.—The Commission shall2 hold its initial meeting on the date that is 60 days3 after the date of the enactment of this Act.4 (d) MEETINGS; QUORUM; VACANCIES.—5 (1) MEETINGS.—The Commission shall meet at6 the call of the chair or a majority of its members.7 (2) QUORUM.—Six members of the Commis8sion, including at least one member chosen by the9 minority leader of the Senate, minority leader of the10 House of Representatives, or Chairman of the Re11publican Governors Association, shall constitute a12 quorum for purposes of conducting business, except13 that 2 members of the Commission shall constitute14 a quorum for purposes of receiving testimony.15 (3) VACANCIES.—Any vacancy in the Commis16sion shall not affect its powers, but shall be filled in17 the same manner in which the original appointment18 was made. If vacancies in the Commission occur on19 any day after 45 days after the date of the enact20ment of this Act, a quorum shall consist of a major21ity of the members of the Commission as of such22 day, so long as at least one Commission member23 chosen by a member of each party, Republican and24 Democratic, is present.25 (e) ACTIONS OF COMMISSION.—VerDate Nov 24 2008 03:39 Mar 27, 2009 Jkt 079200 PO 00000 Frm 00014 Fmt 6652 Sfmt 6201 E:BILLSS714.IS S714 rfrederick on PROD1PC67 with BILLS15•S 714 IS1 (1) IN GENERAL.—The Commission—2 (A) shall act by resolution agreed to by a3 majority of the members of the Commission4 voting and present; and5 (B) may establish panels composed of less6 than the full membership of the Commission for7 purposes of carrying out the duties of the Com8mission under this title—9 (i) which shall be subject to the review10 and control of the Commission; and11 (ii) any findings and determinations12 made by such a panel shall not be consid13ered the findings and determinations of the14 Commission unless approved by the Com15mission.16 (2) DELEGATION.—Any member, agent, or staff17 of the Commission may, if authorized by the chair18 of the Commission, take any action which the Com19mission is authorized to take pursuant to this Act.20 SEC. 8. ADMINISTRATION.21 (a) TRAVEL EXPENSES.—Members shall receive trav22el expenses, including per diem in lieu of subsistence, in23 accordance with sections 5702 and 5703 of title 5, United24 States Code, while away from their homes or regularVerDate Nov 24 2008 03:39 Mar 27, 2009 Jkt 079200 PO 00000 Frm 00015 Fmt 6652 Sfmt 6201 E:BILLSS714.IS S714 rfrederick on PROD1PC67 with BILLS16•S 714 IS1 places of business in performance of services for the Com2mission.3 (b) STAFF.—4 (1) EXECUTIVE DIRECTOR.—The Commission5 shall have a staff headed by an Executive Director.6 The Executive Director shall be paid at a rate equiv7alent to a rate established for the Senior Executive8 Service under section 5382 of title 5, United States9 Code.10 (2) STAFF APPOINTMENT.—With the approval11 of the Commission, the Executive Director may ap12point such personnel as the Executive Director de13termines to be appropriate.14 (3) EXPERTS AND CONSULTANTS.—With the15 approval of the Commission, the Executive Director16 may procure temporary and intermittent services17 under section 3109(b) of title 5, United States Code.18 (4) DETAIL OF GOVERNMENT EMPLOYEES.—19 Upon the request of the Commission, the head of20 any Federal agency may detail, without reimburse21ment, any of the personnel of such agency to the22 Commission to assist in carrying out the duties of23 the Commission. Any such detail shall not interrupt24 or otherwise affect the civil service status or privi25leges of the Federal employee.VerDate Nov 24 2008 03:39 Mar 27, 2009 Jkt 079200 PO 00000 Frm 00016 Fmt 6652 Sfmt 6201 E:BILLSS714.IS S714 rfrederick on PROD1PC67 with BILLS17•S 714 IS1 (5) OTHER RESOURCES.—The Commission2 shall have reasonable access to materials, resources,3 statistical data, and other information such Commis4sion determines to be necessary to carry out its du5ties from the Library of Congress, the Office of Na6tional Drug Control Policy, the Department of7 State, and other agencies of the executive and legis8lative branches of the Federal Government. The9 chair of the Commission shall make requests for10 such access in writing when necessary. The Office of11 National Drug Control Policy shall make office12 space available for day-to-day Commission activities13 and for the scheduled quarterly full Commission14 meetings.15 (c) OBTAINING OFFICIAL DATA.—The Commission16 may secure directly from any agency of the United States17 information necessary to enable it to carry out this Act.18 Upon the request of the Chair of the Commission, the19 head of that department or agency shall furnish that infor20mation to the Commission.21 (d) MAILS.—The Commission may use the United22 States mails in the same manner and under the same con23ditions as other departments and agencies of the United24 States.VerDate Nov 24 2008 03:39 Mar 27, 2009 Jkt 079200 PO 00000 Frm 00017 Fmt 6652 Sfmt 6201 E:BILLSS714.IS S714 rfrederick on PROD1PC67 with BILLS18•S 714 IS1 SEC. 9. AUTHORIZATION OF APPROPRIATIONS.2 (a) IN GENERAL.—There are authorized to be appro3priated for fiscal years 2009 and 2010 such sums are as4 necessary to carry out the purposes of this Act.5 (b) AVAILABILITY.—Any sums appropriated under6 the subsection (a) shall remain available, without fiscal7 year limitation, until expended.8 SEC. 10. SUNSET.9 The Commission shall terminate 60 days after it sub10mits its report to Congress.ÆVerDate Nov 24 2008 03:39 Mar 27, 2009 Jkt 079200 PO 00000 Frm 00018 Fmt 6652 Sfmt 6301 E:BILLSS714.IS S714 rfrederick on PROD1PC67 with BILLS
Caine is a 9-year-old boy whose afterschool and weekend project turned into an international imagination movement. As the Caine’s ArcadeLinks to an external site. video explains, Caine built a gaming arcade almost entirely out of cardboard and opened it up for business in the storefront of his father’s auto parts store. This story provides an excellent example of how characteristics of Caine’s personal identity might affect how and what he learned from the specific experiences portrayed. The video story identifies the cultural values that nurtured Caine’s curiosity and inventiveness, and you can readily analyze the factors contributing to his “funds of knowledge” going into the project. After viewing Caine’s amazing story, reflect on the different skills he learned and applied as he completed his “project,” and consider how his personal identity shaped, and was shaped by, his amazing experiences. To help you better understand the underlying influences affecting Caine’s learning experiences, read Chapter 7 of your primary text.
This chapter presents information and examples associated with how social class can have an influence on student achievement and behavior in school. You also need to read the article by Moll, Amanti, Neff, and Gonzales (1992) regarding Funds of KnowledgeLinks to an external site. about how family and cultural backgrounds impact students and their families.
Initial Post: View the Caine’s ArcadeLinks to an external site. video and construct an initial discussion post that addresses the following questions:
- What external factors influenced Caine’s ability to successfully create his arcade (e.g., what role did his father play in encouraging his project?)?
- What internal factors influenced Caine’s ability to successfully create his arcade? Consider his world view, values, and funds of knowledge as internal factors.
- How valuable do you think these skills are in the real world? How well do they align with one or more of the 21st-century skills identified on the Framework for 21st Century LearningLinks to an external site. web page?
· Instructor Guidance
· Week 1
· Week Overview
· This is a dynamic and important course comprising part of your journey through an education graduate program. It is important because it is designed to connect you to the most important source of understanding, guidance, improvement and challenge in the field of education: you. Regardless of how many years you have studied or practiced in the field of education, you are already an expert in how YOU learn. You possess a lifetime of case studies that illustrate clearly specific strategies to help you learn things well, and strategies that may not work for you. You discern for yourself what is relevant, what makes sense, what kind of feedback helps you the most, and what motivates you to learn things that are rather difficult.
This is the most crucial thing to consider at all times in this course. You are an expert in how you learn. And just as important, any students you may teach in classes now or classes in the future are just as expert in their own understanding of their own learning. This is crucial to keep in mind.
EDU692 is designed to help you learn instructional strategies that complement and take advantage of the expertise your students walk through the classroom door already possessing. These students convene as members of a distinct community, with cultural norms, understandings and imperatives that drive everything they do in class, and everything they will try to learn. Rather than ignore cultural attributes (or worse, fight against them), the strategies promoted in this course incorporate the culture that influences and affects each student in a class with learning experiences that support skills, knowledge and attitudes worth learning. Collectively, these strategies define culturally relevant pedagogy, the focus of this course.
It is also important to note that throughout this course you will be working toward a very important, very concrete goal. Your Week Six final assignment asks you to create a fictional grant proposal to compete for money that can be used to support the development of effective learning experiences. Even though the proposal will not be real, it is based on an actual funding opportunity some teachers have to obtain the resources needed to develop and support effective, creative and innovative learning experiences. The Teacher Creativity Fellowship Program websiteLinks to an external site. (Lilly Endowment Fund, 2013) provides real information about such a program.
At the heart of culturally relevant pedagogy is culture itself. Therefore, you will begin this course by carefully examining your own culture, the culture that surrounds and supports you now and the culture that helped shape and define you as you grew up. This will be the starting point for learning how to incorporate cultural concerns into your instructional practice in deliberate ways. In doing so, you will improve your skills as an educator committed to helping a diverse population of students succeed within the learning environments you establish.
Following reflections on your own cultural identity as well as those presented by the other students in the class, you will analyze an amazing learning journey undertaken by a creative and innovative boy named Caine. His story provides an excellent opportunity to analyze the role specific cultural characteristics play within the process of learning in authentic situations. And you will complete the week by analyzing factors that influenced and affected the teachers and students who participated with you in important, personal educational events. These factors include culture as well philosophical and theoretical perspectives contributing to the decisions made those educators in your life who helped you learn.
By the end of this week you will learn how to analyze the relationship between an individual’s culture and her/his personal identity. You will also illustrate how characteristics of individual learner identity might affect how and what people learn from a specific instructional experience. And you will explain how educators can use information about culture and individual student identities to make well-informed instructional decisions.
Because you are learning how to apply an important instructional framework to the development of effective learning experiences, you will likely need to apply certain education skills that are not facilitated explicitly in this course. These include basic lesson planning skills, such as writing clear objectives. You will also be asked to express some of your work through the development of digital resources and files. Some of the tools used in the course may be new to you. Hopefully, learning new computer applications quickly is a general skill set you currently possess!
·
· Intellectual Elaboration
· At its core, this course is designed to help you become more effective professional educators by helping you learn to apply fundamental principles of creativity and cultural relevance to your instructional practice. These skills can help you best meet the individual needs of students comprising diverse classroom populations. In the process, you will learn strategies for facilitating creative and innovative thinking skills within learning environments that complement and reinforce the personal culture defining individual students.
Culture
The central theme of the course is “culture,” yet the author of the course text Human Relationships and Learning in the Multicultural Environment (Wardle, 2013) indicates that there are, in fact, many commonly-accepted definitions for this concept. This short one-minute video from the Bureau of Educational and Cultural Affairs (2011) illustrates this point nicely:
Though many reasonable definitions exist for this important concept, the following quotes taken from a video produced by Tolerance.org (2010) communicate thoughts about culture by two researchers who have contributed significantly to the development of culturally relevant pedagogy can be used as the general focus of culture for this course:
Jacqueline Jordan Irvine: “I think people, when they use the term culturally responsive or culturally relevant pedagogy forget that the base of the word is culture. So culture has to do with world views, beliefs, language…values…”
Geneva Gay: “Culture to me at its essence are…those filters that help us as human beings make sense out of the most ordinary things.”
For the purpose of this course, culture will be considered in these broad terms. As you move through the course, the definition will be elaborated upon in order to accommodate a wider scope of factors that influence how people make sense of the world around them.
The instructional events for this course that are designed to help you learn the skills needed to identify culturally relevant solutions to educational problems will be contextualized within a comprehensive project involving creativity applied within a simulation. You are asked during the final week of the course to create a proposal that might result in funding the development of an instructional experience designed to teach a specific population of students some worthwhile skills. At the heart of the proposal is cultural relevance, and the “hidden curriculum” of the first couple weeks of this course goes beyond helping you learn more about culturally relevant pedagogy. Hopefully you will begin to truly value the approach to teaching inherent in culturally relevant instruction, and you will choose to adopt and implement such strategies in your own educational practice.
Research
To help “sell” you on the value and importance of culturally relevant pedagogy, consider the classic educational research study conducted by Pichert and Anderson (1977) that investigated how readers’ perspectives influence their determination of the significance of information and ideas presented in written texts. The researchers presented students with passages that were purposefully written to contain ideas and information whose importance seemed to depend upon perspective. One of these stories, the House story, involved two boys ditching school (or “playing hooky” as it was commonly referred in 1977). In the study, one group of students was instructed beforehand to read the story from the perspective of a burglar while another group of students was told to read from the perspective of a potential home buyer. A third group (the control group) was given no instructions.
The two boys ran until they came to the driveway.
“See, I told you today was good for skipping school,” said Mark. “Mom is never home on Thursday,” he added.
Tall hedges hid the house from the road so the pair strolled across the finely landscaped yard.
“I never knew your place was so big,” said Pete.
“Yeah, but it’s nicer now than it used to be since Dad had the new stone siding put on and added the fireplace.”
There were front and back doors and a side door which led to the garage which was empty except for three parked 10-speed bikes. They went in the side door, Mark explaining that it was always open in case his younger sisters got home earlier than their mother. Pete wanted to see the house so Mark started with the living room. It, like the rest of the downstairs, was newly painted. Mark turned on the stereo, the noise of which worried Pete.
“Don’t worry, the nearest house is a quarter of a mile away,” Mark shouted.
Pete felt more comfortable observing that no houses could be seen in any direction beyond the huge yard. The dining room, with all the china, silver and cut glass, was no place to play so the boys moved into the kitchen where they made sandwiches. Mark said they wouldn’t go to the basement because it had been damp and musty ever since the new plumbing had been installed.
“This is where my Dad keeps his famous paintings and his coin collection,” Mark said as they peered into the den.
Mark bragged that he could get spending money whenever he needed it since he’d discovered that his Dad kept a lot in the desk drawer. There were three upstairs bedrooms. Mark showed Pete his mother’s closet which was filled with furs and the locked box which held her jewels. His sisters’ room was uninteresting except for the color TV which Mark carried to his room. Mark bragged that the bathroom in the hall was his since one had been added to his sisters’ room for their use. The big highlight in his room, though, was a leak in the ceiling where the old roof had finally rotted.
As you might expect, readers assuming the perspective of a robber recalled different details and comprehended the passages differently than those assuming the perspective of a potential homebuyer. It seems obvious, but such phenomena may not be accepted by educators when considering why certain students in their classes struggle with “getting it.” Every student in every classroom walks through the door with a different perspective. No two back stories are alike, and for some students their ability to make any sense of an instructional experience is profoundly affected by their personal cultural perspectives and life experiences.
And it is no different for you either, with this course. Your ability to make sense of the information presented within this course, and the corresponding skills facilitated, depend as much on what you bring to the experience as it does the experience itself. To better understand this, you are asked in this first discussion assignment to tell your own story and compare this with the stories of the other students who have journeyed themselves in this shared experience.
The first assignment for the course asks you to analyze the relationship between your personal culture and your personal identity. Information about such “personal prisms” is presented in Chapter One of the Wardle (2013) text and includes both macrocultural as well as microcultural characteristics. After completing the first introductory assignment, read Chapter One in the course text to help you better understand how to analyze the relationship between an individual’s culture and her/his personal identity in general.
Following this discussion, you will apply the notion of personal identity to an analysis of a learning experience completed by a very unique boy named Caine. To help you prepare for this assignment you need to focus on the material presented in Chapter One of the course text as well as material about “funds of knowledge” presented in an article by Moll, Amanti, Neff, and Gonzales (1992). The “funds of knowledge” concept is also reviewed on pages in Chapter Eight of the course text.
The week ends with an activity designed to help you explain how educators can use information about culture and individual student identities to make well-informed instructional decisions. This learning experience focuses on an analysis of factors influencing the decisions teachers made as they tried to help you learn important things.
This final course assignment involves creating a a proposal that can be presented to an administrator or colleagues that will introduce a new, creative, and innovative idea that can be employed in a district, school, or classroom. The proposal will incorporate a culturally relevant pedagogical framework into an experience that facilitates 21st century skills (particularly creativity and innovation skills) and content learning outcomes.
Discussion Response Expectations
Discussion 1: The first discussion this week asks you to identify demographic factors that contribute towards your personal identity. You will also tell a specific story about yourself by answering specific questions about your own culture and experience in a creative way. Finally, you are asked to reflect on the stories that other students tell about themselves. Some of the key terms introduced in the first discussion post include: Key Terms:
- Culture
- Norms
- Personal Identity
Discussion 2: The second discussion asks you to analyze the story of an amazing boy who built his own cardboard arcade. You will answer specific questions about his story and reflect on the answers of your peers. Some of the key terms introduced or applied within this discussion include:
Key Terms:
- Funds of Knowledge
- Social Capital
- Microculture
- Macroculture
Resources to help you better understand these terms are provided throughout this Instructor Guidance.
Assignment Guidance:
Key Terms:
- Microculture
- Macroculture
Similar to the other key terms introduced, these are addressed further in the intellection elaboration section of the guidance.
This week’s assignment asks you to identify a school experience that you believe influenced and shaped the kind of person you are today. Such an experience might be very comprehensive, like an entire year in grade school you believe turned you into an avid reader (or turned you off to reading), or a summer camp experience that lowered your self-esteem due to bullying.
Write a short paper that describes this school-related experience in some detail. Describe the structure and location of the school (e.g. elementary school in a rural setting), and the demographics of the population of participants if you remember/know them (other students, teachers, staff etc.).
Provide details about the local (microcultural) dimensions and attributes of the culture in which your school was situated. Culture can be defined as the ideation, symbols, behaviors, values, and beliefs that are shared by a human group (Banks & Banks, 2013). Broad sets of values, behaviors and symbols are often reflected by and within the structure of schools and the families they support.
Once you have described the experience, reflect on the “funds of knowledge” and social capital your own family provided in helping to influence your role, your voice in your educational journey. Finally, explain how educators might use information about culture and student identities to make effective instructional decisions.
This is your perception of your school experience…its fidelity is certainly impacted by time, experience, and perspective. This assignment is not research, and your analyses may be based on less-than-accurate recollections and interpretations.
As a brief example, one might describe an overall happy and well-rounded educational experience with nurturing teachers and principals who made learning fun and rewarding, with the exception of one third grade teacher who was famous for slapping the back of your hand with a ruler if you fell out of compliance. They might describe their elementary school building as having been of average size situated in a rural community in eastern Washington (state) consisting mostly of families working in agriculture or other local small businesses. Due to the agriculture, the student populations included those mostly from Mexico, and were considered “seasonal” students due to the seasonal work and the fact that they often returned to their home country without finishing the school year. The remaining population of students was mostly white, middle to lower socio-economic class. There seemed to be a typical balance between boys and girls and those with disabilities were not overtly noticed; perhaps due to the lack of inclusion during the mid-1970s. Most Caucasian families seemed to be of a nuclear size and affiliated with Protestant and/or Catholic faiths while those of Mexican descent had extended families and practiced Catholicism.
For the School Characteristics and Cultural Dimensions content expectation for this assignment, the following elaborations may be helpful:
School characteristics:
- Type: elementary, middle, high, home, college, military, etc.
- Size of school
- Location (rural, suburban, city, inner city, etc.)
- Public/private affiliation
Student body characteristics:
- Approximate size of student population
- Gender distribution
- Race/ethnic backgrounds represented
- Types and number of special needs students
- Common languages spoken at home, represented by the prevalent student/family populations
Socio-economic background of the families that populated the school:
- Types of jobs held by parents of the school
- Income levels of most families
Family structures commonly represented:
- Nuclear, extended, blended, stepfamily, foster, adoptive, grandparents, teen parents, single-parents etc.
- Religious affiliations
Your Assignment needs to be two – three pages at minimum. If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignments completed in this course. You will return to them for the portfolio that you will create in your final MAED course. This portfolio is a culminating project that will demonstrate that you have met program outcomes.
References
Abram, S. (n.d.). A simple guide to 4 complex learning theoriesLinks to an external site.. Retrieved from http://stephenslighthouse.com/2013/01/03/a-simple-guide-to-4-complex-learning-theories/
Banks, J. A., & Banks, C. A. M. (Eds.). (2013). Multicultural education: Issues and perspectives (8th ed.). New York, NY: Wiley.
Bureau of Educational and Cultural Affairs (2011, February 13). What is Culture?Links to an external site. [Video file] Retrieved from https://
Lilly Endowment, Inc. (2013). Teacher creativity fellowship programLinks to an external site.. Retrieved from http:// L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31, (2), pp. 132-141.
- The full-text version of this article is available through the ProQuest JSTOR database in the Ashford University Library. This article provides information about how knowing the background of students and their families can help a teacher with understanding the needs of each student and will assist you in your Discussions and Assignment for this week.
Medsker, K., Ertmer, P. & Newby, T. (2013). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from Instructional Design Perspective Performance Improvement Quarterly, 26(2), 43-72.
Pichert, J. and Anderson, R. (1977). Taking different perspectives on a story. Journal of Educational Psychology, (69), 309-315.
Thirteen Ed Online (2004). Constructivism as a paradigm for teaching and learningLinks to an external site.. Retrieved from http://
TeachingTolerance.org (2010, June 17). Introduction to Culturally Relevant PedagogyLinks to an external site.. [Video file]. Retrieved from http://
Wardle, F, (2013). Human relationships and learning in the multicultural environment. San Diego, CA: Bridgepoint Education, Inc.
Required Resources
Text
Wardle, F. (2013). Human relationships and learning in the multicultural environment [Electronic version]. Retrieved from https://content.ashford.edu/
- Chapter 1: The Sociopolitical Contexts of American Schools
- Chapter 7: The Effects of Social Class on Student Achievement
Article
Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), pp. 132-141.
- The full-text version of this article is available through the ProQuest JSTOR database in the Ashford University Library. This article provides information about how knowing the background of students and their families can help a teacher with understanding the needs of each student and will assist you in your Discussions and Assignment for this week.
- Privacy PolicyLinks to an external site.
Multimedia
Mullick, N. (2012. April 9). Caine’s arcadeLinks to an external site. [Video file]. Retrieved from http:// video provides information about a young boy named Caine and his arcade. You will see how his family’s funds of knowledge and the community impact his creativity.
- Accessibility StatementLinks to an external site.
- Privacy PolicyLinks to an external site.
Recommended Resources
Text
Banks, J. A., & McGee Banks, C. (2013). Multicultural education: Issues and perspectives (8th ed.). Hoboken, NJ: John Wiley & Sons.
- This book provides more information about understanding the cultural and linguistic funds of knowledge that teachers need to understand in order to become more responsive teachers. This book may assist you in your Discussions and Assignments this week, in addition to activities in future weeks.
Articles
Irvine, J. J. (n.d.). Facilitator’s guide to culturally relevant pedagogy: A primerLinks to an external site. [PDF]. Retrieved from http:// resource provides a good overview of the characteristics that define culturally relevant pedagogy. It will be very useful throughout the course. It may assist you in you all of your assignments for this course by providing further understanding of the concept of culturally responsive pedagogy.
Pichert, J. W., & Anderson, R. C. (1977). Taking different perspectives on a story. Journal of Educational Psychology, 69(4), 309-315. doi:10.1037/0022-0663.69.4.309
- The full text of this article is available through the PcycINFO database in the Ashford University Library.This article describes the results of an experiment demonstrating the effects of perspective on interpreting a story. Its implications may help educators better realize the importance of individual student perspectives on their abilities to make sense of educational experiences. It may assist you in your Discussions and Assginments throughout the course this week.
Rodriguez, G.M. (2013). Power and agency in education: Exploring the pedagogoical dimensions of funds of knowledgeLinks to an external site.. Review of Research in Education, 37, 87-120. DOI: 10. 3102/0091732X12462686. http://rre.sagepub.com.proxy-library.ashford.edu/content/37/1/87.full.pdf+html
- The full-text version of this article is available through the Sage database in the Ashford University Library. This article provides information about how teachers can use the concept of funds of knowledge to learn about their students and use that knowledge for planning in the classroom. This will assist you in Discussions and Assignment this week, in addition to Discussions and Assignments in future weeks.
Multimedia
TeachingTolerance. (2010, June 17). Introduction to culturally relevant pedagogyLinks to an external site. [Video file]. Retrieved from http:// video from Teaching Tolerance provides further information about what is included in culturally relevant pedagogy and may assist you in Discussion and Assignment this week, as well as throughout the course.
Web Pages
A list of 20 free tools for teachers to create awesome presentations and slideshows.Links to an external site. (n.d). Retrieved from http:// website provides information about different technology tools that can be used in the classroom to crate presentations and slideshows and may assist you in Discussions and Assignments this week, as well as throughout the course and on the Final Assignment.
Workshop:Constructivism as a paradigm for teaching and learning.Links to an external site. (2004). Retrieved from http:// website presents a professional development workshop for teachers on constructivism.
"Not answered?"
Characters
For XYZ Union
For RST Company
President
Chief Negotiator/team leader = Bill Sharp
Grievance Chairperson
Shop Steward
Shop Steward #2 = Ravi
Rank & File
Strike Replacements: Marley, Juan, Rich, Frank
Grieving Employee = Barbara Stone
CEO
Vice President of Finance (VPF)
HR Director
Labor Relations Specialist = Paula
The president of the XYZ union (Union) convened a special meeting of the members to discuss the new contract with its private-sector employer, the RST company (Company). Bill Sharp, the union’s chief negotiator, stepped to the front of the room.
“Let me begin by saying that our negotiating team has been well prepared for this bargaining. We’ve known that it would not be an easy task and have anticipated the major issues. We’ve been meeting twice a week at the table for the last two months and have secured several of the demands that you wanted, such as standard 2-shift, advanced scheduling.
Delores, who plans to retire soon, interrupted: “What did they do for the retirees? The retirees didn’t get a single increase in their pension benefits over the last three years. They should get a at least a 5% bump to help them keep up with inflation.”
Bill replied: “Just like 3 years ago, the company has again refused to negotiate about that; so, no, we’re still working on it. When we have a complete contract that is ready for ratification, we’ll go over all of the provisions with you. For tonight, we need to talk to you about an impasse.”
As the murmurs in the room subsided, Bill shifted his body weight to his other leg and leaned toward the group. “At this point in the process, we’re negotiating the critical elements—keeping the work at our site if they open a new location and health care benefits. The work-to-rule days we had and the informational picketing we already tried were useful, but they are still digging in their heels on both of these important issues. We’re not likely to have a new contract agreed upon when our existing contract expires at the end of this month. We need to start building for a strike. That means work all the overtime you can now and start saving. We’ll have to get a campaign going in the shop, but also talk about a press and customer strategy. But at the end of the day, I think we’ll need to strike the company if we’re going to get them to give us a fair contract. You know striking isn’t the way most contracts are settled, but we need to prepare for the possibility. Tonight, we need to hear your questions and comments. Remember that anything said in this meeting should stay here; we don’t want to tip them off about our plans plus the information could change during the rest of the process.”
After another 3 weeks of negotiation, all of the issues had been settled except for the following items. Several proposals crossed the bargaining table from both sides. The most recent ones were:
Union Recognition clause
Company’s proposal = The company recognizes the Union as the sole and exclusive bargaining representative of all production, maintenance, and product control employees in the New York facilities. This excludes office and clerical employees, technical employees, sales staff, professionals, and security staff. Supervisors, as defined by the National Labor Relations Act, are also excluded.
Union’s proposal = Remove “New York” from the company’s paragraph.
Management Right’s clause
Company’s proposal = The Union recognizes that management has full and sole rights to direct the workforce, including the right to hire, transfer, discipline, suspend or discharge employees. It includes the right to determine working hours, to assign overtime, to modify jobs, and to transfer work to any other company location or to subcontract work.
Union’s proposal = The Union recognizes that management has full and sole rights to direct the workforce, including the right to hire, transfer, discipline, suspend or discharge employees. It includes the right to determine working hours, to assign overtime, and to modify jobs. Exercising these management rights cannot violate any other term of this contract.
The union also proposes to add this provision in the contract: Reassignment of Work
Work that is transferred to any other company location or subcontracted must be offered first to the New York employees. If the first-refusal offer is not made, the company will pay both the NY employees and the workers who perform the work for the time. If the NY employees decline the offer, no penalty will apply.
Health care premiums
Company’s proposal = Employees will pay 20% of their health care premiums in the second and third years of the contract.
Union’s proposal = The company will pay 100% of the health care premiums in all years of the contract.
The president of the union, who is planning to run for re-election next year, scheduled a meeting with the union’s negotiation team leader, Bill.
President: So what are we going to do? What are the options?
Bill: They won’t budge on these. We think they’re planning to open a new facility in a RTW state. If we don’t have protection of our jobs, they will shift the work there and we’ll eventually disappear. We have to raise the pressure.
President: Can we file an unfair labor practice claim with the Board about how they are refusing to negotiate?
At the same time, the Vice President of Finance for the company, who has a bonus clause in his performance plan which is based on cost reduction, meets with Paula, the Labor Relations Specialist who is leading the company’s negotiations.
VPF: So where are we now?
Paula: Down to the final wire. They might not have reached their resistance point and still be willing to discuss the health care cost, but they are adamant about any language that suggests we could assign their work elsewhere. I’m pretty sure they are preparing for a strike.
VPF: Can they do that? I thought it was illegal.
VPF: Well, what is our Best Alternative to a Negotiated Agreement? BATNA, isn’t that the right word? What else can we do?
Paula: Yes, it is. Legally, in our circumstances, we likely can unilaterally implement our last proposal. As soon as we do, however, the picket line will go up.
VPF: Is that horrible?
Paula: The operation managers tell me we’ll have trouble filling our orders. Even strike replacements, which is a major effort to put in place, won’t be a total solution since they don’t know the work. Some of the jobs have a long learning curve. We’ll need to bolster security measures to minimize the chances of physical damage to property and people. Then, there is the media. When we’re trying to expand our operations and convince the county to give us tax breaks, bad press won’t help. And, there may be damage to our long-term relationship that could result in costly grievances throughout the life of the contract.
VPF: Well then? We have to get a handle on these constant overtime costs. They are blowing the budget every quarter. Shifting the work to a lower-cost option is essential.
Paula: We might invite a mediator from the FMCS to see if there is any wiggle room.
VPF: We had one decide the last contract dispute with one of our vendors. I wasn’t thrilled with the answer, and we’re stuck with it. How can we make sure we don’t get stuck with something we don’t want in this case?
After four weeks of mediation without any significant change, the union members authorized their leadership to call a strike. In a confidential ballot vote, stipulated by the union’s by-laws, the decision was 95% for a strike and 5% against. The strike began on July 20. It was a peak production period for the company, and the competition had become keen since global corporations had entered the U.S. market. Believing any loss of market share would hurt the company’s long-term financial status, the company had done some preparation for this possibility. In addition to stockpiling more inventory, it had prepared to employ strike replacements; and, on August 6, it hired 100 of them to cross the picket line to do the work of the employees in the bargaining unit. “Scab!” the picketing employees yelled. Heckling and jeers ensued each morning as the new employees went to work. Fists occasionally slugged the air, but no physical violence occurred. Some replacements found the environment so hostile that they quit. Local news reports began covering the dispute. Community leaders became concerned that any loss of employment would hurt the tax base and stress the available social services. The strike replacement workers were not as efficient yet at the tasks involved, creating quality problems.
Eventually, the two sides found enough common ground to come to agreement. The union negotiating team submitted the new contract to the membership for ratification. The Company CEO issued a press release that said:
We are pleased to announce an agreement with the Union bargaining committee and hope that all Union members will give this contract a full and fair consideration. These were very tough negotiations. Both sides worked very hard and compromised. The result is a very positive offer for the employees that also protects the long-term competitive position of the Company.
The union members knew it was not exactly what they had demanded, but the strike fund was depleting and people were tired after manning the picket line 24/7. The members voted by 75% to 25% to adopt the new agreement, which met the criteria in the union’s by-laws. Thus, the new contract was ratified on September 1, 2017.
During the final stages of the strike the parties negotiated the conditions under which the strikers might return to work. They agreed to the following language as part of a Strike Settlement Agreement, which was signed the same day the new contract was ratified:
The strike against the Company by its employees who are members of the Union is terminated as of the date of this Agreement, September 1, 2017. Striking employees shall be returned to work, to openings in the classifications occupied by an employee on May 31, 2017, in accordance with his/her respective seniority.
In addition to the above agreed upon language, the Company proposed that the Strike Settlement Agreement contain the following section (Paragraph 2), to which the union objected:
2. Jobs filled by employees hired by the Company on or after August 6, 2017 as strike replacements (new hires) for striking employees shall not be considered vacancies to which returning strikers shall be returned unless and until such jobs are vacated by the strike replacements. Such new hires shall not be bumped or displaced by the return of strikers. Such newly hired employees shall become members of the Union as stated in the collective bargaining agreement and their respective seniority shall be measured from their individual hire date.
Because the parties did not agree to the Company’s proposal concerning Paragraph 2, the parties determined that while Paragraph 2 would physically remain in the printed Agreement, the following marginal notation would be added reflecting the parties’ failure to agree to this particular provision. This marginal note read:
Paragraph 2 represents the position of the Company and is not agreed to by the Union or waived by the Company.
During the plan to resume normal operations, the company determined that it had too many workers in the first level positions. It terminated 10 of the strike replacements since they were no longer needed.
On September 12, Marley, Juan, and Rich, three of the ten terminated strike replacements, made an appointment with the union’s Grievance Chairperson (GC) to file a complaint.
GC: You need to speak with the Shop Steward first.
Marley: We tried. He wouldn’t listen to us—kept calling us “scabby.”
GC: What is the problem then?
Marley: I was fired yesterday. HR told me last week that this would be a permanent job. I’m entitled to some protection.
GC, looking at Juan: What about you?
Juan: Me, too. I’ve been fired.
GC: When were you terminated?
Juan: Two days ago.
GC: Why were you fired?
Juan: One of the strikers was recalled, so I was pushed out.
GC: Wasn’t that the arrangement when you hired in?
Juan: Then they said they would see if they could keep me.
GC, turning to Rich: What about you?
Rich: I was fired on August 31. They told me I’d have the job after the strike was over. I asked that in the interview because I had another part-time job offer closer to home. I was going to take that instead if this job didn’t last very long.
GC: Ok, I understand. I need to pull together a couple things. I’ll call you tomorrow to let you know what, if anything, we can assist with about getting your jobs back.
The next morning, the Grievance Chairperson received a visit from another strike replacement
worker.
GC: What seems to be the problem?
Frank: I heard that you might be able to get my job back.
GC: When were you fired?
Frank: August 29 was my last day.
GC: Why were you fired?
Frank: I’m not sure. They indicated that the work ran out, but I heard one of the strikers took over the job again.
GC: What did they tell you when they hired you?
Frank: Nothing really. They just said they needed someone right away.
The Grievance Chairperson collected all his notes and pulled the new contractual documents out of his file drawer. He flipped the pages and ran his finger down the paragraphs. He tagged the union shop arrangement:
Article II
Section 1 Any employee who is a member of the Union on the effective date of this Agreement shall, as a condition of employment, maintain his/her membership in the Union to the extent of tendering uniform initiation fees (if any) and periodic dues.
Section 2 Any person hired as a new employee and any employee who is hereafter transferred into the bargaining unit on or after the effective date of this Agreement shall, as a condition of employment, become a member of the Union (to the extent of tendering uniform initiation fees (if any) and periodic dues) on and after the thirty-first day following the date of employment or transfer, and shall maintain such membership in the Union.
He also earmarked:
Article 13 – Section 3
Management has the sole right to discipline employees according to the progressive process described in Section 5 and to discharge employees for just cause.
Article 13 – Section 4
Causes for immediate discharge are: possession or use of drugs or alcohol on company property, theft or damage of company property, workplace violence, and any other threat to the safety of the facilities and workforce.
He also checked with the union’s Secretary/Treasurer to learn the status of the workers’ dues. He was told the following:
Marley
Paid on September 3
Juan
Not paid
Rich
Paid August 20
Frank
Not paid
It was a busy week for the Grievance Chairperson. Another Shop Steward, Ravi, made an appointment to discuss a grievance he couldn’t resolve with the employee’s supervisor, Paul Hawkman.
GC: Hi, Ravi. I saw the grievance form for Barbara Stone. Isn’t she the woman who held the picket sign in the County Courier’s front page coverage of the strike?
Ravi: Yes, she is. Nice photo. The paper used a fair shot this time.
GC: Well, what about this? In the first step, what did they tell you?
Ravi: Hawkman took over from Dick Fleming when he retired. I don’t know why they appointed him. He hasn’t been with the company very long; he has no experience working with unions is what I hear. When I talked to him, he was arrogant—said he was fully within his rights to dismiss her.
GC: So what happened? What does Barbara say?
Ravi: Barbara had borrowed a company moving dolly. She said Dick had given her permission to use it. She was relocating across town and needed it to move some boxes to her new house. The dolly was in the back of her Chevy truck in the parking lot. It was covered up, for protection, but the handle, with the company tag, was sticking out. Hawkman saw it when he came to work. He couldn’t find any written permission slip on file for her to have it. Barbara said Dick didn’t ask for one this time. She had used it before to help with a community food drive that both she and Dick had volunteered to assist. She was bringing it back but just hadn’t unloaded it yet. Hawkman said she was stealing it and fired her.
The GC pulled out the contractual provisions for termination again. He also flipped to the section about company property. It read:
Article 17 – Section 8
Employees in good standing may occasionally borrow non-essential company equipment, provided they complete the authorization form and have it signed by their supervisor. A specific timeframe must be stipulated and failure to return the property in good condition by that deadline will be grounds for reprimand.
GC: How long has she been here? What does her performance record look like?
Ravi: About 2 years. Dick wasn’t one to record an issue unless it was something really serious. So, there isn’t anything during his time. Hawkman has marked her for being late twice in the last month, but there isn’t any formal warning.
"Not answered?"
1) Which of the following is a sensation and not a perception?
A) seeing the colors in a rainbow
B) a nerve impulse induced by sugar stimulating sweet receptors on the tongue
C) the smell of natural gas escaping from an open burner on a gas stove
D) the unique taste of french fries with cheese E) the sound of a fire-truck siren as it passes by your car
Topic: Concept 50.1 Skill: Knowledge/Comprehension2) Why are we able to differentiate tastes and smells?
A) The action potentials initiated by taste receptors are transmitted to a separate region of the brain than those initiated by receptors for smell.
B) The sensory region of the cerebral cortex distinguishes something we taste from something we smell by the difference in the action potential.
C) The brain distinguishes between taste, arising from interoreceptors, from smell arising from exteroreceptors. D) Because we are able to see what we are tasting, the brain uses this information to distinguish taste from smell. E) Topic: Concept 50.1 Skill: Synthesis/Evaluation3) If a stimulus is to be perceived by the nervous system, which part of the sensory pathway must occur first? A) integration B) transmission C) transduction
D) reception
Topic: Concept 50.1 Skill: Knowledge/Comprehension What is the correct sequence of events that would lead to a person hearing a sound?1. transmission2. transduction3. integration4. amplification
A) 1, 2, 3, 4
B) 1, 4, 2, 3
C) 2, 4, 1, 3
D) 3, 1, 2, 4
E) 3, 1, 4, 2
Topic: Concept 50.1 Skill: Application/Analysis5) Immediately after putting on a shirt, your skin feels itchy. However, the itching stops after a few minutes and you are unaware that you are wearing a shirt. Why?
A) Sensory adaptation has occurred.
B) Accommodation has increased.
C) Transduction has increased.
D) Motor unit recruitment has decreased.
E) Receptor amplification has decreased.
Topic: Concept 50.1 Skill: Application/Analysis6) Which of the following is a good example of sensory adaptation?
A) olfactory receptors ceasing to produce receptor potentials when triggered by the smell of the second batch of cookies you are baking
B) hair cells in the organ of Corti not responding to high-pitched sounds after you have worked on the same construction job for 30 years
C) cones in the human eye failing to respond to light in the infrared range
D) hair cells in the utricle and saccule responding to a change in orientation when you bend your neck forward after you have been reading a book
E) rods in the human eye responding to mechanical stimulation from a blow to the back of the head so that a flash of light is perceived
Topic: Concept 50.1 Skill: Application/Analysis7) Why does your arm feel cold when you reach inside the refrigerator to get a container of milk?
A) Circulating levels of prostaglandins increase.
B) The temperature of the blood circulating to the arm decreases.
C) Thermoreceptors send signals to the cerebral cortex where the change from room temperature to refrigerator temperature is transduced.
D) Thermoreceptors in the skin undergo accommodation, which increases their sensitivity.
Topic: Concept 50.1 Skill: Application/Analysis 8) Which of the following receptors is incorrectly paired with the type of energy it transduces?
A) mechanoreceptorssound
B) electromagnetic receptorsmagnetism
C) chemoreceptorssolute concentrations
D) thermoreceptorsheat
E) pain receptorselectricity
Topic: Concept 50.1 Skill: Knowledge/Comprehension9) What do hearing, touch, and full stomachs have in common?
A) The transducers are all proprioceptors.
B) The sensory information from all three is sent to the thalamus.
C) The sensory receptors are all hair cells.
D) Electrical energy is transduced to form an action potential.
E) Only A and B are correct.
Topic: Concept 50.1 Skill: Knowledge/Comprehension10) Why is it less useful to think of behavior as a linear series of sensing, analyzing, and acting than as a continuous cyclical process?
A) When an organism senses something, it reacts virtually simultaneously and too quickly to be sequential.
B) When an organism is acting it may also be sensing and analyzing another stimulus.
C) An organism only acts cyclically and never as a result of just one stimulus.
D) An organism does not always analyze a stimulus before acting on it.
E)
Topic: Concept 50.1 Skill: Synthesis/Evaluation11) Which of the following is controlled by the magnitude of a receptor potential?
A) the rate of production of an action potential
B) the rate of reaction of the brain
C) the rate of response to a sensory neuron
D) perception
E)
Topic: Concept 50.1 Skill: Knowledge/Comprehension 12) A given photon of light may trigger an action potential with thousands of times more energy. How is this signal strength magnified?
A) by the receptor
B) by a G protein
C) by an enzymatic reaction
D) by sensory adaptation
E) by triggering several receptors at once
Topic: Concept 50.1 Skill: Application/Analysis13) What is a muscle spindle?
A) an actin-myosin complex
B) a troponin-tropomyosin complex
C) axons wound around muscle fibers
D) groups of dendrite-encircled muscle fibers
E) muscle cells that make up muscle groups
Topic: Concept 50.1 Skill: Knowledge/Comprehension14) “Hot” peppers taste this way because of capsaicin. It is said to taste hot because
A) it excites the same brain region as other spicy foods.
B) it causes pain even in small doses.
C) it elicits anti-prostaglandins.
D) it is a G-protein mediated effect.
E) it activates the same receptors as something heated.
Topic: Concept 50.1 Skill: Application/Analysis Figure 50.115) What is the structure diagrammed in Figure 50.1?
A) a neuromast
B) a statocyst
C) a taste bud
D) an ommatidium
E) an olfactory bulb
Topic: Concept 50.2 Skill: Knowledge/Comprehension16) What impact would a nonfunctioning statocyst have on an earthworm? The earthworm would not be able to
A) move.
B) sense light.
C) hear.
D) orient with respect to gravity.
E)
Topic: Concept 50.2 Skill: Knowledge/Comprehension17) The pathway leading to the perception of sound by mammals begins with the
A) hair cells of the organ of Corti, which rests on the basilar membrane, coming in contact with the tectorial membrane.
B) hair cells of the organ of Corti, which rests on the tympanic membrane, coming in contact with the tectorial membrane.
C) hair cells of the organ of Corti, which rests on the tectorial membrane, coming in contact with the basilar membrane.
D) hair cells of the organ of Corti coming in contact with the tectorial membrane as a result of fluid waves in the cochlea causing vibrations in the round window.
E) hair cells on the tympanic membrane that stimulate the tectorial membrane neurons leading to the auditory section of the brain.
Topic: Concept 50.2 Skill: Knowledge/Comprehension 18) The perceived pitch of a sound depends on
A) vibrations of the tympanic membrane being transmitted through the incus
B) vibrations of the oval window creating wave formation in the fluid of the vestibular canal.
C) the region of the basilar membrane where the signal originated.
D) A and C only
E) A, B, and C
Topic: Concept 50.2 Skill: Knowledge/ComprehensionThe following questions refer to the diagram of the ear in Figure 50.2.Figure 50.219) Which structure(s) is (are) involved in equalizing the pressure between the ear and the atmosphere?
A) 1 and 8
B) 5 and 7
C) 8
D) 9
E)
Topic: Concept 50.2 Skill: Knowledge/Comprehension20) Which structure(s) is (are) involved in equilibrium?
A) 2, 3, and 4
B) 2, 5, and 7
C) 4
D) 5
E)
Topic: Concept 50.2 Skill: Knowledge/Comprehension 21) Which number(s) represent(s) the structure or structures involved in transmitting vibrations to the oval window?
A) 1, 2, 3, and 4
B) 2, 3, and 4
C) 3 and 4
D) 4
E)
Topic: Concept 50.2 Skill: Knowledge/Comprehension22) Which number represents the location of the organ of Corti?
A) 3
B) 4
C) 5
D) 6
E) 7
Topic: Concept 50.2 Skill: Knowledge/Comprehension23) Hair cells are found in structures represented by numbers
A) 1 and 2.
B) 3 and 4.
C) 5 and 7.
D) 6 and 8.
E) 9 and 10.
Topic: Concept 50.2 Skill: Knowledge/Comprehension24) Which of the following is an attachment site between sensory hairs that open ion channels when the hairs bend?
A) tip links
B) statoliths
C) otoliths
D) round window
E) statocysts
Topic: Concept 50.2 Skill: Knowledge/Comprehension25) Which of the following contains mechanoreceptors that react to low frequency waves in much the same manner as our inner ear?
A) our sense of taste
B) pain receptors
C) receptors for light touch
D) lateral line systems
E)
Topic: Concept 50.2 Skill: Application/Analysis 26) What are sensillae?
A) smell receptors in animals with hydrostatic skeletons
B) mechanoreceptors that help birds remain oriented during flight
C) a specific type of hair cell in the human ear
D) insect taste receptors found on feet and mouthparts
E)
Topic: Concept 50.3 Skill: Knowledge/Comprehension27) What portion of the brain has neurons that receive action potentials from chemoreceptor cells in the nose?
A) gustatory complex
B) anterior hypothalamus
C) olfactory bulb
D) occipital lobe
E) posterior pituitary
Topic: Concept 50.3 Skill: Knowledge/Comprehension28) Which of the following is perceived as umami?
A) the smooth and lush taste of cheesecake
B) a rich chocolate taste
C) a savory complex cheese
D) spoiled milk
E) saltwater
Topic: Concept 50.3 Skill: Application/Analysis29) What is the relationship between taste cells and number of expressed receptor types?
A) ~10 : 1
B) ~100 : 1
C) ~1000 : 1
D) 1 : 1
E)
Topic: Concept 50.3 Skill: Knowledge/Comprehension30) Which of the major senses responds by means of a very large gene family?
A) taste
B) smell
C) vision
D) hearing
E)
Topic: Concept 50.3 Skill: Knowledge/Comprehension 31) It is very difficult to sneak up to a grasshopper and catch it. Why?
A) They have excellent hearing for detecting predators.
B) They have compound eyes with multiple ommatidia.
C) They have eyes with multiple fovea.
D) They have a camera-like eye with multiple fovea.
E) They have binocular vision.
Topic: Concept 50.4 Skill: Application/Analysis32) Which of the following is a correct statement about the cells of the human retina?
A) Cone cells can detect color, but rod cells cannot.
B) Cone cells are more sensitive to light than rod cells are.
C) Cone cells, but not rod cells, have a visual pigment.
D) Rod cells are most highly concentrated in the center of the retina.
E) Rod cells require higher illumination for stimulation than do cone cells.
Topic: Concept 50.4 Skill: Knowledge/Comprehension33) The axons of rods and cones synapse with
A) ganglion cells.
B) horizontal cells.
C) amacrine cells.
D) bipolar cells.
E) lateral cells.
Topic: Concept 50.4 Skill: Knowledge/Comprehension34) Which of the following structures is the last one that sensory information would encounter during visual processing?
A) ganglion cells
B) bipolar cells
C) primary visual cortex
D) optic chiasma
E) lateral geniculate nuclei
Topic: Concept 50.4 Skill: Knowledge/Comprehension35) If a baseball player is hit in the back of the head, which part of his brain would be the most likely injured?
A) the primary visual cortex
B) the thalamus
C) the optic chiasma
D) the lateral geniculate nuclei
E) the tectorial membrane
Topic: Concept 50.4 Skill: Application/Analysis 36) What structural feature(s) contribute(s) most to the diverse adaptations for animal movement?
A) sensory system
B) skeletal system
C) muscular system
D) nervous system
E)
Topic: Concept 50.5 Skill: Knowledge/Comprehension37) Skeletal fibers may be classified as either oxidative or glycolytic. Which of the following muscles would be called glycolytic?
A) those with a high concentration of myoglobin
B) those with a large number of mitochondria
C) the dark muscle meat of poultry
D) those with the smallest diameters
E)
Topic: Concept 50.5 Skill: Knowledge/Comprehension38) Duchenne muscular dystrophy is a sex-linked condition in humans that results from abnormal dystrophin protein. The condition results in progressive weakening and atrophy of muscles, usually beginning with the legs. This is most consistent with which of the following?
A) an abnormality of actin protein distribution
B) a structural abnormality of the sarcomere
C) a disturbance of smooth muscle
D) an abnormality of calcium channels
E)
Topic: Concept 50.5 Skill: Synthesis/Evaluation Use Figure 50.3 to answer the following questions.Figure 50.339) The structure pictured in Figure 50.3 can be found in which types of muscles? A) skeletal B) cardiac C) smooth D) A and B only E) A, B, and C Topic: Concept 50.5 Skill: Knowledge/Comprehension40) Which section consists only of myosin filaments? Topic: Concept 50.5 Skill: Knowledge/Comprehension41) Which section consists of both actin and myosin filaments? Topic: Concept 50.5 Skill: Knowledge/Comprehension42) When an organism dies, its muscles remain in a contracted state termed “rigor mortis” for a brief period of time. Which of the following most directly contributes to this phenomenon? There is no A) ATP to move cross-bridges. B) ATP to break bonds between the thick and thin filaments. C) calcium to bind to troponin. D) oxygen supplied to muscle. E) Topic: Concept 50.5 Skill: 43) Which of the following does not form part of the thin filaments of a muscle cell? A) actin B) troponin C) tropomyosin D) myosin E) calcium-binding site Topic: Concept 50.5 Skill: Knowledge/Comprehension44) What is the role of calcium in muscle contractions? A) break the cross-bridges as a cofactor in the hydrolysis of ATP B) bind to the troponin complex, which leads to the exposure of the myosin-binding sites C) transmit the action potential across the neuromuscular junction D) spread the action potential through the T tubules E) reestablish the polarization of the plasma membrane following an action potential Topic: Concept 50.5 Skill: Knowledge/Comprehension45) Muscle cells are stimulated by neurotransmitters released from the synaptic terminal of A) T tubules. B) motor neuron axons. C) sensory neuron axons. D) motor neuron dendrites. E) Topic: Concept 50.5 Skill: Knowledge/Comprehension46) Which function associated with muscle would be most directly affected by low levels of calcium? A) ATP hydrolysis B) the initiation of an action potential C) the muscle fiber resting membrane potential D) muscle contraction E) muscle fatigue Topic: Concept 50.5 Skill: Knowledge/Comprehension 47) Which of the following is the correct sequence that occurs during the excitation and contraction of a muscle cell?1. Tropomyosin shifts and unblocks the cross-bridge binding sites.2. Calcium is released and binds to the troponin complex.3. Transverse tubules depolarize the sarcoplasmic reticulum.4. The thin filaments are ratcheted across the thick filaments by the heads of the myosin molecules using energy from ATP.5. An action potential in a motor neuron causes the axon to release acetylcholine, which depolarizes the muscle cell membrane. A) 1, 2, 3, 4, 5 B) 2, 1, 3, 5, 4 C) 2, 3, 4, 1, 5 D) 5, 3, 1, 2, 4 E) 5, 3, 2, 1, 4 Topic: Concept 50.5 Skill: Application/Analysis48) Which of the following could you find in the lumen of a transverse tubule? A) extracellular fluid B) cytoplasm C) actin D) myosin E) sarcomeres Topic: Concept 50.5 Skill: Knowledge/Comprehension49) A sustained muscle contraction due to a lack of relaxation between successive stimuli is called A) tonus. B) tetanus. C) an all-or-none response. D) fatigue. E) a spasm. Topic: Concept 50.5 Skill: Knowledge/Comprehension50) Which of the following are shared by skeletal, cardiac, and smooth muscle? A) A bands and I bands B) transverse tubules C) gap junctions D) motor units E) thick and thin filaments Topic: Concept 50.5 Skill: Knowledge/Comprehension 51) What are animals with hydrostatic skeletons able to do that animals with exoskeletons or internal skeletons cannot do? A) elongate B) crawl C) live in aquatic environments D) grow without replacing their skeleton E) A, B, and D Topic: Concept 50.6 Skill: Knowledge/Comprehension52) Which of the following could be associated with peristalsis? A) hydrostatic skeletons and smooth muscle B) hydrostatic skeletons and movement in earthworms C) smooth muscle and contractions along the human digestive tract causing movement of the contents within D) A and C only E) Topic: Concept 50.6 Skill: Knowledge/Comprehension53) Which of the following would be expected to expend the greatest amount of energy for locomotion per unit mass? A) a tadpole B) a bony fish C) a terrestrial reptile D) a robin E) a whale Topic: Concept 50.6 Skill: Application/Analysis54) Which of the following sensory receptors is incorrectly paired with its category? A) hair cellmechanoreceptor B) muscle spindlemechanoreceptor C) taste receptorchemoreceptor D) rodelectromagnetic receptor E) olfactory receptorelectromagnetic receptor 55) Some sharks close their eyes just before they bite. Although they cannot see their prey, their bites are on target. Researchers have noted that sharks often misdirect their bites at metal objects, and that sharks can find batteries buried under the sand of an aquarium. This evidence suggests that sharks keep track of their prey during the split second before they bite in the same way that a A) rattlesnake finds a mouse in its burrow. B) male silkworm moth locates a mate. C) bat finds moths in the dark. D) platypus locates its prey in a muddy river. E) flatworm avoids light places. 56) The transduction of sound waves into action potentials takes place A) within the tectorial membrane as it is stimulated by the hair cells. B) when hair cells are bent against the tectorial membrane, causing them to depolarize and release neurotransmitter that stimulates sensory neurons. C) as the basilar membrane becomes more permeable to sodium ions and depolarizes, initiating an action potential in a sensory neuron. D) as the basilar membrane vibrates at different frequencies in response to the varying volume of sounds. E) within the middle ear as the vibrations are amplified by the malleus, incus, and stapes. 57) Which of the following is an incorrect statement about the vertebrate eye? A) The vitreous humor regulates the amount of light entering the pupil. B) The transparent cornea is an extension of the sclera. C) The fovea is the center of the visual field and contains only cones. D) The ciliary muscle functions in accommodation. E) The retina lies just inside the choroid and contains the photoreceptor cells. 58) When light strikes the rhodopsin in a rod, retinal isomerizes, initiating a signal transduction pathway that A) depolarizes the neighboring bipolar cells and initiates an action potential in a ganglion cell. B) depolarizes the rod, causing it to release the neurotransmitter glutamate, which excites bipolar cells. C) hyperpolarizes the rod, reducing its release of glutamate, which excites some bipolar cells and inhibits others. D) hyperpolarizes the rod, increasing its release of glutamate, which excites amacrine cells but inhibits horizontal cells. E) converts cGMP to GMP, opening sodium channels and hyperpolarizing the membrane, causing the rhodopsin to become bleached. 59) During the contraction of a vertebrate skeletal muscle fiber, calcium ions A) break cross-bridges by acting as a cofactor in the hydrolysis of ATP. B) bind with troponin, changing its shape so that the myosin-binding sites on actin are exposed. C) transmit action potentials from the motor neuron to the muscle fiber. D) spread action potentials through the T tubules. E) reestablish the polarization of the plasma membrane following an action potential.