text:
Opening comments:
"Well, in my opinion, there's not a lot I can say. It was a butt-kicking that's what it was. You want to try to emphasize sprinting back on defense and that's a thing we talked about yesterday and today. I tried to work on it, but in the first half they have 20 fast break points to our zero. So I didn't do a very good job of coaching and getting our guys ready. I'm not big into moral victories whatsoever. We did try to make a comeback but I think our teams will always make a comeback. North Carolina State was more prepared. They had a greater sense of urgency. They worked harder.
"We had a loose ball at the centerline and we're reaching down to pick it up and T.J. Warren comes from behind and dives in there and gets the ball. That was the game the way I looked at it from my viewpoint. They rebounded the heck out of it so much better than we did. They made free throws down the stretch. I was dumb enough to think that we could come back and win when we got it to eleven. Reggie had a wide-open three with over five minutes to play and we missed it. Then we go down and Scott Wood makes a really tough shot. Dexter was close enough to foul him so they get a four point play. I think its shots going in. I think it's going to go to eight with five minutes to play but instead it goes to fifteen on the other end. The kids kept playing but it's not a very good feeling right now.
"We've got to have a greater sense of urgency. We've got to have greater effort. We've got to have better coaching. But I congratulate those kids… five guys in double figures again tonight. That's the way they've been playing all year. I think they share the ball. I'm surprised they only had 22 assists because I think they share the ball really well. It was a - I already said it - a butt kicking."
How much of a learning experience is this game?
"I don't care about learning experiences. Learning experiences are for babies. By God, you've got to play. We've had enough learning experiences. We've got to play."
On Marcus Paige's performance against N.C. State:
"Everyone in a Carolina uniform had a rough night tonight. Everybody who had sneakers with purple on had a rough night tonight."
What specifically went wrong in the first half tonight?
"We didn't run back on defense. They had a greater sense of urgency than we did. It's twenty to zero in fast break points. When you work on it and talk about it and you don't do it… I'm not into moral victories guys and I'm not into this pansy kind of crap. We stunk."
UNC's starters were 3-17 from the field in the first half. Was that just urgency or was there something more to it?
"They were guarding us a lot harder than we were guarding them. All these things about streaks or people making comments… on game night you gotta step out there and play. We didn't do that. They kicked us. We missed some pretty good shots and missed some opportunities to cut it closer. We come out the half and I honest to God thought we could win the game. We come out and shoot an air ball on our first possession. We fumble a dead lay-up on our third possession. State didn't score for three or four minutes themselves. We had point blank shots and we're looking where the defensive players are instead of concentrating.
"I'm not very good in press conferences tonight guys. You can write what you want to write. It's just a butt kicking."
Did McAdoo's early foul trouble have any significance on the approach to the game?
"He's our best scorer but we haven't been playing very effectively inside out either way. We would have liked to keep him in the game a little more early in the game. We've got to do a little bit better at getting some attack from the inside out."
Is this loss frustrating after the progress UNC has made over the past week or two?
"It's frustrating in every way. We made some progress but we've got to be able to go into somebody else's place and play well. You've got to be able to go in there and focus and have some toughness about you."
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Philosophy of education
The philosophy of education examines the aims, forms, methods, and results of acquiring knowledge as both a process and a field of study.[1] As a field of applied philosophy, it is influenced both by developments within philosophy proper, especially questions of ethics and epistemology, and by concerns arising from instructional practice.[2]
Philosophical treatments of education date at least as far back as Socrates, but the field of inquiry only began to be recognized as a formal subdiscipline in the nineteenth century.[3] As an academic subject, it is often taught within a department or college of education, rather than within a philosophy department.[4][5] Though the field often seems to lack the cohesion of other areas of philosophy, it is generally, and perhaps therefore, more open to new approaches.[6]
- 1 Educational philosophies
- 2 Movements
- 3 Philosophers of education
- 3.1 Socrates (c. 469 BC – 399 BC)
- 3.2 Plato (424/423 BC - 348/347 BC)
- 3.3 Aristotle (384 BC - 322 BC)
- 3.4 Avicenna (980 - 1037)
- 3.5 Ibn Tufail (c. 1105 - 1185)
- 3.6 John Locke (1632-1704)
- 3.7 Jean-Jacques Rousseau (1712-1778)
- 3.8 Étienne Bonnot de Condillac (1715 – 1780)
- 3.9 Johann Friedrich Herbart (1776 – 1841)
- 3.10 Charlotte Mason (1842-1923)
- 3.11 John Dewey (1859-1952)
- 3.12 Rudolf Steiner (1861-1925)
- 3.13 Maria Montessori(1870-1952)
- 3.14 William Heard Kilpatrick (1871-1965)
- 3.15 A. S. Neill (1883-1973)
- 3.16 Martin Heidegger (1889-1976)
- 3.17 Jean Piaget (1896-1980)
- 3.18 Jerome Bruner (1915- )
- 3.19 Paulo Freire (1921-1997)
- 3.20 Nel Noddings (1929– )
- 3.21 John Holt (1923-1985)
- 4 See also
- 5 References
- 6 Further reading
- 7 External links
Educational philosophies[edit]
Educational philosophies are informed by philosophical perspectives on subjects such as ethics, epistemology, the human condition, and by psychological perspectives on human learning and development.[7][8] Major philosophies of education in the United States that inform what to teach include essentialism, perennialism, progressivism, and existentialism.[9][10] Major philosophies of education in the United States that inform who to teach and how to teach are behaviorism, cognitivism, humanism (including, the ideas of social reconstructionism and critical theory), and constructivism.
Classical education[edit]
The Classical education movement advocates a form of education based in the traditions of Western culture, with a particular focus on education as understood and taught in the Middle Ages. The term "classical education" has been used in English for several centuries, with each era modifying the definition and adding its own selection of topics. By the end of the 18th century, in addition to the trivium and quadrivium of the Middle Ages, the definition of a classical education embraced the study of literature, poetry, drama, philosophy, history, art, and languages. In the 20th and 21st centuries it is used to refer to a broad-based study of the liberal arts and sciences, as opposed to a practical or pre-professional program.
Humanistic education[edit]
Humanistic education emphasizes issues of moral autonomy, personal freedom, and tolerance. Its long history can be traced through several phases: Classical humanism, with roots going back to the Paideia of classical Athens; Romantic humanism, as presented in the works of Rousseau, Goethe, and Pestalozzi; Existentialist humanism, emphasizing issues of freedom and identity and questioning modernism's focus on the primacy of rational thinking; and Radical humanism, or critical pedagogy, emphasizing social and political engagement, as represented by educators such as Freire, Giroux, and Kozol.[11]
Contemplative education[edit]
Contemplative education focuses on bringing spiritual awareness into the pedagogical process. Contemplative approaches may be used in the classroom, especially in tertiary or (often in modified form) in secondary education.Contemplative methods may also be used by teachers in their preparation. In this case, inspiration for enriching the content, format, or teaching methods may be sought through various practices, such as consciously reviewing the previous day's activities; actively holding the students in consciousness; and contemplating inspiring pedagogical texts. Waldorf education was one of the pioneers of this approach.[12] Zigler suggested that only through focusing on their own spiritual development could teachers positively impact the spiritual development of students.[13] The Center for Contemplative Mind in Society's Association for Contemplative Mind in Higher Education was set up to foster the use of contemplative methods in education. Parker Palmer is a recent pioneer in contemplative methods.
Critical pedagogy[edit]
Critical pedagogy is an "educational movement, guided by passion and principle, to help students develop consciousness of freedom, recognize authoritarian tendencies, and connect knowledge to power and the ability to take constructive action." Based in Marxist theory, critical pedagogy draws on radical democracy, anarchism, feminism, and other movements for social justice.
Democratic education[edit]
Democratic education is a theory of learning and school governance in which students and staff participate freely and equally in a school democracy. In a democratic school, there is typically shared decision-making among students and staff on matters concerning living, working, and learning together.
Social reconstructionism[edit]
Social reconstructionism focuses on achieving social change (with the goal of achieving social justice and equity) by altering social systems. Key points are: 1. social systems that marginalize and oppress others need to be changed and 2. achieving this change requires both creating a system that serves as a change agent while being open to changing its own purposes and structures as the social contexts in which it exists naturally evolve. Educational reconstruction purposefully and explicitly requires that schools function as change agents, empowering students to question systems in which they live and work,and to create a society that is more equitable and just. As an "educational social movement" guided by critical pedagogy, social reconstructionism rests upon the idea that schools need to actively assist students in changing the world that they are a part of; it directly prompts the recognition that human beings tend to adopt authoritarian systems which can become controlling, manipulative, and which perpetuate the status quo and thus lie in opposition to ideas of free will.[14]
Unschooling is a range of educational practices centered on allowing children to learn through their natural life experiences, including child directed play, game play, household responsibilities, work experience, and social interaction, rather than through a more traditional school curriculum. Unschooling encourages exploration of activities led by the children themselves, facilitated by the adults. Unschooling differs from conventional schooling principally in the thesis that standard curricula and conventional grading methods, as well as other features of traditional schooling, are counterproductive to the goal of maximizing the education of each child.
Philosophers of education[edit]
Socrates (c. 469 BC – 399 BC)[edit]
Socrates' important contribution to Western thought is his dialectic method of inquiry, known as the Socratic method or method of "elenchus", first described by Plato in the Socratic Dialogues. To solve a problem, it would be broken down into a series of questions, the answers to which gradually distill the answer a person would seek. The influence of this approach is most strongly felt today in the use of the scientific method, in which hypothesis is the first stage. The development and practice of this method is one of Socrates' most enduring contributions.
Plato (424/423 BC - 348/347 BC)[edit]
Plato's educational philosophy was grounded in his vision of the ideal Republic, wherein the individual was best served by being subordinated to a just society. He advocated removing children from their mothers' care and raising them as wards of the state, with great care being taken to differentiate children suitable to the various castes, the highest receiving the most education, so that they could act as guardians of the city and care for the less able. Education would be holistic, including facts, skills, physical discipline, and music and art, which he considered the highest form of endeavor.
Plato believed that talent was distributed non-genetically and thus must be found in children born in any social class. He builds on this by insisting that those suitably gifted are to be trained by the state so that they may be qualified to assume the role of a ruling class. What this establishes is essentially a system of selective public education premised on the assumption that an educated minority of the population are, by virtue of their education (and inborn educability), sufficient for healthy governance.
Plato's writings contain some of the following ideas: Elementary education would be confined to the guardian class till the age of 18, followed by two years of compulsory military training and then by higher education for those who qualified. While elementary education made the soul responsive to the environment, higher education helped the soul to search for truth which illuminated it. Both boys and girls receive the same kind of education. Elementary education consisted of music and gymnastics, designed to train and blend gentle and fierce qualities in the individual and create a harmonious person.
At the age of 20, a selection was made. The best students would take an advanced course in mathematics, geometry, astronomy and harmonics. The first course in the scheme of higher education would last for ten years. It would be for those who had a flair for science. At the age of 30 there would be another selection; those who qualified would study dialectics and metaphysics, logic and philosophy for the next five years. After accepting junior positions in the army for 15 years, a man would have completed his theoretical and practical education by the age of 50.
Aristotle (384 BC - 322 BC)[edit]
Only fragments of Aristotle's treatise On Education are still in existence. We thus know of his philosophy of education primarily through brief passages in other works. Aristotle considered human nature, habit and reason to be equally important forces to be cultivated in education.[15] Thus, for example, he considered repetition to be a key tool to develop good habits. The teacher was to lead the student systematically; this differs, for example, from Socrates' emphasis on questioning his listeners to bring out their own ideas (though the comparison is perhaps incongruous since Socrates was dealing with adults).
Aristotle placed great emphasis on balancing the theoretical and practical aspects of subjects taught. Subjects he explicitly mentions as being important included reading, writing and mathematics; music; physical education; literature and history; and a wide range of sciences. He also mentioned the importance of play.
One of education's primary missions for Aristotle, perhaps its most important, was to produce good and virtuous citizens for the polis. All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth. [16]
Avicenna (980 - 1037)[edit]
In the medieval Islamic world, an elementary school was known as a maktab, which dates back to at least the 10th century. Like madrasahs (which referred to higher education), a maktab was often attached to a mosque. In the 11th century, Ibn Sina (known as Avicenna in the West), wrote a chapter dealing with the maktab entitled "The Role of the Teacher in the Training and Upbringing of Children", as a guide to teachers working at maktab schools. He wrote that children can learn better if taught in classes instead of individual tuition from private tutors, and he gave a number of reasons for why this is the case, citing the value of competition and emulation among pupils as well as the usefulness of group discussions and debates. Ibn Sina described the curriculum of a maktab school in some detail, describing the curricula for two stages of education in a maktab school.[17]
Ibn Sina wrote that children should be sent to a maktab school from the age of 6 and be taught primary education until they reach the age of 14. During which time, he wrote that they should be taught the Qur'an, Islamic metaphysics, language, literature, Islamic ethics, and manual skills (which could refer to a variety of practical skills).[17]
Ibn Sina refers to the secondary education stage of maktab schooling as the period of specialization, when pupils should begin to acquire manual skills, regardless of their social status. He writes that children after the age of 14 should be given a choice to choose and specialize in subjects they have an interest in, whether it was reading, manual skills, literature, preaching, medicine, geometry, trade and commerce, craftsmanship, or any other subject or profession they would be interested in pursuing for a future career. He wrote that this was a transitional stage and that there needs to be flexibility regarding the age in which pupils graduate, as the student's emotional development and chosen subjects need to be taken into account.[18]
The empiricist theory of 'tabula rasa' was also developed by Ibn Sina. He argued that the "human intellect at birth is rather like a tabula rasa, a pure potentiality that is actualized through education and comes to know" and that knowledge is attained through "empirical familiarity with objects in this world from which one abstracts universal concepts" which is developed through a "syllogistic method of reasoning; observations lead to prepositional statements, which when compounded lead to further abstract concepts." He further argued that the intellect itself "possesses levels of development from the material intellect (al-'aql al-hayulani), that potentiality that can acquire knowledge to the active intellect (al-'aql al-fa'il), the state of the human intellect in conjunction with the perfect source of knowledge."[19]
Ibn Tufail (c. 1105 - 1185)[edit]
In the 12th century, the Andalusian-Arabian philosopher and novelist Ibn Tufail (known as "Abubacer" or "Ebn Tophail" in the West) demonstrated the empiricist theory of 'tabula rasa' as a thought experiment through his Arabic philosophical novel, Hayy ibn Yaqzan, in which he depicted the development of the mind of a feral child "from a tabula rasa to that of an adult, in complete isolation from society" on a desert island, through experience alone. The Latin translation of his philosophical novel, Philosophus Autodidactus, published by Edward Pococke the Younger in 1671, had an influence on John Locke's formulation of tabula rasa in "An Essay Concerning Human Understanding".[20]
John Locke (1632-1704)[edit]
Locke's Some Thoughts Concerning Education is an outline on how to educate the mind: he expresses the belief that education maketh the man, or, more fundamentally, that the mind is an "empty cabinet", with the statement, "I think I may say that of all the men we meet with, nine parts of ten are what they are, good or evil, useful or not, by their education."[21]
Locke also wrote that "the little and almost insensible impressions on our tender infancies have very important and lasting consequences."[22] He argued that the "associations of ideas" that one makes when young are more important than those made later because they are the foundation of the self: they are, put differently, what first mark the tabula rasa. In his Essay, in which is introduced both of these concepts, Locke warns against, for example, letting "a foolish maid" convince a child that "goblins and sprites" are associated with the night for "darkness shall ever afterwards bring with it those frightful ideas, and they shall be so joined, that he can no more bear the one than the other."[23]
"Associationism", as this theory would come to be called, exerted a powerful influence over eighteenth-century thought, particularly educational theory, as nearly every educational writer warned parents not to allow their children to develop negative associations. It also led to the development of psychology and other new disciplines with David Hartley's attempt to discover a biological mechanism for associationism in his Observations on Man (1749).
Jean-Jacques Rousseau (1712-1778)[edit]
Rousseau, though he paid his respects to Plato's philosophy, rejected it as impractical due to the decayed state of society. Rousseau also had a different theory of human development; where Plato held that people are born with skills appropriate to different castes (though he did not regard these skills as being inherited), Rousseau held that there was one developmental process common to all humans. This was an intrinsic, natural process, of which the primary behavioral manifestation was curiosity. This differed from Locke's 'tabula rasa' in that it was an active process deriving from the child's nature, which drove the child to learn and adapt to its surroundings.
Rousseau wrote in his book Emile that all children are perfectly designed organisms, ready to learn from their surroundings so as to grow into virtuous adults, but due to the malign influence of corrupt society, they often fail to do so. Rousseau advocated an educational method which consisted of removing the child from society—for example, to a country home—and alternately conditioning him through changes to his environment and setting traps and puzzles for him to solve or overcome.
Rousseau was unusual in that he recognized and addressed the potential of a problem of legitimation for teaching. He advocated that adults always be truthful with children, and in particular that they never hide the fact that the basis for their authority in teaching was purely one of physical coercion: "I'm bigger than you." Once children reached the age of reason, at about 12, they would be engaged as free individuals in the ongoing process of their own.
He once said that a child should grow up without adult interference and that the child must be guided to suffer from the experience of the natural consequences of his own acts or behaviour. When he experiences the consequences of his own acts, he advises himself.
"Rousseau divides development into five stages (a book is devoted to each). Education in the first two stages seeks to the senses: only when Émile is about 12 does the tutor begin to work to develop his mind. Later, in Book 5, Rousseau examines the education of Sophie (whom Émile is to marry). Here he sets out what he sees as the essential differences that flow from sex. 'The man should be strong and active; the woman should be weak and passive' (Everyman edn: 322). From this difference comes a contrasting education. They are not to be brought up in ignorance and kept to housework: Nature means them to think, to will, to love to cultivate their minds as well as their persons; she puts these weapons in their hands to make up for their lack of strength and to enable them to direct the strength of men. They should learn many things, but only such things as suitable' (Everyman edn.: 327)." Émile
Étienne Bonnot de Condillac (1715 – 1780)[edit]
Étienne Bonnot de Condillac was a French philosopher and epistemologist who studied in such areas as psychology and the philosophy of the mind. Condillac's collected works were published in 1798 (23 vols.) and two or three times subsequently; the last edition (1822) has an introductory dissertation by A. F. Théry. The Encyclopédie méthodique has a very long article on Condillac by Naigeon. Biographical details and criticism of the Traité des systèmes in J. P. Damiron's Mémoires pour servir a l'histoire de to philosophie au dixhuitieme siècle, tome iii.; a full criticism in V Cousin's Cours de l'histoire de la philosophie moderne, ser. i. tome iii. Consult also F Rethoré, Condillac ou l'empirisme et le rationalisme (1864); L Dewaule, Condillac et la psychologie anglaise contemporaine (1891); histories of philosophy.
Johann Friedrich Herbart (1776 – 1841)[edit]
Considered the founder of pedagogy as an academic discipline, Herbart established a system of pedagogy built on the preparation and then presentation of engaging material (for example, using genuine works of literature rather than school readers), analysis with the class, review of the material, and drawing conclusions relevant to larger contexts. He strongly influenced the development of pedagogy throughout Europe and beyond, an influence which is still felt to this day.
Charlotte Mason (1842-1923)[edit]
Mason was a British educator who invested her life in improving the quality of children's education. Her ideas led to a method used by some homeschoolers. Mason's philosophy of education is probably best summarized by the principles given at the beginning of each of her books. Two key mottos taken from those principles are "Education is an atmosphere, a discipline, a life" and "Education is the science of relations." She believed that children were born persons and should be respected as such; they should also be taught the Way of the Will and the Way of Reason. Her motto for students was "I am, I can, I ought, I will." Charlotte Mason believed that children should be introduced to subjects through living books, not through the use of "compendiums, abstracts, or selections." She used abridged books only when the content was deemed inappropriate for children. She preferred that parents or teachers read aloud those texts (such as Plutarch and the Old Testament), making omissions only where necessary.
John Dewey (1859-1952)[edit]
In Democracy and Education: An Introduction to the Philosophy of Education, Dewey stated that education, in its broadest sense, is the means of the "social continuity of life" given the "primary ineluctable facts of the birth and death of each one of the constituent members in a social group". Education is therefore a necessity, for "the life of the group goes on."[24] Dewey was a proponent of Educational Progressivism and was a relentless campaigner for reform of education, pointing out that the authoritarian, strict, pre-ordained knowledge approach of modern traditional education was too concerned with delivering knowledge, and not enough with understanding students' actual experiences.[25]
Rudolf Steiner (1861-1925)[edit]
Steiner founded a holistic educational impulse on the basis of his spiritual philosophy (anthroposophy). Now known as Steiner or Waldorf education, his pedagogy emphasizes a balanced development of cognitive, affective/artistic, and practical skills (head, heart, and hands). Steiner's theory of child development divides education into three discrete developmental stages predating but with close similarities to the stages of development described by Piaget. Early childhood education occurs through imitation; teachers provide practical activities and a healthy environment. Steiner believed that young children should meet only goodness. Elementary education is strongly arts-based, centered on the teacher's creative authority; the elementary school-age child should meet beauty. Secondary education seeks to develop the judgment, intellect, and practical idealism; the adolescent should meet truth. In all stages of schooling, learning is interdisciplinary, integrating practical, artistic, and cognitive elements and emphasizing the role of the imagination in learning. Schools and teachers are given considerable freedom to define curricula and instructional methods within collegial structures.
Maria Montessori(1870-1952)[edit]
The Montessori method arose from Dr. Maria Montessori's discovery of what she referred to as "the child's true normal nature" in 1907,[26] which happened in the process of her experimental observation of young children given freedom in an environment prepared with materials designed for their self-directed learning activity.[27] The method itself aims to duplicate this experimental observation of children to bring about, sustain and support their true natural way of being.[28]
William Heard Kilpatrick (1871-1965)[edit]
William Heard Kilpatrick was a US American philosopher of education and a colleague and a successor of John Dewey. He was a major figure in the progressive education movement of the early 20th century. Kilpatrick developed the Project Method for early childhood education, which was a form of Progressive Education organized curriculum and classroom activities around a subject's central theme. He believed that the role of a teacher should be that of a "guide" as opposed to an authoritarian figure. Kilpatrick believed that children should direct their own learning according to their interests and should be allowed to explore their environment, experiencing their learning through the natural senses.[29] Proponents of Progressive Education and the Project Method reject traditional schooling that focuses on memorization, rote learning, strictly organized classrooms (desks in rows; students always seated), and typical forms of assessment.
A. S. Neill (1883-1973)[edit]
Neill founded the Summerhill School, the oldest existing democratic school in Suffolk, England in 1921. He wrote a number of books that now define much of contemporary democratic education philosophy. Neill believed that the happiness of the child should be the paramount consideration in decisions about the child's upbringing, and that this happiness grew from a sense of personal freedom. He felt that deprivation of this sense of freedom during childhood, and the consequent unhappiness experienced by the repressed child, was responsible for many of the psychological disorders of adulthood.
Martin Heidegger (1889-1976)[edit]
Heidegger's philosophizing about education was primarily related to higher education. He believed that teaching and research in the university should be unified and aim towards testing and interrogating the "ontological assumptions and presuppositions which implicitly guide research in each domain of knowledge."[30]
Jean Piaget (1896-1980)[edit]
Jean Piaget was a Swiss developmental psychologist known for his studies of how children progressively develop knowledge of the world, studies that eventually described the genesis of an exceptionally wide spectrum of human understanding. His theory of cognitive development, called genetic epistemology, productively linked the philosophical study of knowledge formation and the psychological study of child development. He described himself as an epistemologist interested in the qualitative development of knowledge.
Piaget placed great importance on the education of children. As Director of the International Bureau of Education, he declared in 1934 that "only education is capable of saving our societies from possible collapse, whether violent, or gradual."[31] Piaget created the International Centre for Genetic Epistemology in Geneva in 1955 and directed it until 1980. According to Ernst von Glasersfeld, Jean Piaget is "the great pioneer of the constructivist theory of knowing."[32]
Jerome Bruner (1915- )[edit]
Bruner's The Process of Education and Toward a Theory of Instruction are landmarks in conceptualizing learning and curriculum development. A major contributor to the inquiry method in education, Bruner argued that any subject can be taught in some intellectually honest form to any child at any stage of development. This notion underpinned his concept of the spiral curriculum, positing that a curriculum should revisit basic ideas, building on them until the student had grasped the full formal concept. He emphasized intuition as a neglected but essential feature of productive thinking. He felt that interest in the material being learned was the best stimulus for learning, rather than external motivations such as grades. Bruner developed the concept of discovery learning which promoted learning as a process of constructing new ideas based on current or past knowledge; students are encouraged to discover facts and relationships and continually build on what they already know.
Paulo Freire (1921-1997)[edit]
A Brazilian committed to the cause of educating the impoverished peasants of his nation and collaborating with them in the pursuit of their liberation from what he regarded as "oppression," Freire is best known for his attack on what he called the "banking concept of education," in which the student was viewed as an empty account to be filled by the teacher. Freire also suggests that a deep reciprocity be inserted into our notions of teacher and student; he comes close to suggesting that the teacher-student dichotomy be completely abolished, instead promoting the roles of the participants in the classroom as the teacher-student (a teacher who learns) and the student-teacher (a learner who teaches). In its early, strong form this kind of classroom has sometimes been criticized[by whom?] on the grounds that it can mask rather than overcome the teacher's authority.
Aspects of the Freirian philosophy have been highly influential in academic debates over "participatory development" and development more generally. Freire's emphasis on what he describes as "emancipation" through interactive participation has been used as a rationale for the participatory focus of development, as it is held that 'participation' in any form can lead to empowerment of poor or marginalised groups. Freire was a proponent of critical pedagogy. "He participated in the import of European doctrines and ideas into Brazil, assimilated them to the needs of a specific socio-economic situation, and thus expanded and refocused them in a thought-provoking way"[33]
Nel Noddings (1929– )[edit]
Noddings' first sole-authored book Caring: A Feminine Approach to Ethics and Moral Education (1984) followed close on the 1982 publication of Carol Gilligan's ground-breaking work in the ethics of care In a Different Voice. While her work on ethics continued, with the publication of Women and Evil (1989) and later works on moral education, most of her later publications have been on the philosophy of education and educational theory. Her most significant works in these areas have been Educating for Intelligent Belief or Unbelief (1993) and Philosophy of Education (1995).
John Holt (1923-1985)[edit]
In 1964 Holt published his first book, How Children Fail, asserting that the academic failure of schoolchildren was not despite the efforts of the schools, but actually because of the schools. Not surprisingly, How Children Fail ignited a firestorm of controversy. Holt was catapulted into the American national consciousness to the extent that he made appearances on major TV talk shows, wrote book reviews for Life magazine, and was a guest on the To Tell The Truth TV game show.[34] In his follow-up work, How Children Learn, published in 1967, Holt tried to elucidate the learning process of children and why he believed school short circuits that process.
See also[edit]
- Behaviorism (philosophy of education)
- Cognitivism (philosophy of education)
- Humanism (philosophy of education)
- Constructivism (philosophy of education)
- Curriculum
- Education policy
- Educational theory
- Learning
- Learning theory (education)
- Instructional theory
- Thales of Miletus
- ^ Frankena, William K.; Raybeck, Nathan; Burbules, Nicholas (2002). "Philosophy of Education". In Guthrie, James W. Encyclopedia of Education, 2nd edition. New York, NY: Macmillan Reference. ISBN 0-02-865594-X
- ^ D. C. Phillips, "What is philosophy of education", in Sage Handbook of Philosophy of Education, ISBN 9780415428927
- ^ Blake, Smeyers, Smith, and Standish, "Introduction". Blackwell Guide to the Philosophy of Education, ISBN 0631221182
- ^ Noddings, N.(1950). Philosophy of Education. Boulder,CO: Westview ISBN 0-8133-8429-X
- ^ Noddings 1995, pp. 1–6
- ^ Phillips, D.C., Philosophy of Education, The Stanford Encyclopedia of Philosophy (Spring 2009 Edition), Edward N. Zalta (ed.)
- ^ Guthrie, James W. (2002). "Philosophy of Education". In Frankena, William K.; Raybeck, Nathan; Burbules, Nicholas. Encyclopedia of Education, 2nd edition. New York, NY: Macmillan Reference. ISBN 0-02-865594-X.
- ^ Peters, R.S. (1977). Education and the education of teachers (Reprinted. ed.). London: Routledge & K. Paul. p. 77. ISBN 0710084692.
- ^ Sadker, David; Sadker, Myra (2005). "Philosophy of Education". Teachers, Schools, and Society. McGraw-Hill. Retrieved 24 July 2013.
- ^ Gutek, Gerald (2004). Philosophical and Ideological Voices in Education. Pearson. ISBN 0205360181.
- ^ Nimrod Aloni, "Humanistic education", Encyclopedia of Educational Philosophy and Theory
- ^ Alexander Cameron, "Waldorf Teacher Education as Transformative Learning". In Appreciating the Best of What Is: Envisioning What Could Be: The Proceedings of The Sixth International Conference On Transformative Learning, October 6–9, 2005, ed. David Vlosak, Gloria Kielbaso, John Radford. Michigan State University & Grand Rapids Community College
- ^ Zigler, Ronald Lee (1999). "Tacit Knowledge and Spiritual Pedagogy". Journal of Beliefs & Values: Studies in Religion & Education 20 (2): 162–172.
- ^ Social Reconstruction by Jeffrey D. Zacko-Smith. Retrieved 14 February 2014 from http://www.academia.edu/1957998/Social_Reconstruction
- ^ [1]
- ^ [2]
- ^ a b M. S. Asimov, Clifford Edmund Bosworth (1999). The Age of Achievement: Vol 4. Motilal Banarsidass. pp. 33–4. ISBN 81-208-1596-3
- ^ M. S. Asimov, Clifford Edmund Bosworth (1999). The Age of Achievement: Vol 4. Motilal Banarsidass. pp. 34–5. ISBN 81-208-1596-3
- ^ Sajjad H. Rizvi (2006), Avicenna/Ibn Sina (CA. 980-1037), Internet Encyclopedia of Philosophy
- ^ G. A. Russell (1994), The 'Arabick' Interest of the Natural Philosophers in Seventeenth-Century England, pp. 224-262, Brill Publishers, ISBN 90-04-09459-8.
- ^ Locke, John. Some Thoughts Concerning Education and Of the Conduct of the Understanding. Eds. Ruth W. Grant and Nathan Tarcov. Indianapolis: Hackett Publishing Co., Inc. (1996), p. 10.
- ^ Locke, Some Thoughts, 10.
- ^ Locke, Essay, 357.
- ^ "Stanford Encyclopedia of Philosophy". Retrieved 22 December 2008.
- ^ Neil, J. (2005) John Dewey, the Modern Father of Experiential Education. Wilderdom.com. Retrieved 6/12/07.
- ^ Maria Montessori: Her Life And Work, E.M. Standing, p. 174, Publ. Plume, 1998, http://www.penguinputnam.com
- ^ The Montessori Method, Maria Montessori, pp. 79–81, Publ. Random House, 1988, http://www.randomhouse.com
- ^ Discovery of the Child, Maria Montessori, p.46, Publ. Ballantine Books, 1972, http://www.randomhouse.com
- ^ Gutek, Gerald L. (2009). New Perspectives on Philosophy and Education. Pearson Education, Inc. p. 346. ISBN 0-205-59433-6.
- ^ Thomson, Iain (2002). "Heidegger on Ontological Education"". In Peters, Michael A. Heidegger, Education, and Modernity. New York, NY: Rowman and Littlefield. pp. 141–142. ISBN 0-7425-0887-0
- ^ Munari, Alberto (1994). "JEAN PIAGET (1896–1980)". Prospects: the quarterly review of comparative education XXIV (1/2): 311–327.
- ^ (in An Exposition of Constructivism: Why Some Like it Radical, 1990)
- ^ [3]
- ^ The Old Schoolhouse Meets Up with Patrick Farenga About the Legacy of John Holt, http://www.thehomeschoolmagazine.com/How_To_Homeschool/articles/articles.php?aid=97
Further reading[edit]
- Blake, N., Smeyers, P., Smith, R., Standish, P. (2003). The Blackwell Guide to the Philosophy of Education, ISBN 0-631-22119-0
- Bruner, J.S. (1960). The process of education,. Cambridge, MA: Harvard University Press.
- Bruner, J.S. (1971). The relevance of education. New York, NY: Norton.
- Bruner, J.S. (1986). A study of thinking. New Brunswick, NJ: Transaction Press.
- Cahn, S.M. (1997). Classic and Contemporary Readings in the Philosophy of Education ISBN 978-0-07-009619-6
- Condillac, E. B. (1746/1970, 2001). Essai sur l'origine des connaissances [Essay on the origin of human knowledge] in Oeuvres Completes Tome 1. Genève: Slatkine reprints. Retrieved from http://www.slatkine.com/. In addition, translated from the French of the Abbé de Condillac by Hans Aarsleff, Cambridge, MA: Cambridge University Press.
- Condillac, E. B. (1749/1970, 1982). Traité des systèmes [Treatise on the systems] in Oeuvres Completes Tome 2. Genève: Slatkine reprints. Retrieved from http://www.slatkine.com/. In addition, translated from the French of the Abbé de Condillac by Franklin Philip, Philosophical Writings of Etienne Bonnot, Abbé de Condillac (Vol. I), Hillsdale, NJ: Lawrence Erlbaum.
- Condillac, E. B. (1754/1982). Traité des sensations [Treatise on the sensations]. Genève: Slatkine reprints. Retrieved from http://www.slatkine.com/. In addition, translated from the French of the Abbé de Condillac by Franklin Philip, Philosophical Writings of Etienne Bonnot, Abbé de Condillac, (Vol. I), Hillsdale, NJ: Lawrence Erlbaum.
- Condillac, E. B. (1756). An essay on the origin of human knowledge. In Locke's Essay on the Human Understanding. Translated from the French of the Abbé de Condillac by Thomas Nugent. London, England: J. Nourse. Retrieved 23 September 2008 from http://books.google.com/books?id=rp_go5DhQqQC.
- Curren, R. (2006). A Companion to the Philosophy of Education (Blackwell Companions to Philosophy), ISBN 1-4051-4051-8
- Hilbert, T. S., & Renkl, A. (2007). Learning how to Learn by Concept Mapping: A Worked-Example Effect. Oral presentation at theEARLI 2007 in Budapest, Hungary.
- Itard, J. M. G. (1962). The wild boy of Aveyron. (G. Humphrey & M. Humphrey, Trans.). New York: Appleton-Century-Crofts. (Original works published 1801 and 1806)
- Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
- Meyer (2009). The Poverty of Constructivism. Educational Philosophy and Theory 41 (3): 332–341. doi:10.1111/j.1469-5812.2008.00457.x.
- Nodding, N. (1995). Philosophy of Education Westview Press, Dimension of Philosophy Series ISBN 0-8133-8430-3
- Piaget, Jean (1967). Logique et Connaissance scientifique, Encyclopédie de la Pléiade.
- Piaget, J (1975/1936). La naissance de l'intelligence chez l'enfant. [Emergence of intelligence in the child] in Three theories of cognitive representation and their evaluation standards of training effect. Neuchatel: Delachaux et Nieslé/Heerlson, The Netherlands: Heerlson.
- Rogers, Carl. (1969). Freedom to Learn: A View of What Education Might Become. (1st ed.) Columbus, Ohio: Charles Merrill.
- Vygotsky, D. (1962). Thought and language. Cambridge, MA: MIT Press.
External links[edit]
- [4] The quarterly review of comparative education: Aristotle
- [5] Andre Kraak, Michael Young Education in Retrospect: Policy And Implementation Since 1990
- Freire, UNESCO publication
- "Philosophy of Education". In Stanford Encyclopedia of Philosophy
- Encyclopedia of Philosophy of Education
- Thinkers of Education. UNESCO-International Bureau of Education website
- International Society for Philosophy of Music Education
- International Network of Philosophers of Education
- Philosophy of Education Society
- Philosophy of Education Society of Great Britain
- Philosophy of Education Society of Australia
- Canadian Philosophy of Education Society (CPES)
- The Nordic Society for Philosophy of Education
- Society for the Philosophical Study of Education
- The Ohio Valley Philosophy of Education Society
- Humanities Research Network; Te Whatunga Rangahau Aronu


text:
Inspired by the intricate details of the tortoise shell, the Lauren Ralph Lauren Pearl cheese board and knife is tiled with the warm multi-faceted hues of tortoiseshell-patterned resin that creates a stunning sunburst effect. Make a truly lasting impression with the impeccable craftsmanship and elegance of the Wentworth Tortoise cheese board and knife.
Our mission is to provide an unparalleled online shopping experience for our customers, offering the widest selection of top-quality home products at affordable prices. Founded in 2000 in Franklin, CT. the Yankee Retail Company is an authorized retailer of many world-renowned brands; such as Croscill, Waterford Crystal, American Drew, Brownstone Furniture, Reed & Barton, Swarovski, Lenox, Laura Ashley, and Waverly.


text:
Guest Speaker Request
Ryan Crocker
Former U.S. Ambassador to Iraq, Ryan Crocker, addressed students, faculty and staff of the Command and General Staff College April 23 in the Eisenhower Auditorium of the Lewis and Clark Center. His remarks touched on the region, issues and challenges facing the U.S., and how he sees us working together as a government.
Click here for Ryan Crocker's bio.
Last Reviewed:
April 24, 2009


text:
About The Groove Tiger
"(Not that the DOJ has any intention of ever turning this information over, no longer how long the NSA holds onto it…)"
I don't think you meant to type "longer" there. "matter" maybe?
He's probably talking about teabagging.
Sorry you had to go thru that, AjStechd.
"Until a few years ago, such a project would have been impossible. Thanks to advances in computing power, internet bandwidth, open source software and print on demand technologies, today we can programmatically transform content from Wikipedia into printable PDFs."
There's only one way to have "middle ground" between a cop and one of his arrest victims.
Cop tries to arrest victim.
Victim tries to arrest cop.
Both agree to arrest half of each other.
Since the victim has no power over the cop, this is not possible.
Look, he may have been playing Barbie Dreamhouse Party, for all you know the officer just prevented another Newtown massacre!
You will fight forum posters until you die somehow? That's just weird. Do you suffer from some kind of explosive carpal syndrome?
Yay, go us.
I just remembered, I actually attended one of the talks when the TPP was in its infancy (back then I used to work at the interior ministry)... I remember it was just about some sort of corp. ID card that made entering ports easier or something.
Now it mutated into this...
He probably intended to type "contenterer", which means he's more contenter than before.
"...now you turn a... 360 on me!"
AFAIK a professional camera is just a camera with features. It has nothing to do whether it's suitable for the use of a professional, or it takes professional quality photos.
The list of features are things like: settings for shutter speed, exposure, etc all accessible by dials instead of a menu. Swappable lens. A really fast flash sync speed. Probably, be somewhat "rugged".
Oh, and expensive enough that professional photographers normally can't buy one ;)
It's got to the point that his "signature" footer saying random negative one-liners about the site has grown to be 3 times larger than his actual post!
Here's how it's done:
- Install TrueCrypt
- Format thumb drive as a TrueCrypt partition. Use a password that you want to give to police.
- Create hidden partition inside the first partition. Use your private password.
Hidden partitions don't show in the file system, and don't reserve any disk space (they can even be accidentally overwritten if you put too many files in the "fake" partition), therefore nobody is going to ask you for your password unless they are aware of it beforehand.
Report the video as Child abuse, add the following text:
"Child grooming comprises actions deliberately undertaken with the aim of befriending and establishing an emotional connection with a child, to lower the child's inhibitions in preparation to sexually assault the child, or to exploit the child."
Give anyone anything, and they will use it.
"Techdirt! When tired of substance, get fluffed here!"
I heard you're an expert fluffer, but I don't think Techdirt is hiring right now.
They're gonna set an alert to fire whenever someone goes over the 199,999 file download limit.
"So, remember, when you're trolling the internet for someone to cheat on your spouse with, chances are you're not talking to a real human being. And if you're unhappy at home, there are much more fun ways to get sore hands than typing on your keyboard."
Well, some of them require a bit of typing. Hopefully just enough that you can use one hand only.
But you already told us that "Masnicking" is when you masturbate while hitting refresh nonstop on Techdirt.com to find articles to troll.
I thought vague but unnecessary dig was your middle name :D
This is the most diverting / distracting piece yet from your NSA series. You just fade out NSA / DHS and focus on Google.
I don't see any good purpose that this serves. You are beating up on the original victim. If they're craven, try to brace them, but the slant you give this is just plain wrong.


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Saints Capture 2009 PBC Regular Season Title
Game 1 | Game 2 | Championship Pictures
AMERICUS, GA – North Georgia reduced their magic number to zero Saturday evening, sweeping a doubleheader from Georgia Southwestern 8-0 and 6-2 to claim the 2009 Peach Belt Conference regular season championship.
"This team has overcome a lot of challenges throughout the
course of the season but have continued to battle and play as one
unit, head coach Mike Davenport said following the victory to claim
the championship. "This is a tremendous honor for our only
senior, Kaelin Farrington, and all the past players that have laid
the foundation for being a respected NCAA Division II
North Georgia extends their winning streak to 14 games and improve to 37-3 overall and 15-1 in the Peach Belt Conference, holding a full three-game lead with just two games to play in the regular season. Georgia Southwestern falls to 12-35 overall and 2-14 in the league.
The softball team claims the institution's second regular season Peach Belt Conference Championship since the school entered the NCAA in 2005. North Georgia will now be the top overall seed in next week's PBC Softball Tournament hosted by Francis Marion University at Freedom Florence Park.
Entering play with a 35-3 overall record and a 27-0 mark when scoring first, North Georgia set a good tone for the day by plating a run in the opening frame. Kasey Knight skied a one-out double to center, and after a flyout by Courtney McGuire and a wild pitch to move up the runner, cleanup hitter Leslee Smith brought in Knight with a line drive into left field on a 2-1 pitch from eventual losing pitcher Brittany Milstid (4-8).
One run would end up being enough, as sophomore Sarah Phillips (26-1) allowed just two base runners in six innings, while fanning 10. The only blemishes on her record were inflicted by junior shortstop Nichole Griffin, who singled to lead off the 2nd for the Lady Canes' only hit, and drew a two-out walk in the fourth. She reached third base in the second frame, but Phillips escaped the jam with back-to-back strikeouts of first baseman Brandi Pratt and left fielder Anna Dankewich.
The game remained 1-0 going into the Saints' fourth, when the breeze blowing out to left field presaged three solo homers. The first, by Leslee Smith, just escaped the reach of Dankewich. Pilar Harden followed with a drive that just snuck inside the left field foul pole, and two outs later Kayla Martin blasted her first homer as a Saint, a no-doubter to left center.
The Lady Saints put the game out of reach in a four-run sixth inning, highlighted by a two-run single by third baseman Laura Voyles.
Smith paced the offense, posting a 2-for-3 performance with three RBIs. Harden went 2-for-4 with two runs scored and an RBI, and shortstop Kasey Knight made several nice stops while going 2-for-2 and scoring two runs.
In game two, McGuire and Smith coaxed first-inning walks, and Harden proceeded to cash in the charity with a single to left, bringing home McGuire to give the Saints a 1-0 lead.
Georgia Southwestern answered in the bottom of the first, as Brooke McLemore lofted a deep fly to left center with one out. A diving attempt by Stephanie Farmakis came up short as McLemore found herself on second base with a double. After a flyout to McGuire, cleanup hitter Nichole Griffin shot another double in the left-center gap to tie the score 1-1.
After a quiet second inning, the Saints reclaimed the lead when McGuire tripled off the right field fence and then scored on a passed ball with Smith at the plate. The lead was pushed to 4-1 an inning later as the Saints mounted a two-out rally. Martin drew a walk, Kaelin Farrington bounced an infield single to the right side, and Voyles also drew a free pass. Kasey Knight capitalized with a two-run double placed perfectly down the left field line to clear the bases.
After a long home run by Gabby Buck moved the Canes back within two runs, the Lady Saints added two more runs un the sixth, as Smith drove in Kim Stercay and McGuire with a ringing double to left center. That closed out the scoring in a 6-2 Saints victory.
Sarah Phillips battled through all seven innings to move to a league-leading 27-1 record, allowing five hits and striking out eight.
The Saints will look to continue their winning streak Monday afternoon as they travel to in-state rival Georgia College & State University for a regular season finale doubleheader set to start at 2:00 p.m.


text:
BKE Racer Back Tank TopSALE $7.97 - $18.00 was $18.00 Item #55460UQ997TB
- Lace trim racer back tank
- 95% Cotton, 5% Spandex.
- Machine wash cold water with like colors. Use only non-chlorine bleach. Reshape when wet, lay flat to dry. Do not iron on trim.
- Made in Canada.
BKE Racer Back Tank Top 1 1
Wrong color The whitish looking color, chalk i believe, was pretty tanish to me. I was expecting an off white. Just exchanged for different color. Buckle, could you make this in plain ol white?? July 24, 2012
1-1 of 1


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We've observed the changes in GISS over the past 7 years. Jean S draws our attention to the changes in GISS temperature history since Hansen et al 1981.
I've tried to re-plotted the current Hansen data – right frame – in the same format as Hansen et al 1981 Figure 3. This is not as easy as it seems because Hansen et al 1981 does not include information on centering; no digital version seems to be available; and the modern zonal versions commence in 1900 rather than 1880.
I've updated the graphic to also illustrate an interesting 1998 version of Hansen's data which has proved helpful in trying to figure things out. The left panel below is a plot of the 1998 version (black) centered on 1901-1970. After thinking about this for a while, it became clear that the reference period had to cover most of the century or else the position of the NH series in Hansen et al 1981 could not be replicated. I think that the black version of the NH series is pretty well matched to Hansen et al 1998. Notice that Hansen et al 1981 picked 1880 as a starting point and that this neatly truncates from view a temperature decline from 1866 to 1880 (which was in the original data version). Just a coincidence, I'm sure.
This shows that there doesn't seem to have been much adjusting of the north (N of 24N) series up to 1998, but it has been adjusted down between 1998 and 2007. However, there do seem to have been adjustments to the other two series between 1981 and 1998, as well as between 1998 and 2007. One of the very important reporting changes between 1998 and 2007 is the truncation of the period 1880-1900. Notice the particular impact on the tropics, where 1998 results show late 19th century values similar to closing 1980 values, resulting in no net change between 1880 and 1980 in the tropics. What do you suppose the reason was for eliminating the reporting of zonal measurements for 1880-1900 in the most recent results?
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text:
March 9: Series Premiere of Cosmos: A Spacetime Odyssey
Mark your calendar for the premiere of Cosmos: A Spacetime Odyssey, on Sunday, March 9, at 9:00 p.m. eastern/8:00 p.m.
Mark your calendar for the premiere of Cosmos: A Spacetime Odyssey, on Sunday, March 9, at 9:00 p.m. eastern/8:00 p.m.
March is National Nutrition Month, a time to focus attention on the importance of making informed food choices and developing sound eating and physical activity habits. Does your dinner plate reflect the latest science-based nutrition guidelines? Do you know what's in your supplements? How can we help schools give students the foundation they need to develop a healthy lifestyle?
Engineering achievements in the past 50 years have helped land astronauts on the moon, create the Internet, and decode the human genome. What will engineering create in the next 50 years?
Students in grades 6-12 are invited to submit a short film (30-90 seconds) showcasing an example of science in popular culture to compete for a grand prize of $2000 as part of the 2014 Science and Engineering Festival. Winners also receive a trip to the festival in Washington, D.C. April 26-27.
Join the National Academy of Sciences and the U.K.'s Royal Society for the release of "Climate Change: Evidence & Causes ," a brief publication by a team of leading climate scientists that addresses key questions about climate change.
A summary of a National Academy of Sciences' colloquium exploring ways to improve the communication of science to lay audiences is now available. The colloquium, held in the fall of 2013 and titled "The Science of Science Communication II," convened leading social, behavioral, and decision scientists, other scientists, and communication practitioners to share current research and discuss opportunities to enhance public engagement with science.
A new workshop summary from the Institute of Medicine (IOM) offers perspectives on the scientific and therapeutic implications of the microbial communities that live in and around our bodies and those of other organisms.
Increasingly in recent years, scientific evidence has illuminated complex and dynamic interactions among hosts, microbes, and the environment, leading some scientists to suggest a paradigm shift away from the conventional "one-microbe, one-disease" view to encompass a more nuanced perspective on microbial ecology as it relates to health and disease.
The next D.C. Art Science Evening Rendezvous (DASER), a monthly discussion forum on art and science projects, will be held Thursday, February 20 starting at 6:00 p.m.. DASERs provide a snapshot of the cultural environment and foster interdisciplinary networking. This month, in celebration of its third anniversary, DASER explores the theme of art as a way of knowing.
A new study published in the journal Proceedings of the National Academy of Sciences (PNAS) found that the cost of strategies to adapt to projected sea level rise are lower than the potential costs of flooding damage that could occur in the absence of such adaptation measures.
How can we create systems that provide a safe, nutritious, and consistent food supply while also reducing the strains placed on natural resources such as land, water, and air? A new workshop summary from the Institute of Medicine (IOM) considers the issues.


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AUSTIN -- Lady Bird Johnson would have turned 100 years old this year. Her wildflower center held a tribute day in her honor Sunday, and her granddaughters were there to unveil a new traveling exhibit.
The sprawling Lady Bird Johnson Wildflower Center attracts thousands every year, giving families a chance to appreciate the outdoors and appreciate conservation, thanks to the legacy of a first lady.
"Being with her, you couldn't help but understand her love of nature and of the outdoors, and of this beautiful world that had been given to us," Catherine Robb said, one of Johnson's granddaughters.
Johnson's granddaughters Catherine and Jennifer Robb helped unveil the new traveling exhibit, which honors Johnson's life and work, using her position of power to protect precious resources.
"I look out here and think how proud and happy my grandmother would be to see continuing generations get to see the outside environment that she loved so much," Jennifer said. "We are continuing these conservations efforts."
The exhibit will travel the country, making stops at the Botanic Garden in Washington, D.C. and the Department of the Interior.
The unveiling is just one of several special tribute day events, including free admission and displays.
Former president Lyndon B. Johnson said Johnson inspired him in his conservation efforts. Fifty pens he used to sign 50 important pieces of environmental legislation were on display for the day at the Wildflower Center.
The center is constantly evolving. It's a home for research, a place for children to learn and an escape from city life.
"She founded the Wildflower Center as a research institution when she was 70-years-old, so we've been here for 30 years, so her legacy and vision were so far ahead of her time," said Susan Rieff, executive director of the Wildflower Center.


text:
Sometimes I really get scared for the circumstances that homeowners are in. People live through the toughest of times, foreclosures, bankruptcy, job loss, accidents. Without minimizing how traumatic losing a home can be, it is a loss that will eventually be something in the past. It won't define who the person, the homeowner is as a human being or what their true potential is.
That old saying, "crap happens," is true. Sometimes people get more than their fair share of it, too. The streets are speckled with stories of difficult situations and struggles with home loss these days.
What troubles me most about people that have it rain really hard on them is watching them become frozen with fear. I know it's not apathy but terror. They're unable to make a decision because they're overwhelmed by their circumstances.
Worse yet is when they start making decisions without understanding the consequences for hasty actions. Just because the home is on the brink of foreclosure or is being sold short doesn't mean that it couldn't get any worse.
What overwhelmed homeowners don't understand is that they're in a legal quagmire more so than real estate situation. To go through the process of selling short, deed in lieu or just giving up and letting the bank foreclose without lawyering-up can bring on a boat load of legal or tax consequences down the road.
"But my real estate agent said (insert stream of legalese and tax guidance they had no business giving you)" was a statement I got from the exhausted homeowner confused and in the throes of many awful things happening to their home and their finances. I thought to myself, you may as well have asked the guy running the weed eater outside of my window right now. He is great at what he does but he is just as unqualified to give you legal council as the person you just quoted.
On top of the fact that the information was wrong, their agent has no business giving them legal or tax advice regarding a short sale unless they are also an attorney, a certified public accountant or some other breed legal or finance wizard.
If you're at the point when you need to sell short or you're losing your home, you need to first find legal help, not real estate help.
Success is never a secret. If you don't know where to start looking for an attorney, ask a real estate agent that specializes in short sales or ask half a dozen real estate agents for recommendations and listen for consistent names that keep popping up.
If you're concerned about attorney's fees you need to remember that it doesn't cost anything to dial a phone and ask questions. If you choose to move forward, charges would be minimal compared to a myriad of credit, financial and tax consequences that can show up down the line because your legal issues handled by someone as unqualified to be your lawyer as the lawn guy … or a real estate agent.
No offense to any of the lawn guys out there.
- - -
Chris Griffith is a real estate agent at Downing-Frye Realty Inc. in Bonita Springs. If you have a question about local real estate or Bonita Springs, e-mail her at email@example.com.


text:
Worldwide Offices
The DataDirect Data Integration Suite provides a fast, easy way for enterprise systems to consume data sources, including relational, XML, Web services, EDI, or even custom flat files. With DataDirect Data Integration Suite, you visually map the data sources, generate code, and test, creating any view of the data to fit your specific environment.
The only XML IDE to provide truly integrated support for all of the leading XML processing, validation, and transformation engines.
Stream between any non-XML formats and XML, transparently reshape the XML for their application or store the XML in a relational database.
Ensure Reliable, High Performance Big Data Operations
Superior Performance and Scalability for Cloud-Based Data Access
Ensure the Security of Your Distributed Applications
This webinar introduces an approach to data access across heterogeneous data sources and Web service integration based on XML and XQuery.
This webinar covers:


text:
More Recipe Collections
(18 Recipes) Created by AWMUELLER
Recipes in this Collection
Pair onions and sweet potatoes with tangy blue cheese and crunchy walnuts for a stand-out side dish.
Submitted by CHEF_MEG
Carbs: 14.4g | Fat: 3.8g | Fiber: 2.4g | Protein: 2.3g | Calories: 98.8
Cookbook creator says: Halfed recipe ,Fat free cheese, quinoa doubles after prepared but more was good,2/3 cup salsa,3 egg whites
Submitted by STEPFANIER
Carbs: 31.7g | Fat: 3.2g | Fiber: 9.1g | Protein: 13.8g | Calories: 204.5
very easy. can change the spices according to your personal taste
Submitted by ILOVEMYPEACHES
Carbs: 11.8g | Fat: 1.5g | Fiber: 2.7g | Protein: 4.8g | Calories: 73.1
When you're craving something crunchy but don't want the added fat, whip up a batch of these chips. You will not need any special equipment for this recipe, just a couple of brown paper bags.
Carbs: 16.1g | Fat: 0.1g | Fiber: 2g | Protein: 1.9g | Calories: 71.6
Vindaloo is one of my favorite dishes in the world! This spicy Indian curry can be made vegetarian or with meat and is packed with spices. For those new to Indian cooking, I simplified the spice list, choosing five you might already have on hand.
Submitted by CHEF_MEG
Carbs: 61g | Fat: 4.8g | Fiber: 16.2g | Protein: 14.5g | Calories: 330.7
Crunchy almonds and sweet caramelized onions dress up your favorite green beans. A drizzle of balsamic adds a tangy contrast.
Submitted by SPARK_RECIPES
Carbs: 13g | Fat: 7.5g | Fiber: 5.3g | Protein: 3.9g | Calories: 124.6
This vegetarian chili uses some secret tricks to boost the flavor without adding calories!
Submitted by STEPFANIER
Carbs: 47.8g | Fat: 3g | Fiber: 21.9g | Protein: 12.8g | Calories: 207.6
Onions are often part of the chorus in a dish, but this time we're bringing them to center stage. This is the perfect fall side dish to serve with pork tenderloin or roasted chicken.
Submitted by CHEF_MEG
Carbs: 4.9g | Fat: 4.2g | Fiber: 1.1g | Protein: 2.2g | Calories: 61.6
Incredible! 5.0/5
(1 rating)
Cookbook creator says: Seasonings---red pepper,greens seasonings,dill,oregano basil tomato---
Submitted by DONNALT9229
Carbs: 9.9g | Fat: 0.4g | Fiber: 3.5g | Protein: 2.8g | Calories: 46.5
(no ratings)
This is a different twist to Brussel Sprouts!
Submitted by JKSCHONFELD
Carbs: 15.4g | Fat: 1.7g | Fiber: 3g | Protein: 2.3g | Calories: 81.7
My very favorite way to serve Brussels sprouts!
Submitted by GARDENPEACH
Carbs: 37.2g | Fat: 2.2g | Fiber: 14.5g | Protein: 13.7g | Calories: 189
(no ratings)
My very favorite way to serve Brussels sprouts!
Submitted by AWMUELLER
Carbs: 37.2g | Fat: 2.2g | Fiber: 14.5g | Protein: 13.7g | Calories: 188.9
Very Good 4.5/5
(27 ratings)
Submitted by MINDCRUSHER1376
Carbs: 12.3g | Fat: 5.9g | Fiber: 1.3g | Protein: 2.5g | Calories: 108.7
(no ratings)
Submitted by AWMUELLER
Carbs: 8.4g | Fat: 8.5g | Fiber: 1.8g | Protein: 13.3g | Calories: 160.8
Incredible! 5.0/5
(2 ratings)
Cookbook creator says: Ck other recipes for a variety of ingredients
Submitted by ANITA_NM
Carbs: 25.9g | Fat: 0.3g | Fiber: 3g | Protein: 1.4g | Calories: 103.7
Submitted by LTMUSICK12
Carbs: 24g | Fat: 3.4g | Fiber: 4.5g | Protein: 1.7g | Calories: 124.4
(no ratings)
Submitted by PETALIA
Carbs: 31g | Fat: 3.1g | Fiber: 8.6g | Protein: 3.8g | Calories: 149.9
Original recipe: http://www.americanfamily.com/recipes/white-bean-and-asparagus-salad/38251?tcode=AF-DRE-9000008600&fid=102562302529
Submitted by IRONORCHID
Carbs: 19.5g | Fat: 9.5g | Fiber: 5.3g | Protein: 7.5g | Calories: 192.8


text:
Contact: Alexis Steines
(703) 739-3900, ext. 175
ALEXANDRIA, Va. (June 22, 2009) – When school is out, training and networking is in for the thousands of school nutrition professionals who will attend this year's Annual National Conference of the School Nutrition Association in Las Vegas, Nevada. With the challenge of rising food and labor costs, increased demand for school meals, the legislative push for national nutrition standards through Child Nutrition Reauthorization, and the ongoing efforts to address childhood overweight, this year's conference promises to be where the action is. Learn more about all the hot topics June 29 – July 3, 2009, in Las Vegas for SNA's 63nd Annual National Conference (ANC.) The conference includes over 80 educational breakout sessions and the largest exhibit hall in school nutrition, featuring more than 760 booths packed with healthful foods, beverages and ingredients, services, equipment and technology. ANC 2009 will be held at the Mandalay Bay in Vegas.
ANC 2009 provides members of the media an opportunity to understand the trends and issues facing school nutrition programs nationwide:
SNA, (http://www.schoolnutrition.org) the School Nutrition Association, is a national, non-profit professional organization representing more than 55,000 members who provide high-quality, low-cost meals to students across the country. Founded in 1946, the Association and its members are dedicated to feeding children safe and nutritious meals.
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We loved this deal too, but it's no longer available. Check out our other awesome deals here.
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$32 for a Brewery Tour, Tasting for Two People & Four Take-Home Beers (value $64)
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- Grab a brewery tour and tasting for two, including four take home beers for just $32 (valued at $64).
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- Learn the humble beginnings of the Green Man brewery, and where it's headed in the future.
It's the third most popular drink in the world, the world's most widely consumed alcoholic beverage, and in the Czech Republic it's cheaper than water. Nope, we're not talking about vodka lolly-waters or cheap tequila. We're talking about beer. And because the year's just started, we feel the time's right for you to celebrate this fine drink.
Grab a brewery tour for two people, including tastings and four take-home beers at Green Man Brewery for only $32 (value $64).
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9 Grange Street
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Limit: 2 for you and 20 gifts for others
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Viewing entries tagged with 'Game 2'
Queensland send Origin series to decider
THE Queensland Maroons have kept the 2013 State Of Origin series alive with a 26-6 win over the NSW blues in front of 51,690 fans at Suncorp Stadium.
2013 State of Origin. Game 2 Preview
THE New South Wales Blues find themselves only 80 minutes away from winning the 2013 State of Origin Series. It feels almost ridiculous to even contemplate
2012 State of Origin Preview - Game 2
PAUL Mitry back from illness, makes his return with a preview for what could be the decisive game 2 in this years state of origin.
State of Origin 2 Match Preview - QLD v NSW
LEAGUEUNLIMITED'S Paul Mitry has a look at tonights vital second State of Origin clash between Queensland and the NSW Blues as the Maroons look to secure a fifth straight series victory.


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These Toddler Hangers are a must have for any child's room. The narrow design of these toddler hangers also make these a great addition to a narrow closet.
For anyone tired of looking for you child's clothing on the bottom of the closet floor these Toddler Hangers are for you. What you need is an affordable way to keep your kid's apparel in order and your closets tidy. These sturdy plastic hangers have shoulder notches to snugly hold your child's strapped tops in place and prevent garments from slipping. These plastic hangers come in sets of 20.


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04/20/2011: Junk Depot featured in wickedlocal.com
Cleaning Up Fairmont Avenue in Saugus
by Mike Gaffney/Saugus Advertiser


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Clinicians need the right tools to make the right decisions for patients, according to Daniel Jernigan, M.D., M.P.H., deputy director, Influenza Division, NCIRD, CDC. That's why the CDC and The Joint Commission have partnered to produce the free online courses - Strategies for Improving Rapid Influenza Testing in Ambulatory Settings. Earn two hours of free CE credits.
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Dear Dante cover
"I must Create a System or be enslav'd by another Man's. I will not Reason & Compare: my business is to Create." -- WILLIAM BLAKE "
About Anthony
Anthony S. Maulucci is an Italian American poet, playwright, novelist and painter. He worked in professional theatre and enjoyed a prominent career as a freelance writer before becoming a college professor of writing and literature. In 1989, he founded the...
Causes Anthony Maulucci Supports
Greenpeace, Amnesty Inernational, American Cancer Society, Red Cross, Save the Children


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Adobe Re-Focuses on Developers
Oct 13, 2012 12:47:41 PM
In the last year, Adobe has developed a number of Edge programs that have truly made an impact on the software landscape today, especially in the eyes of developers. By making significant changes to the internal structure of the company, Adobe has found that it is able to work more efficiently and quickly, responding to software bugs within incredibly short windows of time. These changes have achieved a number of successes for the company as a whole, from its ability to be productive to its ability to give their clientele quick results.
The massive shift in Adobe's structure has moved focus from large groups of problem solvers to much smaller, intimate groups who can react to issues quickly and fix them in an efficient manner. The company has found that small groups are much more effective in creating quick solutions to current problems. Borrowing some of these tactics from Google, Adobe has found that much success is bred from small groups working resourcefully.
Adobe's senior project manager, Jacob Surber, believes that this change will be incredibly effective for the overall productivity of the company. He stated, "We've changed the way we do things. We've gone from very large, very waterfall-driven teams to very small. We built Reflow with a six-man team in six months. We are going very iteratively, [with] very small, very focused teams, and it's really changed the way that we approach design and development and refinement of these applications."
Surber believes that these changes will have an enormous impact on the future of the company and its current practices. Do you agree with the use of small groups versus large collections of individuals? Little Soft Shop takes pride in our ability to provide the best software at the lowest prices. Contact us today for the best software on the market!


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The data center may not be able to effectively meet your business agility needs. Forward-thinking organizations are instead considering the public cloud in order to realize improved availability, scalability, and more – but is this strategy right for you?
This informative webcast describes how Netflix, a leading provider of Internet streaming media, operates and monitors in a public cloud environment. Uncover Netflix's journey to the cloud, as well as cloud benefits and challenges, by clicking through now.
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Disciple of Asher Presents - DEATH BUNNY
Originally Posted by NiallF96
#temamodest are the nicest people aboit. get outa here team ego! its not that my spelling gets shit when ikm drunk, just that i canr be bothered correctin the many mistakes i make while typing !
IWA Revolution Creative Team
IWA Vanities Champion: Juno Mercury!
2013: Women's Wrestler of the year Juno Mercury (IWA)
2013: Vanity of the Year Juno Mercury (IWA)
When the Devil is to busy
And Death's a bit to much
They call on me by name you see, for my special touch
To the gentleman I'm Ms. Forture
To the ladies I'm Sir Prize
But call me by any name, any way it's all the same
Haiters gonna Haite ^^
Originally Posted by BennyTheBall
Your anus, K2. Ring is a euphemism for anus.
Originally Posted by akbar
I'd rather masturbate to your picture of Carnage.
Originally Posted by B-MCINTYRE
DRG hates everyone
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Looking for a quick way to back-up your videos to DVD? With Dazzle® DVD Recorder, anyone can transfer video to a DVD using a PC—no experience required. Simply connect a VCR, DVD player, camcorder or other video device to the Dazzle USB hardware. Then use Pinnacle™ Instant DVD Recorder software to create a DVD recording complete with menus and chapter at the click of a button. You can burn your video directly to a DVD without first copying files to the PC hard drive, saving both valuable time and space. The DVD can be played on any home DVD player. DVD burning has never been so easy thanks to the Dazzle DVD Recorder.
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Questions about either the person or the book of the Old Testament minor prophet Habakkuk.
294 views
Who is the author of Hebrews quoting in Hebrews 10:38?
Who is the author of Hebrews quoting in Hebrews 10:38? Now the just shall live by faith: but if [any man] draw back, my soul shall have no pleasure in him. The "just shall live by faith" part ...
125 views
Silence of the idols and silence of the people before Yahweh in Habakkuk 2:18-20
Habakkuk 2:20 has a powerful sound: But Yahweh is in his holy Temple. Let all the earth be silent before him. I feel there are depths here that I am not plumbing. What is the connection here ...


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I've been doing C/Dirty C++ programming for a while, and I finaly decided to give python a try.
At first, it blew my mind. I didn't think I would be able to cope with a
language that didn't use brackets, pointers, strict typing, and all that
fun stuff. Then to my supprise, something like this was a valid
x,y = y,x
I was just wondering if there is a series or some tutorials on python geared to us recovering systems language coders. I'm enjoying learning python, it's a great language, but I wouldn't mind having a learning guide for when i finally decide to get around to tackling pygame.
And if there isn't a tutorial series, I wouldn't mind writing one further along down the road.


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Lil Scrappy
» by Kazeem Famuyide (@RealLifeKaz) December 31, 2012, 11:28am
Lol, no comments, *****ody cares.
Who cares, In other news....
Gotta make themselves relevant some hoe
Lame *****es always talking bout they Gs until they died or in jail make a li money & still lk idiots blk on blk crime GROWUP...GT your mimds rght....millions of females in world lmao...about her or not u lame dunces....& she not all that a groupie ho
Seeing that were talking about ground breaking news here, I just took a dump...back to you Tom
This is what some money and no common sense look like.
In other news my toe itches REALLY BADLY
Whats it say about America when stuff like this is even considered news.
Rap died after NWA imo.
that was an ignorant comment... and i mean the last claim..
Maybe they will do the world a service and kill each other.
Soulja boy is trash. Worst rapper since gucci mane.
Gucci has lyrics. Soulja just dances.
I love all y'all's comments! All y'all right loll zzz!
Both Lame
All 3 Diamond, Scrappy, & Soldier Boy is irrelevant af! SO!
Hip-Hop Wired delivers daily hip-hop music news, videos and streaming tracks from your favorite rap artists,
plus the latest political and fashion news—including the hottest sneakers to hit the street.
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Ingersoll Rand Security Technologies' UL294-listed power supplies include the 500-ULAC 1-Amp and 3-Amp power supplies. Supplied standard with AC input, output and battery monitoring circuits and providing low voltage, filtered and regulated power, the power supplies will power devices locally or connect to an access control panel. Additional features include: an on-board rack with dual control module capability and a time control module for delayed egress; a battery charging circuit; monitoring circuits; anti-tamper switch; and standby battery kits.
UL294-listed power supplies
From Allegion
Product From Allegion
Expand for more details on this Product
Altronix's NetWay 1D and NetWay 1DWP Midspans with Hi-PoEProduct From Altronix Corporation
Las Vegas, NV (April 2, 2014) – Altronix, the leading manufacturer of low voltage power supplies and transmission solutions for the electronic security industry, continues to expand its NetWay™ product line with NetWay1D and NetWay1DWP here at ISC West 2014. These single port midspan injectors provide Hi-PoE up to 60W in addition to being PoE/PoE+ compliant.
SentryPOWER POD – Power-On-DemandProduct From Sentry View Systems
Las Vegas, April 2, 2014: Sentry View Systems, Inc. Sentry View Systems announces the launch of SentryPOWER™ POD – Power-On-Demand for your remote systems. SentryPOWER™ POD is a fully integrated, self-contained unit in a 5U configuration providing hybrid power input from up to 3 sources (e.g. 110vac, solar panel and a wind turbine), web interface for setup and maintenance, power I/O and battery state monitoring and logging, programmable power relays, contact closure inputs, and built-in network switch for connecting itself and your remote devices to a network.
EDS-P510A-8 PoE+ Ethernet SwitchProduct From Moxa
BREA, CA, FEBRUARY 14, 2014 - Moxa, a leader in intelligent industrial networking solutions, is leveraging its extensive technological resources to introduce one of the world's first PoE+ Ethernet switches engineered to perform in harsh outdoor and industrial manufacturing environments, featuring 3KV LAN surge protection and a wide temperature range (-40°C to +75°C) that ensures the highest reliability of PoE systems while delivering network speeds of up to 1000 Mbps to eliminate bottlenecks.
Honeywell Power's HP1205UL and HP1210UL Power SuppliesProduct From Honeywell Power Products
NORTHFORD, Conn., Mar. 13, 2014 - Honeywell Power today announced a new series of power supplies that deliver more DC power to CCTV cameras and other peripheral devices. The new line includes unique features to speed installation and service calls, as well as increase survivability of system operations when a facility's AC power is lost.
Comtrol's RocketLinx ES7206-XT PoE SwitchProduct From Comtrol Corporation
MINNEAPOLIS, Minnesota — February 4, 2014 — Comtrol Corporation, a leading manufacturer of industrial device connectivity products, announced the release of the RocketLinx ES7206-XT Power over Ethernet switch. Comtrol's unmanaged ES7206-XT contains four Gigabit IEEE 802.3af/at PoE ports, one Gigabit copper uplink port, and one Gigabit SFP uplink port supporting multi-mode or single-mode fiber connections. Featuring Voltage Boost technology, the ES7206-XT enables direct 12-36 VDC input supporting vehicle, building, and factory power systems while delivering reliable power to PoE devices.
Altona's AT-PS-POCC Mid-Span Power SupplyProduct From Altona
SAN JOSE, Calif. — Jan. 7, 2014 — Atlona, a leading AV distribution solutions provider, today announced that the company is now shipping its new AT-PS-POCC mid-span power supply. Designed to power PoCc-compatible HDBaseT transmitters and/or receivers without requiring the related Atlona power source device, the AT-PS-POCC can send power to a compatible transmitter, receiver, or both using the same category cable as the HDBaseT signal.
Eaton's 93E Uninterruptible Power SystemProduct From Eaton Corporation
December 4, 2013 … Eaton today announced the launch of its 93E uninterruptible power system (UPS), featuring enhanced maintenance bypass options and external battery cabinets to ensure uptime of critical IT systems. Known as the 9E in previous models, Eaton's new 93E is engineered for maximum reliability. Delivering up to 98 percent efficiency while maintaining a small physical footprint, the 93E provides information technology (IT) and data center managers with the flexibility to meet growing compute, storage and networking needs while simultaneously reducing capital and operational costs.
Power over Ethernet Midspan Power SystemsProduct From Pelco by Schneider Electric
CLOVIS, CALIF. – December 17, 2013 – Schneider Electric today announced the launch of Pelco™ Power over Ethernet (PoE) midspan power systems and Ethernet extender offer that provides a wide range of power options for IP network cameras, enclosures,
Altronix's Expanded eFlow Power Supply/Charger LineProduct From Altronix Corporation
Brooklyn, NY (December 5, 2013) − Altronix now offers more eFlow power supply/chargers to choose from with 4, 8 and 16 outputs. These new models add to the company's growing line of eFlow enhanced power solutions with more features designed for security, fire and access control applications.
STF-500C Industrial Serial-To-Fiber convertersProduct From Antaira Technologies (formerly Aaxeon Technologies)
Anaheim, CA – Oct 11, 2013 – Antaira Technologies is a leading developer of Industrial Networking and Device connectivity solutions for harsh environment applications and is proud to be expanding its Serial product family with a new series of Industrial Serial-To-Fiber converters. The


text:
Raw milk causes most illnesses from dairy, study finds
Unpasteurized milk, touted as the ultimate health food by some, is 150 times more likely to cause food-borne illness outbreaks than pasteurized milk, and such outbreaks had a hospitalization rate 13 times higher than those involving pasteurized dairy products, a study from the Centers for Disease Control and Prevention finds.
The survey found 121 outbreaks linked to dairy products in which it was known whether the milk was pasteurized or unpasteurized (also called "raw"). Of those, 60% were caused by raw milk and 39% by pasteurized milk.
MORE: Latest illnesses point to raw milk's popularity
STORY: 35 cases of illness tied to Pa. farm's raw milk
"When you consider that no more than 1% of the milk consumed in the United States is raw, it's pretty startling to see that more of the outbreaks were caused by raw milk than pasteurized," says Barbara Mahon, senior author on the paper and deputy director of enteric diseases at CDC.
The 13-year review, published in this month's edition of the journal Emerging Infectious Diseases, is one of the largest done to date. It also found that states where the sale of raw milk is legal have twice as many outbreaks as states where it is illegal.
Pennsylvania is in the midst of a campylobacter outbreak linked to raw milk from a dairy in Chambersburg, Pa., that had sickened 77 people as of Tuesday. Of the cases, 67 are in Pennsylvania, five in Maryland, two in New Jersey and three in West Virginia, says Thomas Hostetterwith the Pennsylvania Department of Health.
Raw milk proponents say they believe it can cure a host of illnesses and protects against disease. They are engaged in an ongoing struggle with state public health agencies, many of which are concerned about increasing illnesses.
People who got sick from outbreaks tied to raw milk were also younger than those sickened in outbreaks linked to pasteurized milk. About 60% were younger than 20, whereas in pasteurized milk outbreaks, 23% were younger than 20. "It's just tragic when, for example, a parent gives a child raw milk because they're trying to do something for them and they end up making them sick," Mahon says.
The rate of outbreaks involving unpasteurized dairy products was higher in states that allow the sale of raw milk and dairy products. These included fluid milk and cheeses made from unpasteurized milk that were aged less than 60 days. In cheeses aged more than 60 days the aging process kills off bacteria, Mahon says.
Pasteurization is the process of heating milk to kill microorganisms. Typically milk is held at 161 degrees for 15 seconds, a process called flash pasteurization. Under federal law, products made from unpasteurized milk may not be sold or traded across state borders. Thirty states allow the sale of such products within their state, and 10 allow people who buy "shares" in a cow to legally get the unpasteurized milk from those cows, says Sally Fallon, president of the Weston A. Price Foundation.
A nutrition activist organization, the foundation fights for the legal sale of unpasteurized milk and a ban on soy-based formulas for infants, based on the theories of Weston Price, a 20th century Cleveland dentist. It is a major supporter of raw milk consumption. The Foundation believes that pasteurizing milk destroys vitamins and damages health-giving enzymes in milk.
Fallon believes that more Americans than just 1% consume raw dairy products, citing a 2007 survey "that showed that 3% of the population had consumed raw milk within the last seven days." She also says that the CDC study did not break down illnesses due to fluid raw milk and soft cheeses such as queso fresco "which is often made illegally."
The Price website is host to many testimonials by raw milk drinkers that unpasteurized dairy products have reversed "allergies, asthma and behavior problems in children; and digestive disorders, arthritis, osteoporosis and even cancer in adults."
Mahon disagrees. "It is very clear that raw milk is a risk to human health. I know that there are people who believe that it has health giving or curative properties, but I have never seen any studies that support that, and it's widely discredited in the public health community," Mahon says.
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