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Looks amazing in my space love these chairs!...
Add bright orange flare to any room with this modern chair. With the soft microfiber upholstery, you are sure to enjoy the comfort and style of this chair simultaneously.
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ITEM#: 13731508Add bright orange flare to any room with this modern chair. With the soft microfiber upholstery, you are sure to enjoy the comfort and style of this chair simultaneously. This unique chair will fit well in both modern and retro decor. Intended only for indoor use, the Christopher Knight Home Modern Orange Microfiber Accent Chair has a seat height of 16 inches. It is 27.5 inches high by 27 inches wide and 25 inches deep and features a standard height back.
Style and function come together perfectly in this accent chair from Christopher Knight Home. The steel construction ensures long-lasting durability, while the padded seat allows you to relax in comfort. The chair features a stylish cutout back for a completely modern look, and the round bases on the feet help add stability.
- Color: Orange
- Materials: Steel
- Finish: Steel
- Upholstery materials: Microfiber
- Legs: Steel
- Indoor/outdoor: Indoor
- Cut-out back feature
- Softly padded for extreme comfort
- Stainless steel feet include round base for added stability
- Seat dimensions: 16 inches high x 14 inches wide x 23 inches deep
- Chair dimensions: 27.5 inches high x 27 inches wide x 25 inches deep
Assembly required
|Microfiber Steel
|Stainless Steel Steel
|Chair Type
|Accent Chairs
|Assembly Required
|Chair Back Height
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|Manufacturer Warranty
|90 day Manufacturer
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Looks amazing in my space love these chairs!Read More
Great modern piece!
This is a great piece for a pop of color in any room! It's kind of low to the ground, but I am tall.. so to be expected. I switched out the legs to an angled brushed silver instead of the round high shine legs that came with it (they look kind of cheap in person) . I get tons of compliments on this chair and definitely recommend! It's very similar to expensive design shop chairs that I have seen around town.Read More
Comfortable and Fun!
LOVE our new chair. It is really comfortable and fun. Definitely sized for a smaller person though.Read More
This chair is fabulous! It's comfortable and the color is a gorgeous, bright orange without being neon in color. It's a smaller chair, which I love, as it fits perfectly in my living room.Read More
Accent chair
Awesome look for any small sized room. Not designed for a larger sized person.Read More
Neat accent chair
Love the orange. If you are slim or have just a few extra pounds, then you will have no problem fitting in this chair. It is actually pretty comfortable. If you are large, you will not fit in this chair. If you are thinking about using this with the orange barstools with the seat handle - they don't match exactly so keep that in mind. Great, fun chair for the price.Read More
Love This Chair!
We just got this chair today and already put it together! (Took about 3 minutes to attach the legs...my 4 year old could have done it!) This chair it the prefect accent to our black and chrome living/dining room...we wanted some kind of pop of color and this chair was the perfect choice! I like it so much I am going to purchase a second one to add to the other side of the sofa. The chair is surprising comfortable and the size is perfect. When I was considering purchasing it the reviews made it seem like it was going to only fit the less than average size person...but my husband who is over 6 foot tall thought it was just fine. You can't curl up it in but to sit and visit in it will be just fine! The only thing that "may" be an issue is the fabric. At this time I am not sure how well it will hold up over the course of time. It seems on the thinner side but I am not completely sure. But, the room the chair is going in will be mainly used for family gatherings and such and not on a constant basis so I am not worried about it. (Plus the price I paid was very reasonable!)Read More
best orange chair!!!
This is exactly the chair I needed for my bedroom that I recently redecorated!!!!Read More
too cool
This chair is beyond cool. Using it in an art studio. Not sure that it will hold up to every day 24/7 use but I think it will hold up just fine for our place.Read More
Great chair. Modern and Expensive Feel.
It is slightly larger than I expected..having read some of the other reviews.. I thought it was going to be "kid sized". But it's not. It's perfect for my modern looking office. I absolutely love it. I am 5'1" and petite and this chair fits me very comfortably (most chairs are too deep and high)Read More
Questions & Answers
Just looks like a nice accent chair at a reasonable price. Thank you
How much weight can this chair support?
Hello alice0119, This chair is stunning! This chair can hold up to approximately 200 pounds, as it is a smaller chair. I hope this information helps. Thanks for shopping with us.
I would say about 200 to 225lbs
Is this chair available in any other color?
Hello clarke2010, the other color we currently have is an Ivory Microfiber on Item # 13984652. Thank you for checking with us.
What is the weight of this chair? Thank you, Vicky
Hello 2twinkles, The weight of this chair is approximately 40 pounds. Thank you for shopping with us.
Hi - how much effort to put this chair together? Are tools needed?
Hello alibaba11, It looks like the assembly is attaching the legs which will take a screw driver. Should be very simple. Thank you for shopping with us.
Its actually an allen wrench that you need which is included and it is as easy as putting on pants that fit.
5 minutes. 4 legs, 4 washers, included Allen wrench.
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Teaching for social justice
|Critical pedagogy
|Major works
|Pedagogy of the Oppressed
Teaching for social justice is a philosophy of education centered on the promotion of social justice, and the instillation of such values in students. Its overarching aims are to equip learners with the skills and experiences necessary to promote social change and to increase equality among individuals. Rather than a distinct subject with a set of objectives and standards, teaching for social justice is a way of teaching that, when done correctly, should weave into all subject areas. Critical thinking, open-mindedness and exposure to different perspectives are the three skills paramount to the successful teaching of social justice (Nieto, 2004). Educators may employ social justice instruction to promote unity on campus, as well as mitigate boundaries to the general curriculum. These boundaries often include race, class, ability, language, appearance, sexuality, and gender.
When effectively implemented, social justice should provide equal learning opportunities for all students, help foster respect among individuals, and create individuals who are empowered to not only notice, but challenge the inequalities and injustices in society (Levinson, 2009).
While enjoying some popularity in teacher training programs, teaching for social justice has also provoked criticism. Critics' arguments are twofold: there is a lack of evidence supporting the philosophy's effectiveness as either a behavioral or instructional strategy; and secondly, values cannot be explicitly taught, nor should they be.[1][2]
Early educators who influenced teaching for social justice include John Dewey, George Counts, who focused on a democratically inclusive, socialistic educational model, Charles A. Beard and Myles Horton, and W. E. B. Du Bois. A variety of social and political theories and backgrounds inform the practice of teaching for social justice. The writings of John Rawls, Friedrich von Hayek, and Robert Nozick have also had some influence.
After the publication of Pedagogy of the Oppressed in 1971, Brazilian educator Paulo Freire became closely associated with teaching for social justice. Freire expounded the belief that teaching is a political act that is never neutral. Over the course of dozens of books, Freire proposed that educators focus on creating equity and changing systems of oppression within public schools and society.[3]
The main goal of engaging in social justice through education is to fight oppression by giving all groups the opportunity to receive resources more equally. Esposito and Swain studied urban teachers that promote social justice in their teaching by using culturally relevant pedagogy. Esposito and Swain found that these teachers that engage in social justice through their teaching have to ensure that their students not only thrive academically, but also socially, which can create a burden on educators.[4] By promoting social justice pedagogy, students can increase a sociopolitical consciousness, have a sense of agency, and help students develop a positive social and cultural identity.[4]
An important component of teaching for social justice is learning to recognize the difference in people and their backgrounds. Merely trying to become more equal is not enough. While fighting oppression is important, it is crucial to not treat everyone exactly the same, or to respond as if those differences are only individualistic. As soon as that happens we run the risk of losing sight of "institutional inequities and historical power imbalances.[5] In fact seeing diversity and difference in our students can be a valuable resource. As long as it is accompanied by an "acknowledgment of the continuing and painful legacy of colonialism and other forms of oppression.[5] Embracing our diversity is the real way to equity. It is important to not pretend that we are all the same, because that is simply not true.
Recently teaching for social justice has been built on ethnographic and discourse research on the complex work of educators, including works by bell hooks, who pioneered a culturally relevant, critical classroom theory strongly informing teaching for social justice. Ira Shor, Peter McLaren, Henry Giroux, Joe L. Kincheloe, and Stanley Aronowitz have each built upon the contributions of Freire to develop uniquely American critical examinations of culture and society. Michael Apple is remarkable for his democracy-focused project which reinforces the tenets of teaching for social justice. Jonathan Kozol, Alfie Kohn, Susan Searls Giroux, Khen Lampert, Michelle Rosser, and Lisa Delpit are among the growing body of modern educational theorists who have also contributed greatly to this practice.
Attention to social justice issues incorporates a broad range of sociological dimensions in teaching, and education more generally, including attention to fairness and equity with regard to gender, race, class, disability, sexual orientation, etc.[citation needed]
Teaching for social justice has a common goal of preparing teachers to recognize, name, and combat inequality in schools and society through culturally relevant pedagogy, anti-racist pedagogy, and intercultural teaching among others ([6]). A number of subject specific fields of practice and enquiry in education, including science education and mathematics education have sub-communities of teachers and scholars working on social justice issues. For example the 2007 special issue no. 20 of Philosophy of Mathematics Education Journal is devoted to social justice issues in mathematics education.[citation needed]
Herbert Kohl argues that teachers may be inclined to teach against their conscience, limit their methodology, and focus heavily on being good teachers without placing similar emphasis on being good citizens. Overcoming these inclinations is the crux of what he and many other educators call "teaching for social justice".[7]
Teaching for Social Justice vs. Multicultural Education[edit]
Teaching for social justice and multicultural education are often used interchangeably. Though closely aligned in their aims, teaching for social justice and multicultural education are not one in the same. Rather, multicultural education is a way in which an individual can foster social justice. Multicultural education's goal is to make sure that all students have an equal opportunity to learn, regardless of their race, ethnicity, culture, social class, gender or sexual orientation. Its aims are to teach individual differences, foster respect among individuals, build relationships with and among students, make learning meaningful to different groups of individuals, and teach individuals about other's perspectives (Kaur, 2012). Social justice, on the contrary, is much broader. Social justice aims at teaching individuals how to challenge and advocate for injustices and inequalities in society, and those against individuals. In order to notice the injustices and inequalities that are natural in society, individuals need to be provided the multiple perspectives, exposure and experiences that multicultural education fosters. Therefore, the education that multicultural education instills in individuals helps to support the teaching of social justice. The difference between the two is important to know, as one can teach social justice without directly teaching multicultural education and vice versa.
To teach with social justice in the classroom, a teacher must develop curriculum and techniques that address educational inequalities for students, while also teaching students about the social inequalities in their society and how to proactively address them. To teach with social justice in regards to the diverse population of students in one's classroom, a teacher can include diverse cultures into the curriculum. This provides opportunities for students to learn about their own cultural identities as well as their classmate's. This also creates pride in their heritage, respect for each other's cultures, and deconstructs negative stereotypes associated with the student's identities. Incorporating different cultures into the curriculum also contributes to a positive classroom culture. This is an important aspect of addressing social injustices because it gives students an opportunity to recognize the value of others in the classroom. One way to help students interact with each other is through group work. This allows students to learn from their peers by hearing and discussing ideas different from their own. This encourages students to advance to a more sophisticated level of social and academic skills. Through communication and relationships with their classmates, children can clarify their own values and attitudes and, in the process, develop a healthy frame of reference for their own identity (Johnson and Johnson, 1990). Teachers can also develop differentiated lesson plans for their students. All classrooms are composed of diverse student populations with specific academic, social, and emotional needs. By developing differentiated lesson plans, teachers not only show their students that they are all unique and important, but also provides all students with an opportunity to learn. For example, teachers can develop differentiated lesson plans by incorporating different learning styles such as audio, visual, or kinesthetic. They can also address outside student needs such as limited English proficiency by incorporating native languages or translation tools.
Another classroom application of teaching with social justice is incorporating social justice issues into the curriculum. Using their Words is a website that showcases social justice education projects. Their 6 elements of incorporating social justice issues into the classroom explicitly detail how teachers can create lesson plans that proactively and responsibly teach students about social justice issues in their communities. To start, teachers should help students learn and accept themselves and each other. Next, teachers should incorporate concepts such as racism, sexism, classism, religious intolerance etc. into the curriculum so that students learn how to recognize inequalities in their society. Teacher's can also incorporate historical examples of social movements and social change. By sharing movements that have brought about social change, students are able to see hope for social change as well as construct methods for addressing social change. Possible social movements that can be taught include the civil rights movement, various labor movements, and the 1968 and 2006 Chicano student walkouts. Once students are able to identify social injustices, and proactive approaches to address the issues, teachers can provide opportunities for students to work together as advocates. Students can create newsletters, public service announcements, letter writing campaigns, and blog about the issues. Once students raise awareness, teachers can provide opportunities to take action on the issues.
Peer relationships[edit]
Peer relationships among learners are largely determinant of the outcomes of schools.[8][9] Methods including cooperative group work,[10][11] and diverse group interactions.[12] In the modern educational realm of teaching and learning, students are now seen as active participants in the learning process. Lev Vygotsky's (1978) social development theory requires students to play untraditional roles as they collaborate with one another. The physical environment of the classroom also plays a role in peer relationships. Based on Vygotsky's (1978) theory, clustered desks would enable peer collaboration as well as small group instruction. Therefore, the instructional design of material being learned would encourage peer-to-peer interaction. To that effect, the classroom serves as a community of learning.
Teacher relationships[edit]
The relationships teachers have with students also affect teaching for social justice. If the student does not like the teacher, a student will not want to listen to what they have to say. In this sense, parent/teacher relationships are central,[13] as is access to information and resources for every student appointing at a desk,[13] understanding the role of youth-adult partnerships in the classroom,[14] and teachers literally learning about their students. Teachers should not only teach, they should learn. Helping students understand how they learn helps students identify their strengths and weaknesses as learners.[15] It is also important for students to note equity issues in their classrooms.[16] The purpose of the teacher is to propose learning through facilitation, which can aid in the production of knowledge. Through this metacognitive approach to learning, students can also develop new ways to use their strengths in order to improve their weaknesses.
The number of specific classroom issues that affect teaching for social justice are almost countless.[17] Understanding the effects of teachers on student learning is vital,[13] and a teacher cannot teach under the assumption that "equal means the same." Students come from numerous cultures, languages, lifestyles and values and a monocultural framework will not suit all student needs.[13][18][19]
Additionally, teachers need to be critically conscious[20] and offer students well-planned units and lessons that develop knowledge of a wide range of groups.[21][22] Curriculum building on acknowledgment rather than neglect the experiences of students.[13] Educators can also match students' cultures to the curriculum and instructional practices[23]
In essence, monocultural education creates a context in which schools do not embrace minority students' cultural knowledge, which includes historical, social, and cultural background experiences. Often, there is also cultural and linguistic bias factors in the education of minority students. To allude, insufficient teacher awareness of culturally diverse students can create a few misunderstandings in the area of teaching minority students. For example, whenever a mainstream teacher thinks minority student's behavior is bizarre, rude, or unexpected, it can be a sign of cultural misunderstanding. According to Harper de Jong, "Students who speak a language other than English at home and whose proficiency in English is limited are the fastest growing group of k-12 students in the United States. Unfortunately, well-intentioned efforts to include diverse learners in general education reforms are often based on misconceptions about effective instruction for ELLs. The misconceptions stem from two basic assumptions that guide much current teacher preparation for diversity." As a result, a teacher may be unaware of the background knowledge of minority students. To this effect, the teacher is unable to help minority students solve daily learning tasks, which can cause any lesson to become meaningless.
Many school districts call for teachers to become critically conscious of diversity in education by offering students well-planned units and lessons that develop knowledge of a wide range of groups. It is also hopeful for teachers' to understand that culture is a significant driving force in the lives of their student's learning the English language. Educators can also match students' cultures to the curriculum and instructional practices. Culturally responsive teaching is a very important element in regards to embracing a diverse students background.[24] The ethnic background of culturally diverse students should not be dishonored in the classroom. Instead, it should be embraced and recognized as an important aspect of ones ethnic identity. There are a variety of learning materials that would aid in the assistance of educating other students to appreciate various ethnic perspectives (i.e. multicultural literature, diverse learning styles and techniques of other cultures, etc.). Geneva Gay draws on the importance that "literature in the classroom would reflect multiple ethnic perspectives and literary genres. Math instruction would incorporate everyday-life concepts, such as economics, employment, and consumer habits of various ethnic groups. In order to teach to the different learning styles of students, activities would reflect a variety of sensory opportunities-visual, auditory, tactile." With this in mind, it is important for teachers encourage the use of multicultural materials that will not only enhance the learning capacity of minority learners but also mainstream learners.
In actuality, the importance of the nature and role of culture and cultural groups in students' language and literacy development will help increase student self-esteem. Therefore, it is imperative that teachers incorporate the culture of a student and relate it to the class work. If culture is not incorporated, then minority students will ultimately feel apprehensive and subjugated to a dull educational atmosphere. For example, teachers should dedicate a day out of each month to celebrate the culture of a particular minority student's heritage. Not only will learning occur, but also a time where heritage speakers can explore communicative activities such as experience sharing from his or her own native country. In essence, this celebration and storytelling will encourage communication, which is a key element to the process of teaching and learning.
Also, the use of multicultural literature books can be used as an essential component to each student's heritage, which can also be implemented into the curriculum. This is a fascinating method to educate others in the class about their peer's native background. There are various multicultural trade books on the market that not only educate students, but also strengthen their ability to read and comprehend each student's heritage background. With a greater appreciation, teachers could design lesson plans for students to understand a traditional custom or event through the use of the following strategies: timelines, dioramas, creative costumes, story reenactment, poster boards, pictures depicting an event, or re-write an ending to a story. Any of these interactive approaches to learning about one's culture will make the lesson more interesting for minority learners. Some children's literature, such as historical fiction or stories related to social issues can also be used effectively with older or advanced proficient learners.
While it is important to understand and tastefully incorporate multicultural education within the curriculum if one is to successfully teach for social justice, it is also equally imperative to understand the different stances a teacher might take in terms of approaching issues of justice in the classroom. According to Amy Gutmann, "When parental, political, and professional authorities honor the principles of democratic education, which protect children against repression of ideas and discrimination on the basis of ascriptive characteristics (such as gender, race, religion, and ethnicity), they act responsibly in furthering the most justifiable aim of education in a democratic society: the education of free and equal persons".[25] Gutmann maintains that multicultural and democratic education should "work actively to support respect of individuals and their equal rights as citizen, rather than support the survival rights of traditional cultures or defend the dictates of any single authority - whether it be the state, parents, or professionals - simply because they possess decision-making authority"[25] She recognizes that students are exposed to multiple views on how they should be educated, but ultimately it is the choice of the student that truly matters, and an unbiased education is the only way to do so.
Relevant organizations[edit]
Many universities and colleges have programs focused on teaching for social justice, including the University of Massachusetts, Amherst, Mills College, The University of South Carolina, The University of San Francisco, the University of Regina, The Evergreen State College, State University of New York at Oswego, Pennsylvania State University, Swarthmore College, the University of California, Los Angeles and the University of Washington. A number of nonprofit organizations also support the practice in schools, including Mosaic, the Institute for Community Leadership and the Freechild Project.
Sudbury model of democratic education schools maintain that values, social justice included, must be learned through experience[26][27][28][29] as Aristotle said: "For the things we have to learn before we can do them, we learn by doing them."[30] They adduce that for this reason schools must relatively encourage ethical behavior and personal responsibility. In order to achieve this ambition, schools must profound students the three great freedoms: freedom of choice, freedom of action, and freedom to bear the results of action. That constitutes personal responsibility.[31]
In reference, critics contour that the political and ideological practices of the Teaching for Social Justice movement have little or nothing to do with the actual problems that struggling students face and in spirit harms the quality of the teacher that knows proper etiquette and grammar.[32]
In addition, according to Marilyn Cochran-Smith et al. (2009) there are three major criticisms for the teaching of social justice in the classroom. The first is that the term "social justice" is vague in nature and thus controversial as to what it constitutes. This is shown with the various philosophers (see above) who dispute what the term implies. Another critique is that in teaching for social justice, regular academic curriculum gets neglected. The belief is that a neglect in academics can lead to a decrease in student learning. Finally, various other critics feel as though teaching for social justice is instilling specific political ideologies.
See also[edit]
- Communism
- Collectivism
- Anti-oppressive education
- Anti-racist mathematics
- Christian theological praxis
- Critical pedagogy
- Critical theory
- Critical thinking
- Intergenerational equity
- Reflection
- Human rights education
- Left-wing politics
- Popular education
- Public Sphere Pedagogy
- Radical Teacher
- Rouge Forum
- Rule according to higher law
- Rule of law
- Service learning
- Socialism
- Social progressivism
- Student activism
- Student voice
- Youth empowerment
- ^ Russo, P. (1994). "What does it mean to teach for social justice?" SUNY Oswego. Retrieved 5/20/07.
- ^ Sol Stern "Pedagogy of the Oppressor" City Journal, Spring 2009
- ^ Freire, P. (1971) Pedagogy of the Oppressed.
- ^ a b Esposito, J. and Swain, A. N. (2009) Pathways to social justice: Urban teachers' uses of culturally relevant pedagogy as a conduit for teaching for social justice. Perspectives on Urban Education, 1, 38-48.
- ^ a b Kelly, D. (2012). Teaching for social justice: Translating an anti-oppression approach into practice. Our Schools/Our Selves, 21(2), 135-154. Available: http://www.policyalternatives.ca/sites/default/files/uploads/publications/National%20Office/2012/02/osos106_Teaching_Social_Justice.pdf
- ^ Spalding, E., Klecka, C. L., Lin, E., Odell, S. J., and Wang, J. (2010). Social justice and teacher education: A hammer, a bell, and a song. Journal of Teacher Education, 61, 191-196.
- ^ Kohl, H. Teaching for Social Justice. Rethinking Schools. Volume 15, No. 2 - Winter 2000/01. Retrieved 5/20/07.
- ^ Rogoff, B. (1990). Apprenticeship in thinking. New York: Oxford University Press, Inc.
- ^ Boykin, A.W., Tyler, K.m., & Miller, O. (2005). In search of cultural themes and their expressions in the dynamics of classroom life. Urban Education, 40(5), 521-547.
- ^ Cohen, E.G. 1994. Designing groupwork. New York: Teachers College Press.
- ^ Costantino, M. (1999). Reading and Second Language Learners. Olympia, WA: The Evergreen Center for Education Improvement.
- ^ Johnson, A. (2001). Privilege, power and difference. New York: McGraw-Hill, Inc.
- ^ a b c d e Nieto, S.
- ^ Lewis,A.(2004) Race in the school yard. Rutgers University Press.
- ^ Nieto, Sonia (2004). Affirming Diversity: The sociopolitical context of multicultural education. 4th ed. Pearson Education, Inc.
- ^ Lewis,A.
- ^ Ayers, W., Hunt, J.A., and Quinn, T. (1998). Teaching for Social Justice: A Democracy and Education Reader. New Press.
- ^ Rosser-Cox, Michelle (2011). CULTURAL RESPONSIVENESS AND MOTIVATION IN PREPARING TEACHERS: PRE-SERVICE TEACHERS: DOES CULTURAL RESPONSIVENESS AFFECT ANTICIPATED SELF-DETERMINATION TO TEACH IN SPECIFIC SETTINGS?. Lambert. p. 172. ISBN 3844384693.
- ^ Rosser & Massey (2013). Educational Leadership. The Power of Oneself. Peter Lang.
- ^ The Evergreen State College Student Teaching Assessment Rubric. Retrieved February 27, 2007
- ^ Vaughn,S., Bos, C.S., & Schumm, J.S.(2007) Teaching Students, who are exceptional diverse, and at risk, in the general education classroom. Pearson Education.
- ^ Rosser-Cox, Michelle (2011). CULTURAL RESPONSIVENESS AND MOTIVATION IN PREPARING TEACHERS: PRE-SERVICE TEACHERS: DOES CULTURAL RESPONSIVENESS AFFECT ANTICIPATED SELF-DETERMINATION TO TEACH IN SPECIFIC SETTINGS?. 172: Lambert. ISBN 3844384693.
- ^ Vaughn,S., Bos, C.S., & Schumm, J.S.(2007) Teaching Students, who are exceptional diverse, and at risk, in the general education classroom. Pearson Education.
- ^ Rosser& Massey (2013). Educational Leadership: The Power of Oneself. Peter Lang.
- ^ a b Gutmann, A. (2003). The Authority and Responsibility to Educate, in A Companion to the Philosophy of Education (ed R. Curren). Blackwell Publishing Ltd, Oxford, UK.
- ^ Greenberg, D. (1992), Education in America - A View from Sudbury Valley, "'Ethics' is a Course Taught By Life Experience." Retrieved October 21, 2009.
- ^ Greenberg, D. (1987), The Sudbury Valley School Experience, "Teaching Justice Through Experience." Retrieved October 21, 2009.
- ^ Greenberg, D. (1992), Education in America - A View from Sudbury Valley, "Democracy Must be Experienced to be Learned." Retrieved October 21, 2009.
- ^ Greenberg, D. (1987) Chapter 35, "With Liberty and Justice for All," Free at Last — The Sudbury Valley School. Retrieved October 21, 2009.
- ^ Bynum, W.F. and Porter, R. (eds) (2005) Oxford Dictionary of Scientific Quotations. Oxford University Press. 21:9.
- ^ Greenberg, D. (1987) The Sudbury Valley School Experience "Back to Basics." Retrieved October 27, 2008. 10/27/08.
- ^ Sol Stern "Pedagogy of the Oppressor," City Journal, Spring 2009. Retrieved October 21, 2009.
- Bigelow, B., & Peterson, B. (Eds.). (1998). Rethinking Columbus: The Next 500 Years. Milwaukee: Rethinking Schools Ltd.
- Bigelow, B., Christensen, L., Karp, S., Miner, B., & Peterson, B. (Eds.). (1994). Rethinking Our Classrooms: Teaching for Equity and Justice. (Vol. 1). Milwaukee: Rethinking Schools Ltd.
- Brown, H.D. (2007). Teaching by Principles: An interactive approach to language pedagogy (3rd Ed.). Englewood Cliffs, NJ: Prentice Hall Regents.
- Cochran‐Smith, M., Shakman, K., Jong, C., Terrell, D., Barnatt, J., & McQuillan, P. (2009). Good and Just Teaching: The Case for Social Justice in Teacher Education. American Journal of Education, 115(3), 347-377. Retrieved November 4, 2014, from JSTOR.
- Garry, P., (2006) Cultural whiplash: The Unforeseen Consequences of America's Crusade against Racial Discrimmination. Nashville: Cumberland House.
- Gay, G. (2000). Culturally Responsive Teaching: Theory, Research, & Practice. New York: Teachers College Press.
- Gutmann, A. (2003). The Authority and Responsibility to Educate, in A Companion to the Philosophy of Education (ed R. Curren). Blackwell Publishing Ltd, Oxford, UK.
- Grant, C.A., & Sleeter, C.E. (2006). Turning on Learning: Five Approaches for Multicultural Teaching Plans for Race, Class, Gender, and Disability (4th ed.). Indianapolis: Jossey-Bass, An Imprint of Wiley.
- Haberman, M. (1995). STAR Teachers of Children in Poverty. Indianapolis: Kappa Delta Pi.
- Harper, C.; de Jong, E. (2004). Misconceptions about teaching English-language learners. Journal of Adolescent & Adult Literacy.
- Johnson, David W., Johnson, Roger T., Johnson Holubek, Edythe. (1990). Circles of Learning. Minnesota: Interaction Book Company.
- Kaur, B. (2012). Equity and social justice in teaching and teacher education. Teaching and Teacher Education, 28, 485-492.
- Ladson-Billings, G. (1997). The Dreamkeepers. San Francisco: Jossey-Bass.
- Lalas, J. (2007). Teaching for social justice in multicultural urban schools: Conceptualization and classroom implication. Multicultural Education, 14(3), 17–21.
- Lampert, k. (2003). Compassionate Education: Erolegomena for Radical Schooling MD USA, Romman&Littlefield.
- Lampert, K. (2012). Meritocratic Education and Social Worthlessness; Palgrave-Macmillan;
- Levinson, M. 2009. 'Mapping Multicultural Education' in Harvey Seigel, ed., The Oxford Handbook of Philosophy of Education (Oxford University Press).
- Nieto, S. (2004). Affirming diversity: The sociopolitical context of multicultural education. Boston: Pearson Education, Inc.
- North, Conn. (2006) "More Than Words? Delving Into the Substantive Meaning(s) of 'Social Justice' in Education." Review of Educational Research, 76(4), 507-535.
- Schutz, Aaron. Social Class, Social Action, and Education: The Failure of Progressive Democracy introduction
- Swift, A. 2006. Political Philosophy. 'Social Justice' and 'Equality'. (Polity)
- Vygotsky, L.S. (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

subset: commoncrawl


text:
NCAA Tournament First Round: #2 Duke Vs. #15 Albany
#2 Duke
#15 Albany
Bench Depth
It is rematch time. Last year, the Wisconsin Badgers and Arizona Wildcats met in the Elite Eight and Wisconsin walked away with a 64-63 overtime win.
Coming into the Sweet 16, West Virginia showed confidence that they could be the team that finally knocked off the Kentucky Wildcats.
So much for the weak Pac-12 this year: The Utah Utes are one of three teams from the beleaguered conference to make the Sweet 16 this year, and they'll face the best ACC team left in the tournament: Duke.


text:
- 1979
Cabinet d'Amateurs (Geneva, Switzerland), sold to the J. Paul Getty Museum, 1979.
Open Content images tend to be large in file-size. To avoid potential data charges from your carrier, we recommend making sure your device is connected to a Wi-Fi network before downloading.
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Not currently on view
Herm of Dionysos
Workshop of Boethos of Kalchedon (Greek, active about 200 - 100 B.C.)
about 200 - 100 B.C.
Bronze, calcitic stone
103.5 x 23.5 x 19.5 cm (40 3/4 x 9 1/4 x 7 11/16 in.)
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Beginning in the 500s B.C., Greeks placed
This herm carries a head of
Cabinet d'Amateurs (Geneva, Switzerland), sold to the J. Paul Getty Museum, 1979.
Frel, Jirí. "Some Greek Sculpture in Malibu," The J. Paul Getty Museum Journal 8 (1980). pp. 87-97. pp. 96-97, no. 5; figs. 19-27 (cited as 79.AA.138).
Tuttle, Patricia. "Conservation Report on the Bronze Herm," The J. Paul Getty Museum Journal 8 (1980), p. 98. figs. 1-2.
The J. Paul Getty Museum Handbook of the Collections. 1st ed. (Malibu: J. Paul Getty Museum, 1986), p. 44.
Stephens, William H., The New Testament World in Pictures, 1987 p. 248, ill. fig. 495.
Scott, David A., and Jerry Podany. "Ancient Copper Alloys: Some Metallurgical and Technological Studies of Greek and Roman Bronzes," Small Bronze Sculpture from the Ancient World. Malibu: 1990. pp.31-60. pp. 43, Table 2, nos. 1-2; 47, 50-55; figs. 13a-f.
Stewart, Andrew. Greek Sculpture: An Exploration. New Haven: Yale University Press, 1990. p. 229, 305, ill. figs. 849, 850.
Ridland, John. "The Getty's Herm." The Classical Outlook Fall (1990), p. 22, illus.
Mattusch, Carol C. "The Production of Bronze Statuary in the Greek World," Das Wrack. Der antike Schiffsfund von Mahdia. Cologne: 1994. pp. 789-800. pp. 796-798; figs. 8-9.
Mattusch, Carol C. "Bronze Herm of Dionysos," Das Wrack. Der Antike Schiffshund von Mahdia. Cologne: 1994. pp. 431-450. pp. 441-48; figs. 16-26.
Mattusch, Carol C. "Two Bronze Herms. Questions of Mass Production in Antiquity," Art Journal, Summer 1995, pp. 53-59. pp. 55-59, figs. 2, 4, and 6.
Mattusch, Carol. Classical Bronzes. The Art and Craft of Greek and Roman Statuary. Ithaca and London: Cornell University Press, 1996. pp. 187-90; p. 189, fig. 5.23; pp. 222 and 224, fig. 7.4; color pl. 8.
Mattusch, Carol. The Fire of Hephaistos: Large Classical Bronzes from North American Collections. Exh. cat. Cambridge, Mass: 1996. cat. no. 3.
The J. Paul Getty Museum Handbook of the Collections. 4th ed. (Los Angeles: J. Paul Getty Museum, 1997), p. 34.
Towne Markus, Elana. Masterpieces of the J. Paul Getty Museum: Antiquities. (Los Angeles: J. Paul Getty Museum, 1997) pp. 68-69.
Mattusch, Carol C. The Victorious Youth (Los Angeles: The J. Paul Getty Museum, 1997), pp. 55, 64-66; figs. 43, 45.
Mattusch, Carol C. "Rhodian Sculpture: A School, A Style, or many Workshops?" Regional Schools in Hellenistic Sculpture. Oxford: Oxbow Monograph 90, 1998 p. 153; fig. 8.
Mattusch, Carol C. "Lost-wax Casting and the Question of Originals and Copies," I grandi bronzi antichi. Le fonderie e le tecniche di lavorazione dall'eta arcaica al Rinascimento. 1999. pp. 73(?) -82. pp. 76-78; figs. 2, 4, 6, and 8.
Maish, J. "Radiographic Examination of Ancient Bronzes: the Applicability of Industrial Casting Methods," From the Parts to the Whole. Acta of the 13th International Bronze Congress, May 28-June 1, 1996. Portsmouth, R.I.: 2000. Vol. 1, pp. 207-214. fig. 4.
The J. Paul Getty Museum Handbook of the Collections. 6th ed. (Los Angeles: J. Paul Getty Museum, 2001), p. 34.
The J. Paul Getty Museum Handbook of the Antiquities Collection (Los Angeles: J. Paul Getty Museum, 2002) p. 47.
Crossan, John Dominic and Jonathan L. Reed. In Search of Paul ( San Francisco: Harper Collins, 2004) pp. 258-59, fig. 87.
Reed, Jonathan L. The HarperCollins Visual Guide to the New Testament (New York: HarperCollins, 2007), p. 39.
Mattusch, Carol C., et al. Pompeii and the Roman Villa: Art and Culture around the Bay of Naples, exh. cat. (Washington, D.C.: National Gallery of Art, with Thames & Hudson, 2008), p. 180, fig. 1.
The J. Paul Getty Museum Handbook of the Antiquities Collection. Rev. ed. (Los Angeles: J. Paul Getty Museum, 2010), p. 49.
Mattusch, Carol C. Enduring Bronze: Ancient Art, Modern Views (Los Angeles: J. Paul Getty Museum, 2014), pp. 136-37, fig. 92.


text:
Viral Video: Amazing Animated Optical Illusions
December 17, 2013 6:38 AM
David Rancken
David Rancken is a morning personality on 98.7 KLUV with Jody Dean an...Read More
There are no tricks involved in these amazing optical illusions — just paper. You won't believe it until you see it. Watch it here!
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Overview of authors associated with location 'the hague south holland'
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text:
The amazing new PXW-FS7 4K Super 35mm camera
Light, rugged and easy to handle, a professional camera that's tailor-made for documentaries, web video, corporate film-makers and more.
Broadcast & Pro A/V newsletter
Want to stay up-to-date? Sign up now to be the first to know the latest products, events, promotions and more.
Meet the all-new XDCAM family
It's never been easier to create and share great-looking content with absolute confidence. Explore Sony's latest handheld camcorder line-up – and discover the evolution of XDCAM by Sony.
The inside story on XAVC
XAVC recording format accelerates 4K development in the professional and consumer market
New firmware from Sony
Extend the capabilities of your Sony professional hardware with the latest firmware.
Sony announces sales discontinuation of 1/2 inch VTRs and camcorders with service support provided until March, 2023.
From PMW-EX1R to PMW-200
How the PMW-200 has built on the success of the PMW-EX1 and PMW-EX1R.


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A mix of pumice and concrete are poured into forms to create these non-toxic walls. They can be made load bearing with a concrete beam. Test pumice for radioactivity and for odours that it may have picked up prior to installation.
An interesting material making a comeback, Hemp Crete is blocks made of hemp and a lime based binder. The blocks are used to form the walls and act as insulation. They are not load bearing so are used with a timber frame.
Forms are made of a mix of remineralised wood and concrete. Inside, rebar is used as reinforcement and then they are filled with concrete. Insulative fibers can be added or they can be filled with part concrete and part clay or a non toxic insulation. Brands include Durisol and Faswall.
Concrete based blocks made from quartz, lime or cement, and aluminum powder. Test thinset mortor for sensitivity.
Is Concrete Non-Toxic?
Portland Cement should be used and it should be confirmed that it is free of admixtures such as air entrainment and water reducing agents, accelerants and retardants, and super plasticizers. Ceramic Cement (Magnesium Cement) is also a good option according to George Swanson.
Which Concrete Aggregates are Chemical-Free?
Natural non-toxic mineral aggregates should be used. Toxic aggregates include crushed brick, crushed sandstone, concrete slag, fly ash, cinder, and volcanic materials other than pumice. (Prescriptions for a Healthy House).
Wall Boards
Magnesium Oxide Board is the cleanest option. I talk more about it in my post on Bathrooms.
A FAQ is whether there are non-toxic drywalls. Of the wall boards out there DensArmor Plus is recommended by some - it is low-toxin, but not non-toxic. I do not know of any zero VOC conventional drywalls.
Natural Building: Earth Based Walls
Cob, Adobe, Light Clay-Straw, and Straw Bale and Rammed Earth
|Adobe house from trails.com
If straw is used in the walls it should be carefully sourced to be free of mould and pesticides. When building with cob, adobe or light clay straw there needs to be a dependable dry season of three months for the walls to dry out properly. They are particularily suited to be heated with wood stoves as that dries out the walls well in the rainy and damp seasons (source: Econest). An above grade stem wall and proper drainage around the house is also very important to keep the walls from getting damp.
|Rammed Earth from sirewall.com
Water does not penetrate the walls.
Paula Baker-Laport has more tips for mould free construction of earth based walls in her book Prescriptions for a Healthy House: A Practical Guide for Architects, Builders & Homeowners


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There was stiff competition from Pandiraj`s Marina which had
limited release and played in smaller screens in multiplexes.
Marina is at the number two position due to its good opening
and smart marketing.
At number three is Vettai which is holding on to the third
slot. In the fourth place is Hrithik`s Agneepath which after a
fantastic opening has dropped.
And in the fifth position is the Oscar nominated The
Descendants which is doing 80 to 90 % on weekdays in multiplexes.


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WISCONSIN SPORTS ROUNDUP: UW-GB men beat Oakland to win their 11th straight
The U-W Green Bay men won their 11th straight game last night, 83-69 at home over Oakland of Michigan. Oakland had a five-point lead midway through the second half. But Phoenix guards Keifer Sykes and Carrington Love combined for 25 points in the final 10 minutes to give Green Bay the win. Sykes led the Phoenix with 27 points. Love, a sophomore back-up, scored a career-high 17. The Phoenix shot 50-percent from the floor but missed 11-of-34 free throw attempts.


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I don't mean the HoPo bar. I mean the 2 bars above that.
I don't mean the HoPo bar. I mean the 2 bars above that.
I'm a mess of unfinished thoughts
Last edited by Deemaxm; 2012-09-20 at 07:25 PM.
Holy pally UI,
I heal for a 25m guild in PvE and everything is mainly located at the bottom,
First one is in OOC, second is in combat.
Heavily modified ElvUI.
Reason for huge action bars at top is to keep an eye on main CDs and such.
Last edited by Dreadzy; 2012-09-20 at 08:33 PM.
Signature Designer | PM Requests: OPEN | Realm: Eonar - US
The top bar is GCD - typically about 1.5s given the gear I have on that character (tanks don't stack haste after all).
The little bar in the middle is crusader strike's cooldown (typically 4s).
The problem with paladins right now is that CS is 2.75 GCDs worth of cooldown - sometimes you'll want to hold off getting GCD locked to get extra CS/HoRs in. If you look at your abilities there may be no harm in delaying a crusader strike by 1 GCD because you're going to run out of buttons to press in 3 or 4 GCDs anyway. Other times using a proc (like free avengers shield) can bugger things up and you end up with 1 or 2 GCDs in a row with nothing to do.
I'm not exactly sure how this will play at 90. I've done almost nothing since 5.0 came out and this was the first major class change that stood out to me. the old 1,2,1,3,1,4 (repeat) rotation doesn't work - I need to figure out the best way to deal with these changes and the best way I can think of is to carefully watch the interactions for a few weeks.
I would like to get an enemy swing timer involved but I'll worry about that at max level.
tidyplates + threatplates.What nameplate addon you using??
You shouldn't need to use the monocrhome option if you get a well hinted font and use it at a "prefect" resolution. I didn't.Also how do you get the font outline monochrome to work for WeakAuras ProgressBars
Good news, I can get 90% of my UI uploaded via curse addon packs so my permission issue is solved. The only thing left is cleanicons thin/miirgui which in the worst case I can always just direct people to download and install manually. They're not the sort of addons curse handles anyway so if the authors don't give me permission to distribute them it won't be the end of the world. I might have to create a couple of addons just to add my fonts/textures to shared media but that's pretty trivial.
Last edited by evn; 2012-09-21 at 12:41 AM.
A new UI series for 5.2 • Steal my old UI • Learn about WeakAuras • Nobody to raid with right now so no PVE videos.
My UI in 2 screenshots. 1 screenie with configs (ElvUI, BigWigs, TellMeWhen, Parrot) open and 1 configs closed.
"For every complex problem there is an answer that is clear, simple, and wrong." - H. L. Mencken
http://www.hitbox.tv/puupi - mythic enhancement shaman raiding stream
https://www.youtube.com/channel/UCek...D1GctUQ/videos - kill videos
Why do you need damage down shown twice?
I'm a mess of unfinished thoughts
Pokemon Y Safari Steel Type (Feroseed, Forretess, Brozong)
Bravely Default
White Mage|XIV Stream


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The launch of a third commercial newswire agency to replace the nonprofit independent South African Press Association (Sapa) has led to criticism...
11 Mar 2015 09:27
WASHINGTON, US: It's true. Don't believe everything you read on the Internet...
17 Feb 2015 11:45
It took 14 years to sell 40 million laptops, but only four years to sell 40 million tablets...
By Danette Breitenbach 12 Feb 2015 05:34
The Association of Rwandan Female Journalists (ARFEM), over the weekend, elected new leaders to run the association for the next three years...
By Emmanuel Ntirenganya 24 Dec 2014 09:43
Tune in to the Biz Takeouts Marketing & Media radio show tomorrow, 27 November 2014, from 9-10am, as show host Warren Harding chats to Misha Teasdale, Lauren O'Donnell and Dillon Jearey...
26 Nov 2014 12:36
The lawyer for a group of detained Ethiopian bloggers and reporters said he intended filing a civil suit against the country's police for holding them without charge for nearly three months.
18 Jul 2014 09:05
Entries are now open for the 2014 AfricaCom Awards, which celebrate the breakthroughs and most influential players shaping the telecommunications and ICT industry in Africa.
18 Jul 2014 08:51
As the International Women's Media Foundation (IWMF) celebrates its 25th year honouring courageous women journalists around the world, it has announced the recipients of its 2014 Courage in Journalism Award.
16 May 2014 09:13
NEW YORK, US / BANGUI, CAR: The UN Security Council has condemned the killing of a French journalist in the Central African Republic, stating those responsible "shall be held accountable". (Video)
15 May 2014 06:52
Delegates at a two-day media forum on hate speech in Kigali late last week have launched a continental campaign against hate speech to put media houses at the centre of fighting the vice and promoting peace.
By Eugene Kwibuka 23 Apr 2014 07:38
The Festival of Media - the world's largest event dedicated to the $500bn media industry - has announced the launch of a new initiative designed to find the most innovative technology start-ups.
Issued by C Squared 26 Mar 2014 12:03
With more than 450 campaigns entered last year, the African Cristal Festival has become a true reference in advertising awards and is recognised in local and international rankings. Here's what to expect in 2014...
Issued by Cristal Events 26 Mar 2014 11:11
Pottermore's CEO, Susan Jurevics, speaker at this year's Festival of Media Global, talks to M&M Global about the website that has carried on the popularity of the world-renowned children's book series and gives her thoughts on this year's festival.
Issued by C Squared 24 Mar 2014 11:14
It may be imprudent to write this about someone who is spending $10m on African journalism. But then, of all the things I have been accused of in my time, prudence was never among them.
By Anton Harber 7 Feb 2014 05:23


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The Voice
Home > Television > V > Voice, The
Christina Aguilera
Carson Daly
Pharrell Williams
All Cast & Crew >>
Summary:On "The Voice," four famous musician coaches, including Christina Aguilera, will each select singers to mentor into artists during the blind auditions. Once they have their teams, the star coaches will bring in their personal songwriters, producers, and high- powered friends to help their teams evolve. Ultimately, America will decide which singer will be worthy of the grand prize, a recording contract and $100,000.
The Voice You've got a way with words, Nate Ruess.
Saturday 28th of March 2015 08:00:04 PM
Saturday 28th of March 2015 08:00:04 PM
The Voice Dear Coaches, The mics are always on! Now here last week's outtakes: youtu.be/_zQAzxuPWbs
Saturday 28th of March 2015 08:00:02 PM
Saturday 28th of March 2015 08:00:02 PM
View All Facebook Posts >>


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I am attempting to send POST data using urllib, but the problem is normally you urlencode your dictionary of fields and then you send that along with your request. But some of my fields that I have to send to the server are named the exact same name, so using a dictionary I end up deleting a lot of my data out of the dictionary because you can't have two keys with the same name and different data.
I have my request data in a string format in the correct syntax(eg. var=value&var=value2&...) and I try to send that along with my urllib request, but I get a bad request every time. Is there any other way to urlencode the data before sending so I don't get a 400?


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Oh – that is gorgeous.
thank you anna!!
– Yvonne Müller
LOVE it!!!
thank you! glad you like it
– Yvonne Müller
WOW…great!! many many thanks fot that feature!
– Yvonne Müller
Congratulations, your work has been featured in The Grunge Art Gallery
This is fabulous. What a great T design. Now that stickers are available…wonderful.


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UPDATE: LIVESTOCK REGULATIONS & NUISANCE SUITS IOWA PORK CONGRESS January 28 & 29, 2004 Eldon McAfee CONFINEMENT OPER. l Alllivestock are confined to areas which are totally roofed l Must retain all manure between manure applications l No discharge to water of state l Sufficient storage capacity between manure application (including precipitation) 2002 LEGISLATION Changed to animal unit capacity from animal weight capacity l AUC is the maximum number of animals confined at any one time in a confinement operation multiplied by the animal unit factor l Animal unit factor – swine l .4 - more than 55 pounds l .1 – 15 to 55 pounds l Consequences (unintended?) of change- DNR interpretations: l MMP's - small animal feeding operations l Adjacency – one operation vs. two CONFINEMENT OPERATIONS One or two? l To determine if a permit or manure management plan is required, and if concrete standards apply: l Two CFO's are considered to be one operation when: l There is common ownership or management, and l They are adjacent; or l Utilize a common area or system for manure application l Adjacent – CFO's within: l 1,250 feet if the combined AUC is <1,000 l 2,500 feet if the combined AUC is >1,000 CONFINEMENT OPERATIONS One or two? l To determine required separation distances: l Two CFO's are considered to be one operation when: l There is common ownership or management, and l They are adjacent l Adjacent – CFO's within: l 1,250 feet if the combined AUC is <3,000 (1,250 – farrow-gest. or 2,700 farrow fin.) l 1,500 ft. if the combined AUC is >3,000 but <5,000(1,250 – 2,000– farrow-gest. or 2,700 - 5,400 farrow fin.) l 2,500 feet if the combined AUC is >5,000 (>2,000– farrow-gest. or >5,400 farrow fin.) CONFINEMENT OPERATIONS One or two? l Common management l Iowa law (DNR rule): l Significant control of day-to-day operations l DNR interpretation: l Common management if two producers contract feed hogs for the same owner if the owner has the right to control marketing, feed rations, or vet services MANURE APPLICATION All livestock operations l No surface or groundwater pollution l No manure app. within 200 feet of designated area unless manure injected or incorporated on same date or perm. vegetation 50 ft. around water source & no manure on 50 ft. area (does not apply to ag drainage wells) l Designated areas are: l Creeks, rivers, lakes, & designated wetlands l Known sinkhole l Cistern, drinking water or abandoned well l Ag drainage well or surface inlet l Lake or farm pond MANURE APPLICATION All livestock operations l No manure app. within 800 feet of a "high quality water resource" unless manure injected or incorporated on same date or perm. vegetation 50 ft. around water source & no manure on 50 ft. area l High quality water resource defined by rule and found on DNR and IPPA website MANURE APPLICATION Confinement operations – liquid manure l Must be injected or incorporated in 24 hrs. if applied within 750 ft. of residence, bus., church, school or public use area (250 ft. if use low pressure spray irrigation - <25 psi, center pivot < 9 ft. high) l Does not apply if waiver from owner of residence, etc. or operation has less than 500 animal units capacity l DNR: Incidental spillage (on endrows,etc.) while incorporating is surface application MANURE MANAGEMENT PLANS l Annual updates l To DNR and county l DNR required complete MMP's for first year of updates l Succeeding years: Short form detailing changes in MMP or statement that there are no changes l Compliance fee - $.15/a.u. – if contract feeding, livestock owner required to pay fee l Based on nitrogen l Account for all sources of N - manure, fertilizer, and legume credit l Establishes limit on amount of N from all sources MANURE MANAGEMENT PLANS Phosphorus index l In addition to N requirements l Phased-in based on date of original MMP: l Before 4/1/02 – P Index required within 4 years after rules into effect l Between 4/1/02 & date rules adopted – P Index required within 2 years after rules into effect l After rules into effect – must comply with P Index l Proposed DNR rules: l Very low & low – N based MMP l Medium – N based but must show will not exceed medium category l High & very high – no manure until reduce to med MANURE MANAGEMENT PLANS Recordkeeping l Records (must be kept on site unless other arrangements with DNR) l DNR recordkeeping form – not mandatory l Current MMP l Methods and date(s) of app. l Field location and # of acres l Manure application rate l Tile inspection records CONSTRUCTION-FORMED STOR. 500 animal units or less (small AFO) l Separation distances from water bodies & wells l No construction in 100 yr. floodplain of navigable river, etc. l Tile around footings for below ground storage CONSTRUCTION-FORMED STOR. 500 & 1,000 animal units l MMP – to DNR & county 30 days before construction l Construction design statement l Meet construction design stds. l Meet required separation distances l No construction in 100 yr. floodplain of navig. river, etc. CONSTRUCTION-FORMED STOR. 1,000 animal units or more l Construction permit application to DNR & county l Engineer required if 3,000 or more a.u.'s (1,250 farrow gest or 2,750 farrow finish) l Construction design statement if no engineer required l Meet construction design stds. l Separation distances l No construction in 100 yr. floodplain of navig. river, etc. l Manure management plan CONSTRUCTION-FORMED STOR. 1,000 animal units or more l Master matrix l County must adopt each year l County must apply to all permit applictions l Not required if expansion up to 1666 a.u.'s if site existed on 4/1/02 l Score – total + 3 categories l Legally enforceable - part of permit l Producer selects criteria l Supporting documentation CONSTRUCTION-FORMED STOR. New concrete design standards l Into effect March 24, 2004 l For structures "constructed" after that date or completion of construction on a site where structures have previously been constructed under a permit l Key provisions: l No. 4 rebar on 18" in floors of deep pits – no wire mesh allowed in deep pits l Min. 5 inch floors – some tolerances l 7 day curing required CONSTRUCTION Confinement permits l DNR construction permit l DNR has 60 days to act but can extend another 30 days l County appeal period – 14 days – if county has adopted the matrix – county board can waive l Required for all earthen manure storage l Other permits l Water withdrawal – if more than 25,000 gal withdrawn from groundwater l Stormwater discharge – if total area disturbed during construction is more than one acre SEPARATION DISTANCES Air Quality – residences, businesses, etc. l CFO's with formed manure storage and more than 500 AUC are subject to separation distances regardless of whether a DNR permit is required l Residences, businesses, churches, schools, public use areas, and road rights- of-way l Public use areas include parks and cemeteries SEPARATION DISTANCES Air Quality – residences, businesses, etc. l Exemptions : l Written waiver from owner of residence, etc. l Expansion of CFO -- use distances in effect at time CFO constructed (if CFO constructed before any distances required, distances adopted in 1995 apply) l <2x cap.,<1,000 AUC, and new structure built further from residence, etc. l Residence, etc. built after CFO began operation l For distance from road rights-of-way: l Waiver from county or state SEPARATION DISTANCES Water Quality – rivers, creeks, etc. l Ag drainage wells & surface inlets, sinkholes, navigable waters (rivers, etc. from list in DNR rules), all other waters (creeks,etc.), and designated wetlands (protected by U.S. Dept. of Interior or DNR; and owned and managed by the U.S. government or DNR l Distances do not apply to: l Farm ponds or private lakes l CFO structures using secondary containment l Wells l Can request variance from DNR AIR QUALITY STANDARDS 2002 Legislation l Hydrogen sulfide, ammonia and odor l Field study must be conducted l Standards being reconsidered by DNR following rejection by Legislature in 2003 l Levels commonly known to cause a material and verifiable adverse health effect l No enforcement before 12/1/04 l All enforcement at a separated location l Separated location is "a location or object from which a separation distance is required" by law (excluding a road) NUISANCE Background l Unreasonable interference with a person's comfortable use and enjoyment of property l Lawful business may be a nuisance – compliance with required separation distances and other DNR requirements does not mean an operation cannot be found to be a nuisance l Factors l Priority in time (who's first?) l Given considerable weight l Nature of area (agricultural?) l Nature of activity (substantial interference?) NUISANCE Background - Iowa Supreme Court l If normal persons living in the community would regard the odor as definitely offensive, seriously annoying or intolerable, then the interference is significant l If normal persons in that locality would not be substantially annoyed or disturbed, then the interference is not significant, even though the idiosyncrasies of the plaintiff may make it unendurable to him or her NUISANCE Contract feeding l General rule in Iowa for independent contractors: Owners of livestock should not be liable for nuisance unless owner "knows or has reason to know" nuisance is "likely" l 2003 Minnesota case: Owner of pigs not dismissed from case l 2000 Alabama case: Tyson Foods, owner of hogs fed under contract, found liable for nuisance under legal theory of agency NUISANCE What can happen to the producer in court? l Injunction l Restrict application of manure l Require change in operation l Shut down operation? l Money l Compensatory l Personal discomfort l Loss of property value l Expert witness or plaintiff may testify l University studies l Iowa Supreme Court - if no nuisance – no award for lost property value NUISANCE What can happen to the producer in court? l Punitive damages l Create & persistently maintain a nuisance with reckless disregard for the rights of others l 2002 Sac County case - $32M l Eliminated by settlement NUISANCE What can happen for the producer in court? l Finding of no nuisance l Abuse of process, etc./frivolous litigation l Attorney fees l Very unusual in U.S. court system l Lost profits or bond l Ohio – injunction to stop construction denied – court on appeal overturned trial ct. ruling granting producers lost profits & attorney fees – damages limited to bond NUISANCE Protection for producer l Insurance l Standard farm liability policies normally don't cover l Environmental policies available l Coverage for claims and costs of defense l Nuisance defense l Ag Area Law - 1998 – unconstitutional l Animal Feeding Operation – 2004 - case pending on constitutionality NUISANCE Steps to help to avoid lawsuit l Know the neighborhood l Meet with neighbors l Sincerely respond to concerns expressed by neighbors l Meet or exceed all legal requirements l Design & construct operation to minimize impact on neighbors l Stay current on new technology and management practices NUISANCE Steps to help to avoid lawsuit l Use management practices to minimize odor l Inject or incorporate manure l Apply manure as far from concerned neighbors as possible l Avoid manure on roads and mud, etc. as much as possible l Notify neighbors before manure application l Watch wind, temp. & other weather conditions NUISANCE Steps to help to avoid lawsuit l Apply manure as few times as possible l If need more land, consider offering manure to neighbors l Consider ownership of neighboring residences or purchasing & re-selling with nuisance covenants l Keep good records NUISANCE Steps to help to avoid lawsuit l Inform employees about good neighbor practices & make sure they follow them l Require all manure applicators, input suppliers, livestock haulers, etc. to follow good neighbor practices l Avoid the following: l "Nothing will satisfy those people." l "If I make changes now, I'll be admitting there is a problem" NUISANCE All reasonable steps to minimize the impact of a livestock operation on neighbors must be taken to improve chances of avoiding a nuisance lawsuit or help in legal defense if a nuisance suit is filed
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DES MOINES, IA - On Monday July 28th, Keagin Brooks from Benton, won the AAU Junior Olympics in the javelin setting a national record for 12 year olds with a throw of 109'9". Keagin's throw was a little over 11 inches farther than the 2nd place throw of 98'6" from Rebecca Hampton of Stockton, CA, beating out a field of 42 to win the title.
LEXINGTON - Marshall County's best finishes of the KHSAA State Track and Field Championships came in field events with many other good performances turned in by the contingent of 20 athletes who competed in Lexington Saturday.
|Check out great sports pics here...
for PRINTS & DOWNLOADS:
Go to Ann's SmugMug site here...
CLICK HERE for printable schedules


text:
Real news. Real funny.
Real news. Real funny.
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Rogue Valley Flyers - Grants Pass, OR
Stretch Your Wings - We'll Help You Fly
AMA Chapter - #1408, Chartered June 20, 1976
Rogue Valley Flyers - Home
Flight tip of the month:
"You've never been lost until you've been lost at Mach 3." - Paul F. Crickmore (test pilot)
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18th Annual Swap & Shop
The Rogue Valley Flyers announce the return of this popular event, the largest swap event in Southern Oregon. Details are provided in the attached flyer.
Click Here For Information
Vendors: Click here for table registration
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We are providing a new source of weather information. The following link takes you to weather data provided by the Illinois Valley Airport. The information is far more comprehensive than that offered by Weather Underground.
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