43-6044736 990PF 200912.Pdf
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Safe Schools Act of 2010 Report
REPORT TO THE STATE OF MARYLAND UNDER HB 1160 SAFE SCHOOLS ACT OF 2010 Maryland Statistical Analysis Center Governor‟s Office of Crime Control & Prevention June 30, 2011 “Gangs affect all Marylanders, no county nor region is immune.”i 1 Table of Contents: EXECUTIVE SUMMARY…...………………….…………………………….… …. 4 MARYLAND’S CRIMINAL GANG LAWS……………………………………… 7 Criminal Gang………………………………………………………… 7 Pattern of Criminal Gang Activity……………………………………... 7 Criminal Gang Activity in School……………………………………… 8 MARYLAND STATE DEPARTMENT OF EDUCATION (MSDE) MODEL GANG POLICY…………………………………………………………………….... 8 Model Procedures for Reporting Suspected Gang Activity…………………… 8 GANG VIOLENCE………………………………………………………………….. 9 Maryland‟s Gangs……………………………………………………………… 10 CONTRIBUTING FACTORS OF YOUTH GANG INVOLVEMENT………… 10 Personal Characteristics……………………………………………………….. 10 Bullying Violence……………………………………………………………... 11 Maslow‟s Hierarchy of Needs Pyramid………………………………………. 11 Maslow‟s Hierarchy Pyramid and Gang Membership………………………… 12 Unified Theory of Gang Involvement………………………………………… 13 NATIONAL EVIDENCE-BASED GANG PREVENTION PROGRAMS……… 14 OJJDP’s Gang Reduction Program…………………………………… 14 Gang Resistance Education and Training……………………….…….. 15 Boys and Girls Club of America’s Gang Prevention through Targeted Outreach program……………………………………….…………….. 16 Broader Urban Involvement and Leadership Development………….... 16 Olweus Bullying Prevention Program…………………………………. 16 NATIONAL EVIDENCE-BASED GANG INTERVENTION PROGRAMS…… 17 Promising Intervention Programs for At-Risk Youth….………………………. -
Calendar No. 238
Calendar No. 238 110TH CONGRESS " ! REPORT 1st Session SENATE 110–107 DEPARTMENTS OF LABOR, HEALTH AND HUMAN SERVICES, AND EDUCATION, AND RELATED AGENCIES APPROPRIATION BILL, 2008 R E P O R T OF THE COMMITTEE ON APPROPRIATIONS U.S. SENATE ON S. 1710 JUNE 27, 2007.—Ordered to be printed Departments of Labor, Health and Human Services, and Education, and Related Agencies Appropriation Bill, 2008 (S. 1710) Calendar No. 238 110TH CONGRESS REPORT " ! 1st Session SENATE 110–107 DEPARTMENTS OF LABOR, HEALTH AND HUMAN SERV- ICES, AND EDUCATION, AND RELATED AGENCIES APPRO- PRIATION BILL, 2008 JUNE 27, 2007.—Ordered to be printed Mr. HARKIN, from the Committee on Appropriations, submitted the following REPORT [To accompany S. 1710] The Committee on Appropriations reports the bill (S. 1710) mak- ing appropriations for Departments of Labor, Health and Human Services, and Education and related agencies for the fiscal year ending September 30, 2008, and for other purposes, reports favor- ably thereon and recommends that the bill do pass. Amount of budget authority Total of bill as reported to the Senate ............. $605,536,474,000 Amount of 2007 appropriations ........................ 545,857,321,000 Amount of 2008 budget estimate ...................... 596,378,249,000 Bill as recommended to Senate compared to— 2007 appropriations .................................... ∂59,679,153,000 2008 budget estimate ................................. ∂9,158,225,000 36–285 PDF CONTENTS Page Summary of Budget Estimates and Committee Recommendations ................... -
?Mg HI JAV 13 Compensation of Officers, Directors, Trustees, Etc 14 Other Employee Salaries and Wages
Return of Private Foundation OMB No 1545-0052 Form 990 -PF or Section 4947(a)(1) Trust Treated as Private Foundation Do not enter social security numbers on this form as it may be made public. Department of the Treasury ► X015 Internal Revenue Service ► Information about Form 990-PF and its separate instructions is at www.irs.gov/form990pf. • ' ?I ITPT-M trM For calendar year 2015 or tax year beginning , 2015, and ending , 20 Name of foundation A Employer identification number Monsanto Fund 43-6044736 Number and street (or P 0 box number if mail is not delivered to street address) Room/suite B Telephone number (see instructions) 800 North Lindbergh Blvd. 314-694-4391 City or town, state or province, country, and ZIP or foreign postal code q C If exemption application is ► pending , check here. St. Louis, MO 63167 G Check all that apply Initial return Initial return of a former public charity D 1 Foreign organizations , check here . ► El Final return Amended return 2 Foreign organizations meeting the Address change Name change 85% test , check here and attach computation , , . ► H Check type of organization X Section 501(c)(3) exempt private foundation E It private foundation status was terminated Section 4947 ( a )( 1 ) nonexem pt charitable trust Other taxable p rivate foundation 0 under section 507(b )(1)(A), check here . ► I Fair market value of all assets at J Accounting method X Cash Accrual F If the foundation is in a 60-month termination q end of year (from Part Il, col (c), line Other (specify) under section 507(b )( 1)(B), check here . -
The Seed School of Maryland, Head of School
THE SEED SCHOOL OF MARYLAND, HEAD OF SCHOOL ORGANIZATION The SEED School of Maryland (SEED MD) is a college-preparatory, public boarding school that serves 400 students in grades six through twelve. Its student body draws from a statewide pool of applicants selected by lottery. It was founded on the understanding that a single college graduate can make a profound impact on his or her entire family. The school’s innovative model integrates a rigorous, college-preparatory academic program with a boarding program that teaches life skills and provides a safe, secure, and nurturing environment 24 hours a day, 5 days a week. SEED students live on campus and benefit from a collaborative network of families, faculty, staff, and community members. The SEED model includes academic, residential, mental health, physical health, social, and enrichment programs, all available on campus. SEED MD, which opened in 2008, was the second school established by The SEED Foundation. The SEED School of Washington, D.C. (SEED DC) has been in existence for 20 years. The SEED School of Miami opened in 2014 and currently serves 260 students in grades 6-11, and at capacity, will grow to serve 400 students in grades 6-12. The success of the SEED model has been showcased in media outlets and publications such as 60 Minutes, The New York Times, The Washington Post, Nightline, Today, Good Morning America, and in the documentary film Waiting for “Superman.” United States President Barack Obama hailed SEED as “a true success story.” SEED MD was created out of a Maryland law that established a public, college preparatory boarding school for underserved Maryland students. -
The Seed School of Washington, Dc
What does it take to prepare students for college and careers in the 21st century? Time. It takes time to grow into a successful individual. But how far and how fast we grow depends on another question: what do we do with the time we are given? At SEED, we are with our students 24 hours a day, five days a week. We call this our “gift of time,” but it is more than that. Time is a responsibility and a means for our students, parents, teachers, staff, and supporters to do amazing things. This report is a celebration of what they are able to accomplish with the gift of time; it rejoices in the answers to one simple question: what can you do with 24 hours? For Justin Eames (page 11), director of technology at SEED Maryland, having 24 hours means that students can explore potential career paths through state-of-the-art technology. For Nicole Padro (page 12), student life counselor at SEED Miami, 24 hours means time to foster a love of learning in her students by reading aloud stories before bedtime. And for SEED DC parent Tasha Poulson (page 14), a 24-hour program means that her children are safe and surrounded by positive role models committed to their growth. As SEED grows, our schools remain connected by the gift of time. Whether in D.C., Maryland, or Miami, we have the opportunity to support our students and staff in ways that other schools cannot. This is a privilege and a responsibility. If you are reading this report, then you have likely supported SEED in the past. -
The Pennsylvania State University
The Pennsylvania State University The Graduate School The College of Education THE CURRICULUM OF THE CARLISLE INDIAN INDUSTRIAL SCHOOL: AN AMERICAN EDUCATION A Dissertation in Curriculum and Instruction by Joy Meness Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August 2017 i The dissertation of Joy Meness was reviewed and approved* by the following: Daniel Hade Associate Professor of Education (Language & Literacy Education) Dissertation Advisor Co-Chair of Committee Jacqueline Reid-Walsh Associate Professor of Education (Language & Literacy Education) and Women's Studies Co-Chair of Committee Jamie M. Myers Professor of Education (Language & Literacy Education) Christine Marmé Thompson Professor of Art Education William Carlsen Director of Graduate Studies, Curriculum and Instruction *Signatures are on file in the Graduate School. ii Abstract During the latter half of the 18th century, as aggressive and violent militarization continued, the United States legislated against Indian interests while promoting social advancement through industrial education. While boarding schools had been presented to European society as elite institutions for centuries, their transition to19th century North America signified a radical shift in form and function. Under orders carried out by the U.S. military, Native children were forcibly removed from their families to be educated at residential schools, undergoing training similar to that of military and prison inductees. Therefore the pedagogical roots of American Indian education during the 19th century were steeped in practices meant to assimilate Indigenous children into American society psychologically, spiritually, and physically. Founded in 1879, the Carlisle Indian Industrial School was established by United States Army General Richard H. -
A Medley of Cultures: Louisiana History at the Cabildo
A Medley of Cultures: Louisiana History at the Cabildo Chapter 1 Introduction This book is the result of research conducted for an exhibition on Louisiana history prepared by the Louisiana State Museum and presented within the walls of the historic Spanish Cabildo, constructed in the 1790s. All the words written for the exhibition script would not fit on those walls, however, so these pages augment that text. The exhibition presents a chronological and thematic view of Louisiana history from early contact between American Indians and Europeans through the era of Reconstruction. One of the main themes is the long history of ethnic and racial diversity that shaped Louisiana. Thus, the exhibition—and this book—are heavily social and economic, rather than political, in their subject matter. They incorporate the findings of the "new" social history to examine the everyday lives of "common folk" rather than concentrate solely upon the historical markers of "great white men." In this work I chose a topical, rather than a chronological, approach to Louisiana's history. Each chapter focuses on a particular subject such as recreation and leisure, disease and death, ethnicity and race, or education. In addition, individual chapters look at three major events in Louisiana history: the Battle of New Orleans, the Civil War, and Reconstruction. Organization by topic allows the reader to peruse the entire work or look in depth only at subjects of special interest. For readers interested in learning even more about a particular topic, a list of additional readings follows each chapter. Before we journey into the social and economic past of Louisiana, let us look briefly at the state's political history. -
Systems That Last: Great Teachers and Leaders for America's Schools
Systems That Last: Great Teachers and Leaders for America’s Schools September 5–7, 2012 Presenter Biographies Sandra Alberti Sandra Alberti serves as the director of partnership initiatives and professional development for Student Achievement Partners, an organization that was instrumental in the development of the Common Core State Standards. Alberti joined Student Achievement Partners after having served the State of New Jersey Department of Education in the roles of director of academic standards and director of math and science education. She was directly involved in state standards, assessment, and professional development policy and implementation strategies. Prior to working at the state level, Alberti held several district-level positions, including school superintendent, assistant superintendent of teaching and learning, principal, subject area supervisor, and high school science teacher. She has an undergraduate degree in biology from Rutgers University and a master’s degree and doctorate in educational leadership from Rowan University. Linda Alder Linda Alder is the coordinator of educator effectiveness at the Utah State Office of Education. She leads the Utah Effectiveness Project for High Quality Education, a statewide project that focuses on issues of effective instruction and effective leadership. Alder also has responsibility for the Entry Years Enhancements (EYE) program, a statewide mentoring and induction program for teachers in their first three years of service. She coordinates the review and approval of education preparation programs, including state-level and national accreditation, and oversees the work of No Child Left Behind Title IIa in the state. Alder provides a unique statewide perspective, with experience at the district level as well as in curriculum development and administration and gifted and talented education at the state level. -
A Jewish Day School Surfing the Edge: an Autoethnographic Study
1 A JEWISH DAY SCHOOL SURFING THE EDGE: AN AUTOETHNOGRAPHIC STUDY A Doctoral Thesis presented by Sharon Pollin to The School of Education In partial fulfillment of the requirements for the degree of Doctor of Education In the field of Education College of Professional Studies Northeastern University Boston, Massachusetts February 2017 2 Abstract A thriving Jewish day school is a vital cornerstone of a flourishing Jewish community. Particularly in communities with small Jewish populations, Jewish day schools are able to play roles that extend beyond the lives of their own student body, and they often serve as a hub for community connection and engagement. In July 2013, with a student enrollment of 27, a nationally recognized day school feasibility expert recommended that the Community Day School of New Orleans close its doors. The research problem I intend to study is my experience as leader of the K–5 (renamed) Jewish Community Day School of Greater New Orleans, as it endeavors to achieve viability and strength. Although many recent studies focus on the sustainability of Jewish day schools, there is a gap in the literature about the journey of a school poised at the edge of the wave between viability and impossibility. This autoethnographic account of my experience will contribute to the growing body of scholarly literature on Jewish day school sustainability. Complexity leadership theory serves as the theoretical framework for this research project. Keywords: Complexity leadership theory, autoethnography, Jewish day school sustainability, New Orleans 3 Acknowledgments I would like to thank Rabbi Dr. Karen Reiss Medwed for the persistence of her support and guidance as my professor at Hebrew College and as my doctoral advisor at Northeastern University. -
OIE) Indian Education Professional Development Program (84.299B
The Office of Indian Education (OIE) Indian Education Professional Development Program (84.299B) State: Arizona State LEA Average Percent of AIAN Students: 6.94 Source: 2018-19 Common Core of Data Local Education Agency (School District) Universe Survey Data Number Total Percent of AIAN Student of AIAN LEA Name LEA City Students Population Students A Center For Creative Education Cottonwood 2 65 3.08 Academy Del Sol Inc. Tucson 14 792 1.77 Academy Of Building Industries Inc. Fort Mohave 3 119 2.52 Academy Of Mathematics And Science Inc. Phoenix 2 1,132 0.18 Academy Of Mathematics And Science Inc. Tucson 11 528 2.08 Academy Of Mathematics And Science South Inc. Tucson 5 1,475 0.34 Academy Of Tucson Inc. Tucson 5 632 0.79 Academy With Community Partners Inc Mesa 3 135 2.22 Accelerated Elementary And Secondary Schools Tucson 0 167 0.00 Accelerated Learning Center Inc. Phoenix 3 179 1.68 Acclaim Charter School Phoenix Data Not Available Acorn Montessori Charter School Prescott Valley 9 488 1.84 Agua Fria Union High School District Avondale 61 7,979 0.76 Aguila Elementary District Aguila 0 163 0.00 Aibt Non-Profit Charter High School - Phoenix Phoenix 3 101 2.97 Aibt Non-Profit Charter High School Inc. Phoenix 0 14 0.00 Ajo Unified District Ajo 28 454 6.17 Akimel O Otham Pee Posh Charter School Inc. Coolidge 15 16 93.75 Akimel O'otham Pee Posh Charter School Inc. Coolidge 10 12 83.33 Alhambra Elementary District Phoenix 221 12,551 1.76 All Aboard Charter School Phoenix 1 134 0.75 Allen-Cochran Enterprises Inc. -
80Advancing Leadership for 80 Years
Advancing Leadership for 80 Years 80World Learning Annual/Donor Report 2010–2011 3 World Learning’s Global Reach World Learning is a nonprofit organization that advances leadership through education, exchange, and development programs in more than 60 countries. World Learning field staff or offices in 2012 Programs, sub-recipients, participants’ home countries, practicum placements Welcome Letter from our President: Advancing Leadership for a Global Age s I crisscrossed the Each program: world during the past year, I observed World Learning n Uses time-tested models of advancing leadership. experiential education to design WeA are working with a rising and deliver life-changing programs. generation preparing them with the leadership skills, community-building n Teaches the next generation the skills tools, and cross-cultural understanding that are essential in a global age, they will need to address the critical an age in which problems are more global issues that will shape the 21st complex and require coordination century. This generation represents across many cultural, disciplinary, 50 percent of the world’s population. and political boundaries. I witnessed emerging leaders in rural n Empowers and educates individuals, schools in Ethiopia and at an intimate while also strengthening the gathering of Middle Eastern social innova- institutions that the next tors in Istanbul. I sat with SIT students in generation will depend upon. India discussing women’s empowerment, and I listened to returning Experimenters This year, World Learning marks its 80th talking about their new world views. Anniversary. We will celebrate in many Perhaps my proudest moment was venues and invite you to organize your watching one of our recent participants, own commemorative activities. -
Jewish Sanctuary in the Atlantic World: a Social and Architectural
Jewish Sanctuary in the Atlantic World The Carolina Lowcountry and the Atlantic World Sponsored by the Program in the Carolina Lowcountry and the Atlantic World of the College of Charleston Money, Trade, and Power Edited by Jack P. Greene, Rosemary Brana-Shute, and Randy J. Sparks The Impact of the Haitian Revolution in the Atlantic World Edited by David P. Geggus London Booksellers and American Customers James Raven Memory and Identity Edited by Bertrand Van Ruymbeke and Randy J. Sparks This Remote Part of the World Bradford J. Wood The Final Victims James A. McMillin The Atlantic Economy during the Seventeenth and Eighteenth Centuries Edited by Peter A. Coclanis From New Babylon to Eden Bertrand Van Ruymbeke Saints and Their Cults in the Atlantic World Edited by Margaret Cormack Who Shall Rule at Home? Jonathan Mercantini To Make This Land Our Own Arlin C. Migliazzo Votaries of Apollo Nicholas Michael Butler Fighting for Honor T. J. Desch Obi Paths to Freedom Edited by Rosemary Brana-Shute and Randy J. Sparks Material Culture in Anglo-America Edited by David S. Shields The Fruits of Exile Edited by Richard Bodek and Simon Lewis The Irish in the Atlantic World Edited by David T. Gleeson Ambiguous Anniversary Edited by David T. Gleeson and Simon Lewis Creating and Contesting Carolina Edited by Michelle LeMaster and Bradford J. Wood Jewish Sanctuary in the Atlantic World A Social and Architectural History Barry L. Stiefel With the Assistance of David Rittenberg Foreword by Samuel D. Gruber THE UNIVERSITY OF SOUTH CAROLINA PRESS © 2014 University of South Carolina Published by the University of South Carolina Press Columbia, South Carolina 29208 www.sc.edu/uscpress 23 22 21 20 19 18 17 16 15 14 10 9 8 7 6 5 4 3 2 1 Library of Congress Cataloging-in-Publication Data Stiefel, Barry, author.