DOCSLIB.ORG

School, Family, and Community Partnerships: Your Handbook for Action

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

DOCUMENT RESUME ED 467 082 PS 030 545 AUTHOR Epstein, Joyce L.; Sanders, Mavis G.; Simon, Beth S.; Salinas, Karen Clark; Jansorn, Natalie Rodriguez; Van Voorhis, Frances L. TITLE School, Family, and Community Partnerships: Your Handbook for Action. Second Edition. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC.; Disney Learning Partnership, Burbank, CA.; DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY. ISBN ISBN-0-7619-7666-3 PUB DATE 2002-00-00 NOTE 434p.; For the first edition, see ED 415 003. AVAILABLE FROM Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320 ($34.95). Tel: 805-499-9734; Fax: 805-499-5323; Web site: http:/ /www.corwinpress.com. PUB TYPE Books (010) -- Guides - Non-Classroom (055) -- Tests/Questionnaires (160) EDRS PRICE EDRS Price MFOl Plus Postage. PC Not Available from EDRS DESCRIPTORS Community Action; *Community Involvement; *Educational Improvement; Elementary Secondary Education; Family School Relationship; Leadership Training; *Parent Participation; *Parent School Relationship; *Partnerships in Education; Program Development; *School Community Relationship IDENTIFIERS *Action Plans ABSTRACT Despite strong agreement on the importance of parent involvement, most schools, districts, and states still need help in developing comprehensive programs of school, family, and community partnerships. This revised handbook translates lessons learned over 20 years of research and fieldwork into practical solutions for program development. The book presents a research-based framework and field-tested tools to help leaders understand six types of family and community involvement; create an Action Team for Partnerships; plan and implement family and community involvement activities to reach school goals for student success; mobilize community resources; encourage progress; evaluate resul'ts; and continue to improve plans, practices, and programs over time. Chapter 1 summarizes the theory and research on which the handbook is based. Chapter 2 provides examples illustrating how the approach works in various schools and communities. Chapter 3 provides guidance in organizing an effective Action Team for Partnerships. Chapter 4 supplies materials to help workshop leaders prepare workshops for educators, parents, and community partners. Chapter 5 supplies charts and diagrams that can be used as transparencies and handouts in presentations and workshops. Chapter 6 summarizes research and practical approaches to family and community involvement in secondary schools. Chapter 7 outlines state and district leadership activities to increase expertise on school, family, and community partnerships. Chapter 8 describes two partnership approaches as part of the Teachers Involve Parents in Schoolwork (TIPS) approach. Chapter 9 includes tools for developing long-term goals, writing action plans, conducting evaluations, and assessing partnership progress. Chapter 10 shows how to join other schools, districts, and states in the National Network of Partnership Schools at Johns Hopkins University to Reproductions supplied by EDRS are the best that can be made from the original document. obtain information and assistance. Chapters 1, 6, and 8 contain references. (KB) Reproductions supplied by EDRS are the best that can be made from the original document. 1 I School, Family, and Community Partnerships CENTER (ERIC) DISSEMINATE THIS MATERIAL IN This document has been reproduced as MICROFICHE ONLY HAS BEEN GRANTED BY Y received from the person or organization originating it 0 Minor changes have been made to improve reproduction quality I I Points of view or opinions stated in this document do not necessarily represent offlclal OERI positiofi-or poticy--- --_ - I-- -_ -_ Your Handbook for Action School, Family, and Community Partnerships Second Edition 3 School, Family, and Communiky Partnerships I Your Handbook for Action Second Edition Joyce b. Epstein, Mavis G. Sanders, Beth S. Simon, Karen Clark Salinas, Natalie Rodriguez Jansorn, Frances L.Van Voorhis CORWIN PRESS, INC. A Sage Publications Company ' Thousand Oaks, California ._I i.:. 4 Copyright 0 2002 by Corwin Press, Inc. All rights reserved. When forms and sample documents are included, their use is autho- rized only by educators, local school sites, and/or noncommercial entities who have pur- chased the book. Except for that usage, no part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher. For information: Corwin Press, Inc. A Sage Publications Company 2455 Teller Road Thousand Oaks, California 91320 www.corwinpress.com Sage Publications Ltd. 6 Bonhill Street London EC2A 4PU United Kingdom Sage Publications India Pvt. Ltd. M-32 Market Greater Kailash I New Delhi 110 048 India Printed in the United States of America Library of Congress Cataloging-in-Publication Data School, family, and community partnerships: Your handbook for action / Joyce L. Epstein ... [et a1.1.- 2nd ed. p. cm. Rev. ed. of School, family, and community partnerships / Joyce L. Epstein. Includes bibliographical references and index. ISBN 0-7619-7665-5 (c) - ISBN 0-7619-7666-3 (p) 1. Community and school-United States. 2. Home and school-United States. 3. School improvement programs-United States. I. Epstein, Joyce Levy. LC221 .E68 2002 371 J9’0973-dc21 2002003384 This book is printed on acid-free paper. 02 03 04 05 10 9 8 7 6 5 4 3 2 1 Acquisitions Editor: Robb Clouse Editorial Assistant: Erin Buchanan Copy Editor: Toni Williams Production Editor: Diane S. Foster Typesetter/Designer: Larry K. Bramble Proofreader: Scott Oney Indexer: Teri Greenberg Cover Designer: Michael Dubowe Production Designer: Sandra Ng .. C.’ 5 Contents Acknowledgments viii About the Authors ix Introduction 1 1. A Comprehensive Framework 5 1.1. School, Family, and Community Partnerships: Caring for the Children We Share 7 1.2. Community Involvement in School Improvement: The Little Extra That Makes a Big Difference 30 2. Using the Framework in Practice: Stories From the Field 41 School Stories: Examples of the Six Types of Involvement 41 Type 1-Parenting 44 Trpe 2-Communicating 47 Type 3-Volunteering 51 Type 4-Learning at Home 55 Type 5-Decision Making 59 Type 6-Collaborating With the Community 63 District Leadership Activities 67 State Leadership Activities 75 3. Taking an Action Team Approach 81 Organizing an Effective Action Team for Partnerships: Questions and Answers 84 What Tools Help an Action Team for Partnerships Conduct Its Activities 98 Ten Steps to Success in School, Family, and Community Partnerships 104 Checklist: Are You Ready? 105 Who Are the Members of the Action Team for Partnerships? 106 ATP Committee Structure and Leaders 107 First ATP Meeting of the School Year 108 Communication Ground Rules 109 What Do Successful Action Teams for Partnerships Do? 110 Annual Review of Team Processes 111 The ABCs of Action Team Leadership 112 '"' i,i. 6 Action Team Discussion on Meeting Key Challenges to Excellent Partnerships 119 Sample Pledges, Compacts, or Contracts 122 4. Conducting Workshops 127 Team-Training Workshop 129 End-of-Year Celebration Workshop 146 Workshop Evaluations 155 5. Selecting Materials for Presentations and Workshops 157 Transparencies and Handouts 158 What Do We Know From U.S. and International Studies of Partnerships? 161 What Does Research Say About the Development of Programs? 162 Theoretical Model of Overlapping Spheres of Influence 163 Keys to Successful Partnerships 165 Six Types of Involvement 166 Sample Practices 172 Challenges and Redefinitions 178 Expected Results 184 Partnerships for Results in Elementary Schools 190 Summary Charts for Six Types of Involvement: Practices, Challenges, Redefinitions, and Results 194 Structures of Action Teams for Partnerships 200 Members of the Action Team for Partnerships 202 Levels of Commitment to Partnerships 203 Understanding Levels of Commitment 204 Small Group Activities for Workshops 205 Workshop Warm-up: Are Two Heads Better Than One? 206 Starting Points: An Inventory of Present Practices 208 Jumping Hurdles 212 School Goals and Results of Partnerships 213 Get Ready for Action 214 How to Organize Your Action Team for Partnerships 215 6. Strengthening Partnership Programs in Middle and High Schools 217 Improving School, Family, and Community Partnerships in Middle and High Schools 220 Predictors and Effects of Family Involvement in High School 235 A Goal-Oriented Approach to Partnership Programs in Middle and High Schools 246 Partnerships for Results in Middle and High Schools 252 Why Partnerships Are Important in Middle and High Schools 258 Special Considerations for Middle and High Schools 259 -7 Transitions: Involving Families When Students Move to New Schools 260 7. Developing State and District leadership for Partnerships 263 State and District Leadership for School, Family, and Community Partnerships 267 State Leadership Roles 276 State Leadership Actions 277 State Leadership Checklist 278 Sample: State Leadership Plan for Partnerships 279 Template: States, Districts, and Organizations One-Year Leadership Plan for Partnerships 280 District Leadership Roles 281 District Leadership Actions 282 District Leadership Checklist 283 Sample: District Leadership Plan for Partnerships 284 What Do Facilitators Do? 285 Facilitators’ Tasks at the Start of the School Year 286 Summary of School Visits 287 Standards
Recommended publications
  • Battersea Power Station in Pictures

    Battersea Power Station in Pictures

    POWERH OU S E BATTERSEA POWER STATION MAGAZINE ISSUE 05 – WINTER 2015/16 Wild at Heart BEAR BUYS AT BATTERSEA POWER STATION • INTRODUCTION BY QUENTIN WILLSON ICON OF INSPIRATION • I WANT TO WORK THERE • BATTERSEA ON INSTAGRAM POWERHOUSE 01 ISSUE º. 5 WINTER 2 015/16 THERE S STILL TIME Tº 06_ INTRODUCTION 36_ BEST OF BRITISH Motoring journalist and TV personality Quentin Willson on why How Battersea Power Station architect Sir Giles Gilbert Scott Battersea Power Station is an enduring design classic has been honoured in the new British passport COME ABOARD 08_ I WANT TO WORK THERE 38_ ICON OF INSPIRATION Wilkinson Eyre architect Sebastian Ricard’s dream office 3 days, 450 artworks and a lot of LEGO bricks—what went down at Battersea Art Station 12_ 10 THINGS TO DO NEAR DON’T BATTERSEA POWER STATION 44_ SETTING THE SCENE What to do, and where to go Our interview with the new Director of BPS Estates Mark Hutton 14_ BATTERSEA V CHELSEA Property experts debate on the North-South divide and the effect 46_ LONDON CALLING regeneration will have on the Battersea area and beyond London in numbers—how the capital is growing 20_ CREATING A CONNECTED COMMUNITY 48_ FUELLING AMBITION AND CAREER ASPIRATION How the man who brought us Lara Croft and Tomb Raider Stepping up the career ladder is shaping a social network for the Battersea Power Station DO Development 50_ #LIVINGBATTERSEA Celebrating Battersea 22_ COMING HOME TV Adventurer Bear Grylls on life, adventure and his new home 52_ POWERING AHEAD at Battersea Power Station A snapshot of building progress
  • An Analysis of Hegemonic Social Structures in "Friends"

    An Analysis of Hegemonic Social Structures in "Friends"

    "I'LL BE THERE FOR YOU" IF YOU ARE JUST LIKE ME: AN ANALYSIS OF HEGEMONIC SOCIAL STRUCTURES IN "FRIENDS" Lisa Marie Marshall A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2007 Committee: Katherine A. Bradshaw, Advisor Audrey E. Ellenwood Graduate Faculty Representative James C. Foust Lynda Dee Dixon © 2007 Lisa Marshall All Rights Reserved iii ABSTRACT Katherine A. Bradshaw, Advisor The purpose of this dissertation is to analyze the dominant ideologies and hegemonic social constructs the television series Friends communicates in regard to friendship practices, gender roles, racial representations, and social class in order to suggest relationships between the series and social patterns in the broader culture. This dissertation describes the importance of studying television content and its relationship to media culture and social influence. The analysis included a quantitative content analysis of friendship maintenance, and a qualitative textual analysis of alternative families, gender, race, and class representations. The analysis found the characters displayed actions of selectivity, only accepting a small group of friends in their social circle based on friendship, gender, race, and social class distinctions as the six characters formed a culture that no one else was allowed to enter. iv ACKNOWLEDGMENTS This project stems from countless years of watching and appreciating television. When I was in college, a good friend told me about a series that featured six young people who discussed their lives over countless cups of coffee. Even though the series was in its seventh year at the time, I did not start to watch the show until that season.
  • William Slade Stokes Magnolias Charleston, South Carolina *** Date

    William Slade Stokes Magnolias Charleston, South Carolina *** Date

    William Slade Stokes Magnolias Charleston, South Carolina *** Date: August 14, 2019 Location: Magnolias, Charleston SC Transcription: Technitype Transcripts Length: Forty nine minutes Project: Career Servers Slade Stokes— Charleston, SC |1 Annemarie Anderson: Today is August 14th [2019]. It is Wednesday. I’m at Magnolias with Mr. Slade Stokes, and this is Annemarie Anderson recording for the Southern Foodways Alliance Career Servers Project. Let’s start off and, Mr. Stokes, would you please introduce yourself to the recorder, tell us who you are and what you do. [0:00:20.5] Slade Stokes: Hi, my name is Slade Stokes. I am a server at Magnolias Restaurant in Charleston, South Carolina. October 12th will be my twentieth anniversary here and started here October of [19]99. I had worked at another restaurant before that, called Celia’s Porta Via’s, a small Italian restaurant, and she retired. A friend of mine who had worked here had set up employment with one of the managers, and at the time they said they weren’t hiring, but they liked me so much, they put me on the schedule. [0:01:00.2] Annemarie Anderson: That’s great. Well, tell me a little bit. Let’s start off and would you give your birth date for the record, please. [0:01:07.4] Slade Stokes: February 15th, 1960. [0:01:09.8] © Southern Foodways Alliance | www.southernfoodways.org Slade Stokes— Charleston, SC |2 Annemarie Anderson: Great. And tell me a little bit about your early life. Where were you born and raised? [0:01:15.0] Slade Stokes: I was born in Hickman, Kentucky, spent my first few years there in Kentucky with my brother and my two sisters and my mom.
  • Family Resource Center Program Evaluation Report: Calendar Year 2018 Prepared by the University of Massachusetts Medical School

    Family Resource Center Program Evaluation Report: Calendar Year 2018 Prepared by the University of Massachusetts Medical School

    Family Resource Center Program Evaluation Report: Calendar Year 2018 Prepared by the University of Massachusetts Medical School Recommended Citation: Henry, A. D., Gettens, J., Pratt, C., Miller, K. F., & Tedesco, R. (2019, February). Massachusetts Family Resource Center Program Evaluation Report: Calendar Year 2018. Shrewsbury MA: Commonwealth Medicine, University of Massachusetts Medical School. www.frcma.org Table of Contents Table of Contents................................................................................................................................................... 1 Locations of Massachusetts Family Resource Centers ............................................................................................ 3 Executive Summary ............................................................................................................................................... 4 I. Background ......................................................................................................................................................... 6 The Family Resource Center Network ...................................................................................................................... 6 The Family Resource Center Conceptual Framework ............................................................................................... 6 II. Ongoing Evaluation of the Family Resource Centers .......................................................................................... 7 Evaluation Goals ......................................................................................................................................................
  • Watching Television with Friends: Tween Girls' Inclusion Of

    Watching Television with Friends: Tween Girls' Inclusion Of

    WATCHING TELEVISION WITH FRIENDS: TWEEN GIRLS’ INCLUSION OF TELEVISUAL MATERIAL IN FRIENDSHIP by CYNTHIA MICHIELLE MAURER A dissertation submitted to the Graduate School-Camden Rutgers, The State University of New Jersey in partial fulfillment of the requirements for the degree of Doctor of Philosophy Graduate Program in Childhood Studies written under the direction of Daniel Thomas Cook and approved by ______________________________ Daniel T. Cook ______________________________ Anna Beresin ______________________________ Todd Wolfson Camden, New Jersey May 2016 ABSTRACT Watching Television with Friends: Tween Girls’ Inclusion of Televisual Material in Friendship By CYNTHIA MICHIELLE MAURER Dissertation Director: Daniel Thomas Cook This qualitative work examines the role of tween live-action television shows in the friendships of four tween girls, providing insight into the use of televisual material in peer interactions. Over the course of one year and with the use of a video camera, I recorded, observed, hung out and watched television with the girls in the informal setting of a friend’s house. I found that friendship informs and filters understandings and use of tween television in daily conversations with friends. Using Erving Goffman’s theory of facework as a starting point, I introduce a new theoretical framework called friendship work to locate, examine, and understand how friendship is enacted on a granular level. Friendship work considers how an individual positions herself for her own needs before acknowledging the needs of her friends, and is concerned with both emotive effort and social impact. Through group television viewings, participation in television themed games, and the creation of webisodes, the girls strengthen, maintain, and diminish previously established bonds.
  • United States Air Force and Its Antecedents Published and Printed Unit Histories

    United States Air Force and Its Antecedents Published and Printed Unit Histories

    UNITED STATES AIR FORCE AND ITS ANTECEDENTS PUBLISHED AND PRINTED UNIT HISTORIES A BIBLIOGRAPHY EXPANDED & REVISED EDITION compiled by James T. Controvich January 2001 TABLE OF CONTENTS CHAPTERS User's Guide................................................................................................................................1 I. Named Commands .......................................................................................................................4 II. Numbered Air Forces ................................................................................................................ 20 III. Numbered Commands .............................................................................................................. 41 IV. Air Divisions ............................................................................................................................. 45 V. Wings ........................................................................................................................................ 49 VI. Groups ..................................................................................................................................... 69 VII. Squadrons..............................................................................................................................122 VIII. Aviation Engineers................................................................................................................ 179 IX. Womens Army Corps............................................................................................................
  • Breaking Away: a Study of First Generation College Students and Their Af Milies Howard London Bridgewater State University, Hlondon@Bridgew.Edu

    Breaking Away: a Study of First Generation College Students and Their Af Milies Howard London Bridgewater State University, [email protected]

    Bridgewater State University Virtual Commons - Bridgewater State University Sociology Faculty Publications Sociology Department 1989 Breaking Away: A Study of First Generation College Students and Their aF milies Howard London Bridgewater State University, [email protected] Follow this and additional works at: http://vc.bridgew.edu/sociology_fac Part of the Higher Education Commons, and the Sociology Commons Virtual Commons Citation London, Howard (1989). Breaking Away: A Study of First Generation College Students and Their aF milies. In Sociology Faculty Publications. Paper 39. Available at: http://vc.bridgew.edu/sociology_fac/39 This item is available as part of Virtual Commons, the open-access institutional repository of Bridgewater State University, Bridgewater, Massachusetts. -r* - _P_ I --J.., II L I __ ? II __. _ Breaking Away: A Study of First- Generation College Students and Their Famiilies HOWARD B. LONDON Bridge-water State College Detailed family histories were taken of students who were the first in their families to go to college. This paper utilizes the psychoanalytic and family systems theory of Helm Stierlin and others to explore (1) how college matriculation for first-generation students is linked to multi- generational family dynamics, and (2) how these students reconcile (or do not reconcile) the often conflicting requirements of family membership and educational mobility. The same modernity that creates the possibility of opportunity for these students is seen also to create the potential for biographical and social dislocation. Introduction Several years ago the film Breaking Away was a box office success across America. On the surface it was the story of "town-gown" frictions between the "cuttters" of Bloomington, Indiana-so called because they were the children of the men who mined the local limestone qtuarries-atid the ostensibly more sophisticated but condescending students of Indiana University.
  • French Names Noeline Bridge

    French Names Noeline Bridge

    names collated:Chinese personal names and 100 surnames.qxd 29/09/2006 13:00 Page 8 The hundred surnames Pinyin Hanzi (simplified) Wade Giles Other forms Well-known names Pinyin Hanzi (simplified) Wade Giles Other forms Well-known names Zang Tsang Zang Lin Zhu Chu Gee Zhu Yuanzhang, Zhu Xi Zeng Tseng Tsang, Zeng Cai, Zeng Gong Zhu Chu Zhu Danian Dong, Zhu Chu Zhu Zhishan, Zhu Weihao Jeng Zhu Chu Zhu jin, Zhu Sheng Zha Cha Zha Yihuang, Zhuang Chuang Zhuang Zhou, Zhuang Zi Zha Shenxing Zhuansun Chuansun Zhuansun Shi Zhai Chai Zhai Jin, Zhai Shan Zhuge Chuko Zhuge Liang, Zhan Chan Zhan Ruoshui Zhuge Kongming Zhan Chan Chaim Zhan Xiyuan Zhuo Cho Zhuo Mao Zhang Chang Zhang Yuxi Zi Tzu Zi Rudao Zhang Chang Cheung, Zhang Heng, Ziche Tzuch’e Ziche Zhongxing Chiang Zhang Chunqiao Zong Tsung Tsung, Zong Xihua, Zhang Chang Zhang Shengyi, Dung Zong Yuanding Zhang Xuecheng Zongzheng Tsungcheng Zongzheng Zhensun Zhangsun Changsun Zhangsun Wuji Zou Tsou Zou Yang, Zou Liang, Zhao Chao Chew, Zhao Kuangyin, Zou Yan Chieu, Zhao Mingcheng Zu Tsu Zu Chongzhi Chiu Zuo Tso Zuo Si Zhen Chen Zhen Hui, Zhen Yong Zuoqiu Tsoch’iu Zuoqiu Ming Zheng Cheng Cheng, Zheng Qiao, Zheng He, Chung Zheng Banqiao The hundred surnames is one of the most popular reference Zhi Chih Zhi Dake, Zhi Shucai sources for the Han surnames. It was originally compiled by an Zhong Chung Zhong Heqing unknown author in the 10th century and later recompiled many Zhong Chung Zhong Shensi times. The current widely used version includes 503 surnames. Zhong Chung Zhong Sicheng, Zhong Xing The Pinyin index of the 503 Chinese surnames provides an access Zhongli Chungli Zhongli Zi to this great work for Western people.
  • Last Name First Name/Middle Name Course Award Course 2 Award 2 Graduation

    Last Name First Name/Middle Name Course Award Course 2 Award 2 Graduation

    Last Name First Name/Middle Name Course Award Course 2 Award 2 Graduation A/L Krishnan Thiinash Bachelor of Information Technology March 2015 A/L Selvaraju Theeban Raju Bachelor of Commerce January 2015 A/P Balan Durgarani Bachelor of Commerce with Distinction March 2015 A/P Rajaram Koushalya Priya Bachelor of Commerce March 2015 Hiba Mohsin Mohammed Master of Health Leadership and Aal-Yaseen Hussein Management July 2015 Aamer Muhammad Master of Quality Management September 2015 Abbas Hanaa Safy Seyam Master of Business Administration with Distinction March 2015 Abbasi Muhammad Hamza Master of International Business March 2015 Abdallah AlMustafa Hussein Saad Elsayed Bachelor of Commerce March 2015 Abdallah Asma Samir Lutfi Master of Strategic Marketing September 2015 Abdallah Moh'd Jawdat Abdel Rahman Master of International Business July 2015 AbdelAaty Mosa Amany Abdelkader Saad Master of Media and Communications with Distinction March 2015 Abdel-Karim Mervat Graduate Diploma in TESOL July 2015 Abdelmalik Mark Maher Abdelmesseh Bachelor of Commerce March 2015 Master of Strategic Human Resource Abdelrahman Abdo Mohammed Talat Abdelziz Management September 2015 Graduate Certificate in Health and Abdel-Sayed Mario Physical Education July 2015 Sherif Ahmed Fathy AbdRabou Abdelmohsen Master of Strategic Marketing September 2015 Abdul Hakeem Siti Fatimah Binte Bachelor of Science January 2015 Abdul Haq Shaddad Yousef Ibrahim Master of Strategic Marketing March 2015 Abdul Rahman Al Jabier Bachelor of Engineering Honours Class II, Division 1
  • CROWLEY CLAN NEWSLETTER March 2014 Compiled by Marian Crowley Chamberlain

    CROWLEY CLAN NEWSLETTER March 2014 Compiled by Marian Crowley Chamberlain

    CROWLEY CLAN NEWSLETTER March 2014 compiled by Marian Crowley Chamberlain Page 1 of 8 Letter from the Taoiseach Michael-Patrick O'Crowley 3 rue de la Harpe Taoiseach Crowley Clan Saint-Leger, France Dear Clansmen and Members, I wish you a wonderful 2014 year, may this New Year bring you health and happiness to your families and dear ones. 2014 is going to be a special year for the Crowleys as we are celebrating the thousandth year of our name. We are coordinating our participation to the anniversary of the battle of Clontarf in Dublin with the O'Briens, the preliminary plans are as follows: • April 23, travel from West Cork to Killaloe, visit of Brian Boru's birth place and round fort homestead. Visit of ClareGalway Castle, lecture on Irish medieval architecture, complementary banquet in the castle Hotel: ClareGalway Hotel - €75 per double room (10 rooms prebooked) • April 24, Travel to Dublin, March of the Clans, Crowley Clan night out • April 25, Reenactment of the Battle of Clontarf (organised by Clontarf Council). Banquet with the O'Briens at Clontarf Castle Hotel - €85 per person. Hotel: Crown Plaza Dublin Airport - €105 per double room (10 rooms prebooked). The Clan Council has decided on the dates for the next clan gathering, it will take place in Kinsale from the 9th to 11th September 2016. Kinsale was again selected as it is both a very attractive city, well situated and with the necessary accommodation for our group. Please note these dates in your calendar to prepare for your travelling. Finally, we are still working on the reediting of the Crowley Clan book - we have had some technical issues due to compatibility of tools the manuscript being on a very old version of StarOffice and on diskettes.
  • Love Our Growers

    Love Our Growers

    Love Our Growers AN AUSTRALIAN JOURNEY ON SOURCING, MAKING AND FORAGING DRAFTED BY DATE Thomas Spinks 13th October 2020 @ L O V E O U R G R O W E R S Breakdown I. Executive Summary II. Introduction III. Concept IV. Inspiration and Mood Board P A G E 2 / 9 I. Executive Summary In every part of our life technology allows us to know where things are at, with everyone. We value it. We feel if brings us power. But we have lost connection with the source of our literal fuel. Where our food comes from, what to do with it, how to connect with it – this is our goal. There has been a small awakening from the pandemic, the realisation that time is precious, that food matters and that money and possessions aren't the source of what makes us happy. We want to take you on a local journey (Australia) as a family and show you where you food comes from, what do with unique ingredients - native, heritage and foraged - and how getting to the source of your food benefits you, the farmer and the local economies that exist. Inordinate amounts of money spent each day, week and year on diet fads, food deliveries, either fast food or the fresh food boxes we have embraced. We are in shock when a celebrity shows us how pigs or chickens are treated, for a moment we want to buy differently, more consciously. But then we lose it. Time moves on. Gluten free, sugar free, dairy free, animal product free, toxin free, chemical free, free range – the list goes on.
  • Robert Glasper's In

    Robert Glasper's In

    ’s ION T T R ESSION ER CLASS S T RO Wynton Marsalis Wayne Wallace Kirk Garrison TRANSCRIP MAS P Brass School » Orbert Davis’ Mission David Hazeltine BLINDFOLD TES » » T GLASPE R JAZZ WAKE-UP CALL JAZZ WAKE-UP ROBE SLAP £3.50 £3.50 U.K. T.COM A Wes Montgomery Christian McBride Wadada Leo Smith Wadada Montgomery Wes Christian McBride DOWNBE APRIL 2012 DOWNBEAT ROBERT GLASPER // WES MONTGOMERY // WADADA LEO SmITH // OrbERT DAVIS // BRASS SCHOOL APRIL 2012 APRIL 2012 VOLume 79 – NumbeR 4 President Kevin Maher Publisher Frank Alkyer Managing Editor Bobby Reed News Editor Hilary Brown Reviews Editor Aaron Cohen Contributing Editors Ed Enright Zach Phillips Art Director Ara Tirado Production Associate Andy Williams Bookkeeper Margaret Stevens Circulation Manager Sue Mahal Circulation Assistant Evelyn Oakes ADVERTISING SALES Record Companies & Schools Jennifer Ruban-Gentile 630-941-2030 [email protected] Musical Instruments & East Coast Schools Ritche Deraney 201-445-6260 [email protected] Advertising Sales Assistant Theresa Hill 630-941-2030 [email protected] OFFICES 102 N. Haven Road Elmhurst, IL 60126–2970 630-941-2030 / Fax: 630-941-3210 http://downbeat.com [email protected] CUSTOMER SERVICE 877-904-5299 [email protected] CONTRIBUTORS Senior Contributors: Michael Bourne, John McDonough Atlanta: Jon Ross; Austin: Michael Point, Kevin Whitehead; Boston: Fred Bouchard, Frank-John Hadley; Chicago: John Corbett, Alain Drouot, Michael Jackson, Peter Margasak, Bill Meyer, Mitch Myers, Paul Natkin, Howard Reich; Denver: Norman Provizer; Indiana: Mark Sheldon; Iowa: Will Smith; Los Angeles: Earl Gibson, Todd Jenkins, Kirk Silsbee, Chris Walker, Joe Woodard; Michigan: John Ephland; Minneapolis: Robin James; Nashville: Bob Doerschuk; New Or- leans: Erika Goldring, David Kunian, Jennifer Odell; New York: Alan Bergman, Herb Boyd, Bill Douthart, Ira Gitler, Eugene Gologursky, Norm Harris, D.D.