DOCSLIB.ORG

National Standards for Teachers of Family and Consumer Sciences

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
National Standards for Teachers of Family and Consumer Sciences National Standards for Teachers of Family and Consumer Sciences: Research, Implementation, and Resources Editors Patricia M. Erickson Wanda S. Fox Daisy Stewart Implementation National Standards for Teachers of Family and Consumer Sciences: Research, Implementation, and Resources Editors Patricia M. Erickson Wanda S. Fox Daisy Stewart Published as an eBook by the National Association of Teacher Educators for Family and Consumer Sciences http://www.natefacs.org/JFCSE/Standards_eBook/Standards_eBook.pdf Copyright © 2010 This eBook or any part thereof may be duplicated and distributed for educational purposes. eBook Citation Erickson, P.M., Fox, W. S., & Stewart, D. (Eds.). (2010). National Standards for Teachers of Family and Consumer Sciences: Research, implementation, and resources. Published electronically by the National Association of Teacher Educators for Family and Consumer Sciences. Available at http://www.natefacs.org/JFCSE/Standards_eBook/Standards_eBook.pdf For individual chapters, the appropriate citation is included at the end of each chapter. National Standards for Teachers of Family and Consumer Sciences: Research, Implementation, and Resources Table of Contents Foreword ....................................................................................................................................... iv Preface .......................................................................................................................................... vi Acknowledgments ..................................................................................................................... viii National Standards for Teachers of Family and Consumer Sciences ..........................................1 Expectations Statements ................................................................................................................2 Introduction ....................................................................................................................................6 Chapter 1 Development of the National Standards for Teachers of Family and Consumer Sciences ....................................................................................................................7 Wanda S. Fox Daisy Stewart Patricia M. Erickson Chapter 2 Developing Expectations Statements for the National Standards for Teachers of Family and Consumer Sciences .............................................................................27 Wanda S. Fox Diane Klemme Standard 1 Career, Community, and Family Connections..................................................38 Chapter 3 Career, Community, and Family Connections: Implementation in Family and Consumer Sciences Teacher Education .................................................................39 Maureen E. Kelly Marilyn Filbeck Chapter 4 Career, Community, and Family Connections: Addressing the Complexities of Life Work in Family and Consumer Sciences Teacher Education ........................51 Wendy Way Standard 2 Consumer Economics and Family Resources....................................................65 Chapter 5 Consumer Economics and Family Resources: Importance of Financial Literacy .66 Cheryl A. Mimbs Johnson Angela Radford Lewis Chapter 6 Consumer Economics and Family Resources: Internet Delivery of Consumer Economics and Family Resource Management Courses .......................................78 Mary J. Pickard Susan A. Reichelt Standard 3 Family and Human Development .......................................................................91 Chapter 7 Family and Human Development: Developing Preservice Teacher Competencies .........................................................................................................92 Shirley R. Klein Christine M. Moore i Chapter 8 Family and Human Development: Current Trends, Teaching Strategies, and Resources for the 21st Century Classroom ..........................................................107 Michelle Krehbiel Standard 4 Nutrition, Food, and Wellness ..........................................................................120 Chapter 9 Nutrition, Food, and Wellness: Current Benchmarks, Trends, and Challenges in an Ever Changing Environment ...........................................................................121 Carol A. Friesen Joan R. McFadden Alice A. Spangler Chapter 10 Nutrition, Food, and Wellness: Rationale and Resources for Implementation in Family and Consumer Sciences Teacher Preparation Programs .........................141 Lori A. Myers Janet F. Pope Standard 5 Curriculum Development ..................................................................................158 Chapter 11 Curriculum Development: A Critical Science Perspective ..................................159 Bette Montgomery Standard 6 Instructional Strategies and Resources ............................................................175 Chapter 12 Instructional Strategies and Resources: Exploring the Use of Technology ........176 Andrea B. Mosenson Julie M. Johnson Chapter 13 Instructional Strategies and Resources: Utilizing the Internet as a Technology Tool in Family and Consumer Sciences Classrooms ..........................................195 Mary J. Pickard Susan A. Reichelt Standard 7 Learning Environment ......................................................................................204 Chapter 14 Learning Environment: Respecting Diversity and Exceptionality ......................205 Melinda D. Swafford Helen T. Dainty Chapter 15 Learning Environment: An Overview .................................................................220 Candace K. Fox Chapter 16 Learning Environment: Creating and Implementing a Safe, Supportive Learning Environment .........................................................................................................235 Nancy E. Thompson Julie P. Wheeler Standard 8 Professionalism ...................................................................................................246 Chapter 17 Professionalism: Ethical Professional Practice for Teachers of Family and Consumer Sciences ..............................................................................................247 Karen L. Alexander Sue Couch ii Chapter 18 Professionalism: Ethical Decision Making as a Foundation for Professional Practice .................................................................................................................264 Sammie G. Garner Rosa S. Purcell Jody L. Roubanis Chapter 19 Professionalism: History, Philosophy, Ethics, and Public Policy .......................280 Marsha L. Rehm Jacquelyn W. Jensen Maxine L. Rowley Standard 9 Student and Program Assessment ....................................................................301 Chapter 20 Student and Program Assessment: Effective Preparation of Teacher Candidates ...........................................................................................................302 Leah C. Keino Cheryl O. Hausafus Chapter 21 Student and Program Assessment: Assessment Literacy, the Basis for Student Assessment ...........................................................................................................320 Margaret Cornell Torrie Janis Bennington Van Buren Standard 10 Student Organization Integration ....................................................................334 Chapter 22 Student Organization Integration: Initiatives for Positive Youth Development— The Ultimate Leadership Experience ..................................................................335 Wendy L. Ambrose Lela G. Goar Chapter 23 Student Organization Integration: Comparison of Two Models for Implementing FCCLA in Teacher Preparation ...........................................................................355 Debra DeBates Mary J. Pickard Conclusion ..................................................................................................................................371 Chapter 24 Next Steps Toward Excellence in Family and Consumer Sciences Teacher Education ............................................................................................................372 Patricia M. Erickson Daisy Stewart Wanda S. Fox Appendices ..................................................................................................................................377 A. Development Panel and Work Groups/Task Forces ........................................................378 B. Authors .............................................................................................................................380 C. Reviewers .........................................................................................................................383 D. Implementation Issues: Work Group Report ...................................................................384 iii Foreword Educational reform is conceived as an effort to improve education. The profession of family and consumer sciences has long been a part of discussions and reform initiatives. In fact, since the inception of family and consumer sciences as a profession, professionals in the field have participated in meetings and conferences contributing to discussions that led to significant changes that advanced the field. The participation in educational reform and initiatives yielded the National Standards for Teachers of Family and Consumer Sciences (2004) published by the National Association of Teacher Educators for Family and Consumer Sciences (NATEFACS). An examination of the history of family and
Load more

Recommended publications
  • Financial Literacy: an Essential Tool for Informed Consumer Choice?
    NBER WORKING PAPER SERIES FINANCIAL LITERACY: AN ESSENTIAL TOOL FOR INFORMED CONSUMER CHOICE? Annamaria Lusardi Working Paper 14084 http://www.nber.org/papers/w14084 NATIONAL BUREAU OF ECONOMIC RESEARCH 1050 Massachusetts Avenue Cambridge, MA 02138 June 2008 I would like to thank Keith Ernst, Howell Jackson, Kevin Rhein, Peter Tufano, and participants to the conference "Understanding Consumer Credit: A National Symposium on Expanding Access, Informing Choices, and Protecting Consumers," Harvard Business School, November 2007, and the conference "Consumer Information and the Mortgage Market," Federal Trade Commission, Washington, D.C., May 2008 for suggestions and comments. This paper builds on several projects I have written in collaboration with Olivia Mitchell, whom I would like to thank for her encouragement, support, and many suggestions. Audrey Brown provided excellent research assistance. Any errors are my responsibility. This paper was written while visiting Harvard Business School and I would like to thank them, and in particular Peter Tufano, for their hospitality. The views expressed herein are those of the author(s) and do not necessarily reflect the views of the National Bureau of Economic Research. NBER working papers are circulated for discussion and comment purposes. They have not been peer- reviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications. © 2008 by Annamaria Lusardi. All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit, including © notice, is given to the source. Financial Literacy: An Essential Tool for Informed Consumer Choice? Annamaria Lusardi NBER Working Paper No.
    [Show full text]
  • An Update on the UK Coalition Government's
    Statewatch Analysis Six months on: An update on the UK coalition government’s commitment to civil liberties Max Rowlands Contents Part I Introduction Part II The proposed measures 1. The Freedom (Great Repeal) Bill 2. Identity cards, the National Identity Register and the ContactPoint database 3. Fingerprinting in schools 4. The Freedom of Information Act 5. The DNA database 6. The right to trial by jury 7. The right to protest 8. Libel laws 9. The misuse of anti-terrorism legislation 10. The regulation of CCTV 11. The retention of communications data 12. The proliferation of unnecessary criminal offences 13. The Human Rights Act Part III What other reforms are needed? 14. The “database state” 15. The Digital Economy Act 16. Anti-social behaviour legislation 17. Anti-terrorism legislation Part IV Conclusion 1 Part I: Introduction Within weeks of its formation in May 2010, the coalition government announced with much fanfare its intention “to restore the rights of individuals in the face of encroaching state power.” An easy victory over Labour’s politically bankrupt National Identity Scheme followed, but since then the government’s approach has been characterised by caution and pragmatism rather than an unerring commitment to liberty. This is largely because there are splits within government on many of the key civil liberties issues that fundamentally define the relationship between citizen and state: how long and under what conditions can the government detain us, to what extent should the state surveil us, and what data on us should it hold? These internal divisions have been compounded by significant pressure from the civil service and security agencies to retain Labour policies that served to empower them.
    [Show full text]
  • The Conservative Party's Credibility Deficit Updated Tax and Spending
    The Conservative Party’s credibility deficit Updated tax and spending commitments April 2010 2 Contents Page Introduction 5 Summary 7 Methodology 8 Tables 10 Broken promises 13 45,000 new single rooms in the NHS 15 5,000 new prison places 19 Reducing taxes on savings 22 More places for science courses, training and apprenticeships 24 Maternity nurses for all 25 Reinstate the Defence Export Services Organisation (DESO) 28 National Loan Guarantee Scheme 30 Tax cuts 33 Corporation tax and investment allowance changes 35 Freeze council tax for two years 38 Reduce employers’ NICs for some small companies 41 Tax cuts for married couples 43 Inheritance tax cuts 50 Reverse impact of abolition of dividend tax credit 53 Tax reversals 57 Raise National Insurance Contributions thresholds 59 Oppose Broadband levy 61 Oppose cider duty increase 63 Tax increases 65 Non-domicile levy 67 Spending reductions 73 Cut Government “waste” 75 Savings on employment and skills programmes 78 Reduce spending on Building Schools for the Future 83 Reduce eligibility for tax credits 85 Reduce eligibility for Child Trust Funds 88 Reduce government spending on consultants and advertising 90 Reduce “bureaucracy” spending by a third 92 Welfare savings 95 Scrap ContactPoint 98 NHS IT Programme 100 Freeze pay and cap pensions for public sector workers 103 Reduce spending on Sure Start outreach workers 105 3 Scrap some Regional Development Agencies 107 Scrap regional assemblies 109 Scrap identity cards 110 “Cutting the cost of politics” 112 Scrap the Trade Union Modernisation
    [Show full text]
  • Sacrificing Privacy for Convenience: the Need for Stricter FTC Regulations in an Age of Smartphone Surveillance
    Journal of the National Association of Administrative Law Judiciary Volume 34 Issue 2 Article 6 12-15-2014 Sacrificing Privacy for Convenience: The Need for Stricter FTC Regulations in an Age of Smartphone Surveillance Ashton McKinnon Follow this and additional works at: https://digitalcommons.pepperdine.edu/naalj Part of the Administrative Law Commons, Consumer Protection Law Commons, Privacy Law Commons, and the Science and Technology Law Commons Recommended Citation Ashton McKinnon, Sacrificing Privacy for Convenience: The Need for Stricter FTC Regulations in an Age of Smartphone Surveillance, 34 J. Nat’l Ass’n Admin. L. Judiciary 484 (2014) Available at: https://digitalcommons.pepperdine.edu/naalj/vol34/iss2/6 This Comment is brought to you for free and open access by the Caruso School of Law at Pepperdine Digital Commons. It has been accepted for inclusion in Journal of the National Association of Administrative Law Judiciary by an authorized editor of Pepperdine Digital Commons. For more information, please contact [email protected], [email protected], [email protected]. Sacrificing Privacy for Convenience: The Need for Stricter FTC Regulations in an Age of Smartphone Surveillance By Ashton McKinnon* TABLE OF CONTENTS I. INTRODUCTION ......................................................................... 486 II. THE SMARTPHONE .................................................................... 488 III. APPS ........................................................................................
    [Show full text]
  • The Conservative Agenda for Constitutional Reform
    UCL DEPARTMENT OF POLITICAL SCIENCE The Constitution Unit Department of Political Science UniversityThe Constitution College London Unit 29–30 Tavistock Square London WC1H 9QU phone: 020 7679 4977 fax: 020 7679 4978 The Conservative email: [email protected] www.ucl.ac.uk/constitution-unit A genda for Constitutional The Constitution Unit at UCL is the UK’s foremost independent research body on constitutional change. It is part of the UCL School of Public Policy. THE CONSERVATIVE Robert Hazell founded the Constitution Unit in 1995 to do detailed research and planning on constitutional reform in the UK. The Unit has done work on every aspect AGENDA of the UK’s constitutional reform programme: devolution in Scotland, Wales, Northern Ireland and the English regions, reform of the House of Lords, electoral reform, R parliamentary reform, the new Supreme Court, the conduct of referendums, freedom eform Prof FOR CONSTITUTIONAL of information, the Human Rights Act. The Unit is the only body in the UK to cover the whole of the constitutional reform agenda. REFORM The Unit conducts academic research on current or future policy issues, often in collaboration with other universities and partners from overseas. We organise regular R programmes of seminars and conferences. We do consultancy work for government obert and other public bodies. We act as special advisers to government departments and H parliamentary committees. We work closely with government, parliament and the azell judiciary. All our work has a sharply practical focus, is concise and clearly written, timely and relevant to policy makers and practitioners. The Unit has always been multi disciplinary, with academic researchers drawn mainly from politics and law.
    [Show full text]
  • Re-Constructing Children's Identities: Social Work Knowledge And
    Re-Constructing Children’s Identities: Social work knowledge and practice in the assessment of children’s identities. Jane Thomas This thesis is submitted in candidature for the degree of Doctor of Philosophy Cardiff School of Social Sciences Cardiff University April 2010 UMI Number: U585453 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertation Publishing UMI U585453 Published by ProQuest LLC 2013. Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 DECLARATION This work has not previously been accepted in substance for any degree and is not concurrently submitted in candidature for any degree. Signed . f a £ & — ,rrr. ...... (candidate) Date ................................................................................. STATEMENT 1 This thesis is being submitted in partial fulfilment of the requirements for the degree of PhD. Signed 3 — «■——— ~ .....................(candidate) Date ................................. STATEMENT 2 This thesis is the result of my own independent investigations, except where otherwise stated. Other sources are acknowledged by footnotes giving explicit references. .(candidate)Signed .. .(candidate)Signed Date STATEMENT 3 I hereby give consent for my thesis, if accepted, to be available for photocopying and for inter-library loan, and for the title and summary to be made available to outside organisations.
    [Show full text]
  • Profiling and Targeting Consumers in the Internet of Things – a New Challenge for Consumer Law
    Profiling and targeting consumers in the Internet of Things – A new challenge for consumer law Prof. Dr. Natali Helberger, Institute for Information Law, University of Amsterdam I. Introduction “The door refused to open. It said, “Five cents, please.” He searched his pockets. No more coins; nothing. ‘I’ll pay you tomorrow,’ he told the door. Again he tried the knob. Again it remained locked tight. ‘What I pay you,’ he informed it, ‘is in the nature of a gratuity; I don’t have to pay you.’ ‘I think otherwise,’the door said. ‘Look in the purchase contract you signed when you bought this conapt.’ … From the drawer beside the sink Joe Chip got a stainless steel knife; with it he began systematically to unscrew the bolt assembly of his apt’s money gulping door. ‘I’ll sue you,’th door said as the first screw fell out. Joe chip said, ‘I’ve never been sued by a door. But I guess I can live through it.’1 Having a legal debate with one’s door sounds very much like a vision from a hopefully very hypothetical future – like the one the science fiction author Philip K. Dick described in his novel. And yet, today, almost 50 years after Dick has first published Ubik, this future does not sound that hypothetical or even far away anymore. This chapter will argue that there is a role for consumer law to make sure that we do not have to have conversations like these with our doors, toasters or other smart appliances in the Internet of Things.
    [Show full text]
  • Part 1: the Ecology of the Image
    PART 1: THE ECOLOGY OF THE IMAGE Figure 1: Figure-ground reversal: the face-vase illusion (original design by Edgar Rubin). Ian E. Gordon, Theories of Visual Perception (Chichester: John Wiley & Sons, 1989) 53. 2 PART 1: THE ECOLOGY OF THE IMAGE …no denser or more tacit form of communication, no shaping or organising force more comprehensive or more insidiously embedded in our lifeworld than images. They make up the true lingua franca of commerce, politics, and psyche; they are the ‘cloaking devices’ par excellence of the human social world. (Sanford Kwinter)1 One must see, at first sight, what does not let itself be seen. And this is invisibility itself. For what first sight misses is the invisible. The flaw, the error of first sight is to see, and to not notice the invisible. (Jacques Derrida)2 …nothing seems more important than to debate the ecological role and character of images. (Andrew Ross)3 Don’t worry sweetheart — it’s just a movie. (Anon) INTRODUCTION 4 SNAP SHOT: AN ACCIDENT IN SLOW MOTION I am sitting in a Holden car designed in 1966, travelling down a highway on an extremely hot day at fifty miles per hour. The luxurious design of the interior (beautifully preserved by the car’s owner) speaks of a familiar car culture even though the detailing has changed. Something is, nonetheless, 1 Sanford Kwinter in his introduction to Bruce Mau, Life Style (London: Phaidon, 2000) 36. 2 Jacques Derrida, Specters of Marx: the state of the debt, the work of mourning, and the New International, trans.
    [Show full text]
  • DOCUMENT RESUME Family and Consumer Sciences. a Maryland
    DOCUMENT RESUME ED 399 420 CE 072 537 TITLE Family and Consumer Sciences. A Maryland Curricular Framework. INSTITUTION Maryland State Dept. of Education, Baltimore. Div. of Career Technology and Adult Learning. PUB DATE 96 NOTE 66p. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher)(052) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Behavioral Objectives; *Competence; Competency Based Education; *Consumer Education; *Curriculum Development; Educational Assessment; *Educational Philosophy; Evaluation Methods; *Family Life Education; *Home Economics; Secondary Education; State Curriculum Guides; Student Evaluation IDENTIFIERS *Maryland ABSTRACT This curricular framework is designed to assist administrators and teachers in planning, developing, and implementing family and consumer sciences programs in Maryland. It provides a philosophical foundation and a broad outline from which educators may construct comprehensive family and consumer sciences programs. The materials will aid local school systems in planning local curricula, developing a local philosophy, defining a local scope and sequence, evaluating the extent to which the goals and subgoals are contained in current curricular offerings, and identifying needed curricular content and instructional strategies. The document is organized into seven sections:(1) philosophy--definition of the nature of family and consumer sciences education and description of its relationship to society, the learner, and the school curriculum;(2) family and consumer sciences learner outcomes;(3) goals and subgoals (broad statements of desired outcomes, derived from the philosophy); (4) expectancies (statements that specify the expected behaviors within each subgoal);(5) illustrative objectives;(6) curriculum development and assessment (how to develop and use goals, subgoals, and expectancies in the preparation of family and consumer sciences instructional units, scopes, and sequences); and (7) authentic instructional assessments.
    [Show full text]
  • The Evolving Relationship Between Food and Tourism: a Case Study Of
    1 THE EVOLVING RELATIONSHIP BETWEEN FOOD AND TOURISM: A CASE STUDY OF DEVON THROUGH THE TWENTIETH CENTURY Submitted by: Paul Edward Cleave, to the University of Exeter as a thesis for the degree of Doctor of Philosophy in Management Studies. November 2011 This thesis is available for Library use on the understanding that it is copyright material and that no quotation from the thesis may be published without prior acknowledgement. I certify that all material in this thesis which is not my own work has been identified and that no material has previously been submitted and approved for the award of a degree by this or any other University. Signature............................................. 2 Acknowledgements I would like to thank everyone who contributed so generously and patiently of their time and expertise in the completion of this thesis, and especially to my supervisor, Professor Gareth Shaw for his guidance and inspiration. Their unfailing support and encouragement in my endeavours is greatly appreciated. Paul Cleave 3 Abstract The aim of this thesis is to examine the evolving relationship between food and tourism through the twentieth century. Devon, a county in the South West of England, and a popular tourist destination is used as the geographical focus of the case study. Previous studies have tended to focus on particular locations at a fixed point in time, not over the timescale of a century. The research presents a social and economic history of food in the context of tourism. It incorporates many food related interests reflecting the topical and evolving, embracing leisure, pleasure and social history, Burnett (2004).
    [Show full text]
  • Consumer Education and a Critical Pedagogy of Consumption
    More Than Technical Skills: Consumer Education and a Critical Pedagogy of Consumption Jennifer A. Sandlin, Texas A & M University The purpose of this article is to advocate for a more critical form of consumer education that pushes past the traditional focus on teaching technical skills about how to operate more efficiently within the consumer system and encourages learners to question the assumptions of the existing consumer culture. While research and practice in K-12 and adult education increasingly are grounded in critical perspectives (Denzin, 2001; Holt, 2002; Kozinets, 2002; Murray & Ozanne, 1991; Murray, Ozanne, & _________..Jf =r1 Shapiro, 1994; Ozanne & Murray, 1995 and in the field of education; Apple, 1990; Freire, 1985; Giroux & McLaren, 1989; J Lankshear, 1987; McLaren, 1998; Shor, 1992), there has been a lack of integration of these ideas into consumer education research and practice. This article briefly reviews how consumer education has traditionally been constructed, then outlines a vision for a more critical consumer education termed a "critical pedagogy of III: I consumption." The goal is to start a dialogue among consumer educators about the fundamental purposes of consumer education and to begin advocating for a different kind of consumer education-one informed by the critical-theory based work occurring in the field of consumer research. Traditional Consumer Education Consumer education has been defined as the "process of gaining knowledge and skills to manage personal resources and to participate in social, political, and economic decisions that affect individual well being and the public good" (Bannister, 1996, p. 1). Throughout the history of consumer education, practitioners \~l concerned themselves with improving the "economic level of Ij., - 19 -li:,1 living for all citizens" (Bannister, p.
    [Show full text]
  • A Surveillance Society?
    House of Commons Home Affairs Committee A Surveillance Society? Fifth Report of Session 2007–08 Volume I Report, together with formal minutes Ordered by The House of Commons to be printed 20 May 2008 HC 58-I [Incorporating HC 508-i–iv, Session 2006–07] Published on 8 June 2008 by authority of the House of Commons London: The Stationery Office Limited £0.00 The Home Affairs Committee The Home Affairs Committee is appointed by the House of Commons to examine the expenditure, administration, and policy of the Home Office and its associated public bodies. Current membership Rt Hon Keith Vaz MP (Labour, Leicester East) (Chairman) Tom Brake MP (Liberal Democrat, Charshalton and Wallington) Ms Karen Buck MP (Labour, Regent’s Park and Kensington North) Mr James Clappison MP (Conservative, Hertsmere) Mrs Ann Cryer MP (Labour, Keighley) David TC Davies MP (Conservative, Monmouth) Mrs Janet Dean MP (Labour, Burton) Patrick Mercer MP (Conservative, Newark) Margaret Moran MP (Labour, Luton South) Gwyn Prosser MP (Labour, Dover) Bob Russell MP (Liberal Democrat, Colchester) Martin Salter MP (Labour, Reading West) Mr Gary Streeter MP (Conservative, South West Devon) Mr David Winnick MP (Labour, Walsall North) The following Members were also members of the Committee during the inquiry: Rt Hon John Denham MP (Labour, Southampton Itchen) Mr Jeremy Browne MP (Liberal Democrat, Taunton) Mr Richard Benyon MP (Conservative, Newbury) Powers The Committee is one of the departmental select committees, the powers of which are set out in House of Commons Standing Orders, principally in SO No 152. These are available on the Internet via www.parliament.uk.
    [Show full text]