DOCSLIB.ORG

The Systematic Identification and Articulation of Content Standards and Benchmarks. Update. INSTITUTION Mid-Continent Regional Educational Lab., Aurora, CO

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Systematic Identification and Articulation of Content Standards and Benchmarks. Update. INSTITUTION Mid-Continent Regional Educational Lab., Aurora, CO DOCUMENT RESUME ED 403 308 TM 026 040 AUTHOR Kendall, John S.; Marzano, Robert J. TITLE The Systematic Identification and Articulation of Content Standards and Benchmarks. Update. INSTITUTION Mid-Continent Regional Educational Lab., Aurora, CO. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE Mar 95 CONTRACT RP91002005 NOTE 598p. AVAILABLE FROM Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. PUB TYPE Legal/Legislative/Regulatory Materials (090) Reports Descriptive (141) EDRS PRICE MF03/PC24 Plus Postage. DESCRIPTORS Art; *Course Content; *Educational Improvement; Elementary Secondary Education; Geography Instruction; Health Education; History Instruction; *Identification; Language Arts; Mathematics Education; Science Education; *Standards; Thinking Skills IDENTIFIERS *Benchmarking; *Subject Content Knowledge ABSTRACT The project described in this paper addresses the major issues surrounding content standards, provides a model for their identification, and applies this model to identify standards and benchmarks in subject areas. This update includes a revision of content standards and benchmarks published in, earlier updates and the synthesis and identification of standards in new areas. Standards and benchmarks are provided for science, mathematics, history, geography, the arts, the language arts, and health. Also included are standards in thinking and reasoning and an analysis and description of knowledge and skills considered important for the workplace. Following an introduction, the second section presents an overview of the current efforts towards standards in each of these subject areas. Section 3 describes the technical and conceptual differences that have been apparent in the standards movement and the model adopted for this study. Section 4 presents key questions that should be addressed by schools and districts interested in a standards-based strategy. Section 5 describes the identification process, and Section 6 describes the format and citation strategy. Sections 7 through 17 provide the standards and benchmarks for 11 separate areas. (Contains 83 references.) (SLD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION Offi a of Educational Research and Improvement ED ATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. The Systematic Hdentification and Articulation Content Sta dards nd e chmarks Update by John S. Kendall Robert J. Marzano March 1995. Mid-continent RegionalEdutational Laboratory., Aurora, CO- .. ' . This publication is baSed on work sponsored` wholly; dein part, by the Office of Educational Research and : Improvement, Department of Educaiion, undei Contract Number RP91002005. The content.Of this publication does not necessarily, reflect the yiewiofOERI or any other agency of the US. Government. BEST COPY AVAILABLE The Systematic Identification and Articulation of Content Standards and Benchmarks Update by John S. Kendall Robert J. Marzano March 1995 Mid-continent Regional Educational Laboratory Aurora, CO This publication is based on work sponsored wholly, or in part, by the Office of Educational Research and Improvement, Department of Education, under Contract Number RP91002005. The content of this publication does not necessarily reflect the views of OERI or any other agency of the U.S. Government. An earlier version of this report is currently available on the Internet via Mosaicor other World Wide Web browsers. The Universal Resource Locator (URL) is: 4; http://www.mcrel.org/ The standards and benchmarks are linked by hypertext andcan be searched. I © Mid-continent Regional Educational Laboratory, Inc. 1995 Mid-continent Regional Educational Laboratory, Inc. 2550 South Parker Road, Suite 500 Aurora, CO 80014 (303) 337-0990 4 For sale by the Superintendent of Documents, U.S. Government Printing001CO, Washington, D.C. 20102 Table of Contents Preface iii 1. The Call for Standards 1 2. Work Completed and Work in Progress 3 3. Standards and Standardization 13 4. Implementation Issues 29 5. The Process Used in This Report 35 6. How the Subject-Area Sections are Structured 39 7. Science 41 8. Mathematics 87 9. History 115 10. Geography 433 11. The Arts 471 12. Language Arts 505 13. Health 543 14. Thinking and Reasoning 561 15. Working with Others 577 16. Self-Regulation 583 17. Life Work 589 Bibliography 597 0 Preface As the third and penultimate report on content standards, this update represents a revision, sometimes extensive, for all content areas and includes standards identified in the arts and in health education. The final report will include treatments of all nine subject areas addressed in the national goals, as well as health and physical education, in addition to those areas identified as important by the Secretary's Commission on Achieving Necessary Skills. In addition to the subject-area additions and revisions, readers of the previous update will also find new material in Section 2, Work Completed and Work in Progress, and Section 3, Standards and Standardization. A study as ambitious as this one is always the product of the hard work and creative insight of a number of individuals. Three individuals had major responsibilities for identifying various standards and benchmarks in this report: Therese Sarah shared major responsibility for the identification of standards and benchmarks in U.S. history, K-4 history, and historical understanding and assisted in the identification of the geography benchmarks. Shelly Wasson shared major responsibility for the identification of standards and benchmarks in science, health, and the arts and for the verification of standards and benchmarks in geography. Bradley Kennedy shared major responsibility for the identification of the standards and benchmarks in world history, and for the verification of standards in the arts. The contributions that these individuals have made to this study cannot be overstated. The authors would like to thank the following individuals for their initial reviews of various national reports and documents: Tom Barlow, Sandy Berger, Jan Birmingham, Linda Brannan, Susan Everson, Joan Grady, Toni Haas, Bob Keller, Fran Mayeski, Barbara McCombs, Joann Sebastian-Morris, Diane Paynter, Sylvia Parker, Jerome Stiller, Jo Sue Whisler and Terry Young. Audrey Peralez contributed to the original identification of geography standards in an earlier report. Carol Loredo provided word-processing support. Others have also supported this effort through their thoughtful discussions of issues raised in this report. The authors would like to thank C. L. Hutchins, Alice Krueger, Debra Pickering and Janie Pollock especially, among many other colleagues. JSK RJM iii 1. The Call for Standards Since the publication of A Nation at Risk in 1983 (National Commission on Excellence in Education), there has been a growing consensus on what aspects of school reform are critical to the success of our nation's students. It is now understood that in the past, teachers have relied heavily upon textbooks to determine what is important to teach in each discipline, so much so that textbook manufacturers have become the de facto standard-setting group for the content areas. Coincident with this, testing companies, by virtue of the use to which standardized tests are put in school accountability, have provided schools and districts with measures of what students should know and be able to do in order to reach certain minimum standards in short, testing companies have provided the de facto performance standards for schools. At the same time that the identification of important knowledge, skills, and performances has been relegated to textbook and test publishers, we have entered an age when information grows so rapidly that subject-matter experts are compelled to review their assumptions about the essential knowledge and skills of their disciplines. Clearly there is a need for expert subject-area guidance to determine what students should know and be able to do to prepare themselves for college and the world of work. In short, it is time to establish standards in a rigorous and systematic way. Although there is national dialogue on the development of standards, there is clearly not a consensus across groups as to what form "standards" should take or how they should be used. The result is that the character, scope, and level of detail provided in standards often vary significantly from one subject area to another. Some subject-area groups have argued that the disciplines are so inherently different that a common approach to standards is not possible (Viadero, 1993); though, as one leading education thinker, Christopher Cross (1993), has said, "In real life, these subjects are not as clearly defined as the experts and advocates in a field might imagine or wish." Regardless of how different the discipline areas might be from one another, they each compete for a common ground: the limited amount of time and resources in the school day. Unless standards and benchmarks are presented in a roughly equivalent and useable format,
Load more

Recommended publications
  • Building Cold War Warriors: Socialization of the Final Cold War Generation
    BUILDING COLD WAR WARRIORS: SOCIALIZATION OF THE FINAL COLD WAR GENERATION Steven Robert Bellavia 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 May 2018 Committee: Andrew M. Schocket, Advisor Karen B. Guzzo Graduate Faculty Representative Benjamin P. Greene Rebecca J. Mancuso © 2018 Steven Robert Bellavia All Rights Reserved iii ABSTRACT Andrew Schocket, Advisor This dissertation examines the experiences of the final Cold War generation. I define this cohort as a subset of Generation X born between 1965 and 1971. The primary focus of this dissertation is to study the ways this cohort interacted with the three messages found embedded within the Cold War us vs. them binary. These messages included an emphasis on American exceptionalism, a manufactured and heightened fear of World War III, as well as the othering of the Soviet Union and its people. I begin the dissertation in the 1970s, - during the period of détente- where I examine the cohort’s experiences in elementary school. There they learned who was important within the American mythos and the rituals associated with being an American. This is followed by an examination of 1976’s bicentennial celebration, which focuses on not only the planning for the celebration but also specific events designed to fulfill the two prime directives of the celebration. As the 1980s came around not only did the Cold War change but also the cohort entered high school. Within this stage of this cohorts education, where I focus on the textbooks used by the cohort and the ways these textbooks reinforced notions of patriotism and being an American citizen.
    [Show full text]
  • Resolving Native American Land Claims and the Eleventh Amendment: Changing the Balance of Power
    Volume 39 Issue 3 Article 1 1994 Resolving Native American Land Claims and the Eleventh Amendment: Changing the Balance of Power Katharine F. Nelson Follow this and additional works at: https://digitalcommons.law.villanova.edu/vlr Part of the Constitutional Law Commons Recommended Citation Katharine F. Nelson, Resolving Native American Land Claims and the Eleventh Amendment: Changing the Balance of Power, 39 Vill. L. Rev. 525 (1994). Available at: https://digitalcommons.law.villanova.edu/vlr/vol39/iss3/1 This Article is brought to you for free and open access by Villanova University Charles Widger School of Law Digital Repository. It has been accepted for inclusion in Villanova Law Review by an authorized editor of Villanova University Charles Widger School of Law Digital Repository. Nelson: Resolving Native American Land Claims and the Eleventh Amendment: VILLANOVA LAW REVIEW VOLUME 39 1994 NUMBER 3 RESOLVING NATIVE AMERICAN LAND CLAIMS AND THE ELEVENTH AMENDMENT: CHANGING THE BALANCE OF POWER KATHARINE F. NELSON* TABLE OF CONTENTS I. INTRODUCTION ........................................... 526 II. INDIAN TITLE AND THE NONINTERCOURSE ACT ........... 530 III. THE HISTORY OF TRIBAL ACCESS TO THE FEDERAL COURTS ................................................... 533 A. Before Oneida I and II. ....................... 533 B. O neida I .......................................... 542 C. O neida II ......................................... 543 IV. NEGOTIATED SETTLEMENTS ............................... 546 A. Land Claims ......................................
    [Show full text]
  • State Da Vinci Decathlon 2016 Practice Tasks
    Knox Grammar School STATE DA VINCI DECATHLON 2016 PRACTICE TASKS CELEBRATING THE ACADEMIC GIFTS OF STUDENTS IN YEARS 9, 10 & 11 Task developed by Karen Yager, Knox Grammar School, 2016 An academic gala day for Years 9, 10 & 11 Team Number _____________ Task developed by Karen Yager, Knox Grammar School, 2016 Background information The poet T.S. Eliot wrote “We shall not cease from exploration, and the end of all our exploring will be to arrive where we started and know the place for the first time”. Throughout history humanity has yearned to explore new worlds. However, many after travelling to new places discover that they long to return to their home. They see home in a fresh light and question why they left it in the first place. Homer’s legendary hero Odysseus explored new countries and met fascinating people and creatures but after the tragic loss of all of his men he realised that he wanted to return home to Penelope and the life he led in Ithaca: Many cities of men he saw and learned their minds, many pains he suffered, heartsick on the open sea, fighting to save his life and bring his comrades home. Driven by curiosity many have left home to explore new worlds: the sailors who sailed across unknown, treacherous seas to explore new lands; young country boys who enlisted during the world wars to escape their country homes and explore foreign places; scientists who are planning to travel to Mars knowing that there will be no return; and even many young people who long to leave their home after school and explore new worlds but after extensive travelling discover that their home was a wonderful place.
    [Show full text]
  • The Maine Indian Land Claim Settlement: a Personal Recollection
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Maine Maine History Volume 46 Number 2 Land and Labor Article 5 6-1-2012 The Maine Indian Land Claim Settlement: A Personal Recollection John M.R. Paterson Bernstein, Shur Follow this and additional works at: https://digitalcommons.library.umaine.edu/mainehistoryjournal Part of the Cultural Heritage Law Commons, Cultural History Commons, Indian and Aboriginal Law Commons, Indigenous Studies Commons, Legal Commons, Natural Resources Law Commons, Social History Commons, and the United States History Commons Recommended Citation Paterson, John M.. "The Maine Indian Land Claim Settlement: A Personal Recollection." Maine History 46, 2 (2012): 195-225. https://digitalcommons.library.umaine.edu/mainehistoryjournal/vol46/iss2/5 This Article is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Maine History by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. THE MAINE INDIAN LAND CLAIM SETTLEMENT: A PERSONAL RECOLLECTION BY JOHN M.R. PATERSON From 1971 to 1980, the state of Maine grappled with one of the greatest legal challenges ever before it. That challenge had its origin in a suit brought by the Penobscot and Passamaquoddy tribes against the U.S. Department of the Interior seeking the seemingly simple declaration that the department owed a fiduciary duty to the tribes based on a federal law adopted in 1790. That suit was eventually to lead to a suit by the U.S. Department of Justice against the state of Maine, and potentially 350,000 residents in the eastern two-thirds of the state, seeking return of land taken from the tribes in the latter part of the eighteenth century and first part of the nineteenth century.
    [Show full text]
  • French and Indian War Causes Territorial Disputes European
    French and Indian War Causes Territorial Disputes European Conflicts Access to North American Resources Mercantilist Trade Native American Conflicts Strategies Control of Great Lakes Indian Alliances Naval Warfare Frontier Raids and Warfare Creation and Defense of Forts Albany Plan of Union – Failed British / Colonial Advantages Control of Eastern Seaboard Larger Population and Military Force Stronger Navy Disadvantages French Indian Alliance Conflicts Between Colonial and British Troops Outcomes Boost to Colonial Confidence Wrong Idea of Colonists by British Treaty of Paris 1763 End of Salutary Neglect End of French Menace on the Continent Proclamation Act of 1763 British Need for Revenue Pontiac’s Rebellion Expansion of British Territory Training of Colonial Leaders Revolutionary War Causes Taxation Representation Enlightenment Thinking Boston Massacre Intolerable Acts Trade Restrictions Strategies Defensive War Guerrilla Warfare Gain Alliances Colonial / United States Advantages Home Turf Time French Alliance “Cause” with Declaration of Independence Leadership of George Washington Disadvantages Weakness of Continental Army Lack of Money Inflation of Continental Script No Formal Military Training Outcomes Treaty of Paris 1783 Independence Land East of Mississippi, North of Florida, South of Great Lakes Fishing Rights British Military Out of United States Territory US Payment of Debts to British Merchants Ratification of Articles of Confederation 1781 Debt and Inflation Lack of Resolution British Forts Along Canadian Border Return of
    [Show full text]
  • United States Department of the Interior OFFICE of the SOLICITOR Washington, D.C
    United States Department of the Interior OFFICE OF THE SOLICITOR washington, D.C. 20240 I'IAY 0 1 2020 Memorandum To: Tara Sweeney, Assistant Secretary Indian Alfairs From: Kyle Scherer, Deputy Solicitor for lndian Xtats ,7 9,-Z-."-- Eric Shepard, Associate Solicitor, Division of Indian Affairs Arr> //. Shfa"/ Subj ect: Federal Jurisdiction Status ofSan Pasqual Band ofDiegueno Mission Indians of Califomia in 1934 This Opinion addresses the statutory authority ofthe Secretary ofthe Interior ("Secretary") to acquire land in trust for the San Pasqual Band of Diegueno Mission lndians of Califomia ("San Pasqual" or "Tribe") pursuant to Section 5 ofthe Iadian Reorganization Act of 1934 ("In 4'1.t Section 5 ofthe IRA ("Section 5") authorizes the Secretary to acquire land in trust for "Indians." Section 19 of the Act ("Section 19") defines "Indian" to include several categories ofpersons.2 As relevant here, the first definition inchrdes all persons of Indian descent who are members of "any recognized Indian tribe now under federal jurisdiction" ("Category 1").3 In 2009, the United States Supreme Court ("Supreme Court") in Carcieri v. Salazar constnted the term 1 "now" in Category 1 to refer to 1934, the year of the IRA's enactment. The Supreme Court did not consider the meaning ofthe phrases "under federal junsdiction" or "recognized Indian tribe." ln connection with the Tribe's pending fee-to-trust application.5 you have asked whether the Tribe is eligible for trust land acquisitions under Category 1.6 For the reasons explained below, we conclude that there is evidence presumptively demonstrating that the Tribe was "under '1934.
    [Show full text]
  • Securing Japan an Assessment of Japan´S Strategy for Space
    Full Report Securing Japan An assessment of Japan´s strategy for space Report: Title: “ESPI Report 74 - Securing Japan - Full Report” Published: July 2020 ISSN: 2218-0931 (print) • 2076-6688 (online) Editor and publisher: European Space Policy Institute (ESPI) Schwarzenbergplatz 6 • 1030 Vienna • Austria Phone: +43 1 718 11 18 -0 E-Mail: [email protected] Website: www.espi.or.at Rights reserved - No part of this report may be reproduced or transmitted in any form or for any purpose without permission from ESPI. Citations and extracts to be published by other means are subject to mentioning “ESPI Report 74 - Securing Japan - Full Report, July 2020. All rights reserved” and sample transmission to ESPI before publishing. ESPI is not responsible for any losses, injury or damage caused to any person or property (including under contract, by negligence, product liability or otherwise) whether they may be direct or indirect, special, incidental or consequential, resulting from the information contained in this publication. Design: copylot.at Cover page picture credit: European Space Agency (ESA) TABLE OF CONTENT 1 INTRODUCTION ............................................................................................................................. 1 1.1 Background and rationales ............................................................................................................. 1 1.2 Objectives of the Study ................................................................................................................... 2 1.3 Methodology
    [Show full text]
  • Senate Hearings Before the Committee on Appropriations
    S. HRG. 112–697 Senate Hearings Before the Committee on Appropriations Commerce, Justice, Science, and Related Agencies Appropriations Fiscal Year 2013 112th CONGRESS, SECOND SESSION H.R. 5326/S. 2323 DEPARTMENT OF COMMERCE DEPARTMENT OF JUSTICE NATIONAL AERONAUTICS AND SPACE ADMINISTRATION NONDEPARTMENTAL WITNESSES Commerce, Justice, Science, and Related Agencies Appropriations, 2013 (H.R. 5326/S. 2323) S. HRG. 112–697 COMMERCE, JUSTICE, SCIENCE, AND RELATED AGENCIES APPROPRIATIONS FOR FISCAL YEAR 2013 HEARINGS BEFORE A SUBCOMMITTEE OF THE COMMITTEE ON APPROPRIATIONS UNITED STATES SENATE ONE HUNDRED TWELFTH CONGRESS SECOND SESSION ON H.R. 5326/S. 2323 AN ACT MAKING APPROPRIATIONS FOR THE DEPARTMENTS OF COM- MERCE AND JUSTICE, AND SCIENCE, AND RELATED AGENCIES FOR THE FISCAL YEAR ENDING SEPTEMBER 30, 2013, AND FOR OTHER PURPOSES Department of Commerce Department of Justice National Aeronautics and Space Administration Nondepartmental Witnesses Printed for the use of the Committee on Appropriations ( Available via the World Wide Web: http://www.gpo.gov/fdsys/browse/ committee.action?chamber=senate&committee=appropriations U.S. GOVERNMENT PRINTING OFFICE 72–305 PDF WASHINGTON : 2013 For sale by the Superintendent of Documents, U.S. Government Printing Office Internet: bookstore.gpo.gov Phone: toll free (866) 512–1800; DC area (202) 512–1800 Fax: (202) 512–2104 Mail: Stop IDCC, Washington, DC 20402–0001 COMMITTEE ON APPROPRIATIONS DANIEL K. INOUYE, Hawaii, Chairman PATRICK J. LEAHY, Vermont THAD COCHRAN, Mississippi, Ranking TOM HARKIN, Iowa MITCH MCCONNELL, Kentucky BARBARA A. MIKULSKI, Maryland RICHARD C. SHELBY, Alabama HERB KOHL, Wisconsin KAY BAILEY HUTCHISON, Texas PATTY MURRAY, Washington LAMAR ALEXANDER, Tennessee DIANNE FEINSTEIN, California SUSAN COLLINS, Maine RICHARD J.
    [Show full text]
  • Univer^ Micrèïilms International 300 N
    INFORMATION TO USERS This was produced from a copy of a document sent to us for microfilming. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help you understand markings or notations which may appear on this reproduction. 1.The sign or “target” for pages apparently lacking from the document photographed is “Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure you of complete continuity. 2. When an image on the film is obliterated with a round black mark it is an indication that the film inspector noticed either blurred copy because of movement during exposure, or duplicate copy. Unless we meant to delete copyrighted materials that should not have been filmed, you will find a good image of the page in the adjacent frame. If copyrighted materials were deleted you will find a target note listing the pages in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photo­ graphed the photographer has followed a definite method in “sectioning” the material. It is customary to begin filming at the upper left hand corner of a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again—beginning below the first row and continuing on until complete.
    [Show full text]
  • 2018 Workshop on Autonomy for Future NASA Science Missions
    NOTE: This document was prepared by a team that participated in the 2018 Workshop on Autonomy for Future NASA Science Missions. It is for informational purposes to inform discussions regarding the use of autonomy in notional science missions and does not specify Agency plans or directives. 2018 Workshop on Autonomy for Future NASA Science Missions: Output and Results Table of Contents Introduction .................................................................................................................................... 2 Summary: Post-Workshop Findings ................................................................................................ 3 The Astrophysics Design Reference Mission Report ...................................................................... 5 The Earth Design Reference Mission Report ................................................................................ 16 The Heliophysics Design Reference Mission Report ..................................................................... 30 The Mars Design Reference Mission Report ................................................................................ 43 The Moon Design Reference Missions Report ............................................................................. 57 The Ocean Worlds Design Reference Mission Report .................................................................. 74 Small Bodies Design Reference Mission Report ........................................................................... 91 Venus Design Reference Mission Report
    [Show full text]
  • Allen Rostron, the Law and Order Theme in Political and Popular Culture
    OCULREV Fall 2012 Rostron 323-395 (Do Not Delete) 12/17/2012 10:59 AM OKLAHOMA CITY UNIVERSITY LAW REVIEW VOLUME 37 FALL 2012 NUMBER 3 ARTICLES THE LAW AND ORDER THEME IN POLITICAL AND POPULAR CULTURE Allen Rostron I. INTRODUCTION “Law and order” became a potent theme in American politics in the 1960s. With that simple phrase, politicians evoked a litany of troubles plaguing the country, from street crime to racial unrest, urban riots, and unruly student protests. Calling for law and order became a shorthand way of expressing contempt for everything that was wrong with the modern permissive society and calling for a return to the discipline and values of the past. The law and order rallying cry also signified intense opposition to the Supreme Court’s expansion of the constitutional rights of accused criminals. In the eyes of law and order conservatives, judges needed to stop coddling criminals and letting them go free on legal technicalities. In 1968, Richard Nixon made himself the law and order candidate and won the White House, and his administration continued to trumpet the law and order theme and blame weak-kneed liberals, The William R. Jacques Constitutional Law Scholar and Professor of Law, University of Missouri–Kansas City School of Law. B.A. 1991, University of Virginia; J.D. 1994, Yale Law School. The UMKC Law Foundation generously supported the research and writing of this Article. 323 OCULREV Fall 2012 Rostron 323-395 (Do Not Delete) 12/17/2012 10:59 AM 324 Oklahoma City University Law Review [Vol. 37 particularly judges, for society’s ills.
    [Show full text]
  • The U.S. Homeland Security Role in the Mexican War Against Drug Cartels
    THE U.S. HOMELAND SECURITY ROLE IN THE MEXICAN WAR AGAINST DRUG CARTELS HEARING BEFORE THE SUBCOMMITTEE ON OVERSIGHT, INVESTIGATIONS, AND MANAGEMENT OF THE COMMITTEE ON HOMELAND SECURITY HOUSE OF REPRESENTATIVES ONE HUNDRED TWELFTH CONGRESS FIRST SESSION MARCH 31, 2011 Serial No. 112–14 Printed for the use of the Committee on Homeland Security Available via the World Wide Web: http://www.gpo.gov/fdsys/ U.S. GOVERNMENT PRINTING OFFICE 72–224 PDF WASHINGTON : 2012 For sale by the Superintendent of Documents, U.S. Government Printing Office Internet: bookstore.gpo.gov Phone: toll free (866) 512–1800; DC area (202) 512–1800 Fax: (202) 512–2250 Mail: Stop SSOP, Washington, DC 20402–0001 COMMITTEE ON HOMELAND SECURITY PETER T. KING, New York, Chairman LAMAR SMITH, Texas BENNIE G. THOMPSON, Mississippi DANIEL E. LUNGREN, California LORETTA SANCHEZ, California MIKE ROGERS, Alabama SHEILA JACKSON LEE, Texas MICHAEL T. MCCAUL, Texas HENRY CUELLAR, Texas GUS M. BILIRAKIS, Florida YVETTE D. CLARKE, New York PAUL C. BROUN, Georgia LAURA RICHARDSON, California CANDICE S. MILLER, Michigan DANNY K. DAVIS, Illinois TIM WALBERG, Michigan BRIAN HIGGINS, New York CHIP CRAVAACK, Minnesota JACKIE SPEIER, California JOE WALSH, Illinois CEDRIC L. RICHMOND, Louisiana PATRICK MEEHAN, Pennsylvania HANSEN CLARKE, Michigan BEN QUAYLE, Arizona WILLIAM R. KEATING, Massachusetts SCOTT RIGELL, Virginia VACANCY BILLY LONG, Missouri VACANCY JEFF DUNCAN, South Carolina TOM MARINO, Pennsylvania BLAKE FARENTHOLD, Texas MO BROOKS, Alabama MICHAEL J. RUSSELL, Staff Director/Chief Counsel KERRY ANN WATKINS, Senior Policy Director MICHAEL S. TWINCHEK, Chief Clerk I. LANIER AVANT, Minority Staff Director SUBCOMMITTEE ON OVERSIGHT, INVESTIGATIONS, AND MANAGEMENT MICHAEL T.
    [Show full text]