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Meet NAEYC's 2015 Summer InternsWed, 07/29/2015 - 10:52 — firstname.lastname@example.com
Bilyana Dincova
Caroline Cummings
Cory Liang
Ealias Fekadu
Emma Carlisle-Reske
Lena Salzbank
Mentor, Teacher Research Advocate, Colleague, Friend: Gail PerryWed, 07/22/2015 - 21:21 — gclarke
It is with a heavy heart that I share that Gail Perry, Editor of NAEYC's Voices of Practitioners, passed away on July 22, 2015. Gail, who received her doctorate from Harvard, joined NAEYC in 2006. She brought with her a highly impressive and incredibly well respected 50-year career in early childhood education. She was a passionate early childhood advocate and researcher who participated in discussions that led to the creation of Head Start.
In addition, Gail taught at the graduate and undergraduate level, consulted, and researched a range of topics, including classroom discourse, the Reggio Emilia approach, and teacher research. Gail authored numerous books, book chapters, and articles, including writing "Alternate Modes of Teacher Preparation," which appeared in Continuing Issues in Early Childhood Education; editing Our Inquiry, Our Practice: Undertaking, Supporting, and Learning From Early Childhood Teacher Research(ers), with Barbara Henderson and Daniel R. Meier; and contributing to Early Childhood Education: The countries, by Moncrieff Cochran. The most recent issue of Voices of Practitioners, volume 10, edition 2, was issued just last week.
Gail Perry was also revered and deeply appreciated for her dedication as a colleague and for her mentorship of others. In fact, Debra Murphy dedicated her dissertation to Gail in 2013. Anna Golden, recently wrote about Gail's mentorship in a blog post, Thoughts about a Mentor: Gail Perry which we are sharing below. The world of early childhood education will forever be changed as a result of her contributions, and she will be deeply missed by her friends and colleagues.
- Rhian Evans Allvin
Click here to make a donation to NAEYC in Gail's name
Thoughts About a Mentor: Gail Perry of NAEYC
If we're lucky, we all have a few people in our lives who help us go further than we could on our own.
Gail Perry is the long time New Book Editor at NAEYC, but I know her as the Editor of 'Voices of the Practitioners'. I am so grateful to Gail, not only for publishing such wonderful work, but also for her nurturing care and attention while editing my own work. I can't imagine a better editor for a first piece of published writing. Gail applied her skill as a researcher, book editor combined with a wealth of knowledge about young children. She really shepherded me and other authors through the whole process.
Gail told me a few stories about her most loved and admired Mother, Alice Coe Mendham Powell, a fascinating woman who was a classmate of Margaret Mead, worked for the rights of domestic workers and became the wife of a diplomat who served in the Roosevelt administration. After studying anthropology and child development, and meeting John Dewey and traveling with him in Russia in the 1928s, Alice came to believe that education was the engine of social change. She founded the Green Acres School outside of Washington In 1934. This school was ground-breaking because it was open to all children, used a sliding scale for tuition, and because it brought John Dewey's progressive ideas to to the nation's capitol. Gail grew up at this school, which was located on a farm where the family also lived. Green Acres school continues today (www.greenacres.org/history.pdf).
This blog post was originally published on Anna Golden's blog.
Thinking About What We Say to Children: Have You Ever Said "Dolls are for Girls"?Sun, 07/19/2015 - 11:01 — NAEYC Guest Blogger
We received this post from Katrina Watson about how the ideas from Louise Derman-Sparks and Julie Olsen Edwards, authors of Anti-Bias Education for Young Children and Ourselves inspire her work with young children. Has an NAEYC author or book inspired your work? Share how in the comments below!
The language we use with young children shapes their experiences and perspectives in life. Language gives someone context, an understanding of what to expect, what to do, and what to think about any given situation.
Using intentional language is critical in supporting children as they develop a sense of self.
"Why are you playing with dolls? Dolls are for girls," is something I've heard many educators, parents and adults say to young boys. As children get older they begin to repeat these words and although they may not know why, this phrase becomes a reality.
Intentional language is key to eliminating stereotypes and biases. When we think carefully about what our words mean when we speak to young children, we convey positivity and respect, which influence children's developing ideas of the world around them. Being mindful of language is one more way we promote high quality care. Providing children with gender neutral, anti-bias views, allows them the chance to independently shape their own unique ideas and opinions.
Reflect on the following statement and questions.
"Why are you playing with dolls? Dolls are for girls."
- What kind of information do you think a child gathers from hearing this phrase?
- How is this information similar or different for boys and girls?
- What are your own personal beliefs around this statement?
Quality childcare centers where educators carefully consider the language they use promotes positive social and emotional growth. This leads to the development of emotional intelligence and a strong sense of self. Boys who hear, "I see you're taking care of a baby, you are being so gentle while changing her diaper," gather different views about themselves and their preferences than a boy who may hear, "Why are you playing with dolls? Dolls are for girls." A young child who is interested in something will not understand why that object or experience is only for the opposite sex but will begin to develop this view and idea as being true.
What does self-reflective practice around intentional language look like?
The use of intentional language requires a lot of self-reflective practice. This requires two pieces; the first is reflecting on our language to see where our biases (conscious and unconscious) lie, the second is beginning to understand where these come from (childhood, social media, etc.). Once we uncover these biases we can better understand and alter our views and ideas and become more mindful in the language we use. In order to create a place where young children can understand their own preferences, thoughts, feelings, and ideas we must ourselves work to eliminate the stereotypes and biases that we hold.
In Anti-Bias Education for Young Children and Ourselves the authors provide guidelines for selecting anti-bias children's books. These guidelines are also useful for educators as we reflect on our own practice. Below is an outline of the information provided by Louise Derman-Sparks and Julie Olsen Edwards.
Self Reflective Practices
- Be sure the images counter stereotypes—don't always show boys playing outside, girls playing inside, African Americans as athletes, White people working as professionals, and so forth.
- Be sure your books reflect both similarities and differences within every group as well as between groups.
- Do not select books that depict only traditional, ritual or historical images of a group—this happens frequently with Native Americans, for example.
- Ask yourself: Can all of the children in my classroom find themselves in my book collection?
- Find books that encourage children to take action when faced with unfairness toward themselves or others.
Questions to Continue Self Reflective Practices
Ask yourself or discuss at a staff meeting:
- What biases do you have?
- Where do these biases come from?
- What can you do to disrupt patterns of bias in your work?
- Where in your work have you used language intentionally with children to eliminate biases or stereotypes? What can you do to continue this work?
When educators think about the information they are sharing, how that information may be interpreted and what view the child may develop from hearing that particular information they are promoting high quality experiences. These changes in an educator's thinking and the development of self-reflective practices can support quality care and education for young children.
Katrina Watson, M.Ed, is an early childhood educator and advocate for young children at a private preschool in Silicon Valley.
Advocating for an NAEYC Position Statement on Early Childhood ScienceSun, 07/05/2015 - 15:55 — NAEYC Guest Blogger
by Cindy Hoisington and Beth Van Meeteren
Note: This blog post represents the thoughts of the NAEYC Science Interest Forum. NAEYC's Interest Forums are vibrant communities where early childhood educators come together around topics they're passionate about to connect, discuss, and share information.
Recent research on young children recognizes their emerging capacity for conceptual learning in science as well as their developing abilities to learn, use, and apply science and engineering practices. It also clearly indicates the importance of quality early experiences in laying a strong foundation for later science learning and achievement (Duschl and Shouse, 2007). In the context of the current K-12 focus on the STEM disciplines and the release of the Next Generation Science Standards (NGSS), this research has stimulated unprecedented discussion about science teaching and learning in the early years, particularly when it comes to preschoolers.
In 2014 the National Science Teachers Association (NSTA) took the lead in this national conversation by soliciting and adopting a position statement on early childhood science focused on this age group. This statement frames a research-based approach to science education for 3-5 year olds that addresses their capacities for doing and learning science, the types of experiences and teaching that support it, and implications for teacher professional development and national policy. As early childhood educators and professional developers who are passionate about science and science teaching, we were thrilled when the National Association for the Education of Young Children (NAEYC) quickly endorsed the NSTA position statement. However, we would like NAEYC to adopt its own position statement on early childhood science. Given that NAEYC has already endorsed the NSTA statement, why do we think this is so necessary?
Our primary reason is that NAEYC is nationally recognized as the principal authority on developmentally appropriate practice for educators and programs serving children birth through eight. As such, its position statements carry weight with teachers, administrators, teacher-trainers, curriculum developers, and others responsible for making informed decisions about science in early childhood settings. NAEYC also serves to remind us that early childhood does not begin at preschool and end at the threshold to Kindergarten. Infants, toddlers, preschoolers, AND children in grades K-3 share a need for learning experiences that are responsive to their cognitive capacities as well as integrated, centered on direct experience, and playful. All of these children need teachers who have knowledge, not only about science, but also about how young children develop and learn science, and the teaching practices and strategies that make science content and practices accessible to them (Shulman, 1987). What organization outside of NAEYC is better situated to provide guidance to early childhood educators on how to integrate these three types of knowledge?
How a science position statement would benefit K-3 teachers and learners
Science specialists and policy makers may want to promote K-3 science teaching that aligns with the NGSS, but are confronted with two large constraints: first, the lack of support for science instructional time in K-3 and second, the lack of expertise in science instruction within K-3 teachers. The national push to consistently increase scores on standardized literacy and mathematics tests has placed K-3 public school teachers in the position of devoting more instructional time to literacy and mathematics to ensure these scores keep increasing. Many public school districts with low or stagnating literacy scores panic and demand their K-3 teachers devote more instructional time to literacy even to the point of totally excluding science. A few teachers report they face formal reprimands if they include science in their lesson plans. Even when K-3 teachers recognize the importance of including science in the curriculum and are allowed to do so, they struggle with how to effectively implement it. K-3 teachers are most often hired based upon their preparation and expertise in teaching early literacy, not teaching early science. Because their wide knowledge of literacy instruction and children's literature, K-3 teachers often design lessons around a collection of books that address an NGSS core idea. In these units of study, children are assigned a question to investigate by reading through the books to learn how others have problem solved to find the answer. There may or may not be a hands-on component to these units of study, but all too often, the hands-on component is assessed by how well a child follows directions to get to a correct answer or result. An NAEYC science position statement could help K-3 teachers understand the importance of creating an educational environment that provokes thinking about several NGSS core ideas over time. It could educate teachers about the importance of encouraging primary investigations that address children's curiosity and questions and allow children to design a plan for finding answers; document what they notice through writing or labeling drawings; look for patterns; explain what they think; and read, listen, and respond to their peers' explanations. It could help K-3 teachers recognize that science is often the stimulus for developing the tools of literacy.
How a science position statement would benefit preschool teachers and learners
Fortunately for the preschool world, the NSTA position statement clearly describes the types of experiences that support science learning for 3-5 year-olds and the components of PD that build teachers' abilities to facilitate them. Unfortunately however, many of the preschool teachers I work with are unfamiliar with NSTA and the big ideas and practices of science. They frequently have leftover anxieties related to their own school science experiences that seldom included opportunities to ask and investigate their own questions and share their own science experiences and ideas. This uncertainty often makes them leery of facilitating children's science explorations for fear of taking the spontaneity, playfulness, and enjoyment out of them. On the other hand K-12 science educators and policy makers, anxious to raise levels of STEM learning and achievement for older children, often view the preschool years as an opportunity to start teaching concepts and skills early, often in ways that are unresponsive to the unique developmental characteristics of 3-5 year-olds. An NAEYC position statement could help integrate preschool teachers' knowledge of child development and science educators' knowledge of science content, allowing both audiences to build their knowledge of developmentally appropriate science teaching approaches and strategies that could bridge the two.
We believe that NAEYC can do for early childhood educators across the 0-8 spectrum what NSTA has begun with preschoolers. An NAEYC position statement on early childhood science could communicate a clear vision for early childhood science that forges connections between the early childhood community and the broader science education world for ALL young children.
The two authors of this blog have combined expertise in preschool (ages 3-5) and kindergarten/elementary (ages 5-8) science education and a joint interest in advocating for quality science teaching across the 0-8 age-span. We also have individual but overlapping perspectives on the need for an NAEYC science position statement.
How to Find Educational AppsWed, 05/27/2015 - 13:04 — gclarke
by: Kyle Snow, Ph.D.
In 2015, the Apple App Store included more than 80,000 apps classified as education or learning-based. These apps are finding a ready audience. A 2013 survey by Common Sense Media found that 58% of parents of young children had downloaded apps, a number that is certainly higher today. A 2014 report from the Joan Ganz Cooney Center found that just over half of parents thought their children learned "a lot" from educational technologies, but they also said they were looking for guidance on how to choose educational apps from trusted sources.
How do we know whether an app is educational?
Most online sources for apps include customer reviews. Web sites like Common Sense Media and Children's Technology Review provide reviews as well. But to date there has not been a clear view about what makes an app educational, creating what some have called "the digital wild west."
Applying the Science of Learning to defining education apps
A recently published paper by Kathy Hirsh-Pasek and her colleagues provides a frame for evaluating the learning potential within apps. They describe four "pillars" of learning from the emerging research field called Science of Learning. These pillars describe the best circumstances for children's learning. They are:
1. Active Learning - This is not just physical activity, but mental activity. Simply tapping or swiping to make something happen on the screen is not as "minds on" as moving images around to complete a puzzle or word, for example. Many apps get children touching the screen physically without much active learning.
2. Engagement in the learning process – Engaging in the learning process means not just getting the child's attention, but also holding it on those elements of the app that support learning, and avoid distractions. As the authors write, in many apps, "animations, sound effects, and tangential games might be appealing to a child when activated but not add to the child's understanding of the primary content because they disrupt the coherence of the learning experience and the child's engagement."
3. Meaningful learning – Learning occurs when it connects directly to the child. It could be meaningful because it is directly relevant to the child, because it relates to things the child already knows, or because it provides information the child was looking for.
4. Social interaction – Apps can allow for social interaction in several ways: (1) children can interact in-person with the app as a focus of their interaction; (2) multiple users can engage in the app at one time, interacting through the app but not in-person; and, (3) children can interact with characters in the app itself.
Not all apps are educational
While many apps can be active, engaging, meaningful, and interactive, the apps that produce deep learning are those with a designed educational goal that guides the child's learning. Apps that hold children's attention and engage them can lead to deep learning if they are built around an educational goal that is appropriate for the child. Some apps can be effective at engaging children, but without an educational goal built into the experience do not lead to deep learning. What is appealing about the model described by Hirsh-Pasek and her colleagues is that is recognizes that apps can be used by children for many purposes – to engage in an educational process and learn, or to be engaged in technology in ways that are playful.
How to use this research
While there continues to be debate around young children's exposure to technology, it is clear that technology, and apps marketed as educational, are here to stay. The framework provided by Hirsh-Pasek and her colleagues can be a valuable guide to parents and teachers making choices between apps should they choose to use them. It also provides a framework for developers to consider in designing apps that are highly appealing for young children and can support deep learning.
Parents and teachers can use this framework to evaluate apps that children are using. Applying the four pillars to other information from review sites can guide intentional choices about what apps to allow children to use and which ones to avoid.
Developers can use these pillars to guide the design and implementation of apps that can maximize the potential for learning while clearly providing an educational goal.
Guidance on how to use technology with young children
- Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8 - A joint position statement issued by the National Association for the Education of Young Children and the Fred Rogers Center for Early Learning and Children's Media at Saint Vincent College
- Screen Sense: Setting the Record Straight—Research-based Guidelines for Screen Use for Children Under 3 Years Old - A White Paper from Zero to Three
- A framework for quality digital media for young children - Fred Rogers Center
- Linn, S., Wolfsheimer Almon, J., & Levin, D. (2012). Facing the screen dilemma. Young children, technology and early education. Boston, MA: Campaign for a Commercial-Free Childhood. New York, NY: Alliance for Childhood.
- Guernsey, L. (2012). Screen time: How electronic media—from baby videos to educational software―affects your young child. New York, NY: Basic Books.
Kyle Snow, Ph.D is the Director of the NAEYC Center for Applied Research
12 Numbers from the 2014 NIEER State Preschool YearbookWed, 05/20/2015 - 09:55 — gclarke
by: Kyle Snow, Ph.D
The National Institute for Early Education Research (NIEER) released its annual State Preschool Yearbook. The NIEER Yearbook has chronicled the number of state programs providing early education to 3- and 4-years-olds since 2003 and has become a key source of data on early care and education generally. Here are 12 numbers of interest from the 2014 Yearbook:
1. 40 states plus the District of Columbia offer public preschool programs.
2. 53 state-funded programs operating in 40 states plus DC fund preschool programs serving 3- or 4-year-old children.
3. 1.3 million children attended state-funded pre-K in 2014; 1.1 million were 4-year olds and 200,000 were 3-year-olds.
4. 41.5% of all 4-year-olds were enrolled in state-funded or Head Start programs.
5. 6 state programs meet all 10 NIEER benchmarks for quality.
6. 17 state programs meet 8 or more of the NIEER benchmarks for quality.
7. $5,556,840,884 – total amount of state preschool spending in 2014 for 3- and 4-year-olds (increase of approximately $120,000,0000 from 2013).
8. 75 – number of years it would take to enroll 50% of 4-year-olds in state pre-k programs at the current rate of growth.
9. 53 (out of 53) state programs include comprehensive early learning standards.
10. 30 (out of 53) state programs require teachers to have BA degrees (in ECE or related field)
11. 18 (out of 53) state programs require teaching assistants to hold a CDA or equivalent.
12. $2.2 billion – the difference between total funding for programs serving 4-year-olds in 2014 and what economist Tim Bartik estimates it would cost to provide those same children with consistently high quality programs today ($7.4 billion vs. $5.2 billion estimated for 4-year-olds only)
Kyle Snow, Ph.D is the Director of the NAEYC Center for Applied Research
Making Connections - The ProfessionWed, 05/13/2015 - 10:02 — gclarke
By: Rhian Evans Allvin
Is early childhood education a profession? Is it a field? Are early childhood educators custodial caretakers, or are they supporting children's development of cognitive and social and emotional skills based on significant hard science? Is there a name for the profession we can all agree to? When we define the profession, are we leaving people behind? By defining the profession and pushing for an increase in compensation and wages, are we pricing families out of high-quality early learning or demanding greater public investments? What thresholds of licensing, certification, and education will federal initiatives and state systems agree to? Are institutions of higher education preparing early childhood educators to be effective teachers of young children birth through third grade?
In the March 2015 issue of Young Children I announced the launch of NAEYC 's Strategic Direction and outlined the first of five strategic priorities, High-Quality Early Learning. The second, and equally important, strategic priority is The Profession.
The goal is simple: "The early childhood education profession exemplifies excellence and is recognized as vital and performing a critical role in society."
Desired Results:
- Professional preparation and development for birth through age 8 educators is aligned and grounded in NAEYC's standards and delivered in innovative ways.
- Skills, knowledge, competencies, and qualifications are agreed upon and used to define the early care and education profession.
- Early childhood professionals are diverse, effective educators and leaders working within a compensation and recognition system that supports their excellence.
- Professional development and preparation systems support seamless progression for early care and education professionals to advance their education, professional learning, and careers.
Despite the goal's simplicity and straightforwardness, I believe it will take every bit of courage, open-mindedness, innovation, and political savvy we NAEYC members can muster to attain it. The conflicts run deep—agreeing on the threshold of basic skills and competencies required to be an early childhood educator, determining whether certain roles constitute a professional position, and deciding what certifications are necessary and whether they should vary by state. Finally, we have made little or no progress in ensuring that early childhood educators work in a system of compensation and recognition that supports their excellence.
"So," skeptics may say, "why now? It's not as if this goal hasn't been proposed before."
They are right. Our field has been addressing this goal for decades. In fact, within NAEYC there are reams of documentation and a rich history of discussions and similar initiatives. At the risk of seeming to see the world through rose-colored glasses, I argue that today is different. Today, as never before,
- Social scientists in early learning and developmentally appropriate practice are strongly supported by hard science—neuroscience—confirming that learning begins at birth
- Economists state clearly that there is a strong return on investment to society, families, and individuals when young children have access to high-quality early learning
- Significant federal, state, and local public funds have been invested in a system of early care and education
- Stakes are high for all young children—regardless of race, ethnicity, ability, or socioeconomic status—to start kindergarten ready to succeed in school and in life
- Seven in 10 Americans say they favor using federal money to make sure high-quality education programs are available for every child in the United States
This all bodes well for recognition of the important role of early childhood educators.
In the new Strategic Direction NAEYC confirms its eagerness to be an innovative, risk-taking organization. Engaging with politicians, influencing policy, building consensus, developing resources—all will be essential in reaching this goal for the profession. Many of NAEYC's partnering organizations also recognize that our collective time has come. And while we set out on this journey toward professional excellence and recognition, here is a glimpse of several new resources that will guide us in the next months:
- NAEYC's National Institute for Early Childhood Professional Development, June 7–10, in New Orleans. The theme is The Early Childhood Profession We All Want: What Will It Take to Get Us There? You will want to be there to join in this conversation!
- Professionalizing Early Childhood Education As a Field of Practice: A Guide to the Next Era, by Stacie Goffin. NAEYC is copublishing this title with Redleaf Press, for release in June (a comprehensive member benefit). Known for her clarity, purpose, and tireless advocacy, Stacie offers our field a roadmap for initiating a conversation from the inside out. Her premise is that we have to own this agenda rather than having a definition created for us.
- #InvestInUs. NAEYC will be using #InvestInUs during a six-week campaign to highlight teacher testimonials.
- NAEYC's national marketing and behavioral research, funded by the W.K. Kellogg Foundation and the Richard W. Goldman Family Foundation. What motivates early childhood educators to make decisions about their careers? What messages about early childhood educators influence the perceptions and decisions of likely voters? And who are the messengers? Look for the release of these research results in fall 2015.
- Fall 2015 projects funded by the W.K. Kellogg Foundation. A series of new resources are slated for release in the fall, including a national higher education directory, an online community for higher education faculty, and a pilot designed to test the expansion of NAEYC's Early Childhood Associate Degree Accreditation (ECADA).
- The collection of articles in this issue of Young Children, which focuses on the theme Leadership: Supporting a New Generation of Early Childhood Professionals. This cluster offers diverse views of what it means to be a leader at this time of national emphasis on early childhood education, and provides specific strategies that emerging leaders can use to hone their leadership skills.
How the questions that open this column are answered is up to us—in our action (or inaction) to professionalize the field of early care and education. The resources listed above are just the beginning. I assure you NAEYC is totally committed. But it will take the entire field and our key stakeholders at the local, state, and national levels to move this agenda forward. So I leave you with a request: If this is a top priority for you, if you have waited way too long and have not seen nearly enough progress, what are you going to do in your role—tomorrow, next week, this year—to move the needle on behalf of yourself and your colleagues? Are you ready to join this movement?
Want more on quality early learning? Sign up to get the latest from NAEYC.
Rhian Evans Allvin is the Executive Director at NAEYC.
Launching Pads for Early Childhood Professional Development in IndonesiaTue, 05/12/2015 - 16:36 — Anonymous
By Marilou Hyson
Horse milk. That's what we received as a parting gift, in little plastic bottles, following a great discussion accompanied by bountiful food at an early childhood center located on Sumbawa, one of Indonesia's 18,307 islands. The refreshments may have been unusual, but the teachers' dedication to their work—and the challenges they face—were very similar to what one can find in the United States. For over ten years I've had the opportunity to serve as a consultant with the World Bank and Save the Children, supporting early childhood projects in many developing countries, and often working with governments to help implement their vision for young children's development and learning. This is one small slice of that work, or a sip of that horse milk.
- Indonesian children rank near the bottom on most international comparisons of academic achievement, with the poorest children having the worst outcomes
- Many poor children experience stunted growth, caused by poor maternal nutrition and inadequate early feeding; stunting limits children's physical and intellectual development, often for life
- Families with low incomes have fewer resources to stimulate children's early development and learning
- Most low-income families do not have access to affordable early childhood services
Early Childhood in Indonesia—Professional Development Launching Pads
Public policies and statements from the government of Indonesia reflect a strong commitment to education, including programs for parents and their young children. However, the level of funding for these services has not kept pace with the government's stated commitments. Additionally, the quality of services remains low. To address the quality issue, the government has introduced a number of new teacher training efforts.
Observing these professional development activities in various corners of this large, diverse island nation I have come to think of them as "launching pads:" platforms that have the potential to support excellent early childhood professional development but that are not yet ready to provide such support. For example:
1. National Early Childhood Training Programs: The Ministry of Education has developed group teacher training sessions at the basic, intermediate, and advanced levels. As elsewhere, many teachers lack formal education and experience, so this is a much-needed platform. However, the training is currently too theoretical and uses mainly a lecture methodology. Even the "basic" training is at too high a level for complete beginners.
2. Teacher Cluster Groups, or Gugus PAUD: Begun in primary and secondary schools, these monthly meetings have now spread to early childhood. The goal has been to create opportunities for peer interaction and continuous professional development. Visiting these meetings, I've observed teachers eagerly participating. However, the problem is that often their time isn't well spent. "Make-and-take" workshops are popular, and at the other extreme so are formal, Power Point-heavy lectures. With funding from the World Bank and others, our team of international and national consultants, government officials, and other ECE stakeholders aims to develop practical handbooks for leaders of these groups, with lots of ideas for how to enrich these learning communities.
3. Week-Long Internships, or Magang: The government has identified many early childhood programs to serve as sites where groups of teachers spend a week observing quality practices and learning from the staff and directors. Again, teachers love this opportunity, but it needs to be enhanced. Too often, there is a disconnect between the Magang site (large, rich in learning materials, and serving well-to-do families) and the small village programs to which Magang attendees will return. Our team hopes to bridge these gaps with basic handbooks and resources to help the hosts and the participants get more out of the Magang experience.
4. Early Childhood Supervisors, or Penilik: Every district in the country has these supervisors, who make regular visits to early childhood programs. This creates great potential for coaching. However, most Penilik have little understanding of early childhood, which is only part of their responsibility. Building their knowledge base and coaching skills is a top priority.
A Question for You
So...Indonesia has some potentially great launching pads, but these activities need tweaks and, in some cases, major repairs to get them into full operation. What are your local professional development launching pads? Are the challenges for improvement similar? What lessons can we share?
Marilou Hyson is a consultant in Early Childhood Development Education and an Adjunct Professor with the College of Education and Human Development at the University of Massachusetts Boston.
Reveal Your Inner LeaderFri, 05/01/2015 - 14:59 — gclarke
by Deanna Ramey
How do you demonstrate leadership in the field of early childhood education?
But wait," you say, "how can I lead? I don't know if I am really leadership material." Have no fear. It is very likely that you are a stealth leader already.
The May 2015 issue of Young Children explores leadership issues and highlights the importance of encouraging a new generation of early childhood professionals to step into leadership roles. Whether you are new to the field or a seasoned veteran, now is the time to reveal your inner leader—and it may be easier than you think.
10 Ways to Tap Your Leadership Potential
1. Volunteer to create handouts about early education issues for families, the community, and other stakeholders.
2. Ask your director, manager, or principal for leadership opportunities.
3. Share your expertise by registering as a professional development provider.
4. Seek out opportunities to mentor preservice and induction-year teachers.
5. Present your expertise at state, regional, and national early childhood conferences.
6. Pursue leadership development programs offered through your school, district, or professional organization.
7. Post your thoughts and ideas on the NAEYC Blog or write for another NAEYC publication.
8. Join an NAEYC interest forum and volunteer to serve on a committee.
9. Contact your local NAEYC Affiliate about available leadership opportunities.
10. Engage in teacher research and submit your findings to Voices of Practitioners, NAEYC's online teacher research journal.
Have you tried any of the items on this list? Share your experiences or tell us other ways you serve as a leader in early childhood education!
Deanna Ramey is the Journal Editor at NAEYC.
Professionalizing the Early Childhood FieldWed, 04/22/2015 - 12:48 — gclarke
By Dr. Martha Cheney
Early childhood educators are poised at an exciting threshold of professionalism. The current focus on care and education for young children, along with the increased emphasis on accountability for PreK–12 educators, is shining a bright spotlight on the qualifications of those of us who work in this vitally important field. By taking the necessary steps to advance their knowledge and skills, early childhood educators can advance professional development, enhance the profile of the entire profession, and improve public perceptions of those who work in the field. As a program director of early childhood programs at Walden University, I work daily with students who want to make a real difference in the lives of young children and families and who are able to advance their own learning and marketability through achievement of a long-dreamed-of degree.
For those who work directly with young children in early childhood classroom settings, taking the next step on the learning ladder can build confidence and reinvigorate practice. Gaining new skills in such important areas as collaboration, leadership, brain research, and language and literacy development can boost teacher effectiveness and lead to improved outcomes for young children and families. Of perhaps equal importance, the pursuit of the next degree level provides excellent modeling of a commitment to lifelong learning for colleagues, parents of children in your setting, and to the children themselves.
Taking the next step
The increased knowledge and specialized skills that are acquired through continued learning and education can lead to opportunities beyond the classroom. When I began my career back in the 1970's, work in the early childhood field was generally limited to teaching and caregiving. Since that time, the very notion of what it means to be a professional in the early childhood field has changed dramatically. The field continues to expand with new roles evolving across the multiple interconnected systems that serve young children and families. In addition to their critical roles as caregivers and teachers, early childhood professionals work in hospital and mental health services, in government and nonprofit agencies, and as parent educators in a variety of settings.
However, many early childhood educators may be reluctant to take that next step because of real or perceived barriers. In addition to typically long working hours, there are likely other personal responsibilities and commitments that make great demands on their time. It can seem daunting to add a program of study to an already exhaustive "to do" list. However, emerging models for degree programs provide a variety of options to meet the preferences and needs of adult learners. Public and private institutions offer traditional course-based programs, but these are not fully accessible to students who have limited transportation options, live in rural areas, have varying work schedules, or are caring for young children or elders in their own families.
A new way to learn
To help address these challenges, online programs offered by a variety of institutions provide greater access and flexibility for adult learners. In addition, new competency-based education (CBE) programs provide an exciting alternative to the course-based model. These programs allow early childhood educators to apply prior knowledge and skills gained through classroom practice as they progress through certificate and degree programs. Because they have traditionally been able to practice without formal degrees or certifications, many early childhood educators and caregivers have amassed years of valuable experience, but with little or no college credit. For these educators, competency-based programs may provide a more rapid and affordable pathway to degree completion. Walden University currently offers a CBE program for early childhood educators—the MS in Early Childhood Studies with a specialization in Administration, Management, and Leadership. Students in CBE programs demonstrate competency through authentic assessments instead of taking courses. This model enables them to leverage their prior knowledge and experience so that they can move through a program in less time. Students in CBE programs can focus on what they don't know rather than what they do and progress through the program on their own schedule without deadlines. For students looking to find a CBE program, I'd recommend they look for accredited institutions that are approved to offer CBE and have previous experience in delivering high quality education programs as well as a history in delivering new and innovative learning models Equipped with the new knowledge, skills, and confidence that come with the pursuit of higher education and earning an advanced degree, early childhood educators can rightfully claim their role as professionals and promote a brighter future for children, families, and their beloved field.
Dr. Martha Cheney is the program director for the BS in Child Development, MAT in Early Childhood Education, MS in Early Childhood Studies, and Reading Endorsement K-12 programs in The Richard W. Riley College of Education and Leadership at Walden University. She's previously taught at the university level both at Walden and at the University of Montana, Missoula's school of education. Formerly a teacher, she began her career as a writer in educational publishing. She serves as a program reviewer for NAEYC and as a CAEP site visitor as part of the CAEP accreditation process.
To learn more about Tempo Learning and the competency-based M.S. in Early Childhood Studies program, visit www.waldenu.edu/programs/tempo-learning.


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Dancing away in San Jose
Ballet San Jose has lined up top dancers from around the country and abroad - including members of American Ballet Theatre, New York City, Boston and San Francisco ballets (Taras Domitro and Maria Kochetkova from our town) - to perform with the company at its Nov. 16 gala season opener at San Jose Center for the Performing Arts, celebrating the arrival of the ballet's new director, José Manuel Carreño. You can pay a grand for the full schmeer (dinner, after-party, maybe even goodie bags) or as little as $50 to catch the performance, which includes excerpts from works by Balanchine,Christopher Wheeldon and David Fernandez. For more information, go to www.balletsj.org.
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Ballet San Jose Gala 16 NovemberGuests from ABT, NYCB, SFB, Boston Ballet
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теряю форму
seriously ;w; where did you learn how to color so beautifully?
He's so beautifull in here
So beautiful!I love your style.
This is gorgeous! What did you use to make it?
Wow very attractive. Has a little vampire hunter D look to it. LOOOOOOOOOOOOOOOOOVE!
doesn't look like cloud but another style of cloud XD it's really beautiful he's like cloud from castlevania
Il est magnifique.
I love your style so much! His hair is so beautiful! <3
beautiful *__*
this is the most original fanart for Cloud i've seen in a while.
Wow, this is like Tim Burton style
I thinks he looks really great in your style!
I like the way you did his hair and eyes, a very unique take on the character, I really like this!
I like the way you did his hair and eyes, a very unique take on the character, I really like this!
without the hair gel...
That's an intereresting, but good, new look for him. It's a change from his normal spiky hair. I think I actually like the hair you put on him better ^^
Always Appreciate you submitting ff art to us! It's always awesome too.
I swear every time I see your Cloud paintings.. I just want to cry.... they're so beautiful.... words can't even describe...
Thank you very much))I simply love him very much
and do not cry!!Х)
and do not cry!!Х)
lovely eyes and lips...but why the picture is so small? :/
Good looking Cloud you have here.
this is gorgeous, I love the style here and the colours and mood are beautifully melancholy
that is beautiful! Love it! defenitly a fave
Another lovely Cloud
This is incredibly lovely *A*


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Dallas Cowboys Indoor Practice Facility Collapse (May 2, 2009)Michael Stremski, BAE/MAE, Penn State, 2012
Keywords: Tensile membrane structures, fabric covered structures, Dallas Cowboys, Summit Structures, collapse, buckling, internal pressure, fabric bracing
Table of Contents
|Figure 1: Interior View of the Practice Facility (Photo Credit: NIST)
IntroductionOn the afternoon of May 2, 2009, the indoor practice facility used by the Dallas Cowboys of the National Football League collapsed during a severe thunderstorm. Designed and constructed in 2003 for approximately $4 million, the facility consisted of a fabric-covered tubular steel frame structure which was later upgraded in 2008 with additional framing and a new roof covering. (Battista, 2009) (Gross, 2010, v) Immediately before collapse, wind speeds were estimated to be in the range of 55 mph to 65 mph, well below the design speed of 90 mph at the time of design. (Gross, 2010, 5) Since the collapse, e-mails and other documents have surfaced indicating that the design company, Summit Structures LLC, knew of potential problems and dangers associated with the structure, but concealed the issue. Twelve people were injured as a result of the collapse, two seriously. (AP, 2012)
Structure Description
|Figure 2: Frame Description and Nomenclature (Image Credit: NIST)
|Figure 3: Plan View Showing Cross Bracing (Image Credit: NIST)
The structure's lateral resistance was provided through cross and sway bracing in addition to purlins. As seen in Figure 3, this steel cable cross bracing was attached to the inner truss chords; however, no cross bracing was provided between the keystone sections of each frame. (Gross, 2009, 4) As mentioned earlier, upgrades were made to the facility's structure in 2008 through addition of purlins, a new roof covering, and extra reinforcements to various members. (Gross, 2010, 4)
CollapseOn the afternoon of May 2, 2009, a heavy line of thunderstorms hit the Irving, Texas area. When the severe weather hit the area, approximately 70 players, coaches, staff members, and media members occupied the practice facility during a rookie mini-camp practice. According to video evidence as well as eyewitness accounts, lights suspended from the roof began to aggressively swing back and forth, and only a few seconds later, the structure collapsed. (McLaughlin, 2009) Video of the collapse can be seen below and a view of the collapse structure after the fabric covering had been removed can be seen in Figure 4. Twelve people were injured as a result of the collapse, including a scouting assistant who suffered a severed spinal cord and is now paralyzed from the waist down and a coach who suffered a broken neck. (McCann, 2009) (McLaughlin, 2009)
|Figure 4: View of Collapsed Structure (Photo Credit: NIST)
Warning: This video contains graphic language.
Investigation & Cause of Failure
Wind EnvironmentIn January of 2010, approximately 8 months after the collapse, the National Institute of Standards and Technology (NIST) released a final report on the collapse following its investigation of the incident. One major conclusion drawn as a result of the investigation regarded wind speeds at the time of collapse. For the Irving, Texas area, the American Society of Civil Engineers (ASCE) Minimum Design Loads for Buildings and Other Structures Standards 7-98 and 7-05 require design wind speeds of 90 mph. However, analysis of the weather data performed by the National Oceanic and Atmospheric Administration (NOAA) National Severe Storms Laboratory concluded that wind speeds at time of collapse were in the range of 55 mph to 65 mph, well below the design speed of 90 mph. Based on analysis of National Weather Service data, it was also concluded that the winds at time of collapse came primarily from the west. (Gross, 2010, 26-27)
Collapse AnalysisBased on a survey of the collapsed structure, NIST determined the most likely series of events which led to the collapse. As mentioned previously, the predominant wind direction was west-to-east, and as expected, the practice facility collapsed toward the east. However, the collapse pattern for the north and south ends of the practice facility differed, and both are discussed below. (Gross, 2010, 31)
|Figure 5: Northern Portion Collapse Sequence (Image Credit: NIST)
|Figure 6: Southern Portion Collapse Sequence (Image Credit: NIST)
The collapse sequence of the southern portion of the structure, on the other hand, varied from that of the northern portion. As seen in Figure 6, failures of the keystone and west knee triggered rotation about the west support, leading to the west half collapsing onto the field. These failures, combined with a failure at the east knee, led to additional rotation about the east support. Eventually, the east wall collapsed and this portion of the roof flipped upside down, as also seen above in Figure 4. (Gross, 2010, 32)
Wind Design Analysis
|Figure 7: Internal Pressure Wind Loads: (a) Enclosed; (b) Partially Enclosed (Image Credit: NIST)
In addition, there were other portions of the provided wind load calculations which did not prove accurate. As in the 2008 upgrade documents, the structure was also classified as "enclosed" in the original 2003 design. However, the design calculations provided by Summit Structures LLC did not include any internal pressures on the structure. Also, in determination of external wind pressures, the design company used Figure 6-4 of ASCE 7-98, which is only valid for structures with mean roof heights less than or equal to 60 ft. (Gross, 2010, 45-48)
Exterior Fabric CoveringThroughout the investigation and aftermath of the collapse, discussions have arose regarding the stiffness of fabric coverings and whether or not they can provide bracing for chord members. Section 126.96.36.199 of the ASCE/SEI 55-10 Standard for Tensile Membrane Structures states,
"Where the support structure relies on the tension membrane structure to provide stability to components or individual members of the support structure, the designer of the support structure must insure that a local failure of the tension membrane structure does not cause collapse of the tension membrane structure and support structure by either; (a) loss of capacity of the individual member of the support structure or (b) excess movement of the tension membrane structure."
The design documents provided by Summit Structures LLC for the 2003 design state that "the outer chords of the truss frames receive additional lateral support from the fabric roof sheets on them." In addition, the "exterior fabric is an integral part of the structural system, removal or alteration without prior authorization is prohibited." However, the actual amount of lateral support that the fabric assumed to provide was never clearly indicated. Other factors must also be taken into consideration such as potential tearing due to debris or deterioration. (Gross, 2010, 51)
An interesting discussion, however, is the collapse of the northern portion of the structure. As indicated previously, the triggering mechanism was found to be buckling of the inner chord, which would not have received any lateral bracing from the outer fabric covering anyway. Dr. Louis F. Geschwindner, Co-Chairman of the ASCE Tensile Membrane Structures Standard Committee and Professor Emeritus at The Pennsylvania State University, discussed the collapse in a personally conducted interview. Although questions arose about the structural integrity of tensile membrane structures after the collapse, Dr. Geschwindner maintained that the structure type is not the problem. "There is nothing wrong with tensile membrane structures," he stated. "There was just something wrong with this one." The exterior fabric, he says, can be designed and constructed to provide a certain amount of lateral bracing to the frame. (Geschwindner, 2012) As long as proper connections are made during construction based on assumptions made in the design, the structure should not experience any inaccuracies related to lateral bracing from the exterior fabric. Nonetheless, Dr. Geschwindner believes the biggest issue in the collapse of the practice facility lies in the aforementioned wind load calculations and design rather than the bracing provided by the exterior fabric. (Geschwindner, 2012)
FindingsIn its investigation of the collapse, NIST listed what it believed to be the four main contributors to the practice facility's collapse:
1.) Wind Loads - Perhaps the most important contributor was the discrepancy between wind loads used in the original and upgrade designs compared to those calculated using the provisions of the ASCE 7-98 and ASCE 7-05. As mentioned above, this included internal and external wind pressure discrepancies as well as misuse of pressure coefficients pertaining to frame zones in certain areas of the facility.
2.) Frame Member Capacities - The second main reason for collapse is attributed to considerable differences in frame member capacities when comparing the 2003 design to those calculated by NIST in its investigation. This was due to not only the exterior fabric lateral bracing assumption, but also the use of 0.5 as the effective length factor for inner and outer chord members. In the event that the exterior fabric covering actually did provide full bracing to the outer chord, an effective length factor of 1.0 is much more appropriate to use than the ideal fixed-fixed effective length factor of 0.5.
3.) Frame Knee Details - The third item that NIST listed in its report dealt with details of joints at frames' knees. These particular details led to large flexural and shear forces in certain members of the frame which were not accounted for in the design of the structure.
4.) Inadequate Upgrades - The final contributor to the collapse was inadequacy of reinforcements in the 2008 upgrade. These particular reinforcements only enhanced the compressive strength of certain members. Even so, the most critical members were not upgraded at all. (Gross, 2010, 83-84)
Ultimately, the structure was not designed properly from the beginning and the findings above presented by the National Institute of Standards and Technology have been accepted to accurately describe the failure. John Gross, leader of the NIST study for the collapse of the practice facility, summed up the collapse by saying, "Our investigation found that the facility collapsed under a wind load that a building of this type would be expected to withstand." (Engineers Edge, 2009)
Recommendations & PreventionIn addition to the causes of failure and collapse analysis presented in NIST's report, a series of recommendations was also provided for increasing the safety of similar-type structures. Emphasized in the report is the fact that NIST deems these particular recommendations feasible in regards to execution as well as time. As stated in the final report, the recommendations read as follows:
"NIST recommends that fabric-covered steel frame structures be evaluated to ensure the adequate performance of the structural framing system under design wind loads. Of particular concern are (1) the use of fabric covering to provide lateral bracing for structural frames, (2) determination of the appropriate enclosure classification in the calculation of internal pressures for design wind loads, and (3) the ability of the structural system, including the lateral bracing, to maintain overall structural integrity." (Gross, 2010, 88)
These recommendations essentially remind the designer of particular issues that should be focused on when designing these types of structures. In essence, if the structure is designed and constructed properly and thorough engineering is performed throughout, safety can be expected. Had the calculations been performed correctly and the structure designed appropriately, it is very likely that the Dallas Cowboys indoor practice facility would still be standing today.
"Real Sports"On January 19, 2010, HBO's Real Sports with Bryant Gumbel aired an examination of the Dallas Cowboys indoor practice facility collapse. HBO's account of the collapse, entitled "Blue Star Fallen," was nominated for a Sports Emmy for Outstanding Sports Journalism and conducted interviews with various key players in the design and collapse of the structure. Among those interviewed were Rich Behm, a scouting assistant who was paralyzed from the waist down due to injuries suffered in the collapse, as well as Joe DeCamillis, a special teams coach who suffered a broken neck. (Real Sports, 2010) The examination also consulted Dr. Geschwindner for background on structural behavior as well as code interpretation. (Geschwindner, 2012) Dr. Geschwindner explains that, when non-conservative assumptions are made in the design and analysis of a frame, they can build up to the point where the entire structure is non-conservative, making the facility prone to failure. (Real Sports, 2010)
Real Sports also discussed the Cowboys' decision to have the facility upgraded in 2008. After learning of the collapse of a similar structure designed by Summit Structures' Canadian parent company Cover-All Building Systems, the Cowboys notified Summit Structures that they were aware the indoor practice facility was a safety hazard. Summit Structures subcontracted the upgrade work to another engineering firm, and it was subsequently discovered that the employee who designed much of the upgrades was not a professional engineer and had not obtained a college engineering degree. (Real Sports, 2010) It was also noted that at least five other facilities designed by Summit Structures had collapsed since 2002, a number that was later claimed to be at least 14 after further examination of court records and reports. (Real Sports, 2010) (AP, 2012)
LawsuitsOver one year after the collapse, the two Dallas Cowboys employees who were seriously injured reached a settlement with Summit Structures LLC and Cover-All Building Systems. Rich Behm settled with Summit Structures LLC for approximately $19.5 million, and Joe DeCamillis settled for approximately $4.5 million. Due to workers' compensation laws, Mr. Behm and Mr. DeCamillis were not eligible to sue the Dallas Cowboys for negligence. However, the land that housed the practice facility was owned by a third party, a company Cowboys owner Jerry Jones was involved with. (Real Sports, 2010) As a result, both men received an additional $5 million each in cash and benefits provided by companies held by Dallas Cowboys owner Jerry Jones. (Formby, 2010)
ControversyIn the summer of 2012, reports surfaced that Summit Structures LLC knew the practice facility may have been under-designed, but did not take action. E-mails, handwritten notes, and other documents which were not released to the public, suggested that the designer knew that portions of the structure were "too slender and long" and "prone to buckling." Documents also indicated that the Cowboys were concerned about the structure, and Summit Structures LLC planned to supply the Cowboys with calculations that would conceal the problem. (AP, 2012) Both companies filed for bankruptcy in March of 2010, not before recommending that all its structures be checked for structural stability and adequacy (AP, 2012) (Geschwindner, 2012).
Similar StructuresThe collapse of the Dallas Cowboys indoor practice facility spurred questions about the structural integrity of similar facilities. Close attention was given to tensile membrane structures following the collapse due to the multitude of applications including industrial and agricultural facilities, casinos, storage facilities, military installations, aircraft hangars, and also other sports facilities. (Collapse of the Dallas Cowboys Indoor Practice Facility, 2009) One of these structures was the McFerrin Athletic Center on the campus of Texas A&M University. Completed in 2008, the McFerrin Athletic Center was also designed by Summit Structures LLC and consisted of an indoor practice facility as well as a running track. (Click here for more details.) The structure made headlines in November of 2009 after Haynes Whaley Associates, a structural engineering firm in Houston, released analysis expressing concerns about the structure's ability to withstand the design wind speed of 90 mph. In response to the analysis, Summit Structures LLC adequately strengthened the structure by adding cables before filing for bankruptcy the following year. (AP, 2009)
ConclusionGreat care and responsibility must be taken in the design of long-span structures, particularly fabric-covered steel frame structures. Assumptions made during the design, such as enclosed vs. partially enclosed for internal wind pressures, are vital and can make the difference between a structure standing or collapsing. Unfortunately, events like the Dallas Cowboys indoor practice facility collapse do take place, often leading to the injuries of innocent people. Through a combination of the recommendations provided by NIST and greater design care by practicing structural engineers, it is hopeful that these types of collapses can be limited or even eliminated for the greater good of the public. As Dr. Geschwindner noted in his interview with Real Sports, "Safety of the public is the engineer's ultimate responsibility."
Similar Failures
Fabric Roof FailuresHubert H. Humphrey Metrodome
Stadium/Arena FailuresLouisiana Superdome
Hartford Civic Center
University of Washington Football Stadium
American Society of Civil Engineers. ASCE/SEI 55-10: Tensile Membrane Structures. 2010.
This ASCE Standard highlights the current minimum design criteria for tensile membrane structures including frame structures like the Dallas Cowboys indoor practice facility.
Associated Press. (July 25, 2012). Builder reportedly knew Cowboys' facility could collapse. USA Today. <http://usatoday30.usatoday.com/sports/football/nfl/cowboys/story/2012-07-25/cowboys-canopy-collapse/56487626/1>.
Highlighted in this story from USA Today is the design company, Summit Structures LLC, and more specifically, its concealing of possible dangers and structural problems with the practice facility.
Associated Press. "Engineering Firm Says Texas A&M Facility Not Built to Code." FoxNews.com. 4 November 2009. Web. <http://www.foxnews.com/us/2009/11/04/engineering-firm-says-texas-facility-built-code/>.
An engineering firm believes that Texas A&M's McFerrin Center was not properly designed to withstand design wind loads. The structure was designed by Summit Structures LLC, the same company that designed the Dallas Cowboys indoor practice facility,
Battista, Judy. (May 5, 2009). Collapse of Dallas Practice Bubble Spurs Safety Questions. New York Times. <http://www.nytimes.com/2009/05/06/sports/football/06nfl.html?_r=1>.
Published just days after the collapse, this article discusses the collapse as well as similar structures across the entire National Football League.
Collapse of the Dallas Cowboys Indoor Practice Facility, May 2, 2009. National Institute of Standards and Technology, Oct. 2009. Web. <http://www.bfrl.nist.gov/investigations/pubs/PublicReleaseCollapseoftheDallasCowboysIndoorPracticeFacility_Oct2009.pdf>. (Accessed 2 October 2012).
Through a presentation-style format, this source briefly summarizes the National Institute of Standards and Technology Report on the Collapse of the Dallas Cowboys indoor practice facility on May 2, 2009.
Engineers Edge. Dallas Cowboys Roof Collapse Report. (October 7, 2009). <http://www.engineersedge.com/technology_news/posts/969.html>.
This report gives a synopsis of and reaction to the draft report released by NIST in October 2009.
Formby, Brandon. (August 31, 2010). Dallas Cowboys employees settle lawsuit over 2009 practice facility collapse. Dallas Morning News. <http://www.dallasnews.com/news/community-news/irving/headlines/20100830-Dallas-Cowboys-employees-settle-lawsuit-over-1138.ece>.
The legal settlement for the parties seriously injured in the collapse is discussed in this article.
Geschwindner, Louis F. Personal Interview. 29 November 2012.
A personal interview regarding the collapse was conducted with Dr. Louis F. Geschwindner, Co-Chairman of the ASCE Tensile Membrane Structures Standard Committee and Professor Emeritus at The Pennsylvania State University.
Gross, John L. et. Al. (October 2009). Draft Report on the Collapse of the Dallas Cowboys Indoor Practice Facility, May 2, 2009. National Institute of Standards and Technology. <http://www.bfrl.nist.gov/investigations/pubs/NISTIR7636_Oct2009.pdf>.
This document is the draft report of the practice facility collapse as documented by the National Institute of Standards and Technology. The source for the final report is listed below.
Gross, John L. et. Al. (January 2010). Final Report on the Collapse of the Dallas Cowboys Indoor Practice Facility, May 2, 2009. National Institute of Standards and Technology. <http://www.bfrl.nist.gov/investigations/pubs/NISTIR7661_January%202010.pdf>.
The National Institute of Standards and Technology reports on the government investigation of the collapse with details on the cause, blame, and circumstances of the collapse. Also provided are proposed means for preventing collapse in similar structures. Due to this being a government source, images are public domain.
McCann, Michael. "Who's Responsible for Collapse of Cowboys' Indoor Practice Facility?" SI.com. Sports Illustrated, 4 May 2009. Web. <http://sportsillustrated.cnn.com/2009/writers/michael_mccann/05/04/cowboys/>. (Accessed 2 October 2012).
Written by a law professor, this article focuses on the legal issues following the collapse of the practice facility. Topics include possible negligence by the Dallas Cowboys as well as potential legal actions by injured parties.
McLaughlin, Eliott C. OSHA to look at why Cowboys' facility collapsed. Rep. CNN News. 4 May 2009. Web. <http://www.cnn.com/2009/US/05/04/cowboys.dome.collapse/>. (Accessed 3 October 2012).
Insight from different parties involved in the design and construction as well as eyewitness accounts are provided in this text. Also discussed is the criteria OSHA used in its investigation of the collapse.
Real Sports with Bryant Gumbel. Real Sports 154: Blue Star Fallen. Air Date: 19 January 2010.
HBO's Real Sports provides an examination of the collapse including interviews with those parties injured in the collapse, an engineer who worked on the structure, and the president of Summit Structures LLC. This examination of the incident was nominated for a Sports Emmy for Outstanding Sports Journalism.
"Roof Collapses At Dallas Cowboy's Practice Arena." YouTube. Online video clip. Web. Uploaded 3 May 2009. <http://www.youtube.com/watch?v=U3fs_pjA9A4>.
This link provides actual video footage taken in the practice facility during and immediately after collapse.


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So, Ambush opened up a few months ago, and I can't wait to go! I was just wondering what you guys thought of the whole place if you've been there. I've only played at Warped Ops and Paintball USA, and I'm only fifteen minutes from this park, as opposed to two hours . I hear the owner is really cool, too.
Ambush Park
Started by Simiballer, Sep 28 2013 09:40 PMAmbush paintball park
1 reply to this topic
Posted 28 September 2013 - 09:40 PM
If you're under 18 and pay for your own stuff, put this in your signature.
On a side note... Royal Highlanders rule!
On a side note... Royal Highlanders rule!
Posted 28 September 2013 - 10:22 PM
glen did good work out there i must say but i live within a walking distance to warped and cpp so yeah
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Jazz and Heritage Festival right around the corner
Published: Friday, March 25, 2005 at 6:01 a.m.
Last Modified: Friday, March 25, 2005 at 9:06 a.m.
The Original Meters Reunion, Dave Matthews Band, James Taylor, Nelly, B.B. King, Irma Thomas, the Neville Brothers, Howlin' Wolf Tribute featuring Eddie Shaw, and more will be featured at the 36th annual New Orleans Jazz and Heritage Festival April 22-May 1.
"Think of New Orleans and New Orleans music as the center of the music universe. Any music you can trace to or from that hub is music we've worked with renewed vigor to infuse into the party.
"Gospel, jazz blues, funk, rock, Cajun, Zydeco, Latin, R&B, jam, Mardi Gras, hip hop, African and a whole lotta music you can't put into any one category will be presented in the powerful way that only Jazz Fest can serve up such a celebration," said Quint Davis, producer/director, in a press release.
A new festival stage will be dedicated to perhaps the most important facet of traditional and contemporary New Orleans culture -- brass-band music, second-line dance clubs, Mardi Gras Indians and other features of the city's core culture.
"The festival has always had daily second-line parades that move throughout the festival grounds and those will continue. But the new stage will provide a base for all New Orleans parade-related energy and provide a destination where festival-goers can revel in our living, thriving and ever evolving second-line and Mardi Gras Indian culture which doesn't exit any place else in the world."
The festival's legendary Louisiana Heritage Fair, held at the Fair Grounds Race Course, will run April 22-24, April 28-30 and May 1. The Heritage Fair, running from 11 a.m. to 7 p.m., features 12 performance stages, more than 100 different varieties of irresistible Louisiana and international foods, and three important crafts fairs.
The festival will also present a series of educational program, formerly the Workshop Series, at various venues in the New Orleans area. Special programs for local school children will be held at the Heritage Fair on April 28. The festival's Evening Concert Series has been suspended this year.
Tickets for the Heritage Fair can be purchased at the Festival's Web site, www.nojazzfest.com, at all Ticketmaster outlets, and by phone at (800) 488-5252 and (504) 522-5555 in New Orleans. In New Orleans, tickets are also available at the Louisiana Superdome Box Office (Gate A, Ground Level). Daily tickets for the Heritage Fair are still only $20 through February 22. On February 23 advance daily tickets will be $25. These advance tickets are subject to service charges at the various outlets. Tickets at the gate will be $35. Daily tickets for children under age 12 are $5 in advance and at the gate.
Jazz Fest is also introducing The Big Chief VIP Experience, a premium ticket package. For details, visit www.nojazzfest.com.
Reader comments posted to this article may be published in our print edition. All rights reserved. This copyrighted material may not be re-published without permission. Links are encouraged.
Comments are currently unavailable on this article


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Packaging and Thermal Management for kW/cm2 Microwave Amplifiers
Award Information
Small Business Information
LBTC, Rm D-104, South Stadium Dr., Baton Rouge, LA, 70803
Principal Investigator:
Andrew McCandless
(225) 334-6394
(225) 334-6394
Business Contact:
Andrew McCandless
(225) 334-6394
(225) 334-6394
Research Institution:
AbstractThe overall goal of this project is to develop a heat removal technology to handle heat flux densities as high as 1 kW/cm2 for wide band gap SiC/GaN microwave power amplifers, which will be utilized in X- band phased array radar antennas. The technologydeveloped in Phase I is based on a large array of micro-scale impinging jets, each of which produces a very high rate of heat transfer over a localized area. This heat removal system is extremely compact and compatible with existing thermal managementcooling loops in navy radar systems. The micro-jet cooling arrays (MJCA) principle of operation combines the well-known benefits of impinging jets (impingement cooling) with a unique ducting system that locally removes the impinging fluid of each jet,eliminates cross-flow, and prevents the flow fields of neighboring jets from interfering with each other. The local removal of fluid makes it possible to use large arrays (i. e. 100s x 100s) of isolated micro jets to achieve extremely high average heattransfer coefficients over relatively large areas (square inches). Therefore, the system can easily cool areas as large as the 1.5 cm x 1.5 cm footprint of X band modules. The end product is a compact, efficient, heat-removal device that can be retrofitedinto many existing applications. Commercial applications would include military applications and ground based radar for commercial airports and weather radar.
* information listed above is at the time of submission.
An Official Website of the United States Government


text:
The most frequent site of diphtheritic inflammation is the mucous membrane of the throat, larynx and nose. Diphtheria organisms have also been found in the ear, on the mucous membrane of the stomach, in the vulva, and on the conjunctiva and the skin. In view of these facts, the case reported here is not only unusual, but also important clinically.
A man, aged 28, married, seen, May 1, 1927, at 7 p. m., complained simply of feeling ill, the reason for such an indefinite complaint, as was discovered later, being that his brother-in-law was present at the first visit. He had been in this condition for two or three days, the onset having been gradual in character. On general examination, the temperature was found to be 104 F. and the pulse 126. The head, neck and chest were normal, as was also the abdomen
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Viewer Comments: Fainting - Describe Your Experience
Patient Comments & Reviews
The eMedicineHealth doctors ask about Fainting:
Comment from: mrsbarbara, 35-44 Female (Caregiver) Published: July 27
The person that I cared for was pregnant and did not know it. She was really passing out.
Comment from: Becky, Female (Patient) Published: November 11
I have fainted a few times in the past, and I often feel dizzy and lightheaded. Today I had to have my blood taken and as soon as the needle goes in I start to feel light headed, then my eyesight starts to blur and eventually I cannot see anything. Also my hearing goes slightly and all I can hear is buzzing. This usually this only lasts a few seconds and then I return to normal. Today I fainted and when the nurse woke me up it was the strangest feeling, like I had been dreaming and I didn't understand where I was.
Comment from: Suzy, 55-64 Female (Patient) Published: October 21
While standing at the sink to wash my hands, I looked in the mirror and saw myself very pale, the next thing I knew it was several minutes later and I was on the floor. I was awakened by my golden retriever licking my face and crying, standing over me. I took a few minutes to gather myself and then rolled over and pulled myself up. The same thing happened two weeks previous but I had time to sit down before I fainted. However, it took me am entire hour to be able to actually get up without feeling like I was going to faint. When I actually did faint, two weeks later, I had absolutely no recall of falling. It was terrifying.
Comment from: Mike, 45-54 Male (Patient) Published: March 29
I'm 45 and fainted for the first time last night while having dinner at an event with coworkers, sitting at a large crowded table. I guess I had about 15 seconds of warning, where I felt myself sinking uncontrollably into unconsciousness, like I was falling into myself. I guess I fought it, and I remember saying to my wife next to me that I felt I was passing out. The last thing I remember was her telling me to look up at the lights. The next I was looking wild-eyed at a circle of people around me, who'd apparently caught me as I slumped forward. Several people helped me away from the table to some lounge chairs, but I passed out again as they were sitting me down, with less warning. An ambulance was called, and several friends held up my legs as we waited for its arrival. But by the time it got there 20 or so minutes later, I felt pretty much fine. In the ER, docs took all the vitals and everything was fine. So what happened? I'd had a stressful day. I had long meeting where I gave an hour-long presentation - but this was not unusual for me. I'm an endurance cyclist, and had recently lost a bit of weight due to physical activity (not dieting). That day I'd eaten a very late lunch due to the meeting, and a very late dinner due to the event. Had a bit of wine with dinner, but I do that often. Nothing unusual. Scared my wife to death (she was thinking heart attack at first), and my coworkers were pretty freaked too. I'm a fit, active, healthy person who has never had any health problems. Wish I knew what caused it, if it's likely to happen again, what I can do to avoid it, or if this was just some isolated, singular episode due to the perfect storm of small events that culminated in my body deciding to shut down. Either way I'm worried to go cycling, drive, or even be by myself at the moment. Guess I'll just take it easy for a few days and see what happens. Don't want to be afraid, but hard not to be.
Comment from: Evan, 55-64 Male (Patient) Published: March 27
The only time I have actually fainted was while reading an account of someone having a heart attack (I was in my teens at the time). He described feeling pain in the chest, at which point I started to feel a pressure in mine. I felt a strange sleepy sensation and gradually lost consciousness altogether. I suppose I wasn't unconscious for very long. When I came to, I felt weak and confused, and also, if I remember, sweaty. I was also very embarrassed. I wonder if my experience may be too unusual to be useful to other people.
Comment from: Crowbar, 75 or over Female (Patient) Published: March 18
I was being prepared for cataract surgery. The IV had just been inserted when I began to feel faint and feel hot around the face. My pulse dropped to between 40 and 45. My normal resting pulse is 56. (At age 82 I'm still doing aerobic exercises every other day.) The cataract surgery was scrapped and I was shipped off the the emergency room at a local hospital.
Comment from: anonymousfainter, 13-18 Female (Patient) Published: March 16
I have fainted three times that I can recall. The first time, I was in the shower, getting ready for school. The day before I hadn't gone because I had the flu, but today I was feeling better. All of a sudden, I felt dizzy. I yelled to my mom and told her I was sick. The next thing I know I'm covered in a towel, being carried by my dad to my room. My parents put my feet on a pillow and made me lie down. I felt very tired for about an hour, and later that day, I went to the doctor to see what had caused the episode. The doctors didn't know why I had fainted, so they decided to take some tests. I was beside myself when we did the blood drawing, and afterwards, I looked around, and felt dizzy. I lost my balance (I was sitting) and held on tight to my mom as she caught me. When I woke up, the nurse was completely freaked out. Apparently I had been shaking and I got very pale. The doctors were very alarmed and performed more tests, but they still couldn't figure out what had happened. The most recent episode was about a week ago. I hadn't had much of a breakfast, and I was at the allergist to figure out why I had been having hives, and to see if I was allergic to anything. They did the usual tests: blood and urine, and everything went well. After the appointment, however, my mother remembered I was late for my booster. The nurse administered the shot, and right after she took out the needle, it felt like every strand of muscle in my shoulder was being pinched very hard. I started groaning and complaining about the pain. I asked the nurse how long it would last. She started telling me but I interrupted her because I started seeing spots and her face was going black and I was feeling dizzy. I told her I was feeling woozy, and all of a sudden I was driving on a road surrounded by a forest, and I was talking to someone with an outfit very similar to one I had... and then I opened my eyes and I was facing the ceiling of the hospital room and I heard the word seizure. Apparently, my face had gone completely pale, and I sort of laid back and closed my eyes and started shaking for about three seconds, and then woke up. And I had had a dream. My ears were ringing afterwards, and I felt out of balance and tired. And we still don't know why it happens. We're just assuming it's a shock reaction to pain or loss of blood.
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Patient Comments & Reviews
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