The Blue Ribbon Schools Program is a United States government program created to honor schools. Established in 1982 by Secretary of EducationTerrell Bell, the program first honored only secondary schools. Then it was expanded to include primary schools. Then it was changed again to honor secondary schools and primary schools in alternation. The program has recognized more than 3,000 schools since its inception, and many have won the award multiple times--the first school to do so being Brumfield Elementary School in Princeton, Indiana (1987-1988 and 1991-1992 school years).
States, territories, the Bureau of Indian Affairs, and the Department of Defense Education Activity Schools have joined the competition over the years. Special emphases have changed from year to year based on national priorities.
To be selected for recognition, a school conducts a self-evaluation -- a process that allows teachers, students, parents and community representatives to assess their strengths and weaknesses and develop strategic plans for the future. The school then submits a written application, including information on their progress toward achieving the National Education Goals. A review panel selects what they consider the most promising schools for site visits by experienced educators who submit reports on their findings. The review panel considers the reports and makes recommendations to the U.S. Secretary of Education, who announces the schools selected for recognition.
Article I of the Constitution grants all legislative powers of the federal government to the Congress, which is divided into two chambers, a Senate and a House of Representatives. The Senate is composed of two members from each state as provided by the Constitution. Its current membership is 100. Membership in the House is based on each state's population, and its size is therefore not specified in the Constitution. Its current membership is fixed by statute at 435. Members of the House and Senate are elected by first-past-the-post voting in every state except Louisiana, which has runoffs.
The Constitution does not specifically call for the establishment of U.S. Congressional committees. As the nation grew, however, so did the need for investigating pending legislation more thoroughly. The 108th Congress (2003-2004) had 19 standing committees in the House and 17 in the Senate, plus four joint permanent committees with members from both houses overseeing the Library of Congress, printing, taxation, and the economy. In addition, each house can name special, or select, committees to study specific problems. Because of an increase in workload, the standing committees have also spawned some 150 subcommittees.
The Congress has the responsibility to monitor and influence aspects of the executive branch. Congressional oversight prevents waste and fraud, protects civil liberties and individual rights, ensures executive compliance with the law, gathers information for making laws and educating the public, and evaluates executive performance. It applies to cabinet departments, executive agencies, regulatory commissions, and the presidency.
Congress's oversight function takes many forms:
- Committee inquiries and hearings;
- Formal consultations with and reports from the President;
- Senate advice and consent for presidential nominations and for treaties;
- House impeachment proceedings and subsequent Senate trials;
- House and Senate proceedings under the 25th Amendment in the event that the President becomes disabled, or the office of the Vice President falls vacant;
- Informal meetings between legislators and executive officials;
- Congressional membership on governmental commissions;
- Studies by congressional committees and support agencies such as the Congressional Budget Office, and the Government Accountability Office, both of which are arms of Congress.
Executive branch
Article II of the Constitution establishes the Executive branch of Government.
President
The President of the United States is both the head of state and head of government, as well as the commander-in-chief of the military. The office of President of the United States is one of the most powerful offices of its kind in the world. The President, the Constitution says, must "take care that the laws be faithfully executed." To carry out this responsibility, he presides over the executive branch of the federal government, a vast organization numbering about 4 million people, including 1 million active-duty military personnel. In addition, the President has important legislative and judicial powers. Within the executive branch itself, the President has broad constitutional powers to manage national affairs and the workings of the federal government, and may issue executive orders to effect internal policies.
The President may veto legislation passed by Congress; he may be impeached by a majority in the House and removed from office by a two-thirds majority in the Senate for "treason, bribery, or other high crimes and misdemeanors." The President may not dissolve Congress or call special elections, but does have the power to pardon criminals convicted of federal offences (though not crimes against a state), give executive orders, and (with the consent of the Senate) appoint Supreme Courtjustices and federal judges.
Vice President
The Vice President of the United States is the second-highest executive official of the United States government. As first in the presidential line of succession, the Vice President becomes the new President of the United States upon the death, resignation, or removal of the President, which has happened nine times.
Beyond serving this role, the only duty required by the U.S. Constitution is that the Vice President serve as the President of the Senate, and to break any tie votes in that chamber. Informally, the Vice President serves as an advisor to the President and as a drafter and spokesperson for the administration's policy. In modern times, the Vice President has gone on to become their party's presidential nominee in the next election when the incumbent President is either unable to run again due to the two term limit established by the 22nd Amendment, or for other reasons decides not to seek a second term.
In addition, the President is advised and supported by several hundred White House political appointees, often referred to as the country's "best and brightest" because of the White House's history of attracting extremely capable and intelligent such appointees. All of these political employees serve at the pleasure of the President, which means they typically leave the White House when administrations change.
Judicial branch
Article III of the Constitution states the basis for the federal court system: "The judicial power of the United States shall be vested in one Supreme Court, and such inferior courts as the Congress may from time to time ordain and establish." The federal judiciary consists of the Supreme Court of the United States, whose nine justices are appointed for life by the President and confirmed by the Senate, and various "lower" or "inferior courts," among which are the United States courts of appeals and the United States district courts.
With this guide, the first Congress divided the nation into judicial districts and created federal courts for each district. From that beginning has evolved the present structure: the Supreme Court, 13 courts of appeals, 94 district courts, and two courts of special jurisdiction. Congress today retains the power to create and abolish federal courts, as well as to determine the number of judges in the federal judiciary system. It cannot, however, abolish the Supreme Court.
There are three levels of federal courts with general jurisdiction, meaning that these courts handle criminal cases and civil law suits between individuals. The other courts, such as the bankruptcy courts and the tax court, are specialized courts handling only certain kinds of cases. The bankruptcy courts are branches of the district courts, but technically are not considered part of the "Article III" judiciary because their judges are not appointed to serve during good behavior. Similarly, the tax court is not an Article III court.
The United States district courts are the "trial courts" where cases are filed and decided. The United States courts of appeals are "appellate courts" that hear appeals of cases decided by the district courts, and some direct appeals from administrative agencies. The Supreme Court of the United States hears appeals from the decisions of the courts of appeals or state supreme courts (on constitutional matters), as well as having original jurisdiction over a very small number of cases.
The judicial power extends to cases arising under the Constitution, an act of Congress, or a treaty of the United States; cases affecting ambassadors, ministers, and consuls of foreign countries in the United States; controversies in which the U.S. government is a party; controversies between states (or their citizens) and foreign nations (or their citizens or subjects); and bankruptcy cases. The Eleventh Amendment removed from federal jurisdiction cases in which citizens of one state were the plaintiffs and the government of another state was the defendant. It did not disturb federal jurisdiction in cases in which a state government is a plaintiff and a citizen of another state the defendant.
The power of the federal courts extends both to civil actions for damages and other redress, and to criminal cases arising under federal law. Article III has resulted in a complex set of relationships between state and federal courts. Ordinarily, federal courts do not hear cases arising under the laws of individual states. However, some cases over which federal courts have jurisdiction may also be heard and decided by state courts. Both court systems thus have exclusive jurisdiction in some areas and concurrent jurisdiction in others.
The Constitution safeguards judicial independence by providing that federal judges shall hold office "during good behavior". Usually they serve until they die, retire, or resign. A judge who commits an offense while in office may be impeached in the same way as the President or other officials of the federal government. U.S. judges are appointed by the President and confirmed by the Senate. Another Constitutional provision prohibits Congress from reducing the pay of any judge—Congress could enact a new lower salary applying to future judges, but not to those already serving.
Brumfield Elementary School is an elementary school located in Princeton, Indiana. The school was opened in 1976 with James Kolb as principal; its current principal is Mary Ann O'Neal. It is the first school to have earned the national Blue Ribbon Award for Excellence more than once, first during the 1987-1988 school year and then again during the 1991-1992 school year.
History
Brumfield Elementary School was opened in 1976 to relieve pressure on the other two elementary schools in the North Gibson School Corporation, Lowell Bicentennial School and the aging Baldwin Heights Elementary School.
After the 1994-1995 school year, longtime principal James Kolb required; he is now the Gibson County Treasurer. He was replaced by Irie Horrall, former principal at Baldwin Heights Elementary.
For the 1996-1997 school year, the school was reorganized as part of a very controversial plan to close Baldwin Heights Elementary, move kindergarteners through second graders to both Lowell School and the "Early Learning Center" set up in an unused area of Princeton Community High School, and use Brumfield for third through fifth grades. That same year, Irie Horrall retired and was replaced by Dan Gilbert.
Princeton is located at 38°21'13" North, 87°34'14" West (38.353617, -87.570541).
According to the United States Census Bureau, the city has a total area of 12.6 km² (4.8 mi²). 12.6 km² (4.8 mi²) of it is land and none of it is covered by water.
Demographics
As of the census of 2000, there are 8,175 people, 3,451 households, and 2,146 families residing in the city. The population density is 650.8/km² (1,685.6/mi²). There are 3,806 housing units at an average density of 303.0/km² (784.8/mi²). The racial makeup of the city is 91.36% White, 5.36% African American, 0.17% Native American, 1.26% Asian, 0.01% Pacific Islander, 0.39% from other races, and 1.44% from two or more races. 1.13% of the population are Hispanic or Latino of any race.
There are 3,451 households out of which 28.9% have children under the age of 18 living with them, 44.1% are married couples living together, 13.8% have a female householder with no husband present, and 37.8% are non-families. 33.0% of all households are made up of individuals and 15.9% have someone living alone who is 65 years of age or older. The average household size is 2.28 and the average family size is 2.88.
In the city the population is spread out with 24.1% under the age of 18, 8.8% from 18 to 24, 27.4% from 25 to 44, 20.6% from 45 to 64, and 19.1% who are 65 years of age or older. The median age is 38 years. For every 100 females there are 87.2 males. For every 100 females age 18 and over, there are 83.0 males.
The median income for a household in the city is $26,689, and the median income for a family is $37,308. Males have a median income of $28,076 versus $19,825 for females. The per capita income for the city is $15,049. 15.8% of the population and 15.0% of families are below the poverty line. Out of the total population, 23.2% of those under the age of 18 and 11.2% of those 65 and older are living below the poverty line.
The Bureau of Indian Affairs (BIA) is an agency of the United States Federal Government within the Department of the Interior charged with the administration and management of 55.7 million acres (87,000 sq. miles or 225,000 km²) of land held in trust by the United States for American Indians, Indian tribes, and Alaska Natives. In addition, the Bureau of Indian Affairs provides education services to approximately 48,000 Indian students.
History
Although the bureau, which was called the Office of Indian Affairs, was formed in 1824, similar agencies had existed in the U.S. government as far back as 1775, when a trio of Indian agencies were created by the Continental Congress. Benjamin Franklin and Patrick Henry were among the early commissioners, who were charged with negotating treaties with Native Americans and obtaining the neutrality during the American Revolutionary War. In 1789, the United States Congress placed Native American relations within the newly-formed War Department. By 1806, the Congress had created a Superintendent of Indian Trade within the War Department who was charged with maintaining the factory trading network of the fur trade. The post was held by Thomas L. McKenney from 1816 until the abolition of the factory system in 1822. In 1832 Congress established the position of Commissioner of Indian Affairs.
The abolition of the factory system left a vacuum within the U.S. government regarding Native American relations. The current Bureau of Indian Affairs was formed on March 11, 1824 by Secretary of WarJohn C. Calhoun, who created the agency without authorization from the United States Congress. McKenney was appointed the first head of the office, which went by several names at first. McKenney preferred to call it the "Indian Office", whereas the current name was preferred by Calhoun. Like its predecessors, the bureau was originally a division of the Department of War. In 1849 it was transferred to the Department of the Interior. The bureau was renamed to Bureau of Indian Affairs in 1947 (from the original Office of Indian Affairs).
External link
- [http://www.doi.gov/bureau-indian-affairs.html BIA home page] (Temporarily unavailable due to the Cobell Litigation)
- [http://www.americansc.org.uk/Online/indians.htm A History of the Bureau of Indian Affairs]
- [http://www.ewebtribe.com/NACulture/articles/CobellvNorton/index2.html Background information about the Cobell Litigation]
Category:Native AmericanIndian Affairs
The No Child Left Behind Act of 2001 (PL 107-110) is the reauthorization of a number of federal programs that strive to improve the performance of America's primary and secondary schools by increasing the standards of accountability for states, school districts, and schools, as well as providing parents more flexibility in choosing which schools their children will attend. Additionally, it promotes an increased focus on reading and re-authorizes the Elementary and Secondary Education Act of 1965 (ESEA).
The effectiveness and desirability of the Act's measures continue to be a matter of vigorous debate. On May 3, 2005, Utah governor Jon Huntsman signed a measure into state law that allows that state's districts to ignore provisions of the law which conflict with that state's program, making it the first state to pass such a law. The Department of Education has threatened to withhold federal education funding as a result.
Background
The act is the result of U.S.PresidentGeorge W. Bush's No Child Left Behind proposals Bush campaigned on during the 2000 presidential campaign. Several of the proposals were based on the reform strategies instituted by President Bush during his tenure as governor of Texas.
The act began as House Resolution 1 in March 2001 during the 107th Congress. The 670 page act was eventually passed by the House of Representatives on December 13, 2001 by a vote of 381-41. It passed in the Senate by a vote of 87-10 on December 18, 2001. It was signed into law by President Bush on January 8, 2002 at Hamilton High School in Hamilton, Ohio. On hand for the signing ceremony were Democratic Rep. George Miller of California, Democratic Sen. Edward Kennedy of Massachusetts, Secretary of Education Rod Paige, Republican Rep. John Boehner of Ohio, and Republican Sen. Judd Gregg of New Hampshire.
Teachers' unions such as the National Education Association and the American Federation of Teachers have opposed NCLB reforms almost from inception, and have utilized their money and vast manpower in efforts to both weaken the law's provisions and to turn around public perception of the law and its necessity. The unions question NCLB's effectiveness as presently written and funded, and point to a number of difficulties school districts face in implementing its provisions. Supporters of NCLB's reforms on the other hand note that union opposition may actually have more to do with the fact that key provisions of the law will have the effect of reducing union income as unionized school districts with failing schools are forced to reconstitute and teachers are in some cases no longer forced into union contracts. In inner city school districts where public schools consistently under-perform, this union resistance to reform has often pitted the teachers' unions against parents adament in their desire to improve the quality of local public school education.
In 2004, the U.S. Department of Education entered into a contract with Ketchum Inc. to promote the law. A $240,000 subcontract was provided to the Graham Williams Group which included political commentator Armstrong Williams promoting the act via his television show and additionally television and radio advertisements. [http://www.ed.gov/news/pressreleases/2005/01/01132005.html] USA Today reported that his contract included the stipulation that he "regularly comment on NCLB during the course of his broadcasts." Rep. Miller, a member of the House Education Committee, called the contract "a very questionable use of taxpayers' money" that is "probably illegal". Armstrong said that he "wanted to do it because it's something I believe in", but later said "my judgment was not the best. I wouldn't do it again, and I learned from it." [http://story.news.yahoo.com/news?tmpl=story2&u=/usatoday/20050107/ts_usatoday/whitehousepaidcommentatortopromotelaw] [http://www.cnn.com/2005/ALLPOLITICS/01/07/bush.journalist.ap/] The same public relations firm that arranged Williams' contract also produced a video promoting the No Child Left Behind Act designed to come across as a news story. The advertisements were pulled after a similar ad for the new Medicare law was challenged by the GAO for being 'covert propaganda' which is against federal law. The firm also provided the Department of Education with monthly rankings of reporters based on how they cover the law.[http://abcnews.go.com/Politics/wireStory?id=155163]
Major Provisions
Adequate Yearly Progress
The law requires states to create an accountability system of assessments, graduation rates, and other indicators. Schools have to make adequate yearly progress (AYP), as determined by the state, by raising the achievement levels of subgroups of students such as African Americans, Latinos, low-income students, and special education students to a state-determined level of proficiency. All students must be proficient by the 2013-2014 school year. An escalating set of assistance is provided to students who are in schools that repeatedly do not improve.
Schools receiving Title I funds that do not meet AYP requirements for two consecutive years will be identified "in need of improvement" and required to offer parents the option of sending their children to another public school within the district. Upon being identified as "in need of improvement" the school is also required to develop or revise an existing school improvement plan which must be approved by the district. If the school does not meet targets the next year, supplemental educational services such as tutoring and after school programs must also be offered in addition to the option to transfer. If the school continues in "in need of improvement" status the following year it will be required to take corrective action such as removing relevant staff, implementing new curriculum, decreasing management authority, appointing outside experts to advise the school, extending the length of the school day or year or restructuring the school's internal organization. Only schools receiving Title I funds
are subject to these sanctions.
[http://a257.g.akamaitech.net/7/257/2422/14mar20010800/edocket.access.gpo.gov/2002/pdf/02-30294.pdf 34 CFR Part 200 Title I Final Regulations]
Teacher Quality
The No Child Left Behind act requires that by the end of the 2005-2006 school year all teachers will be "highly qualified" as defined in the law. A highly qualified teacher is one who has fulfilled the state's certification and licensure requirements. New teachers must meet the following requirements:
- Possess at least a bachelor's degree - At the elementary level they must pass a state test demonstrating their subject knowledge and teaching skills in reading/language arts, writing, mathematics and other areas of basic elementary school curriculum.
- At the middle and high school levels they must pass a state test in each academic subject area they teach, plus have either an undergraduate major, a graduate degree, coursework equivalent to an undergraduate major or an advanced certification or credentialing.
Teachers not new to the profession must hold a bachelor's degree and must pass a state test demonstrating the subject knowledge and teaching skills. These requirements have caused some controversy and difficulty in implementation especially for special education teachers and teachers in small rural schools where they are often called upon to teach multiple grades and subjects.
For further information see the [http://www.ed.gov/programs/teacherqual/guidance.doc Teacher Quality Guidance] from the U.S. Department of Education.
Student Testing
The progress of all students will be measured annually in reading/language arts and math in grades 3 through 8 and at least once during high school. By the end of the 2007-2008 school year, testing will also be conducted in science once during grades 3-5, 6-9, and 10-12.
Parent Involvement
In order to better inform parents, states are required to issue detailed report cards on the status of schools and districts. Under the law, parents must also be informed when their child is being taught by a teacher who does not meet "highly qualified" status. Schools are also required to include and involve parents in the school improvement planning process.
Scientifically Based Research
The phrase [http://www.ed.gov/policy/elsec/leg/esea02/pg107.html "scientifically based research"] is found 111 times in the text of the No Child Left Behind Act. Schools are required to use "scientifically based research" strategies in the classroom and for professional development of staff.
Public School Choice
Schools identified as needing improvement are required to provide students with the
opportunity to take advantage of public school choice no later than the beginning of the
school year following their identification for school improvement. NCLB authorized – and
Congress has subsequently appropriated – a substantial increase in funding for Title I aid, in
part to provide funding for school districts to implement the law’s parental choice
requirements. -- From NCLB FAQs in External Links.
Arguments for
- Introduces an element of accountability into public school education and the expenditure of public monies for education.
- Requires schools and districts to focus their attention on the academic achievement of traditionally under-served groups of children, such as low-income students, students with disabilities, and minorities. Many previous state-created systems of accountability only measured average school performance, allowing schools to be highly rated even if they had large achievement gaps between affluent and disadvantaged students.
- Supports early literacy through the Early Reading First initiative.
- Increases the quality of education. Schools are required to improve their performance under NCLB by implementing "scientifically based research" practices in the classroom, parent involvement programs, and professional development activities.
- Measures student performance: a student's progress in reading and math must be measured annually in grades 3 through 8 and at least once during high school via standardized tests.
- Provides information for parents by requiring states and school districts to give parents detailed report cards on schools and districts explaining the school's AYP performance. Schools must also inform parents when their child is being taught by a teacher or para-professional who does not meet "highly qualified" requirements.
- Gives options to students enrolled in schools failing to meet AYP. If a school fails to meet AYP targets two or more years running, the school must offer eligible children the chance to transfer to higher-performing local schools, receive free tutoring, or attend after-school programs.
- Increases flexibility to state and local agencies in the use of federal education money.
- Provides more resources to schools. Federal funding for education has increased 59.8% from 2000 to 2003.
- Addresses widespread perceptions that public education results fall short of expectations.
Arguments against
- Supports early learning, an approach criticized in "Better Late Than Early", by Raymond Moore, et al.
- Requires public secondary schools to provide military recruiters the same access to facilities as a school provides to higher education institution recruiters. Schools are also required to provide contact information for every student to the military if requested but students or parents can opt out of having their information shared. [http://www.ed.gov/policy/elsec/leg/esea02/pg112.html#sec9528]
- Organizations such as ACORN have criticized the unwillingness of the federal government to fully fund the act. While promoted by President Bush and applauded by both parties, neither the Senate nor the White House has requested funding up to the authorized levels for several programs such as Title I. Republicans in Congress have viewed these authorized levels as spending caps, not spending promises and have pointed out that President Clinton never requested the full amount of funding authorized under the previous ESEA law. [http://www.house.gov/ed_workforce/issues/108th/education/nclb/factsheet032504.htm]
- Indicators of school performance are not accurate or viable.
- Because schools, districts, and states are punished if they fail to make adequate progress according to the goals they themselves establish, the incentives are to set expectations lower rather than higher [http://www.susanohanian.org/show_atrocities.html?id=3389]and to increase segregation by class and race and push low-performing students out of school altogether [http://www.law.nyu.edu/journals/lawreview/issues/vol79/no3/NYU303.pdf]. The schools, districts, and states are also potentially set to game the system by manipulating which students are included or excluded from test-taking (to enhance apparent school performance) and by creative reclassification of drop-outs (to reduce unfavorable statistics) [http://www.factcheck.org/article181.html].
- States and school districts should be granted greater freedom to target assistance to schools with the most extensive academic difficulties.
- After-school programs are neglected.
- NCLB is designed to set the stage for the eventual privatization of the U.S. public school system: reports about struggling schools sour public opinion and may cause more and more voters to question the viability of public education.
- NCLB violates conservative principles by federalizing education and setting a precedent for further erosion of state and local control. Some conservatives believe that the federal government has no constitutional authority in education.
- NCLB is a covert flushing mechanism developed by Rod Paige to eliminate the Department of Education by requiring unreachable high standards to fail a disproportionate amount of schools and reduce the amount of federal funding handed out so that eventually the individual states would pay entirely for their school system and defederalize all education.
- Students with learning disabilities do not receive extra help when taking the standardized tests, and can jeopardize the assigned rating the entire school is given.
- Students who are learning English as a second language are expected to take the standardized tests and show proficiency equal to their English-speaking peers, when it is proven that English-Language-Learners take between 5 and 10 years to "catch up" to grade-level proficiency.
- Focus on improving the average student's education may ignore individual differences between students, and potentially harm both special and gifted education programs.
- NCLB focuses on basic educational classes and removes funding from music programs, art programs, etc. This results in schools being forced to remove elective and after school programs.
- NCLB places a focus on the standardized testing mandatory for each student, therefore forcing the educators to focus on points covered in testing rather than what they think is important for children to learn. Standardized tests can be irrelevant to students' developmental learning.
- "NCLB will cost school districts $1.491 billion annually representing an 11 percent increase over current total operating budgets. It was further determined that 97 percent of the costs associated with NCLB are unfunded with additional federal funding covering only $44 million of the nearly $1.5 billion in costs." [http://www.ohea.org/researchReports/schoolFinance.aspx]
- While addressing the issue of "achievement gaps" (such as that between affluent and disadvantaged students) NCLB fails to address how possible "effort gaps" between the same groups affect the achievement gap. An effort gap can be attributed to such factors as hours of quality study time per week, diligence in completing homework assignments, attitude, discipline, and parental support.
Name
The name's most likely origin is the motto of the liberal advocacy group The Children's Defense Fund, "Leave No Child Behind", but which may also stem from Atticus Finch's speech in To Kill a Mockingbird, in which he chastises the government for working so hard to not let one child be left behind the other, more advanced children. The more advanced children are being pulled back to the government's idea of a normal level instead of being further pushed ahead of the other students.
External links
- [http://www.ed.gov/admins/lead/account/nclbreference/reference.pdf NCLB Desktop Reference] (147 pages)
- [http://www.ed.gov/admins/lead/account/nclbreference/index.html NCLB Desktop Reference] (online version, includes microsoft documents and PDF links)
- [http://www.ed.gov/policy/elsec/leg/esea02/index.html Text of No Child Left Behind Act]
- [http://www.ericdigests.org/2004-2/behind.html No Child Left Behind: Testing, Reporting, and Accountability]
- [http://www.whitehouse.gov/news/releases/2002/01/20020108-1.html Remarks by President Bush at signing ceremony]
- [http://edworkforce.house.gov/issues/108th/education/nclb/nclbfaq.pdf No Child Left Behind FAQs] (PDF)
- [http://edworkforce.house.gov/issues/108th/education/nclb/funding.htm Facts About NCLB Funding]
- [http://www.ericdigests.org/2004-1/2001.htm Implications of the No Child Left Behind Act of 2001 for Teacher Education]
- [http://www.nifl.gov/ National Institute for Literacy]
- [http://www.opinionjournal.com/editorial/feature.html?id=110004698 Analysis of NCLB]
- [http://www.opinionjournal.com/editorial/feature.html?id=110005365 Comments by Secretary of Education]
- [http://www.thenation.com/doc.mhtml?i=20041108&s=perlstein&c=1 Linda Perlstein, The Nation21 October2004, "The Issue Left Behind"]
- "[http://story.news.yahoo.com/news?tmpl=story2&u=/usatoday/20050107/ts_usatoday/whitehousepaidcommentatortopromotelaw White House paid commentator to promote law]", 7 January2005, Greg Toppo, USA Today
- [http://www.whitehouse.gov/news/releases/2005/01/20050112-5.html President Discusses No Child Left Behind and High School Initiatives], Speech text and video, 12 January2005 - [http://www2.edtrust.org/NR/rdonlyres/37B8652D-84F4-4FA1-AA8D-319EAD5A6D89/0/ABCAYP.PDF "The ABCs of AYP"] Explanation of the NCLB accountability system from The Education Trust
Category:United States federal legislationCategory:Education in the United StatesCategory:2001 in law
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Sec. 704. Military medals or decorations
(a) In General. - Whoever knowingly wears, manufactures, or sells any decoration or medal authorized by Congress for the armed forces of the United States, or any of the service medals or badges awarded to the members of such forces, or the ribbon, button, or rosette of any such badge, decoration or medal, or any colorable imitation thereof, except when authorized under regulations made pursuant to law, shall be fined under this title or imprisoned not more than six months, or both.
Works produced by contractors
Unlike works of the U.S. Government, works produced by contractors under government contracts are protected under U.S. Copyright Law. The ownership of the copyright depends on the terms of the contract. Contract terms and conditions vary between civilian agencies or NASA and the military.
Civilian agencies and NASA are guided by the Federal Acquisition Regulations (FAR). There are a number of FAR provisions that can affect the ownership of the copyright. FAR Subpart 27.4--Rights in Data and Copyright provides copyright guidance for the civilian agencies and NASA. In addition, Agencies may have their own FAR Supplements that should be followed.
Under the FAR general data rights clause (FAR 52.227-14), except for works in which the contractor asserts claim to copyright, the Government has unlimited rights in all data first produced in the performance of a contract and all data delivered under a contract unless provided otherwise in the contract. Unless provided otherwise by an Agency FAR Supplement, a contractor may, without prior approval of the Contracting Officer, assert claim to copyright in scientific and technical articles based on or containing data first produced in the performance of a contract and published in academic, technical or professional journals, symposia proceedings, or the like. The express written permission of the Contracting Officer is required before the contractor may assert or enforce the copyright in all other works first produced in the performance of a contract. However, if a contract includes Alternate IV of the clause, the Contracting Officer's approval is not required to assert claim to copyright. Whenever the contractor asserts claim to copyright in works other than computer software, the Government, and others acting on its behalf, are granted a license to reproduce, prepare derivative works, distribute, perform and display the copyrighted work. For computer software the scope of the Government's license does not include the right to distribute to the public.
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- [http://www4.law.cornell.edu/uscode/17/101.html US Code - Definitions]
- [http://www4.law.cornell.edu/uscode/17/105.html US Code - Subject matter of copyright: United States Government works]
A work of the United States Government is, as defined by United States Copyright Law, "a work prepared by an officer or employee of the United States Government as part of that person's official duties": the term only applies to the work of the federal government, not state or local governments. Such works are public domain under U.S. law. Certain works, particularly logos of government agencies, while public domain, are still protected by other non-copyright laws similar in effect to trademark laws. For example, the Central Intelligence Agency logo cannot be used deceptively without permission, in order to prevent the appearance of endorsement, under the CIA Act of 1949 ([http://www4.law.cornell.edu/uscode/50/403m.html 50 U.S.C. section 403m]). "In accordance with the objectives of the Postal Reorganization Act of 1970 [Pub. L. 91–375, which enacted title 39, Postal Service], this section does not apply to works created by employees of the United States Postal Service."
The federal government can hold copyrights to works when they are transferred to it, as can happen with work produced by contractors. For example, the federal government purchased the United States copyright to Madison's Notes from Dolley Madison for $30,000 upon Madison's death.
Digital Historical Material
The Digitized Document System(DDS) of the Army Heritage and Education Center(AHEC) and the U.S. Army Military History Institute (USAMHI) provides on-line access to images of a small selection of materials in our collections such as photographs, printed materials, archival documents, artifacts, and finding aids to our holdings. This system is called the Army Heritage Collection Online.
The materials available on line represent many different periods of American military history, branches of the Army, activities military forces take part in, and documentation. Some reference works are provided, including finding aids we have generated to help you find materials on topics of interest to you. In general, the materials selected for inclusion in the DDS are considered public domain and are not covered under copyright.
The US Army Institute Of Heraldry
The mission of the Institute is to furnish heraldic services to the Armed Forces and other United States government organizations, including the Executive Office of the President. The activities of the Institute encompass research, design, development, standardization, quality control, and other services relating to official symbolic items--seals, decorations, medals, insignia, badges, flags, and other items awarded to or authorized for official wear or display by government personnel and agencies. Limited research and information services concerning official symbolic items are also provided to the general public.
The images of all badges, insignia, decorations and medals on the institute web site are protected by Title 18, United States Code, Section 704 and the Code of Federal Regulations (32 CFR, Part 507). Permission to use these images for commercial purposes must be obtained from The Institute of Heraldry prior to their use.
TITLE 18 USC 33, Section 704 governs as follows:
Sec. 704. Military medals or decorations
(a) In General. - Whoever knowingly wears, manufactures, or sells any decoration or medal authorized by Congress for the armed forces of the United States, or any of the service medals or badges awarded to the members of such forces, or the ribbon, button, or rosette of any such badge, decoration or medal, or any colorable imitation thereof, except when authorized under regulations made pursuant to law, shall be fined under this title or imprisoned not more than six months, or both.
Works produced by contractors
Unlike works of the U.S. Government, works produced by contractors under government contracts are protected under U.S. Copyright Law. The ownership of the copyright depends on the terms of the contract. Contract terms and conditions vary between civilian agencies or NASA and the military.
Civilian agencies and NASA are guided by the Federal Acquisition Regulations (FAR). There are a number of FAR provisions that can affect the ownership of the copyright. FAR Subpart 27.4--Rights in Data and Copyright provides copyright guidance for the civilian agencies and NASA. In addition, Agencies may have their own FAR Supplements that should be followed.
Under the FAR general data rights clause (FAR 52.227-14), except for works in which the contractor asserts claim to copyright, the Government has unlimited rights in all data first produced in the performance of a contract and all data delivered under a contract unless provided otherwise in the contract. Unless provided otherwise by an Agency FAR Supplement, a contractor may, without prior approval of the Contracting Officer, assert claim to copyright in scientific and technical articles based on or containing data first produced in the performance of a contract and published in academic, technical or professional journals, symposia proceedings, or the like. The express written permission of the Contracting Officer is required before the contractor may assert or enforce the copyright in all other works first produced in the performance of a contract. However, if a contract includes Alternate IV of the clause, the Contracting Officer's approval is not required to assert claim to copyright. Whenever the contractor asserts claim to copyright in works other than computer software, the Government, and others acting on its behalf, are granted a license to reproduce, prepare derivative works, distribute, perform and display the copyrighted work. For computer software the scope of the Government's license does not include the right to distribute to the public.
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- [http://www4.law.cornell.edu/uscode/17/101.html US Code - Definitions]
- [http://www4.law.cornell.edu/uscode/17/105.html US Code - Subject matter of copyright: United States Government works]
Ali Ahmad Nasawi Abu l'Hasan Ali ibn Ahmad Al-Nasawi (Arabic: أبو الحسن علي بن أحمد النسوي), also spelled Nasavi, (1010 - 1075), was a Persian mathematician from Khurasan, now Afghanistan and Iran.
He flourished under the Buwayhid sultan Majd al-dowleh, who d
Boy Sets Fire
boysetsfire is a hardcore punk/emo band from Delaware that formed in October1994. boysetsfire is composed of guitarists Chad Istvann and Josh Latshaw, bassist Robert Ehrenbrand, drummer Matt Krupanski, and vocalist Nathan Gray. They released their first demo albums in late 1994 and early 1995. In
Weaver rail
A Weaver rail mount (Picatinny type) is a system to connect peripheral accessories to rifles, shotguns, pistols, archery bows, etc.
The slot spacing in the Weaver rail is 3.8mm, while the slot spacing on the Picatinny rail is 5mm. Therefore, although they look similar, they are in fact quite different and not interchangeable. While it is possible to attach a Weaver mount to a Picatinny rail, the "slop" in the slot is large enough that a robust attachment is impossible.
Picatinny
