ethanporcaro/eric-fulltext-meta huggingface dataset:
Secrets to Success in School Nutrition
Author: Rice, Nancy
Date: 2011-04-00
Type: Journal Articles
Subjects: Nutrition,Child Health,Hunger,Federal Legislation,Well Being,Lunch Programs,Breakfast Programs,Dietetics,Student Participation,Food,Eating Habits,Exercise

Students need more than just "any" lunch or breakfast to do well in school--the "quality" of these meals counts also. Studies have demonstrated the role healthy diets can play in students' academic achievement. That's why President Obama signed into law the Healthy, Hunger-Free Kids Act in December 2010. This historic legislation provides free school meals to more children in need and takes critical steps to ensure that all foods sold in school are nutritious choices. Fortunately, school meals have already come a long way. A recent School Nutrition Association report found that despite rising costs and limited funds, school meals include more fresh produce and whole grains and less sodium and added sugar. The Healthy, Hunger-Free Kids Act provides essential funds to help schools build on this success while strengthening nutrition standards for school meals and establishing new regulations to abolish junk food from school vending machines and snack bars. So what can schools do to meet these new standards, and how can they inspire children to make healthier choices? Every school nutrition program has different resources and limitations, but all can gain ideas from www.TrayTalk.org, a new Website featuring school nutrition success stories from districts nationwide. This article shares their secrets to success in school nutrition.
A Model for Healthy Change in Our Nation's Schools
Author: Geddis, Alicia M.
Date: 2011-04-00
Type: Journal Articles
Subjects: Lunch Programs,Nutrition,Wellness,Eating Habits,Change Strategies,Educational Change,Organizational Change,Models,Comprehensive School Health Education,Health Promotion,Food Service,Food Standards

The general health of school-age children is in the national spotlight, and school lunches are falling under scrutiny. Many of the food options that schools offer seem to be contributing to the obesity problem. Schools can play a critical role in promoting healthier eating habits through their wellness policies and participation in the National School Lunch Program (NSLP), and school leaders have the power to create a national model of change. The change begins with education. School leaders, in collaboration with all stakeholders, should make wellness a priority and should ensure that the school and district wellness policy is evident in the lunch program.
Finding Funding: Community Partnerships and Public Education
Author: DiNello, Sherri-Lin P.
Date: 2011-04-00
Type: Journal Articles
Subjects: Educational Finance,Public Education,Partnerships in Education,Fund Raising,School Community Relationship,Institutional Advancement,Educational Administration,Grantsmanship,Financial Support

The Southington Board of Education in Connecticut has committed itself to asking school administrators to look for funding alternatives so the board does not have to continuously say no. The Southington School District serves 6,900 students with an operating budget of $79.5 million, but that amount simply does not fund all its needs. The district made it a priority to reach out into the community to build partnerships. This article discusses how Southington community enthusiastically stepped up to the challenge; the result has been a variety of partnerships and revenue streams that bring additional funds into their classrooms.
School Business Management: The International Dimension
Author: Southworth, Geoff
Date: 2011-04-00
Type: Journal Articles
Subjects: Outcomes of Education,Foreign Countries,School Business Officials,Business Education,Management Development,Staff Development,Training Methods,Training Objectives,Certification

Most people do not think of schools as centers of revolution. Rather, they consider schools to be stable organizations that have not changed dramatically in how they operate. Indeed, some argue that school operations have changed remarkably little in the past 100 years. However, a change &quot;has&quot; been taking place in England that is beginning to be replicated in other education systems. This change has largely gone unnoticed, at least as far as public attention goes; yet it is a revolution in education nonetheless. In 2002, the National College for Leadership of Schools and Children's Services piloted a certificate program in school business management. This seemingly modest initiative was the start of something big in at least two ways. First, at the outset of the program, National College officials decided to focus on the broader role of school business management because focusing solely on the bursar's role in managing finances was too constrained. This broad focus on the role of school business managers (SBMs) carried with it the idea that SBMs make a significant contribution to the health and vitality of schools as organizations. Second, there was a huge demand for this program and the other programs that followed. The important role of the school business manager is becoming more evident in England, where SBMs are proving a positive return on investment. (Contains 1 figure.)
Incident Command Systems: Because Life Happens
Author: Isaac, Gayle
Date: 2011-05-00
Type: Journal Articles
Subjects: Emergency Programs,Information Sources,Guidelines,Crisis Management,Natural Disasters,School Safety,Teamwork,Educational Planning,Strategic Planning,Critical Incidents Method,Management Information Systems,Systems Development,Critical Path Method

Preparing for every possible contingency seems daunting, but with teamwork and some help from the government, it's almost do-able. There is a great system out there that will help business professionals and educators develop a strong, effective emergency preparedness plan. If they haven't done a good job of implementing a solid emergency response plan, they are opening themselves up to a vast amount of litigation and liability. There has never been a better time to revisit the issue of emergency preparedness and take advantage of the information that is out there to develop a solid plan to help protect educators and their students in the event of an emergency.
At the Ready: Planning for Business Continuity
Author: Sharp, Linda
Date: 2011-05-00
Type: Journal Articles
Subjects: School Security,Crisis Management,Emergency Programs,School Safety,Natural Disasters,Systems Approach,Systems Development,Information Systems,Management Systems,Information Security,Computer Security,Guidelines,Educational Planning,Strategic Planning

School system leaders never know when disaster may strike. Having a plan in place to protect vital data and systems is crucial. School system leaders need to be actively involved in crisis preparedness, planned response, and recovery to ensure student and staff safety and to make certain that all important operations, services, processes, and facilities continue to function in a disaster or crisis. In this article, the author describes key tips for crisis planning.
When the Creeks Rise: Disaster Recovery in Cedar Rapids
Author: Brousard, Dave
Date: 2011-05-00
Type: Journal Articles
Subjects: Natural Disasters,Crisis Management,Facilities Management,Educational Facilities,Risk Management,School Safety,Sanitation

On June 12, 2008, the local creek had flooded one-fifth of the city in Cedar Rapids. When schools buildings are flooded and the systems are in jeopardy, one has to act fast and learn from his/her mistakes. In this article, the author recounts his experience after the disaster in Cedar Rapids and shares what he learned from the disaster.
Reduce Fraud Risk in Your District with Stronger Internal Controls
Author: Okrzesik, Daryl J.
Date: 2011-05-00
Type: Journal Articles
Subjects: Accounting,School Accounting,Financial Audits,Finance Reform,Financial Policy,Money Management,Deception,Trust (Psychology),Educational Finance,School Business Officials,Standard Setting,Certification,Risk

Internal accounts offer schools a faster, more convenient way to handle the income and expenses that result from student fees, school clubs and organizations, field trips, fund-raising, and similar activities. But this convenience also incurs the added risk of fraud. Fortunately, there are proven ways to strengthen internal controls and reduce that risk. When properly structured and executed, strong internal controls can simplify the job of handling accounts outside the central office. In this article, the authors discuss how one can get started on the important task of implementing stronger controls over internal accounts in one's district.
Provisions in School Contracts: What to Include, What to Avoid
Author: Horner, Jeffrey J.
Date: 2011-05-00
Type: Journal Articles
Subjects: Public Schools,School Districts,Contracts,Performance Factors,Compliance (Legal),Legal Responsibility,School Business Officials,Business Skills,Business Administration,Guidelines,Technical Writing

Many factors distinguish public school district transactions from private business transactions. Like any other business transaction, public school contracts should unambiguously describe the transaction and sufficiently outline the obligations of the parties. However, public school districts may be subject to distinctive laws that effectively prohibit some contract terms while mandating the inclusion of others. A general awareness of the elements and legalities of public school contracts can be indispensable to school system leaders who handle business transactions on a regular basis. School district contracts that are not authorized by the proper school officials may not be legally binding. As such, it is crucial for the district to determine who may properly authorize contracts and to establish standard procedures by which contracts are executed.
Know the Risks: Transporting Students in Private Vehicles
Author: Mahoney, Dan
Date: 2011-05-00
Type: Journal Articles
Subjects: Extracurricular Activities,Student Transportation,Risk,Administrative Policy,Administrator Responsibility,School Responsibility,Legal Responsibility,Guidelines

Scheduling off-campus extracurricular activities is not the issue, but how to get students there can present a problem. The transportation of students by staff in their private cars for extracurricular activities is common and occurs chiefly as a matter of convenience or cost saving. But it is not without risks. In general, the best solution for all pupil transportation is an approved school bus and a qualified school bus driver. The author points out that using private vehicles to transport pupils to and from school-related activities should be avoided. However, when they are used, the circumstances must be determined necessary and desirable under policy guidelines, and the school administrator must grant permission in writing. Administrative regulations should ensure that such transportation occurs under the safest possible conditions and that adequate documentation is maintained to demonstrate that the regulations have been met and the pupils' welfare protected to the greatest extent possible.
Interscholastic Sports, Extracurricular Activities, and the Law: Accommodating Students with Disabilities
Author: Osborne, Allan G., Jr.
Date: 2011-05-00
Type: Journal Articles
Subjects: Extracurricular Activities,Extramural Athletics,Individualized Education Programs,Individualized Programs,Disabilities,Court Litigation,Educational Opportunities,Individualized Instruction,Academic Accommodations (Disabilities),Educational Legislation,School Law,Accessibility (for Disabled),Related Services (Special Education)

In most school systems in the United States, interscholastic sporting events and other extracurricular activities help bring people together while enhancing opportunities for students to become integral parts of their communities. Because of the important role that extracurricular activities, especially sports, play in the lives of students, schools, and communities, litigation has addressed the extent to which a particular portion of the student population, children with disabilities, are entitled to accommodations affording them opportunities to participate in these school-sponsored events. Virtually identical language in Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA) requires school officials in programs receiving federal financial assistance to make individualized determinations in granting reasonable accommodations for students who are otherwise qualified to participate in extracurricular activities. Since courts generally have not required educators to include extracurricular activities in the individualized education programs of students who are covered by the Individuals with Disabilities Education Act (2005), this article focuses on the two laws that have generated most of the controversies: (1) Section 504; and (2) the ADA.
The Role of Making the Stuff of Life in Place-Based Education
Author: MacEachren, Zabe
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Place Based Education,Outdoor Education,Educational Practices,Educational Philosophy,Educational Principles,Role of Education,Learning Activities,Handicrafts,Gardening,Equipment,Experiential Learning,Cultural Influences,Natural Resources,Physical Environment,Design,Indigenous Knowledge,Sustainable Development,Canada Natives,Time Perspective,Weather,Teaching Methods

This article examines the role material culture and making items can serve in establishing a sense of place or informing place-based educational practices. It is arranged around six principles that, if used in a learning context, connect material from a place to an enhanced comprehension of a sense of place. A critical component in making the stuff of life includes shaping and making practical items like tools, food, shelter and clothing. Contemporary place-based educational practices frequently emphasize connecting children with their food through gardening activities, but this article emphasizes that making practical items from local material is also a valuable way to begin learning about the place where one lives. The author describes some guiding principles that can be used to enrich the context of place during making experiences focused upon the stuff of life.
Discovering Sense of Place: Application through Education
Author: Aucoin, P. J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Place Based Education,Outdoor Education,Environmental Education,Experiential Learning,Teaching Methods,Curriculum Development,Educational Policy,Partnerships in Education,Program Descriptions,Elementary School Curriculum,Curriculum Implementation,Social Sciences,Interdisciplinary Approach,Art Education,Language Arts,Science Education,Technology Education,Physical Education,Health Education,Educational Practices,Educational Philosophy,Educational Principles,Learning Activities,Physical Environment,Integrated Curriculum

Over the past three decades, environmental issues have been on the global forefront and continue to affect people's daily lives. Although the need for environmental attention is at an all-time high, outdoor and environmental education (OEE) plays an insufficient role in school systems. As technology continues to contribute to advancements in every sector of the modern world, there is a dire need for education to find its way back to its roots. In achieving this, the ministry, school board members, principals, teachers and parents need to acknowledge the importance of experiential education and creating a sense of place for students during this important developmental stage of their lives. Sense of place can have many individualized meanings; common goals relate to the basics of individuals' developed relationships and understanding with nature, the environment, wildlife, community, and, most importantly, each other. To this the author suggests the days of endless textbook work, learning for the purpose of regurgitation and standardized testing have long passed their welcome. This article discusses a new direction for teaching methodologies, the importance of creating sense of place, and the potential in working with the traditional curriculum through integration of environmental and outdoor education.
Remembering the Roots of Place Meanings for Place-Based Outdoor Education
Author: Hutson, Garrett
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Place Based Education,Outdoor Education,Theories,Definitions,Educational History,Educational Practices,Educational Philosophy,Educational Principles,Sustainable Development,Teaching Methods,Environmental Education

Place-based education seeks to connect learners to local environments through a variety of strategies that increase environmental awareness and connectedness to particular parts of the world. The concept of place meanings encompasses the subjective ways people construct meaning through their experiences with an array of settings. Place meanings are personal, often with a human focus, and are open to interpretation, while place-based education tends to be framed more concretely within the particulars of local environments. In this article, the author argues that these two concepts can work together to broaden thinking around &quot;place&quot; as it relates to outdoor education pedagogy. The purpose of this paper is to promote the utilization of place meanings within approaches to place-based outdoor education by: (1) revisiting some of the conceptual and historical underpinnings of place-based education and place meanings to show similarities and differences between the concepts; and (2) presenting a synthesis of place meanings within place-based theory to inspire a useful approach to doing place-based outdoor education.
Plant Yourself on the Ground and Let Your Roots Grow: Human Development through Intimate Outdoor Experiences
Author: Carruthers, Vienna
Date: 2011-00-00
Type: Journal Articles
Subjects: Individual Development,Outdoor Education,Education,Teaching Methods,Environment,Experiential Learning

Ever since the author first read about the concept of a "Sit Spot" in "Coyote's Guide to Connecting with Nature" by Young, Haas and McGown (2010), it struck a strong chord within her. She has been aware of the concept of having a special place within nature that people are connected to and return to often, but she hadn't known that there are structured lessons created to enable practice. She believes that the concepts of "place" and "sit spot" are directly interrelated. Interactions with the outdoor environment stimulate people in a way that brings out their inner child and lets their inhibitions disappear. Through the exploration of sit spot practices and idea of place, she has become more aware of all the developmental benefits they have to offer. She believes nature experience is an integral part of human development; whether it is through sit spots or direct interactions with the natural environment, it has many lessons to offer that one truly cannot learn anywhere else.
Finding Canada outside: Building National Identity through Place-Based Outdoor Education
Author: Joyce, Katherine
Date: 2011-00-00
Type: Journal Articles
Subjects: Canadian Literature,Outdoor Education,Nationalism,Mythology,Foreign Countries,Attachment Behavior,Education,Environmental Education,Land Settlement,Land Use

In a country as diverse as Canada, spread over an incomprehensibly large land mass, the connections between citizens may require more imagination. One way that these connections have been traditionally imagined in Canada is through national myths, including the myth of the wilderness. This myth draws the Canadian identity out of an &quot;untouched&quot; wilderness landscape. As much as there are problems with the wilderness myth of Canada, the land provides a valuable connection between all disparate members of Canadian society. And so, the author proposes a much more inclusive re-imagining of this myth, in which people draw national identity from the land in all the variety of its meanings and uses. In this way, Canadians can work to develop attachments to their specific pieces of land, while acknowledging the interconnections of the national landscape. In this article, the author discusses how to build national identity through place-based outdoor education. She argues that educators need to introduce their students to the places in which they live, and encourage them to find the connections between their selves and their places in addition to fostering an understanding of their connections to others and other people's places.
Lessons from Cuba: Using Sense of Place as a Tool to Connect Internationally and at Home
Author: Dear, Samantha
Date: 2011-00-00
Type: Journal Articles
Subjects: Outdoor Education,Leisure Education,Field Experience Programs,Foreign Countries,Recreation,Latin Americans,Cultural Pluralism,Study Abroad,College Students,Cultural Awareness,Politics,Social Environment,Environment,Peer Relationship,Museums

In the spring of 2010, 16 Recreation and Leisure Studies students from Brock University in St. Catharines, Ontario, travelled to Cuba to complete a fourth-year field class titled International Field Experiences in Recreation and Leisure. After a week spent in Havana, Brock University students engaged in a unique outdoor education experience. With support from Mountain Hardware (that provided tents and sleeping bags), Brock students were able to share a crosscultural experience with 16 Cuban students from the University Superior de Cultura Fisica, Cuba's national university for sport and recreation. When the authors were asked to reflect on &quot;sense of place&quot; and how this concept fit into the program, they were surprised that many of the tenets of place mirrored the pre-departure curriculum of this course. For example, gaining knowledge of the political, social and environmental conditions of Cuba, prior to departure, helped Canadian students understand and engage in informed and critical discussion with their Cuban peers. However, upon further consideration of place, the most intriguing and unexpected realization was that Cuban and Canadian students naturally began to teach one another new ways to understand and connect to their home country. This article shares stories from the trip that exemplify two moments where this unexpected exchange occurred: (1) at the Museum of the Revolution; and (2) reactions to &quot;Leave No Trace&quot; (LNT) principles.
Reflections on Connecting through Outdoor Adventure
Author: Ritchie, Stephen
Date: 2011-00-00
Type: Journal Articles
Subjects: Adventure Education,Foreign Countries,Outdoor Education,American Indian Reservations,Researchers,Cooperation,Leadership Training,Canada Natives,Resilience (Psychology),Well Being,Personal Narratives,Youth,Universities

Connecting through outdoor adventure is a process that may or may not seem obvious. The word &quot;connecting&quot; resonates with a powerful and extensive implied meaning that the authors feel compelled to share. A recent collaborative research project between leaders from the Wikwemikong Unceded Indian Reserve and researchers from Laurentian University helped to uncover, or rediscover, that meaning through a series of outdoor adventure leadership experiences (OALE) designed for youth from this northern Ontario First Nations reserve. In this article, the authors aim not only to introduce the ways in which the OALE impacted resilience and well-being for Wikwemikong youth, but also to extend and apply their understanding of connecting beyond the context and culture within which it is rooted. They reveal how the OALE research reached beyond the youth participants, and how their experiences and stories have touched the authors on a personal level. Since research can be a deeply reflexive process, and it impacts all who are involved, the authors share this reflexive perspective through two personal philosophies of connecting through outdoor adventure. (Contains 1 figure.)