D’ANDRE JEROME LAYNE

Case Type: Endangered Runaway
DOB: Nov 14, 1993	Sex: Male
Missing Date: Oct 8, 2009	Race: Black
Age Now: 15	Height: 5’10” (178 cm)
Missing City: CROWNSVILLE	Weight: 190 lbs (86 kg)
Missing State : MD	Hair Color: Black
Missing Country: United States	Eye Color: Brown
Case Number: NCMC1133032
Circumstances: D’Andre has a scar on his hand and a tattoo on his arm. His nickname is Dee.

Missing Kids

ARIANA LEIALOHA RAINEY

Case Type: Endangered Runaway
DOB: Feb 14, 1993	Sex: Female
Missing Date: Oct 7, 2009	Race: Biracial
Age Now: 16	Height: 5’2″ (157 cm)
Missing City: KANEOHE	Weight: 130 lbs (59 kg)
Missing State : HI	Hair Color: Brown
Missing Country: United States	Eye Color: Brown
Case Number: NCMC1133668
Circumstances: Ariana may be in the company of an adult male. She is biracial. Ariana is White and Pacific Islander. When she was last seen, her hair was dyed pink, purple and blonde. Ariana may go by the nickname Ani.

Missing Kids

MARISSA ANN BENSON

Case Type: Endangered Runaway
DOB: Feb 1, 1994	Sex: Female
Missing Date: Oct 7, 2009	Race: White
Age Now: 15	Height: 5’3″ (160 cm)
Missing City: AURORA	Weight: 160 lbs (73 kg)
Missing State : IL	Hair Color: Brown
Missing Country: United States	Eye Color: Brown
Case Number: NCMC1132768
Circumstances: Marissa was last seen on October 7, 2009. Her hair is dyed black.

Missing Kids

CHRISTINE MICHELLE BOOKER

Case Type: Endangered Runaway
DOB: Dec 19, 1992	Sex: Female
Missing Date: Oct 27, 2009	Race: Black
Age Now: 16	Height: 5’3″ (160 cm)
Missing City: CLINTON	Weight: 130 lbs (59 kg)
Missing State : MD	Hair Color: Brown
Missing Country: United States	Eye Color: Brown
Case Number: NCMC1133687
Circumstances: Both photos shown are of Christine. She has scars on both shoulders and red highlights in her hair. Christine’s nicknames are Christie and Tina.

Missing Kids

ASHLEY NICOLE CAMPBELL

Case Type: Non Family Abduction
DOB: Nov 18, 1994	Sex: Female
Missing Date: Sep 4, 2009	Race: White
Age Now: 14	Height: 5’6″ (168 cm)
Missing City: ALBANY	Weight: 123 lbs (56 kg)
Missing State : KY	Hair Color: Brown
Missing Country: United States	Eye Color: Brown
Case Number: NCMC1130535
Circumstances: Ashley may be in the company of an adult male. They may have traveled to Somerset, Kentucky. Her nickname is Ash.

Missing Kids

TATYANA GRAY

Case Type: Non Family Abduction
DOB: Feb 2, 2005	Sex: Female
Missing Date: Mar 10, 2009	Race: Biracial
Age Now: 4	Height: 3’0″ (91 cm)
Missing City: OSSINING	Weight: 40 lbs (18 kg)
Missing State : NY	Hair Color: Black
Missing Country: United States	Eye Color: Brown
Case Number: NCMC1134949
Circumstances: Tatyana was last seen on March 10, 2009. She may be in the company of an adult female and an adult male. They may travel to Bethel Park, Pennsylvania or Marietta, Georgia. Tatyana is Biracial. She is Black and Hispanic.

Missing Kids

Children Who Are Gifted

By Apple 4 the Teacher
November 6, 2009

 
The challenge of identifying gifted children and providing them with appropriate educational services is particularly complex when they are recent immigrants to the United States. Linguistic and cultural backgrounds, economic and attitudinal factors, sociocultural peer-group expectations, cross-cultural stress, and intergenerational conflict may all influence efforts to recognize and provide appropriate learning opportunities. Although immigrant groups are culturally diverse, they share some unique challenges when interfacing with the setting.

 

CHALLENGES

Linguistic. The process of second language acquisition is long, complex, and developmental. Therefore, attempting to determine a child’s intellectual potential by using English-based assessment instruments can lead to erroneous conclusions. In addition, assessment in English is more likely to reflect knowledge of English and interpretation of grammatical structure than general intellectual potential.

 

• Cultural. Traditional customs and sex-role behaviors are likely to differ greatly from those encountered in the U.S. (Sheehy, 1986; Goffin, 1988). Cultural differences in learning styles, listening behaviors (Trueba, 1983), and response patterns (Harris, 1988; Cohen, 1988) often underlie misinterpreted messages.

 

• Economic. Recent immigrants may be economically poor; parents may be supporting households both here and in their native country (National Coalition of Advocates for Students, 1988). Families may be large; older school age children may need to work after school or miss school to earn money.

 

• “Hidden” factors such as illegal immigrant status, limited knowledge about accessing social and health care services, neglect of basic health needs (Clark, 1988, October), and physical and psychological problems caused by the political environment in the native country (National Coalition of Advocates for Students, 1988) may also impede educational progress.

 

• Attitudinal. Immigrants may demonstrate a very positive attitude towards schools and learning. However, they may experience feelings of guilt for family members who had to remain behind, or who were hurt or killed in their native country. A gifted child’s heightened awareness may increase vulnerability when such circumstances exist.

 

• When a parent or relative is an illegal immigrant the child may fear authority figures (Gratz & Pulley, 1984; Portes, McLeod & Parker, 1978; Vasquez, 1988), thereby preventing them from forming close relationships with teachers and other potentially helpful adults.
• Sociocultural and Peer Expectations. Racial or ethnic conflict, concern for personal safety, or conflicting peer expectations may cause tension and interfere with or redirect the child’s natural curiosity and innate love of learning.

 

• Cross-Cultural. Cross-cultural challenges are confusing and may delay the development of a child’s sense of self-identity. Continuing crosscultural stress is often difficult for immigrants to articulate.

 

• Intergenerational. Immigrant children often serve as “interpreters” for the family, and as the children become Americanized they may begin to resent this responsibility, subsequently seen by elders as disassociating with tradition. Resultant coping strategies have a negative effect on self-concept and family relationships (Harris, 1988).

 

• School System. A student may have little, sporadic, or possibly no schooling prior to arriving in the U. S. Wei (1983) reported the frequency of wrong dates of birth in school records, a face saving scheme to hide facts about lack of schooling (Center for Educational Research and Innovation, 1987; Vuong, 1988).

Crowded classrooms, staff opposition to special programs, and use of standardized tests may preclude entrance of recent immigrant children into gifted programs. Steinberg and Halsted (National Coalition of Advocates for Students, 1988) reported that immigrant children have often been tracked into English as a Second Language programs, then steered towards vocational courses.

Misplacement may occur if gifted students with disabilities are classified solely in terms of their disabilities (Poplin & Wright, 1983), a problem not confined to immigrants. Parents of immigrant children may distrust any “special” classes, including classes for gifted and talented (Wei, 1983).

A disproportionate number of immigrants have been referred for psychological services (Sugai and Maheady, 1988) when their behavior was misinterpreted and labeled as adjustment or achievement problems (Trueba, 1983).

 

STRATEGIES

Linguistic

• Provide enrichment activities to students perceived “not ready” for gifted programs.
• Institute independent or small group research projects using native language references and resources.
• Help staff members become aware of different language structures.

 

Cultural

• Explain the concept of gifted programs to parents in their native language.
• Talk to parents in their native language to learn about aspects of giftedness valued by their culture.
• Develop program services that are culturally sensitive and responsive.

 

Economic

• Consider aspirations of the immigrant group; pay attention to variables such as the parents’ occupation and education.
• Work only from facts, assume nothing about the economic status or educational background of the family.

 

Attitudinal

• Transmit a sense of self-reliance; use a biographical approach concentrating on positive aspects of problem-solving, task commitment, and decision making.
• Encourage student involvement in publications or community programs.
• Encourage journal writing and writing of stories and poems.
• Provide opportunities for a peer support counseling group.

 

Sociocultural and Peer Group Expectations

• Use narratives, role playing, and bibliotherapy to model conflict resolution.
• Identify conflicting expectations, determine the causes, and provide intervention.

 

Cross-Cultural

• Increase motivation for children to identify themselves as candidates for gifted programs by referring to the gifted program as an opportunity for students to work harder and learn more.
• Use care in selecting staff responsible for identification. If possible, select staff members who are familiar with the child’s culture, country, or region.

 

Intergenerational

• Use nonverbal expressive arts to involve the family.
• Use intra/intercultural peer referral as a source of identification.
• Involve outreach workers for parents and other family members.
• Use media services in the native language. These services are usually available through local agencies.

 

School System

• Identify or place students according to educational background and potential.
• Interpret the child’s behavior in the context of the child’s experiences (Ramirez, 1988).
• Use extracurricular activities as part of the identification process; incorporate successful activities and areas of interest into learning goals.
• Ensure that the screening and selection committee has knowledge of creative production or performance in the respective culture. Include representative community members on selection committees. Avoid using standard identification instruments.
• Assess from the perspective of individual learning styles.
• Place the child in a minimal stress, “culturally congruent” (Trueba, 1983, p.412) environment and observe for a period of time.
• Periodically, discuss attitudes and possible biases with teachers. Hold informal sessions to air problems and exchange ideas.
• Use a developmental rather than a crisis-oriented model.

Both society and individuals benefit when a linguistically and culturally diverse population is tapped for talent potential. Problem areas must be defined in the light of specific cultures and culture differences. Attention must be directed to problem-specific techniques to ensure correct placement and opportunities for appropriately differentiated learning experiences that are culturally sensitive.

Article References

Source:  Apple 4 the Teacher
Editor’s Note: We would like to know what you think. dan@youngchronicle.com

Wish of the week – Jonathan

By MWF/PIO
November 6, 2009

Source: Make A Wish Foundation

 

 

Editor’s Note: We would like to know what you think? dan@youngchronicle.com

Patient of the Week – Victoria Caileanu

By St. Jude
November 4, 2009

Victoria Caileanu
4 years old

 

Diagnosis:

Victoria was found to suffer from Burkitt lymphoma in August 2008.

Victoria’s Story:

When little Victoria lost a drastic amount of weight—10 pounds in less than two weeks—her mother, Mariya, was terribly worried. Victoria’s skin began to turn yellow and she complained her stomach hurt. Mariya rushed her daughter to a doctor, and tests revealed devastating news: Victoria had a tumor in her abdomen.

Mariya was shocked to learn her little girl had cancer. “I almost had a heart attack,” she remembered. “My heart was hurting really bad.” The doctor advised that St. Jude Children’s Research Hospital offered the best treatment and care for pediatric cancer and provided a referral. The hospital was 300 miles away, but if they drove all night, she could be there by morning.

At St. Jude:

Victoria quickly began receiving chemotherapy to destroy the enormous mass. Today, tests indicate that there are no more tumor cells in her body.

Victoria is home again—and back to her happy self. She likes to run, wrestle with her siblings, pose for pictures and swing on the swing set. She also loves coloring and puzzles. Now that Victoria is feeling better, the family is eager to give back. “St. Jude helped us so much, and we paid nothing,” said Mariya. “For a family without a big income, a hospital like this is really important.”

Editor’s Note: We would like to know what you think. dan@youngchronicle.com

Source: St. Jude

Soldier of the Week – Army Sgt. 1st Class James Brasher

by Dan Samaria
Publisher/YC
November 5, 2009

Editor’s Note:
Home State: Albuquerque, NM
Awarded: Silver Star

We would like to know what you think. dan@youngchronicle.com

Army Sgt. 1st Class James Brasher’s “daring acts of intrepidity and gallantry in the face of a numerically superior and determined force,” have earned him a Silver Star according to the citation that accompanied the medal.

Those courageous acts occurred on Dec. 8, 2007, when Brasher was serving as platoon sergeant for 2nd Platoon, Company A, 1st Battalion, 508th Parachute Infantry Regiment. The company had been tasked to participate in Operation Mar Kararadad, during which Brasher repeatedly exposed himself to enemy fire to keep his soldiers out of danger.

The multinational mission to clear insurgents from the Taliban stronghold of Musa Qal’eh, actually began the night before when the company landed by helicopter just outside of the city. Under cover of darkness the soldiers moved to occupy a hill overlooking the city.

At dawn, Company A started taking small-arms and heavy machine-gun fire from a small town at the base of the hill. Brasher and the 2nd Platoon leader decided the town, which was isolated from the rest of Musa Qal’eh by a dry riverbed and already scheduled to be cleared by the Platoon, should be cleared immediately.

As the soldiers began systematically clearing buildings, a Taliban fighter attempted to the lead squad, which included Brasher. He killed the gunman before he could kill or injure any Paratroopers.

The squad began taking small-arms as it advanced to the next compound. Again, Brasher reacted, throwing fragmentation grenades toward the enemy position, thereby suppressing the attack and preventing the enemy from getting a fix on the soldiers’ position.

When the platoon leader’s element was attacked with machine-gun fire and rocket-propelled-grenades, Brasher joined the group to pinpoint the enemy position, once again exposing himself to enemy fire.

Brasher then led a squad to clear a compound that put him and his soldiers in a better position to return fire. As he was directing the Paratroopers, he spotted a Taliban fighter with a machine gun and opened fire. He then led his squad over a mud wall in pursuit of the fleeing insurgent, killing two more gunmen as the squad rounded the corner. When the squad encountered a larger enemy force more insurgents were killed.

As the Taliban forces consolidated into a highly defensible compound with thick walls, Brasher spotted the enemy positions inside and began engaging them. That’s when one of the insurgent’s bullets tore through his right forearm and bicep, which slowed him down, but didn’t stop him from fighting and giving instructions, according to the citation. In fact, the unit’s medics had to force him to submit to medical care.

“SFC Brasher’s fearless actions and dedication to mission accomplishment enabled Second Platoon to destroy over 20 well-trained Taliban fighters. His quick decisions and aggressive stance against the enemy saved the lives of his men,” the citation reads.

For his gallantry in action with marked distinction, Army Maj. Gen. Curtis M. Scarparrotti, commander of the 82nd Airborne Division presented Brasher with a Silver Star on October 9. The ceremony was held at the 82nd Airborne Division War Memorial Museum at Fort Bragg, N.C.

Source: Our Military

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