Refuge Update – May/June 2009, Volume 6, Number 3

Table of Contents: Recovering the New England Cottontail FOCUS..Ready for Tomorrow Build It and They Will Come CARE: Restoring America’s Wildlife Refuges

“Let’s Review.” A Look at the Effects of Re-teaching Basic Mathematic Skills

In this action research study of my classroom of 8th grade mathematics, I investigated the effect of reviewing basic fraction and decimal skills on student achievement and student readiness for freshman Algebra. I also investigated the effect on the quality of student work, with regards to legibility by having students grade each other’s work anonymously. I discovered that students need basic skill review with fractions and decimals, and by the end of the research their scores improved. However, their handwriting had not. At the end of the research, a majority of the students felt the review was important, and they were ready to take math next year in high school. As a result of this research, I plan to implement weekly fraction and decimal review assignments in all middle school grades: 6th, 7th, and 8th. In addition, fraction and decimals must be incorporated into daily assignments, where appropriate, in order to encourage students to retain these skills.

A Culture of Relationships: Early Care for Italian and American Children

A culture of childhood is a shared vision – an agreed upon vision – of the needs and rights of children, including ideas about how the people of the community can collectively nurture them and at the same time be renewed by them. In other words, it is a set of values, beliefs, and practices that people have created to guide their way of nurturing young children and their families. The vision is about investing in young children and investing in the supports and relationships that children need to learn and grow, both for the reason that children carry our future and because they carry our hopes and dreams for the future. These hopes and dreams begin with birth. Sensitive, emotionally available parents create the framework for interaction with their children by responding to the baby’s cues, engaging the baby in mutual gazes, and imitating the baby. The baby, born with a primary ability to share emotions with other human beings eagerly joins the relationship dance. The intimate family circle soon widens. Providers, teachers, and directors of early childhood programs become significant figures in children’s lives—implicit or explicit partners in a "relationship dance" (Edwards & Raikes, 2002). These close relationships are believed to be critical to healthy intellectual, emotional, social, and physical development in childhood and adolescence as well. These conclusions have been documented by diverse fields of science, ranging from cognitive science to communication studies and social and personality psychology. Close relationships contribute to security and trust, promote skill development and understanding, nurture healthy physical growth, infuse developing self-understanding and self-confidence, enable self-control and emotion regulation, and strengthen emotional connections with others that contribute to prosocial motivation (Dunn, 1993; Fogel, 1993; Thompson, 1996). Furthermore, many studies showing how relationship dysfunction is linked to child abuse and neglect, aggression, criminality, and other problems involving the lack of significant human connections (Shankoff & Meisels, 2000). In extending the dance of primary relationships to new relationships, a childcare teacher can play a primary role. The teacher makes the space ready--creating a beautiful place that causes everyone to feel like dancing. Gradually, as the dance between them becomes smooth and familiar, the teacher encourages the baby to try out more complex steps and learn how to dance to new compositions, beats, and tempos. As the baby alternates dancing sometimes with one or two partners, sometimes with many, the dance itself becomes a story about who the child has been and who the child is becoming, a reciprocal self created through close relationships.

BIRD CONTROL METHODS AND DEVICES--COMMENTS OF THE NATIONAL PEST CONTROL ASSOCIATION

It may be useful to review some of the considerations that go into recommendations concerning bird management. Later I will make some comments concerning specific methods and devices being used in or promoted for bird control work regardless of whether or not they are new. Members of the National Pest Control Association provide a variety of services, such as fumigation, termite control and general pest control which includes rodent control. There are eight such categories listed in our roster, but only one member in five provides every service listed. Bird control is a rather recent development and is the newest category of service to be listed in the NPCA roster where it appeared for the first time in 1959. As of September 1, 1966, 45% of our members' offices indicated that they were prepared to offer bird control service. Less than 40% did so in 1964. Why is it that more of our members do not declare themselves as ready to do bird control work? I believe the most common answer you would find is that bird control is not yet sufficiently established that they can provide a service comparable in quality to that which is provided against termites or cockroaches or rats. Our members simply do not want to jeopardize their reputation on methods that are not certain or are too complex. Others recognize the emotional reaction evidenced by much of the population concerning control of birds and do not want to become involved in work that might offend some of their clientele. Still others simply do not agree that birds are their responsibility.