Category: Education

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The Dark Side of Historical Figures

“Never meet your heroes,” warns the colloquial adage, it’s message laden in hindsight. The only people who give such advice are the ones who wish they had taken it. Unfortunately for Americans, many of our most cherished heroes harbor inconspicuous characteristics that may leave some people second guessing their idols.

Among some of those famous controversial figures was Henry Ford, the automobile tycoon of the early 1900s. Today, we credit him with his success as the founder of Ford Motor Company and as the installer of the first moving assembly line. However, fewer know of his devout anti-Semitic views, ones that he propagated using his platform as a successful businessman.

In 1919, just two years after the U.S. entered the war against Germany, Ford bought a local Michigan newspaper that began publishing a series of articles entitled: “The International Jew: The World’s Foremost Problem.” The same newspaper referred to jazz as “Yiddish moron music.” His close friend Thomas Edison, credited today with the invention of the modern lightbulb, also at times expressed bigoted comments aimed at immigrants and Jews.

Fords racist ambitions caught the eye of Adolf Hitler himself, Hitler even including Ford as the only American by name in his notorious autobiography, Mein Kampf. The German dictator once referenced Ford saying: “You can tell Herr Ford that I am a great admirer of his. I shall do my best to put his theories into practice in Germany. I regard Henry Ford as my inspiration.”

Ford and Edison weren’t the first nor the last prominent American figures to publicly display their bias.

John D. Rockefeller and Andrew Carnegie are acclaimed today for their considerable success in business, however, at the time of their success, they were amongst some of the most hated men in the country. Both families dealt with intense labor conflicts. The Homestead Strike of 1892 against Carnegie Steel involved thousands of workers in Pennsylvania fighting for their rights as laborers. On the other side of the country, Rockefeller Jr. was accused of orchestrating the Ludlow Massacre in 1914. Despite these negative altercations, today these men’s families are better remembered for their business attributes, with renowned testaments to their achievements reflected in Rockefeller Center or Carnegie Hall.

From the political realm, Susan B. Anthony and Elizabeth Cady Stanton, are remembered today for their incredible battle for women’s suffrage yet forgotten for their blatant racism in that same fight. They were possibly the two most prominent forces fighting for women’s rights in the 1850s, yet both were recorded on several occasions pushing white supremacist viewpoints to support their platform. Anthony publicly opposed the Fifteenth Amendment, giving black men the right to vote in 1870. She once said in a meeting with abolitionist Frederick Douglass, “I will cut off this right arm of mine before I will ever work or demand the ballot for a Negro and not the woman.”

Even Albert Einstein, who is often reverently remembered for being a benevolent genius, was recently discovered to have severely racist stereotypes littered among his private travel diaries. Written between October 1922 and March 1923, he makes several offensive generalizations, including one that called the Chinese “industrious, filthy, obtuse people.”

It can be disheartening to hear about some of the ways these widely admired figures conformed to the cultural milieu of their times. We want to believe that they would hold some of the same ideals we do today, but instead, we find that many of them succumbed to the negative influence of blatant racism and bigotry. People are complex; history is perhaps even more so. Things that are complex deserve to be investigated; they must be met with a reasonable amount of skepticism, so that we can appreciate the good and criticize the bad.

We must treat the past with the same standard of judgment that we hope the future will someday pass on us, for better or for worse.

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Handling the Fear

Walking into a store the other day I, and the woman next to me, stopped when we saw a fire truck, ambulance, and police car outside. We looked at each other and questioned whether it was safe to go inside. The conversation continued, and she told me that even though she works in a busy hospital, she never goes anywhere alone. She has her husband or grown son accompany her. The anxiety of the past year has taken its toll on her and she explained that getting her nails done by herself was a monumental step. If an adult woman struggles to go in the outside world, how do young children step inside of a school? How do we make them feel good about it?

The American Psychological Association urges parents to speak honestly with their children and to keep the level of detail age appropriate. Allow them to speak without interrupting and try to make home a haven where they can have a respite from the outside world. Following a crisis, children’s habits may change including sleep patterns, study patterns, and changes in appetite. Keeping news to a minimum and allowing children to express themselves through forms of art are some of the suggestions to help parents navigate this difficult time.

Christopher Gannon, a music teacher at Eagle Ridge Elementary and a band/color guard instructor at Marjory Stoneman Douglas, has been connecting with children at every age level during the recent crisis. “February 15th feels like it was yesterday,” Gannon said, referring to the day after the shooting. Because of his position as a music teacher, he sees children from pre-k to fifth grade and indicates that many of the children are discussing the tragedy at home.

Recently, the school had a day for children to wear orange for gun violence and Gannon remarked that an overwhelming number of children wore orange. “Maybe some parents just told their children they were wearing orange to school that day, but I think that most of the children were aware of the reason,” Gannon said. The fear, sadness, and awareness differ for each child he said, which may be due to the amount of discussion or exposure at home. “There is no right or wrong how parents handle it,” he said.

Gannon has not witnessed any major changes in his students. While it may be in the back of their minds, he feels that the children believe everyone is doing their best to protect them. One common denominator among children of all ages is their resilience, particularly among high school students. “They are driven by the right things, whatever they believe that is,” Gannon said.

The Marjory Stoneman Douglas band recently gave their last performance for the year and a tribute was played for the victims. The practices were highly emotional, and, at times, students would have to leave the room to collect themselves but would then return. During one of the practices an instrument was dropped and thinking that it was a gunshot there were some screams and a moment of fear, but that the students quickly regained their calm.

Gannon, who comes from a family of musicians, is a firm believer that music has provided a form of release for them. “Being involved in any form of art allows one to creatively express themselves,” he said. Gannon offers a reminder and some reassuring words: “These kids are positive and powerful.”

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Kids and Sodium Intake

Sodium is an essential nutrient that our body needs to perform its metabolic functions each day. When it comes to adults, the consensus is that a high intake of sodium will increase the chances of hypertension and stroke. Decreasing sodium intake to reduce your risk of heart disease is recommended by the American Heart Association and in the 2015-2020 U.S. Dietary Guidelines. Well, what about children and teenagers? While there has been much less research on these age groups, studies have shown that sodium reduction in children and teens is associated with small reductions in blood pressure.

About 90 percent of our sodium intake comes from sodium chloride, or table salt, which is composed of 40 percent sodium and 60 percent chloride. It is absorbed in the intestine and excreted mainly by the kidneys.

While young and old people consume too much sodium, not getting enough can have serious consequences. Excessive fluid intake can cause hyponatremia and this can cause sodium in the blood to be diluted to a dangerously low amount. This can result in seizures, coma, brain damage, and even death. This is an important example how sodium plays an important role in our health, as well as, disease.

 Kids and Sodium Intake

It has been estimated that if Americans decreased their sodium intake to 1,500 mg per day, it could result in a 25 percent decrease in blood pressure. To put that into perspective for youngsters, a single kid’s meal at a fast food restaurant could exceed that amount of sodium. Almost 90 percent of children ages 6 to 18 in the United States consume far more sodium than the current recommended intakes. That is important as the Centers for Disease Control and Prevention has found that one in six children ages 8 to 17 have above normal blood pressure. Several studies have found that high sodium intakes in childhood can lead to prehypertension that can carry over to hypertension as an adult. The association between sodium intake and prehypertension appears to be stronger among children who are overweight or obese.A recent study published in The Journal of Pediatrics found that the incidence of hypertension decreased among children ages 6 to 18 who adhered closely to the DASH-style diet. DASH, which limits sodium to about 2,300 mg per day, includes whole grains, fresh fruits, vegetables, and low-fat dairy products. It also includes poultry, fish, legumes, nuts, and seeds.

Here is a quick breakdown of the sources of sodium in the average US diet: 5 percent is added while cooking, 6 percent is added while eating, 12 percent comes from natural sources, and a whopping 77 percent comes from processed and prepared foods.

A recent study published in the Journal of the Academy of Nutrition and Dietetics reveals some insight into the sodium intake of children and where that sodium comes from. Current recommended sodium intake for school-aged children ranges from 1,900 mg to 2,300 mg per day. Here are a few of the most revealing sodium intake statistics from this study:

  • Almost 90 percent of the children exceeded the upper level of sodium recommended for their age group.
  • The average sodium intake was 3,256 mg per day, not including salt added at the table.
  • Average sodium intake among high school children was comparable to that of adults and about 500 mg higher than younger children.
  • Sodium intakes were highest among teens aged 14 to 18.
  • Girls consumed significantly less sodium than boys.
  • Only ten types of foods make up almost 50 percent of kids’ sodium intake.

These statistics are concerning and make it even more important to reduce sodium consumption among children because taste preferences formed in childhood can influence food choices and salt usage in adulthood. Start teaching your children now about reducing their salt/sodium intake for a healthier lifestyle.
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What is Eating Our Boys?

While it is obvious that mass shootings can only be called “shootings” because they involve guns – and guns are the common factor – there is an elephant in the room of another constant aspect. The only thing these mass shootings have in common is that males, many of who are young men, mainly carry them out. It is true they all have different degrees of criminal history and/or mental health backgrounds, according to Daniel Victor, journalist for the New York Times. Victor adds that their reasons may range from revenge, personal notoriety, or a vendetta over a grievance. My question is since we recognize the obvious, how do we deal with this and move forward in the wake of the most recent tragedy in Parkland?

“It’s not that girls don’t get angry too, but “they tend to be more amenable to processing emotions and talking them through,” said Dr. Steven Stosny, PhD in Psychology Today. “This does give parents an opportunity, if astute enough, to deal with them.” What is Eating Our Boys?
Furthermore, adds Ani Smith, a Licensed Mental Health Counselor, that the ways that boys act out are unique. “Boys don’t just grow up ‘angry,’ but they can become isolated and alienated over time as relationships with caregivers experience strain, challenges with peers increase, and adolescent insecurities peak.”

Dr. Stosny said it’s the testosterone factor. It should be considered in this day and age of violent video games, over-the-top violence in movies and social media, in addition to song lyrics, all of which have influences. “The testosterone surges that boys experience, blunts their fear, while it disinhibits, making them more susceptible to dangerous behaviors that both invoke and result from anger,” Stosny adds.

All of this is very concerning to me, as a mom of two boys. My boys have always been everything to me. Although they have been seemingly sweet for most of their young lives, they are teenagers now, and things are changing. Sure, all teens have attitude and try risky behaviors. Some may even be depressed or angry at times. So how do we as parents decipher when it is a problem or a true mental health emergency? My son, Jake Scott, said, “men handle their problems with violence because that is what they see.” He adds that many kids build up stress from “overloaded pressure and schedules.” Have we as parents, overloaded our kids thinking keeping them busy at every moment would be a good thing? It is a question to ponder. If Dr. Stosny believes that girls talk their problems out to solve them, then how can we do a better job in reaching boys and encouraging them to do the same? Why aren’t boys given outlets to talk their problems out? If they think it is not “acceptable” to discuss problems with other males, how do we make it acceptable? Will it be acceptable if we add more social programs for boys in schools, peer counseling, or maybe an app on the phone?

Smith stated that boys need safe outlets for managing “intense emotions.” Ideas she offers are talking to a trusted adult, playing sports, scout clubs, volunteering, and playing music. “It is important to prioritize and cultivate relationships with trusted adults (dad, uncle, mom, grandpa, teachers, coaches), as it keeps them connected to others and avoids isolation and alienation, both indicators of psychological imbalance,” Smith said.

Other ideas to explore as part of the problem in addition to what has already been mentioned, is sleep, nutrition, and exercise. It is widely known that exercise is used as a therapy for many issues. Food, and sugars in particular, can definitely play a part in causing mood swings. Furthermore, sleep studies suggest that when we operate on less than 6.5 hours of sleep, our reaction time is slowed and we may be operating as if intoxicated.

Finally, it’s clear there are a myriad of culprits to why our boys are having trouble coping in today’s world, but if we come together, we can share more ways to get involved. What will you do? Let’s make this a call to action.

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DUAL ENROLLMENT

If you’re a high school student and itching to attend college, you may not have to wait.

Dual enrollment is an option that allows students to earn high school and college credits at the same time, possibly save money on college tuition, and perhaps finish college early. But just because you want to be a dual enrolled student doesn’t mean you can be. You must meet requirements.

Eric Belliard, guidance director at Coral Springs High School, said dual enrollment is open to juniors and seniors at CSHS. In addition to being a junior or senior, you must possess at least an unweighted 3.0 grade point average. A student must also earn qualifying PERT college readiness test scores, or qualifying scores on the SAT or the ACT in English, reading, and math. You must maintain at least a 3.0 GPA to continue in the program. If you fail a class, you’re out.

“There’s a big demand for it,” Belliard said, referring to students hoping to be dual enrolled. NBCMiami.com reported, and Belliard confirmed, that CSHS offers more dual enrollment classes on its campus than any other Broward County school. CSHS offers nine such classes through an arrangement with Broward College and two through Florida International University. Belliard estimated about 13 percent of the school’s student body is dual enrolled.

According to the school’s website, “CSHS Dual Enrollment Academy provides a venue for our students to take advantage of an accelerated curriculum. There are no costs associated with tuition, fees, or books. Smaller classes provide a more comprehensive classroom experience. In addition to providing a smooth transition from high school to the post-secondary education, dual enrollment reduces the time necessary to complete requirements for a college degree and can save parents money on college tuition.”

“You’re saving tons of money,” Belliard said. Terrence Sullivan, guidance director at Marjory Stoneman Douglas High School in Parkland, said students also benefit because, “it’s giving them college credit and at the same time it’s satisfying high school graduation requirement(s).” “It accelerates their college program,” Sullivan said. Sullivan added it’s not unusual for a dual enrolled student to graduate high school having earned a full-year’s worth of college credits. Sullivan and Belliard said they don’t encourage or discourage students from dual enrolling. They provide students and parents with information and let them make an informed choice.

“We don’t discourage it (but neither do we) actively recruit kids into dual enrollment classes,” Sullivan said. Sullivan said even some middle school students are dual enrolled. However, he suggests students don’t begin a dual-enrollment program until they are juniors. “Students who aren’t ready for dual enrollment run the risk of having their college GPA negatively impacted,” he said. Belliard said he tries to make sure students don’t overload themselves with courses. He said per Broward College policy, students can take up to 11 credits per semester as a dual enrolled student.

“Most Florida public universities within the state university system will accept dual enrollment credits,” Belliard said.

 

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Pediatric Occupational Therapy: Transitioning Children from Being Isolated to Being Included

“Nobody is superior, nobody is inferior, but nobody is equal either. People are simply unique. You are you, I am I.” Osho

Pediatric Occupational Therapists are life builders for children whose lives have been afflicted by disability, especially those with autism and cerebral palsy. OTs help these individuals to be free of their isolation, and help them to share their abilities with others. OTs do not attempt to make clients like everyone else. We embrace their strengths, and work on the areas that are weakened which affect their everyday functioning. If a child has difficulty controlling his or her self stimulating behaviors, we teach him or her how to satisfy that crave in supplementary ways so that it does not affect his or her functioning and those around them. We want him or her to share his or her uniqueness.

If a child with cerebral palsy demonstrates impairments with his or her motor control and coordination skills, which affect his or her activities of daily living including dressing, bathing, and social interaction skills, occupational therapist help remediate deficits and train clients and caregivers on compensatory techniques as needed to lead fulfilling lives.

Various children with autism may miss sensory information from the environment that provides signals about what is going on in their surroundings and may be referred to as having poor registration. The brain may not be getting what it needs to produce appropriate responses. Other children may be referred to as having “seeking behavior.” These individuals are characteristically active and continuously engaged in their environments. They add sensory input to every experience in daily life. They may seem impulsive and the consideration for safety when playing may be absent. Some children with autism may display hypersensitivity to sounds, sights, smells, tastes, and textures. These children may have sensitivity behavior. They have overreactive neural systems that make them aware of every stimulus that becomes available, and do not have the appropriate ability to adjust to these stimuli. Children may also present as having avoiding behavior, which represent those who may engage in disruptive behaviors, especially in situations where they know they are having difficulty. They avoid circumstances by either withdrawing or participating in emotional outbursts that enable them to get out of the situation. The child may appear stubborn and controlling and prefer routines without any sudden changes.

The child is creating a state to limit sensory input to those events that are known and therefore easy for the nervous system to interpret. There is not a cookie-cutter treatment plan for these exceptional children. OTs give the children and caregivers individualized recipes (treatment plans) called a sensory diet with ingredients (tools) to help the child regulate his or her sensory system for success at home, school, and in the community. Children with cerebral palsy characteristically demonstrate deficits with reflex, body movement, muscle tone, balance, posture, muscle coordination, and receiving and responding to information through the senses. These complications can considerably impair a child’s ability to successfully take part in daily living activities including, dressing, feeding, sitting, standing, socializing, and more. These limitations can lead to isolation.

Occupational therapists encompass the skills necessary to improve their posture, reduce muscle tone, and improve their range of motion. They will improve a child’s self-care skills, visual motor skills, handwriting skills, and the ability to navigate his environment. These skills are imperative to improve a child’s functional independence to replace isolation into inclusion. But treatment does not end in the therapy clinic. A comprehensive home exercise and activities program and family education are vital to this process. OTs are knowledgeable in many areas in pediatric care. The focus is on improving a child’s functional independence. Through individualized treatment strategies and taking a family centered approach, limitations can be altered into great expectations.

 

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Teacher to study the Polar Ice Caps

Adeena Teres, a teacher at Marjory Stoneman Douglas High School in Coral Springs, is going on the trip of a lifetime. She will be traveling with “PolarTREC” to explore the polar ice caps in Greenland. PolarTREC (Teachers and Researchers Exploring and Collaborating) is a company devoted to providing polar research-based travel opportunities to educators in grades K-12.

NASA will fund Teres as part of “Operation Ice Bridge,” a scientific exploration in its ninth straight year to measure changes in the elevation of the ice sheet and sea ice extent.

Teres is grateful for this incredible opportunity. She is looking forward to braving extreme weather and conducting real scientific research in the Arctic. A Philadelphia native, she knows the snow and what she has seen is nothing compared to what lies ahead. She will explore and share this experience with her students via the Internet.

Teres applied for the trip a couple of times before she was finally accepted. She was persistent because as she explained, “It’s just something I’ve never done before.”

Teres is going on a “Survey Mission,” where she will record the amount of ice in the Arctic, conduct basic research, and collect data. Her curiosity and passion for the subject will power her forward as she shares newfound knowledge with her students from this life-changing journey.

Teres already has plans for how she will incorporate the trip into her curriculum, and she knows that it will benefit her students. “They’re going to learn what it’s like to be a real scientist,” she said.

Teres will be collaborating with other teachers and posting about her experiences in an online journal, so everyone will be able to follow her on her mission. According to Teres, the journal will be interactive, allowing her students to ask questions, and her to answer them directly.

Teres is most excited to see what it’s like to do real field research. She anticipates recording personal memories based on these adventures. She hopes to gain “a fresh outlook on science” and bring her newfound enthusiasm to the classroom. “I would like to learn more about polar science, learn more about what NASA is doing, and what other projects are out there for different scientists and teachers,” Teres said.

She is eager to learn and grow as a person, a teacher, and as a student, herself. “This is a one-of-a-kind chance to have a cultural immersion and gain valuable life skills,” she said. “I definitely want to see a polar bear, a crevice, ice calving, (the breaking of ice chunks from the edge of a glacier), snow-covered mountains, an expanse of white…which in my mind is almost unfathomable,” she added.

 

For Teres, this mission of stepping out of her comfort zone and the Florida sunshine into the chilly Arctic air will be unforgettable. Her students are lucky to have a teacher who is devoted to her craft, passionate about delving into uncharted territory and sharing her knowledge with them.

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Not all College Credits and Degrees are Equal

Not all colleges and universities are equal, nor are all college and university credits. As a result, credits and degrees from some institutions that call themselves colleges or universities may not be accepted at traditional and established colleges and universities. That acceptance may be crucial in pursuing a new career or degree, so students need to be careful. Accreditation is the key, but not all accreditation is equal. If you look at the faculty jobs section of college or university websites, one usual requirement is that your degree, undergraduate or graduate should be from a regionally accredited institution.

Educational accrediting agencies are non-governmental, non-profit, and widely recognized authorities. Most traditional private and public colleges and universities are regionally accredited by one of the following:

 

Middle States Commission on Higher Learning.

New England Association of Schools and Colleges.

Higher Learning Commission

Northwest Commission on Colleges and Universities.

The Southern Association of Colleges and Schools.

Western Association of Schools and Colleges.

Accrediting Commission for Community Colleges and Junior Colleges

 

All of these agencies are recognized by the Council for Higher Education Accreditation (CHEA). Be sure that any college or university you attend has regional accreditation from one of these accrediting organizations or the degree or credits earned may carry little value.

 

Be especially wary of private colleges and universities that lack regional accreditation but claim to have national accreditation. Although national accreditation sounds like a higher status, in the world of academia, regional accreditation usually matters more. As a rule, regionally accredited universities and colleges recognize only credits or degrees from a college or a university accredited by one of the regional accrediting organizations above.

 

However, some specific fields of study do require accreditation from a national authority. The Commission on Accreditation of Allied Health Education Programs (CAAHEP) reviews and accredits postsecondary education programs in numerous health and related fields. A graduate of a law school that is not accredited by the American Bar Association might not be allowed to take a state’s bar exam without additional qualifications.

 

Regional accrediting agencies will list accredited colleges and universities on their websites, so prospective students can check whether the institution of higher learning has regional accreditation.

 

Before committing to any institution of higher learning, contact the academic advising office of a state university and be sure it would accept degrees and credits from the school you are thinking of attending. If you don’t, you may find yourself with a crushing student loan debt, and without the new career you expected would help pay for the education you received.

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A national “teach-in” put a spotlight on environmental issues

EARTH DAY 1970

A national “teach-in” put a spotlight on environmental issues

“Go green, be environmentally conscious, think eco-friendly.” These catch phrases are now firmly established in the popular lexicon. So it may seem strange that at one time most Americans were largely unaware of the need to clean up the planet and preserve its precious resources.

Flash back to the end of the tumultuous 60s with massive civil disobedience protests against the Vietnam War, and in support of civil rights. Urban sprawl and pollution are starting to make people think twice about the cost of “progress.”

Enter U.S. Senator Gaylord Nelson from Wisconsin. A large oil spill in 1969 motivated him to make Americans more aware of the importance of environmental issues so that legislation will become a political action priority.

 

Senator Nelson chooses Harvard University graduate student Denis Hayes and a small army of college volunteers to coordinate the activities of “a national teach-in on the environment.” Thousands of communities and schools across America took part. So, on April 22, 1970, Earth Day is celebrated by an estimated 20 million people. It’s a huge, unprecedented, and historic U.S. event.

Lesser known is the fact that nearly simultaneously an international version of Earth Day was conceived by San Francisco newspaper publisher and peace activist John McConnell and actually celebrated first — a mere month prior to Gaylord Nelson’s national Earth Day.

McConnell first proposed the idea of a global holiday to honor Earth and Peace in October 1969 at a UNESCO Conference, followed by a San Francisco Earth Day proclamation and worldwide celebration on March 21, 1970. The United Nations continues to mark Earth Day on that day every year by ringing its Peace Bell at U.N. headquarters in New York City.

An enduring legacy of Nelson’s Earth Day was the subsequent passage of the Clean Air Act, Clean Water Act, Safe Water Drinking Act, and the Endangered Species Act, among other laws. Only three years later, the Environmental Protection Agency was established to protect the environmental health of all Americans.

“Groups that had been fighting against oil spills, polluting factories and power plants, raw sewage, toxic dumps, pesticides, freeways, the loss of wilderness, and the extinction of wildlife suddenly realized they shared common values,” states The Earth Day Network.

Flash forward to Earth Day last year when 175 countries came together and signed the historic Paris Climate Agreement to cut carbon emissions to address the disastrous consequences of climate change to all species inhabiting our planet.

Global warming will be the overarching issue as the 50th Anniversary of Earth Day in 2020 approaches. Meanwhile, it serves as an annual reminder that each person can do his or her part, in their own communities to keep the environment healthy for all.

 

 

 

 

 

Please put in a box or something fancy

IF YOU GO

 

EARTH DAY 2017 ACTIVITIES

 

Coral Springs

What: EarthFest

When: April 22, 9am to 1pm

Where: Sawgrass Nature Center. 3000 Sportsplex Drive, Coral Springs

Features: Wildlife exhibits, guided tours, plant giveaways for Coral Springs residents, and children’s activities.

Parking: Dr. Paul’s Dog Park and Sawgrass Springs Middle School.
Information: Visit CoralSprings.org, or call Casey Lee, Coral Springs Environmental Coordinator, at 954-344-1117.

 

Parkland

What: Parkland’s Farmers Market Earth Day and Arbor Day activities

When: April 23, 9am to 1pm

Where: 8350 Ranch Road, Parkland

Activities: Annual Releaf Tree Giveaway (for Parkland residents only). Informational displays on environmental subjects, as well as earth stewardship representatives on hand to speak about native plants in the home and city landscape, national wildlife certification, and more. The Farmer’s Market is dog-friendly.

Information: Visit Cityofparkland.org, or contact Suzanne Newman, Parkland Environmental Coordinator, at 954-757-4115.

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The Legacy of Dr. Martin Luther King, Jr.

Much has been written about the Reverend Dr. Martin Luther King’s legacy in the Civil Rights Movement. But one aspect of that legacy that has been largely ignored is his philosophy based on the Greco-Roman and Judeo-Christian heritage, much of which inspired his work.

The March on Washington and King’s “I Have A Dream “ speech has rightfully drawn much attention, which most Americans are aware of. However, in the spring of 1963, Dr. King led massive, peaceful demonstrations in Birmingham, Alabama against the city’s white racist practices, only to be confronted by unyielding segregationists. Dr. King was criticized by white religious leaders for a being an outsider and a troublemaker. For defying the local laws, he was jailed and while there, composed the “Letter from Birmingham City Jail” justifying his reasons for demanding justice and for practicing civil disobedience. He based his arguments on traditional values of western civilization.

In this letter he stated that he was in Birmingham because injustice prevailed, emphasizing the interrelatedness of all communities, and pointing out that just as the “prophets of the eighth century B.C. left their villages” and “just as the Apostle Paul left his village of Tarsus to carry the gospel of Jesus Christ” to the ancient world, he was compelled to carry the “gospel of freedom.” He stressed the need for constructive non-violence and for understanding its underlying causes. He referred to Socrates who practiced creative tension in the mind so that people would rise above prejudice and achieve true brotherhood. Dr. King said blacks have waited 340 years for their constitutional and God-given rights” For years he was told to wait. But wait always meant never. Citing philosopher Reinhold Niebuhr, he stated privileged groups seldom relinquish power voluntarily.

Further, Dr. King responded to the Birmingham religious leaders who claimed he was breaking the law with sit-ins and other demonstrations. He urged them and others to obey the Supreme Court’s 1954 decision outlawing segregation in public schools. He insisted a just law must be obeyed because it is in harmony with the law of God. He agreed with St. Augustine that an “unjust law is no law at all.” He cited St. Thomas Aquinas who believed an unjust law is a human law that is not rooted in eternal law and natural law. Thus, all segregation laws are unjust.

Dr. King pointed out that civil disobedience was nothing new, having been practiced by the refusal of Shadrach, Meshach, and Abednego to obey the immoral laws of Nebuchadnezzar. Similarly, the early Christians faced hungry lions and other persecutions for not obeying the Roman Empire’s unjust laws. In modern times, what Hitler did in Nazi Germany was legal, while Communist countries also suppressed the Christian faith.

Dr. King warned that if white moderates did not fight to achieve civil rights for blacks, then various black-nationalist groups, such as Elijah Muhammad’s Muslim movement, would fill the void. He predicted continued racial discrimination will produce more violent extremists who lose faith in Christianity and America.

“Letter From Birmingham City Jail” summed up the true meaning in the universal search for freedom and equality as it applied to African Americans, as well as to all people of good will. It espoused principles that rested on traditional democratic values of western civilization. Dr. Martin Luther King, Jr. understood the relevance of the past and applied it to injustices that were challenging to the fulfillment of the American Dream.

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Schools Excel in Cross-Country Sport

Cross Country is a popular sport in Parkland and Coral Springs. High school teams are performing well in local and regional competitions. The coaches and student-athletes agree that dedication, discipline, and the right attitude is what propels these teams to winning meets.

The Stoneman Douglas Cross Country program has been very successful over the years. Team members are expected to put in long hours of training and be dedicated to the sport. This year the girl’s team has performed well in all its regular meets and invitational meets.

Emilia Thom, a senior and team captain, recently finished first in a large meet featuring Coral Springs schools. “It takes a lot of dedication and discipline to be a good cross-country runner. I train six days a week. It is something I like to do. It is therapy for the brain,” she said. “The feeling of winning is awesome,” Emilia said. Her goal is to make it to the state championship. Emilia is also in the top 10 percent of her class academically.

Angela Chambers, a coach for the team, believes that dedication is important to winning. “A runner needs to be motivated. We do speed workouts and we train on hills. We also do long distance runs of as much as ten miles. You need to have a good attitude to be a good cross country runner,” she said.

Amanda Taylor, one of the top runners on the Stoneman Douglas team, believes the right mindset is what helps her achieve her goals. “It takes discipline and hard work. We do a lot of speed workouts,” she said.

Karel Klos, a senior and team captain for the Stoneman Douglas boy’s team agrees. “It takes a lot of mental strength and discipline to do well in cross country,” he said.

Each day, the athletes participate in demanding running workouts to improve their time over a 3.1-mile course. They may run ten miles in a single workout, or complete shorter runs at a higher speed.

“It takes mental toughness and a lot of commitment. We do cross fit training and long distance runs,” said Kate Hearn, the coach of the Coral Springs Charter Cross Country team.

Austin Shook, a top runner on the Coral Springs Charter boy’s team said, “We run a lot of miles every day. I do a lot of training on my own. It relaxes me and relieves stress.”

Jodi Medina, the captain of the Coral Springs Charter Girls team, sees a dual side to training. “This is a good way to stay in shape. I have been running all four years of high school. I like being a part of the team,” she said. Medina also plays on the school’s soccer team.

Irwin Goldberg has been a cross-country coach at J.P. Taravella for many years. He is nearly 90 years old and has been coaching cross country for about 65 years. He enjoys being with young people who have an interest in distance running. Goldberg has found that distance runners tend to be high-quality students and are well behaved.

“I love the kids who come out and run cross-country. They are very nice and they are committed to doing better every day. Distance runners don’t fail in school. They are very dedicated to doing well in every area of life. They will go all out to achieve a goal,” Goldberg said.

Michel Normal, the top runner on the J.P. Taravella Boy’s Cross Country team knows the value of hard work., “It takes discipline and hard work to be successful in the cross country. You have to work hard to be successful,” he said.

“It takes commitment and dedication to do well in cross country. These are athletes who want to have better times and accomplish all they can,” Goldberg said.

Brantley Barr has been coaching cross-country for 37 years at Coral Springs High School. He believes it is important to encourage the sport. “I try to develop a lot of young athletes. After a few years of dedicated work, some of the runners will become very successful,” he said.

Tyler Brunton, the captain of the Coral Springs High School Cross Country team, was among teammates who participated in the Coral Springs Championship meet. “Running and being on the team is fun. I have been on the team since my freshman year,” he said.

 

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Bonnet House is Home to Rich History

Main House of the Bonnet House Museum & Gardens, 900 North Birch Road, Fort Lauderdale, Florida. Photograph taken March 30, 2011.
Main House of the Bonnet House Museum & Gardens, 900 North Birch Road, Fort Lauderdale, Florida.

Bonnet house is home to rich history

Near Ft. Lauderdale’s beach, with its hustle and bustle of traffic and tall buildings, it’s easy to overlook the tranquil, forest-like setting of trees, pebble-filled walking paths and fresh water lakes.

But if you turn onto a side street, you’ll soon enter a setting of nature rich with history, serenity, and whimsical sights. Once you’re within this paradise’s confines, you’re apt to think you’re on an exotic island away from the big city.

Still, tall buildings loom from the distance. The beach and Atlantic Ocean are visible through a fence. A stretch of that beach, the Bonnet House beach, spans 700-feet long.

Welcome to the historic Bonnet House Museum and Gardens, 35-acres of nature, and a house that has retained the character it boasted in the late 1800s into the early 20th century.

The attraction gets its name from the bonnet lilies found in its lakes.

Linda Schaller, director of education and volunteer programs, said that Bonnet House Museum and Gardens attracts a little more than 70,000 visitors a year, and about 7,000 school children a year.

“It’s a great educational place for art, history, and the ecology of a barrier island,” Schaller said.

Many who enter Bonnet’s grounds comment “I can’t believe I’ve never been here before,” she said.

The mostly volunteer-run attraction opened as a full-time museum in 1996, but its history stretches back about a century.

Even when Hugh Taylor Birch bought the Bonnet House site in 1895, the land dates back many centuries, to when the Tequesta tribe of Native Americans fished and farmed on the grounds.

8-hugh-taylor-birch

Volunteers know this because several shells indicate human activity on the grounds during that time.

“Further archaeological evidence suggests that the grounds saw one of the first sites of Spanish contact with the New World,” according to bonnethouse.org.

Birch gifted the property as a wedding present to his daughter, Helen and her husband, Chicago artist Frederic Clay Bartlett, in 1919. Weddings take place on the grounds to this day.

Bartlett was an American artist and collector. Images of work from famous artists as Pablo Picasso, Vincent van Gogh, and Georges Seurat grace a studio within the home. In that room, Bartlett not only amassed a collection of art, but painted his own works.

The visual appeal of the museum and grounds includes not only painted works of art, but a menagerie of animal statues, ranging from ostriches to lions. The grounds also contain a variety of orchids.

Stroll outside, and gentle swishing sounds from a waterfall soothes the senses.

“It’s so whimsical and there are so many fun things in the house,” Schaller said. She added one could tour the home and outside grounds three times and learn something new each time. That’s because the many tour guides each possess a specific area of interest; some are antique dealers, while others are musicians and gardeners. Each guide is likely to emphasize one aspect of the museum over another.

There’s one constant: the home’s decorations haven’t changed since Helen Bartlett’s days, Schaller said, who added Bartlett lived to be 109.

Schaller said the attraction’s busy months span from January through April, when 200 or more people visit. During the summer months, that number drops to about 60 people a day, she added.

They come from as far away as China, Russia and Germany, she said.

Visitors also include students. Fourth graders learn about Florida’s history, which aligns with the state’s educational fourth grade guidelines. Third graders, meanwhile, learn about ecology, which meets state learning guidelines for that grade.bonnetlily

Educational and recreational opportunities exist for all ages at Bonnet – “a historic estate sharing the past and building today’s community,” reads its website.

IF YOU GO

WHAT: Bonnet House Museum & Gardens

WHEN: 9 a.m. to 4 p.m. Tuesday through Sunday. Closed Mondays and holidays.

WHERE: 900 N. Birch Road, Ft. Lauderdale.

For more information about events, classes, exhibitions and workshops, visit bonnethouse.org or call 954-563-5393.

 

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