Posts Tagged ‘SIRS Knowledge Source’
“Violence ends up defeating itself. It creates bitterness in the survivors and brutality in the destroyers….Nonviolence is a powerful and just weapon. Indeed, it is a weapon unique in history, which cuts without wounding and ennobles the man who wields it.”
—Dr. Martin Luther King, Jr., Nobel Lecture, December 11, 1964
The winner of the Nobel Peace Prize, a man who spent his life promoting nonviolent methods of social change to end segregation and discrimination and help African Americans gain their civil rights, was himself a victim of violence when he was assassinated outside his Memphis hotel room on the evening of April 4, 1968. Four days later, Michigan Congressman John Conyers introduced the first legislation providing for a Martin Luther King, Jr. federal holiday to honor King’s life and achievements. Dr. King’s widow, Coretta Scott King, headed the mission to rally popular support for a King Holiday. She worked for years, testifying before Congress, launching petition drives, and urging governors, mayors, and chairpersons of city councils across the U.S. to pass resolutions to honor her husband’s birthday on January 15.
While some individual states passed laws honoring Dr. King with a legal holiday, the idea of a federal holiday faced opposition and stirred controversy. Finally, in 1983, the legislation declaring the third Monday in January a federal legal holiday commemorating Dr. King’s birthday was signed by President Ronald Reagan. It was observed for the first time on January 20, 1986, though many states continued to boycott the holiday. It was not until 1999 that New Hampshire became the last state to make it a paid state holiday.
The only federal holiday commemorating an African-American is now celebrated each year as a remembrance of Dr. King’s life and work, and with people joining together to honor the civil rights leader’s memory through volunteer service to make an impact on their local and global communities.
You can learn more about the life and legacy of Dr. Martin Luther King, Jr. and the King Holiday by visiting these websites, available through SIRS Issues Researcher:
How do you ring in the New Year? 62 percent of Americans say they stay home on New Year’s Eve, spending it with family and friends, 22% admit to falling asleep before midnight, while around 10% don’t celebrate the holiday at all. Common traditions include attending parties, eating special New Year’s foods, watching fireworks displays and making resolutions for the new year. While 45% of Americans make resolutions, only about 8% achieve them. Many people commemorate the arrival of the New Year with a champagne toast, judging by the 360 million glasses of sparkling wine that are consumed in the U.S. each year during the holiday season. Around a million people crowd into New York City’s Times Square on New Year’s Eve to watch the iconic lighted ball drop–joined by nearly 6 in 10 Americans and a billion others globally who view all or some of the televised broadcast of the festivities.
On New Year’s Day, many American cities hold parades. Since 1906, the people of Philadelphia have celebrated the New Year with a parade that features 15,000 Mummers in colorful and lavish costumes who dance, spin and twirl down Broad Street after a year of secret planning. This year marks the 126th Rose Bowl Parade in Pasadena, California, which includes floral floats and marching bands and is viewed by over 80 million people around the world. The average float contains more flowers than a typical American florist will sell in five years, with up to 18 million flowers used to create all the floats that appear in the parade.
SIRS Knowledge Source offers editorially-selected and credible internet resources on vital issues and topics. You can search for sites by keyword/natural language, subject headings, or topic. Check out some of the sites below to find more information on the history and traditions of the New Year’s holiday.
Don’t forget that ProQuest provides free training. Our Training and Consulting Partners team is available at any time to meet with you via a privately scheduled webinar. Just email us to make an inquiry. We also provide regularly scheduled public webinars. You can contact our team to discuss your questions about ProQuest resources, and we are also happy to focus privately scheduled sessions on topic areas of particular interest to you.
This is just one of the many benefits you derive from licensure to your ProQuest resources!
Civil rights activists have long called for police officers to wear body cameras. But recently, after seemingly endless incidents of conflicts between police and citizens–many that led to the deaths of unarmed black men and were recorded on bystanders’ cell phone videos–more cities are implementing the use of body-worn cameras for their law enforcement personnel. About a third of the nation’s 18,000 police agencies are now either testing body cameras or have embraced them to record their officers’ interactions with the public.
Researchers from the University of Cambridge’s Institute of Criminology published the first full scientific study of the experiment they conducted on policing with body-worn-cameras in Rialto, California in 2012. The experiment showed that evidence capture is just one output of body-worn video, and the technology is perhaps most effective at actually preventing escalation during police-public interactions: whether that is attacks on or abuse of police officers, or unnecessary use of force by law enforcement. The study found that when the officers wore body cameras, public complaints against police were down 88% compared with the previous 12 months, while the officers’ use of force fell by 60%.
While the hope is that the cameras will increase transparency, accountability and boost police-community relations, their widespread use has also raised concerns about the privacy of people caught in body camera footage. There are also important questions about public access, review, storage, tampering and disciplinary action for officers who don’t use the devices properly. The cameras are also expensive. They can range in price from $300 to $800 per officer, and monthly video storage costs can cost hundreds of thousands more. In September, the Justice Department announced $23 million in grants for a pilot program to help agencies in 32 states to expand the use of body-worn cameras and explore their impact.
Should police officers be required to use body cameras?
This is the Essential Question explored in a recent addition to SIRS Issues Researcher’s list of over 345 Leading Issues: Police and Body Cameras.
For all Leading Issues, SIRS Editors create an engaging Essential Question, a summary for context, viewpoint statements, plus supporting articles to help build solid foundations for understanding the issues. Thousands of hand-selected, highly targeted newspaper and magazine articles, graphics, charts, maps, primary sources, government documents, websites, multimedia, as well as critical thinking questions, and timelines help broaden student comprehension of each topic. A Research Guide is offered to help guide each student through their assignment step by step.
Educators, direct your students to the new and updated SIRS Issues Researcher to dig deeper into the topic of Police and Body Cameras. Or they can explore these related issues:
The Spanish language is an integral part of the American experience.
According to the 2011 Pew Research Center’s American Community Survey, Spanish is the main language spoken in more than 37 million homes. According to the 2012 U.S. Census, Hispanic Americans comprised 17% of the country’s population–53 million people.
How do the more than 16,000 public libraries across the United States serve this culturally rich community?
There are numerous ways that public libraries can find the fiscal support, cultural materials, and language expertise necessary to successfully serve their diverse Spanish-language-speaking communities. In honor of National Hispanic Heritage Month, which is celebrated each year in the U.S. from September 15 through October 15, let’s take a look at some.
The American Library Association offers a comprehensive overview to librarians and media specialists who seek to initiate services to Spanish-language-speaking populations or to build upon their existing resources. Visit Guidelines for Library Services to Spanish-Speaking Library Users for an overview of collection development and selection; cultural programming and outreach; the value of personnel training and development; and the significance of collection placement.
The National Association to Promote Library & Information Services to Latinos and the Spanish-Speaking (REFORMA) was established in 1986 with the purpose of providing educational, charitable, and programming outreach to Hispanic American librarians and to libraries wanting to serve the Spanish-speaking population.
The REFORMA site provides extensive online resources for libraries, including a Spanish-English dictionary, Spanish-language brochures and flyers, and storytime materials. The organization offers awards and recognition to libraries and holds events and conferences on Spanish-language literature and in support of outreach to Spanish-language communities.
Spanish in Our Libraries (SOL), although no longer being published, is now an archive of valuable information. This electronic newsletter helped to connect librarians and media specialists serving their libraries’ Spanish-speaking communities.
Public Libraries Using Spanish (PLUS) is a growing searchable database that provides libraries with documents necessary for any library to serve its Spanish-language communities. Find printable card applications, signs, programming information, and more, written in Spanish with English translations. The site’s owner is accessible by email and asks for users to share their comments, experiences, and document submissions.
WebJunction is an online learning community for librarians. The organization offers knowledge and support in many areas of librarianship: leadership and communication, staff training, library services, technology, and programming.
One facet of WebJunction is its Spanish Language Outreach (SLO) Program. Case studies, webinars, and materials (such as an action plan template and checklists) assist libraries in creating, maintaining, and growing Spanish language collections, services and programming, and outreach. Text to the site’s Spanish Language Outreach Workshop Curriculum–including a PowerPoint presentation and a resource packet–offers in-depth instruction and support to librarians and media specialists.
These sites are only some of the resources available to public libraries serving, or looking to serve, their Spanish language communities–communities that are integral to the advancement of our nation and its libraries.
SIRS Knowledge Source and SIRS Discoverer commemorate National Hispanic Heritage Month each year by spotlighting the history of and the news, events, and issues affecting this vibrant and diverse population. Find articles, timelines, photos, and more.
Explore the benefits:
- A cleaner, more streamlined, and modern appearance
- Design optimized for viewing on mobile devices as well as desktops (i.e. responsive design)
- Focus on the most valued content and features
- Integration with Google Drive and Google Classroom
- Design aligned to other popular ProQuest products like CultureGrams and SIRS Discoverer
- Continued access to all the great SIRS content
See the 13 New Leading Issues out of 345+ added by our editorial team covering complex social topics:
- Biological and Chemical Terrorism
- Concealed Weapons
- Concussions in Sports
- Conflict Minerals
- Education Reform
- Executive Pay
- Government Ethics
- Indigenous Peoples
- Islamic State Group (ISIS)
- Religion and Science
- Religious Minorities
As evidenced by these tweets, educators are excited about the new integration between SIRS and Google Drive and Classroom!
For more details about the interface update, visit the SIRS Issues Researcher support page.
Share the good news with your colleagues! Tweet about the new SIRS Knowledge Source @ProQuest.
The United States Constitution is considered to be “the supreme law of the land.” And it has been for more than two centuries. No small feat for a document uniting the ideas of nationhood, independence, defense, general welfare, and all sorts of liberties.
This document certainly was not created alone.
Many people contributed to the development, shaping, and writing of the U.S. Constitution. Those who had the most significant impact on its outcome are considered to be the U.S. Founding Fathers (remember that this was the 18th century–women, such as Abigail Adams, influenced the Constitution, but through their husbands…a blog post for another day).
With all of the hullabaloo around the upcoming presidential election, and with all of the recent discussions on and controversies around gun rights and women’s rights and immigrants’ rights and LGBTQ rights and criminal rights and voting rights…, let’s take a listen to what some of our Founding Fathers have said about the U.S. Constitution.
“The Constitution is the guide which I never will abandon.”–George Washington (1732-1799)
George Washington is considered by many to be the “father of the country.” He was, after all, the nation’s first President. He served that office from 1789 to 1797. Prior to that, he was a general in the Revolutionary War and is considered to have played a pivotal role in leading the American Army to victory.
Our first president was known as a man of few and select words, as embodied by the above quote. He thoughtfully deemed the U.S. Constitution a “guide” to be followed, not the zenith or the ultimate truth.
“Whensoever the General Government assumes undelegated powers, its acts are unauthoritative, void, and of no force.”–Thomas Jefferson (1743-1826)
Thomas Jefferson, third president of the United States (1801-1809), was a terrible speaker but a terrific writer. He wrote the first draft of the Declaration of Independence, and his input was invaluable to the drafting of the U.S. Constitution.
Jefferson was a lawyer, diplomat, naturalist, architect, educator, statesman, musician, inventor, scientist, geographer…he was fluent in many languages…he supported women’s rights, free public education, and a free library system. All in all, a brilliant and cultured man. He knew government had to be kept in check, and that the general population was essential to maintaining this stability: “A little rebellion now and then is a good thing.”
“The Constitution is not an instrument for the government to restrain the people, it is an instrument for the people to restrain the government–lest it come to dominate our lives and interests.”–Patrick Henry (1736-1799)
Patrick Henry was never president, but he certainly made a name for himself as an orator, lawyer, and politician. He served as first and sixth governor of Virginia, and was instrumental in opposing the Stamp Act of 1765. In fact, he may be most famous for saying, “Give me liberty, or give me death!”
This guy liked freedom.
Henry’s political priorities always aligned with affirming the general population’s rights and well-being. He was consistently against the idea of a strong central government. He initially opposed the idea of a U.S. Constitution, fearing it would jeopardize individual freedoms and state sovereignty. He only became an ardent supporter of the Constitution once the Bill of Rights was added.
Henry wanted the U.S. Constitution to serve as an “instrument” for the people, providing them with the means necessary to maintain their freedoms and hold their government accountable.
“Do not separate text from historical background. If you do, you will have perverted and subverted the Constitution, which can only end in a distorted, bastardized form of illegitimate government.”–James Madison (1751-1836)
James Madison, fourth president of the United States (1809-1817), is considered to be the “father of the Constitution.” He had helped write Virginia’s State Constitution, the model for the U.S. Constitution. Both are grounded in his belief that the United States’ potential would be “derived from the superior power of the people.”
Madison predicted a national crisis if no Constitution was drafted. His advocacy for creating a U.S. Constitution paved the way for the Constitutional Congress.
He understood the importance of understanding and interpreting the context in which the document was written. As the context of the living documents changes, should the Constitution?
“It is every American’s right and obligation to read and interpret the Constitution for himself.”–Benjamin Franklin (1706-1790)
Benjamin Franklin’s words could not be more timely.
Franklin–statesman, writer, scientist, philosopher, inventor, political theorist, printer–understood that true freedom in this nation began with freedom to choose for oneself.
Franklin’s highest political office was Minister to France. But as the oldest delegate at the Constitutional Convention, he had participated in significant events in American history, such as the signing of the peace treaty that ended the Revolutionary War, and the writing of the Declaration of Independence.
As a participant in the signing of the Constitution, Franklin shared an observation that all hoped would be a symbol for the new country. Upon seeing the sun sitting atop George Washington’s chair at the closing of the Constitutional Convention, Franklin said: “I have the happiness to know it is a rising sun and not a setting sun.”
What are your students’ thoughts about the U.S. Constitution? Find resources in SKS and SIRS Discoverer and join us throughout the month of September as we celebrate National Constitution Month.
What makes the Olympics so beloved?
Perhaps it is because we, the spectators, are satiated with incredible competition and mind-blowing athleticism.
Perhaps it is because we enjoy witnessing the thrill of victory…and yes, even the agony of defeat.
Perhaps it is because we want to feel as if we are a part of something magnificent, something bigger than ourselves, something shared with most of the world.
Perhaps it is because we are inspired by the edited Olympic coverage of athletes’ personal lives…our heartstrings are pulled and our own dreams come into focus–if only for a moment.
But I think there is something more that keeps us watching, keeps us coming back, keeps us gratified. Something absolutely grand.
Joy. Harmony. Peace. LOVE.
Open hearts abound during the Olympic Games. Like when…
…Michael Phelps hugged his teammate Caeleb Dressel, the young swimmer who was overcome with emotion after their team won the gold in the Men’s 4 x 100m Freestyle Relay.
…gymnast Louis Smith of Great Britain sincerely congratulated gymnast Alexander Naddour of the United States for winning the bronze medal in pommel horse.
…Jen Kish, the team captain of Canada’s women’s rugby team, found her father in the stands after the team’s bronze-medal win.
…gymnast Laurie Hernandez of the United States held up her team-winning gold medal to her father…and he ecstatically and emotionally fist-pumped back to her.
…Filipina weightlifter Hidilyn Diaz celebrated with her coach, Alfonsito Aldanete, after her second lift of the competition. She won the silver medal.
…gymnasts Diego Hypolito and Arthur Mariano of Brazil tearfully and exuberantly rejoiced after winning silver and bronze for their floor routines, respectively.
…Wayde van Niekerk of South Africa set the world record in the men’s 400m–and we watched his 74-year-old great-grandmother (who is his coach) celebrating in the stands. And then larger-than-life runner Usain Bolt congratulated him.
These astonishingly genuine moments are, simply put, human moments. They transcend the thrill of victory…these moments are sincere human connections, which is what makes them so gratifying to witness.
They are why I watch the Olympics.
How about you? What keeps bringing you back to the Olympic Games?
SKS and SIRS Discoverer honor the 2016 Olympic Games in Rio de Janeiro, Brazil, with Spotlights of the Month, featuring articles and Web sites on Olympic history, athletes, and moments. Join us in celebrating this international event.
China surpassed Japan as the world’s second-largest economy in 2010. To the United States, that fact makes engagement with this Asian nation very, very, very important. To the world, that fact makes the stability of this Asian nation pivotal to international economies and diplomacy.
What do we understand about the United States’ relationship with China? How do we gauge the significance of the goings-on between these two countries?
We hear the Obama administration explain U.S. relations with China. We hear U.S. presidential candidates assert their plans for future engagement with China. We hear political pundits’ opinions and warnings about China. We hear investors’ anxieties about China. We hear authorities discuss the dangers of eating food from China. We hear analysts speculate how the U.S. economy and employment has suffered from purchasing many manufactured goods from China.
We hear. And then perception, perspectives, beliefs, and interpretation come into play. Who is “right”? Who is telling the “truth”? What is the “reality” of these situations and their talking points?
I certainly don’t know the answers to those questions. But one thing I am certain of–nothing can be boiled down to a soundbite.
It’s up to us–the receivers of this information–to listen to the dialogue and then engage in our own research in order to form our own opinions.
The National High School Debate policy topic for 2016-2017 requires just that. The topic is this: The United States federal government should substantially increase its economic and/or diplomatic engagement with the People’s Republic of China. In other words, students, probe China’s evolving economic and diplomatic status in the world and consider whether it is in the United States’ best interests to increase areas of engagement with this nation. Find the issues. Consider solutions. Decide for yourselves.
China is a nation culturally and historically rich, filled with beautiful customs and traditions, magnificent cities and countrysides, unique landforms, and diverse ways of living. Its history is complicated–scholars spend a lifetime tracing centuries of events, transformations, and the reasons behind them. Its relationship with the United States is complex, and the outcomes of this relationship potentially impact the world.
The SKS Spotlight of the Month for July can help anyone–students participating in the National High School Debate, students researching for history class, teachers looking to educate themselves–get started on their long road of research about China. Explore China’s beauty and diversity, scratch the surface of this country’s history and consider its relationship with the United States. These two nations have navigated economic and political transformations, wars, increasing populations, industrialization, rivalries, and partnerships. What is to come? Should the U.S. federal government increase its economic and diplomatic engagement with China? Would an intensification of ties strengthen or threaten the United States’ national interests and international influence? And are those the only questions we should be asking?
Go beyond the soundbites. Listen, read, ponder, speculate, conclude…decide for yourself.
Educational interpretations and implementations of STEM–an acronym for the disciplines of science, technology, engineering, and mathematics–are as varied as the fields of study themselves. Only one thing is clear: the general consensus of educators and educational professionals is that STEM education can provide enormous benefits for students.
How could it not? In 2009, the Program of International Student Assessment (PISA) report showed that U.S. high-school students were ranked 18th in math scores and 13th in science scores. Thirty-four nations participated, so these results were troubling. So troubling, in fact, that–in seeming response to the PISA rankings–the White House issued numerous reports on the significance of STEM education and allocated funding toward STEM initiatives and programs. In 2010, President Obama set a goal of increasing teachers’ and students’ proficiency in STEM fields of study.
So the question became…how? There are, of course, no easy answers. Possible solutions continue to be pondered, discussed, argued, and carried out in classrooms. Some things have worked, others haven’t. Thus is the evolution of education.
We at ProQuest applaud the efforts toward comprehensive STEM education and celebrate the national attention it has engendered. One goal of STEM education is to instill a sense of curiosity and exploration in students. This goal is one shared by ProQuest and its K-12 products.
Join us this summer in celebration of STEM education and its practice and growth in the United States. STEM disciplines are prominently featured on SIRS Discoverer–our product for young researchers–in its Science topic tree and in Science Fair Explorer. SIRS Issues Researcher offers a number of STEM-related topics in its Leading Issues database, such as Alternative Energy Sources, Biomedical Technology, Genetic Engineering, Nuclear Energy, Ozone Depletion, Space Exploration and Travel, and Technology. Click on any of these topics for up-to-date articles and information. And in the SIRS Discoverer Spotlight of the Month for June, Summer Science Projects, we encourage students to see the science, technology, engineering, and math that surrounds them through hands-on activities. Everyone can be a scientist! STEM is all around us…the night sky, a frog’s call, a blooming flower, a car’s engine, an Internet transmission, a deep breath…STEM at work.
If we can impress upon one student the joy of seeing science, technology, engineering, and math all around, we have done our jobs.