Advocacy a Waste of my Time

This is the last post on the BuildBetterSchools blog that will disappear on October 26th. Most of its contents is now available here at The School Buzz, but this post was my last one there, to voice my opinion on how advocating/fighting for quality schools that serve the common good will remain a dream, because not enough people are united for the cause, and many are misguided about what quality education is. 

After advocating for my own, and then also for other kids for twenty years , I have come to the sad conclusion that my time was utterly wasted. Why did it take me so long to realize that no matter what committee a parent serves on, and no matter what useful information or research they bring to the table, their opinions are simply ignored. Is it because of the infinite hope we cling to that surely some day things will be different?

Is school today really that much different, never mind better, from when you were 'educated'? I bet not, especially not right now with all the testing, the lock-step schedules and the scripted lessons that quash authentic learning in classrooms across the nation! Thankfully my kids escaped that fate while they were in elementary school. Thankfully they played in kindergarten, had recess, and were lucky to be able to learn through projects, not just books and computers.

I wanted my children's  school experience to be much better than it had been for me, so I became an involved parent. But, all my time invested in attending school accountability meetings and schoolboard meetings, was for naught. If anything, schools are now worse for kids, toxic even!

One positive thing came out of my involvement.  I got passionate about education. I felt like I was in hog heaven each time I visited my local university's library. I had access to many good and interesting books by notable authors and experts. I became knowledgeable about education, but how many others do? Certainly not the people who serve on schoolboards and in the legislature who make policies and laws, and who heed the wishes and demands from business and corporations rather than the advice from education experts whose warnings and suggestions are willfully ignored! Their books are collecting dust on library shelves. Some had never even been checked out,  others just a handful of times, and this at a university that focuses on teacher education!

A few other longtime advocates and activists I know, also see that improving education is  a near impossible feat. They fear though that showing their discouragement will dash the hope of others. But, should we keep ignoring the fact that no one in charge of public education, at any level, really cares about what child development experts and neuroscientists say that children need to learn best and thrive holistically?

Only a paradigm shift in education will truly benefit the common good, but will not happen unless a critical mass of people demand it. Almost all of us were raised to unquestioningly respect authority, so it is uncomfortable to request changes. Many parents are apprehensive of going into a school to talk to the principal as memories  from their own school days  of being subjugated may resurface. Few adults reach the level of self-esteem and self-confidence to dare advocate for their own child. Fewer still dare question the whole concept of mandatory education!

The intent of  education is believed by many to give children broad experiences so they can become literate in the truest sense, to learn to think , question, analyze, conclude, and  to help make their own life and society better for all. But, John Taylor Gatto argues  that public schools were  meant to serve the needs of the ruling elites, by teaching the kids of lower socioeconomic classes to conform.  I agree!

Many times I heard teachers talking about the importance of instilling "work ethic" in high school students, and, to my amazement, many parents agree with that! It is instilled by means of meting out punitive grades for homework not done (or handed in just one minute late) which result in a lowered GPA even if the scores on tests and quizzes are all A's.

Work ethic, as a major goal of schooling, likely stems from the beginning of the 20th century when schools already were heavily influenced by the nation's first industrialists who needed skilled laborers to work in their factories. When Frederick W. Taylor introduced his principles of scientific management which were to increase production with less waste and fewer costs, those were also used to make schools run more efficiently. Learning had to be done for a specific purpose inside strict parameters, and that concept has not changed over the decades. Kids still have to learn this, and disregard that, even if they are interested more in that than this. It is a good way to ensure that many dislike school and do not learn much substance. The situation is worse now with the many standardized tests kids need to take each year.

One mom, who has tried tirelessly to inform parents that opting their kids out of the state testing is possible, said:

"I've been trying for more than 7 years here ... to convince parents to band together against testing but schools are closing right and left and charters springing up everywhere in my home district. I and a teacher here in town hosted an opt out event, put out flyers, advertised on the radio, invited everyone we knew and absolutely NO ONE showed up. I cannot tell you how discouraging that was. I've given out leaflets at schools. I don't know what else I can do. I'm tired. So I have a public Facebook page and I post. ..I don't want anyone to think I'm giving up; though I think it's a David and Goliath battle."

"We're winning small battles here and there but it's going to be years; as many as it took us to get this far.... There are more and more parents opting out every year but no one seems to want to band together; at least not here. They don't want to call attention to themselves. So, whenever I get the opportunity, I spread the word; while my kids and my husband roll their eyes and find the door."

I told her I admire her for her tenacity, and that a bit of her discouragement should be shared.

Perhaps it will shake some awake!

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Some of the many good books I have read:

• All work and no play..How educational Reforms are harming our Preschoolers by Sharna Olfman


• Education's Missing Ingredient by Victoria M. Young


• Educational Genocide by Horace (Rog) Lucido


• Endangered Minds by Jane M. Healy


• Free to LEARN; Why Unleashing the Instincts to Play Will Make Our Children Happier, More Self-Reliant, and better Students for Life by Peter Gray,


• Insult to Intelligence - Frank Smith

• Life in Schools - An Introduction to Critical Pedagogy by Peter McLaren (Life in Schools has been named one of the 12 most significant writings worldwide in the field of educational theory, policy and practice by an international panel of experts)


• Seeds of Tomorrow by Angela Engel


• Wounded by School by Kirsten Olson


• The Education of Sam Sanders by T.S. Poetter

And many others by Diane Ravitch, John Holt, Alfie Kohn, John Taylor Gatto, and more!

Do Public Schools Serve the Common Good?

Diane Ravitch, in her newest book, Reign of Error, writes that public schools are for the common good, but John Taylor Gatto argues that they were  meant to serve the needs of the ruling class, by teaching the kids of lower socioeconomic classes to conform. It's been my own experience advocating for my children when they were in school that teaching kids to conform  still is the major goal, or else schools would look  very different indeed!

Many excellent books have been written about how kids learn best, but these have been, and are still, ignored by those working in this institution. Why? Because those who are in control of society do not want kids to learn what is best for themselves. They certainly do not want kids to become critical thinkers and prudent consumers. The global economy depends on their participation, and schools help with that. How? By getting kids involved in competition as soon as they enter, with awards, grades and rewards, and now also awards for scoring well on the state standardized tests!

We are fed sound bites that a good education is important for getting a good job or career, but only a fraction of people will be rewarded with a job that pays well enough and that they like! It is not about getting a good mind that you can and SHOULD put to use to help create a better society along with others who have good minds and caring hearts too.

Kids are raised and 'educated' to be materialistic consumers, and it is working. Schools even play along by providing kids with the latest technology and software programs, ignoring that the best brain is developed by means of  tactile learning opportunities indoors and out, rather than through 'fun' apps on iPads, now provided to kindergarteners who then only get to use one finger to manipulate the screen instead of using all ten, digging in the dirt and sculpting clay.

It's ironic how all who love digital gadgets and games, and see no harm in that use, have inadvertently helped set the stage for the disappearance of the teacher. That is what the reforms are now all about; computers, standardized tests, common core standards measurable by tests on computers, and the use of iPads and smart boards. Think of the companies making money on all these things that are really not good for young, developing brains!

Frank Smith warned about it almost 30 years ago! No one listened!

"..The computer is the ultimate weapon of instructional programmers, and in many people’s minds at least, it is a device to take the place of teachers. Anyone who believes that students learn best from systematic instruction and tests can say goodbye to teachers. For dispensing programmatic instruction, computers are cheaper and more efficient than humans.

..Our schools should not remain places where the enormous potential of the human brain is systematically eroded, and possibly destroyed. The invasion of education by instructional programmers must be turned back now.”

We probably won't unless the power grid goes out for good!

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Discuss Diane's book with others on the Facebook group: Opt Out of the State Test: The National Movement



http://www.youtube.com/watch?v=W4eYRPjfGYQ

Support Parents in Opting Out!

By Don Perl from The Coalition for Better Education

"...Our billboard campaign is off the ground.  We have had a few early donations to the cause and our account at the Weld Schools Credit Union is just over $1,000.  The donations have come from Boulder and Greeley, Colorado.  Each year we have seen more parents exempt their children from this boondoggle of testing.  The 2014 figures show that 1,412 parents exempted their children, up from 946 in 2013.  I am attaching a photograph of last year’s billboard.  This year’s boards will have a similar look, of course with the change of acronym to PARCC.

We have contracted with Mile Hi Outdoor Advertising for two billboards.  One on Route 85 south of Greeley, and the other in a high visibility area in South Denver at Hampden and Santa Fe Avenues.  The two billboards will cost $3,700 and will go up in mid-January, symbolically around the celebration of the works of Dr. Martin Luther King, Jr.  We will have the billboards for at least one month and likely for longer if all is well.

 

All donations are greatly appreciated, no matter the amount.  “Revolutionary headquarters” is at the following address:

 

The Coalition for Better Education, Inc.

2424 22^nd Avenue

Greeley, Colorado 80631

 

In appreciation and solidarity,

 

Don Perl

The Coalition for Better Education, Inc.

www.thecbe.org

 

Department of Hispanic Studies

University of Northern Colorado

Greeley, Colorado 80639

don.perl@unco.edu

Learning is Knowing what Questions to ask.

By Angela Engel 

"....As the business community delves into the complexities of education, they may want to look a little more deeply at the tests that are driving everything in education.

I first administered the Colorado Student Assessment Program (CSAP) test to my fourth grade students in 1997. High stakes testing was the reason I left the classroom and the reason I have not returned.  Why? Because I knew that a year’s worth of “Joe’s” writing is a much greater indicator of his writing ability than one CSAP essay graded by a temp worker.

Hearing “Lisa” discuss character development in a literature discussion with her peers or reading her annotated notes is far more revealing than how she answered the question, “Who is the main character in this paragraph?”

A: Dick

B: Sally

C: Rover

D: All of the above

Reviewing questions that “Mike” generated on his own from a science experiment on volume tells much more about his understanding than how he answered question number thirteen on the state assessment.

In real life, the questions aren’t given to us. The most important part of learning is knowing what questions to ask. 

What we learned from the recently released CSAP scores was the same thing we learned from the first tests: That students who have more opportunity and resources do better than students who do not. Socio-economic-status is the number one correlating factor to test scores.

We also learned that high-stakes testing does not better prepare our children for college. Remediation rates are three times higher than when No Child Left Behind was signed by Congress.

The class of 2011 — the first class to graduate under high-stakes testing — showed an 11 percent increase from the previous year in the need for college remediation, according to the Colorado Commission on Higher Education.

It is simple, really. The students who have been educated under the umbrella of high-stakes testing did not get the opportunity to fall in love with books or to develop their own writing style and voice. They were too busy memorizing testing terminology and mastering test-taking strategies to engage in serious reading or writing on interesting concepts that have meaning in their own lives.

State assessments did not close the achievement gap as promised. Instead, we traded educational opportunity for data spreadsheets, and now there are twice as many children in poverty. The number of homeless schoolchildren in this state has more than tripled in the past 10 years — from 7,000 to more than 23,300 students last school year.

Meanwhile, the majority of our elected representatives continue to insist that learning can be forced on students with the “right” test. They argue that teachers will do better if their evaluations are tied to the tests, as if educators care more about their own ratings than they do about the kids they serve day in and day out.

While Colorado spends another year choking on the data, classrooms grow larger and teachers and school counselors become fewer. Test prep and remediation courses have replaced music, art and PE, after-school programs, and field trips. Still we wonder why kids will not stay in school and more are diagnosed with anxiety and depression. Students are now being tested in preschool and kindergarten, despite all evidence that standardized tests in early grades is developmentally inappropriate.

Now, the Colorado state Board of Education  has adopted the Common Core, yet another set of standards now being implemented in schools where some haven’t been able to afford new text books for decades.

Standardized tests are not an accurate measure of what students and teachers can do. Even if they were, the purpose of education is not to measure human capabilities, the purpose is to advance them. Millions of taxpayer dollars have been wasted on testing reforms that have diverted our time, attention and resources away from addressing the opportunity gap and infusing innovation.

Parents do not need school performance ratings based on a test; they need schools that are safe, happy, holistic, and promote personal, real learning. Teachers do not need a test to tell them how they or their students are performing; they need tools, resources and time.

And business does not need future employees who are experts at shading bubbles.

How Many People Care About Kids?

This is a screen shot of the White House petition, taken on the day before the petition ended. And to think that the petition to make the opening day of baseball season a national holiday did reach 100,000+ signatures. What does this say about us as a people?

Test Prep! Watch and Weep!

"Worksheets don't grow dendrites" ~ Marcia Tate

Watch and share this video by Kaydonna Wolfcale,  a teacher who quit because of the rigid education reforms, and weep for all kids in public schools today!



Texas STAAR test prep

If this example is not enough reason to sign the White House petition to stop standardized testing in America's public schools, I don't know what will be persuasive.

Direct the Department of Education & Congress to Remove Annual Standardized Testing Mandates of NCLB and RttT

https://petitions.whitehouse.gov/petition/direct-department-education-congress-remove-annual-standardized-testing-mandates-nclb-and-rttt/1lSSvnYK

Also see: Do You Care about Kids or Data?

Schoolboards Utterly Useless Looking Out for Kids

"What happens when the Commissioner of Education comes to town? Does your local school board become more responsive to parent/teacher concerns, or LESS ? A Wappingers Falls NY mother is prohibited from giving a 20-minute Common Core speech, that she was initially granted by the schoolboard, after Commissioner King's appearance. One board member walked out of the meeting.-- Wappingers Falls, NY. October 15, 2013"

Here you have it; something I have long suspected, namely that it is useless to attend schoolboard meetings. Up until now I thought it was perhaps only my local  schoolboard's stance to ignore public input on important education issues, but it is likely true for most!

Wappinger schoolboard member John Lumia says:

"There are certain things that we cannot , as a schoolboard, change. There are certain things that are mandated to us...our function isn't exctly to evaluate the common core and pass judgment on it. Our job is to execute education and policy and government finances of the district, and we are kind of limited as to what we can do...we're very limited as to what we can do. So, hearing all these opinions is nice, it's great to see engaged members of the community, but there's not much we can actually do to influence the legislature from here. It's just a little far out of our reach here." Watch the segment here.

About his decision not to have a Common Core presentation by a parent he says,

"I wrestled with this issue for a while, and called fellow board members so I would have their opinion. I cannot vote to allow this presentation [because] we have..presentations given to the board, and they are done by administrators and staff, and they are done by experts, sometimes consultants that we hire for various projects, and we look to certain individuals for guidance, mainly experts like I say like consultants or administrators. Although I applaud a parent coming to the board, the appropriate method of addressing the board would be during the public comment session."

In case you missed his point; most schoolboard members do believe that it is the administrators, and consultants (working for the curriculum publishers) who are the experts. That is why they ignore research and statements by the real education and child development experts. It is the reason why schools have become so toxic for kids!

Lumia said:

 "As to whether someone is qualified to provide this information. I frankly think that...only qualified individuals should be given that liberty."

Board president Ved Shravah BOE asked the superintendent if he can stop teaching Common Core in schools, if the board had voted against it. His answer: "We cannot stop it." Watch the segment here.

Ved Shravah:

"It is inconsequential what we say here...You can have 24 hour presentations; it is not going to change the fact that our children will have to learn Common Core Standards, they will have to take the tests. Our teachers have to teach, no matter what their opinion is, no matter what they think. It is mandated, it has to be done, and I don't see why we're having an argument around this issue."  Watch the segment here.

Who's Driving Education Reforms?

Take a look at what Susan Ohanian found regarding education reforms. It's an eye-opener! On her Facebook page she writes: "But it isn't just the Gates funding; it's the thrust of the lessons [See "Gates Foundation Money at Work"]. There's no end to it. I'm frankly getting very tired of screaming in the wilderness."

Here an excerpt of her blog post, If You Lie Down With Dogs. 

"For years, I've documented how money from the Bill and Melinda Gates Foundation is used to promote education deform--ranging from galvanic bracelets to the Common Core. I tracked positive comments appearing about the Common Core during just one month--and listed how much money each quoted entity had received from the Gates Foundation. This included everybody from the National Writing Project to the PTA. [My].. article was rejected by the leading progressive press.

At long last, Education Week is bringing the Gates Foundation money out of the dark cellar, though you have to go to an interactive sidebar called Follow the Money to find it. It lists the "beneficiaries" [each] receiving more than $10 Million.

Here is a sampling:



5. The College-Ready Promise: $25,445,998

6. The New Teacher Project, Inc.: $20,500,000

7. Colorado Legacy Foundation: $18,860,602

8. The Teaching Channel: $18,448,561

9. Educational Testing Service: $13,790,205

10. American Federation of Teachers Educational Foundation: $11,343,925

11. New Schools Fund dba NewSchools Venture Fund: $11,200,000

12. Teach for America: $11,112,884

There is also an alphabetical list of over 100 entities receiving Gates money.

For example, in 2011, 2011, American Legislative Exchange Council (ALEC) received $276,635 from Gates "to educate and engage its members on efficient state budget approaches to drive greater student outcomes, as well as educate them on beneficial ways to recruit, retain, evaluate and compensate effective teaching based upon merit and achievement."

And see what school districts will be spending lots of money on!!

Pearson Announces Wide Range of Teaching Effectiveness Programs to Get Educators Ready for Common Core State Standards.

Pearson’s Common Core State Standards professional development opportunities include:

• Professional Development for Administrators and Teachers – Pearson’s research-based workshops can be delivered separately or in a series. The continuum of more than 20 offerings focuses on practical application and implementation of the Common Core State Standards...Pearson also offers observational and performance assessment training and tools that help establish a culture of continuous improvement and engagement.

• On-site, Job-embedded Assistance – To further Common Core State Standards implementation, schools can opt to roll out additional on-site, embedded training where Pearson works with educators, coaching and monitoring daily classroom activities.

On a bright note:

Public Opposed Use of Tests Scores in Teacher Reviews Poll Shows

"In a reversal of public opinion, a majority of Americans now oppose using student test scores to evaluate teachers and more believe that increased testing has hurt rather than helped improve public schools, a new survey shows.

Almost two of three Americans have never heard of the Common Core State
Standards, arguably one of the most important education initiatives in decades,
and most of those who say they know about the Common Core neither understand it
nor embrace it."

Last but not least, see here the sort of information that can be collected on any school child for the inBloom data base. Will it be used to sort kids into groups, reminiscent of the  Alphas, Betas, Deltas,  Epsilons, and Gammas in Aldous Huxley's book, Brave New World?

 

Corporate Tests Do Not Inform Instruction

Excellent testimony given to the House Education Committee in support of  HB14 - 1202 which would allow the State Board of Education to waive most of  the statewide testing requirements for a school district.  See details here.

The parent of a student in a school district with a waiver may excuse his or her child from participating in any standardized tests, including any statewide test. The department cannot penalize a school district, and a school district cannot penalize the student or the student's teacher if a parent excuses his or her child from testing.

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My name is Peggy Robertson. I am a Public School teacher in my 17th year of teaching, and one of the founders of United Opt Out National.  I support parents in opting out of high stakes testing all over the country...because I see the damage it is doing to children every day. And as a teacher, I have a moral obligation to do right by our children.

These tests our children take today are high stakes tests, which means that something bad could happen, should a child fail a test - the children understand this. The children know that they could be held back a year. They know that their school could be shut down. They know that their teachers could be fired.

The pressure and fear placed on our children and our teachers is immense. The school culture becomes toxic as a result.

When teachers are not testing, they feel great urgency to teach to the test due to the fear of failure. The more we test, the less time we have for our own authentic teacher assessments. Quite honestly, it is rare to see a teacher-created assessment anymore.

And these corporate tests do not inform our instruction. They narrow our instruction because the tests assess narrow learning. Narrow learning does not create thinkers and problem-solving citizens who can innovate and support a thriving democracy.

Narrow learning creates students who are obedient and follow directions.

Our country has more patents per million people than any other nation. Narrow learning via high stakes curriculum and testing will diminish our innovation very quickly.

As I help parents in opting their children out of testing, I hear stories of children who believe they are failures, children who fear their teachers will be fired, and children who sadly, state, that the test is all that counts anymore - they recognize that school has been reduced to a test prep factory.

I also hear about the damage high stakes testing does to our neediest children. Our second language learners and our children with IEPs spend more time testing and are denied more authentic learning experiences than any other children.

I speak with parents whose children pull their hair out, children who throw up, who cry, who bite their nails to the quick, and who cannot sleep at night due to these tests.

I speak to children who literally, physically, shudder when discussing the upcoming high stake tests. I speak to children who tell me they are bad readers because they failed the test, yet I know they have made one and a half year's growth as a reader.

Because I support parents in opting out of testing across the nation on a daily basis, I know very well the climate of the country in terms of parent unrest. Parents are angry.

Parents recognize that their children are being deprived of authentic learning. Parents also recognize that their children are being used for profit.

They recognize that these test costs, estimated in the billions for our country, are profiting the corporations while stripping our schools of funding for much needed resources. They recognize that corporate reformers creating and funding these testing mandates choose to send their own children to schools where high stakes testing and curriculum meant to create common children does not exist.

I ask that parents be allowed to opt their children out of these high stakes tests without negative repercussions for their children, their children's teachers and their school communities. Thank you.

Teacher says: "We are abusing children.."

"..I am here to report we are abusing children in the state of New York. There is now a common core syndrome."

From the moment I posted this short, very inspiring video on various Facebook  education  groups, the number of views went from 301 to 1,332 in just 15 minutes! Help make this video go viral, so that most anyone in the country will have heard what this teacher so unequivocally dared to say!

And remember, it is not just kids in New York  State who are abused. This unhealthy focus on student 'performance' on standardized tests  is happening in schools everywhere.



Check out United Opt Out National and their Facebook group: Opt Out of the State Test: The National Movement with 5,541 members!

U.S. best practices used in Dutch schools!

Veteran Colorado teacher Vicki Heisler shares this memory  from 2000; before NCLB was enacted!

".. I will always remember.. friends from The Netherlands talking with me about how foolish our education system was not to adopt the recommendations of our professional associations into our classrooms. They made it clear that the Dutch schools were using these best practices in their own schools successfully.

Now I understand that the Dutch may be following the market-driven practices which are crippling our children. I hope this is NOT true.

Our system is destroying young minds rather than nurturing them. We claim to celebrate diversity, but measure standardization. Without creativity and innovation, what will our future look like--a nation of mindless hyper consumers dependent upon others for every thought?"

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Read here about her using primary sources from the Library of Congress to support effective instructional practices:  http://www.loc.gov/teachers/tps/quarterly/elementary/spotlight.html

 

Schools in the Plastic Age

Welcome to the PC  (Plastic and Computer) Age kindergarten where kids no longer play.

(Phot0: Denver Post,  Jan. 17, 2012; a kindergarten class at the Ricardo Flores Magon Academy K-8 charter school in Westminster.)

Standardized test scores say nothing about a student's creative ability or potential. If curriculum focuses on prescribed skills, that is what students will learn, but nothing beyond. If kids are taught to read by means of a rigid script and in a lock-step curriculum, they will not be able to stretch their minds beyond the script or facts taught.

If children in kindergarten are not allowed to play and socialize, they will not function well in 21st Century jobs because they'll lack the imagination to come up with innovations, and the skills to work together. Schools will turn out uncaring individuals who will speed up the destruction of the natural world instead of saving it.

How many people today know about the dangers of plastic particles that are now a permanent part of our environment, and even our bodies? How many adults unthinkingly heat up food in plastic containers? Do you? Even Gerber now puts baby food in plastic jars!

Paula Johanson in her book for teens,  Frequently Asked Questions About Testicular Cancer, writes:

"...there is "a significant elevated risk of testicular cancer..linked to exposure to polyvinyl chloride.. and other "plastic" materials that release estrogen-mimic chemicals into food and water."

Why is it that we are not made aware of the poisoning of ourselves and our children?  Our own education did not help us prevent it. Back then too little was known. That is different now, yet schools still do not teach how to deal with, and survive a poisoned world!

Corporations, of course, don't want people to become knowledgeable about the negative impact and even damage that many of their products pose on people and the environment . As Edward Luttwak remarks in his book, Turbo-Capitalism; Winners and Losers in the Global Economy,

"Corporations are not moral entities. They exist to make a profit."

Indeed, with  No Child Left Behind-- initiated by the Business Roundtable-- schools were coerced into testing students to hold schools accountable for receiving education money. If test scores were low, rigid improvement measures were forced upon them.  Profits for textbook and test publishers soared! McGraw-Hill alone saw an increase from 50 million dollars in 2002 when NCLB was just enacted, to 300 million dollars by 2009.

As long as corporations implicitly dictate what and how schools should teach, we can never have quality education. Children will not be taught to think critically and to question, but instead will be molded into the corporations' future workforce and consumers who will mindlessly continue to poison the environment. Schools still drill and test, rather than develop understanding of the importance of sustainable living. As one teacher shared in a survey,

"We need to get our kids to care, because these are the issues that they will be dealing with for the rest of their lives."

Are we?

Watch this six minute clip:

12-year-old Severn Suzuki speaking at the Rio Earth Summit

Of note also:

• The dangers of 'Microwave Safe' plastic containers


• The Documentary Plastic Planet (Check with your public library)


• Severn Suzuki today, 20 years later: Call to Action for Earth Summit 2012