Request for Information - Technical Expertise Pertaining to Native American Students Who Are English Learners - Comments due by May 3, 2013

Aloha kākou. Please share the following excerpt and the attached Federal Register notice of a Request for Information with members of your Native Hawaiian Organization as well as anyone you believe would be interested. In the context of this Federal Register notice, "Native American" is defined as follows: Native American means an individual who is Indian, Alaska Native, Native Hawaiian, Native American Pacific Islander, or a native resident of the outlying areas (20 U.S.C. 7801(25) and (28); 20 U.S.C. 7491(3); 25 U.S.C. 2902). The Comment portal on Regulations.gov opened today at: http://www.regulations.gov/#!docketDetail;D=ED-2013-OESE-0016 Deadline for comments: May 3, 2013, 5:00 pm, Washington, DC time. Source: http://www.gpo.gov/fdsys/pkg/FR-2013-03-04/pdf/2013-04819.pdf DEPARTMENT OF EDUCATION [Docket ID: ED-2013-OESE-0016] Request for Information To Gather Technical Expertise Pertaining to the Identification and Placement of Native American Students Who Are English Learners in Language Instruction Educational Programs AGENCY: Office of Elementary and Secondary Education, U.S. Department of Education. ACTION: Request for information. SUMMARY: The U.S. Department of Education (the Department) requests information about practices used to accurately identify Native American students in grades K-12 as English learners and to appropriately place these students in language instruction educational programs (LIEPs). The Department makes this request to help State educational agencies (SEAs), local educational agencies (LEAs), schools, tribes, and other interested entities identify, share, and implement practices for accurately identifying Native American students who are English learners. DATES: Written submissions must be received by the Department on or before 5:00 p.m., Washington, DC time, on May 3, 2013. ADDRESSES: Submit your comments through the Federal eRulemaking Portal or via postal mail, commercial delivery, or hand delivery. We will not accept comments by fax or by email. To ensure that we do not receive duplicate copies, please submit your comments only once. In addition, please include the Docket ID and the term ''Identification of English Learner Native American Students response'' at the top of your comments. . Federal eRulemaking Portal: Go to www.regulations.gov to submit your comments electronically. Information on using Regulations.gov, including instructions for accessing agency documents, submitting comments, and viewing the docket, is available on the site under ''Are you new to this site?'' . Postal Mail, Commercial Delivery, or Hand Delivery: If you mail or deliver your comments, address them to Supreet Anand, Office of Elementary and Secondary Education, Attention: Native American English Learner RFI, U.S. Department of Education, 400 Maryland Avenue SW., room 3W106, Washington, DC 20202-6132. . Privacy Note: The Department's policy for comments received from members of the public (including comments submitted by mail, commercial delivery, or hand delivery) is to make these submissions available for public viewing in their entirety on the Federal eRulemaking Portal at www.regulations.gov. Therefore, commenters should be careful to include in their comments only information that they wish to make publicly available on the Internet. Submission of Proprietary Information: Given the subject matter, some comments may include proprietary information as it relates to confidential commercial information. The Freedom of Information Act defines ''confidential commercial information'' as information the disclosure of which could reasonably be expected to cause substantial competitive harm. You may wish to request that we not disclose what you regard as confidential commercial information. To assist us in making a determination on your request, we encourage you to identify in your comments any specific information that you consider confidential commercial information. Please list the information by page and paragraph numbers. This Request for Information (RFI) is issued solely for information and planning purposes and is not a request for proposals (RFPs) or a promise to issue an RFP or a notice inviting applications. This RFI does not commit the Department to contract for any supply or service. Further, the Department is not now seeking proposals and will not accept unsolicited proposals. The Department will not pay for any information or administrative costs that you may incur in responding to this RFI. If you do not respond to this RFI, you may still apply for future contracts and grants. The Department posts RFPs on the Federal Business Opportunities Web site (www.fbo.gov). The Department announces grant competitions in the Federal Register (www.gpo.gov/fdsys). It is your responsibility to monitor these sites to determine whether the Department issues an RFP or notice inviting applications after considering the information received in response to this RFI. The documents and information submitted in response to this RFI become the property of the U.S. Government and will not be returned. FOR FURTHER INFORMATION CONTACT: Supreet Anand, U.S. Department of Education, 400 Maryland Avenue SW., room 3W106, Washington, DC 20202-6132. Telephone: 202-401-9795. If you use a telecommunications device for the deaf (TDD) or a text telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-800-877-8339. SUPPLEMENTARY INFORMATION: 1. Introduction The purpose of title III, part A of the Elementary and Secondary Education Act of 1965, as amended (ESEA) is to help ensure that children who are limited English proficient (LEP) attain English language proficiency and meet the same State academic content and achievement standards all children are expected to meet. One of the President's education goals is for American students, including Native American students, to be first in the world in college completion by 2020. At present, however, Native American students, compared to non-Native American peers, face substantial achievement gaps (U.S. Department of Education, November 30, 2011). The National Caucus of Native American State Legislators has described the state of education for Native American students as ''distressing,'' pointing to academic achievement that is two to three years behind that of their white peers, high dropout and expulsion rates, and low college-completion rates (National Caucus of Native American State Legislators, 2008). On the 2011 National Assessment of Educational Progress, for example, Native American students in grade four performed lower in reading than any other group of students. Native American students also have higher dropout rates than other students. According to the 2010 American Community Survey, the percentage of dropouts for ages 16 through 24 was 14.9 percent for Native American students compared with 5.1 percent for white students and 9.1 percent for black students (Institute of Education Sciences, American Community Survey). With this RFI the Department is taking several steps to collect information and gather suggestions to help SEAs, LEAs, schools, tribes, and other entities identify, share, and implement practices for accurately identifying Native American students who are English learners so that more Native American students will be college- and career-ready. First, we pose a series of questions-to which we invite interested members of the public to respond-about identifying Native American students as English learners. Second, the Department will host a Web dialogue and conference call during which external experts and the public can engage in further discussion on accurate identification of Native American English learners. Third, the Department will make available to the public the information collected from this RFI and the Web dialogue and conference call, as well as other resources identified by external experts participating in the Web dialogue and conference call. 2. Definitions The following definitions apply to this RFI. Statutory definitions are indicated by the citation at the end of the definition. English learner means a student who is limited English proficient. Limited English proficient (LEP) means an individual- (A) Who is aged 3 through 21; (B) Who is enrolled or preparing to enroll in an elementary school or secondary school; (C)(i) Who was not born in the United States or whose native language is a language other than English; (ii)(I) Who is a Native American or Alaska Native or a native resident of the outlying areas; and (II) Who comes from an environment where a language other than English has had a significant impact on the individual's level of English language proficiency; or (iii) Who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and (D) Whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual- (i) The ability to meet the State's proficient level of achievement on State assessments described in section 1111(b)(3) of the ESEA; (ii) The ability to successfully achieve in classrooms where the language of instruction is English; or (iii) The opportunity to participate fully in society. (section 9101(25) of the ESEA, 20 U.S.C. 7801(25)) (emphasis added). Native American means an individual who is Indian, Alaska Native, Native Hawaiian, Native American Pacific Islander, or a native resident of the outlying areas (20 U.S.C. 7801(25) and (28); 20 U.S.C. 7491(3); 25 U.S.C. 2902). 3. Discussion In this RFI we specifically inquire into practices regarding: (1) Accurate initial identification of Native American students who are English learners; (2) the use of a survey of primary or home language other than English (PHLOTE survey), as well as other methods, in identifying Native American students as potential English learners for the purpose of placement in a LIEP; (3) the use of multi-step processes for identifying Native American English learners; and (4) defining significant impact of a Native American language on English language proficiency and implementing that definition for determination of English language proficiency. To be eligible as LEP under the ESEA, Native American students must not only meet the significant impact requirement in section 9101(25)(C)(ii) of the ESEA; they must also meet the eligibility requirement in subparagraph (D) of that section. In this RFI we focus on the significant impact requirement. Accurate identification of English learner students is essential to ensure that these students receive the services necessary to meaningfully access an educational program, as required under title VI of the Civil Rights Act of 1964 (Civil Rights Act), and the services for which they are eligible under title III, part A of the ESEA. Under the ESEA and title VI, Native American students who come from an environment in which a language other than English has had a significant impact on English language proficiency may be identified as English learners. Even if a Native American child does not speak the language of his or her tribe, this language may still have a significant impact on his or her English mastery (Leap, 1993). Language impact may manifest itself in the way a student constructs meaning or applies syntax or vocabulary. All States at the very least recommend, if not require, the use of a PHLOTE survey as a first step in identifying which students may need to take an English language proficiency assessment (Bailey and Kelly, 2010). A student's performance on that assessment helps determine whether she or he is identified as an English learner student. Any methods used to identify Native American students as English learners must be objective, valid, and reliable. This includes both initial identification as English learners and identification after an initial identification as non-English learners based on academic performance. Section 3302(f) of the ESEA provides that a child not be admitted to, or excluded from, any federally assisted education program on the basis of a surname or language-minority status. Researchers including Bailey and Kelly (2010) have pointed to the great variability in the use of PHLOTE surveys, both across and within States, thereby calling into question the validity of the process for identifying students as English learners. Some States permit local variability in the questions included in the PHLOTE survey. As PHLOTE surveys are individually and locally administered, the variability in their administration is also great. Families may vary their responses to these surveys, indicating in one year that a language other than English is spoken at home and, in another year that it is not. Use of PHLOTE surveys with Native American students is particularly complex due to the current status of many Native American languages; e.g., the child may not speak the language in the home but may have a relative who does, or may have grown up in an environment in which the syntax, rhetorical style, and sociolinguistic patterns reflect the significant impact of the language. Additionally, among some communities, there may be a hesitancy to disclose Native American heritage or use of a Native American language (Weaver, 2001). As a result of these factors, Native American students may be incorrectly identified as English learners or as non-English learners upon their entry into school, and educators may find at a later point in a child's educational career that she or he has not been appropriately placed in a LIEP, or in a mainstream classroom with supports, as needed. Under title VI of the Civil Rights Act and related requirements, school districts must provide meaningful access to educational programs for children who are English learners. Further, the Office for Civil Rights memorandum of May 25, 1970, states that: Where inability to speak and understand the English language excludes national origin-minority group children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students. ''Identification of Discrimination and Denial of Services on the Basis of National Origin,'' Department of Health, Education, and Welfare, 35 FR 11,595 (July 18, 1970). Accurate identification of students as English learners is critical to compliance with the requirements (1) to properly serve and identify English learners under title VI of the Civil Rights Act and (2) to provide appropriate services under title III, part A of the ESEA. Accordingly, SEAs, LEAs, and schools have an interest in, and must share responsibility for, developing and implementing practices that correctly identify all students, including Native American students, who are English learners. According to the 2010 U.S. Census, 5.2 million Americans identify themselves as Native American. This is an increase of 1.1 million since the 2000 Census. The 2010 Census also indicates that 28 percent of Native Americans ages 5 and older speak a language other than English at home, as compared to 21 percent of the population of the Nation as a whole. Recent estimates indicate that approximately 200 Native American languages are ''living languages''; i.e., currently spoken (Bright, 2004; Encyclopedia Britannica, 2012). Due to its responsibilities under title VI of the Civil Rights Act of 1964 and title I, part A and title III, part A of the ESEA, the Department also has a role in supporting development and implementation of practices that correctly identify students, including Native American students, as English learners. For these reasons this RFI seeks solutions; advice; technical information; legal, regulatory, and policy approaches; and other information from the public about practices for accurately identifying Native American students who are English learners. Through this RFI, the Department also seeks to gather information and suggestions for SEAs, LEAs, and schools on how to address these issues. The Department welcomes input from SEAs, LEAs, and schools, as well as from tribes, researchers, and other organizations or individuals In addition, the Department will host a Web dialogue and conference call to engage external experts in an in-depth discussion about these issues. Responses to the RFI will be shared with the external experts and the public to inform the planning for the Web dialogue and conference call. Following the initial Web dialogue and conference call, the Department will decide the format and process through which to make available the collected public input. This format could include an online link to all submissions, a document summarizing this information, a question-and-answer document to be posted on the Department's Web site, further Webinars, or other methods. 4. Context for Responses 4.1 The primary goal of this RFI is to gather information that will help SEAs and LEAs better understand existing practices for identifying Native American students who are English learners. Because the questions in section 4.2 of this notice are only guides to helping us better understand the issues surrounding identification of Native American students who are English learners, you do not have to respond to any specific question. You may provide comments in any convenient format. You may also provide relevant information that is not responsive to a particular question but may, nevertheless, be helpful. 4.2 Questions Regarding the Identification of Native American Students Who are English Learners . . . .

Label It Hawaii and GMOs in Hawaii

Aloha to everyone who listened to us on Na Oiwi Olino.

To learn more about Uncle Walter's GMO Labeling efforts, become a fan of his Facebook page here.

You can also become a fan of Label It Hawaii on Facebook.  (A Label It Hawaii website is currently in development.)

The "Label It Hawaii" effort is the local Hawaii movement to label GMO (genetically modified organism) foods.  A growing number of parents, community members, business leaders, and residents in Hawaii are organizing to require companies to disclose, through labeling, when their products contain ingredients that have been genetically engineered.

Read an overview of benefits and criticisms of genetically modified foods here.

Many states are now considering GMO labeling initiatives, with one of the most potentially influential of these being the ballot initiative in California.

We encourage everyone to educate themselves on this important issue.

Related links

Human Genome Program - Genetically Modified Foods and Organisms
Union of Concerned Scientists - Impacts of Genetic Engineering
Hawaii Crop Improvement Association
Just Label It

Contact the organization by sending a message via the Facebook page or feel free to leave a comment below.

Mahalo!

Call to Action from Uncle Walter Ritte

Aloha Kakou, I am sending out this message and attachment, as information only, although this is an issue that affects all of us, our HEALTH, and our ENVIRONMENT.

Let me explain why an old guy from Molokai is constantly flying to Oahu and helping to lead a charge for LABELING. Molokai is paying the true cost for this "Cheap" GMO food. Our best farm lands are being turned into dust bowls. Soil is not only blowing out into the sea but is being washed by rain down onto our reefs. In the dust are powerful chemicals which are blowing into our cars, schools, Kupuna Housing, Daycare Center, County Baseball Park, Molokai Community College, and hundreds of homes. If this is happening to our island, it must be happening on other islands, we all have na'au to Aloha Aina, and kuleana, to Malama Aina. If I had a choice, I would not buy food that is not grown sustainably...but I do not have that choice. Label it and I will have a choice.

 

LABEL IT HAWAII has a goal to get a Labeling Law passed in Hawaii next year.

We plan to start now in organizing for next year, as the GMO corporations have a huge grip on our Legislature. 

We believe it is your RIGHT to choose what foods you want to feed your family.

We also believe that Labeling will finally allow us to track the negative impacts GMOs have on our health.

I have been sending out lots of "Educational" emails on GMOs and LABELING. Finally I get to send out one that requires us to do something of significance, a three step CALL TO ACTION.

The City and County of Oahu is the only county in our State which has not supported a Labeling bill this year. We have a good chance to change that on April 25th, as we have 3 of the needed 5 votes. 

Here is our first important CALL TO ACTION on our road to the 2013 Legislature.

The City (Oahu) County Council is the important first step. 

A COUNCIL HEARING REGARDING Resolution 12-57, "URGING THE STATE OF HAWAII AND THE FDA TO REQUIRE THE LABELING OF GMOs".

The hearing will be heard at KAPOLEI, not in Honolulu Hale, starting at 10:00am WEDNESDAY APRIL 25, 20012

Here are the three action items: 

 

1. CALL THE COUNCIL MEMBERS. We need 5 votes, (Berg and Gabbard are solid supporters, no need call them).

ERNIE MARTIN:768-5002 he is the chairman from north shore and needs a lot of persuasion, he supports GMOs.

IKAIKA ANDERSON: 768-5003 Kailua and Waimanalo guys need to talk with him

STANLY CHANG: 768-5004 he is on the fence (voted yes with reservation at committee level) enough calls may get him to support 

ANN KOBAYASHI: 768-5005 she is budget chair and must be influential on the council

ROMY CACHOLA: 768-5007 Kalihi is his district

BREENE HARIMOTO: 768-5008 he did turn around and vote yes at the committee level.

NESTOR GARCIA: 768-5009 Kunia and Kapolei is his district, he also needs a lot of persuasion.

2. SUBMIT TESTIMONY, ON LINE OR IN PERSON ON THE 25TH 

3. JOIN US AT 9:00AM ON THE 25TH AT KAPOLEI WITH LABELING SIGNS FOR A "SUPPORT RALLY" prior to hearing. (See Attachment)

Lets see if we can make Social Media work, lets get the word out and action done. Walter Ritte

Here is a letter from Label It Hawaii sent to the startadvertiser as an oped, not sure if and when they will print it. It does show our concerns and position on Labeling. It may take a few readings to get all of the information. As Americans, we value the basic right to choose from a wide variety of foods in the marketplace, to make informed choices as to what we feed ourselves and our families. Presently this right is being denied to the more than 90 percent of Americans (MSNBC poll) who want to know if a food contains genetically modified organisms (GMO). Why? Because our government does not require these products to be labeled. As a result, Americans are eating GMO foods without informed consent, despite the fact that the U.S. Food and Drug Administration (FDA) requires no independent safety testing of these transgenic ingredients. In fact, documents uncovered in litigation show that FDA scientists believe that GMO foods could pose serious risks and need stringent testing, but were overruled by administrative superiors. As a result, the FDA merely has a weak “voluntary consultation” process with biotech crop developers and relies entirely on whatever data the companies choose to disclose to governmental agencies. The FDA does not even approve GMO foods as safe, but defers to industry assurances. The international food safety authority, Codex Alimentarius, ruled last year that labeling is justified to enable tracking of potential adverse health effects triggered by GMO foods. Nearly fifty countries with 40% of the world’s population—including the European Union members, Japan, Brazil, Russia, and China—have laws mandating labeling of GMO foods. The FDA’s anti-GMO labeling policy rests on the antiquated doctrine that only those changes in food that can be detected by taste, smell or other senses need to be labeled. Since GMO food differences cannot be “sensed” in this way, the FDA declared that GMO foods are not materially different from conventionally produced foods and no labeling is required. This policy—based on 19th-century science—is entirely inadequate to deal with the changes to food that can be triggered by genetic engineering. Potential hazards presented by GMO foods include the presence of novel toxins, elevated levels of native plant toxins, and reduced nutritional content. It may take years, even generations, before adverse effects of GMO foods are known. For example, many Hawai‘i kupuna remember being sprayed with DDT as children to control head lice. First synthesized in 1874, DDT became a widespread, highly accepted, and extremely profitable pesticide . Eventua the adverse health and environmental effects were recognized, and despite intense opposition from manufacturers, states across the country began to ban the use of DDT. Finally, after decades of use, the EPA issued a ban on DDT in 1972. Despite industry rhetoric about miracle “supercrops,” the vast majority of commercial GMO crops are “super” only in their ability to withstand spraying with potent herbicides—sharply increasing toxic herbicide use and triggering an epidemic of herbicide-resistant weeds. Thus, mandatory labeling would also give akamai consumers the ability to choose whether the foods they consume are produced in a sustainable manner. For over a decade, federal GMO-labeling legislation has been introduced but has failed to pass. But there’s hope. Currently 55 members of Congress, including Senator Dan Akaka, have signed a letter of support to label GMO products. Locally, Hawai‘i is one of 14 states seeking mandatory labeling of GMO foods, evidence of the unprecedented groundswell of support for labeling across the nation. Hawai‘i prides itself on leading the nation in efforts to protect the safety of our food and the health of our environment. We demand that the Hawai‘i State Legislature stop listening to corporate lobbyists and instead to the voices and will of its citizens. Anything less is a betrayal of the public’s trust and our right to know how our food is produced. PHONE CALLS AND EMAILS ON MONDAY AND TUESDAY WILL HELP US GET THE NEEDED VOTES TO PASS THIS RESOLUTION. WALTER RITTE

Oahu residents can expect an increase of strong storm activity overnight and into tomorrow

FOR IMMEDIATE RELEASE
Department of Emergency Management
City and County of Honolulu
Thursday, March 8, 2012

Oahu residents can expect an increase of strong storm activity overnight and into tomorrow

The National Weather Service has informed the Department of Emergency Management that Oahu can expect an increase of strong storm activity overnight and into tomorrow.  Heavy rainfall and flooding, strong thunderstorm winds, hail and frequent periods of lightning are forecast with the peak effects occurring sometime Friday afternoon.

Although rainfall could be intense at times the bands of showers should move quickly over Oahu as the storm system tracks west of the state today thru Saturday. 

Oahu is currently under a Flash Flood Watch thru Friday afternoon.  A Flash Flood Watch means that conditions may develop quickly that could lead to flash flooding.  Residents should be aware that it does not have to be raining heavily where they are for flash flooding to occur. Everyone should monitor TV and radio for the latest weather information and be prepared to take immediate action should the Flash Flood Watch be replaced with a Flash Flood Warning.  

Flash Flood Preparedness

When a flash flood WARNING is issued for your area, or the moment you realize that a flash flood is imminent, act quickly to save yourself. You may have only SECONDS!   Go to higher ground or climb to safety!

·         Get out of areas subject to flooding. This includes dips, low spots, washes, etc. Avoid already flooded and high velocity flow areas. Do not attempt to cross flowing streams.

·         If driving, be aware that the road bed may not be intact under flood waters. Turn around and go another way. NEVER drive through flooded roadways!

·         Be especially cautious at night when it is harder to recognize flood dangers.

·         Do not camp or park your vehicle along streams and washes, particularly during threatening conditions.

When you receive a FLASH FLOOD WARNING:

·         If advised to evacuate, do so immediately.  Move to a safe area before access is cut off by flood water.

·         Continue monitoring NOAA Weather Radio, television or radio for information.

During the flood:

·         Avoid areas subject to sudden flooding.

·         If you come upon a flowing stream where water is above your ankles, STOP! Turn around and go another way.  Do not attempt to drive over a flooded road. The depth of water is not always obvious. The road bed may be washed out under the water, and you could be stranded or trapped.   Remember . . . Turn around, don’t drown!

·         Children should NEVER play around high water, storm drains, culverts or viaducts.

·         Should you have a flood related emergency call 9-1-1 immediately.

·         Go to www.nixle.com/dem to sign up for email and text message alerts from the Department of Emergency Management.

-- End --

For more information media only:

John M. Cummings III
Public Information Officer
Department of Emergency Management
City and County of Honolulu
650 South King Street
Honolulu, HI. 96813
808-723-8960 Office
808-499-7937 Cell
808-524-3439 Fax

Follow DEM!

On the World Wide Web: www.OahuDEM.org

On Facebook: www.facebook.com/OahuDEM

On Twitter: www.twitter.com/Oahu_DEM

Sign up for free alerts to your cell phone and / or email account at www.nixle.com/dem provided by the City & County of Honolulu

BE FIRST, BE RIGHT, BE CREDIBLE

Crisis Emergency Risk Communication - CERC

WTCAC Native American Student Summer Internship Program

Deadline: February 24!

Wisconsin Tribal Conservation Advisory Council (WTCAC)

Native American Student Summer Internship Program

The Wisconsin Tribal Conservation Advisory Council (WTCAC) is advertising thirteen (13) summer internship positions, headquartered in various USDA Agency offices in Wisconsin, for Native American students pursuing degrees in Natural Resources, Biological Sciences, Agriculture, or Agricultural Business.  Rural Development (RD) will also accept applicants pursuing Business Administration, Finance, Economics, or Management degrees.  These will be USDA Earth Team Volunteer positions, employed by WTCAC, with potential training and work experiences at nearby Tribal Nations.

WTCAC has Internship positions available at the following locations.  At the present time funds exist to fill 6 of the positions.  Additional positions may be filled as funds become available.  Only one application is necessary to apply for any, or all, of the identified internship positions.  The WTCAC Board of Directors will determine which positions to fill at the end of the application period.

Ashland – USDA Natural Resources Conservation Service – 1 position

               - USDA Forest Service, Northern Great Lakes Visitor Center – 2 positions

                        - Housing is possible

Hayward – USDA Forest Service – 1 position

La Crosse – USDA Natural Resources Conservation Service and USDA Animal & Plant Health

                    Inspection Service, Plant Protection and Quarantine – 1 position

Oneida – USDA Natural Resources Conservation Service – 1 position

Rhinelander – USDA Natural Resources Conservation Service – 1 position

         - USDA Animal & Plant Health Inspection Service, Wildlife Services – 1 position.

Shawano – USDA Natural Resources Conservation Service – 1 position

Spooner – USDA Natural Resources Conservation Service and Rural Development – 1 position

Statewide – USDA Rural Development – 1 position

Watersmeet, MI – USDA Forest Service, JW Toumey Nursery – 2 positions

                                    - Housing is available

See the individual announcements, for each of the locations, for information as to work duties, etc.

Position Information

·        First day of work will be June 4^th with an anticipated end date of August 10^th.

·        June 4^th is Student Orientation at the USDA Service Center Office in Medford, WI.

·        Each position will be employed for 10 weeks for a total of 400 hours @ $12.50/hr. 

·        Federal holidays will be paid but there is not any paid annual leave or sick leave.  Student may work with Supervisor to schedule family vacations and other needed time off, and extend work period beyond August 10^th to complete the 400 hours.

·        From June 12^th to 15^th students will attend the UW Platteville Conservation Camp.  (Tentative Date) WTCAC will cover all travel expenses and tuition.

Enrolled Tribal members get priority for the 6 internship positions.  If a position cannot be filled with an enrolled member, then it will be filled with other Tribal applicants.

Application Information

·        Application package should include:

o   Resume

o   Photocopy of a valid Driver’s License.

o   Copy of latest transcript (photocopy of an official transcript is acceptable)

o   Letter of Interest describing why you want this position, future career goals, etc.

·        Indicate in Letter of Interest which position/positions you are applying for.  May apply for multiple positions with only one application.  List them in priority order.

·        Application deadline is February 24, 2012.

·        Interviews will be the first two weeks of March with applicants selected by March 16^th.

·        Mail application package to: WTCAC, Attn: Jerry Thompson, E3200 1430^th Avenue, Prairie Farm, WI 54762  or;

·        Email application package to: WTCAC1@gmail.com

·        Questions may be directed to Jerry Thompson at 715-821-0555 or at the above email.

·        Internship information will also be posted on the WTCAC website;  www.WTCAC.org

Heather K. Stricker

Wildlife Resources Program Director

Forest County Potawatomi Community

PO Box 340

Crandon, WI. 54520

Phone: 715-478-4196

Fax: 715-478-7225

Email: Heather.Stricker@fcpotawatomi-nsn.gov

Hawaiian Islands Humpback Whale NMS Management Plan Review Update

Management Plan Review Update

The Hawaiian Islands Humpback Whale National Marine Sanctuary is co-managed through a partnership between NOAA and the State of Hawai‘i Department of Land and Natural Resources.   The sanctuary was designated by an act of Congress in 1992 to be a single-species sanctuary to protect humpback whales and their habitat. The sanctuary has initiated the process to review, evaluate, and update its management plan and will continue to ensure a high level of public engagement throughout this process.

One of the methods to facilate this involvement is through the Hawaiian Islands Humpback Whale National Marine Sanctuary Advisory Council. The council allows Hawai‘i residents to provide advice on the sanctuary’s resource protection, research, education and outreach programs to the sanctuary superintendent. The council, established in March 1996, is comprised of members from various local user groups, native Hawaiian groups, conservation, science and educational organizations, county interests and members of the public. Sanctuary Advisory Council working groups have developed management recommendations to address priority issues identified during a 90-day public scoping period that was held in summer of 2010. These recommendations do not reflect the endorsement of any individuals or agencies but are a result of a process by the working groups which synthesized multiple sources of information and collectively developed and produced these reports. Working group reports will be presented to the full council for their review and approval at the Sanctuary Advisory Council Meeting open to the public on January 17 & 18th, 2012, prior to forwarding recommendations to sanctuary management. The recommendations do not reflect the views of the full council, the sanctuary, the State of Hawai'i, or the National Oceanic and Atmospheric Administration.

As a courtesy to the public, working group recommendation reports are available for download prior to the council meeting in January 2012. All working group reports are listed in alphabetical order below.  For more information contact Joseph.Paulin@noaa.gov.

Climate Change Working Group Report (352 KB)
Ecosystem Protections Working Group Report (524 KB)
Enforcement Working Group Report (296 KB)
Humpback Whale Protections Working Group Report (1MB)
Maritime Heritage Working Group Report (188 KB)
Native Hawaiian Culture Working Group Report (392 KB)
Ocean Literacy Working Group Report (240 KB)
Offshore Development Working Group Report (1.6MB)
Water Quality Working Group Report (620 KB)

HOW TO PROVIDE INPUT

Talk with your Sanctuary Advisory Council constituent representative prior to the January 17-18 council
meeting.  A list of council members can be found here:

http://hawaiihumpbackwhale.noaa.gov/management/council_members.html

Thank you for your continued support! 

A #Honua 12 Days of Christmas

Aloha kakou,

Inspired by the response to our effort to raise awareness about and funds for @LanakilaPacific and their Meals on Wheels program through Twitter, we're doing it again.

Over the next 12 days (until noon on Christmas Eve), for every new Twitter follower to @HonuaConsulting we will donate $1 to @IHSHonolulu (up to $500). As a leading agency that provides assistance to the homeless, we believe IHS's mission is one we should all be supporting. You can learn more about this incredible program at www.ihshawaii.org

Some have asked: why would an environmental company be donating to human services programs?

The answer is simple: we believe it is near impossible for people be to concerned about environmental issues when they don't have food or a home. As much as we love animals and nature, in this company, we put ensuring that people have the basic necessities of life first. This means working so our kupuna have food; children receive basic nutrition, education and medical care; and that everyone has somewhere safe and warm to be on Christmas.

So how can you help?

1. Become a follower if you're not
2. Share the message if you're a follower (and not just on Twitter, share it on Facebook, Google+, whatever social media you use)
3. Donate yourself if you can

This isn't just about increasing followers, this is about increasing awareness. We want to increase awareness about the need to give to programs like Lanakila Pacific and IHS. We want people to understand that social media can be used to make their communities a better place.

We believe in the power of people. We also believe that people are good and that their goodness shines brightest when given the opportunity to help others.

We just want to do all we can to help people have a good Christmas, and we're asking you to help.

Aloha Kalikimaka,


kehau

Trisha Kehaulani Watson, JD, PhD
Owner, Honua Consulting