Transcript Slide 1

State of the Child Conference
Dare County, NC
March 31, 2006
Embracing Our Differences Committee
Tolerance
Destruction of Stereotypes
Celebration of Diversity
Greater Sense of Inclusion and Community
Higher Social Capital
Connections among individuals – social networks and the norms of
reciprocity and trustworthiness that arise from them.
Tolerance:
The First (but not the only) Step
“Human diversity makes tolerance more than a virtue;
it makes it a requirement for survival.” – Rene Dubos
“Laws alone cannot secure freedom of expression; in order that every man
present his views without penalty there must be spirit of tolerance in the
entire population.” – Albert Einstein
“The highest result of education is tolerance.” – Helen Keller
“Collective fear stimulates herd instinct, and tends to produce ferocity
toward those who are not regarded as members of the herd.”
– Bertrand Russell
“The capacity for getting along with our neighbor depends to a large extent
on the capacity for getting along with ourselves. The self-respecting
individual will try to be as tolerant of his neighbor's shortcomings as he is
of his own.” – Eric Hoffer
“Ultimately, America's answer to the intolerant man is diversity, the very
diversity which our heritage of religious freedom has inspired.”
-- Robert F. Kennedy
Tolerance is Inspiring!
Without tolerance, we operate on
stereotypes and stereotypes are built
upon assumptions and generalizations
“Those who constantly generalize learn less
and less about more and more until they know
nothing about everything.“ --American Proverb
Stereotypes
1. Stereotyping often results from, and leads to, prejudice and bigotry.
2. Unchecked prejudice and bigotry leads to discrimination, violence,
and, in extreme cases, genocide.
3. Prejudice can be spread by the use of propaganda and inflamed by
demagogues.
4. Language, particularly slang, is often used to dehumanize members
of certain groups of people, and this dehumanization is a precursor of
discrimination, isolation, and violence.
A "stereotype" is a generalization about a person or
group of people. We develop stereotypes when we
are unable or unwilling to obtain all of the information
we would need to make fair judgments about people
or situations. In the absence of the "total picture,"
stereotypes in many cases allow us to "fill in the
blanks." Our society often innocently creates and
perpetuates stereotypes, but these stereotypes often
lead to unfair discrimination and persecution when
the stereotype is unfavorable.
High School Stereotypes & Cliques
A.P.s
Hermits
Rainbow Club
Bandos
Hip Hoppers
Ravers
Bohemians
Hippies
Rednecks
Cheerleaders
In-Crowd
Rejects
Chess Clubbers
Indies
Revolutionaries
Crombies
Jocks
Spooky Kids
Debaters
Metalheads
Skaters
Druggies
Nerds/Geeks
Stoners
Duds
Otaku
Stud Gov
Emos
Preps
Theater Kids
Gamers
Gangstas
Goths
What are the stereotypes in our own secondary schools?
Do our students at Dare County Secondary Schools have
healthy or unhealthy rivalries?
A Short Film
You will see six people playing basketball –
three are wearing black shirts and three are
wearing white shirts. Each player can do
one of three things:
1. Dribble
2. Pass the ball
3. Bounce-Pass the ball
CAREFULLY COUNT THE NUMBER OF
TIMES THAT PLAYERS IN WHITE SHIRTS
BOUNCE-PASS THE BALL TO OTHER
PLAYERS IN WHITE SHIRTS.
Quite often in life, we see what we
expect to see or what we are told to
look for. Thus, when we hold a
stereotype, we fail to see the common
humanity of others who are, in fact,
more like us than unlike us.
All human beings share
99.9% common DNA
There are two very predictable outcomes
that result from stereotyping and a failure of
tolerance for diversity:
 Bullying which often leads to youth
violence, isolation, and depression.
 Drug abuse as an attempt to
self-medicate emotional problems.
School Violence May Result from Bullying
San Diego, CA (2002) Charles “Andy” Williams said he liked
some of the people he shot. At Santana HS, the thenundersized boy says he was called "bitch" and "faggot" and
was made fun of because he did not fight back when bullied.
Williams said he told a dozen fellow students about his
plan to bring a gun to school and "then, like, everybody's
egging me on, egging me on." He said he figured someone
would tell, but they didn't and eventually he wondered what
he "had to lose."
Charles Andrew Williams fired his .22-caliber revolver at
least 30 times, wounding 13 and killing two at his Santee,
Calif., high school, he dropped his gun and waited for the
police, who approached the 15-year-old freshman with
understandable caution. "It's just me," he murmured to an
officer.
Bullying in its various forms is prevalent in schools around the globe.
Children learn, practice, and experience bullying beginning at a very
young age. Research indicates that this form of aggression is a growing
problem affecting student learning, social interactions, and school
climate. It has been implicated as a contributor to school violence.
Feb 2, 1996 Moses Lake, WA
March 10, 2000 Savannah, GA
Feb 19, 1997 Bethel, AK
May 26, 2000 Lake Worth, FL
October 1, 1997 Pearl, MS
September 26, 2000 New Orleans, LA
December 1, 1997 West Paducah, KY
January 17, 2001 Baltimore, MD
December 15, 1997 Stamps, AR
March 5, 2001 Santee, CA
March 24, 1998 Jonesboro, AR
March 7, 2001 Williamsport, PA
April 24, 1998 Edinboro, PA
March 22, 2001 Granite Hills, CA
May 19, 1998 Fayetteville, TN
March 30, 2001 Gary, IN
May 21, 1998 Springfield, OR
January 15, 2002 New York, NY
June 15, 1998 Richmond, VA
April 14, 2003 New Orleans, LA
April 20, 1999 Littleton, CO
April 24, 2003 Red Lion, PA
May 20, 1999 Conyers, GA
September 24, 2003 Cold Spring, MN
November 19, 1999 Deming, NM
March 21, 2005 Red Lake, MN
December 7, 1999 Fort Gibson, OK
November 9, 2005 Jacksboro, TN
February 29, 2000 Mount Morris Township, MI
February 23, 2006 Roseburg, OR
U.S. School
Shootings
Since 1996
Substance Abuse is a Problem
in Dare County
A countywide survey of 7th through 12th graders (conducted in 2000)
found that 29% had used marijuana once or more in the previous 12
months. That number put Dare County above the state average of
21.7% and slightly below the national average of 34%.
The Board of Education passed a random drug testing policy for
students in grades 7-12 who participate in extracurricular activities or
purchase parking permits.
Adults say that the drug testing is going well. Students say that
many have switched to drugs other than pot (such as cocaine,
mushrooms, and prescription drugs) because these substances
clear out of the body faster and aren’t as easily detected in
a random drug test.
Source: Lamb, Joey “Above Average,” Nighthawk News, March 1, 2006.
How many times, if any, have you had alcohol to drink in your lifetime?
Alcohol Use
100
80
Manteo
60
First Flight
40
Cape Hatteras
20
0
'0
1
2
3-5
6-9
10-19 20-39
40+
How Many Times Have You Used Alcohol
Source: Search Institute Student Profiles of Life Survey, 2006
Reports attending one or more parties in the last
year “where other kids your age were drinking”
Drinking Parties
100
80
60
67
52
49
Manteo
First Flight
40
Cape Hatteras
20
0
Source: Search Institute Student Profiles of Life Survey, 2006
Percentage of Students Using Illicit Drugs Three or More Times in Last Year
Illicit Drugs 3 or More Times in Last Year
100
80
Manteo
60
First Flight
40
20
29
17
Cape Hatteras
19
0
Source: Search Institute Student Profiles of Life Survey, 2006
There are new data
(2006) about drug
use/abuse in Dare
County that are being
released at this State of
the Child Conference.
 Bullying depends upon exclusion
and seeing others as being different
in negative ways.
 Bullying is widespread.
Bullying Statistics
 66% of kids say they have witnessed bullying.
 30% of kids say that they have been victims of a bully.
 1 out of 5 kids admits to being a bully.
 8% of students miss one day of class per month for
fear of bullies.
 43% fear harassment in the bathrooms at their school
 282,000 students are physically attacked in secondary
schools each month.
 Every 7 minutes a child is bullied on a playground:
Adult intervention = 4%, Peer Intervention = 11%,
No Intervention = 85%.
Imagine that someone at your school hit you or pushed you for no reason.
What would you do?
Response to Being Hit or Pushed
100
80
Manteo
60
First Flight
40
Cape Hatteras
20
0
1
2
3
4
5
1 = I’d hit or push them right back.
2 = I’d try to hurt them worse than they hurt me.
3 = I’d try to talk to this person and work out our differences.
4 = I’d talk to a teacher or other adult. (Average = 8%)
5 = I’d just ignore it and do nothing.
Source: Search Institute Student Profiles of Life Survey, 2006
Sadly, bullying is widespread.
According to a 2004 KidsHealth
KidsPoll, 86% of more than 1,200
9 to 13 year-old boys and girls
polled said they've seen someone
else being bullied, 48% said
they've been bullied, and 42%
admitted to bullying other kids at
least once in a while.
Where do you draw the line
between good-natured ribbing and
bullying?
Although teasing may resemble bullying because it can
prompt feelings of anger or embarrassment, teasing is less
hostile and done with humor, rather than harm. It is a
natural part of growing up and beginning to affiliate with
one’s peers. It does not shun, exclude, or isolate.
Teasing often promotes an exchange between people
rather than a one-sided dose of intimidation.
Sticks and Stones Can Hurt for a Lifetime
According to a report titled "Hostile Hallways" issued by the American
Association of University Women, 76% of students have experienced
non-physical harassment and 58% have experienced the physical
variety. This treatment can even push students to suicide in extreme
cases. On the reverse side, in a study in Scandinavia, 60% of those
classified as bullies went on to collect at least one criminal conviction.
Bullying, once thought of as a
problem specific to boys, is
also widespread among girls.
In fact, a recent study showed
that 44% of those students who
reported threats and violence
were girls.
Girls are more likely to
experience verbal abuse
such as being teased about
their appearance (64 percent
of the girls versus 58 percent
of boys) and have false
rumors spread about them
(72 percent of girls versus
60 percent of boys).
Boys were more often
targets of physical
aggression such as being
beaten up (11 percent of
boys versus 6 percent of
girls) and having property
destroyed (46 percent of
boys versus 31 percent of
girls).
Types of Bullying
Emotional bullying can be more subtle and can involve isolating or
excluding a child from activities (i.e., shunning the victim in the
lunchroom or on school outings) or spreading rumors. This kind of
bullying is especially common among girls.
Physical bullying can accompany verbal bullying and involves things
like kicking, hitting, biting, pinching, hair pulling, or threats of physical
harm.
Racist/Cultural bullying preys on children through racial slurs,
offensive gestures, or making jokes about a child's race or cultural
traditions.
Sexual bullying involves unwanted physical contact or sexually
abusive or inappropriate comments.
Verbal bullying usually involves name-calling, incessant mocking, and
laughing at a child's expense.
Cyber Bullying
A relatively new phenomenon - began surfacing as modern
communication technologies advanced. Through email, instant
messaging, Internet chat rooms, and electronic gadgets like
camera cell phones, cyber bullies forward and spread hurtful
images and/or messages. Bullies use this technology to harass
victims at all hours, in wide circles, at warp speed.
For example, Myspace.com initially was the home to 20somethings interested in indie music in Los Angeles. Today, you
will be hard pressed to find an American teenager who does not
know about the site, regardless of whether or not they participate.
Over 50 million accounts have been created and the majority of
participants are what would be labeled youth - ages 14-24.
MySpace has more page views per day than any site on the web
except Yahoo! (yes, more than Google or MSN).
Victims of Bullies
Victims of bullying typically are children who suffer from fear,
anxiety, and low self-esteem as a result of being bullyied. They
may try to avoid school, and social interactions, in an effort to
escape the bullying. Some victims of bullying are so distressed
that they commit, or attempt to commit suicide. Even when
bullying does not drive victims to the extremes of suicide,
victims experience significant psychological harm which
interferes with their social and academic and emotional
development.
The sooner the bullying is stopped, the better for the long-term
outcome for victims.
If bullying patterns are allowed to continue unchecked, there
are long-term consequences for the victim. As adults, victims
of bullies are more likely to be depressed, and have lower selfesteem than their non-bullied cohorts.
Percent of Youth Reporting Risk-Taking Behaviors:
Has attempted suicide one or more times
Attempted Suicide
100
90
80
70
60
50
40
30
20
10
0
Manteo
First Flight
Cape Hatteras
12
16
9
Source: Search Institute Student Profiles of Life Survey, 2006
Note National Statistic: Every 78 seconds a teen attempts suicide every 90 seconds they succeed. (National Center for Health Statistics)
Bullies
Bullying is often a warning sign that
children and teens are heading for
trouble and are at risk for serious
violence. Teens (particularly boys) who
bully are more likely to engage in other
antisocial/delinquent behavior (e.g.,
vandalism, shoplifting, truancy, and drug
use) into adulthood. They are four times
more likely than nonbullies to be
convicted of crimes by age 24, with 60%
of bullies having at least one criminal
conviction.
Threatened Physical Harm to Someone
Once or More in the Last 12 Months
Threatened Physical Harm
100
80
Manteo
60
40
35
35
42
First Flight
Cape Hatteras
20
0
Source: Search Institute Student Profiles of Life Survey, 2006
Hit someone once or more in the last 12 months
Hit Someone
100
80
Manteo
60
41
40
37
42
First Flight
Cape Hatteras
20
0
Physically hurt someone once or more in the last 12 months
Hurt Someone
100
80
Manteo
60
First Flight
40
Cape Hatteras
19
19
21
20
0
Source: Search Institute Student Profiles of Life Survey, 2006
Witnesses to Bullying Behavior
In one study of junior high and high
school students, over 88% said they
had witnessed bullying in their schools.
Teens who witness bullying can feel guilty
or helpless for not standing up to a bully on
behalf of a classmate or friend, or for not
reporting the incident to someone who could
help. They may experience even greater guilt
if they are drawn into bullying by pressure
from their peers. Some teens deal with these
feelings of guilt by blaming the victim and
deciding that he or she deserved the abuse.
Teens sometimes also feel compelled to end
a friendship or avoid being seen with the
bullied teen to avoid losing status or being
targeted themselves.
MIAMI HERALD
Secretive new video game might inspire school bullies
By MATTHEW I. PINZUR, Mar. 13, 2006
A secretive new video game about school bullies could be targeted by Miami-Dade School
Board members, who fear the repercussions of a game that is set in a school and includes
fights, slingshots and possibly much more.
Little is actually known about the game, Bully, which was scheduled for release last fall but
has been repeatedly delayed. Opponents of violent video games have been driven largely by
its pedigree -- the game is being developed by Rockstar, the controversial designer of the
ultra-violent Grand Theft Auto series.
In those games, which have been top sellers for years, players steal cars, hire prostitutes and
brutally beat and murder enemies, police and bystanders. Opponents fear that Bully will bring
the same graphic violence into the virtual schoolhouse.
''This game is built entirely around bullies and is staged in a school -- it's the antithesis of
everything we're trying to promote,'' said School Board member Frank Bolaños, who
introduced a resolution urging Rockstar not to release Bully, asking local merchants not to sell
it and asking parents not to buy it.
Center for the Prevention of School Violence
1801 Mail Service Center
Raleigh, NC 27699-1801
800-299-6054
919-733-3388 ext 332
Bullying and Exclusion Prevents Some Children
From Satisfying a Fundamental Human Need:
The Need To Belong
Maslow’s Hierarchy of Needs:
Belonging is a Fundamental Human Need
Become a Lake
An Antidote to Bullying and a Guide
to the Future of a Vibrant, Safe, and
Compassionate Community:
A Celebration of Diversity and Differences
Diversity is a term used broadly to refer to many demographic
variables, including but not limited to race, ethnicity, religion,
culture, language, gender, color, national origin, disability,
sexual orientation, age, education, socio-economic status,
cognitive abilities, geographic origin, physical stature, weight,
and skill characteristics.
The increases in minority populations between the 1990
and 2000 census data in NC is astounding. The minority
population in NC grew by 823,488 people between 1990
and 2000. If the trend continues, NC and Dare County
will both continue to become rich in racial diversity.
NORTH CAROLINA
1990
2000
# Growth
Total Population
6,628,637
8,049,313
1,420,767
Caucasian
5,008,491
5,804,656
796,165
African-American
1,456,323
1,737,545
281,222
Native American
80,155
99,551
19,396
Asian/Nat.Hawaiian
52,166
117,672
65,506
Hispanic
76,726
378,063
302,237
Other
31,502
186,629
155,127
The minority population in Dare County grew by 760
people between 1990 and 2000, with the Hispanic
population more than tripling over that time span.
DARE COUNTY
1990
2000
# Growth
Total Population
22,746
29,967
7,221
Caucasian
21,766
28,393
6,627
African-American
811
797
-14
Native American
37
83
46
Asian/Nat.Hawaiian
79
124
45
199
666
467
53
269
216
Hispanic
Other
Appreciating and
Celebrating Diversity
Prepares us for the
Future of America
The U.S. Census Bureau predicts that by the middle of the next
century, race in America will be turned upside down. In 2050 Caucasian
will be a minority, and present-day minorities will be in the majority.
One group of Americans already exemplifies that future. The
Millennium Generation, today's 15-to-25-year-olds, is the most racially
mixed generation this country has ever seen. Its members are 60%
more likely to be non-Caucasian than those of their parents' and
grandparents' generations, and an increasing number are racially
mixed. A third are African-American, Latino, Asian, or Native American.
And the two-thirds who are Caucasian have grown up with more
exposure to people of other races, through school, sports, dating and
the media.
If we could shrink the earth's population (approximately 6.5 billion) to a village
of precisely 100 people, with all the existing human ratios remaining the same,
it would look something like the following. There would be:
57 Asians
21 Europeans
14 from the Western Hemisphere, both north and south
8 Africans
Our Global Village
52 would be female and 48 would be male
70 would be non-Caucasian and 30 would be Caucasian
70 would be non-Christian and 30 would be Christian
89 would be heterosexual and 11 would be homosexual
6 people would possess 59% of the entire world's wealth and all 6 would be from the U.S.
80 would live in substandard housing and 70 would be unable to read
50 would suffer from malnutrition, 1 would be near death, and 1 would be near birth
1 (yes, only 1) would have a college education and 1 would own a computer
When one considers our world from such a compressed perspective, the need
for acceptance, understanding, and education becomes glaringly apparent.
Respecting the Values and Beliefs of People Who Are of a
Different Race or Culture Than I Am…
Respecting Others Who Are Different
100
80
Manteo
60
First Flight
40
Cape Hatteras
20
0
1
2
3
4
5
1 = Not at all like me.
2 = A little like me.
3 = Somewhat like me.
4 = Quite like me.
5 = Very much like me.
Source: Search Institute Student Profiles of Life Survey, 2006
Knowing A Lot About People Who Are of a Different Race Than I Am
Knowing a Lot About People of Other Races
100
80
Manteo
60
First Flight
40
Cape Hatteras
20
0
1
2
3
4
5
1 = Not at all like me.
2 = A little like me.
3 = Somewhat like me.
4 = Quite like me.
5 = Very much like me.
Source: Search Institute Student Profiles of Life Survey, 2006
Enjoying Being With People Who Are of a Different Race Than I Am
Enjoy Being With People of a Different Race
100
80
Manteo
60
First Flight
40
Cape Hatteras
20
0
1
2
3
4
5
1 = Not at all like me.
2 = A little like me.
3 = Somewhat like me.
4 = Quite like me.
5 = Very much like me.
Source: Search Institute Student Profiles of Life Survey, 2006
Helping to Make Sure That All People Are Treated Fairly
Helping To Make Sure All People Treated Fairly
100
80
Manteo
60
First Flight
40
Cape Hatteras
20
0
1
2
3
4
5
1 = Not important
2 = Somewhat important
3 = Not sure
4 = Quite important
5 = Extremely important
Source: Search Institute Student Profiles of Life Survey, 2006
Speaking Up For Equality
(Everyone Should Have The Same Rights and Opportunities)
Speaking Up For Equality
100
80
Manteo
60
First Flight
40
Cape Hatteras
20
0
1
2
3
4
5
1 = Not important
2 = Somewhat important
3 = Not sure
4 = Quite important
5 = Extremely important
Source: Search Institute Student Profiles of Life Survey, 2006
Percent of Youth Reporting Each of 8 Thriving Indicators: Values Diversity
Places high importance on getting to know people of other racial/ethnic groups
Values Diversity
100
80
63
60
57
55
Manteo
First Flight
40
Cape Hatteras
20
0
The Average across all secondary schools in Dare County is = 58%
Percent of Youth Reporting External Assets:
Caring School Climate
Caring School Climate
100
80
Manteo
60
40
37
First Flight
31
Cape Hatteras
20
20
0
Source: Search Institute Student Profiles of Life Survey, 2006
A Celebration of Diversity:
 Promotes tolerance
 Reduces bullying behavior
 Contributes to the robust exchange of ideas
essential to a quality system of education
 Breaks down barriers among individuals of
different races, religions, ethnicities, abilities,
socio-economic status, sexual orientation, etc.
 Improves academic performance
 Improves social capital and connections in the
community
Higher Social Capital
Child development is powerfully shaped by
social capital. Trust, networks, and norms of
reciprocity within a child’s family, school, peer
group, and larger community have far
reaching effects on their opportunities and
choices, and hence on their behavior and
development.
Source: Robert Putnam, Ph.D.
Saguaro Seminar, Harvard University.
Bowling Alone. www.bettertogether.org
Higher Social Capital
Public spaces in high social-capital areas are
cleaner, people are friendlier, and the streets are
safer. Traditional neighborhood “risk factors” such as
high poverty and residential mobility are not as
significant as most people assume. Places have
higher crime rates in large part because people
don’t participate in community organizations, don’t
supervise younger people, and
aren’t linked through networks
of friends.
Higher Social Capital
Economic prosperity. A growing body of
research suggests that where trust and
social networks flourish, individuals, firms,
neighborhoods, and even nations prosper
economically. Social capital
can help to mitigate the
insidious effects of
socioeconomic
disadvantage.
Higher Social Capital
Health. There appears to be a strong relationship
between the possession of social capital and
better health. ‘As a rough rule of thumb, if you
belong to no groups but decide to join one, you
cut your risk of dying over the next year in half. If
you smoke and belong to no groups, it’s a toss-up
statistically whether you should stop smoking or
start joining.’
Higher Social Capital
Happiness: Regular club attendance,
volunteering, entertaining, or church
attendance is the happiness equivalent of
getting a college degree or more than
doubling your income. Civic
connections rival marriage
and affluence as predictors
of life happiness.
The Collective Benefits of High Social Capital
 Joining one group cuts your odds of dying over the next
year in half. Joining two groups cuts it in quarter.
 Communities with higher levels of social capital produce children with
higher SAT scores and higher performance on a broad range of testing.
 Communities with higher social capital have lower dropout rates, higher
retention, and less youth violence.
 The more connected we are in our community, the less colds, heart
attacks, strokes, cancer, depression, and premature death we experience.
 The higher the social capital, the less murders and violent crimes in our
neighborhood.
 Blood donations are higher in communities with high social capital.
 Road rage is reduced in communities with high social capital.
 Measured happiness goes up when we are socially connected in mutually
respectful, trusting relationships based on exchange and reciprocity.
Every wisdom and spiritual tradition teaches the importance of
The Golden Rule – Of accepting, nurturing, and caring for each other
Nature loves biodiversity: bio
meaning life and diversity meaning
different. Scientists believe that
we're just beginning to uncover the
number of plants, animals and
insects that exist in our fascinating
and diverse world. Did you know
that a rainforest (which accounts for
less then 7% of the Earth) contains
MILLIONS of species of plant and
animal life? Did you know that a
person could walk for a mile through
the rain forest and never find two
trees of the same kind?
Namaste and Aloha:
Recognizing our deep
and transcendent
relationship to all
beings
Consider this Image
Anti-gay group protests at the Aug. 28 funeral for Army Staff Sgt. Jeremy
Doyle, who died in Iraq.
Members of the Topeka, Kansas-based Westboro Baptist Church
dragged U.S. flags on the ground and shouted insults at Doyle's wife and other
survivors outside a mortuary in Martinsville, Ind.
Church Rev. Fred Phelps said American soldiers are being killed in Iraq
as vengeance from God for protecting a country that harbors gays and accepts
homosexuality.
Consider this Image
Autistic hoopster shoots lights out!
Feb. 24, 2006: Jason McElwain (J-Mac), a 17-year-old senior at GreeceAthena High School near Rochester, N.Y., is autistic and, as the team
manager, usually sits on his basketball team’s bench. But he scored 20
points in four minutes in his team's home finale. His schoolmates
carried him out of the gym on their shoulders.
What a great story about inclusion, friendship and community!
What images will define us in Dare County?
Our community and our schools must be
places where ALL people are treated
with dignity and respect, are physically
and emotionally safe, and feel
empowered to reach their full potential.
Lessons From Toulouse
 Be patient, persistent, never give up
 Welcome the stranger
“Among all the strange things
that men have forgotten, the
most universal and
catastrophic lapse of memory
is that by which they have
forgotten that they are living
on a star.”
– G.K. Chesterton
“We must become the change we want to see in the world.”
— Gandhi
What can each of us do individually and collectively to insure
that every child in Dare County is treated with dignity and
respect, is safe from physical and emotional harm, and is
given opportunities to live up to his or her potential?
What kind of school culture can we help create?
What are our next steps?
“The life I touch for good or ill will touch another life, and
that in turn another, until who knows where the trembling
stops or in what far place my touch will be felt.”
– Frederick Buechner
Thank You. Mitakuye Oyasin.
From Lakota: “We are all related.”
If you are interested in obtaining this
Power Point presentation, please go to
Kathleen Brehony’s website:
www.fullpotentialliving.com
and click on the tab for Power Point
Bill Gates - lower left
Paul Allen, the owner of the Seattle Seahawks, (net worth $20 billion) - lower right