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Green, Amy. "Push for financial literacy spreads to schools." Christian Science Monitor 101.70 (09 Mar. 2009): 13-13. Academic Search Complete. EBSCO. Roesch Lib., U. of Dayton, Dayton, OH. 14 Mar. 2009. http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=36874111&site=ehost-live>.

Green shares the story of Roy Kobert and John Ninfo a bankruptcy attorney and bankruptcy judge who both volunteer their time teaching kids the importance of financial literacy. With the economy plummeting out of control both men have decided to be advocates for teaching financial literacy to children and young adults. Both men have seen the devastating effect that financial literacy ignorance has caused on the economy and individuals. They fear that if creditors can lure the youth into debt, our countries youth future is in jeopardy. Their goal is to stop the madness before it starts through education intervention. The article also talks about several different programs promoting financial literacy that have been implemented in different states across the country.

Science literacy is frequently touted as a key to good citizenship. Based on a two-year ethnographic study examining science in the community, the authors suggest that when considering the contribution of scientific activity to the greater good, science must be seen as forming a unique hybrid practice, mixed in with other mediating practices, which together constitute "scientifically literate, good citizenship." This case study, an analysis of an open house event organized by a grassroots environmentalist group, presents some examples of activities that embed science in "good citizenship." Through a series of vignettes, the authors focus on four central aspects: (1) the activists' use of landscape and spatial arrangements, (2) the importance of multiple representations of the same entity (e.g., a local creek), (3) the relational aspect of knowing and becoming part of a community, and (4) the insertion of scientific into moral discourse, resulting in what they call a "stewardship triad." (Abstract taken from JSTOR.)

Kahle commentates on the opening of the $27 million Creation Museum in Petersburg, Kentucky and its potential impact on the evolution/creationism debate. Despite the legal decisions of the past century, which have largely determined that creationism is religion and therefore has no place in the science classroom, Americans by and large uphold religious assertions over science, a tendency caused primarily by the continual endorsement of pseudoscience. The Kentucky Visitor's Bureau, a department supported by public tax dollars, lends credibility to the Creation Museum as a "walk through history . . . [that] will counter evolutionary natural history museums." Placing science and pseudoscience in the same realm, argues Kahle, is a mistake that may circumvent empirical science as a measure of truth.

Despite the refutation of intelligent design as legitimate science by the American Association for the Advancement of Sciences and the National Academy of Sciences, eighteen states have suggested the introduction of antievolution legislation (as of 2005). In the wake of this movement, librarians, the ultimate guardians of knowledge, may face challenges of censorship by religious conservatives. Suppressing access to information is in direct conflict with democratic ideals. This article contains specific advice for librarians regarding the protection of diverse resources. Although the O'Sullivans write to a specific audience, their message is indicative of the relationship between censorship and literacy.

This Christian source provides a host of antievolution arguments with references to scripture. The arguments span beyond the scope of biological evolution, including information regarding several branches of science and theology. The ideas are created and supported by scholars and academics. This source is important for examining the creationist side of the argument, and analyzing the ways in which the two views can be reconciled in a way that maintains scientific literacy.

This article is about two teachers who used the literary devices associated with poetry to teach scientific writing to their students. The result was that students learned more about writing poetry and writing scientific reports. This article would be helpful for students researching the teaching of literacy using uncommon methods.

Adolescence is a period of great intellectual development that holds a lasting, lifelong influence. The authors examine the degree to which a school's religious affiliation and contextual teaching influence the development of adolescent belief systems and attitudes. The researchers find that the religious tenor of the school is incredibly influential in shaping student worldviews. Because religion and science are often viewed as diametrically opposed, I'd like to take this data a little further and ask, to what degree does this trend impede or facilitate scientific literacy?

This is an article in the Journal of Computing Sciences in Colleges that argues the point that the majority of students possess basic computing skills, e.g., WWW, email, search engines (Google), instant messaging, etc., but this knowledge is not founded upon the technology itself; rather, students are mere consumers who learn to use such technologies only because they possess meaningful functionality.

Examining a specific legal decision in Pennsylvania regarding high school curriculum, the author examines yet another facet of the evolution debate-the students' voice. All too often, the rights of children are overlooked in the development of or debate over educational curriculum. Grover cites the Convention on the Rights of the Child (1989) as recognizing children as competent and independent thinkers whose input is not only relevant, but also valuable. The focus of the paper is on children's rights and how they were neglected in Kitzmiller et al. v. Dover Area School District et al, although attention is paid to church state separation and science education. This source is particularly useful for examining the role of the child in the education arena-just because they are on the receiving end of the education continuum does not mean they do not have a role in the discourse. Their voices are perhaps the most important of all.

This particular survey reviews religious trends that have occurred between the period 1990-2008. This 18-year period provides an excellence examination of recent shifts in religiosity. Moreover, the source will provide a background from which to infer future trends in secularization, in addition to determining its implications on scientific literacy.

This article responds to many of the existing creationist arguments by refuting them with scientific evidence, including substantiation from reputable sources. Kessler, chair of the department of physics at Illinois Wesleyan University, discusses his personal experiences with teaching college freshmen, including an astounding case in which a student who had received a 32 on his ACT dropped out of college on the advice of his minister. At the heart of the issue was a belief system that could not be reconciled with Kessler's instruction. The article also focuses on the backgrounds of the students and the ways in which their limited (sometimes nonexistent and often misinformed) research illustrates a lack of understanding of the scientific method and the nature of experimental data. In this way, the creationist student mindset can be examined in context of his/her belief system.

Have Americans been seduced into overeating by the so-called health halo associated with certain foods and restaurants?