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Pre-lesson Tip: When writing your discrepant event lesson, keep these ideas in mind: Your goal is to keep information to a minimum in the discrepant event narrative; You want your learners to practice asking questions; If you disclose many answers, before the learners begin to think about what the “problem question” poses, it leaves them with fewer questions to ask; When your learners have too few questions to ask, it leads them to too few facts and information to discover; If you reveal scores of answers in your discrepant event narrative, it minimizes THE puzzle, mystery, or discrepancy; The discrepant event narrative works best in your discrepant event lesson, if you keep it simple.  The narrative could still be long with abundant information about the topic, or supporting topics, but keep the information that’s pertinent to the “problem question” incomplete in the narrative. Sandy Hook Shooting Sandy Hook Shooting Extended References

SANDY HOOK ELEMENTARY LESSON

DISCREPANT EVENT LESSON, SANDY HOOK ELEMENTARY SHOOTING       Author Information:  Jean K. Bruce with the collaboration of Dr. William C. Bruce Jean K. Bruce, Home Tree Media, http://www.hometreemedia.org   William C. Bruce, University of Texas at Tyler, http://research.uttyler.edu/faculty/wbruce     Date created:  02/11/2013   VITAL INFORMATION, Discrepant Event Lesson, Sandy Hook Elementary Shooting,       Discrepant Event Lesson, Sandy Hook Elementary Shooting, Subject(s):  Health, History, Psychology, Social Studies, and Sociology   Discrepant Event Lesson, Sandy Hook Elementary Shooting, Grade/Level:  Grade 2-12, Adult   Introduction to Discrepant Event Lessons:   Growing Minds: Developing Thinking and Reasoning Skills http://www.pbs.org/wholechild/parents/minds.html   Focusing on Focus.  Babies solve discrepant events; your students will solve discrepant events, and apply their gained knowledge. The ABC's Of Child Development Developmental Milestones For Your Child's First Five Years   “Infants were once thought of as passive and unknowing.  It was commonly believed that until they mastered language, young children were incapable of thinking or forming complex ideas.  Today, we know otherwise.  From the very start, young children are aware of their surroundings and interested in exploring them.  Scientists from several fields have shown that from the first weeks of life, babies are active learners. They are busy gathering and organizing knowledge about their world.  These milestones highlight young children's progress in developing perceptual and thinking skills.”   http://www.pbs.org/wholechild/parents/minds.html   “…The most important thing you can teach children, no matter what their age, is that they are valued. Unless children have a basic sense of self-worth, it is unrealistic to expect them to approach the challenges of learning and problem solving with confidence.  When children feel that they are valued they are more likely to feel capable, competent, and in control. …Children's thinking and reasoning skills emerge when adults and children seek out answers to questions and problems together.  The emphasis should be on process rather that product.  Listen carefully to children's questions and think of ways that they can discover their own answers.”   Solving Problems Creatively “You can help children become able, creative problem-solvers by encouraging them to come up with their own ideas and try a variety of solutions until they find one that works for them.  Ask questions in ways that provoke children to think for themselves and to come up with an original idea or solution.  For example, ask questions that begin, "How do you think we could…?" or "What do you suppose would happen if…?" Once you ask thought-provoking questions, it is important to wait and listen to children's answers with genuine respect for their ideas. This approach requires time, patience, and ingenuity, but is well worth the effort. Find more information on child development and milestones from these PBS Parents Web sites: Growing With Media (media and children), Inclusive Communities (children with special needs), and Talking and Reading Together (reading and communication skills.)”   http://www.pbs.org/wholechild/abc/index.html   Out-of-focus, and then Refocusing   Discrepant event teaching and learning using the method of scientific inquiry is about seeing things out-of-focus, and then refocusing.  It is the hands on way we inquisitive humans first learn: inquiry learning.   Discrepant event teaching and learning engages what we think we know, what we can gather about what we know and don’t know, how well we join disciplines and cooperate with other humans to discover, using scientific methods of problem solving.  Discrepant event teaching and learning is also the ultimate logic tool, resolving with clear and sensible thought.   Human inquiry, the quest without the inquisition, the essential method for what is critical to know, guides our purposes to pin down the critical sources of what we need to know.  Step-by-step discrepant event teaching and learning steers humans away from pointless paths, to purposeful paths.   Administrative Decisions to use in this Lesson: Safety Assurances Lesson Safety Assurances   ·      Physical Safety   ·      Test your safety check systems; adjust the lights for media presentations.   ·      Warn students to be careful while moving around the room as you lower lights.   ·      Announce to students that they have the option to stand, move, or stretch during the discrepant event lesson.   Emotional Safety:   ·      Monitor bullying behaviors.  Take reasonable and impartial action to stop any inappropriate kidding or comments.   ·      Achieve a high level of awareness concerning indirect and manipulative types of student hostility, intimidation, and exclusion behaviors.  These relegation behaviors decidedly influence psychological and physical health.   ·      Pay special attention to challenged students; power inequities, dealt with quickly and fairly help provide for a safer, securer classroom for teachers and learners.  You might want to remind your students that bullying extends to: snubbing, misinformation dispersal, excluding people from activities frequently, or disregarding ideas.  Discuss peer pressure.   ·      Dignify your students' responses using positive comments and follow the procedures for providing feedback.   ·      Developing connections through fair treatment, with students and teachers, builds trust, generates support, and helps avoid authoritarian or other kinds of rigid conduct.  Openly and honestly discuss resources for dealing with bullying situations.   ·      At times it’s unclear as to what to do about domineering behavior or oppressive situations, or students who seem to want isolation.  We must guard against using any form of neglect, exploitation, and careless actions as a teacher; the impact from such pursuits often causes rash acts, chronic malice, and beyond the classroom damage.  Seek outside aid if necessary, for forming management strategies.   ·      Provide appropriate hints when your students appear uncomfortable demonstrated by their non-responsive behaviors.   ·      Convey to your the students that this lesson is challenging, and similar to life situations; it will probably require group effort, and possible research to reach an answer.  Learning to cooperate during a learning experience enhances learning.   Management: Lesson Management Assurances   ·      Make back-up printed copies of the lesson’s media presentations in case the computer or projector fails.   ·      Place lesson files on the computer desktop and check for problems before class.   ·      Arrange lesson files by the sequence of the lesson and open as many lesson files as possible.   ·      Before a media presentation, arrange student seating in ways to avoid blocking the students’ ability to see presentations.   ·      Verify from your students that their seating arrangement allows them to both see and hear presentations.   ·      Keep an eye on the computers’ Internet browsers holding any Web sites included in the lesson presentations by Refreshing or Reloading the site.   ·      Start the lesson immediately upon completion of the logistics portion of the class.   ·      Provide your students with an introduction to the Discrepant Event Inquiry process including the rules and procedures.   ·      If needed, remind students that loud intrusive talking interferes with learning.   ·      Keep up with the lesson/inquiry time; provide more hints if the end of class approaches and the lesson cannot continue in the near future.   ·      Provide positive comments as students follow the guidelines and procedures of the class lesson.   ·      Confirm that each student possesses pen and paper for brainstorming of hypotheses and questions.   ·      Employ groups of three or four students with diverse achievement levels to brainstorm.   ·      Use a seating chart to call on specific students, by name.   ·      Provide a stretch/relax break during the discrepant event lesson.   ·      Remain silent for five minutes when the first group conferences take place.   ·      Continue to recheck with students about quality of projections, sound, their ability to see, and to understand.   ·      End the lesson at least 5 minutes before the end of class.   Materials   Lesson Materials   The following is a list of potential materials to consider using for the discrepant event lesson:   ·      Computer ·      Projector ·      Screen ·      Document camera ·      Back-up printed copy of Power Point slides ·      Power Point Presentations ·      Internet Web sites ·      Up-to date Internet browser ·      Nameplates for all students ·      Computer remote for slide presentations ·      Paper/pen for writing hypotheses as they are mentioned ·      Handouts ·      Maps ·      Dictionaries - Fact Files and Reference Work ·      Anthologies and Albums ·      Encyclopedias ·      Almanacs ·      Brochures ·      Indexes ·      Databases   Instructional Decisions: Lesson Standards, Objectives, and Assessment/Rubrics   Discrepant Event Lesson Standards, Objectives, and Assessment/Rubrics   1.    USA-National Council for Social Studies: Expectations of Excellence: Curriculum Standards for Social Studies. http://www.socialstudies.org/standards/foreword   2.   Strand I: Culture: Social studies programs should include experiences that provide for the study of culture and cultural diversity.   3.   Strand VI: Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance.   4.   Strand VIII: Science, Technology, & Society: Social studies programs should include experiences that provide for the study of relationships among science, technology, and society.   5.   Strand X: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.   6.   Strand VIIII: Global Connections: Social studies programs should include experiences that provide for the study of global connections and interdependence.   LESSON STANDARDS National Standards:   Science   http://books.nap.edu/html/nses/html/index.html   Science as Inquiry (K-4)   Abilities necessary to do scientific inquiry - plan and conduct a simple investigation; use data to construct a reasonable explanation, communicate investigations, and explanations.   Lesson Objectives   Objective #1 (Critical Thinking Objective)   Given a discrepant event scenario, each student will write five tentative hypotheses (guesses).  Each student will write three fact questions; the three-fact questions will relate to each hypothesis (guess).  Four of the hypotheses (guesses) will be stated in the appropriate form of a hypothesis and relate to the problem statement; twelve of the questions should be stated requiring a yes or no response.   Objective #2 (Content Objective)   When provided a statement from a National Rifle Association Web site, or an anti-gun control Web site, the student will write a two-page response that contradicts the perspective of the gun-control opposing Internet statement.  The student’s response will include at least ten facts and three conclusions that relate to the Discrepant Event Lesson, Sandy Hook Elementary Shooting.   Lesson Assessment/Rubrics   NSTA Press® Extras A Practical Guide for the Beginning Science Teacher: Teaching Strategies http://www.nsta.org/publications/press/extras/riseandshine07.aspx?print=true   National Council for the Social Studies http://members.socialstudies.org/Scripts/4Disapi.dll/4DCGI/logon/redirectback.html?ref=http://publications.socialstudies.org/se/6501/650110.html   Discrepant Event Presentation & Evaluation Rubric http://webcache.googleusercontent.com/search?q=cache:c8IWvSZ6YJEJ:home.southernct.edu/~gravess1/scsu_courses/edu493/Discrepant_Event_Rubric.doc+&cd=1&hl=en&ct=clnk&gl=us&client=safari   Lesson Engagement   SYNTAX of the DISCREPANT EVENT INQUIRY PROCESS   Phase I:  Confronting the Discrepant Event   Explain the Inquiry Guidelines and Procedures   REMEMBER TO INFORM YOUR STUDENTS THAT PHASES II AND III CAN BE DONE OUT OF SEQUENCE   Guidance 1:  Students will phrase questions requiring yes or no responses. Guidance 2:  A student may ask as many questions in progression as time allows. Guidance 3:  Students may challenge any proposed theories, at any time, once the lesson is in the proposed-theories phase. Guidance 4:  Students conduct conferences, without teacher participation, summarizing information and theories. Guidance 5:  Teachers provide reference materials during the inquiry.   Discrepant Event Lesson, Sandy Hook Elementary Shooting, Present the Discrepant Event   Read the discrepant event immediately following the presentation of the inquiry Guidance/Rules.   THE CORE DISCREPANT EVENT   Discrepant Event Lesson, Sandy Hook Elementary Shooting   On December 14, 2012, the day had just begun at Sandy Hook Elementary.  A man broke into the school.  He started shooting.  Within minutes, the shooter killed twenty Sandy Hook first graders.  As we watched the news, finally, we all also grasped the school’s principal and psychologist, including six staff members, had died.  It only took the shooter a few minutes.     Discrepant Event Lesson, Sandy Hook Elementary Shooting, Problem Question ·      Always exclude the problem question indicated by the discrepant event.   ·      When you include a statement that discloses the problem question, you reveal answers prematurely.   ·      Revealing answers prematurely inhibits the quest to find the discrepancy in the event.  Therefore, the discrepant event item, or as some educators call it the description of the discrepant event, excludes a statement containing the problem question.   ·      After the initial discrepant event disclosure (reading/sharing), the students should identify the problem question.   Discrepant Event Lesson, Sandy Hook Elementary Shooting, Formulate the Problem Question   Students remain responsible for formulating the problem statement. Problem Question Guidance to Teachers: ·      Prompt the identification of the problem; ask the students to think about what they supposed immediately following the presentation.   ·      Watch for hypotheses mistaken for the problem statement.  If students give theories, believing the theories are problem statements, ask the students why they made that guess.  If they pose additional theories, remind them each time that they should think about what came to mind before stating their theories.   ·      Alert your students to the following information: This inquiry, Discrepant Event Lesson, Sandy Hook Elementary Shooting, holds proximate answers and ultimate answers; therefore the lesson usually divides into two sections.   ·      Teachers and students will endeavor to identify the proximate answers before tackling the ultimate answers.   Supplementary Note: This inquiry is a demanding, yet stimulating undertaking; your determination and resolution will conquer your frustrations.   Discrepant Event Lesson, Sandy Hook Elementary Shooting, Problem Statement: How could one person kill so many people in a few minutes?   Explore   Lesson Exploration   Phase II:  Data Gathering Verification   ·      Students ask questions about objects and conditions. ·      Students give examples of object and condition questions. ·      Students ask questions to verify the discrepancy. ·      Remind the students to ask questions that prove that the discrepancy actually occurred as stated in the scenario.   Phase III:  Data Gathering Experimentation Students ask Questions about Important Variables   Provide examples of “would it make any difference” questions.   Example lesson questions:   ·      In this discrepant event lesson about the Sandy Hook shooting, do you think it would have made any difference if the shooter in the Sandy Hook school had used a 6-shot handgun without ammunition clips, instead of high-powered weapons?   ·      In this discrepant event lesson about the Sandy Hook shooting, would it have made a difference if the shooter had been restricted from using weapons?   Do you believe that these natural questions help carry forward, the typical verbal experimental questions valuable in a social studies lesson?   Students ask Hypothetical and Causal Questions   Identify questions as hypotheses rather than fact questions.  Affirm to the student, that their question is an excellent hypothesis, but refrain from responding with yes or no answers.  Ask for fact questions that would prove or disprove each hypothesis.   Explain   Lesson Explanations   Phase IV:  Formulating an Explanation   Summarize and Reach a Probable Hypothesis   ·      State the supporting facts that have come about after questioning your students during the lesson.   ·      Discard the facts and information that share little or no relationship to the discrepant event problem.   ·      List the facts that support the remaining hypotheses.   ·      Tentatively accept the most likely answer as a probable solution.   Elaborate Lesson Elaborations   FOLLOWING THE PRESENTATION OF THE DISCREPANT EVENT ASK YOUR STUDENTS:   ·      What question did this discrepant event situation bring to mind when you read the discrepant event scenario?   ·      Was my last question a statement of the discrepant event problem, or a guess?   ·      What caused you to make a guess?   ·      What is the lesson problem?   ·      What are some hypotheses that you developed at this point? (group brainstorm session).   ·      What are some fact questions that might help you prove or disprove any of the brainstormed hypotheses?   ·      Is that statement a hypothesis, or a guess?   ·      Which piece(s) of information support the hypothesis?   ·      Continuously ask: Why?   ·      What is the proximate answer?   ·      What is the ultimate answer?   ·      Why did your proximate answers happen to ________ (who)?   ·      Why did your proximate answers happen ________ (identify what – what purpose did you suppose or imagine from the information)?   ·      Why did your proximate answers happen at ________ (time/when)?   ·      Why did your proximate answers happen in ________ (where)?   ·      Was the gunman superior in intelligence to the other people in the school?   ·      What do you imagine would have happened if the gunman carried only a knife, or one round of bullets?   ·      What is the first answer that popped into your mind?   ·      What facts support the ultimate answer?   ·      What facts contradict the ultimate answer?   ·      Which facts, if any, support any of the other proposed theories?   ·      Which questions asked during the lesson stood out as the best?   Read the following practice discrepant events and problem statements to your students.  Ask your students to individually brainstorm two hypotheses and three questions that would help solve the problems.  After the individual brainstorming, ask your students to share their results with a small group.   State something similar to the following, to your students: “We will share all the hypotheses until we have a comprehensive list.  Additionally, share the two questions with your group, and select the best five questions from the combined list.”   Three Practice/example Discrepant Events:   First practice discrepant event: To be or not to be: Spoken by Hamlet, Act 3 Scene 1 http://www.nosweatshakespeare.com/quotes/hamlet-to-be-or-not-to-be/ To be, or not to be: that is the question.  David Tennant:  “This is a play made of historical sources and religious wars, existential questions, the meaning of life and death, and the idea that ghosts are real and speak.”   http://www.pbs.org/wnet/shakespeare-uncovered/video/hamlet-with-david-tennant/   NOTE: The easy first sample discrepant event, To be, or not to be, contains two parts.  You might think that the first discrepant event falls strictly in the category of use in an English class.  See how many social studies lessons pop into mind as you read the two versions of the two soliloquies.   You might think that the second sample discrepant event Discrepant Event, Rapa Nui, is more suitable for social studies; notice how many disciplines both sample discrepant events touch.  Often, the more disciplines a lesson crosses, the higher the chances are for students to relate and interact.  Multi-discipline lessons also offer a higher degree for understanding.   PART ONE, Practice Discrepant Event: To be, or not to be: that is the question:   Whether ’tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles, And by opposing end them?  To die: to sleep; No more; and by a sleep to say we end The heart-ache and the thousand natural shocks That flesh is heir to, ’tis a consummation Devoutly to be wish’d. To die, to sleep; To sleep: perchance to dream: ay, there’s the rub; For in that sleep of death what dreams may come When we have shuffled off this mortal coil, Must give us pause: there’s the respect That makes calamity of so long life; For who would bear the whips and scorns of time, The oppressor’s wrong, the proud man’s contumely, The pangs of despised love, the law’s delay, The insolence of office and the spurns That patient merit of the unworthy takes, When he himself might his quietus make With a bare bodkin? who would fardels bear, To grunt and sweat under a weary life, But that the dread of something after death, The undiscover’d country from whose bourn No traveller returns, puzzles the will And makes us rather bear those ills we have Than fly to others that we know not of? Thus conscience does make cowards of us all; And thus the native hue of resolution Is sicklied o’er with the pale cast of thought, And enterprises of great pith and moment With this regard their currents turn awry, And lose the name of action.–Soft you now! The fair Ophelia! Nymph, in thy orisons Be all my sins remember’d.   PART TWO, Practice Discrepant Event: To be, or not to be: “To be or not to be” Soliloquy Translation:   The question for him was whether to continue to exist or not – whether it was more noble to suffer the slings and arrows of an unbearable situation, or to declare war on the sea of troubles that afflict one, and by opposing them, end them.  To die.  Hamlet pondered the prospect.  To sleep – as simple as that.  And with that sleep we end the heartaches and the thousand natural miseries that human beings have to endure.  It’s an end that we would all ardently hope for.  To die.  To sleep.  To sleep.  Perhaps to dream.  Yes, that was the problem, because in that sleep of death the dreams we might have when we have shed this mortal body must make us pause.  That’s the consideration that creates the calamity of such a long life.  Because, who would tolerate the whips and scorns of time; the tyrant’s offences against us; the contempt of proud men; the pain of rejected love; the insolence of officious authority; and the advantage that the worst people take of the best, when one could just release oneself with a naked blade?  Who would carry this load, sweating and grunting under the burden of a weary life if it weren’t for the dread of the after life – that unexplored country from whose border no traveler returns?  That’s the thing that confounds us and makes us put up with those evils that we know rather than hurry to others that we don’t know about.  So thinking about it makes cowards of us all, and it follows that the first impulse to end our life is obscured by reflecting on it.  And great and important plans are diluted to the point where we don’t do anything.   Problem Question, Practice Discrepant Event: PART ONE and PART TWO:   1.    To be, or not to be: 2. To be, or not to be: A simple problem question: After comparing the two different versions of Hamlet’s Soliloquy, do you think that one version is easier to understand than the other version?   Problem Statement: Why was one version easier to understand?   Second Practice Discrepant Event, Rapa Nui:   People settled Rapa Nui about 900 A.D. Evidence confirms scientific theories about Rapa Nui: it existed as a ‘no man’s land’ before the Rapa Nui people arrived.  Rapa Nui carried a relatively advanced civilization, by 1400 A.D., with about 15,000 people.   Rapa Nui’s population fell to about 2,000 in 1700.  By 1877, Rapa Nui’s population declined to 111 people.  Evidence validates scientific theories about Mokuina: it existed as a no man’s land before the arrival of the Mokuainans.   Mokuina's first residents arrived about 700 A.D. The Rapa Nui culture came from the same culture as the Mokuinan settlers’ culture.  By 1400 A.D., Mokuina supported about 50,000 inhabitants.  Mokuina held a population of about 200,000 in 1700.  By 1920, the remaining Mokuinan people numbered 23,723.   The first contact with the people, of Rapa Nui, and the people of Mokuina, by European cultures occurred after 1700.   Second Practice Discrepant Event, Rapa Nui, Problem Question:   When compared to Mokuina, why did the population of Rapa Nui decrease drastically before the arrival of Europeans?   Evaluate   Monitor the individual brainstorming by reading the proposed hypotheses as students write.  Assist any students who are having difficulty stating hypotheses.  Also, do the same with the questions.  Provide positive feedback about student progress and dignify errors.   NOTE: Rapidly share practice/example discrepant event information and answers if your students need faster answers to exercise and to understand the skills and procedures essential for building problem solving.   REMEMBER TO INFORM YOUR STUDENTS THAT PHASES II AND III CAN BE DONE OUT OF SEQUENCE   Lesson Evaluation   Administer the following assessment:   Read the following practice scenario/discrepant event.  After reading the scenario, ask students to write five hypotheses that might be the answer to this new scenario.  Next ask students to write two questions for each of their five hypotheses.   Third Practice Discrepant Event, The Island   This map shows an island in the middle of a lake.  The island connects to the shore by a causeway.  The causeway exists because people piled stones on the bottom of the lake until the pile reached the lake surface.  People layered smoothed stones until they to made a road.   Mountains surround the lake.  The only flat land lies near the lake.  The island stands covered with buildings.  The building walls still stand although the roofs have disappeared.  The area remains completely uninhabited.   In the middle of the island stands a big stone square with several smaller levels on top of it.  If you climb to the very top of the stone square, you can sight the planets and stars, and see Venus at its winter solstice, December 21; in other words, you see where Venus sits at its lowest point in the sky.   Across the lake you will see limestone quarries and a burial ground.  Here, the dead have been buried with their hands folded.     Third Scenario/discrepant event, The Island, Problem Statement: What happened to the people who lived on the island for hundreds of years?   Phase V:  Analysis Of the Inquiry Process Analyze questioning and strategy   Ask your students which questions were the most significant in determining the probable solution.   Develop New Questioning Strategies   Metacognition   Metacognition provides an opportunity for self-analysis of student thinking skills, whether the problem involves academic problems or real-life problems.  Therefore, because of metacognition, students regain innate curiosity through evaluating, hypothesizing, and synthesizing.   In general, metacognition is thinking about thinking.  More specifically, Taylor (1999) defines metacognition as “an appreciation of what one already knows, together with a correct apprehension of the learning task and what knowledge and skills it requires, combined with the agility to make correct inferences about how to apply one’s strategic knowledge to a particular situation, and to do so efficiently and reliably.”  METACOGNITION: Study Strategies, Monitoring, and Motivation, William Peirce © 2003.   Ask your students to brainstorm questions that would have aided the inquiry now that they know the probable solution.   Ask triads (groups of three students) to summarize and share the major process skills and content knowledge included in the core lesson, Discrepant Event Lesson, Sandy Hook Elementary Shooting.   Lesson Technology Integration   ·      High Tech Schools: 7 Innovative Ways Teachers Are Using Tech In The Classroom, The Huffington Post Megan Hess First Posted: 08/22/2011 9:00 am EDT, Updated: 10/21/2011 5:12 am EDT,http://www.huffingtonpost.com/2011/08/21/high-tech-schools-innovative-tech-in-classroom_n_925450.html#s326592&title=iPads   ·      Technology’s role in the classroom has been widely debated: does it simply feed an addiction to a mobile lifestyle, or does it give otherwise shy students a way to find their voices?  A national survey released in April by Pearson Learning Solutions found that only “2 percent of college faculty members had used Twitter in class, and nearly half thought that doing so would negatively affect learning,” reported The New York Times.  However, at the same time, a recent survey by the University of Massachusetts at Dartmouth found that “98 percent of higher ED institutions are on Facebook, and 84 percent are on Twitter,” said InsideHigherEd.com.   NOTE:  Many discrepant event lessons easily and successfully achieve your objectives and goals with low-technology research items, such as dictionaries, maps, student collaboration, and handouts.   ·      Make a Power Point presentation about the Discrepant Event Lesson, Sandy Hook Elementary Shooting, to guide Anticipatory Set and the presentation of the discrepant event syntax.   ·      Use computers and projectors to show media presentations.   ·      Employ Smart Boards for interactions and notes.   ·      Exploit the document camera, especially for back up to Power Point presentation.   ·      Keep Internet Web Sites and browsers open for display, or have embedded links in the Power Point presentations.   ·      Write on a White board or chalkboard for listing Hypotheses.   ·      Maximize the use of Smart phones; join forces and classes around the world working with other teachers.   Main Discrepant Event Lesson, Sandy Hook Elementary Shooting, PROBABLE SOLUTIONS: Disclaimer: We believed the information contained herein is reliable.  Albeit we used judicious efforts to ensure that the information we provided is accurate, we cannot make guarantees of any kind as to its accuracy.  Information on this website, and in the following resources may contain errors, and may be changed or updated at any time.  We cannot assume liability for any errors or omissions in the content and information included on this website, or the resources used. This lesson website may contain links to other websites on the Internet.  We have zero control over these websites, and maintained zero distribution nor has Home Tree Media reviewed the content of these sites. 1. It only took the shooter, Adam Lanza, a few minutes to kill twenty-six people.   “Investigators have linked Ms. Lanza to five weapons: two powerful handguns, two traditional hunting rifles and a semiautomatic rifle that is similar to weapons used by troops in Afghanistan. Her son took the two handguns and the semiautomatic rifle to the school.  Law enforcement officials said they believed the guns were acquired legally and were registered.”  A Mother, a Gun Enthusiast and the First Victim, MATT FLEGENHEIMER and RAVI SOMAIYA, Published: December 15, 2012, http://www.nytimes.com/2012/12/16/nyregion/friends-of-gunmans-mother-his-first-victim-recall-her-as-generous.html?_r=0   2. Newtown Shooter's Guns: What we Know, Steve Almasy, CNN, Adam Lanza, Lanza’s Path to the Sandy Hook Tragedy, (CNN) -- Adam Lanza brought three weapons inside Sandy Hook Elementary school on December 14 and left a fourth in his car, police said. Those weapons were a Bushmaster AR-15 rifle and two handguns -- a Glock 10 mm and a Sig Sauer 9 mm.   http://www.pbs.org/wgbh/pages/frontline/social-issues/raising-adam-lanza/slideshow-adam-lanzas-path-to-the-sandy-hook-tragedy/   3.  Original Article Australia’s 1996 gun law reforms: faster falls in firearm deaths, firearm suicides, and a decade without mass shootings Australia's 1996 Gun Law Reforms: “Australia's 1996 Gun Law Reforms faster falls in firearm deaths, firearm suicides, and a decade without mass shootings, S Chapman, P Alpers, K Agho, and M Jones, Inj Prev. 2006 December; 12(6): 365–372, doi:  10.1136/ip.2006.013714, PMCID: PMC2704353, Injury Prevention, An international peer-reviewed journal for health professionals and others in injury prevention, School of Public Health, University of Sydney, Sydney, New South Wales, Australia, 2006;sc@med.usyd.edu.au.  Copyright © 2013 by the BMJ Publishing Group Ltd.  All rights reserved.   http://injuryprevention.bmj.com/content/12/6/365   Setting Australia, 1979–2003. Main outcome measures “Changes in trends of total firearm death rates, mass fatal shooting incidents, rates of firearm homicide, suicide and unintentional firearm deaths, and of total homicides and suicides per 100000 population.” Results “In the 18 years before the gun law reforms, there were 13 mass shootings in Australia, and none in the 10.5 years afterwards. Declines in firearm‐related deaths before the law reforms accelerated after the reforms for total firearm deaths (p=0.04), firearm suicides (p=0.007) and firearm homicides (p=0.15), but not for the smallest category of unintentional firearm deaths, which increased. No evidence of substitution effect for suicides or homicides was observed. The rates per 100000 of total firearm deaths, firearm homicides and firearm suicides all at least doubled their existing rates of decline after the revised gun laws.” Conclusions “Australia's 1996 gun law reforms were followed by more than a decade free of fatal mass shootings, and accelerated declines in firearm deaths, particularly suicides. Total homicide rates followed the same pattern. Removing large numbers of rapid‐firing firearms from civilians may be an effective way of reducing mass shootings, firearm homicides and firearm suicides.”   http://injuryprevention.bmj.com/content/12/6/365   4.  Adam Lanza was known as a shy boy, PBS FRONTLINE Raising Adam Lanza, In the wake of the mass killings at Sandy Hook, FRONTLINE looks for answers to the elusive question: who was Adam Lanza?   http://www.pbs.org/wgbh/pages/frontline/raising-adam-lanza/   “People describe him as introverted.  He seemed to retreat from being touched.  Violent video games, and shooting range practice with his mother, are noted as two things he engaged in recreationally.  He showed few signs of dangerous behavior. Adam Lanza’s life ended after the second deadliest school shooting in American history.  When we trace his path to the mass killings in Newtown, Connecticut, we might never find his motive, but we might gain insight into certain crucial forces that shaped his life and death.”  Adapted from: Adam PBS FRONTLINE Raising Adam Lanza “In the wake of the mass killings at Sandy Hook Elementary School, FRONTLINE investigates a young man and the town he changed forever. Adam Lanza left behind a trail of death and destruction, but little else. He left no known friends, no diary.  He destroyed his computer and any evidence it might have provided.  His motives, and his life, remain largely a mystery.  In collaboration with The Hartford Courant, FRONTLINE looks for answers to the central—and so far elusive—question: who was Adam Lanza?  Also this hour: In the aftermath of the tragedy, President Obama called for a national conversation about guns in America.  Nowhere is that conversation more intense than in Newtown, where FRONTLINE finds a town divided and explores how those closest to the tragedy are now wrestling with our nation’s gun culture and laws.” VIDEO: “There was a Weirdness” About Young Adam Lanza BLOG: Were Sandy Hook Killings Inspired by Norwegian Massacre? SLIDESHOW: Adam Lanza’s Path to the Sandy Hook Tragedy PBS NOVA Neuroscience of Violence “While there is some evidence linking violence to risk factors such as age, sex, substance abuse, and personality traits such as anger and impulsiveness, over many years, researchers have established that only a very small subset of people suffering from mental illness are likely to commit violent acts. NOVA investigates what we know and what we don’t about the neuroscience of violence.” PREVIEW: Mind of a Rampage Killer, a NOVA report asking: Can science help us understand why some people commit horrific acts of mass murder? (Airing Wednesday, Feb. 20, on PBS) VIDEO: Criminal Minds: Born or Made? BLOG: Neuroprediction and Crime   5. Owner-Authorized Handguns: A Workshop Summary, Lance A. Davis and Greg Pearson, Editors, Steering Committee for NAE Workshop on User-Authorized Handguns, National Academy of Engineering, ISBN: 0-309-52608-6.   “The feasibility and potential impact of so-called smart handguns has generated considerable public interest and debate. This report summarizes a June 2002 workshop at the National Academy of Engineering that examined three related issues: the state of technology for owner-authorized handguns; the role of product liability in the development and marketing of such firearms; and the potential impact of these smart guns on health and crime. Smart-gun technology has the potential to prevent unintended or undesirable uses of handguns, such as accidental shootings; the shooting of police officers by assailants using the officers' own weapons; suicides; homicides with stolen handguns; and other gun-related crimes. However, information presented at the workshop suggests that considerably more research is needed to bring a reliable and commercially viable product to the marketplace. The report also notes that the impact of smart-guns will be influenced by legal issues, human behavior, economic conditions, and other factors.” A free PDF was downloaded from: http://www.nap.edu/catalog/10828.html   6.   HowStuffWorks, Discovery Channel, Top 5 Most Popular Guns - and Why, William Harris,   http://science.howstuffworks.com/5-most-popular-guns.htm   “Guns come in all shapes and sizes.  Let's take a quick look at some of the different types of firearms. Mother Jones', A Non-Gun-Owner's Guide to Guns, Adam Weinstein, http://www.motherjones.com/politics/2012/12/semi-automatic-gun-assault-weapon-definitions   Semi-auto, full auto, bolt-action, lever-action…What we talk about when we talk about firearms.   “The vast majority of modern guns sold and collected in the US are semiautomatic, which means they fire a single shot with every pull of the trigger, but automatically reload between shots. That's in contrast to full-automatic weapons, as well as single-shot guns that require the operator to "cock" the gun or hand-feed ammunition between shots. (There are a variety of sporting weapons that are single shot, such as lever-action, bolt-action, and breech-loading rifles, pump-action shotguns, and many revolvers.)”   7.   Congressional Record, The Library of Congress, THOMAS, House of Representatives - December 19, 2012, of Representative Cedric Richmond,   http://thomas.loc.gov/cgi-bin/query/z?r112:H19DE2-0092   “112th Congress (2011-2012) The United States has the highest rate of gun ownership in the world, an average of 88 per 100 people.  I understand that the next highest is Yemen, somewhere around 56 per 100 people.  But the rate of gun ownership doesn't always directly relate to the number of homicides.  Honduras, with the most homicides by firearm at 68.43 per 100,000 has only 6.2 firearms per 100 people compared to our 88, while Finland, which has a relatively high one, 45.3 guns per 100 people, only reports about 19 per 100,000 homicides by firearms.”   8. How to Talk about Guns, Advocates of Tighter Laws First Need to Brush up on their Terminology, NEW YORK DAILY NEWS, January 16, 2013, http://www.nydailynews.com/opinion/talk-guns-article-1.1240406 “This isn’t just a semantic problem of getting the words wrong.  It’s become a political problem, and, worse, one of the reasons our national conversation on guns actually impedes progress in reducing gun crime. So in the interest of serious solutions, I urge anyone interested in having a real conversation about guns to learn something about them, and to stop using terms meant to scare and confuse instead of solve.”   9. Americans for Responsible Solutions, Gabrielle Giffords was shot in the head at point blank range at a congress on your corner event in Tucson on January 8, 2011. Stepping down from congress in January, 2012, giffords said, “I will return, and we will work together for arizona and this great country.” Mark Kelly “Mark Kelly, husband of former Congresswoman Gabrielle Giffords, is a retired astronaut and US Navy Captain with 6,000 flight hours in more than 50 different aircraft, 375 aircraft carrier landings, 39 combat missions and more than 50 days in space.”   Solutions As gun-owning Westerners with moderate, consensus oriented politics, Gabby and Mark believe in the need to both enact measures to reduce gun violence and protect the rights of responsible gun owners. While the gun lobby offers America a false choice between gun rights and safe communities, Americans for Responsible Solutions is committed to commonsense policy that stops shootings while respecting the Second Amendment, such as: Criminal Background Checks Limiting High Capacity Magazines Limiting Assault Weapons Stopping Gun Trafficking   10. The President's Plan to Reduce Gun Violence   http://www.whitehouse.gov/sites/default/files/docs/wh_now_is_the_time_full.pdf   “On January 15, 2013, Vice President Biden delivered his policy proposals to President Obama. On January 16, 2013, the President put forward a specific plan to protect our children and communities by reducing gun violence. The plan combines executive actions and calls for legislative action that would help keep guns out of the wrong hands, ban assault and high-capacity magazines, make our schools safer, and increase access to mental health services.”   Discrepant Event Lesson, Sandy Hook Elementary Shooting, Possible “Student” Hypotheses:   1.  Adam Lanza had an accomplice who got away. 2.  The shooter lined people up and shot more than one person with a single bullet. 3.  Lanza had been a hunter since childhood. 4.  The killer was a sharpshooter in the Army. 5.  Fragmentary bullets were used by Adam Lanza. 6.  Lanza held two guns in each hand. 7.  The shooter used a machine gun. 8.  Multiple magazines were carried and used. 9.  Lanza made his own magazines; the magazines held hundreds of bullets.   Discrepant Event Lesson, Sandy Hook Elementary Shooting, Fact Sheets, Websites, Videos, and other Recourses   1.    Sandy Hook gunman Adam Lanza “Sandy Hook gunman Adam Lanza may have envisioned himself as Norwegian bomber Anders Breivik’s mass-murder rival, Adam Edelman/ NEW YORK DAILY NEWS, Monday, February 18, 2013.  “Authorities investigating the Newtown, Conn., massacre say evidence suggests Lanza may have even been obsessed with Breivik, who killed 77 people in 2011, and wanted to top his murder tally.  Two officials said evidence had been uncovered suggesting that Lanza was determined to top Breivik’s death count.  The officials added that investigators had found credible evidence that Lanza was probably even obsessed with Breivik.” They also found evidence that Lanza had zeroed in on Sandy Hook Elementary School because he felt it was the “easiest target" with the "largest cluster of people." Read more: http://www.nydailynews.com/news/national/lanza-rival-norwegian-bomber-anders-breivik-article-1.1267411#ixzz2Mfu9QPK1 http://www.nydailynews.com/news/national/lanza-rival-norwegian-bomber-anders-breivik-article-1.1267411   2.  Exclusive: Probe of  Newtown shooter Adam Lanza focusing on murderer’s ‘psychotic break’ and unlocked guns, Matthew Lysiak, Newtown, Conn. / NEW YORK DAILY NEWS, Published: Sunday, January 20, 2013, Updated: Tuesday, January 22, 2013. http://www.nydailynews.com/news/national/lanza-psychic-break-article-1.1243602 Read more: http://www.nydailynews.com/news/national/lanza-psychic-break-article-1.1243602#ixzz2MfxYrXf4   3.  Adam Lanza, shooter in Sandy Hook Elementary massacre, found to have no brain deformities: medical examiner, THE ASSOCIATED PRESS, Published: Friday, January 11, 2013, Updated: Friday, January 11, 2013, 8:12 PM.              http://www.nydailynews.com/news/national/lanza-brain-appears-normal-conn-doctor-article-1.1238602   4.  New details emerge on private lives of school gunman Adam Lanza and his mother, Lisa Riordan Seville and Michael Isikoff, NBC News,” http://openchannel.nbcnews.com/_news/2012/12/17/15976160-new-details-emerge-on-private-lives-of-school-gunman-adam-lanza-and-his-mother?   5.  FRONTLINE, Social Issues, Raising Adam Lanza, “There Was A Weirdness” About Young Adam Lanza, February 19, 2013, Sarah Childress. “As a young boy, Adam was diagnosed with sensory integration disorder — a not widely accepted diagnosis that involves difficulties processing and reacting to stimuli — a family member told FRONTLINE and The Hartford Courant, who teamed up to examine the aftermath of the massacre at Sandy Hook Elementary School.  Nancy Lanza worried about her youngest son, and confided in a close friend. “Don’t touch Adam,” she warned Marvin LaFontaine, whose young son participated in the Cub Scouts with Adam.  “He just can’t stand that.” Adam would get upset when other kids gave him a high-five or a pat on the back, Nancy told LaFonataine.  She struggled to find counselors she could trust or who she felt truly understood Adam’s problem. “I could see it was bringing her down,” said LaFontaine.  “She didn’t know what to do.”” http://www.pbs.org/wgbh/pages/frontline/social-issues/raising-adam-lanza/there-was-a-weirdness-about-young-adam-lanza/   6.  Protective Factors for Youth Violence Perpetration Issues, Evidence, and Public Health Implications*, CDC Special Supplement: Issues, Evidence & Public Health Implications of Protective Factors for Youth Violence Perpetration. http://www.cdc.gov/violenceprevention/pub/YV_ProtectiveFactors.html   7. Sandy Hook shooting: What happened? Source: CNN, © 2013 Cable News Network. Turner Broadcasting System, Inc. All Rights Reserved.  http://www.cnn.com/interactive/2012/12/us/sandy-hook-timeline/index.html “Twenty-six people -- 20 students and six adults -- were shot and killed at the Sandy Hook Elementary School in Newtown, Connecticut on December 14.  Details continue to emerge about what precisely happened.  Below is a timeline of events that compiles the latest reporting.” ·      “Early 12/14 ·      Before events at the school ·      At some point before he went to the school, investigators believe Adam Lanza, 20, killed his mother, Nancy Lanza. ·      He grabbed three guns from the house -- a semi-automatic AR-15 assault rifle made by Bushmaster and pistols made by Glock and Sig Sauer -- and went to the elementary school wearing black fatigues and a military vest, according to a law enforcement official. ·      The above weapons are similar to the ones found with the suspect: A Bushmaster rifle, a Glock handgun, and a Sig-Sauer handgun. ·      Classes were under way at the school. Approximately 700 students were present. ·      Earlier this year, the school principal, Dawn Lafferty Hochsprung, ordered a new security system installed that required visitors to be visibly identified and buzzed in. As part of the security system, the school locked its doors each day at 9:30 a.m. ·      The door was locked when the gunman arrived. ·      Authorities now know the gunman used "an assault weapon" to "literally (shoot) an entrance into the building," Connecticut Gov. Dannel Malloy said. ·      Inside the school ·      Hochsprung heard loud pops. She, school psychologist Mary Sherlach and vice principal Natalie Hammond went out to investigate. ·      Only Hammond returned from the hallway alive. She was wounded. ·      At about 9:30 a.m., as announcements were read over the loudspeaker to the students, shots were heard across the school. Students described being ushered into bathrooms and closets by teachers after hearing the first shots. ·      Lanza moved toward two classrooms of kindergartners and first-graders, police said. ·      In one classroom was Lauren Rousseau, a substitute teacher who was filling in for a teacher out on maternity leave. The gunman shot all 14 students in the classroom, law enforcement officers said. ·      In another classroom, Victoria Soto, 27, moved her first-grade students away from the door. The gunman burst in and shot her, according to the father of a surviving student. Six students were killed in that classroom. ·      First responders arrive ·      At the police station, dispatchers began to take calls from inside the school. Authorities say the first emergency call about the shooting came in at "approximately" 9:30 a.m. ·      "Sandy Hook school. Caller is indicating she thinks someone is shooting in the building," a dispatcher told fire and medical personnel, according to 911 tapes. ·      Police and other first responders arrived on scene about 20 minutes after the first calls. ·      Police report that no law enforcement officers discharged their weapons at any point. ·      The gunman took his own life, police said. He took out a handgun and shot himself in a classroom as law enforcement officers approached, officials said. ·      Twenty students, ages 6 and 7, and six adults were killed at the school. ·      Police secured the building, ensuring no other shooters were on site. Police then escorted students and faculty out of the building to a nearby firehouse. ·      As reports of the shooting made their way around town, frantic parents descended on the firehouse where the children had been taken. ·      By nightfall, the firehouse became a gathering point for parents and family members whose loved ones would never walk out of the school.”   8. Sandy Hook Nurse Hid Steps Away From Gunman, Copyright © 2013 ABC News Internet Ventures, George Stephanopoulos, http://abcnews.go.com/GMA/video/newtown-connecticut-school-shooting-sandy-hook-nurse-hid-17997111 NOTE: This transcript has been automatically generated and may not be 100% accurate. “Nurse Sally Cox reveals moments when gunman stood near her office as she hid under desk. Transcript for Sandy Hook Nurse Hid Steps Away From Gunman And we're joined now by another survivor of the tragedy, the school nurse, Sally Cox.  Thank you for coming in this morning.  Thank you. I know this is difficult.  Take us back to that moment.  When did you first know something had gone wrong? Hearing loud popping noise.  I mean, just -- something I have never heard in my life.  And your mind doesn't think that it could be that. But when the secretary called out to me, with terror in her voice, it just told me there was something terrible happening.  That's when you went under the desk? Yes. While you're under there, you actually see the feet of the shooter?  There's an opening in the back for wiring.  And, as I was crouching down, I could see my doorway, because you in the office, you enter the office and into my office. And when I heard the door close, you know -- and he pro walked in, and I was looking and I saw -- I could see him from the knees down.  See the legs.  Right in front of you? 20 feet away.  His boots facing my desk.  And he turned and walked away? It was seconds.  He turned and walked out.  I heard it was seconds.  He turned and walked out.  I heard the door close. What do you do next?  After the door closed, iI don't know how the secretary had the courage but she did.  She raced into my office and pulled the door closed and raced behind my desk. We pulled the phone off my desk and I held the phone while she dialed 911.  We placed a call.  Thank goodness you did that. The fact that the police got there so quickly, the governor said, prevented more killing.  Right after that, you locked yourself?  We raced into my supply closet and pulled the door closed. You were there for the next four hours.  Nearly.  It was 1:15 before we -- we -- we were petrified. N't know how many there could have been.  We were listening.  You couldn't hear a whole lot. We heard screaming and the gunshots.  And -- I know the police shielded you as you left. So you wouldn't see what happened. They told us to close our eyes. They said, close your eyes.  You knew every child in that school. I see them all at least once a year for their hearing and vision, so -- you know, and then, some I see a lot more often.  But I get to know them.  I know at first you didn't want to hear about the victims. Yeah.  Have you been able to learn anything more since?  Oh, yeah, by Saturday night, the list wasn't officially out until the public until Saturday night. Finally, I know you have been starting to learn that for now at least you may not be going back to sandy hook.  How long with that be?  They haven't given us any indication. There's a lot of different things being mentioned.  And -- but we know there will be at least a temporary place for us to go. And not back to that school.”   9. Youth Violence: A Report of the Surgeon General External Web Site Icon highlights 27 effective youth violence prevention programs.  In many cases, the long-term financial benefits are substantially greater than the costs of the programs.  Striving To Reduce Youth Violence Everywhere (STRYVE) is a national initiative, led by the Centers for Disease Control and Prevention (CDC), which takes a public health approach to preventing youth violence before it starts.   http://vetoviolence.cdc.gov/STRYVE/prevention_priority.html   “Preventing youth violence is a vital part of promoting the health and safety of youth and communities, and here are some of the reasons why: Young people cannot learn and succeed in life if they are afraid to go to school or work because of fear of harm. Children cannot play if their neighborhoods and playgrounds are unsafe. Violence increases health care costs, decreases property values, disrupts social services, and threatens the success of businesses. When youth violence occurs, quality of life diminishes, and communities cannot thrive. Making youth violence prevention a top priority is thus critical to the short- and long-term health, safety, and viability of a community. What is youth violence prevention? Youth violence is a complex problem that requires coordinated efforts at all points along a continuum of action.  Along this continuum of action are: Prevention strategies that stop youth violence before it happens, and, Intervention and treatment strategies that respond to youth violence after it happens. We must respond to violence after it has already occurred to deter the increase of violence and address some of the physical and emotional consequences of violence.  Intervention and treatment strategies include law enforcement and medical and mental health services. But response to violence is only part of the solution.  We must take steps to stop youth violence from happening in the first place.  Youth violence prevention—actions taken to keep harm from happening—is the indispensible complement to response. The goal of prevention is simple: to stop youth violence from happening in the first place.  Similar to the way brushing and flossing aim to stop what can cause cavities and gum disease before there is a problem, youth violence prevention efforts focus on reducing the factors that put young people at risk for violence (risk factors), and increasing the factors that help protect them from violence (protective factors). Preventing violence before it occurs requires a balanced effort that addresses the complex factors underlying violence and builds on the assets of youth, families, and communities.  A “public health approach to preventing violence” is comprehensive and multidisciplinary in nature, and aims to minimize the negative and maximize the positive. The public health approach to youth violence is similar to the public health approach to all other injuries or health problems.  It starts with finding the populations and locations at greatest risk, uncovering risk and protective factors, and developing and using evidence-based strategies and programs to address violence at the individual, family, community, and societal levels. Fundamental tenets of the public health approach include: Primary prevention orientation: Efforts are designed to prevent violence before it occurs. Data-driven: Decisions and actions are based on data that describe the nature of the problem as well as contributing risk and protective factors (i.e., decisions made are based on data that answer basic questions such as who, what, why, where, when, for how long, etc.). Evidence-based: Strategies implemented to address the problem are based upon the best available research and evidence. Collaborative: Partners from all sectors of the community, including public health, law enforcement, education, recreation, economic development, mental health, social services, substance abuse, business, and others, work together to produce change. Population-based: Actions taken focus on community-wide or “environmental” solutions that benefit the entire community. Violence is a leading cause of injury, disability, and premature death among youth in the United States.  It results in emotional, social, and behavioral problems that limit the development of youth and increase the likelihood that they will engage in violence in the future.  Depression, anxiety, substance abuse, and other health problems are all associated with the effects of violence. Youth violence knows no boundaries; it affects young people from all backgrounds and has a profound impact on the lives of young people and their families and friends, the communities where we live, and society in general. To visualize the severity of this public health problem in the United States, consider these facts: More than 692,000 young people ages 10 to 24 are treated in emergency departments each year for injuries sustained due to violence. From 1999–2006, homicide was the second leading cause of death for young people ages 10 to 24 years old. Violence disproportionately affects young people and people of color. For example, homicide is the leading cause of death among African Americans between the ages of 10 and 24. Violence and safety concerns in some neighborhoods affect other determinants of health, such as whether or not parents will allow their children to be physically active outside or walk to school. Violence is a factor in the development of chronic diseases, which account for a majority of premature U.S. deaths. Youth violence affects communities by increasing the cost of health care, reducing productivity, decreasing property values, and disrupting social services. Violence costs the United States an estimated $425 billion in direct and indirect costs each year.  Of these costs, approximately $90 billion is spent on the criminal justice system, $65 billion on security, $5 billion on the treatment of victims, and $170 billion on lost productivity and quality of life. And this is just what we have space to share here.  No community—affluent, poor, urban, suburban, or rural—is immune from the devastating effects of youth violence.  For more details, visit the Resources section of STRYVE Online. Preventing youth violence in our communities is not just an option; it is a necessity.  The seriousness of youth violence has drawn the attention of the U.S. Conference of Mayors, who have concluded that youth violence is a public health crisis and stated, “We can’t arrest our way out of this problem.  Prevention is the key to long-term success.” Does prevention really work?  Yes.  The good news is that there are multiple approaches to prevent youth violence that are cost effective and that work.  Communities across the country have proved it. Many youth violence prevention approaches have been carefully evaluated and from these, the strategies that work have been identified.  Before investing in unproven strategies or developing new ones, we encourage communities to select already-proven approaches supported by the best available evidence. Here is a sample of key resources on strategies that work: The staff of Blueprints for Violence Prevention External Web Site Icon, a project of the Center for the Study and Prevention of Violence at the University of Colorado, has reviewed more than 800 violence and drug abuse prevention programs and identified the ones that meet a high scientific standard for effectiveness. The Guide to Community Preventive Services External Web Site Icon is a free resource to help communities choose programs and policies to improve health and prevent disease.  CDC has reviewed more than 200 interventions and recommended how they should be used.  The Guide includes a section on Violence Prevention Focused on Children and Youth External Web Site Icon. Chapter 2 of the World Report on Violence and Health External Web Site Icon, which is devoted to youth violence, includes a list of strategies that are effective in preventing youth violence or risk factors for youth violence. Best Practices of Youth Violence Prevention: A Sourcebook for Community Action External Web Site Icon documents the best practices of four key youth violence prevention strategies and the science behind those best practices.”   10. School-Based Interventions for Aggressive and Disruptive Behavior: Update of a Meta-Analysis, Sandra Jo Wilson, Mark W. Lipsey, Am J Prev Med. Author manuscript; available in PMC 2008 August 1., Published in final edited form as: Am J Prev Med. 2007 August; 33(2 Suppl): S130–S143. doi: 10.1016/j.amepre.2007.04.011. “Schools are an important location for interventions to prevent or reduce aggressive behavior.  They are a setting in which much interpersonal aggression among children occurs and the only setting with almost universal access to children.  There are many prevention strategies from which school administrators might choose, including surveillance (e.g., metal detectors, security guards); deterrence (e.g., disciplinary rules, zero tolerance policies); and psychosocial pro- grams.  Over 75% of schools in one national sample reported using one or more of these prevention strategies to deal with behavior problems.  1 Other reports similarly indicate that more than three fourths of schools offer mental health, social service, and prevention service options for students and their families.  2 Among psychosocial prevention strategies, there is a broad array of programs available that can be implemented in schools.  These include packaged curricula and home-grown programs for use schoolwide and others that target selected children already showing behavior problems or deemed to be at risk for such problems.  Each addresses some range of social and emotional factors assumed to cause aggressive behavior or to be instrumental in controlling it (e.g., social skills or emotional self-regulation) and uses one of several broad intervention approaches, with cognitively oriented programs, behavioral programs, social skills training, and counseling/therapy among the most common.  From the Center for Evaluation Research and Methodology, Vanderbilt Institute for Public Policy Studies, Vanderbilt University, Nashville, Tennessee. Positive overall intervention effects were found on aggressive and disruptive behavior and other relevant outcomes. The most common and most effective approaches were universal programs and targeted programs for selected/indicated children.”   11.  Use of a Social and Character Development Program to Prevent Substance Use, Violent Behaviors, and Sexual Activity Among Elementary-School Students in Hawaii, Am J Public Health. 2009 August; 99(8): 1438–1445.doi: 10.2105/AJPH.2008.142919, PMCID: PMC2707473, NIHMSID: NIHMS166757, Michael W. Beets, PhD, MPH, corresponding author Brian R. Flay, DPhil, Samuel Vuchinich, PhD, Frank J. Snyder, MPH, Alan Acock, PhD, Kin-Kit Li, MS, Kate Burns, PhD, Isaac J. Washburn, and Joseph Durlak, PhD.,   http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2707473/   “Substance use, violent behaviors, and early initiation of sexual activity occur at problematic levels among American youths.1–4 Early initiation of substance use and engaging in violent behaviors during childhood place children at a greater risk of psychopathology, aggressive behaviors, and continuation of substance use during adolescence and into adulthood. 5–10 National estimates have indicated that approximately 43.3% of high school students had consumed alcohol, 35.9% had been in a physical fight, and 46.8% had engaged in sexual intercourse over the previous 12 months.5  Thus, prevention programs that can reduce the incidence of such behaviors should provide clear public health benefits.”   12.  Understanding and Preventing Violence Volume 1, Albert J. Reiss, Jr., and Jeffrey A. Roth, Editors; Panel on the Understanding and Control of Violent Behavior, National Research Council, ISBN: 0-309-59042-6, (1993), Copyright © National Academy of Sciences.  All rights reserved available from the National Academies Press at:   http://www.nap.edu/catalog/1861.html Partial transcript: VIOLENT OFFENDERS “There is more uncertainty about the perpetrators of violent crimes than about their victims because of measurement errors in arrest records and sampling errors in surveys of offenders' self-reports.  Because the two data sources are subject to different sources of error, one can be fairly confident about conclusions on which they converge.  The panel cautions readers against interpreting annual statistics on arrestees as an indicator of the distribution of the people actually committing crimes: because persons arrested more than once in any year are disproportionally represented in arrest statistics, there are doubts that the arrest population is representative of the offender population. Conclusions Structural characteristics, such as the availability of legitimate and illegitimate job opportunities, and cultural characteristics, such as beliefs and values that are transmitted in families and neighborhoods, interact powerfully with individual and social factors. PERSPECTIVES ON VIOLENCE The complexity of these relationships and their theoretical linkages defy simple characterization.  We concur with the assessment of Jencks and Mayer (1990), who conclude:  "We badly need better studies of neighborhoods' impact on teenage crime.  We especially need studies that focus on the effect of very poor neighborhoods, including large public housing projects.  We also need studies that follow families as they move in and out of very poor neighborhoods and examine how such moves affect teenagers' behavior" (p. 162). PATTERNS OF USE AND VIOLENCE Alcohol Situational Drinking Most studies of alcohol use and violence focus on situational relationships between episodes of drinking and violent events; in general, pre-1981 studies find alcohol use by the perpetrator or the victim immediately before more than half of all violent events (Greenberg, 1981).  More recent data confirm these findings: between 1982 and 1989, the prevalence of liquor use by offender or victim in Chicago homicides fluctuated between 32 and 18 percent, while the prevalence of other drug use rose only from about 1 to about 5 percent (Block et al., 1990). Other Psychoactive Drugs Compared with alcohol, there are relatively few sources of data on patterns of drug use and violence. These sources and studies provide the following picture: (1) In 1989, 60 percent of arrestees for violent offenses tested positive for at least one illegal drug1 —about the same fraction as those arrested for public order offenses, slightly less than those arrested for property crimes and sex offenses, and, as expected, far less than those arrested for drug offenses. (2) Users of certain drugs commit violent crimes at higher individual annualized frequencies than do nonusers, and violent crime frequency increases with drug use frequency. (3) The risk of drug-related homicide varies by place—from perhaps 10 percent of all homicides nationwide, to a third or more in certain cities, to more than 70 percent in high-risk areas of some cities—as well as over time, in ways that vary from area to area. Endocrinological Interactions Statistical associations between alcohol use and human sexual violence raise the possibility that alcohol consumption might stimulate violent behavior through the endocrine system.  Actually, higher alcohol doses reduce testosterone concentrations through action on the testes and liver—a process that is incompatible with the presumption (Van Thiel et al., 1988).  However, in experiments with rodents and primates, acute low alcohol doses were found to increase aggressive behavior in individuals who already had high blood testosterone levels by more than in other individuals, presumably as a result of testosterone action in the brain. The fact that males are more likely than females to behave violently after consuming alcohol also suggests the possibility of an endocrinological interaction.  However, no relevant experimental evidence exists, and correlational analyses suggest that the gender differential is likely to reflect social factors that lead males to expect greater aggression-heightening effects from alcohol than do females (Crawford, 1984; Gustafson, 1986a, b). Other Psychoactive Drugs Biological links between psychoactive drug use and violence differ by type of drug, amount, and pattern of use.  Use of marijuana or opiates including heroin in moderate doses temporarily inhibits violent and aggressive behavior in animals and humans.  In animals, withdrawal from opiate addiction leads pharmacologically to heightened aggressive and defensive actions that last beyond other physiological withdrawal symptoms.  Although the same may be true of humans, performing comparable research on addicted human subjects is complicated by multiple pharmacological, conditioning, and social processes that are difficult to disentangle.  Chronic use of opiates, amphetamines, marijuana, or PCP eventually alters the nervous system in ways that disrupt social communications—an effect that may increase one's involvement in altercations that escalate to violence. Economic Violence In his analysis of New York City homicides, Goldstein et al. (1989) classified as economic only the 2 percent that occurred in the course of "economic crimes in order to finance costly drug use"—primarily robberies and burglaries.  This figure understates the role of economics in drug-related violence for several reasons.  First, the drug motivation for a robbery or burglary is often concealed, or at least slow in coming to light.  Second, the classification excludes at least two kinds of economically motivated violence.  Homicides in the course of illegal drug marketing to support drug use (e.g., a robbery of drugs from a dealer in which the user or dealer is killed) were counted as drug related but classified as systemic.  But violence in the course of economic crimes with indirect drug-related motivation—a robbery to obtain grocery money after spending the intended grocery money on drugs—was not counted as drug related. Systemic Violence Systemic drug-related violence can be expected to resemble violence associated with other illegal markets, such as prostitution, loan-sharking, alcohol during Prohibition, and black markets in other prohibited goods. It was the most common form of drug-related violence, according to Goldstein et al.'s (1989) analysis. Available knowledge about the circumstances surrounding systemic violence comes mostly from ethnographic or interview studies (Johnson et al., 1985; Fagan, 1989; Hamid, 1990; Bourgois, 1989; Mieczkowski, 1989; Chin, 1990). Social and Indirect Drug-Related Violence To this point, our discussion of social-level links between illegal drugs and violence has been limited to purchases and distribution.  Social interactions that are less obviously drug related may also be involved, as well as the interaction of technological change in illegal drug marketing with broader socioeconomic trends. INTERVENTIONS TO REDUCE DRUG-RELATED VIOLENCE The preceding discussions suggest four kinds of interventions that should be considered for reducing levels of violence related to alcohol and other psychoactive drugs: biological interventions: through pharmacological treatments to reduce craving for illegal drugs or to manage heightened tendencies toward aggressive behavior associated with alcohol and the withdrawal stage of heroin use; developmental interventions: through cognitive-behavioral interventions intended to prevent children from initiating use of psychoactive drugs; individual-level interventions for adults: to incarcerate drug-using offenders and to terminate or reduce drug use through a variety of treatment techniques; and (4) community-level interventions: increases in alcohol excise tax rates, and police tactics intended to disrupt illegal drug markets.”   13. NOW IS THE TIME WH.GOV/NOW IS-THE-TIME, The President’s plan to protect our children and our communities by reducing gun violence, JANUARY 16, 2013, NOW IS THE TIMEWH.GOV/NOW-IS-THE-TIME #NowIsTheTime Why Now Working Together The Plan Share and Support Download the Plan   “Our nation has suffered too much at the hands of dangerous people who use guns to commit horrific acts of violence.  As President Obama said following the Sandy Hook Elementary School tragedy, “We won’t be able to stop every violent act, but if there is even one thing that we can do to prevent any of these events, we have a deep obligation, all of us, to try.” Most gun owners are responsible and law-abiding, and they use their guns safely.  The President strongly believes that the Second Amendment guarantees an individual right to bear arms.  But to better protect our children and our communities from tragic mass shootings like those in Newtown, Aurora, Oak Creek, and Tucson, there are common-sense steps we can take right now. While no law or set of laws will end gun violence, it is clear that the American people want action.  If even one child’s life can be saved, then we need to act.  Now is the time to do the right thing for our children, our communities, and the country we love. Why Now Gunfire was probably the last thing U.S. Rep. Gabrielle Giffords and her constituents expected to hear during their Saturday morning town hall meeting in a Tucson grocery store parking lot.  But by the time the last shot rang out on January 8, 2011, six lay dead or dying and thirteen more were injured.  Rep. Giffords, the gunman's target, was shot in the head.  She survived, but faced a long and difficult journey to recovery.  Among those who lost their lives were a nine-year-old girl, a federal judge, and one of Giffords’ staffers. President Obama speaks at a memorial service for in Tucson, Arizona. January 12, 2011 Four days later, President Obama spoke at a memorial service for the Tucson shooting victims, urging Americans to engage in a national conversation about the causes of this type of tragedy. “We cannot and will not be passive in the face of such violence. We should be willing to challenge old assumptions in order to lessen the prospects of such violence in the future.” Just after midnight on July 20, 2012, a man walked into a packed movie theater in Aurora, Colorado and opened fire.  He killed twelve people and wounded another 58. Days after the shooting there, President Obama traveled to Aurora to speak with survivors and meet with family members and loved ones of each of the victims.  He heard from local leaders about the community’s resilience in the face of such shocking violence – violence that reminded the nation it could have been any of us in that theater, or any of us mourning the loss of a friend or family member. President Obama visits with survivors of the shooting in Aurora, Colorado. July 22, 2012 President Obama also reminded us that even in the darkest of days, the extraordinary courage and strength of the American people shines through.  He told the remarkable story of two young women he met who survived the shooting.  After Allie was shot in the neck, her best friend Stephanie stayed beside her and kept pressure on the wound, even as bullets whizzed overhead.  When they stopped, Stephanie helped carry Allie outside to the safety of a waiting ambulance, two parking lots away. But just a few weeks later, another American community faced the unimaginable grief that cities like Tucson and Aurora knew too well. In Oak Creek, Wisconsin, a shooting in a Sikh temple left six people dead and four more wounded. Despite witnessing these tragedies again and again and again, nothing could have steeled the nation for what would happen in Newtown, Connecticut. On December 14, 2012, the day had just begun at Sandy Hook Elementary when a man broke into the school and started shooting. Within minutes, twenty of Sandy Hook’s first graders – 6 and 7 year olds – were killed in their classrooms.  The school’s principal and psychologist were among the six staff members who had died trying to protect the children in their care. That afternoon, the President spoke emotionally about the day’s events from the White House.  At a prayer vigil in Newtown two days later, President Obama said we couldn’t tolerate this kind of tragedy anymore.  The time had come to take meaningful action to reduce gun violence in America. President Obama speaks about the Newtown shooting. December 14, 2012 “If there is even one step we can take to save another child, or another parent, or another town, from the grief that has visited Tucson, and Aurora, and Oak Creek, and Newtown, and communities from Columbine to Blacksburg before that -- then surely we have an obligation to try.” Working Together Five days after the shooting at Sandy Hook Elementary, President Obama announced that Vice President Biden would lead an effort to develop a set of concrete policy proposals for reducing gun violence, due no later than January. “This is not some Washington commission. This is not something where folks are going to be studying the issue for six months and publishing a report that gets read and then pushed aside.  This is a team that has a very specific task, to pull together real reforms right now.” Keeping with President Obama’s commitment to engage the American people in the process, the Vice President solicited input from citizens and organizations with a wide range of concerns, perspectives, and opinions while preparing his recommendations. From victims’ advocates to educators, elected leaders to sports and wildlife conservationists, he spoke with many groups about their ideas on curbing gun violence in the United States. Colin Goddard, Survivor of the Virginia Tech Shooting Goddard, then a college senior, was shot four times in a classroom at Virginia Tech. A single gunman killed 32 people at the school and wounded Goddard and 16 others in April 2007.  Today, he is a gun violence prevention advocate. Annette Nance-Holt, Parent of Blair Nance-Holt, who was shot in gang-related crossfire In May 2007 Nance-Holt’s 16-year-old son, Blair, was killed riding a bus on his way to help out at his grandparents’ store in Roseland, Illinois. Hildy Saizow, President, Arizonans for Gun Safety Saizow directs Arizona’s Community Outreach for Project Safe Neighborhoods. She has worked as a criminologist, public policy analyst, community planner, and is working to develop and implement community crime prevention programs. In addition to the Vice President’s meetings and discussions here in Washington, people from around the country joined the conversation about preventing gun violence by signing We the People petitions on the White House web site. As part of the official response to those petitions, President Obama recorded a special message for the more than 350,000 people who signed them, explaining that his efforts would only be successful with the continued help of Americans who stand up and speak out. “That is how change happens.  Because of committed Americans who work to make it happen.  Because of you.  You have started something and now I am asking you to keep at it.  I am asking for your help to make a real, meaningful difference in the lives of our communities and our country.” To keep the conversation going, Bruce Reed, the Vice President’s chief of staff, invited petition signers to join him on a conference call about the ongoing work at the White House.  As domestic policy advisor in the Clinton White House, Reed worked closely with then-Senator Joe Biden to pass the 1994 Crime Bill that helped law enforcement bring down the rate of violent crime in America, and is deeply involved in developing the latest set of proposals. The President's Plan to Reduce Gun Violence On January 15, 2013, Vice President Biden delivered his policy proposals to President Obama.  On Januray 16, 2013, the President put forward a specific plan to protect out children and communities by reducing gun violence.  The plan combines executive actions and calls for legislative action that would help keep guns out of the wrong hands, ban assault and high-capacity magazines, make our schools safer, and increase access to mental health services. Download the full text of the President's Plan See the Executive Actions President Obama announced Require background checks for all gun sales The single most important thing we can do to prevent gun violence and mass shootings is to make sure those who would commit acts of violence cannot get access to guns.  Right now, federally licensed firearms dealers are required to run background checks on those buying guns, but studies estimate that nearly 40 percent of all gun sales are made by private sellers who are exempt from this requirement.  A national survey of inmates found that only 12 percent of those who used a handgun in a crime acquired it from a retail store or pawn shop, where a background check should have been run.   Congress should pass legislation that goes beyond closing the “gun show loophole” to require background checks for all firearm sales, with limited, common-sense exceptions for cases like certain transfers between family members and temporary transfers for hunting and sporting purposes. #NowIsTheTime to require background checks for all gun sales: Wh.gov/now-is-the-time Share on Twitter ·      Strengthen the background check system for gun sales ·      Pass a new, stronger ban on assault weapons ·      Limit ammunition magazines to 10 rounds ·      Finish the job of getting armor-piercing bullets off the streets ·      Give law enforcement additional tools to prevent and prosecute gun crime ·      End the freeze on gun violence research ·      Make our schools safer with new resource officers and counselors, better emergency response plans, and more nurturing school climates ·      Ensure quality coverage of mental health treatment, particularly for young people   No single law – or even set of laws – can prevent every act of violence in our country.  But the fact that this problem is complex can not be an excuse for inaction. Our nation has suffered too much at the hands of dangerous people who use guns to commit horrific acts of violence.  As President Obama said following the Sandy Hook Elementary School tragedy, “We won’t be able to stop every violent act, but if there is even one thing that we can do to prevent any of these events, we have a deep obligation, all of us, to try.” Most gun owners are responsible and law-abiding, and they use their guns safely.  The President strongly believes that the Second Amendment guarantees an individual right to bear arms.  But to better protect our children and our communities from tragic mass shootings like those in Newtown, Aurora, Oak Creek, and Tucson, there are four common-sense steps we can take right now. The President Plan includes: 1. Closing background check loopholes to keep guns out of dangerous hands; 2. Banning military-style assault weapons and high-capacity magazines, and taking other common-sense steps to reduce gun violence; 3. Making schools safer; and 4. Increasing access to mental health services. While no law or set of laws will end gun violence, it is clear that the American people want action.  If even one child’s life can be saved, then we need to act. Now is the time to do the right thing for our children, our communities, and the country we love.” http://www.whitehouse.gov/sites/default/files/docs/wh_now_is_the_time_full.pdf   14. Discrepant Event Lesson, Sandy Hook Elementary Shooting, OTHER RESOURCES ON THE INTERNET   ABA Commission for Mental and Physical Disabilities Law: www.abanet.org/disabilitiy/   ADA Document Center: http://janweb.icdi.wvu.edu/kinder/   Administration on Developmental Disabilities: www.acf.dhhs.gov/programs/add/   Alternative Justice Canada: www.lis.ab.ca/coles   American Association on Mental Retardation (AAMR): www.aamr.org   ARC: www.thearc.org   Baylor College of Medicine, Center for Research on Women with Disabilities: www.bcm.tmc.edu/crowd   Berkeley Planning Associates: www.bpacal.com/   Boystown: www.boystown.org (research: Center for Abused Children with Disabilities)   Bureau of Justice Statistics: www.ojp.usdoj.gov/bjs/   Communities Against Violence Network (CAVNET) www.cavnet.org   Consortium for Citizens with Disabilities: www.c-c-d.org/   Crime Victims with Developmental Disabilities: Report of a Workshop http://www.nap.edu/catalog/10042.html   Department of Justice Office of Juvenile Justice and Delinquency Prevention: www.childrenwithdisabilities.ncjrs.org   JPDas Developmental Disabilities Centre (developmental disabilities, violence, and abuse prevention information web sites): www.quasar.ualberta.ca/ddc/   Mental Retardation/Developmental Disabilities Research Centers: www.aauap.org/   National Association of Development Disabilities Councils: www.igc.org/NADDC   National Association of Protection and Advocacy Systems (NAPAS): HtmlResAnchor www.protectionandadvocacy.com/   National Coalition Against Domestic Violence: www.ncadv.org   National Victim Center: www.nvc.org   Office for Victims of Crime: www.ojp.usdoj.gov/ovc/   Pacer (Parent Advocacy Coalition for Educational Rights) Center Project: www.pacer.org   Public Interest Law Center of Philadelphia: www.nag4justice.org   Service needs of women with disabilities Pavnet — Partnership against violence network: www.pavnet.org   SUNY Buffalo (Cornucopia of Disability Information): http://codi.buffalo.edu/   Temple University Institute on Disabilities: www.temple.edu/inst_disabilities   UCSF Disabilities Statistics Center: http://dsc.ucsf.edu/default.html   The White House, Now is the time to do something about gun violence, http://www.whitehouse.gov/issues/preventing-gun-violence   World health Organization, Violence and Injury Prevention, Ms. Laura Sminkey, Communications Officer, sminkeyl@who.int, http://www.who.int/violence_injury_prevention/en/   University Affiliated Programs (UAPs): www.aauap.org/   NOTE:  More recourses available soon.   Discrepant Event Lesson, Sandy Hook Elementary Shooting, References:   Abbott, A. 1992 “What do cases do?  Some notes on activity in sociological analyses.”  Pp. 53–82 in What Is a Case?  Exploring the Foundations of Social Inquiry, C.C. Ragin and H.S. Becker, eds. Cambridge: Cambridge University Press. Allison, G.T.   1971, Essence of Decision-Making: Explaining the Cuban Missile Crisis. Boston: Little, Brown. Becker, H.S.   1992, “Causes, conjunctures, stories, and imagery” in What Is a Case?  Exploring the Foundations of Social Inquiry, C.C. Ragin and H. S. Becker, eds.  Cambridge: Cambridge University Press.   Becker, H.S. 1998, Tricks of the Trade: How to Think About Your Research While You Are Doing It.  Chicago: University of Chicago Press. Bronfenbrenner, U.   1979, The Ecology of Human Development. Cambridge, MA: Harvard University Press.  Bronfenbrenner, U.   1992, “Ecological Systems Theory.” in Six Theories of Child Development, R. Vasta, ed. Philadelphia: Jessica Kingsley Publishers.   Campbell, D.T. 1989, “Foreword.” in Case Study Research: Design and Methods, Robert K. Yin, ed., Newbury Park, CA: Sage Publications. Engel, G.L. Sandy Hook Shooting Sandy Hook Shooting Extended References

LESSONS FROM NEW TOWN, AUSTRALIA, FOR NEWTOWN, US - WILL NEW THINKING LEAD TO NEW LAWS? On April 28, 1996, Martin Bryant, a troubled 28-year-old from New Town, Tasmania, took a Colt AR-15 semiautomatic rifle to the nearby tourist destination of Port Arthur. By the time he was arrested early the next day, he had killed 35 people and wounded 23. The reaction in Australia was profound, especially since it was a nation of gun lovers, target shooters and hunters. The massacre provoked an immediate national debate over gun control. Strict laws were quickly put in place, banning semiautomatic weapons and placing serious controls on gun ownership. Since that time, there has not been one mass shooting in Australia. Lessons From New Town, Australia, For Newtown, US - Will New Thinking Lead To New Laws? http://www.nationofchange.org/lessons-new-town-australia-newtown-us-will-new-thinking-lead-new-laws-1356020437   DISCREPANT EVENT Teamwork and Benefits