Critical Infrastructure for Children is a resource for parents, students and educators. The one hundred and sixty-five questions in the book present core information for each of those three groups. The book is a culmination of efforts that began in October of 1997. Since that time, every job and teaching job I have taken has been a learning opportunity to create a book people would later need. In 2021 the role of the book is to facilitate communication between the many groups and people working hard to create bright futures here in New England. You can preview Critical Infrastructure for Children on Amazon with the “See Inside” feature.
Job Creation One of many categories of jobs we can create together are manufacturing jobs. A recent statement by the University of Massachusetts at Lowell president Jacqueline Moloney outlined our current situation with skilled labor and manufacturing, when she said;
“The manufacturing industry in Massachusetts is facing a critical shortfall in skilled workers, with jobs currently unfilled and more expected to open up over the next 10 years….over the next decade, nearly 3.5 million manufacturing jobs will likely need to be filled, and the skills gap is expected to result in 2 million of those jobs going unfilled.”
That quote was not speculation on her part; she was quoting page four of this report. This is one of many reasons why Critical Infrastructure for Children explores multiple tactics to keep these jobs here. If we’re smart and work together, maybe we can create our percentage of those jobs in New England.
CIC shines a light on some great work being done and opportunities created, with a shameless focus on how to extend them to as many New Englanders as possible. CIC also has strong sections on progressive coursework; questions 87-110 focus on this. Dimensions of the “green” platforms of schools and organizations in New England that others might be able to improve upon include;
reduction of animal cruelty
reversing species extinction
Language Learning Questions I call myself “the Language Guy” because language learning is what I really enjoy doing and writing about. Whereas Critical Infrastructure for Children was written as a response to need, language learning is what I enjoy. Good programs have the ability to elevate the experiences of students. After teaching and studying languages with total intensity for seven years, and casually for another fourteen, I have a little knowledge. Questions 47 to 85 in Critical Infrastructure for Children are strictly about language learning and they highlight some of the great successes in that field. Those questions are there in the hope that students and teachers in New England might benefit. This is especially true for recent arrivals.