Archive | June, 2013

The 06/24/13 Joy Jar

24 Jun

 

Walking gives one a different perspective than riding in a car or on a bus. Walking through urban neighborhoods is particularly a fest for the eyes and the senses. One things than many urban neighborhood have is plenty of neon signs and lights. Some garish, some tasteful, but designed to make one look. Today’s deposit into the ‘Joy Jar’ are urban neon signs.

 

 

 

 

 

 

 

There are two kinds of light – the glow that illumines, and the glare that obscures. 

 

James Thurber

 

 

 

 

 

 

 

 

 

 

 

 

 

Light gives of itself freely, filling all available space.  It does not seek anything in return; it asks not whether you are friend or foe.  It gives of itself and is not thereby diminished. 

 

Michael Strassfeld

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


In the right light, at the right time, everything is extraordinary. 

 

Aaron Rose

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Light can be gentle, dangerous, dreamlike, bare, living, dead, misty, clear, hot, dark, violet, springlike, falling, straight, sensual, limited, poisonous, calm and soft. 

 

Sven Nykvist

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

In their simplicity and directness [neon signage is] a kind of urban iconography with which we can identify on many levels. — Rudi Stern”
Philip Di Lemme,
American Streamline: A Handbook Of Neon Advertising Design

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Seattle Children’s Hospital study: Parental attitudes influence children’s media choices

24 Jun

 

Some one told moi a story about a woman who wanted to introduce her 12 year old son to culture. The way she set about the introduction was to buy tickets for the entire Ring by Wagner. Perhaps, her son thoroughly enjoyed the Ring. More likely, he probably developed a hatred for opera. About the time that school starts around the beginning of September, many arts organizations begin their season. It is good to introduce your child to all types of artistic endeavors, but one should chose wisely by looking for cues as to what the child’s interests are and having an awareness of content.

 

What Types of Rating Systems Exist?

 

 

The Federal Trade Commission  (FTC) maintains a system of ratings to guide families in making appropriate entertainment choices for their children. The system describes movie ratings, many other venues such as theaters may use the system to describe their content. The Movie Ratings are: 

 

General Audience.All ages admitted. This signifies that the film rated contains nothing most parents will consider offensive for even their youngest children to see or hear. Nudity, sex scenes, and scenes of drug use are absent; violence is minimal; snippets of dialogue may go beyond polite conversation but do not go beyond common everyday expressions.

Parental Guidance Suggested.Some material may not be suitable for children. This signifies that the film rated may contain some material parents might not like to expose to their young children – material that will clearly need to be examined or inquired about before children are allowed to attend the film. Explicit sex scenes and scenes of drug use are absent; nudity, if present, is seen only briefly, horror and violence do not exceed moderate levels.

Parents Strongly Cautioned.Some material may be inappropriate for children under 13. This signifies that the film rated may be inappropriate for pre-teens. Parents should be especially careful about letting their younger children attend. Rough or persistent violence is absent; sexually-oriented nudity is generally absent; some scenes of drug use may be seen; one use of the harsher sexually derived words may be heard.

Restricted-Under 17requires accompanying parent or adult guardian (age varies in some locations). This signifies that the rating board has concluded that the film rated contains some adult material. Parents are urged to learn more about the film before taking their children to see it. An R may be assigned due to, among other things, a film’s use of language, theme, violence, sex or its portrayal of drug use.

No One 17 and Under Admitted.This signifies that the rating board believes that most American parents would feel that the film is patently adult and that children age 17 and under should not be admitted to it. The film may contain explicit sex scenes, an accumulation of sexually-oriented language, or scenes of excessive violence. The NC-17 designation does not, however, signify that the rated film is obscene or pornographic.

 

 

Information about the rating system and the history of movie ratings can be found at Film Ratings

 

 

Often parents want to look at other rating systems for content and the Entertainment Ratings Software Board (ERSB) also has a rating system.

 

 

ESRB Rating Symbols

 

EARLY CHILDHOOD
Titles rated
EC (Early Childhood) have content that may be suitable for ages 3 and older. Contains no material that parents would find inappropriate.

EVERYONE
Titles rated
E (Everyone) have content that may be suitable for ages 6 and older. Titles in this category may contain minimal cartoon, fantasy or mild violence and/or infrequent use of mild language.

 

EVERYONE 10+
Titles rated
E10+ (Everyone 10 and older) have content that may be suitable for ages 10 and older. Titles in this category may contain more cartoon, fantasy or mild violence, mild language and/or minimal suggestive themes.

 

TEEN
Titles rated
T (Teen) have content that may be suitable for ages 13 and older. Titles in this category may contain violence, suggestive themes, crude humor, minimal blood, simulated gambling, and/or infrequent use of strong language.

 

MATURE
Titles rated
M (Mature) have content that may be suitable for persons ages 17 and older. Titles in this category may contain intense violence, blood and gore, sexual content and/or strong language.

 

ADULTS ONLY
Titles rated
AO (Adults Only) have content that should only be played by persons 18 years and older. Titles in this category may include prolonged scenes of intense violence and/or graphic sexual content and nudity.

 

RATING PENDING
Titles listed as
RP (Rating Pending) have been submitted to the ESRB and are awaiting final rating. (This symbol appears only in advertising prior to a game’s release.)

 

 

 

The Recording Industry Association of America (RIAA) has a caution system and which is described at Parental Advisory

 

 

Mary Guiden reports in the Seattle Children’s Hospital study, Parent cultural attitudes, beliefs associated with child’s media viewing habits:

 

 

Differences in parental beliefs and attitudes regarding the effects of media on early childhood development may help explain the increasing racial/ethnic disparities in child media viewing/habits, according to a new study by Wanjiku Njoroge, MD, of Seattle Children’s Research Institute.

 

The findings support national research that preschool-aged children spend considerable time with media, a situation that brings both risks and benefits for cognitive and behavioral outcomes depending on what is watched and how it is watched. A 2006 Kaiser Family Foundation media study, for example, highlighted that ethnically/racially diverse children—specifically African American, Hispanic and Asian children—watch more television than non-Hispanic white children.

 

New study included almost 600 parents

 

A total of 596 parents of children ages three to five years completed demographic questionnaires, reported on attitudes regarding media’s risks and benefits to their children, and completed one-week media diaries in which they recorded all of the programs their children watched.

 

According to study results, children watched an average of 462 minutes of TV per week, with African American children watching more TV and DVDs per week than did children of other racial and ethnic backgrounds. The relationship between the child’s race/ethnicity and average weekly media time was no longer statistically significant, however, after controlling for socioeconomic status (parental educational attainment and reported annual family income).

 

Small study sample size may have affected results

 

Once we took SES into account, some of the findings disappeared,” said Njoroge. “That could be due to the small numbers.” The makeup of the study sample was 409 non-Hispanic white, 41 African American, 49 Asian American/Pacific Islander/Hawaiian and 97 multiracial children. Despite this limitation, the research teams’ findings echo national survey results indicating that TV viewing differs across race/ethnicity and SES.

 

Significant differences were found between parents of ethnically/racially diverse children and parents of non-Hispanic white children regarding the perceived positive effects of TV viewing, even when parental education and family income were taken into account.

 

Future research needs larger samples of children from diverse backgrounds

 

These findings point to an important relationship between parental attitudes and beliefs about child media use and time that could be useful for intervention,” said Njoroge. “Because of the strong relationship between SES and media exposure in our sample, future research with larger samples of children from diverse backgrounds is warranted to better understand the complexities of race/ethnicity, family SES, and parental beliefs and attitudes on child media exposure.”

 

Njoroge and colleagues have several follow-up studies in the works. “We know that media is an enduring presence in the lives of young children and families,” she said. “Therefore, we need to understand differences across parenting cultural styles, so that recommendations can be tailored to families regarding their young child’s media use.”

 

Dimitri Christakis, MD, MPH, a co-author on Njoroge’s study, released findings earlier this year about the importance of a “media diet” for children, with an emphasis on less violent programming and more educational and prosocial programs. Njoroge’s research is through the Center for Child Health, Behavior and Development at Seattle Children’s Research Institute. She is also an assistant professor of Psychiatry & Behavioral Sciences at the University of Washington.

 

Study co-authors, funding support

 

This study was supported by a grant from the Eunice Kennedy Shriver National Institute of Child Health and Human Development (1 R01 HD 056506-01A2) and grant R01 HD 56506 from NICHD Research Supplements to Promote Diversity in Health-Related Research (PA-08-190, Media Impact on Preschool Behavior). Study co-authors include Laura Elenbaas, BA (University of Maryland); Michelle Garrison, PhD (Seattle Children’s Research Institute); and Mon Myaing, PhD (Seattle Children’s Research Institute). http://pulse.seattlechildrens.org/parent-cultural-attitudes-beliefs-associated-with-childs-media-viewing-habits/

 

What Types of Rating Systems Exist?

 

 

The Federal Trade Commission (FTC) maintains a system of ratings to guide families in making appropriate entertainment choices for their children. The system describes movie ratings, many other venues such as theaters may use the system to describe their content. The Movie Ratings are: 

 

 

General Audience.All ages admitted. This signifies that the film rated contains nothing most parents will consider offensive for even their youngest children to see or hear. Nudity, sex scenes, and scenes of drug use are absent; violence is minimal; snippets of dialogue may go beyond polite conversation but do not go beyond common everyday expressions.

Parental Guidance Suggested.Some material may not be suitable for children. This signifies that the film rated may contain some material parents might not like to expose to their young children – material that will clearly need to be examined or inquired about before children are allowed to attend the film. Explicit sex scenes and scenes of drug use are absent; nudity, if present, is seen only briefly, horror and violence do not exceed moderate levels.

Parents Strongly Cautioned.Some material may be inappropriate for children under 13. This signifies that the film rated may be inappropriate for pre-teens. Parents should be especially careful about letting their younger children attend. Rough or persistent violence is absent; sexually-oriented nudity is generally absent; some scenes of drug use may be seen; one use of the harsher sexually derived words may be heard.

Restricted-Under 17requires accompanying parent or adult guardian (age varies in some locations). This signifies that the rating board has concluded that the film rated contains some adult material. Parents are urged to learn more about the film before taking their children to see it. An R may be assigned due to, among other things, a film’s use of language, theme, violence, sex or its portrayal of drug use.

No One 17 and Under Admitted.This signifies that the rating board believes that most American parents would feel that the film is patently adult and that children age 17 and under should not be admitted to it. The film may contain explicit sex scenes, an accumulation of sexually-oriented language, or scenes of excessive violence. The NC-17 designation does not, however, signify that the rated film is obscene or pornographic.

 

Information about the rating system and the history of movie ratings can be found at Film Ratings

 

 Often parents want to look at other rating systems for content and the Entertainment RatingsSoftware Board (ERSB) also has a rating system.

 

 

ESRB Rating Symbols

 

EARLY CHILDHOOD
Titles rated
EC (Early Childhood) have content that may be suitable for ages 3 and older. Contains no material that parents would find inappropriate.

EVERYONE
Titles rated
E (Everyone) have content that may be suitable for ages 6 and older. Titles in this category may contain minimal cartoon, fantasy or mild violence and/or infrequent use of mild language.

EVERYONE 10+
Titles rated
E10+ (Everyone 10 and older) have content that may be suitable for ages 10 and older. Titles in this category may contain more cartoon, fantasy or mild violence, mild language and/or minimal suggestive themes.

TEEN
Titles rated
T (Teen) have content that may be suitable for ages 13 and older. Titles in this category may contain violence, suggestive themes, crude humor, minimal blood, simulated gambling, and/or infrequent use of strong language.

MATURE
Titles rated
M (Mature) have content that may be suitable for persons ages 17 and older. Titles in this category may contain intense violence, blood and gore, sexual content and/or strong language.

ADULTS ONLY
Titles rated
AO (Adults Only) have content that should only be played by persons 18 years and older. Titles in this category may include prolonged scenes of intense violence and/or graphic sexual content and nudity.

RATING PENDING
Titles listed as
RP (Rating Pending) have been submitted to the ESRB and are awaiting final rating. (This symbol appears only in advertising prior to a game’s release.)

 

 

The Recording Industry Association of America (RIAA) has a caution system and which is described at Parental Advisory

 

 

What Questions Should a Parent Ask a Venue About Content?

 

 

  1. Does a particular venue have a ratings system for content? 

 

  1. What is the model for the ratings system? Is it like film ratings or ESRB? 

 

  1. How descriptive is the rating system, does it give examples of the type of language or situation which might be problematic? 

 

  1. Where is the rating for each production listed? Is it in the descriptive brochure? Is this information on the web site? Are box office personnel familiar with the ratings? 

 

  1. If a family has concerns about a particular production, how should concerns be addressed to the venue if the family finds the production does not match the rating description? 

 

Families have different viewpoints about what is appropriate content for their child or children. Some families seek out a variety of experiences for their children while others are more restrained in what they feel is appropriate. All families need to ask questions about content to find what is appropriate for their child and their value system.

 

 

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Blogs by Dr. Wilda:

 

COMMENTS FROM AN OLD FART©                           http://drwildaoldfart.wordpress.com/

 

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The 06/23/13 Joy Jar

23 Jun

Moi began the ‘Joy Jar’ project right after the Mayan end of the world thing went belly-up. This was a year-long experiment to find something to be grateful for every day. The ‘Joy Jar’ is half way through and moi is learning to ‘cultivate an attitude of gratitude.’ Today’s deposit into the ‘Joy Jar’ is an attitude of gratitude.

 

 

 

 

 

 

 

“Cultivate the habit of being grateful for every good thing that comes to you, and to give thanks continuously. And because all things have contributed to your advancement, you should include all things in your gratitude.”

Ralph Waldo Emerson

 

 

 

 

 

“In the end, though, maybe we must all give up trying to pay back the people in this world who sustain our lives. In the end, maybe it’s wiser to surrender before the miraculous scope of human generosity and to just keep saying thank you, forever and sincerely, for as long as we have voices.”

Elizabeth Gilbert, Eat, Pray, Love: One Woman’s Search for Everything Across Italy, India and Indonesia

 

 

 

 

 

 

“Let gratitude be the pillow upon which you kneel to say your nightly prayer. And let faith be the bridge you build to overcome evil and welcome good.”

Maya Angelou, Celebrations: Rituals of Peace and Prayer

 

 

 

 

 

 

 

“Acknowledging the good that you already have in your life is the foundation for all abundance.”

Eckhart Tolle, A New Earth: Awakening to Your Life’s Purpose

 

 

 

 

 

 

 

“Walk as if you are kissing the Earth with your feet.”

Thich Nhat Hanh, Peace Is Every Step: The Path of Mindfulness in Everyday Life

 

 

 

 

 

 

 

“Sometimes life knocks you on your ass… get up, get up, get up!!! Happiness is not the absence of problems, it’s the ability to deal with them.”

― Steve Maraboli, Life, the Truth, and Being Free

 

 

 

 

 

 

 

“To be grateful is to recognize the Love of God in everything He has given us – and He has given us everything. Every breath we draw is a gift of His love, every moment of existence is a grace, for it brings with it immense graces from Him.

Gratitude therefore takes nothing for granted, is never unresponsive, is constantly awakening to new wonder and to praise of the goodness of God. For the grateful person knows that God is good, not by hearsay but by experience. And that is what makes all the difference.”

― Thomas Merton

 

 

 

 

 

 

 

 

“If the only prayer you said was thank you, that would be enough.”

Meister Eckhart

Dallas Independent School District develops three-year high school diploma, savings to go to prekindergarten

23 Jun

As students are prepared for functioning in a 21th century world, the role of schools is evolving. The Future of Children describes high school in the article, Purpose and Outcomes of Today’s High Schools:

Given a common structure, but distinct environments and a still separate and unequal experience for many students, what is the purpose of high school in the twenty-first century? The weight of evidence suggests a growing consensus among both the students who attend the schools and the school districts and states that organize them that regardless of the characteristics of a school or its students, the primary purpose of high school today is to prepare students for college. The secondary functions of workforce preparation, socialization, and community-building remain, but ask a student, parent, school district administrator, or state school official the purpose of high school, and by far the most common response is that the mission of high school is to prepare students for postsecondary schooling.                                                     http://futureofchildren.org/publications/journals/article/index.xml?journalid=30&articleid=35&sectionid=64

Two reports and one article by Diane Ravitch in the Washington Post, which is a reply to the report by the Center for American Progress regarding whether children are learning the skills which are necessary in the 21st-century. These papers highlight the questions of what skills are necessary for children to be successful and whether they are learning these skills in school. Moi discusses the report, Do Schools Challenge our Students? What Student Surveys Tell Us About the State of Education in the U.S. from the Center for American Progress in Report from Center for American Progress report: Kids say school is too easy. https://drwilda.wordpress.com/2012/07/10/report-from-center-for-american-progress-report-kids-say-school-is-too-easy/ In response to the report, Diane Ravitch, a research professor at New York University and author of the bestselling “The Death and Life of the Great American School System” wrote Are U.S. schools too easy?

Sarah D. Sparks has written a good synopsis of the report, Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century in the Education Week article, Study: ’21st-Century Learning’ Demands Mix of Abilities. http://blogs.edweek.org/edweek/inside-school-research/2012/07/study_deeper_learning_needs_st_1.html

Morgan Smith of The Texas Tribune writes in the article, In Dallas, 3-Year High School Diploma Would Expand Preschool which was published in the New York Times:

Dallas Independent School District, the state’s second largest, is developing a voluntary three-year high school diploma plan that is likely to start in the 2014-15 school year and would funnel cost savings to finance prekindergarten.

A bill passed in the recently concluded legislative session, sponsored by two Dallas Democrats, Representative Eric Johnson and Senator Royce West, will allow the district to use savings that occur when students in the new plan graduate early. Under current Texas law, districts get state funding on a per-pupil basis, and the Dallas I.S.D. would have lost state aid for a senior year for students who graduated early.

It’s a way to start thinking about the system differently,” said Mike Morath, the Dallas district trustee who promoted the three-year concept. “Do we view education as schools and buildings and first grade and second grade and third grade? Or do we view education as a way to enrich the lives of young people, and do we start taking these institutional blinders off and thinking about it more creatively?”

Advocates of early childhood learning say prekindergarten programs have long-term benefits, including making students less likely to drop out, repeat grades or need remedial course work. In his State of the Union address in February, President Obama set as a priority making “high-quality preschool available to every single child in America.”

The state now pays for half-day preschool programs for children who are learning English or are from homeless, low-income, foster or military families.

In 2011, the Legislature, facing a multibillion-dollar budget shortfall, slashed more than $200 million in grant money that had helped districts extend pre-K programs to a full day. Since then, many districts have been seeking ways to keep full-day prekindergarten without state aid, including charging tuition and, in the case of San Antonio, imposing a city sales tax.

The new legislation authorizes the state to credit the Dallas district for students who graduate under the three-year plan, Mr. Morath said. The district would receive an additional year of state financing for students who finish after what would normally have been the 11th grade.

The plan will enable the district to finance full-day pre-K programs at a rate of two children for every three-year high school graduate, he said. It could also result in savings from what he called a “slightly reduced need” for high school staff members.

Because the program, which must still be approved by the state education commissioner, is in its initial stages, Ann Smisko, the Dallas school district’s chief academic officer, said the district could not predict what the demand might be.

Ms. Smisko said educators would work with middle school students to determine who would enter the new diploma plan. Under the legislation, the district is required to form partnerships with state community colleges and four-year universities to place students who graduate early in some form of postsecondary education. Parents must give their approval for students to participate.

The district is in the midst of developing curriculum requirements for the three-year diploma, which Ms. Smisko said would be geared to “college-ready” standards.

Mr. Morath said an alternative diploma plan would appeal to high-performing students as well as to those eager to start vocational training.

He said the district would determine within five years whether the program was successful. At that point, the Legislature could decide whether to expand it to other school districts in Texas.

The proposal is not intended to be a way to get rid of the senior year of high school, which for many students has value for both social and academic development, Mr. Morath said. “I don’t think anyone thinks the 12th grade is going away,” he said.                                                                            http://www.nytimes.com/2013/06/21/us/in-dallas-3-year-high-school-diploma-would-expand-preschool.html?hpw

The three-year diploma is one option for completing high school.

The American Education Guide describes the types of high school programs:

High School Graduation Options

Florida students entering their first year of high school in the 2007-2008 school year
may choose from the following graduation programs:

  • The Traditional 24-credit Program

  • An International Baccalaureate Diploma Program

  • An Advanced International Certificate of Education Diploma Program

  • A three-year, 18-credit college preparatory program

  • A three-year, 18-credit career preparatory program

All of these graduation paths include opportunities to take rigorous academic courses designed to prepare students for their future academic and career choices. All students, regardless of graduation program, must still earn a specific grade point average on a 4.0 scale and achieve passing scores on the Florida Comprehensive Assessment Test in order to graduate with a standard diploma. However, the two three-year programs are significantly different from the traditional 24-credit
program.

Traditional 24-Credit Program – It’s a Major Opportunity!

This program requires students to take at least 24 credits in subject areas such as English, mathematics, science, social studies, fine arts, and a physical education course to include the integration of health. Foreign language credit is not required for this program, although it is recommended for community college preparation and is required for admission to Florida’s state universities. This program offers students the chance to take eight elective credits- four credits in a major area of interest and four credits combined to allow for a second major area of interest, a minor area of interest, or elective courses. Major areas of interests will allow students to define their interests and use their high school experience to become better prepared for higher education and/or a career of their choosing.

International Baccalaureate Diploma Program

The International Baccalaureate Diploma Program is a rigorous pre-university course of study leading to internationally standardized tests. The program’s comprehensive two-year curriculum allows its graduates to fulfill requirements of many different nations’ education systems. Students completing IB courses and exams from the six subject groups are eligible for college credit. The award of credit is based on scores achieved on IB exams. Students can earn up to 30 postsecondary semester credits by participating in this program at the high school level. Approximately 45 Florida high schools participate in the IB program. Students in Florida’s public secondary schools who are enrolled in IB courses do not have to pay to take the exams. For information, visit www.ibo.org.

Advanced International Certificate of Education Program

The Advanced International Certificate of Education Program is an international curriculum and examination program modeled on the British pre-college curriculum and “A-Level” exams. Florida’s public community colleges and universities provide college credit for successfully passed exams. Students in Florida’s public secondary schools who are enrolled in AICE courses do not have to pay to take the exams. For information, visit www.cie.org.uk and click on “Qualifications & Diplomas.”

Three-Year, 18-Credit College Preparatory Program

This accelerated graduation program requires fewer credits than the traditional 24-credit program and does not require the student to select a major area of interest. It focuses more on academic courses, which means students take fewer elective courses. Unlike the traditional 24-credit program, the three-year college preparatory program requires students to earn two credits in a foreign language. Students must earn at least six of the 18 required credits in specified rigorous level courses and maintain a cumulative weighted grade point average of a 3.5 on a 4.0 scale with a weighted or non-weighted grade that earns at least a 3.0 or its equivalent in each of the 18 required credits for the college preparatory program. It also requires higher-level mathematics courses than does the 24-credit program and the three-year career preparatory program. The credits required by this program must satisfy the minimum standards for admission into Florida’s state universities.

Three-Year, 18-Credit Career Preparatory Program

This accelerated graduation program requires fewer credits than the traditional 24-credit program and does not require the student to select a major area of interest. It focuses more on academic courses, which means students take fewer elective courses. Unlike the 24-credit program, the three-year career preparatory program requires students to earn specific credits in a single vocational or career education program. It requires students to maintain a cumulative weighted grade point average of a 3.0 on a 4.0 scale with a weighted or non-weighted grade that earns at least a 2.0 or its equivalent in each of the 18 required credits for the career preparatory program. The requirements of the program are designed to prepare students for entrance into a technical center or community college for career preparation or for entrance into the work force.

Choosing a Program

The three-year programs are designed for students who are clear about their future goals, who are mature enough to leave high school, and who are ready to pursue their goals beyond high school in an accelerated manner. To assist students and parents with this task, each school district shall provide each student in grades 6 through 9 and their parents with information concerning the three-year and four-year high school graduation options, including the respective curriculum requirements for those options, so that the students and their parents may select the program that best fits their needs. To select a three-year graduation program, students and their parents must meet with designated school personnel to receive an explanation of the requirements, advantages, and disadvantages of each program option.
Students must also receive the written consent of their parents. Students must select a graduation program prior to the end of ninth grade. Each student and his or her family should select the graduation program that will best prepare the student for his or her postsecondary education or career plan.     http://www.americaseducationguide.com/articles/4-High-School-Graduation-Options

In moi’s opinion, a relevant of the paper is Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century because the question of whether there is a skill-set which will help most students be successful. Is an important question. For a contra opinion, see Jay Mathews’ 2009 Washington Post article, The Latest Doomed Pedagogical Fad: 21st-Century Skills. http://www.washingtonpost.com/wp-dyn/content/article/2009/01/04/AR2009010401532.html

Schools have to prepare students to think critically and communicate clearly, the label for the skill set is less important than the fact that students must acquire relevant knowledge.

Resources:

High School, Only Shorter: Some Students Cure ‘Senioritis’ by Graduating Early; Trading Prom for Scholarships                 http://online.wsj.com/article/SB10001424052702304750404577321561583186358.html

Condensing high school to three years                                    http://www.ajc.com/weblogs/get-schooled/2013/jun/22/condensing-high-school-three-years-works-me/

Related:

What the ACT college readiness assessment means                                           https://drwilda.com/2012/08/25/what-the-act-college-readiness-assessment-means/

Study: What skills are needed for ’21st-century learning?’                                   https://drwilda.com/2012/07/11/study-what-skills-are-needed-for-21st-century-learning/

ACT to assess college readiness for 3rd-10th Grades                                        https://drwilda.com/2012/07/04/act-to-assess-college-readiness-for-3rd-10th-grades/

National Center on Education and the Economy report: High schools are not preparing students for community college                    https://drwilda.com/2013/05/14/national-center-on-education-and-the-economy-report-high-schools-are-not-preparing-students-for-community-college/

Where Information Leads to Hope ©     Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART©                           http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews ©                                                http://drwildareviews.wordpress.com/

Dr. Wilda ©                                                                             https://drwilda.com/

The 06/22/13 Joy Jar

22 Jun

 

Moi went for a long walk this afternoon and when she looked at the sky she saw a clue blue sky with white puffy clouds that looked like gigantic cotton balls sprinkled across the sky. These were friendly clouds. Today’s deposit into the ‘Joy Jar’ are friendly clouds that look like gigantic cotton balls.

Clouds are God’s sneezes.

Ralph Wiggum

Celebrate your success and stand strong when adversity hits, for when the storm clouds come in, the eagles soar while the small birds take cover

Napolean Hill

God writes the Gospel not in the Bible alone, but also on trees, and in the flowers and clouds and stars.

Martin Luther

Your hopes, dreams and aspirations are legitimate. They are trying to take you airborne, above the clouds, above the storms, if you only let them

William James

A pessimist only sees the dark side of the clouds, and mopes; a philosopher sees both sides and shrugs; an optimist doesn’t see the clouds at all–he’s walking on them.

Leonard L. Levensen

Measure not God’s love and favour by your own feeling. The sun shines as clearly in the darkest day as it does in the brightest. The difference is not in the sun, but in some clouds which hinder the manifestation of the light thereof.

Richard Sibbes

To penetrate and dissipate these clouds of darkness, the general mind must be strengthened by education.
Thomas Jefferson

It is better to have your head in the clouds, and know where you are… than to breathe the clearer atmosphere below them, and think that you are in paradise.
Henry David Thoreau

The 06/21/13 Joy Jar

21 Jun

 

Moi wants to accomplish a couple of things this summer. One a spend time writing and the other is to get healthy. Walking is not only great exercise, but it seems to stimulate one’s creativity. Today’s deposit into the ‘Joy Jar’ is the art of long walks.

Every man must decide whether he will walk in the light of creative altruism or in the darkness of destructive selfishness.
Martin Luther King, Jr.

No one saves us but ourselves. No one can and no one may. We ourselves must walk the path.
Buddha

As a single footstep will not make a path on the earth, so a single thought will not make a pathway in the mind. To make a deep physical path, we walk again and again. To make a deep mental path, we must think over and over the kind of thoughts we wish to dominate our lives.
Henry David Thoreau

I’m a slow walker, but I never walk back.
Abraham Lincoln

Walking is the best possible exercise. Habituate yourself to walk very fast.
Thomas Jefferson

There is no easy walk to freedom anywhere, and many of us will have to pass through the valley of the shadow of death again and again before we reach the mountaintop of our desires.
Nelson Mandela

The soul that sees beauty may sometimes walk alone.
Johann Wolfgang von Goethe

In every walk with nature one receives far more than he seeks.
John Muir

All truly great thoughts are conceived while walking.”
Friedrich Nietzsche, Twilight of the Idols

Stony Brook Medicine study: Teens need sleep to function properly and make healthy food choices

21 Jun

 

The goal of this society should be to raise healthy and happy children who will grow into concerned and involved adults who care about their fellow citizens and environment. In order to accomplish this goal, all children must receive a good basic education and in order to achieve that goal, children must arrive at school, ready to learn. One of the mantras of this blog is there should not be a one size fits all approach to education and that there should be a variety of options to achieve the goal of a good basic education for all children.

The University of Illinois Extension has some good advice for helping children with study habits. In Study Habits and Homework he University of Illinois recommends:

 

Parents can certainly play a major role in providing the encouragement, environment, and materials necessary for successful studying to take place.

Some general things adults can do, include:

  • Establish a routine for meals, bedtime and study/homework

  • Provide books, supplies, and a special place for studying

  • Encourage the child to “ready” himself for studying (refocus attention and relax)

  • Offer to study with the child periodically (call out spelling words or do flash cards)

 

Some folks claim they need as few as four hours of sleep. For most folks that is not healthy and it definitely isn’t healthy for children.

 

One study linked obesity in children to lack of sleep. Reuters reported in Too Little Sleep Raises Obesity Risk In Children

 

Children aged four and under who get less than 10 hours of sleep a night are nearly twice as likely to be overweight or obese five years later, according to a U.S. study.

 

Researchers from the University of California and University of Washington in Seattle looked at the relationship between sleep and weight in 1,930 children aged 0 to 13 years old who took part in a survey in 1997 and again five years later in 2002.

For children who were four years old or younger at the time of the first survey, sleeping for less than 10 hours a night was associated with nearly a twofold increased risk of being overweight or obese at the second survey.

For older children, sleep time at the first survey was not associated with weight status at the second survey but current short sleep time was associated with increased odds of a shift from normal weight to overweight status or from overweight or obese status at follow up. Dr. Janice F. Bell from the University of Washington said this study suggested that early childhood could be a “critical window” when nighttime sleep helps determine a child’s future weight status. According to the National Sleep Foundation, toddlers aged one to three years old should sleep for 12 to 14 hours a night; preschoolers, aged 3 to 5 years old, should sleep 11 to 13 hours, and 5- to 10-year-olds should get 10 to 11 hours. Teens should get 8.5 to 9.25 hours of sleep nightly.

Several studies have linked short sleep to excess weight in children and teens, Bell and fellow researcher Dr. Frederick Zimmerman from the University of California noted in their report.

But many of these studies have been cross-sectional, meaning they looked at a single point in time, which makes it difficult to determine whether not getting adequate sleep caused a child to become obese, or vice versa.

These findings, said the researchers, suggest there is a critical time period prior to age five when adequate nightly sleep may be important in terms of a healthy weight later on.

 

Children need proper nutrition and sleep not only to be healthy and happy, but to be ready to learn.

 

Science Daily reported about teens need for sleep in the article, Study Reveals Link Between Sleep Deprivation in Teens and Poor Dietary Choices:

 

 

Well-rested teenagers tend to make more healthful food choices than their sleep-deprived peers, according to a study led by Lauren Hale, PhD, Associate Professor of Preventive Medicine at Stony Brook University School of Medicine. The finding, presented at SLEEP 2013, the annual meeting of the Associated Professional Sleep Societies, may be key to understanding the link between sleep and obesity….

 

The study, which was supported by the National Institute of Diabetes and Digestive and Kidney Diseases, examined the association between sleep duration and food choices in a national representative sample of 13,284 teenagers in the second wave of the National Longitudinal Study of Adolescent Health. The data were collected in 1996 when the interview subjects had a mean age of 16 years.

 

The authors found that those teens who reported sleeping fewer than seven hours per night — 18 percent of respondents — were more likely to consume fast food two or more times per week and less likely to eat healthful food such as fruits and vegetables. The results took into account factors such as age, gender, race and ethnicity, socioeconomic status, physical activity and family structure, and found that short sleep duration had an independent effect on both healthy and unhealthy food choices.

 

The respondents fell into one of three categories: short sleepers, who received fewer than seven hours per night; mid-range sleepers, who had seven to eight hours per night; and recommended sleepers, who received more than eight hours per night. The American Academy of Pediatrics currently recommends that adolescents get between nine and 10 hours of sleep per night. http://www.sciencedaily.com/releases/2013/06/130620162746.htm#.UcN9_iGkjBA.email

 

Here is the press release from Stony Brook Medicine:

 

 

Research based on data from interviews with 13,284 adolescents nationwide

 

STONY BROOK, NY, June 20, 2013 – Well-rested teenagers tend to make more healthful food choices than their sleep-deprived peers, according to a study led by Lauren Hale, PhD, Associate Professor of Preventive Medicine at Stony Brook University School of Medicine. The finding, presented at SLEEP 2013, the annual meeting of the Associated Professional Sleep Societies, may be key to understanding the link between sleep and obesity. 

 

Not only do sleepy teens on average eat more food that’s bad for them, they also eat less food that is good for them,” said Dr. Hale, speaking about the study results. “While we already know that sleep duration is associated with a range of health consequences, this study speaks to some of the mechanisms, i.e., nutrition and decision making, through which health outcomes are affected.” 

 

The study, which was supported by the National Institute of Diabetes and Digestive and Kidney Diseases, examined the association between sleep duration and food choices in a national representative sample of 13,284 teenagers in the second wave of the National Longitudinal Study of Adolescent Health. The data were collected in 1996 when the interview subjects had a mean age of 16 years. 

 

The authors found that those teens who reported sleeping fewer than seven hours per night — 18 percent of respondents — were more likely to consume fast food two or more times per week and less likely to eat healthful food such as fruits and vegetables. The results took into account factors such as age, gender, race and ethnicity, socioeconomic status, physical activity and family structure, and found that short sleep duration had an independent effect on both healthy and unhealthy food choices. 

 

The respondents fell into one of three categories: short sleepers, who received fewer than seven hours per night; mid-range sleepers, who had seven to eight hours per night; and recommended sleepers, who received more than eight hours per night. The American Academy of Pediatrics currently recommends that adolescents get between nine and 10 hours of sleep per night. 

 

We are interested in the association between sleep duration and food choices in teenagers because adolescence is a critical developmental period between childhood and adulthood,” said the first author of the study, Allison Kruger, MPH, a community health worker at Stony Brook University Hospital. “Teenagers have a fair amount of control over their food and sleep, and the habits they form in adolescence can strongly impact their habits as adults.” 

 

The research team — which included co-authors Eric N. Reither, PhD, Utah State University; Patrick Krueger, PhD, University of Colorado at Denver; and Paul E. Peppard, PhD, University of Wisconsin-Madison — concluded that addressing sleep deficiency may be a novel and effective way to improve obesity prevention and health promotion interventions. 

 

Dr. Hale said that one of the next steps in the research will be to explore whether the association between sleep duration and food choices is causal. 

 

If we determine that there is a causal link between chronic sleep and poor dietary choices, then we need to start thinking about how to more actively incorporate sleep hygiene education into obesity prevention and health promotion interventions,” she said. 

 

Citation:

 

 

Stony Brook Medicine (2013, June 20). Sleep deprivation in teens linked to poor dietary choices. ScienceDaily. Retrieved June 21, 2013, from http://www.sciencedaily.com­ /releases/2013/06/130620162746.htm#.UcN9_iGkjBA.email

 

 

Lauran Neergaard, AP medical writer wrote about a teen sleep study which was reprinted at Boston.Com. In Study: Lack of Early Light Upsets Teen Clock

 

 

Sit by the window in school? Lack of the right light each morning to reset the body’s natural sleep clock might play a role in teenagers’ out-of-whack sleep, a small but provocative school experiment suggests.

 

Specialists say too few teens get the recommended nine hours of shut-eye a night. They’re often unable to fall asleep until late and struggle to awaken for early classes. Sleep patterns start changing in adolescence for numerous reasons, including hormonal changes and more school, work and social demands….

 

From waking until school ended, 11 students donned special orange goggles that block short-wavelength “blue light,” but not other wavelengths necessary for proper vision. Blocking that light for five days upset the students’ internal body clocks – delaying by half an hour their evening surge of a hormone called melatonin that helps induce sleep, Rensselaer Polytechnic Institute researchers reported Tuesday.

 

Teens who trudge to the bus stop before dawn or spend their days in mostly windowless schools probably suffer the same effect, as daylight is the best source of those short-wavelength rays, said lead researcher Mariana Figueiro of Rensselaer’s Lighting Research Center in Troy, N.Y.

 

“If you have this morning light, that is a benefit to the teenagers,” Figueiro said.

 

If children do not receive the appropriate amount of sleep, they will not be ready to learn when they arrive at school.

 

Why Do Teens Need Sleep?

 

The National Sleep Foundation has a Teens and Sleep Fact Sheet:

 

Sleep is vital to your well-being, as important as the air you breathe, the water you drink and the food you eat. It can even help you to eat better and manage the stress of being a teen.

 

  • Biological sleep patterns shift toward later times for both sleeping and waking during adolescence — meaning it is natural to not be able to fall asleep before 11:00 pm.

  • Teens need about 9 1/4 hours of sleep each night to function best (for some, 8 1/2 hours is enough). Most teens do not get enough sleep — one study found that only 15% reported sleeping 8 1/2 hours on school nights.

  • Teens tend to have irregular sleep patterns across the week — they typically stay up late and sleep in late on the weekends, which can affect their biological clocks and hurt the quality of their sleep.

  • Many teens suffer from treatable sleep disorders, such as narcolepsy, insomnia, restless legs syndrome or sleep apnea.

 

CONSEQUENCES:

 

Not getting enough sleep or having sleep difficulties can:

 

  • Limit your ability to learn, listen, concentrate and solve problems. You may even forget important information like names, numbers, your homework or a date with a special person in your life;

  • Make you more prone to pimples. Lack of sleep can contribute to acne and other skin problems;

  • Lead to aggressive or inappropriate behavior such as yelling at your friends or being impatient with your teachers or family members;

  • Cause you to eat too much or eat unhealthy foods like sweets and fried foods that lead to weight gain;

  • Heighten the effects of alcohol and possibly increase use of caffeine and nicotine; and

  • Contribute to illness, not using equipment safely or driving drowsy.

 

Parents should be alert to signs of sleep deprivation in their children.

 

How Can You Help Your Teen Get Enough Sleep?

 

The National Sleep Foundation has the following suggestions for improving sleep

 

Make sleep a priority. Review Teen Time in this toolkit and keep the Teen Sleep Diary. Decide what you need to change to get enough sleep to stay healthy, happy, and smart!

 

  • Naps can help pick you up and make you work more efficiently, if you plan them right. Naps that are too long or too close to bedtime can interfere with your regular sleep.

  • Make your room a sleep haven. Keep it cool, quiet and dark. If you need to, get eyeshades or blackout curtains. Let in bright light in the morning to signal your body to wake up.

  • No pills, vitamins or drinks can replace good sleep. Consuming caffeine close to bedtime can hurt your sleep, so avoid coffee, tea, soda/pop and chocolate late in the day so you can get to sleep at night. Nicotine and alcohol will also interfere with your sleep.

  • When you are sleep deprived, you are as impaired as driving with a blood alcohol content of .08%, which is illegal for drivers in many states. Drowsy driving causes over 100,000 crashes each year. Recognize sleep deprivation and call someone else for a ride. Only sleep can save you!

  • Establish a bed and wake-time and stick to it, coming as close as you can on the weekends. A consistent sleep schedule will help you feel less tired since it allows your body to get in sync with its natural patterns. You will find that it’s easier to fall asleep at bedtime with this type of routine.

  • Don’t eat, drink, or exercise within a few hours of your bedtime. Don’t leave your homework for the last minute. Try to avoid the TV, computer and telephone in the hour before you go to bed. Stick to quiet, calm activities, and you’ll fall asleep much more easily!

  • If you do the same things every night before you go to sleep, you teach your body the signals that it’s time for bed. Try taking a bath or shower (this will leave you extra time in the morning), or reading a book.

  • Try keeping a diary or to-do lists. If you jot notes down before you go to sleep, you’ll be less likely to stay awake worrying or stressing.

  • When you hear your friends talking about their all-nighters, tell them how good you feel after getting enough sleep.

  • Most teens experience changes in their sleep schedules. Their internal body clocks can cause them to fall asleep and wake up later. You can’t change this, but you can participate in interactive activities and classes to help counteract your sleepiness. Make sure your activities at night are calming to counteract your already heightened alertness.

 

If teens need about 9 1/4 hours of sleep to do their best and naturally go to sleep around 11:00 pm, one way to get more sleep is to start school later.     http://www.sleepfoundation.org/article/sleep-topics/teens-and-sleep

 

These suggestions point to establishing a regular routine for your teen and setting a time for all activities to cease each evening.

 

Education is a partnership between the student, parent(s) or guardian(s), teachers(s), and school. The students must arrive at school ready to learn and that includes being rested. Parent(s) and guardian(s) must ensure their child is properly nourished and rested as well as providing a home environment which is conducive to learning. Teachers must have strong subject matter knowledge and strong pedagogic skills. Schools must enforce discipline and provide safe places to learn. For more information on preparing your child for high school, see the U.S. Department of Education’s Tools for Success

 

Resources

 

  1. National Sleep Foundation’s Teens and Sleep
  2. Teen Health’s Common Sleep Problems
  3. CBS Morning News’ Sleep Deprived Kids and Their Disturbing Thoughts
  4. Psychology Today’s Sleepless in America
  5. National Association of State Board’s of Education Fit, Healthy and Ready to Learn
  6. U.S. Department of Education’s Tools for Success

 

Related:

 

Another study: Sleep problems can lead to behavior problems in children                                                                                 https://drwilda.com/2013/03/30/another-study-sleep-problems-can-lead-to-behavior-problems-in-children/

 

 

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The 06/20/13 Joy Jar

20 Jun

 

Moi found this great little pot on sale. It is striped in hues of brown, gold, and orange. It is a happy little pot and let moi day again it was on sale. Moi will use it in the kitchen to store utensils. Today’s deposit into the ‘Joy Jar’ is moi’s happy little pot.

I thought clay must feel happy in the good potter’s hand.”
Janet Fitch,
White Oleander

Hath not the potter power over the clay, of the same lump to make one vessel unto honour, and another unto dishonour?
Bible, Romans 9:21

Said one among them: “Surely not in vain
My substance of the common Earth was ta’en
And to this Figure moulded, to be broke,
Or trampled back to shapeless Earth again.”
Omar Khayyam (“The Tent-Maker”),

All this of Pot and Potter–Tell me then,
Who is the Potter, pray, and who the Pot?
Omar Khayyam (“The Tent-Maker”),

There’s a joy without canker or cark,
There’s a pleasure eternally new,
Tis to gloat on the glaze and the mark
Of china that’s ancient and blue;
Unchipp’d, all the centuries through
It has pass’d, since the chime of it rang,
And they fashion’d it, figures and hue,

In the reign of the Emperor Hwang.
Here’s a pot with a cot in a park,
In a park where the peach-blossoms blew,
Where the lovers eloped in the dark,

Lived, died, and were changed into two
Bright birds that eternally flew
Through the boughs of May, as they sang;
‘Tis a tale was undoubtedly true
n the reign of the Emperor Hwang.
Andrew Lang, Ballade of Blue China


Turn, turn, my wheel! Turn round and round
Without a pause, without a sound:
So spins the flying world away!
This clay, well mixed with marl and sand,
Follows the motion of my hand;
For some must follow, and some command,
Though all are made of clay!
Henry Wadsworth Longfellow, Keramos

The U.S. is catching up to Asia in the growth of the tutoring business

19 Jun

 

Moi wrote in Trying not to raise a bumper crop of morons: Hong Kong’s ‘tutor kings and queens’

 

It is difficult to theorize or surmise what is going on in a particular culture if one is not imbued with understanding the context of that culture. Still, Yojana Sharma’s BBC report about Hong Kong’s star tutors makes moi theorize that the families paying the hefty bill are not satisfied with being “minority” anythings.

 

Sharma reports in BBC article, Meet the ‘tutor kings and queens’ about the educators who are accorded as much adulation and status as rock stars in Hong Kong:

 

They strike glamorous poses in posters in shopping malls and on the sides of buses.

 

But they are not movie stars or supermodels: they are Hong Kong’s A-list “tutor kings” and “tutor queens”, offering pupils a chance to improve mediocre grades.

 

In Hong Kong’s consumer culture, looks sell. Celebrity tutors in their sophisticated hair-dos and designer trappings are treated like idols by their young fans who flock to their classes.

 

And they have earnings to match – some have become millionaires and appear regularly on television shows.

 

If you want to be a top tutor, it definitely helps if you are young and attractive. Students look at your appearance,” said Kelly Mok, 26, a “tutor queen” at King’s Glory, one of Hong Kong’s largest tutorial establishments.

 

Her designer clothes and accessories are not just for the billboards; it’s how she likes to dress outside classes. But she is also careful to add that she wouldn’t be in such high demand if she could not deliver top grades in her subject,

 

Richard Eng from Beacon College is often credited with being the first of Hong Kong’s “star tutors”. A former secondary school teacher, he says he got the idea after he featured in photographs advertising his sister, a performance artist.

 

In school all the teachers look the same, there’s no excitement,” he said.

 

Richard Eng has brought a show business approach to the world of improving exam grades

 

His own image appears on special ring-binders and folders containing study tips, or pens which harbour a pull-out scroll with his picture and other gifts. Such items became so sought after that they propelled him to near-rock star status among young people.

 

The celebrity tutor phenomenon is a result of the huge growth in out-of-school tutoring in Asia.

 

It is fuelled by highly pressured examination systems and ambitious parents wanting their children to secure places at top universities and high-status secondary schools.

 

In societies where success is equated with good exam results, parental anxiety converts into a “steady stream of revenue” for tutoring establishments, according to a study by the Asian Development Bank (ADB).

 

The tutoring industry, or “shadow education” as the ADB calls it, has become very widespread in Asia, fed by the growth in universities and the rising proportion of school leavers aiming for university.

 

Hong Kong University’s professor Mark Bray, one of the authors of the ADB study, said a staggering 72% of final-year school students in Hong Kong now go to private tutors.

 

Richer families have always paid for individual tutoring, but the star tutors offer exam tips and revision notes to the less well-off, studying in groups of over 100.

 

Getting an edge’

 

It’s not just Hong Kong. Tutoring has “spread and intensified in Asia and become more commercialised,” said professor Bray. In South Korea, 90% of primary school children attend such classes.

 

Forget the elbow patches, tutor Kelly Mok teaches English with style

 

In South Korea, Thailand, Sri Lanka and India, tutorial schools use star tutors to attract even more students. “They have found a way to appeal to young people and pull them in. They create a buzz,” he said.

 

We had this phenomenon of star tutors in Kota as well,” said Pramod Maheshwari, chief executive of Career Point Coaching School in Kota, Rajasthan, India, a city of residential tutorial colleges which attract students from all over the country.

 

It can give you an edge.” But ultimately, he says, expansion of tutoring is driven not by personalities but by “the inefficiency of the school system”.

 

Across India, students’ education level is not up to the mark, and millions are preparing for competitive college examinations. It is a huge market,” said Mr Maheshwari.

 

In China, where private tutorial schools were unknown until the economy opened up in the 1990s, New Oriental Education and Technology has grown to become one of the largest tutoring schools in Asia with around 2.4 million students this year.

 

It boasts 17,600 teachers in 49 cities and an online network of over 7.8 million users.

 

Listed on the New York stock exchange since 2006, its founder Michael Yu (also known as Yu Minhong), became a multi-millionaire on the back of his blend of rote learning exercises, stand-up comedy and motivational speeches.

 

A man from a humble background, who had become an English teacher at Peking University, Mr Yu used the Hong Kong model of employing star tutors to prepare students for tests for universities abroad.

 

Extensive tutoring is sometimes seen as contributing to East Asian countries’ high performance in international school comparisons, particularly in mathematics. http://www.bbc.co.uk/news/business-20085558

 

One person does not speaks for a group, but members of a group can often provide useful insight about the group.

 

Here is Arthur Hu’s take on  INTRODUCTION TO BASIC ASIAN VALUES It looks like parents with the resources are not beginning to emulate various Asian cultures in the push to have their children succeed. https://drwilda.com/2012/11/26/trying-not-to-raise-a-bumper-crop-of-morons-hong-kongs-tutor-kings-and-queens/

 

Adrian Garcia wrote in the Denver Post article, Child tutoring franchises expand in Denver, nationwide:

 

 

Parents’ desire to see their children succeed in school and life is providing the opportunity for franchises in the supplemental education industry to rapidly expand.

 

Companies such as Sylvan Learning Center, KidzArt, School of Rock and Mathnasium that offer a range of services from homework help to music lessons are growing in Denver and across the nation.

 

Americans are estimated to spend $5 billion to $7 billion annually in the industry, according to the Education Industry Association, which tracks education trends and represents private education providers…

 

“We’ve learned that one of the main drivers is increased competition for college admissions,” said Steve Pines, executive director for the association. “There are many more kids in high school that are college-bound but a finite number of seats at those colleges….”

 

Most educational-supplement customers tend to come from middle-class and upper-middle-class families.

 

“We rely pretty much on discretionary income,” said Ann Smith, owner of a Sylvan in Highlands Ranch. Her center charges an hourly rate of $52 to $57.

 

Smith has found a market size large enough to sustain even through tough economic times like the last recession…..

 

The Sylvan Learning Center’s vice president of franchise development, Scott Hurlock, expects the industry to continue to grow and emphasizes the need for strong partnerships between schools and education-supplement companies.

 

“When it becomes more apparent to the school systems that it’s OK to reach the alternative solution, this industry will explode exponentially,” Hurlock said. http://www.denverpost.com/business/ci_23480668/child-tutoring-franchises-expand-denver-nationwide

 

Moi wrote in 3rd world America: The link between poverty and education:

 

The Huffington Post article, Poor Students With Poorly Educated Parents More Disadvantaged In U.S. Than Other Countries about the effect of income inequality:

 

Intuitively, a child’s academic performance is likely higher if he or she has highly educated parents, and lower if the child has less educated parents. A new report confirms that’s true, but reveals that American children of poorly educated parents do a lot worse than their counterparts in other countries.

 

Income mobility just within the U.S. has significantly declined since the mid-90s, according to a report this month by the Boston Federal Reserve. In recent years, families were more likely to stay within their income class than before — the rich are staying rich, and the poor and middle-class are struggling to move up the economic ladder.

 

But the Pew Economic Mobility Project takes it a step further by asking the question, “Does America promote mobility as well as other nations?” Researchers in 10 countries took to analyzing socioeconomic advantage as a function of parental education.

 

Researchers found that a child’s economic and educational status is more affected by parental education than in any other country studied.

 

Using a basic metric, researchers studied performance gaps on vocabulary tests among five-year-olds with highly educated parents, moderately educated parents and poorly educated parents. Among the English-speaking countries studied, the American gap between children with highly educated parents and poorly educated parents was the widest, while the Canadian gap proved to be the most narrow. http://www.huffingtonpost.com/2011/11/18/poor-students-with-poorly_n_1101728.html?ref=email_share

 

This economy must start producing jobs. Too bad the government  kept the cash sluts and credit crunch weasels like big banks and financial houses fully employed and destroyed the rest of the country. https://drwilda.com/2011/11/20/3rd-world-america-the-link-between-poverty-and-education/

 

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The 06/19/13 Joy Jar

19 Jun

 

Riding on the bus, moi looked at to what could have been a great sunset. Then the sky turned cloudy and the potential was lost. Still, sunsets are some of the most beautiful parts of the day. Today’s deposit into the ‘Joy Jar’ are those beautiful sunsets that just take your breath away.

Clouds come floating into my life, no longer to carry rain or usher storm, but to add color to my sunset sky.”
Rabindranath Tagore,
Stray Birds

Soon it got dusk, a grapy dusk, a purple dusk over tangerine groves and long melon fields; the sun the color of pressed grapes, slashed with burgandy red, the fields the color of love and Spanish mysteries.”
Jack Kerouac, On the Road

There’s a sunrise and a sunset every single day, and they’re absolutely free. Don’t miss so many of them.”

Jo Walton

The point is that when I see a sunset or a waterfall or something, for a split second it’s so great, because for a little bit I’m out of my brain, and it’s got nothing to do with me. I’m not trying to figure it out, you know what I mean? And I wonder if I can somehow find a way to maintain that mind stillness.”
― Chris Evans

It is almost impossible to watch a sunset and not dream.Bern Williams

If I can put one touch of rosy sunset into the life of any man or woman, I shall feel that I have worked with God.”
G.K. Chesterton