The 10/03/13 Joy jar

3 Oct

This is the third day of the government shut-down in D.C. and that got moi thinking about views on life politics, and whatever. Today’s deposit into the ‘Joy Jar’ is a point of view.

Change your opinions, keep to your principles; change your leaves, keep intact your roots.
Victor Hugo

A man who views the world the same at fifty as he did at twenty has wasted thirty years of his life.
Muhammad Ali

One who is too insistent on his own views, finds few to agree with him.
Lao Tzu

It is just that we should be grateful, not only to those with whose views we may agree, but also to those who have expressed more superficial views; for these also contributed something, by developing before us the powers of thought.
Aristotle

Only The universe is wider than our views of it.
Henry David Thoreau

Get correct views of life, and learn to see the world in its true light. It will enable you to live pleasantly, to do good, and, when summoned away, to leave without regret.
Robert E. Lee

Power always thinks it has a great soul and vast views beyond the comprehension of the weak.
John Adams

A mistake made by many people with great convictions is that they will let nothing stand in the way of their views, not even kindness.
Bryant H. McGill

He who closes his ears to the views of others shows little confidence in the integrity of his own views.
William Congreve

Wherever men and women are persecuted because of their race, religion, or political views, that place must – at that moment – become the center of the universe.
Elie Wiesel

“What you see and what you hear depends a great deal on where you are standing. It also depends on what sort of person you are.”
C.S. Lewis,

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School Culture matters

3 Oct

Moi wrote in Study: Kindness helps students become more popular and improves school culture: Researchers are studying social interactions among students and how these interactions affect the climate of a school.
Mathew Tabor writes in the Education News article, Research: For Students, Kindness to Others Boosts Popularity, which describes a study about kindness behavior among adolescents.

In the wake of the Newtown shootings, social interactions between students is gaining more attention, with some experts saying that the way students treat each other can be a determining factor in a school’s overall well-being. And now research from Kristin Layous, a psychologist at the University of California, Riverside may show that students who are kind to their peers experience an individual benefit — a boost in popularity.
In an observational study of students in Vancouver, British Columbia, researchers had students aged 9-11 perform three acts of kindness per week over the course of a month, while others visited three places. Results showed that:
“Students in both conditions improved in well-being, but students who performed kind acts experienced significantly bigger increases in peer acceptance (or sociometric popularity) than students who visited places.”In short, students demonstrating kindness reaped benefits of their own as their peers recognized their efforts and rewarded them socially.
There appears to be a reciprocal link between student happiness and positive behavior. Happier students tend to be kinder to others, and extending kindness to peers results in happier students.
http://www.educationnews.org/k-12-schools/research-for-students-kindness-to-others-boosts-popularity/

Creating a culture of kindness in schools has to be an intentional act.

Maryland’s Learning Links posted “Orchestrating School Culture”by Linda Inlay:

A school’s culture lives in its shared beliefs, its values, its rituals and traditions and in how the members of the school community interact with one another. It is different from the school vision. Some schools have a vision; others do not. You can choose whether or not to have a school vision. You cannot choose whether or not to have a school culture. As Linda Inlay writes above, the school culture manifests itself in everything the people in the school do each and every day. As a school leader, you and your team can either try to shape that culture in a positive way, or you can just let it be. It’s a bit like a garden. Things will probably grow in a garden, no matter what you do. But you can make it a whole lot nicer by planting particular flowers and vegetables in particular arrangements and, of course, by pulling out some of the weeds! Bringing mindfulness and intent to your school’s culture can enable you and your team to make your school a better and more productive environment for your students and for everyone else in your school community. http://marylandlearninglinks.org/1035

Some schools are trying to foster kinder school cultures and others innovation.

The Arizona Daily Sun reports in the article, ‘Kindness Revolution’ at Killip leaves little room for bullying:

But as we reported earlier this month, even grade-schoolers are jumping on the anti-bullying bandwagon — even if they don’t know it. Killip Elementary School has started a “Kindness Revolution” that gives students tips on how they can make a positive contribution every day — a smile, a word of encouragement, a polite “thank you.” They’ve even learned a word — “empathy” — that most students a generation ago would not have encountered until about seventh grade.
But at Killip, it’s hard for bullies to get much traction when an entire school has signed a contract that binds them to treating each other with respect and compassion so that they feel “happy, safe and loved….”
Schools, of course, cannot entirely replace the life lessons that young people might be missing from parents, siblings, churches and other adult mentors. But as the place where a young person spends about half his waking hours through the age of 18, a school and its culture can’t help but be a major influence in much more than formal academic learning. We applaud Killip and its entire school community for taking a positive and creative approach to a problem — bullying — that has been identified as a major contributor to the behavioral problems of young males later in life. A little kindness indeed can go a long way.
Killip Kindness Revolution Contract
We as the Killip Community
Agree to treat others with kindness
In our words and in our actions
We will treat all people
With respect and as equals
So they feel happy, safe, and loved
We will show compassion
And we will help others in need
As a Killip Cougar
I will show kindness and respect
To all members of my community
.http://azdailysun.com/news/opinion/editorial/kindness-revolution-at-killip-leaves-little-room-for-bullying/article_4077e426-f7f0-5859-8ee1-7310a66afecf.html

Study: Kindness helps students become more popular and improves school culture

Educators are trying to create school cultures which further their education agendas.

Kate Ash reported in the Education Week article, Building a District Culture to Foster Innovation:

For her part, Superintendent Pamela R. Moran reaches out to partners in the business community to determine what initiatives can help drive innovation in the district, which encompasses the area outside the city of Charlottesville.
“The factory school model of the 20th century [was] designed to mimic what factories needed in their workers,” Ms. Moran said. “Now, [the workforce] wants kids who can really work through issues to generate solutions that work without being dependent on someone at the top to solve it for them….
Observers say that Albemarle County stands out as a district that thrives on change and innovation, with a willingness to challenge the status quo to build a new type of learning environment for students.
In most school districts around the country, they say, innovation is happening at a painfully slow pace and often only in pockets such as individual classrooms, rarely if ever making the jump to a real, systemwide shift.
The good news is that lessons can be learned from districts that are, indeed, making such a shift.
What is the “secret sauce” in a district’s culture of operation that allows innovation to flourish? And how can those attitudes and approaches be replicated and scaled up in other places?
Those are not easy questions to answer, but education experts agree that there are some similarities across innovative districts that could shed light on how to establish such an education ecosystem. Those factors include strong leadership, empowered teachers and students, an infusion of technology districtwide, the creation of an organization with continuous learning at its core, and the freedom to experiment.
“This is not work that happens overnight,” said Ms. Moran, the Albemarle County superintendent.
‘Embrace Continuous Learning’
In 2002, the district’s leadership came together to draft a new vision of the lifelong-learning competencies that students need, which included such skills as being able to plan and conduct research and think critically about problems. That vision has guided the district in a new direction that has opened the door to experimentation and new ways of learning, said Ms. Moran, who has led the district since 2006. Prior to that promotion, she served as an assistant superintendent in the district.
But while she may have a vision for what innovation looks like, it’s important to keep in mind that what works in one school may not work in another, she emphasized….
Building a Culture of Innovation
School leadership experts outline several ways districts should work to create an atmosphere in which good ideas can flourish, including:
• Develop strong leaders who encourage informed risk-taking and experimentation rather than protection of the status quo.
• Establish an expectation of continuous learning and improvement from every person at every level of the organization.
• Craft a clearly defined and articulated vision for the district, and make sure everyone understands it and adheres to it.
• Foster an environment in which people have the power to change course quickly if a project or initiative isn’t working.
• Empower everyone in the district, from students to teachers and administrators, to take on leadership roles.
• Ensure a seamless infusion of technology throughout every sector of the district to produce efficiencies and collect meaningful data.
SOURCE: Education Week
http://www.edweek.org/ew/articles/2013/10/02/06el-culture.h33.html?tkn=RVCCDf2WA86z0jshtr6iFv7fE0Y1IKUdJy3W&cmp=clp-sb-ascd

Jan Lukes wrote in Why School Leaders Should Build An Intentional School Culture:

High-performing school leaders are effective in messaging that school is a place with specific standards that enable both staff and students to thrive. I often share the following example with school leaders and find that it resonates – unlike an elevator or a place of worship, where there are unspoken norms for behavior, new schools and existing schools that aim to rebuild their culture need expectations to be stated explicitly.
These values are upheld through established cultural elements that are consistent and visible from classroom to classroom. Such elements often include instituting a Student Code of Conduct, identifying one positive behaviors or mega-cognitive skill per month to highlight across the school, drafting guidelines on issuing rewards and consequences for student behavior and establishing school routines (e.g. arrival, dismissal, hallway transitions) and rituals (weekly celebrations, achievement-oriented field trips, class cheers).
http://fluency21.com/blog/2013/06/11/why-school-leaders-should-build-an-intentional-school-culture/

A journey of a thousand miles begins with a single step. Lao-tzu, The Way of Lao-tzu. Chinese philosopher (604 BC – 531 BC)

Resources:

Creating a Culture of Respect and Kindness
http://www.growingseeds.net/respect.php

Prevent Bullying, Promote Kindness: 20 Things All Schools Can Do

Click to access 340b8b7f-e067-4231-9dd8-1eaed2a8962e.pdf

Related:

Study: Kindness helps students become more popular and improves school culture

Study: Kindness helps students become more popular and improves school culture

College readiness: What are ‘soft skills’

College readiness: What are ‘soft skills’

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/

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The 10/02/13 Joy Jar

2 Oct

This year the fashion trend in winter gloves seems to be wild patterns and designs with strong colors. Moi even saw a pair of sequined gloves. Probably not going to buy those. BUT, moi is going to get some very crazy winter gloves. Today’s deposit into the ‘Joy Jar’ is wild and crazy gloves.

When archaeologists discover the missing arms of Venus de Milo, they will find she was wearing boxing gloves.
John Barrymore

Old age is when the liver spots show through your gloves.
Phyllis Diller

Boxing was not something I truly enjoyed. Like a lot of things in life, when you put the gloves on, it’s better to give than to receive.
Sugar Ray Leonard

I think we do have to take off the gloves in some areas, but within balance, and at the right time and the right way, and for the right reason and with full understanding of what the consequences of that might be.
John O. Brennan

I’m generally slow to anger, quick to forgive, and I take in information before making decisions. So no matter how controversial the decision, my general demeanour is to put on white lab coat and gloves and look at the evidence, weigh the arguments and see what makes sense.
Peter Blair Henry

“MOUSQUETAIRE, n. A long glove covering a part of the arm. Worn in New Jersey. But “mousquetaire” is a might poor way to spell muskeeter.”
Ambrose Bierce

“A pure hand needs no glove to cover it.”
Nathaniel Hawthorne

“There are no little events with the heart. It magnifies everything; it places in the same scales the fall of an empire of fourteen years and the dropping of a woman’s glove, and almost always the glove weighs more than the empire.”
Honore de Balzac

Apathy is the glove into which evil slips its hand”
Bodie Thoene

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The 10/01/13 Joy Jar

2 Oct

Today is the first day of October. October is simply a transition month between summer and the beginning of winter.

A lot of people resist transition and therefore never allow themselves to enjoy who they are. Embrace the change, no matter what it is; once you do, you can learn about the new world you’re in and take advantage of it.
Nikki Giovanni

Today’s deposit into the ‘Joy Jar’ are transitions like October.

“I’m so glad I live in a world where there are Octobers.”
L.M. Montgomery, Anne of Green Gables

“There is something in October sets the gypsy blood astir: We must rise and follow her, When from every hill of flame She calls, and calls each vagabond by name.”
William Bliss

“The crickets still sing in October. And lilly, she’s trying to bloom. Tho she’s resting her head on the shoulder of death, she still shines by the light of the moon.”
Kevin Dalton

“October, baptize me with leaves! Swaddle me in corduroy and nurse me with split pea soup. October, tuck tiny candy bars in my pockets and carve my smile into a thousand pumpkins. O autumn! O teakettle! O grace!”
Rainbow Rowell, Attachments

“After the keen still days of September, the October sun filled the world with mellow warmth…The maple tree in front of the doorstep burned like a gigantic red torch. The oaks along the roadway glowed yellow and bronze. The fields stretched like a carpet of jewels, emerald and topaz and garnet. Everywhere she walked the color shouted and sang around her…In October any wonderful unexpected thing might be possible.”
Elizabeth George Speare, The Witch of Blackbird Pond

October is the fallen leaf, but it is also a wider horizon more clearly seen. It is the distant hills once more in sight, and the enduring constellations above them once again.
Hal Borland

“There is no season when such pleasant and sunny spots may be lighted on, and produce so pleasant an effect on the feelings, as now in October”
Nathaniel Hawthorne

“Listen! The wind is rising, and the air is wild with leaves, We have had our summer evenings, now for October eves!”
Humbert Wolfe

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Pew Research: College education increases income potential

1 Oct

Moi wrote about the decision to go to college in Why go to college? Sam Davidson has written an interesting New York Times article, It’s the Economy: The Dwindling Power of a College Degree:

A general guideline these days is that people are rewarded when they can do things that take trained judgment and skill — things, in other words, that can’t be done by computers or lower-wage workers in other countries. Money now flows around the world so quickly, and technology changes so fast, that people who thought they were in high demand find themselves uprooted. Many newspaper reporters have learned that their work was subsidized, in part, by classified ads and now can’t survive the rise of Craigslist; computer programmers have found out that some smart young guys in India will do their jobs for much less. Meanwhile, China lends so much money to the United States that mortgage brokers and bond traders can become richer than they ever imagined for a few years and then, just as quickly, become broke and unemployed.
One of the greatest changes is that a college degree is no longer the guarantor of a middle-class existence. Until the early 1970s, less than 11 percent of the adult population graduated from college, and most of them could get a decent job. Today nearly a third have college degrees, and a higher percentage of them graduated from nonelite schools. A bachelor’s degree on its own no longer conveys intelligence and capability. To get a good job, you have to have some special skill — charm, by the way, counts — that employers value. But there’s also a pretty good chance that by some point in the next few years, your boss will find that some new technology or some worker overseas can replace you.
Though it’s no guarantee, a B.A. or some kind of technical training is at least a prerequisite for a decent salary. It’s hard to see any great future for high-school dropouts or high-school graduates with no technical skills. They most often get jobs that require little judgment and minimal training, like stocking shelves, cooking burgers and cleaning offices. Employers generally see these unskilled workers as commodities — one is as good as any other — and thus each worker has very little bargaining power, especially now that unions are weaker. There are about 40 million of these low-skilled people in our work force. They’re vying for jobs that are likely to earn near the minimum wage with few or no benefits, and they have a high chance of being laid off many times in a career.

The societal push the last few years has been to have more kids go to college. Quite often schools are ranked on the percentage of kids that go directly to college from high school. So, counselors are following cultural cues they have received from administrators, parents, and the media.

Chris Stout lists Top Five Reasons to Go to College http://ezinearticles.com/?Top-Five-Reasons-Why-You-Should-Choose-To-Go-To-College&id=384395 Stout places the emphasis on the college experience and the fact that college is not just a place for possible career training. Forbes. Com published Five Reasons Not to Go to College http://www.forbes.com/2006/04/15/dont-go-college_cx_lh_06slate_0418skipcollege.html Some people discover their passion earlier in life than others.Forbes.Com addresses its comments at those folks. The calculation is that if one already knows what they want to do, college could be an unnecessary detour. A US News and World Report article estimated the value of a college degree http://www.usnews.com/education/articles/2008/10/30/how-much-is-that-college-degree-really-worth

Amanda Paulson of the Christian Science Monitor wrote a great article, Does Everyone Need A College Degree? Maybe Not Says Harvard Study about a Harvard study.

A new report released by Harvard Wednesday states in some of the strongest terms yet that such a “college for all” emphasis may actually harm many American students – keeping them from having a smooth transition from adolescence to adulthood and a viable career.
“The American system for preparing young people to lead productive and prosperous lives as adults is clearly badly broken,” concludes the report, “Pathways to Prosperity” (pdf). http://www.gse.harvard.edu/news_events/features/2011/Pathways_to_Prosperity_Feb2011.pdf
http://www.csmonitor.com/USA/Education/2011/0202/Does-everyone-need-a-college-degree-Maybe-not-says-Harvard-study

Marcus Wohlsen of AP has posted the article, Tech Mogul Pays Bright Minds Not to Go to College at Boston.Com. http://www.boston.com/business/technology/articles/2011/05/30/tech_mogul_pays_bright_minds_to_skip_college/ Wohlsen reports that tech tycoon Peter Thiel has set up a scholarship which two dozen gifted young people $100,000 not to go to college but to become entrepreneurs for the next two years. https://drwilda.com/2011/11/28/why-go-to-college/
Pew Research reported that college graduates make more income for a number of reasons.

Richard Fry wrote about the income potential of college graduates in The growing economic clout of the college educated:

For the first time on record, households headed by someone with at least a bachelor’s degree received nearly a majority (49.7%) of aggregate U.S. household income; nearly one out of every two dollars went to the college educated. In 2012 one-in-three households was college educated, so, put another way, half of the aggregate U.S. income goes to one third of the households.
In 1991 (the earliest year comparable figures are available) college-educated households only received 37% of the nation’s aggregate income. In 1991 about one-quarter of households (23%) were college educated.
The share of the income pie received by households with only a high school education or less fell 15 percentage points from 1991 to 2012. The share of household income going to households with some college (including those with an associate’s degree) increased modestly over the same period (23% to 25%).
Since educational attainment has risen and there are more college-educated households, one would expect the college educated to receive a growing share of the pie.
But the data clearly indicate that the growing economic fortunes of the college educated go beyond sheer numbers. College-educated households are the only households whose incomes have grown on a per household basis from 1991 to 2012. Household income increased 9% (from $92,289 to $100,637) for those whose highest education was a bachelor’s degree. Incomes were up 20% for households with professional degrees. In contrast, household incomes have declined for households who do not have at least a bachelor’s degree.
Before breaking down the nitty-gritty of the college-educated households’ income gain, it should be noted that a number of factors are likely at play in boosting the household incomes of the college educated relative to less-educated households. A primary factor is the better fortunes of the college educated in the labor market. The Georgetown Center on Education and the Workforce finds that college graduates earn nearly twice as much as workers with just a high school diploma.
But the household income differences between the college educated and lesser educated go beyond the labor market. College-educated households are more likely to be married and thus more likely to have secondary earners contributing to household income.

In addition, my research on “assortative mating” or “who marries whom” shows that married college-educated persons are more likely to have a college-educated spouse. Thus, they are more likely to have a spouse with high earnings. For example, in 2011, 75% of married men ages 30 to 44 who are college educated also have a college-educated wife. Among their married counterparts with a high school education, only 17% have a college-educated wife.
Between 1991 and 2012, the aggregate household income of college-educated households increased by $2.1 trillion according to the Census data. Over the same period, the share of all households who are college educated increased from 23% to 33%. How much of the $2.1 trillion income gain received by the college educated is due to growth in numbers versus growth in income per college-educated household? If the fraction of households who are college educated had remained constant at 23%, instead of rising to 33%, the income pie going to the college educated would only have grown by $0.8 trillion. So, over half of the income gain of the college educated is due growth in numbers. But a substantial portion reflects their improving income fortunes. http://www.pewresearch.org/fact-tank/2013/09/24/the-growing-economic-clout-of-the-college-educated/

Whether a person chooses to attend a four year college after high school is a very personal decision and there is no one right answer. One thing the current economic climate has taught many is there are no guarantees in life, even with a college degree. The trades may offer some a means to earn a living and a fulfilling life.

A one-size-fits-all approach does not work.

Resources:

1. A publication by the government Why Attend College? Is a good overview
http://www2.ed.gov/pubs/Prepare/pt1.html

2. Article in USA Today about gap year
http://usatoday30.usatoday.com/news/education/2008-06-18-gap-year_N.htm

3. Advantages of Going to a Vocational School
http://www.gocollege.com/options/vocational-trade-schools/

4. Accredidation Commission of Career Schools and Colleges of Technology
http://www.accsc.org/Resources/Links.aspx

5. The Federal Trade Commission has Choosing A Career Or Vocational School
http://www.consumer.ftc.gov/articles/0241-choosing-vocational-school

6. How to Choose The Best Trade School
http://www.ehow.com/how_2107557_choose-best-trade-school.html

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 ©
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The 09/30/13 Joy Jar

30 Sep

No matter what moi goes through in life, she knows that all is well with her soul.

Today’s deposit into the ‘Joy Jar’ is Isaiah 41: 10-16:
10 So do not fear, for I am with you;
do not be dismayed, for I am your God.
I will strengthen you and help you;
I will uphold you with my righteous right hand.
11 “All who rage against you
will surely be ashamed and disgraced;
those who oppose you
will be as nothing and perish.
12 Though you search for your enemies,
you will not find them.
Those who wage war against you
will be as nothing at all.
13 For I am the Lord your God
who takes hold of your right hand
and says to you, Do not fear;
I will help you.
14 Do not be afraid, you worm Jacob,
little Israel, do not fear,
for I myself will help you,” declares the Lord,
your Redeemer, the Holy One of Israel.
15 “See, I will make you into a threshing sledge,
new and sharp, with many teeth.
You will thresh the mountains and crush them,
and reduce the hills to chaff.
16 You will winnow them, the wind will pick them up,
and a gale will blow them away.
But you will rejoice in the Lord
and glory in the Holy One of Israel.

Today’s deposit into the ‘Joy Jar is Isaiah verse 41.

Sir, my concern is not whether God is on our side; my greatest concern is to be on God’s side, for God is always right.
Abraham Lincoln

We need to find God, and he cannot be found in noise and restlessness. God is the friend of silence. See how nature – trees, flowers, grass- grows in silence; see the stars, the moon and the sun, how they move in silence… We need silence to be able to touch souls.
Mother Teresa

When the solution is simple, God is answering.
Albert Einstein

While I know myself as a creation of God, I am also obligated to realize and remember that everyone else and everything else are also God’s creation.
Maya Angelou

Never trust anyone completely but God. Love people, but put your full trust only in God.
Lawrence Welk

I believe God is managing affairs and that He doesn’t need any advice from me. With God in charge, I believe everything will work out for the best in the end. So what is there to worry about.
Henry Ford

The best remedy for those who are afraid, lonely or unhappy is to go outside, somewhere where they can be quiet, alone with the heavens, nature and God. Because only then does one feel that all is as it should be.
Anne Frank

The Christian life is not a constant high. I have my moments of deep discouragement. I have to go to God in prayer with tears in my eyes, and say, ‘O God, forgive me,’ or ‘Help me.’
Billy Graham

God will not permit any troubles to come upon us, unless He has a specific plan by which great blessing can come out of the difficulty.
Peter Marshall

God gave you a gift of 86,400 seconds today. Have you used one to say ‘thank you?’
William Arthur Ward

Do not let your hearts be troubled. Trust in God; trust also in me.
Jesus Christ

God has given us two hands, one to receive with and the other to give with.
Billy Graham

God creates out of nothing. Wonderful you say. Yes, to be sure, but he does what is still more wonderful: he makes saints out of sinners.
Soren Kierkegaard

The blame is his who chooses: God is blameless.
Plato

The Bible is one of the greatest blessings bestowed by God on the children of men. It has God for its author; salvation for its end, and truth without any mixture for its matter. It is all pure.
John Locke

My message is that God is a good God.
Joel Osteen

There’s only one effectively redemptive sacrifice, the sacrifice of self-will to make room for the knowledge of God.
Aldous Huxley

We are either in the process of resisting God’s truth or in the process of being shaped and molded by his truth.
Charles Stanley

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Many charters adopting common application process

30 Sep

Moi wrote in Study: Charters forcing public schools to compete and improve: Education tends to be populated by idealists and dreamers who are true believers and who think of what is possible. Otherwise, why would one look at children in second grade and think one of those children could win the Nobel Prize or be president? Maybe, that is why education as a discipline is so prone to fads and the constant quest for the “Holy Grail” or the next, next magic bullet. There is no one answer, there is what works for a particular population of kids. Geoffrey Canada is an exceptional educator and he has stuck his neck out there. He was profiled in “Waiting for Superman.”

The words of truth are always paradoxical.
Lao Tzu

Sharon Otterman reported in New York Times about some of the challenges faced by Mr. Canada’s schools, The Harlem Children’s Zone.
In Lauded Harlem Schools Have Their Own Problems Otterman reported:

Criticism WILL occur if you are doing something that is not inline with others’ expectations. It IS going to cost to educate children out of the cycle of poverty. Still, that means that society should not make the attempt.http://www.nytimes.com/2010/10/13/education/13harlem.html?pagewanted=all&_r=0

There is no magic bullet or “Holy Grail” in education. There is only what works to produce academic achievement in each population of children. That is why school choice is so important.

Study: Charters forcing public schools to compete and improve

Kate Ash reported in the Education Week article, Charters Adopt Common Application Systems:

To combat the confusion and make applying to charters easier and more transparent, a small but growing number of school districts, as well as charter school organizations, have rolled out new programs such as universal enrollment systems and common applications to centralize and streamline the process.
Among those efforts:
• Denver launched a centralized enrollment system called SchoolChoice in 2010 for all district-run and charter schools in the 85,000-student system.
• In New Orleans, the Louisiana Recovery School District, in partnership with the Orleans Parish School Board, debuted a universal enrollment system called OneApp for charter and district-run schools in February 2012 and is now entering its third year of a unified lottery system serving the city’s 44,000 students.
• The Newark and District of Columbia school systems are making plans to implement universal enrollment systems for their district-run and charter schools for the 2014-15 school year.
“The promise of a marketplace of schools is also a promise that kids and parents can navigate that marketplace,” said Armen Hratchian, the vice president for K12 schools at Excellent Schools Detroit, a coalition of education organizations and philanthropies aiming to improve education for all students in that city, where educators are also having conversations about a shift toward more centralization. “[Right now], there’s no single place, time, or process for parents and kids to select and enroll in schools, so we’re not really maximizing choice.”
How It Works
In a universal enrollment system, there is one application, timeline, and lottery for all the schools that participate, including both district-run and charter schools. Parents rank their schools in order of preference, then an algorithm, which takes into account certain preferences (such as geographic location or where siblings attend school), generates one single, best offer for each student.
Such a system makes it much easier for parents and students to understand their options, said Gabriela Fighetti, the executive director of enrollment for the Louisiana Recovery School District, and makes it easier for schools to plan for their upcoming school year.
Before OneApp, parents had to keep track of dozens of applications and deadlines, and “at the end of that process, you could’ve gotten into more than one school, or you could’ve gotten into no schools,” said Ms. Fighetti.
That caused an enormous amount of churn in the beginning of the school year as students scrambled to figure out which school they wanted to attend, making it hard for schools to know exactly how many students they would end up with.
Overall, said Ms. Fighetti, “you can give many more families a better offer if no family is holding multiple seats.”
Getting Charter Buy-In
But convincing charter schools, which are public schools that are generally granted greater autonomy and flexibility than typical district-run schools, to join in a centralized process of enrollment isn’t an easy task.
None of the cities that are currently using a universal enrollment system—with the exception of Denver—have 100 percent participation from all the charters in their districts…
http://www.edweek.org/ew/articles/2013/09/25/05charter_ep.h33.html?tkn=PWNFOXowk4lOudM53dHN%2FmHTjn8UyypxxFD2&cmp=clp-edweek

The best example of a common application process is the “Common College Application.”

Montgomery Education Consulting discussed the pros and cons of the “Common College Application” in Common Application: Panacea or Pandora?

Mr. Hoover makes a number of important points that help to illustrate that the Common App is, well, not all that Common. Further, its penetration of the admissions market has become both a blessing and a curse.
• Because the Common Application makes it easier to apply to more and more colleges, kids are applying to more and more colleges without regard to fit. Students can easily apply to schools they know little about–and have little intention of attending.
• More applications makes all admissions pools more competitive. This is great for colleges that want to appear more competitive to move up in the various rankings. But why should a kid who is dying to be admitted to a particular college be competing with kids who are not all that interested? How does a college really know if the kid is interested? (Answer: they do this by taking into account “demonstrated interest,” but this phenomenon makes the admissions process more complicated for the college side, not less).
• More kids applying to more colleges creates more perceived competition, which feeds the cycle of stress and manic striving that now characterizes the college admissions process. If kids had to sit down and write out each application by hand, they might be more judicious in their selections, and the stress levels might decrease.
• The Common App has made it somewhat easier for kids from underrepresented minorities and first generation homes that can easily apply to the higher echelons of American higher education. But it’s hard to say that the Common App is the cause of this increase, or simply a by-product of other forces that are enabling more kids to apply.
A “common” application does not mean a “standardized” application. Many, many Common Application member institutions require supplements to their application. These can be very simple ones to complete (indeed, many colleges stupidly require kids to answer questions already addressed in the main portions of the Common App). Or they can be those quirky essays from the University of Chicago (“Find x”) or Wake Forest University (“What outrages you?”). Managing all the supplements and other moving parts of the so-called Common Application is an organizational nightmare, especially if kids want to provide any customization of the Common Application for particular schools.
There is much to be said for a return to a more old-fashioned, paper-based system of college applications. Many of us long for those good old days of typewriters, white-out, staplers, paper clips, and collating papers, when the just the feel of 25-pound bond would make a student feel grown up, and – WHAT am I saying? We love to complain about the Common Application, but there ain’t no going back to carbon paper, folks…! http://greatcollegeadvice.com/common-application-panacea-or-pandora/

Moi supports neighborhood schools which cater to the needs of the children and families in that neighborhood. A one-size-fits-all approach does not work in education. It is for this reason that moi supports charter schools which are regulated by strong charter school legislation with accountability. Accountability means different things to different people. In 2005 Sheila A. Arens wrote Examining the Meaning of Accountability: Reframing the Construct for Mid-Continent Research for Education and Learning which emphasizes the involvement of parents and community members. One of the goals of the charter movement is to involve parents and communities.
http://www.edreform.com/issues/choice-charter-schools/

Click to access 4002IR_Examining_Accountability.pdf

Resources:

Why Charter Schools
o Debunking charter school myths
http://www.publiccharters.org/About-Charter-Schools/Frequently-Asked-Questions.aspx

o How charter schools perform
http://www.publiccharters.org/About-Charter-Schools/How-Charters-Perform.aspx

o Why we need charter schools
http://www.publiccharters.org/About-Charter-Schools/Why-charter-schools003F.aspx

o Find a charter school
http://dashboard.publiccharters.org/dashboard/select/year/2010

o Charter school data
http://dashboard.publiccharters.org/dashboard/home

o A look at great charter schools
http://www.publiccharters.org/additional-pages/great-charter-schools.aspx

Related:

Brookings report: What failing public schools can learn from charters?

Brookings report: What failing public schools can learn from charters?

Good or bad? Charter schools and segregation

Good or bad? Charter schools and segregation

Focus on charter schools: There must be accountability

Focus on charter schools: There must be accountability

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/

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The 09/29/13 Joy Jar

29 Sep

There are successive rainstorms rolling through Seattle with blustery winds and at times a heavy downpour. Still, there is something about walking in the rain that is invigorating. Today’s deposit into the ‘Joy Jar’ is walking in the rain.

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

But I say to you, Love your enemies and pray for those who persecute you, so that you may be sons of your Father who is in heaven; for he makes his sun rise on the evil and on the good, and sends rain on the just and on the unjust.
Jesus Christ

Life is full of beauty. Notice it. Notice the bumble bee, the small child, and the smiling faces. Smell the rain, and feel the wind. Live your life to the fullest potential, and fight for your dreams.
Ashley Smith

Sunshine is delicious, rain is refreshing, wind braces us up, snow is exhilarating; there is really no such thing as bad weather, only different kinds of good weather.
John Ruskin

And when it rains on your parade, look up rather than down. Without the rain, there would be no rainbow.
Gilbert K. Chesterton

Let the rain kiss you. Let the rain beat upon your head with silver liquid drops. Let the rain sing you a lullaby.
Langston Hughes

Some people walk in the rain, others just get wet.
Roger Miller

I don’t believe in pessimism. If something doesn’t come up the way you want, forge ahead. If you think it’s going to rain, it will.
Clint Eastwood

Healing rain is a real touch from God. It could be physical healing or emotional or whatever.
Michael W. Smith

Life is the fire that burns and the sun that gives light. Life is the wind and the rain and the thunder in the sky. Life is matter and is earth, what is and what is not, and what beyond is in Eternity.
Lucius Annaeus Seneca

The way I see it, if you want the rainbow, you gotta put up with the rain.
Dolly Parton

Rain is grace; rain is the sky descending to the earth; without rain, there would be no life.
John Updike

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HARD QUESTION: Do Black folk REALLY want to succeed in America?

28 Sep

Here is today’s COMMENT FROM AN OLD FART: Moi has been following the latest brouhaha over the latest Black hair chronicles as reported by Leanne Italie of AP:

“Why are you so sad?” a TV reporter asked the little girl with a bright pink bow in her hair.

“Because they didn’t like my dreads,” she sobbed, wiping her tears. “I think that they should let me have my dreads.”

With those words, second-grader Tiana Parker of Tulsa, Okla., found herself, at age 7, at the center of decades of debate over standards of black beauty, cultural pride and freedom of expression.

It was no isolated incident at the predominantly black Deborah Brown Community School, which in the face of outrage in late August apologized and rescinded language banning dreadlocks, Afros, mohawks and other “faddish” hairstyles it had called unacceptable and potential health hazards.

A few weeks earlier, another charter school, the Horizon Science Academy in Lorain, Ohio, sent a draft policy home to parents that proposed a ban on “Afro-puffs and small twisted braids.” It, too, quickly apologized and withdrew the wording.

But at historically black Hampton University in Hampton, Va., the dean of the business school has defended and left in place a 12-year-old prohibition on dreadlocks and cornrows for male students in a leadership seminar for MBA candidates, saying the look is not businesslike….

“Historically natural hair has been viewed as dirty, unclean, unkempt, messy,” she said. “An older black generation, there’s this idea of African-American exceptionalism, that the way for us to get ahead is to work twice as hard as any white person and to prove that if we just work hard and we look presentable we’ll get ahead, and that’s very entrenched. My generation, we’re saying that that’s not fair. We should be able to show up as we are and based on our individual merit and effort be judged on that.”

Ryan Kiesel, executive director of the Oklahoma chapter of the American Civil Liberties Union, said legal rulings on hair and other issues pertaining to school dress codes have been fairly clear.

“For decades now, Supreme Court precedent has reaffirmed that clothing, including hairstyle, is part of a student’s speech, and if you’re going to interfere with that, then the school district has to make some findings beforehand demonstrating that there is an immediate threat to the academic environment,” he said. “That wasn’t the case here and in most dress-code cases.”

Denene Millner in Atlanta created a blog, Mybrownbaby.com, for other African-American moms and also followed the school hair controversies. She went natural nearly 14 years ago for the sake of her daughters, now 11 and 14.

“I didn’t want them to grow up with the same idea that I had when I was little, that there was something wrong with the way that my hair grew out of my head,” said Millner, 45. “It’s something that we’ve grappled with for a very, very long time. There’s a whole lot of assumptions made about you that may not necessarily be true: that you’re political, that you’re Afro-centric, that you might be vegetarian, that you’re kind of a hipster.”

She said watching Tiana sob on camera “about these grown-ups, black folks, who are supposed to not just educate her but show her how to love herself, it tore my heart to shreds.” http://hosted.ap.org/dynamic/stories/U/US_SCHOOL_HAIR_BANS?SITE=AP&SECTION=HOME&TEMPLATE=DEFAULT&CTIME=2013-09-25-17-57-53

All moi can say is really. One has a Constitutional right to be a MORON. One must ask what are these parents thinking and where do they want their children to go in THIS society and not some mythical Africa which most will never see and which probably does not exist. Remember, their children must live in THIS society, at THIS time and in THIS place.

Moi wrote in Black people MUST develop a culture of success: Michigan State revokes a football scholarship because of raunchy rap video:

The question must be asked, who is responsible for MY or YOUR life choices? Let’s get real, certain Asian cultures kick the collective butts of the rest of Americans. Why? It’s not rocket science. These cultures embrace success traits of hard work, respect for education, strong families, and a reverence for success and successful people. Contrast the culture of success with the norms of hip-hop and rap oppositional culture.

See, Hip-hop’s Dangerous Values

http://www.freerepublic.com/focus/f-news/1107107/posts and Hip-Hop and rap represent destructive life choices: How low can this genre sink? https://drwilda.com/2013/05/01/hip-hop-and-rap-represent-destructive-life-choices-how-low-can-this-genre-sink/

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

One of the most central features of a culture are its values. Values are the standards by which one may judge the difference between good and bad, and the right and wrong things to do. Though some values are universally shared among all cultures, it is the contrast and differences in values of different cultures that can account for the interactions and perceptions that occur between different cultures.

Traditional values are a common thread among individuals in a culture. Stereotyping comes about because of common behavior patterns that are based on common values, and distortion and misperception can come about as a result of misunderstandings of those values. Stereotyping can also be dangerous because people are individuals with their own values which may vary a great deal from the traditional ideal. Values can vary quite a bit depending upon one’s generation, class, education, origin, among other factors. For example, there is considerable difference in what might be called “traditional” and “modern” American values.

Although each distinct Asian culture actually has its own set of values, they all share a common core, which is probably best documented in the Japanese and Chinese traditions, and by philosophers such as Confucius, whose writings had considerable influence throughout Asia. In the Asian American experience, these values interact with what might be called simply “western” or “Caucasian” values, but if one contrasts the values of America with those of Europe, it can be seen that these are really “Modern American” values that provide the best contrasts.

Asian values are very much inter-related. They all support the view of the individual as being a part of a much larger group or family, and place great importance on the well-being of the group, even at the expense of the individual. American values, on the other hand emphasize the importance of the well-being of the individual, and stresses independence and individual initiative. Although it may seem that values such as education, family, and hard work are shared between cultures, these values manifest themselves quite differently in the two cultures.

Some Asian values are so important that some of the cultures, especially the Japanese have given them names of their own, and are used commonly. Here is a list of some of the most outstanding values:

Ie (japanese) – The family as a basic unit of social organization, and as a pattern for the structure of society as a whole.

Education – The whole process of child rearing and education as a means of perpetuating society, and of attaining position within society.

Enyo (japanese) – The conscious use of silence, reserve in manner.

Han (chinese) Conformity, and the suppression of individual attriputes such as talen, anger, or wealth which might disrupt group harmony. (Chinese)

Amae (japanese) – To depend and presume upon the benevolence of others. A deep bonding in human relationships between one who is responsible for another, and one who must depend on another.

Giri (japanese) – Indebtedness, obligation and duty to others, reciprocity.

Gaman (japanese) – Endurance, sticking it out at all costs. Self-sacrifice for the sake of others.

Tui Lien (chinese) – Loss face, shame. The final standard as to how well one lives up to these values.

Family and Education

Probaly the most notable aspect of the modern “Asian Model Minority”­stereotype is that of the academic overachiever. A number of asian students have done conspicuously well in terms of test scores, gifted student programs, admissions to prestigious schools, academic awards, and in classical music. Though obviously not all Asians fit this pattern, this trend can be attributed primarily to the basic notion of the family, and the central role that education plays in the family.

Great importance is placed on child rearing, and education is a funda­mental aspect of this. Asian parents are more likely to spend much more time with their children, and drive them harder, sometimes even at the expense of their personal time and ambitions of the parents themselves. Though Americans might consider Asian parents to be dominating, parents in turn are expected to give children all the support they can.

While it would no be unusual for an American parent to hire a babysitter to watch the kids while they go out, or expect their children to put them­selves through college lest the parents sacrifice their own stand of living, this is much less likely in an Asian family. Living in an extended family is not unusual, and filial piety, respect for parents is a very important principle.

Unlike the youth orientation in American culture, age and position are most highly respected. The Asian family has within it a heirarchy which is a mirror of the structure of society as whole. For example, the parent child relationship is carried further on to ruler and ruled, employer and employee. Education is the most valued way of achieving position, an success in education is viewed as an act of filial piety. In imperial times, examinations were the only way to achieve position in China. Even in America, education is seen as a key to social mobility, and economic opportunity. Education for their children was a major reason why many immigrants came to America from Asia. http://www.asianweek.com/2012/04/28/introduction-to-basic-asian-values/

There is no such thing as a “model minority” and getting rid of this myth will allow educators to focus on the needs of the individual student. Still, the choice of many parents to allow their children to make choices which may impact their success should have folk asking the question of what values are being transmitted and absorbed by Black children.

Resources:

Culture of Success

http://www.cato.org/publications/commentary/culture-success

How Do Asian Students Get to the Top of the Class?

http://www.greatschools.org/parenting/teaching-values/481-parenting-students-to-the-top.gs

Related:

Is there a model minority?

Is there a ‘model minority’ ??

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/

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The 09/28/13 Joy Jar

28 Sep

The bus tunnel runs underneath Seattle and on a blustery, rainy day it is a good way to escape the weather. One doesn’t expect much, just a ride. Today moi was treated to the beautiful sounds of sitar music. Like moi, one of the street musicians had taken refuge in a landing. Today’s deposit into the Joy Jar is the beautiful music of the sitar.

And why is our music called world music? I think people are being polite. What they want to say is that it’s third world music. Like they use to call us under developed countries, now it has changed to developing countries, it’s much more polite.
Miriam Makeba

One good thing about music, when it hits you, you feel no pain.
Bob Marley

If music be the food of love, play on.
William Shakespeare

Without music, life would be a mistake.
Friedrich Nietzsche

Music is a moral law. It gives soul to the universe, wings to the mind, flight to the imagination, and charm and gaiety to life and to everything.
Plato

Music in the soul can be heard by the universe.
Lao Tzu

Music expresses that which cannot be said and on which it is impossible to be silent.
Victor Hugo

Music is the movement of sound to reach the soul for the education of its virtue.
Plato

Music is a higher revelation than all wisdom and philosophy.
Ludwig van Beethoven

Next to the Word of God, the noble art of music is the greatest treasure in the world.
Martin Luther

Hell is full of musical amateurs.
George Bernard Shaw

Music washes away from the soul the dust of everyday life.
Berthold Auerbach

Music can change the world because it can change people.
Bono

Music is the shorthand of emotion.
Leo Tolstoy

World music is about taking things from different places and bringing them together – which is great.
Youssou N’Dour

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