A few days ago my son posted this short statement on Facebook:
We weren’t ready for the Internet
He got some affirming comments and I just added,
Because of the Internet and other advances in telecommunications and broadcasting, we have become a world of nations divided by ideology instead of nations divided by borders. You can’t “storm the beaches” of the ideas that are contrary to yours.
This is actually something that I’ve thought about for quite a few years and the reason I spent the last 15 years trying to convince teachers to redefine literacy.
The fact is that we believe what we read on the Internet, because we were taught to believe what we read. Our schooling was purposely limited to textbooks, compelling (and not so compelling) lectures and library resources selected by librarians with advanced education. We try to limit our students’ learning to what is reliably accurate. As a result, our notion of what it is to be literate is limited. Can you “read and understand what someone, who you trust, has handed you to read.” ..and can you answer questions about it on a test?
In my efforts, I respelled the 3 Rs with 3 Es. Instead of teaching children to read, we should be helping them learn to Expose what is true. To expose what is true, you must learn to read it. But being able to search for, find and synthesize the information, and select that which is most appropriate to your situation, has become just as critical as being able to read it.
I use to suggest to teachers that they should, at every occasion, ask their students, “How do you know that’s true?” I added that students should be free to ask their teachers, “How do you know that’s true?” I suspect that if political candidates were regularly asked, “How do you know that?” and we demanded answers, our leadership might be quite different.
The other Es were:
- Learning to Employ information, instead just teaching students to calculate numbers
- Learning to Express Ideas Compelling, instead of just teaching students to write a coherent paragraph
- There was a 4th E – exposing, employing and expressing information with respect for and devotion to what is true, Ethically using information to answer question, solve problems and accomplish goals.
The official name was WFL-26, or Wetter-Funkgerät Land-26. It was an automated weather station installed in Northern Laborador in 1943 and labeled as the property of the “Canadian Weather Service.” Fact: There was no “Canadian Weather Service” in 1943.
The weather station was established by a team from the German submarine U-537, anchored in Martin Bay. During World War II, Germany lost access to international weather data, and needed information about conditions over Russia and Northern Europe for air operations. To help disguise the installation, they labeled it as Canadian and scatter American cigarette packs around the area. Today, the only Wikipedia article about the site, Hutton Peninsula, is in it’s Swedish version – a pretty good place to hide a covert weather station.
The weather station was not discovered until a historian for equipments manufacturers, Siemens Corporation, found its description in corporate archives.
WFL-26 represented the only German armed military operation carried out on the mainland of North America of World War II.
By the way, WILT stands for “What I Learned Today.”
Budanovic, N. (2016, April 3). The Secret Nazi German Weather Station In Canada, Discovered 38 Years After It Was Built – Page 2 of 2 [Web log post]. Retrieved from https://www.warhistoryonline.com/featured/weather-station-kurt.html/2
Winter, J. (2013, March 24). Weather Station Kurt [Web log post]. Retrieved from https://xefer.com/2013/03/kurt
Political scientists, Andrew Reynolds (UNC) and Jorgen Elklit (Aarhus University, Denmark), have designed a method for evaluating the democratic quality of elections around the world. Based on their work in setting up elections in Afghanistan, Burma, Egypt, Lebanon, South Africa, Sudan and Yemen, their method has been adopted by the Electoral Integrity Project, who have used it to measure 213 elections in 153 countries.
A North Carolinian, Reynolds was unpleasantly surprised to find that his own state rated poorly on the democracy scale — on the level of Cuba, Indonesia and Sierra Leone. It’s measures of legal framework and voter registration ranked NC with Iran and Venezuela.
North Carolina’s districting for legislative elections was the worse in the U.S. – and worse than any other country — worse in the world and worse ever recorded.
According to a compilation of all indicators, North Carolina’s government can no longer be classified as a full democracy.
We should hang our heads in shame, that we have allowed this to happen.
Reynolds, A. (2016, December 22). North Carolina is no longer classified as a democracy. News & Observer [Raleigh].http://www.newsobserver.com/opinion/op-ed/article122593759.html
|“Playing with data is as fun as playing with Legos”|
Even though I suspect that most Americans, Republican and Democrat, believe in mostly the same things. The political gap seems to have much to do with your neighborhood – that is to say, how far you live from your neighbors.
I did a little figuring with the population density of each state and the percent of votes cast by its residents for Donald Trump. The correlation coefficient (yes, I’m college educated) was -.46, which apparently is a moderate downhill or negative relationship (see chart #1). In other words, the higher the population density (urban) the less likely you and your neighbors were to vote for Trump. The lower the density (rural), the more likelihood of Trump votes in your neighborhood.
But this gap seems to have been magnified by the U.S. Constitution, as the document describes the Electoral College. North Dakota, 47th in density ranking, cast 216,133 votes for Trump. That amounted to only 72,044 votes for each of the state’s 3 electoral votes for the Republican candidate. In Massachusetts, the 3rd most densely populated state, it took over 100,000 more votes for Clinton (178,615) to earn one of the state’s 7 electoral votes for the Democrat (see chart #2).
What surprises and disturbs me is the education gap. The graph below, from Pew Research Center, indicates that among all voters, those with college degrees or more voted for Hillary Clinton by 9 points, while voters with some college or less chose Donald Trump by 8 points. The education gap widens when looking at white voters only, a gap of 35 points.1
There are many ways to read meaning into this, and I’m going to be thinking pretty hard about it. But we might assume that free college education, as provided in many European countries, is pretty much off the table here at home.
I woke up early again this morning, all worried about this upcoming election. I started mucking around my old 2009 Macbook Pro and found the Federal Elections Commission web site and their downloadable files with details on campaign contributors by state. Data makes my skin tingle.
So I downloaded all 27 megabytes of North Carolina data (4/15/15-10/31/15), loaded the csv file into Open Office Calc and started tinkering. My seven year old MacBook was huffin’ and puffin’.
One of the questions that got my mind going this morning was the money that is so essential to political campaigns today. To date, the 2016 presidential campaigns have generated $1,000,058,201 from individual donations alone. More to the point of my sleeplessness was, “Who’s paying for these campaigns?” or “Who’s buying our government?”
So I used Calc to parse the 133,100 contributions by range categories: less than $100, $100 to $999 and more than $1000 and more. It shouldn’t be a surprise that more North Carolinians were donating less than $100 than the other two combined.
What struck me as especially critical to my worries was the total amounts of campaign money generated from each category. Look at the data and graph.
|Donations||Number of Contributors||Total Amount Contributed|
|Less than $100||101,388||$2,737,190.87|
|Between $100 & $1000||28,427||$5,454,833.10|
|More than $1000||3,285||$6,226,996.52|
What’s wrong with this picture? Well, let’s say you are an incumbent, or even a challenger. With so much money out there, constituting a elections industry, the only way that you can keep your seat, or oust the incumbant is with a lot of money.
Where do you go for the money?
Look at the diagram again. Where’s the money? To get elected, you have to convince rich people and corporations to contribute. What will they want from you for that money?
It’s their government. Not ours.
Before this absurd presidential election is over and the chilling potentialities have faded, I want to urgently request something of our next president.
We are a great country with a wealth of resources, a rich culture that derives from its heritage of immigration and a government that has been carefully designed by some really smart people. We are greatest when we thrive to better ourselves based on the honorable principles that guided the best of our countries designers. As such, we have an immense responsibility to ourselves and to the world.
In recent months, I have also come to realize how fragile our country is — not because of a failure of resources, culture or even our government (surprise). It’s because we have forgotten what our country is about and the spirit behind its creation — and our education system deserves a large part of the blame. We endeavor to prepare our children for their future workplace, and rightly so. But we have increasingly worked toward this goal at the expense of preparing them to become knowledgeable and responsible citizens of a democratic society.
We have angrily express our dissatisfaction with how Congress, the President and the Supreme Court conduct governmental affairs. Yet, according to an Annenberg Public Policy Center study, only 36% of us could name all three branches of government. 35% could not name a single one. Only 27% knew that two-thirds of the House of Representatives and Senate could overturn a Presidential Veto. 21% believe that a 5-4 Supreme Court Decision is sent back to Congress.* Yet the constitution we apparently know so little about grants us the power to select those who will fill our offices of leadership.
Therefore, I earnestly beseech our next president to use his or her Department of Education to enact a complete overhaul of Social Studies education in America. We need to understand the history and heritage of our country, both our successes and our blunders. ..And, additionally, we will not be able to accomplish this without escaping the tyranny of high stakes testing and the multiple choice knowledge that it precipitates.
The United States has an exciting history that folds into an even more exciting world history, and it all influences nearly every aspect of our daily lives. Learning about that history and its social, cultural and economic implications should be just as exciting — and it can be.
It should be.
“Those who cannot learn from history are doomed to repeat it.” - George Santayana
..or worse, have it rewritten for them!
In the graphs below, I label the X-axis as “Years of Republican Led General Assembly,” referring to the years that North Carolina’s legislative branch has been dominated by the Republican Party, the first time since 1870. I regret using this distinction because I actually respect much of what I think the Republican Party represents. I am referring, instead, to the Cuckoo legislators, arrogantly conservative politicians who appear to be Republicans, holding just enough resemblance to push many fine and thoughtful statesmen out of the nest of North Carolina’s State Government.
Students in Music & Art Ed Programs
That said, I want to report on one of the many effects of their arrogance, and not the millions of dollars lost to the state as a result of their hastily written and passed HB2.
I am no longer a teacher. I left the classroom for leadership roles in a time when teachers practiced autonomy in their classrooms and were rewarded for advancing their own educations. Today, I can barely imagine how demoralizing the last five years have been for North Carolina teachers, and for school administrators who are desperately struggling to fill their classrooms with qualified teachers.
The solution to an alarming teaching shortage is simple, at least to the amateurs in Raleigh.
Appear to grant a raise to teachers in North Carolina.
Factoring in the nominal inflation of the past decade and a half, teacher pay in North Carolina has dropped 13%.1 Real and significant raises would certainly help and are certainly warranted. But there’s nothing new here. While teachers have always been grossly underpaid, we have continued to have talented and committed men and women wanting to become teachers.
In my opinion, the teacher shortage has more to do with the declining conditions of the job and the increasing barriers that stand in the way of real learning in the classroom. A teacher’s passion comes from celebrating the meaningful learning and growth of her students. But today, the creative art of teaching has been spoiled by requirements to comply with government mandated standards that are measured by tests that choke real learning.
..And why would a high school student want to do, what they’ve spent 13 years watched their teachers dispair in not being allowed to do?
Enrollment at the 15 UNC schools of education has plummeted 30 percent since 2010, a worry for a state where those programs are the biggest source of classroom teachers.2
I recently received a document from one of the state’s 15 schools of education that lists the numbers of students joining their various education programs since 2012, and the numbers SHOULD worry us.
For instance, this graph illustrates the university students who are planning to become elementary school teachers.
The decline, since 2012, represents a net loss of 213 potential elementary school teachers.
Equally disturbing are the numbers entering Math and Science programs, illustrated here.
That’s 34% few Math and Science teachers than would have been likely in a more stable environment. And, as I’ve written many times before, the real problems of this state, nation and world have less to do with Math and Science, and more to do with our social condition – and we’ve lost 65% of the Social Studies teachers we might have had. In 2016, no college student in that university sought to pursue a career as a Social Studies teacher.
Considering how teachers have been treated in this state, it is easy to fathom what these Cuckoo legislators fear the most. It is highly educated and organized teachers. In many of the state’s communities, the most educated citizens are teachers. It’s why the General Assembly and Pat McRory (Governor) stopped paying higher salaries to teachers with advanced education (part of the Appropriations Act of 2013). We are the only state that does not pay more to teachers with graduate degrees. The result?
A loss of 27%, though many teachers continue to advance their own education, even without compensation.
If you are a North Carolina voter, and you believe that the future of our state depends on the talent and intelligence of its citizens, then learn how your representatives voted on the final adoption of the Appropriations Act of 2013. If you do not know who your representatives are, go here. Then go here and click the name of your House member (here for your senator) to see their voting history in 2013-14 session. If he or she voted “No” to the final adoption of SB 402, the Appropriations Act of 2013, then they voted FOR teachers and stronger public schools in North Carolina.
2 Bonner, L. (2016, February 3). Enrollment plunges at UNC teacher prep programs. The Charlotte Observer[Charlotte].
The history of my country is accented by acts of enormous bravery, men and women who did what they were told, and more, in the face of the ultimate sacrifice. But among those acts of bravery, for which we owe our independence and freedom, were people who did what they were told by the powers of authority, not to do. The Boston Tea Party is an example, when patriots risked their freedom and even their lives to dump bundles of tea into the Boston harbor, rather than pay the British taxes, imposed without representation. Other such acts of civil disobedience include:
- Refusal to pay federal taxes in protest of slavery and the Mexican War
- Street marches, hunger strikes, and submission to arrest and jail in order to gain the right to vote for women.
- Harriet Tubman’s underground railway and other actions which helped to end slavery.
- Sit-down strikes and free speech confrontations to eradicate child labor and improve working condition.
- Sit-ins and illegal marches to gain civil rights for all Americans.
We were taught about these acts and their courageous actors in school and we celebrate them on days like “The 4th of July.” They are part of our identity as “the land of the free and home of the brave.” But, if this nation’s most arrogantly conservative legislature, the North Carolina General Assembly, has its way, such acts will be considered grounds for refusing teacher licensure, in the interest of keeping our children safe.
Protect Students in Schools (Senate Bill 867) was sponsored by Senaters Chad Barefoot, Trudy Wade, Buck Newton and others. The bill suggests that a teacher, who has been “..convicted of a crime, whether a misdemeanor or a felony … indicates the employee poses a threat to the physical safety of students or personnel.”1
Among the crimes listed by the bill are murder, rape, kidnapping, robbery, arson and…
I have written a number of blog posts (here, here, here and here) about the declining state of public education in my state, since radical conservatives took the legislative, executive and judicial branches of our state government. Without collective bargaining, North Carolina teachers have little voice in determining the direction of our schools, beyond the voting booth — which the legislature and Governor McRory seek to influence with long awaited for raises, averaging 4.7%.
To put teacher salaries into context, on average North Carolina’s pay for public school teachers averaged $1,549.93 below the national mean, between 1970 and 2010. However, between 2010 (when conservatives took control of both houses of our General Assembly) and 2016, NC teacher salaries have fallen to $7,911.66 below the national average. Part of this may be the General Assemblies elimination of a higher pay scale for teachers who continue their education through graduate degrees.2&3
It seems to me that in this time of rapid change, we need to empower our professional educators to lead in our schools with permission to be flexible and creative, as they craft and facilitate learning experiences that help students to become innovators and resourceful learners. But, if our legislature’s desire is to turn public education into a market place and our schools into customers for corporate products and sources for corporate profits, then creative, resourceful, passionate, and well-spoken teachers are a factor to be avoided.
2 Teaching Salary Data by State. (2016). Retrieved from http://www.teacherportal.com/teacher-salaries-by-state/
3 Estimated average annual salary of teachers in public elementary and secondary schools, by state or jurisdiction: Selected years, 1969-70 through 2009-10. (2010). Retrieved from National Center for Education Statistics website: https://nces.ed.gov/programs/digest/d10/tables/dt10_083.asp
I ran across this Guardian article (Reboot: Adidas to make shoes in Germany again – but using robots) yesterday morning and posted it to my Facebook timeline immediately. I wrote, “The manufacturing jobs that once brought prosperity to many of our towns and cities will not be coming back, if this article represents a trend – and there’s no reason to think it does not.”
There is a caption on the Guardian page that reads,
If robots are the future of work, where do humans fit in?”1
I think this is an interesting question – and it should not necessarily make us afraid. Why not consider it an opportunity. If we no longer need the economic contribution of every adult to make our national economies work, then a lot of us, a whole lot of us, will be freed. I do not make this statement lightly. Having mostly retired from kmy work life, I have experienced some of the inevitable depression that comes from reflecting on how much my work has dominated more than half of my 60+ years – and I’ve had the most interesting career that I can imagine. It seems to me that working for a living, as a necessity, is a bit unfair – not that I would give up any of my time in the field of education.
Perhaps the more interesting question should be, “What would you like to be doing?”
If the answer is, “Getting stoned and watching TV.” Then we have a problem, and I have no doubt that this would be a common answer. Assuming that I am right, I would suggest that one of most important goals of our public schools in the near future might be, assuring that for our students, the answer to that question is something a lot more productive and interesting.
I ran across this article, just minutes after posting this entry: iPhone manufacturer Foxconn is replacing 60,000 workers with robots
But it’s not the tax-cuts we’ve been sold.
Retirement has given me the time to pursue some of my ongoing curiosities. Not nearly as much time as you might imagine, but more than I had when planning and traveling from gig to gig. At present, it’s some of the stories we’ve been told to justify laws and actions that benefit, I suspect, only a small portion of the country’s citizenship. I am curious, because I suspect that many of these stories are nothing more than myths.
Take the rash of tax-cuts awarded to rich Americans over the past decades, across the country and state by state. They were rationalized by the promise that rich people, with large corporations, would use that money to build more production — and hire more workers. It makes sense, assuming the the intentions of these rich people.
In fact, and according to a 2015 study by The National Bureau of Economic Research , and reported in The Wall Street Journal, employment is generated more effectively by cutting the taxes of the poorer 90% than the richer 10%. This also makes sense. Poor people will spend their extra income on goods, generating more demand and consequently, more production. Rich people are already spending enough, so they’ll save the extra. One of the paper’s authors, Owen Zidar, wrote,
The positive relationship between tax cuts and employment growth is largely driven by tax cuts for lower-income groups and the effect of tax cuts for the top 10% on employment growth is small.1
It’s a good read,Tax Cuts Boost Jobs, Just Not When Targeted at Rich, by Pedro da Costa.keep looking »