Then And Now

Last week the news reported a victory for food service workers who will see a wage increase of $6.25 over three years for New York City workers and over six years for fast food workers in the rest of the state.

This week, the Mayor, Congresswoman Slaughter, Governor Cuomo, and Vice President Biden were pleased to announced, “Photonics Manufacturing Expects 6,000 New Jobs” over a five year period, creating 1,200 jobs a year.

As in the past, the elite have produced programs that will cause those uniting to change our attitudes and customs towards education and equality in America, to believe that they are now in a better position, financially, than they have every been. The “hedgehogs” are working diligently to convince American citizens they are concerned about the welfare of America and not their profits.

And, while the elite throw the American public more bones, the public, settling for those bones, will not recognize their condition has not changed, they have just been made more comfortable in their position.

The poor will remain poor and the middle class will remain middle class, supporting the social programs of the impoverished which secure the profits of the elite.

Cities in New York State are fighting each other for the tax dollars that are collected from every working citizen in the United States.

The people go before our elected officials, begging to receive some benefit from the taxes that are taken from their paycheck every pay period.

When we, as tax paying citizens of the United States, know and understand that we, the people of the United States, are the government, we will be able to exercise the power of “one man, one vote” over the financial influence of the “hedgehogs” in our government.

When we, the people, rise up out of the fear of poverty and begin to properly educate our children to believe that they are more powerful than the money the “hedgehogs” use to manipulate our politicians, we will see, an excellent education for our children and equality for all can and will be achieved.

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American History

Cause: A person or thing that gives rise to an action, phenomenon, or condition; a principle, aim, or movement that, because of a deep commitment, one is prepared to defend or advocate; make happen

Reason: A cause, explanation, or justification for an action or event

While most people believe that the cause of the Civil War was the issue of slavery, it was the reason, not the cause.

The cause of the Civil War was the coming together of indentured servants and slaves who recognized that they were both in the same boat, forever working for the wealthy plantation owner, never owning the land they worked.

The reason the Civil War was implemented was to create a divide between the citizens of this new country that would serve two purposes:
1. Break the financial back of the newly wealthy plantation owners who were not members of the elite, and
2. Support the American industrial revolution which would be financed and controlled by the elite

This was accomplished by capitalizing on the belief that Blacks were inferior to Whites and then creating financial envy between and among the two groups by dividing them into classes according to socio-economic status.

The union that was being considered between indentured servants and slaves to overtake the plantation owner was destroyed as the war pitted families on both sides against each other.

This infighting resulted in the financial collapse of America which resulted in the purchase of America by the banks which changed America from united states into a corporation.

Our original Constitution reads, “The Constitution for the united states of America” it now reads, “THE CONSTITUTION OF THE UNITED STATES OF AMERICA” changed by the Act of 1871.

The people are rebelling again, and the powers that be will adjust by convincing the masses that they are much better off than they think they are because they can now own things. However, we still have not realized that while we own land and things we no longer own America.

We must understand the past in order to change the future.

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No Nonsense Capitalism

In her July 23, 2015 blog post, Diane Ravitch reports on a system of teaching called, “No Nonsense Nurturing”. The blog tells the story of a teacher in Lawrence, Massachusetts were she was being trained to teach according to this new system.

Ms. Ravitch writes, “She had to wear a wireless earpiece and receive instructions from three coaches who sat in the back of her classroom, telling her what to say, how to act, how to respond to students . . .”

This particular style of teaching is being promoted by The Center for Transformative Teacher Training or CT3.

“No Nonsense Nurturing” is a program supported by the New Teacher Center which is primarily funded by the Bill and Melinda Gates foundation to the tune of $10 million dollars.

Their website reads, “A positive, calm, structured learning environment is an essential component of effective instruction and contributes to student achievement. The No-Nonsense Nurturer online course component is being offered by NTC in collaboration with The Center for Transformative Teacher Training. The course is designed to advance new teachers’ and mentors’ understanding of the strategies that can be employed to increase student engagement, build constructive relationships with students, and establish the routines, procedures and structures needed to improve student learning. The course provides an interactive experience with rich video examples that illustrate the four components of the No-Nonsense Nurturing© model.”

Enrollment cost is $150 per person

It is the intent of the “hedgehogs” to deeply infiltrate the system of education in America so that it continues to provide workers for their companies. The ignorance of the American populous is essential to their profit making scheme.

When we change the language of education so that it concentrates on discovering, developing, and directing the gifts and talents of all children, by providing every child in America with a developmentally appropriate, Arts based, experiential education, delivered by knowledgeable, dedicated individuals who acknowledge and respect their own gifts and talents and the gifts and talents of everyone in the school community, the “hedgehogs” will no longer be able to standardize our teachers or our children.

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We’ve God The Power

There is a concerted effort across America for “white” people to recognize and understand that America is controlled by “white” people.

To be more exact, this world is controlled by money, regardless of the color of the people who have the money.

“People of color” who believe that money has power are just as enslaved as “white” people and “black” people who believe the same.

When we continue to give power to those who have more money than we do, we continue to be enslaved by that belief and will never be free.

Recently fast food workers fought for and won the right to earn fifteen dollars an hour minimum wage. Their wages will be increased incrementally over a number of years.

While this is an important victory for them, it certainly does not remove them from the poverty in which they currently live, it will simply make their condition of poverty more “comfortable”.

Our power, as human beings, does not rest in the dollar bill. Our power, as humans, comes from our Creator.

Each of us has the power within us to overcome the slavery attached to the money for which we continue to fight.

Our children deserve to grow up in a world where humans are more important than money.

Our children deserve to grow up in a world where children are more important than money.

Our children deserve to grow up in a world where God is more important than money.

The love of money is the root of all evil yet we continue to afford power to those who worship money. We envy their power and try to amass money and things in order to feel powerful.

Our collective voice is our power yet we continue to be silent for fear we will be denied the “funding” necessary to live “comfortably”.

For the sake of our children we must reject the power of money and recognize the power of God within each of us.

We must come together in love to save our children from the slavery of economics.

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Spending Fever

Applications for New Awards; Rehabilitation Services Administration, Disability Innovation Fund-Automated Personalization Computing Project

Purpose of Program: The purpose of the Disability Innovation Fund . . . is to support innovative activities aimed at improving the outcomes of “individuals with disabilities,” as defined in section 7(20)(B) of the Rehabilitation Act of 1973 . . .

In today’s world, individuals with disabilities experience many barriers to accessing information and communication technologies (ICT) needed for education, training, and workforce participation, as well as for participation in the activities of daily living. For example, in order to meet the needs of a student with a disability, a school will often provide only a single computer, as customizing its software requires expert intervention and staff time. In this case, students cannot use any other information technology (IT) within the learning environment, nor can they use these accommodations on a home or public library computer. Similarly, software licenses for computers within an educational or employment setting cannot follow individual users from school to college or from school to work, or to other environments.

Type of Award: Discretionary grant

Estimated Available Funds:$20,000,000

Estimated Number of Awards: 1

Eligible Applicants: An application must be submitted by an eligible applicant serving as the lead entity on behalf of a proposed partnership that would involve public and private partners participating in project implementation and governance. The applicant must be a State or public or nonprofit agency or organization, including Indian tribes and IHEs. The applicant, together with its proposed partners, must also have a demonstrable record of working together with key stakeholders such as major ICT providers, agencies that serve people with disabilities, and organizations of people with disabilities.

While there is certainly a need for this technology, private ICT companies should be creating this technology and competing for the government contract to supply their services.

By changing the language of education and providing every child in America with a developmentally appropriate, Arts based, experiential education that concentrates on discovering, developing, and directing their gifts and talents, every child can have the assistance they require to experience educational success.

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Quality Control

Parents who have raised more than one child know those children were vastly different in the way they approached and solved the problems they faced growing up.

Even though they were reared the same way, possibly wore the same clothes, hand-me-downs, ate the same food, attended the same schools, and had the same teachers, the children, most probably, went their separate ways as adults.

The goal of education was to facilitate the successful transition from childhood to adulthood, dependence to independence.

Upon reaching adulthood, the individual was expected to start and take care of their own family, teaching them the responsibility involved in doing so.

When we were an agrarian society, children were had in order to work the farm. During the industrial revolution, having many children who could work in the factories helped support the family.

Today, however, children can no longer work in factories and farming families are among the minority in America.

Today, children are used to support the family income by being classified with an educational disability.

We are no longer requiring parents to successfully raise their children. In fact, due to government social programs giving them the services necessary to ease the difficulty of child rearing, many parents are not even expected to raise their children.

The Annual Disability Statistics Compendium reports, “6,429,431 youth ages 3 to 21 [who] received special education services under IDEA.”

Our federal government spends billions to support the special education industry that convinces children there is something “wrong” with them, remanding them to a lifetime of low self-esteem, feelings of inadequacy, and failure.

Creating a “norm” by which to assess our children in order to control the quality of education has done nothing more than increase the failure of children whose parents may also have been classified.

When we provide every child in America with a developmentally appropriate, Arts based, experiential education that discovers, develops, and directs their individual gifts and talents, the billions spent on education will provide every child in America with a quality education that will allow them to control their own future.

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Something’s Fishy

While it is credited as a Chinese proverb, the saying, “Give a man a fish” is actually a quote from a novel by Anne Isabella Ritchie who wrote, “. . . if you give a man a fish he is hungry again in an hour; if you teach him to catch a fish you do him a good turn.”

A modern version of this saying, “give a man a fish, he eats for a day, teach a man to fish and congratulations you just lost half your consumer market” explains the impetus behind the mis-education of our current system of education.

To provide every child in America with a developmentally appropriate, Arts based, experiential, education that concentrates on discovering, developing, and directing their individual gifts and talents would mean the “hedgehogs” would loose half their profits, or more, as our children would be free of the poverty that exists to keep them from realizing their true potential.

Our children are not being taught to be self-sufficient but to rely on others to “give” them what they need to “get by” on a daily basis.

The work ethic that comes from catching your own fish, understanding the struggle involved in fishing, the time, the patience, and the respect for the fish that must give its life so that another may live is all lost when one can simply show up for school and be fed breakfast, lunch, and dinner.

Parents are convinced that it is better to bus their children to the school of their choice than it is to make the school district improve the school in their neighborhood. If another public school is better, then that school model should be replicated.

To continue to place the onus of failure on schools, teachers, parents, and children when it is the system of education that has removed from our children the ingenuity of problem solving by “giving them fish” is to remain enslaved to the sellers of the fish.

Our children deserve to know how to fish so they can be free to feed themselves.

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Learned Happiness

Erica Bryant of the Democrat & Chronicle recently reported.

“They are among a growing group of local educators who build schools for children in places where things like nails, and even pencils, are a luxury . . . Places that are poor in resources but rich with children who are eager to learn.

. . . Books and other school supplies are as precious as gold in many parts of the developing world. Joan Haviland, a retired teacher, recalls visiting a school in Borgne, Haiti, and watching a kindergarten teacher draw a house on the blackboard as part of a lesson about parallel lines. When she was finished, she handed each child a quarter of a piece of paper. The teacher had four pencils that she sharpened with a single-edged razor blade and the kids waited patiently for their turn to draw a house.

. . . Lupisella looks forward to raising funds for more new schools and for a mobile library that will carry books between them.”

This is the poverty that does not exist in America. The lack of things that make it necessary to rely on critical thinking and problem solving skills to survive the struggle to make it to the next day.

If poverty was a deterrent to learning, these children would not be eager to learn. They would not respect the learning process which for them means, building their school, maintaining it, and walking miles, sometimes barefoot, to attend a school that does not offer them breakfast, lunch, and dinner, free books, pencils, and paper, erasers, backpacks and most importantly, bus rides to school.

Children in America are not eager to learn because they are involved in the process in only a cursory manner.

They are given excuses as to why they cannot learn and have become helpless, relying on others to solve their problems in school and in life.

When we provide every child in America with a developmentally appropriate, Arts based, experiential education that concentrates on discovering, developing, and directing their gifts and talents, they too will respect their education and learn to be happy.

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Accountability

It is interesting that our lawmakers are pushing for stronger accountability provisions in education when they take no responsibility for being accountable for the discriminatory, segregationist language of education policy, procedure, and practice.

To determine that any child is less able to learn because of the color of their skin, the location of their home, or their parents financial status is to blame superficial attributes for the continued mis-education inherent in the system of education that denies children the freedom to discover, develop, and direct their individual gifts and talents.

Senator Lamar Alexander was quoted as saying about the Murphy Amendment which is said to give the federal government more power than they are legally entitled to, “Instead of fixing No Child Left Behind, it keeps the worst parts of it”

If the federal government wishes to control any part of education, there must be an amendment to the Constitution that gives them that power.

Education is a states rights issue and the power the federal government has in education is to make sure states do not, by their constitutions, make any laws that deny Americans their Constitutional rights.

The accountability federal lawmakers seek in the area of education is moot since they have no jurisdiction to require states to do anything but provide an “adequate” education to its citizens.

When we change the language of education by removing the “bar” of achievement, allowing every child to succeed to their own level of excellence, it will no longer be necessary to spend billions of dollars on “special education” which classifies our children according to what they cannot do instead of discovering what they do best.

Providing children with a developmentally appropriate, Arts based, experiential education has proven to produce critical thinking, problem solving individuals who are educationally successful regardless of their shortcomings.

When we change the language of education so that it concentrates on our children’s gifts and talents, accountability will not be measured by a test but by our children’s ability to live freely and pursue those things that make them happy.

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The Cost Of Failure

Agency Information Collection Activities; Comment Request; Guaranty Agencies Security Self-Assessment and Attestation

Abstract: . . . Title III of the E-Government Act, entitled the Federal Information Security Management Act requires each federal agency to develop, document, and implement an agency-wide program to provide information security for the information and information systems that support the operations and assets of the agency, including those provided or managed by another agency, contractor, or other source. . . This collection of information impacts 28 independently owned Guaranty Agencies (GAs) dispersed throughout the U.S.

Each agency is under signed agreement with the Department of Education to service Federal Family Education Loans that have been turned over from the lending institutions to the GAs for the purpose of student loan collections.

Our government pays twenty-eight independent agencies to collect student loans that are in default. According to Atlas In fiscal year 2014, students borrowed approximately $100 billion through federal loan programs. For the same year 2014 $98.1 billion in loans were in default.

Billions of education dollars are being spent and lost funding the higher education of individuals who have been mis-educated at the elementary and secondary level but convinced that they should enter college to compete with their more privileged contemporaries who attended private school.

The Washington Post reports, “Low-income students face barriers to college success at every stage of the education pipeline, from elementary school through post-secondary education, sometimes in spite of their academic achievements,” a White House report stated.”

College Press reports: “Both the College Board and the ACT recently reported that, based on the latest SAT and ACT scores, the majority of today’s high school students are not adequately prepared for college-level course work.”

Students graduating from high school who received academic scholarships are finding that their scholarship money must be spent on taking pre-college courses. To continue with their college education they must apply for student loans they cannot repay.

When we provide every child with a developmentally appropriate, Arts based, experiential education that concentrates on discovering, developing, and directing their gifts and talents, every student will be college, career, and life ready.

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