In Soviet Florida, History Writes You.
05-25-2011, 09:54 PM
#21
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Ever ponder that because of Wilson's arrogance, he was a force which led to Germany's meltdown, which then led to the rise of Hitler, which led to WWII, which led to the murder of millions of humans. So I hypothesize that Wilson caused the murder of millions of people.
I've heard a case being made that the invention of the telegraph was a contributing factor to the start and severity of the American Civil War.
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05-25-2011, 11:56 PM
#22
Many liberals (especially those in the US pushing a socialist agenda) seem to have not paid much attention in history class or, at the least, do not see the fallacy of letting a bigger government control everything.
www.lp.org
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05-26-2011, 03:03 AM
#23
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I didn\'t say they were interconnected, but study after study has shown, that speaking by the numbers, the more education a person has the more likely they will fall into those three groups.
Last edited by Blaize; 05-26-2011 at 03:04 AM.
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05-26-2011, 07:20 AM
#25
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I propose that academics under report on matters of faith due to this perceived stigma. I also propose that a super-majority of doctorate and post-doctorate level individuals in this country and across the world self-identify as believers in a god. Additionally, those who tend to research trends showing a reduced self-reporting of belief might themselves have a drum to beat.
An interesting book exploring a balance of questions from both sides of the religious versus empirical arguments is The Reason for God by Timothy Keller. It isn't a dry book, I promise .
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05-26-2011, 08:39 AM
#26
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Nuclear proliferation was controversial because we had mutual assured destruction a few times over. It was saber rattling, and it was expensive. Hawks wanted more, doves wanted it to stop. Ultimately it was viewed as a waste of time and money by all involved and we are now scaling back. Nobody said it was happening anymore. But back in the 80's is was a much talked about topic, a controversy you might say. A bit like the current wars.
We need to teach the story of the black panthers for the same reason we need to teach the story of the KKK.
And every other point in that list. The rest of them don't seem to have a political lean to either side.
5 years ago I would have agreed with just about everything Brain says in the politics section. Living outside the US changes your perspective. Mind you its nowhere near as cosmopolitan as Kansas.
Read what what is happening to Beoing out in South Carolina and tell me we still need Unions.
Read quotes like this "When schoolchildren start paying union dues, that's when I'll start representing the interests of schoolchildren." from the President of the American Federation of Teachers and tell me we still need unions.
Don't just tell kids to read the Jungle and leave it at that. Do you honestly think that unions are doing any good for anyone right now?
How about this, some parents want to choose to let their children attend charter schools.
At first the unions tried to prevent the formation of charter schools. That didn’t work, so now they are trying to infiltrate and destroy them from within.
Originally Posted by United Federation of Teachers Vice President Leo Casey
“If we do not figure out how to organize charter schools and if we are not successful in doing that, we will end up in the same place as the auto workers. So there is no more key question before us as a union and a broader labor movement with regard to education than how we approach charter schools and our ability to organize them.”
Originally Posted by Detroit Federation of Teachers President Keith Johnson
“Most important of all, organizing charters will strengthen our power and influence as a union. It is reasonable to believe that as more charters are faced with having to be more like traditional public schools in terms of accountability, wages and benefits, due process, and paying into the retirement system, many of them will dry up because now they will not be as profitable, thus not as appealing to those seeking to authorize them.”
The United Federation of Teachers filed a lawsuit on Wednesday in an effort to halt two tools the city’s Education Department uses to change the school system: closing schools for poor performance and giving charter schools space in buildings occupied by traditional public schools.
About pro life/choice, an open discussion must take place in order to form a well rounded opinion. Listening to the viewpoints of others gives a person insight that he or she otherwise would not have.
I'm 28 years old and I have no idea what to think on the topic. I don't like how easy it is to get an abortion in this country and the lengths that organizations will do to help kids do it behind the backs of parents. All while holding that banner of reproductive rights.
But this bullet was where I had the least concern really.
We should learn more about wars, I had a Modern Terrorism class in HS where a girl thought WW2 was in the 70's. To be fair she was about 10 IQ points from being retarded, so it wasn't really the systems fault, she was just stupid.
I didn\'t say they were interconnected, but study after study has shown, that speaking by the numbers, the more education a person has the more likely they will fall into those three groups.
You are also forgetting that High School Dropouts are overwhelmingly democrats.
Lets take a look at some 2006 exit polls. Source: http://www.cnn.com/ELECTION/2006/pag.../epolls.0.html
TOTAL...................Democrat........Republican
No High School (3%)64%...............35%
H.S. Graduate (21%)55%...............44%
Some College (31%)51%...............47%
College Graduate (27%)49%..........49%
Postgraduate (18%)58%................41%
If you break it up by wealth, it looks like Democrats win the poorest, with the Republicans all over the middle ground, and pretty much even above 75K.
So therefore study after study shows that the stupider and poorer you are, the more likely you are to vote for a Democrat. How about that?
I would like to say that of all my threads here in this section, this is the one I have least care for.
Last edited by Braineack; 05-26-2011 at 10:41 AM.
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05-26-2011, 05:29 PM
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"When schoolchildren start paying union dues, that's when I'll start representing the interests of schoolchildren." from the President of the American Federation of Teachers and tell me we still need unions.
His job is to represent teachers, not students. There a a ton of other people who's job it is to do that. It may not sound very nice on paper, poor little school children and all that, but someone has to look out for the teachers and he is that guy.
And regarding the voter numbers list, while I agree that Dems are the runaway favorite of the 3 percent of people who have not finished high school. They also have a commanding lead for the 18 percent of voters who have a masters. Looks like we are both right.
and I totally agree brain, I am sick of this thread too
His job is to represent teachers, not students. There a a ton of other people who's job it is to do that. It may not sound very nice on paper, poor little school children and all that, but someone has to look out for the teachers and he is that guy.
And regarding the voter numbers list, while I agree that Dems are the runaway favorite of the 3 percent of people who have not finished high school. They also have a commanding lead for the 18 percent of voters who have a masters. Looks like we are both right.
and I totally agree brain, I am sick of this thread too
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05-30-2011, 03:36 AM
#29
I am a teacher. I do not like how certain things are stated.
But
brain you need to find the teaching specific teaching standards for particular grade levels before you can talk. That is just a list of "what the student" can discuss on an end of year exam. It does not mean that is what is "meant" to be taught.
It is like saying "The student will be able to explain how to turbo a miata"
While the subsection might say
1.1 Discuss power goals
1.2 Basics of ECU's
1.3 Difference between cast and tubular manifolds
1.4 Difference between bar and plate/ tube fin I/C
What is discussed in the course can play a big role in changing how the meaning of "what the student should be able to discus" reads out.
But
brain you need to find the teaching specific teaching standards for particular grade levels before you can talk. That is just a list of "what the student" can discuss on an end of year exam. It does not mean that is what is "meant" to be taught.
It is like saying "The student will be able to explain how to turbo a miata"
While the subsection might say
1.1 Discuss power goals
1.2 Basics of ECU's
1.3 Difference between cast and tubular manifolds
1.4 Difference between bar and plate/ tube fin I/C
What is discussed in the course can play a big role in changing how the meaning of "what the student should be able to discus" reads out.
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06-10-2011, 08:42 AM
#36
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below are quotes of advice from teachers to new teachers:
I bet I could get an A in math in one of the above k-12 classrooms...I can see it now:
Q: If the evil logging companies cut down 20,000 old growth trees out of a forrest of 30,000, how does that make you FEEL?
For much of the time I was in my teacher certification program I was adamant about textbooks being the enemy of progressive education. All I could think about were the static kinds of delivery they seemed to offer and the misinformation many presented. But there's only so much you can do or expect yourself be able to do during your first years of teaching. In content areas where I felt the strongest, I tried out many different ideas and did my best to be creative. But in areas where I felt a lot more challenged, I stuck real close to those textbooks. This helped me gain a better grip on the curriculum as well as understand how students grasp ideas and learn. Then, I was better able to slowly move away from the textbooks and create more of my own curriculum.
...Much of my first year of teaching was spent trying to bring together the world of my political activism and passion for equity and justice...
...Much of my first year of teaching was spent trying to bring together the world of my political activism and passion for equity and justice...
Teach the kind of skills they will need to overcome injustice themselves...Wherever you are, fight for equity and justice, whatever that means at your school. For me, that meant trying to end tracking, opening the canon - and also smaller things like keeping the computer lab open after school. If there's a marginalized group, find a way to create a safe place for them and be their advocate in faculty as well as district and state level meetings. Establish safe places for students. Volunteer to advise gay, lesbian, and straight clubs; support student culture groups.
...And no matter what materials you're given, find a way to create social-justice units out of them...Teach students the tools for organizing so that when you're teaching units, you're teaching them the kinds of skills they will need to overcome injustice themselves.
...And no matter what materials you're given, find a way to create social-justice units out of them...Teach students the tools for organizing so that when you're teaching units, you're teaching them the kinds of skills they will need to overcome injustice themselves.
Equity and justice must come to life within your classroom. It is in your classroom that students will experience the world, a world that opens possibilities for their developing hearts and minds.
I've been looking at education as a system that is racist and classist and that sometimes hurts children and families. As a teacher you are part of the system and you have to figure out a way not to participate in the hurtful aspects of that system.
... I didn't know how to respond to the things I was being asked to do - regular things like how to deal with standardized tests or whether I should follow specific testprep curriculum that I was being asked to use. I got the message that I was supposed to follow along and not question whether those kinds of things really work for kids.
...I think teachers can be agents of change and we shouldn't accept the idea that we don't have the power to do anything in the situation. Even if you don't see yourself as a political person or someone with control over what you're doing, in reality, you're making thousands of political decisions everyday.
... I didn't know how to respond to the things I was being asked to do - regular things like how to deal with standardized tests or whether I should follow specific testprep curriculum that I was being asked to use. I got the message that I was supposed to follow along and not question whether those kinds of things really work for kids.
...I think teachers can be agents of change and we shouldn't accept the idea that we don't have the power to do anything in the situation. Even if you don't see yourself as a political person or someone with control over what you're doing, in reality, you're making thousands of political decisions everyday.
We also have to have a global perspective. We work in the biggest superpower on the planet - some call it the "belly of the monster." Given increased global inequality, global warming and poverty, the devastation of mother earth, and the fact that the "ecological footprint" of the people in this country is larger than anywhere else, we have responsibilities to address that. We need to teach for global justice. And if we don't, who will?
We also need to be recognize that all teaching is political, whether we're conscious of it or not. We all make political decisions every day in the classroom. If we decide to put up a Halloween bulletin board instead of a bulletin board that indicts Christopher Columbus for being a war criminal, that's a political decision. If we decide to make Valentine's Day hearts with kids instead of celebrating Black History Month, that's a political decision. And it's okay to do some of those things - I'm not against Halloween or hearts, although I oppose a holiday-driven curriculum - but we should do things self-consciously and recognize the political nature of our work.
We also need to be recognize that all teaching is political, whether we're conscious of it or not. We all make political decisions every day in the classroom. If we decide to put up a Halloween bulletin board instead of a bulletin board that indicts Christopher Columbus for being a war criminal, that's a political decision. If we decide to make Valentine's Day hearts with kids instead of celebrating Black History Month, that's a political decision. And it's okay to do some of those things - I'm not against Halloween or hearts, although I oppose a holiday-driven curriculum - but we should do things self-consciously and recognize the political nature of our work.
I bet I could get an A in math in one of the above k-12 classrooms...I can see it now:
Q: If the evil logging companies cut down 20,000 old growth trees out of a forrest of 30,000, how does that make you FEEL?
Last edited by Braineack; 06-10-2011 at 09:25 AM.
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06-10-2011, 02:00 PM
#39
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I guess it doesn't even matter anymore when this is what our gov't thinks about test scores:
The Dayton Police Department is lowering its testing standards for recruits. It’s a move required by the U.S. Department of Justice after it says not enough African-Americans passed the exam. Dayton is in desperate need of officers to replace dozens of retirees. The hiring process was postponed for months because the D.O.J. rejected the original scores provided by the Dayton Civil Service Board, which administers the test.
Under the previous requirements, candidates had to get a 66% on part one of the exam and a 72% on part two. The D.O.J. approved new scoring policy only requires potential police officers to get a 58% and a 63%. That’s the equivalent of an ‘F’ and a ‘D’.
Under the previous requirements, candidates had to get a 66% on part one of the exam and a 72% on part two. The D.O.J. approved new scoring policy only requires potential police officers to get a 58% and a 63%. That’s the equivalent of an ‘F’ and a ‘D’.
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