Once we understand that last century's corporate fascists HITLER, STALIN, MAO, PINOCHET, FRANCO et al all worked for the same global banking 1%  OLD WORLD KINGS AND QUEENS being FAR-RIGHT WING EXTREME WEALTH EXTREME POVERTY LIBERTARIAN MARXISTS---then we can follow what is today a much touted by our 5% global banking players----MAO'S GREAT LEAP FORWARD to see where US MOVING FORWARD is going.  Talking last week about saving our access to BOOKS-----seguing into GLOBAL GOOGLE'S DIGITAL LIBRARY leading a highly educated AMERICA to a COMMONER CORE RACE TO THE TOP for global 1%.

In US we are already seeing MAO's indoctrination when our national media and CLINTON/BUSH/OBAMA keep using terms like EXCEPTIONALISM-----those people in our US global hedge fund IVY LEAGUE corporations academic writings are THE BEST.  The roll-out of KHAN ACADEMY as earliest online lessons occurred to great fanfare of KHAN as the exceptional teacher.  All of this is leading to MAO'S RED BOOK----where all our US 99% of WE THE PEOPLE will be told to adhere and only read from the doctrines of global banking 1% PRETENDING to be pro-worker with MARXISM.

MAO'S REVOLUTION as today's UNITED NATIONS OUR REVOLUTION was always about the global banking 1% gaining extreme wealth and extreme power killing 99% of WE THE PEOPLE---our US 99% black, white, and brown citizens need to understand the POWER OF BOOKS in achieving and maintaining FREEDOM, LIBERTY, JUSTICE, AND THE PURSUIT OF HAPPINESS.

We can look at MAO's RED BOOK to see where US MOVING FORWARD will take us----and it starts with creating ORGANIZATIONS AND NGOs directed especially at YOUTH----and it follows by whipping those youth into civil unrest civil war all while PRETENDING it is for the youth's GOOD.

All this violence stems from those global banking OLD WORLD KINGS AND QUEENS 5% ALT RIGHT ALT LEFT civil unrest freemason/Greeks.

Who, What, Why: What is the Little Red Book?

• 26 November 2015   BBC

Shadow chancellor John McDonnell threw a copy of Mao's Little Red Book at George Osborne. What exactly is the tome all about, asks Jon Kelly.


"Let's quote from Mao" is not a remark that's commonly heard in the House of Commons, but McDonnell said he did so as a joke to draw attention to sales of British assets to the Chinese government. Picking it up, the chancellor replied mockingly that it was his shadow's "personal signed copy".


It's an icon of China and communism as well as a work of propaganda. More than a billion copies have been published, making the book, often wrapped in its distinctive vinyl cover, one of the most widely produced of all time. During China's "Cultural Revolution" it became virtually mandatory to own and carry one.

The Little Red Book - or, to give its full title, Quotations from Chairman Mao Zedong - contains 267 aphorisms from the Communist Chinese leader, covering subjects such as class struggle, "correcting mistaken ideas" and the "mass line", a key tenet of Mao Zedong Thought. Included is Mao's famous remark that "political power grows out of the barrel of a gun".



Originally produced in 1964 by the People's Liberation Army - an early version was titled 200 Quotations from Chairman Mao - it soon became a key feature of the leader's personality cult. The Ministry of Culture aimed to distribute a copy to every Chinese citizen and hundreds of new printing houses were built in order to achieve this. Mao himself reportedly liked its resemblance to books of quotations by philosophers such as Confucius.


During the Cultural Revolution, in which millions were persecuted or killed, owning it "became a way of surviving", says Daniel Leese, professor of modern Chinese history and politics at the University of Freiburg. Paramilitary "Red Guards" mobilised by Mao to purify the Communist Party would check whether those suspected of bourgeois tendencies were carrying it or whether they could quote from it.


As the regime attempted to export its ideas as a form of "soft power", millions of copies were published in translation and sold abroad. It was taken up by Western radicals such as the Black Panthers and passed around as a samizdat text in the Warsaw Pact nations, where the USSR's split from China ensured it was banned.



Mao's successor Deng Xiaoping disliked the book and tried to suppress it, says Leese, but this only served as a kind of "viral marketing". While its appeal today may be nostalgic or even kitsch, McDonnell's stunt may have temporarily boosted its British sales - since his speech, the Sun reported, left-wing bookshops have sold out of it.

Quotations from the Red Book

• "Every Communist must grasp the truth: Political power grows out of the barrel of a gun."
• "All reactionaries are paper tigers. In appearance, the reactionaries are terrifying, but in reality they are not so powerful."
• "A revolution is not a dinner party, or writing an essay, or painting a picture, or doing embroidery... A revolution is an insurrection, an act of violence by which one class overthrows another."

_______________________________________

 'Arthur Prescott, a middle-age bibliophile who teaches literature at the University of Barchester in a small English town'.

We return to our global banking 1% freemason LITERARY STAR and that novel THE LOST BOOK OF THE HOLY GRAIL.  As we stated before the goal of this novel for global banking 1% was creating a fiction where HIGHLY EDUCATED BIBLIOPHILES loving their BOOKS meet with hyper neo-liberal global GOOGLE digitizing starting with the controversy between and allowing an ending that MARRIES THESE TWO OPPONENTS.

We shared that the HOLY GRAIL is not religious---it is MYTH-MAKING used for several centuries by global banking 1% KINGS AND QUEENS as a carrot playing on individual's PASSIONS ----what would make them strive for a lifetime as a goal.  Now, back in medieval Europe during the discovery and exploration of America's the EARTH WAS FLAT and those ships' captains did think they might fall off the edge of the horizon.  What inspired the risk of death?  As we stated tales of CITY OF GOD----or modern days' CA and ALASKA GOLD RUSH-----or FOUNTAIN OF YOUTH ---or today's GMO HUMAN telling us we can live forever with no disease or illness.

This novel plays on our 99% of citizens seeing ENTERING GOD'S KINGDOM and the passion of wisdom as that HOLY GRAIL.  If ARTHUR PRESCOTT, the character endeared to readers as being that seeker of FAITH, SPIRIT, SOUL through wisdom of BOOKS says GLOBAL GOOGLE DIGITIZED LIBRARY is good---well, then we should believe this as well.

This is the same societal FADS being pushed by MAO in GREAT LEAP FORWARD----the idea that shedding all that was culturally normal to create that singular source of doctrine---GLOBAL GOOGLE COMMONER CORE.


Review: A book lover searches for the Holy GrailBy Mary Cornatzer

March 03, 2017 09:50 AM
Updated March 03, 2017 10:50 AM



Charlie Lovett collects books, writes books and even got to curate a collection of Alice in Wonderland memorabilia at the New York Public Library for two years, according to his book jacket. He divides his time between England and Winston-Salem, where he used to run an antiquarian bookstore. All in all it sounds like a very pleasant life.



And his new book – his fourth – is a very pleasant book. It offers mystery, a tad of fantasy, a smattering of religious history and romance as it tells the story of Arthur Prescott, a middle-age bibliophile who teaches literature at the University of Barchester in a small English town.



More important for this story, Arthur is a believer in the legend of King Arthur and of the Holy Grail – the chalice used by Christ at the Last Supper. Because of something his grandfather told him when he was a boy and from his own readings, Arthur thinks the Grail is in Barchester.



Before too long a pretty young American named Bethany is introduced. She’s there to digitize the cathedral’s centuries-old books – much to Arthur’s chagrin. Books need to be touched, he says, not read online. To which Bethany argues that books need to be shared and that her work will introduce more people to the books Arthur loves. It’s obvious from the start where this romance will end up, though there will be the usual hiccups along the way.

The plot centers around the university’s financial struggles (will they have to sell off Arthur’s beloved books?) and Arthur’s efforts – which have been half-hearted until now – to find the Grail. In the end, there is a code to crack and a secret chamber to find before the mystery can be solved, and if it all sounds like a Dan Brown book or a “National Treasure” movie, don’t be put off. Lovett tells a good story, his dialogue is witty and his characters are engaging.



And then there’s the history. Lovett breaks up the story of Arthur and his quest with short chapters that purport to tell the backstory of the Grail, touching on the early days of Christianity in England, the Norman invasion, Reformation and the English Civil War.


It’s been a few years since I dusted off my history books. My only acquaintance with King Arthur is through T.H. White’s “The Once and Future King,” and my knowledge of Christianity’s history is even more limited. So I have no idea how correct any of Lovett’s history is, but in the author’s note, he gives a good accounting of where he got what bits, which historical characters are real and which are invented.


Book lovers will also appreciate passages like this, where he describes the joy of paperbacks: “They accumulated brown blotches of foxing on their covers and pages and they absorbed a subtle odor that spoke of pipes and damp and long walks in the countryside. Arthur opened to his bookmark, pressed his nose into the book, and inhaled deeply. Yes, he thought, as he settled into his chair and began to read, this was going to be a wonderful afternoon.”



So make yourself a cup of proper English tea, open “The Lost Book of the Grail” and escape your busy life for an afternoon.
_____________________________________________

We are not reviewing this book---nor are we picking on MR LOVETT----all our US cultural arts---theater, movies, TV, music, and literature has always allowed only global banking 1% freemason players become STARS-----each book sells global banking 1% goals---as CITIZENS our goal is to educate as to what they are hiding.

This GRAIL story directed at our WISDOM and ENTERING GOD'S KINGDOM citizens deliberately has that RELIGIOUS LEADER embracing our global GOOGLE DIGITIZER----and deliberately creates a story where the ACADEMIC BIBLIOPHILE is made unable to advance his goals without that EVER-CORRECT GLOBAL GOOGLE digitizer.  So, we are supposed to place all our faith in what global GOOGLE and its ONE WORLD ONE DIGITAL LIBRARY for only the global 1%.  The plots comes filled with SAINTS and HOLY SITES ---the author readily admits is HISTORICAL FICTION ---but the INADEQUATE BIBLIOPHILE ACADEMIC only finds his faith when global GOOGLE leads each step to the discovery of HIS HOLY GRAIL-----now he believes in GOD'S KINGDOM.

GOOD STORY----ALL GLOBAL BANKING 1% PROPAGANDA SELLING THE IDEA THAT ACADEMICS LOVE GLOBAL GOOGLE---BIBLIOPHILES LOVE GLOBAL GOOGLE---EVEN OUR RELIGIOUS LEADERS LOVE THE GOALS OF GLOBAL GOOGLE DIGITIZED LIBRARY.


The REALITY-----99% of academics----99% of bibliophiles----99% of REAL religious citizens DO NOT WANT GLOBAL GOOGLE'S DIGITIZED LIBRARY for only the global 1%.

'The Lost Book Of The Grail' Is The One Book Every Bibliophile Needs To Read This Winter


BySadie Trombetta

Mar 2 2017

Do you prefer pen and paper to keyboards and computers, ancient history to modern technology, and physical books to anything in the digital world? Then you will feel right at home reading The Lost Book of the Grail, the one book every bibliophile needs to read this winter.



In his newest literary mystery, bestselling author and fellow book-lover Charlie Lovett takes readers across the pond on a mysterious, hilarious, and heartwarming search for the one mystical item the world has been dying to find for over 2,000 years: the Holy Grail. Set in the fictional English cathedral city of Barchester, The Lost Book of the Grail follows Arthur Prescott, a middle-aged professor who prefers antique books and ancient manuscripts to people. That is, until the young, tech-savvy American Bethany Davis comes to Barchester Cathedral to digitize its collection, and turns the old-fashioned scholar's life upside down in the process. Soon, Arthur finds himself torn between resisting her modern technology (and her charm), or giving in to the times and letting his own guard down in the process.



But as soon as Arthur learns Bethany shares his passion for Arthurian legend and finding the location of the Holy Grail, he is a goner, and the unlikely duo team up for an even more unlikely mission: to locate the the lost Book of Ewolda, an ancient manuscript about the cathedral's founder that just might hold the key to finding the long-lost Holy Grail.



A fun, literary adventure in the spirit of Indiana Jones and the Last Crusade or The Da Vinci Code, The Lost Book of the Grail is a wildly entertaining story bibliophiles everywhere will love. Here are five reasons why:

There are a lot of reasons to fall for Charlie Lovett's clever and bookish novel, but the literary mystery at its center will draw bibliophiles in on page one and won't let them go until its resolution. As the title would imply, The Lost Book of the Grail is about more than just a missing magical cup, but a mysterious lost manuscript that may hold the key to unlocking the truth behind the greatest legends of King Arthur and his knights.


Though the majority of the story takes place in modern times, Lovett utilizes century-old flashbacks to lay breadcrumbs for his readers to follow all the way up to the present day. Expertly paced, The Lost Book of the Grail unravels slowly, pleasurably, and with just enough suspense to keep readers turning the pages in search for the missing book, and more importantly, the missing Holy Grail.



2The characters are fellow bibliophiles.Like you, the characters in The Lost Book of the Grail, both major and minor, are serious book-lovers. Not only does the old-fashioned yet lovable Arthur work as an English professor at the University, he spends his free time pouring over ancient texts in the Cathedral, collecting rare editions of his favorite P.G. Wodehouse books, and co-running the BB's: the Barchester Bibliophiles, a book club that involves wine, old books, and reading out loud.



Aside from Arthur, the novel's quirky and tech-obsessed American heroine, Bethany, also has a passion for books, both printed and not. She works as a librarian whose job it is to digitize ancient texts and make them available to the whole world, and she celebrates the fact that books should be a right everyone has access to. Alongside Arthur and the other members of the BB's, this fiction crew in Barchester is perhaps the biggest group of bibliophiles, imagined or otherwise. You'll love them.

If you're going to write a book about, well, books, then it would only make sense to have a few literary references peppered throughout, right? Throughout his novel, Charlie Lovett not only expertly weaves in literary allusions to the legends of King Arthur and the biblical text about the Holy Grail, but he also drops delicious bookish references to everything from P.G. Wodehouse to Jane Austen to J.K. Rowling.


From its first page to its last, The Lost Book of the Grail is overflowing with literary references real book nerds will truly delight in.


4It blends together several genres.At it's core, The Lost Book Grail is a whimsical literary mystery, but the novel is also beautifully layered with elements of humor, romance, adventure, history, and more.



Lovett's unique work combines literary and historical research with classic elements of cozy mysteries, classic love stories, and exciting adventure tales to create a true genre-blending masterpiece. At once funny, heartwarming, and suspenseful, The Lost Book of the Grail has something for every kind of reader, and every kind of book-lover, alike.


The Lost Book of the Grail is truly a book-lover's book, a bibliophile's dream in novel form. It celebrates literature throughout time, from the first biblical texts to the oldest Arthurian legends to the modern English humorists and beyond. It honors books in their truest form — printed — while acknowledging the merits of literature's new digital possibilities. It praises authors, new and old, and glorifies the unknowable power books and reading has on all of us.


But, most of all, The Lost Book of the Grail celebrates readers of every kind, from the Arthurs of the world, who prefer reading ancient manuscripts with latex gloves to the Bethanys, who love their e-readers and aren't afraid to show it.


A novel true bibliophiles will be enchanted by, The Lost Book of the Grail deserves a spot on every book-lover's shelf.


__________________________________________

READ A BOOK! The mantra of these few decades of CLINTON/BUSH/OBAMA while they defunded, dismantled, created huge dysfunction in our public K-university system.  BALTIMORE READS was that propaganda as our public schools were not even allocated school texts----and if they did they were MYTH-MAKING school texts -----there are goals to SMART PHONE technologies besides advancing SMART CITIES DEEP, DEEP, REALLY DEEP STATE and planetary mining colonization-----that is eliminating our US 99% connections with vocabulary-----spellings-----creating the smallest use of words in describing----tied to TEXTING and social media posting.  When we started posting on social media we were told by 5% global banking players we were only supposed to post a MEME.  None of this BROAD DISCUSSION OF PUBLIC POLICY.

This is a GLOBAL BANKING 1% FAD----the idea that US citizens do not want to read books.  Indeed, we do not see people coming to our LIBRARIES-----what LOVETT in HOLY GRAIL novel did was to highlight just this----no one but a few ACADEMICS and RELIGIOUS people even want to look at books in these global libraries.  We are a product of US public education K-UNIVERSITY and if we did not have the ability to access all those MEDIEVAL BOOKS---AGE OF ENLIGHTENMENT BOOKS----REVOLUTIONARY AMERICA BOOKS----CIVIL RIGHTS REAL LEFT SOCIAL PROGRESSIVE BOOKS and all that academic research and data over centuries----we would not be able to discuss today REAL INFORMATION in public policy.  Our 5% to the 1% GREEK players went to college----working for their own gains---that is not what 99% of our college grads do over thousands of years.  ACADEMICS want to SHARE KNOWLEDGE.  5% and that global 1% DO NOT WANT TO SHARE KNOWLEDGE.

HUFFINGTON POST----raging global banking 1% media outlet would not give REAL polling data.

BOOKS
10/07/2013 08:10 am ET Updated Dec 06, 2017 POLL: 28 Percent Of Americans Have Not Read A Book In The Past Year



According to a HuffPost/YouGov poll asking 1,000 U.S. adults about their reading habits, 41 percent of respondents had not read a fiction book in the past year; 42 percent had not read a nonfiction book.


There’s overlap between the groups — 28 percent of respondents did not read a book at all in the past year, while 25 percent read between one and five books, 15 percent read between six and ten books, 20 percent read between 11 and 50, and eight percent read more than 50.



Not all of the results are disheartening, especially for bookstore devotees, who should be encouraged by the fact that 50 percent of respondents spent time in the past week reading a physical book, while only 19 percent spent time reading an e-book. The complete results are below:


The benefits of reading are paramount, and we don’t just mean to those still in school. Mental stimulation can potentially slow Alzheimer’s, and can actually enhance your memory; Expanding your vocabulary, thereby making you an articulate speaker, is an asset at any job; Reading even helps you empathize with other people, and other cultures.



So what are you waiting for? Grab a book — fiction or non — and get to work! Or, you know, play.
Stumped on where to begin? We’ve got plenty of recommendations. For starters, here are 30 books we think you should read before you’re 30, and 20 books we think every New Yorker (or lover of New York City) should read.
_____________________________________________

In our MOVING FORWARD to take our US society to THIS-------where we worship SHIPS OF FOOLS------knowing only what these global banking 1% KINGS AND QUEENS tell us----we must erase all that is our AGE OF ENLIGHTENMENT---I AM MAN----WE THE PEOPLE centuries-old broad public K-university education.

THIS HAS BEEN MOVING FORWARD THESE FEW DECADES OF CLINTON/BUSH/OBAMA----BUT THOSE GLOBAL BANKING 5% POLS AND PLAYERS WANT US TO BELIEVE IT IS ALL TRUMP'S FAULT.

We had our morning dose of FAKE NEWS CNN-----there were CNN anchor CUOMO-----of raging CLINTON NEO-LIBERAL 5% CUOMO family talking to BEN CARDIN----raging CLINTON/BUSH NEO-LIBERAL/NEO-CON family having spent these few decades lying, cheating, stealing, having nor morals or ethics----no US RULE OF LAW-----certainly no GOD'S NATURAL LAW-----telling CNN viewers that TRUMP is the one doing all of the above.  

THE US IS  A FAILED STATE WHEN ALL OUR INFORMATION AND PEOPLE ALLOWED TO BE CALLED LEADERS ARE PROPAGANDISTS.


Here we have that global banking 1% BUSINESS INSIDER and what is now a useless WASHINGTON POST printing an article written by A GLOBAL BANKING PLAYER tied to a global NGO PRETENDING to be pushing PEACE




Victor Cha | Center for Strategic and International Studies
www.csis.org/people/victor-cha

Victor Cha joined the Center for Strategic and International Studies in Washington, D.C., in May 2009 as a senior adviser and the inaugural holder of the Korea Chair.
Victor Cha - csis.org

www.csis.org › … › Advancing Social Science with Korea

Victor Cha Senior Advisor and Korea Chair Dr. Victor Cha joined CSIS in May 2009 as a Senior Adviser and the inaugural holder of the Korea Chair. He is also Director of Asian Studies and holds the D.S. Song-KF Chair in the Department of Government and School of Foreign Service at Georgetown University.


Dr. Victor Cha | Global Peace Foundation
www.globalpeace.org/people/dr-victor-cha

Dr. Cha is senior adviser and Korea Chair. at the Center for Strategic and International Studies. He is also director of Asian studies and holds the D.S. Song-KF Chair in the Department of Government and School of Foreign Service at Georgetown University. Georgetown University is of course that global hedge fund IVY LEAGUE corporation working for OLD WORLD KINGS AND QUEENS. No REAL information coming from CSIS----------
GLOBAL PEACE FOUNDATION-----oh, really??????

What North Koreans really think of their supreme leader

Alex Lockie
Nov. 3, 2016, 11:09 AM
The Center for Strategic and International Studies's Beyond Parallel released new polls that shed light on one of the most obscure areas in global studies — the opinions of ordinary North Korean citizens.



North Korea's 25 million citizens live under an oppressive, totalitarian government that freely detains or even puts to death citizens that stray from official messaging in any way. Simply listening to outside media not sanctioned by the state can result in death.


But the small survey, which gives a voice to those living under unimaginable scrutiny, reveals what many in the international community believe to be true — North Koreans are unhappy with their state and risk severe punishments to cope with it in their personal lives.



"This is the first time we're hearing directly from people inside the country," Dr. Victor Cha, head of Korea studies at CSIS, told The Washington Post.


Beyond Parallel carried out the survey so that it would present minimal risk to those involved. Ultimately, they wound up with a small sample size that nonetheless conveyed a sentiment with near unanimity: North Koreans know that their government does not work, and they criticize it privately at extreme personal peril.


Out of the 36 people polled, zero said that the country's public distribution system of goods provides what they want for a good life.



Out of the 36, only one said they do not joke in private about the government.
While it may not seem like a big deal to those in the West who enjoy free speech and can readily make jokes about their government, consider this 2014 finding from the United Nations on the state of free speech in North Korea:


State surveillance permeates the private lives of all citizens to ensure that virtually no expression critical of the political system or of its leadership goes undetected. Citizens are punished for any "anti-State" activities or expressions of dissent. They are rewarded for reporting on fellow citizens suspected of committing such "crimes".Beyond Parallel reports that formal state-organized neighborhood watches "regularly monitor their members" and report any behavior that deviates from what the state deems appropriate.



The picture painted by Beyond Parallel's research paints a picture starkly in contrast with the images we see flowing out of North Korea's state media, which usually feature Kim Jong Un smiling broadly while touring military or commercial facilities.


The US and international community have long tried to lobby North Korea's greatest ally, China, to exert some influence on the isolated dictatorship to ease the suffering of the North Korean people, and protect the region from Pyongyang's nuclear belligerence.

____________________________________________


The war between JOCKS AND NERDS is thousands of years old-----if 99% of US WE THE PEOPLE do not stop these kinds of tensions-----all 99% of citizens--black, white, and brown citizens---will be GREAT BIG LOSERS.  Our lovers' of books and wisdom KNOW where MOVING FORWARD GLOBAL GOGGLE DIGITAL LIBRARY for only the global 1% AND GLOBAL COMMONER CORE for 99% of US and global citizens WILL END.  That includes JOCKS, COOL KIDS, MERELY RICH KIDS, LOW-INCOME COMMUNITY KIDS, BOOKISH NERDS-----

If a citizen hates to READ they can consider whether they like FREEDOM, LIBERTY, JUSTICE, PURSUIT OF HAPPINESS----if a citizen thinks people who do not READ are fine to be LEFT BEHIND-----then neither groups understands how all 99% of WE THE PEOPLE are needed to STOP MOVING FORWARD ONE WORLD ONE GOVERNANCE for only the global 1%-----

WE WILL NOT BE READING TO EMPOWER OURSELVES IN MOVING FORWARD FAR-RIGHT WING, AUTHORITARIAN, MILITARISTIC, EXTREME WEALTH EXTREME POVERTY LIBERTARIAN MARXISM.


Things Book Nerds Will NEVER SAY 
ThePerksOfBooks
Published on Jan 23, 2016  YOU TUBE


This week's public policy discussions will segue from EDUCATION to TECHNOLOGY looking at what are US DOJ and SUPREME COURT rulings that are MOVING FORWARD ONE WORLD ONE GLOBAL TECHNOLOGY GRID including moving all access to REAL INFORMATION to global GOOGLE digital library.  These class-action lawsuits tied to WRITERS' GUILD-----have nothing to do with VOICE from 99% of WE THE PEOPLE.  Remember, THE WRITER'S GUILD is from where global banking promotes its freemason LITERARY STARS.  Of course 99% of citizens included in WRITERS' GUILD are not global banking 5% players----but we KNOW those pushing these lawsuits on behalf of GLOBAL GOOGLE are indeed global banking 1% players.

The GORILLA-IN-THE-ROOM policy issue for 99% of WE THE PEOPLE is not whether GOOGLE can scan----it is the goal of global monopoly on scanning books.  No matter how many temporary global book scanning projects try to make it look as if its goals are not MONOPOLY ----that is indeed the goal.   The second GORILLA-IN-THE-ROOM issue regarding our online readers and books is the goal of 99% of WE THE PEOPLE not being able to access INTERNET ergo, we will not be able to access online books.  Global banking 1% will have no need to write books aimed at our 99% of citizens because our US 99% of citizens will have no money to buy books---no time to read books---and often no ability to read or write.

COPYRIGHT INFRINGEMENT AND US RULINGS AROUND THESE BOOK COPYRIGHTS WILL BE MADE MOOT UNDER TRANS PACIFIC TRADE PACT AND US CITIES DEEMED FOREIGN ECONOMIC ZONES.


News

Supreme Court rejects challenge to Google book-scanning project


Google can continue to scan books over Authors Guild objection


By Grant Gross
Senior Editor, IDG News Service | Apr 18, 2016 8:33 AM PT

The U.S. Supreme Court has refused to hear a copyright infringement case against Google for its now 12-year-old effort to scan books and allow people to search them online.


The Supreme Court, without comment, rejected an appeal by the Authors Guild to overturn an October 2015 appeals court ruling finding that the massive Google books program falls under so-called fair use exemptions to copyright protections.


Fair use allows limited reuse of copyright-protected works for criticism, parodies, education, and other purposes. Fair use also allows for people to transform the original content into a new type of work, and that transformation of the printed books was part of Google’s argument in this case.


The Authors Guild had argued that Google’s “wholesale” copying of copyright-protected books would generate profits for the company at the expense of authors. The group wanted the Supreme Court to “recognize Google’s seizure of property as a serious threat to writers and their livelihoods, one which will affect the depth, resilience, and vitality of our intellectual culture,” the Authors Guild said on a webpage detailing the case.


The Supreme Court decision gave authors a “colossal loss,” Authors Guild President Roxana Robinson said in a statement. The guild still believes Google’s effort was “a plain and brazen violation of copyright law.”

Google Books project may lead to a short-term public benefit, but it will come at the expense of the future vitality of U.S. culture, Robinson added. “The denial of review is further proof that we’re witnessing a vast redistribution of wealth from the creative sector to the tech sector, not only with books, but across the spectrum of the arts,” she said.


Google wasn’t immediately available for comment.

The Copyright Alliance, a trade group representing copyright holders, said it was disappointed with the Supreme Court’s decision. The high court has allowed an appeals court decision that “dramatically expands the boundaries” of fair use to stand, Copyright Alliance CEO Keith Kupferschmid wrote in a blog post.


The appeals court “held that Google did not need the consent of the copyright holders of 20 million books to digitize those books in order to create a publicly searchable database containing those and other books,” Kupferschmid added. “The court’s holding was based on a dubious finding that Google’s mass digitizing effort was a fair use because the Google Books project conveys ‘information’ about the works to users and therefore transforms the books.”


The Google Books case wound through the courts since 2005, when the Authors Guild first sued Google. The two sides reached a proposed US $125 million settlement in 2008, but a judge later rejected the deal over concerns that it would give Google a monopoly over scanned books.

'Torching the Modern-Day Library of Alexandria
“Somewhere at Google there is a database containing 25 million books and nobody is allowed to read them.”'

Here is again, global CHAMBER OF COMMERCE ---NPR as is PBS these few decades of CLINTON/BUSH/OBAMA selling the idea that trade jobs are high-paying and going to college/university is a bad choice. MOVING FORWARD dismantling of our strongest in world history access to broad 99% education K-university.

Almost all US 99% WE THE PEOPLE have watched these few decades as those global labor pool workers filled our US city development projects. We watched as our very capable US labor union apprenticeship system was dismantled as trade unionists were not hired. At the same time CLINTON/BUSH/OBAMA defunding our US K-12 dismantled a strong vocational high school trade and technology shops.

NOW, global banking 5% are telling US WE THE PEOPLE we are not skilled enough as the goal of bringing a few billion of global labor pool to US FOREIGN ECONOMIC ZONES MOVES FORWARD.

All of these games with US education policy pretending RACE TO TOP is about helping our low-income and working class attain good paying trade jobs is PROPAGANDA. What may be a small pipeline of US trades workers receiving LIVING WAGE will END.

The American 99% WE THE PEOPLE may be fighting for REAL information but it takes no rocket scientist to understand we STILL HAVE GLOBAL BANKING 1% controlling our economy so if they can hire a global labor pool 99% and work them for free to little----that is to where these US CITIES DEEMED FOREIGN ECONOMIC ZONES will take our US trade workers.  We understand our 5% freemason/Greeks have been told they are INSIDER BROTHERS----but global banking 1% have only one talent----LYING, CHEATING, AND STEALING.

ALL THIS TALK OF BUILDING A STRONG VOCATIONAL AND TRADE STRUCTURE TO REPLACE OUR PUBLIC K-UNIVERSITY WILL BENEFIT OUR 99% OF WORKING CLASS AND POOR TRADE WORKERS---IS PROPAGANDA.

High-Paying Trade Jobs Sit Empty, While High School Grads Line Up For University

High-Paying Trade Jobs Sit Empty, While High School Grads Line Up For University




April 25, 20184:33 PM ET
Heard on All Things Considered

Garret Morgan (center) is training as an ironworker near Seattle and already has a job that pays him $50,000 a year.

Like most other American high school students, Garret Morgan had it drummed into him constantly: Go to college. Get a bachelor's degree.


"All through my life it was, 'if you don't go to college you're going to end up on the streets,' " Morgan said. "Everybody's so gung-ho about going to college."


So he tried it for a while. Then he quit and started training as an ironworker, which is what he is doing on a weekday morning in a nondescript high-ceilinged building with a concrete floor in an industrial park near the Seattle-Tacoma International Airport.


Morgan and several other men and women are dressed in work boots, hard hats and Carhartt's, clipped to safety harnesses with heavy wrenches hanging from their belts. They're being timed as they wrestle 600-pound I-beams into place.


Seattle is a forest of construction cranes, and employers are clamoring for skilled ironworkers. Morgan, who is 20, is already working on a job site when he isn't at the Pacific Northwest Ironworkers shop. He gets benefits, including a pension, from employers at the job sites where he is training. And he is earning $28.36 an hour, or more than $50,000 a year, which is almost certain to steadily increase.


As for his friends from high school, "they're still in college," he said with a wry grin. "Someday maybe they'll make as much as me."
Some 30 million jobs in the United States that pay an average of $55,000 per year don't require bachelor's degrees.


Raising alarms
While a shortage of workers is pushing wages higher in the skilled trades, the financial return from a bachelor's degree is softening, even as the price — and the average debt into which it plunges students — keeps going up.
But high school graduates have been so effectively encouraged to get a bachelor's that high-paid jobs requiring shorter and less expensive training are going unfilled. This affects those students and also poses a real threat to the economy.


"Parents want success for their kids," said Mike Clifton, who teaches machining at the Lake Washington Institute of Technology, about 20 miles from Seattle. "They get stuck on [four-year bachelor's degrees], and they're not seeing the shortage there is in tradespeople until they hire a plumber and have to write a check."




In a new report, the Washington State Auditor found that good jobs in the skilled trades are going begging because students are being almost universally steered to bachelor's degrees.
Among other things, the Washington auditor recommended that career guidance — including choices that require less than four years in college — start as early as the seventh grade.


"There is an emphasis on the four-year university track" in high schools, said Chris Cortines, who co-authored the report. Yet, nationwide, three out of 10 high school grads who go to four-year public universities haven't earned degrees within six years, according to the National Student Clearinghouse. At four-year private colleges, that number is more than 1 in 5.


"Being more aware of other types of options may be exactly what they need," Cortines said. In spite of a perception "that college is the sole path for everybody," he said, "when you look at the types of wages that apprenticeships and other career areas pay and the fact that you do not pay four years of tuition and you're paid while you learn, these other paths really need some additional consideration."


And it's not just in Washington state.

"Parents want success for their kids. They get stuck on [four-year bachelor's degrees], and they're not seeing the shortage there is in tradespeople until they hire a plumber and have to write a check.

Mike Clifton, Lake Washington Institute of Technology

Seventy-percent of construction companies nationwide are having trouble finding qualified workers, according to the Associated General Contractors of America; in Washington, the proportion is 80 percent.


There are already more trade jobs like carpentry, electrical, plumbing, sheet-metal work and pipe-fitting than Washingtonians to fill them, the state auditor reports. Many pay more than the state's average annual wage of $54,000.


Construction, along with health care and personal care, will account for one-third of all new jobs through 2022, according to the Bureau of Labor Statistics. There will also be a need for new plumbers and new electricians. And, as politicians debate a massive overhaul of the nation's roads, bridges and airports, the U.S. Department of Education reports that there will be 68 percent more job openings in infrastructure-related fields in the next five years than there are people training to fill them.
"The economy is definitely pushing this issue to the forefront," said Amy Morrison Goings, president of the Lake Washington Institute of Technology, which educates students in these fields. "There isn't a day that goes by that a business doesn't contact the college and ask the faculty who's ready to go to work."


In all, some 30 million jobs in the United States that pay an average of $55,000 per year don't require bachelor's degrees, according to the Georgetown Center on Education and the Workforce.


Yet the march to bachelor's degrees continues. And while people who get them are more likely to be employed and make more money than those who don't, that premium appears to be softening; their median earnings were lower in 2015, when adjusted for inflation, than in 2010.


"There's that perception of the bachelor's degree being the American dream, the best bang for your buck," said Kate Blosveren Kreamer, deputy executive director of Advance CTE, an association of state officials who work in career and technical education. "The challenge is that in many cases it's become the fallback. People are going to college without a plan, without a career in mind, because the mindset in high school is just, 'Go to college.' "

 It's not that finding a job in the trades, or even manufacturing, means needing no education after high school. Most regulators and employers require certificates, certifications or associate degrees. But those cost less and take less time than earning a bachelor's degree. Tuition and fees for in-state students to attend a community or technical college in Washington State, for example, come to less than half the cost of a four-year public university, the state auditor points out, and less than a tenth of the price of attending a private four-year college.


People with career and technical educations are also more likely to be employed than their counterparts with academic credentials, the U.S. Department of Education reports, and significantly more likely to be working in their fields of study.


Young people don't seem to be getting that message. The proportion of high school students who earned three or more credits in occupational education — typically an indication that they're interested in careers in the skilled trades — has fallen from 1 in 4 in 1990 to 1 in 5 now, according to the U.S. Department of Education.
Washington is not the only state devoting attention to this. California is spending $200 million to improve the delivery of career and technical education. Iowa community colleges and businesses are collaborating to increase the number of "work-related learning opportunities," including apprenticeships, job shadowing and internships. Tennessee has made its technical colleges free.


So severe are looming shortages of workers in the skilled trades in Michigan that Gov. Rick Snyder in February announced a $100 million proposal he likens to the Marshall Plan that rebuilt Europe after World War II.


At the federal level, there is bipartisan support for making Pell grants available for short-term job-training courses and not just university tuition. The Trump administration supports the idea.


For all the promises to improve vocational education, however, a principal federal source of money for it, called Tech-Prep, hasn't been funded since 2011. A quarter of states last year reduced their own funding for postsecondary career and technical education, according to the National Association of State Directors of Career Technical Education.


The branding issue
Money isn't the only issue, advocates for career and technical education say. An even bigger challenge is convincing parents that it leads to good jobs.

"They remember 'voc-ed' from what they were in high school, which is not necessarily what they aspire to for their own kids," Kreamer said.
The parents "are definitely harder to convince because there is that stigma of the six-pack-totin' ironworker," said Greg Christiansen, who runs the ironworkers training program. Added Kairie Pierce, apprenticeship and college director for the Washington State Labor Council of the AFL-CIO: "It sort of has this connotation of being a dirty job. 'It's hard work — I want something better for my son or daughter.' "


Of the $200 million that California is spending on vocational education, $6 million is going into a campaign to improve the way people regard it. The Lake Washington Institute of Technology changed its name from Lake Washington Technical College, said Goings, its president, to avoid being stereotyped as a vocational school.


These perceptions fuel the worry that, if students are urged as early as the seventh grade to consider the trades, then low-income, first-generation and ethnic and racial minority high school students will be channeled into blue-collar jobs while wealthier and white classmates are pushed by their parents to get bachelor's degrees.


"When CTE was vocational education, part of the reason we had a real disinvestment from the system was because we were tracking low-income and minority kids into these pathways," Kreamer said. "There is this tension between, do you want to focus on the people who would get the most benefit from these programs, and — is that tracking?"


Amy Morrison Goings, president of the Lake Washington Institute of Technology, says, "There isn't a day that goes by that a business doesn't contact the college and ask the faculty who's ready to go to work."  In a quest for prestige and rankings, and to bolster real-estate values, high schools also like to emphasize the number of their graduates who go on to four-year colleges and universities.


Jessica Bruce followed that path, enrolling in college after high school for one main reason: because she was recruited to play fast-pitch softball. "I was still trying to figure out what I wanted to do with my life," she said.


She never earned her degree and now, she's an apprentice ironworker, making $32.42 an hour, or more than $60,000 a year, while continuing her training. At 5-foot-2, "I can run with the big boys," she said, laughing.
As for whether anyone looks down on her for not having a bachelor's degree, Bruce doesn't particularly care.
"The misconception," she said, "is that we don't make as much money."
And then she laughed again.


____________________________________________


HISTORY REPEATS ITSELF------global banking 1% have used LAISSEZ-FAIRE goes to COMMUNISM/SOCIALISM for a few hundred years as a way to claw back all gains by the 99% of citizens in wealth and assets.  We discussed in detail that MARXISM is NOT A PRO-WORKER MOVEMENT.  MARXISM is global banking 1% taking our 99% of WE THE PEOPLE to enslaving societal structures.  Those international trade unions are working for global banking 1%.  We have shouted against this international status for our US labor unions---with trades it is AFL-CIO.

The goal of global banking 1% in MOVING FORWARD FAR-RIGHT WING MARXISM is to first create CLASS TENSIONS----our US middle-class academics become the enemy ------university is elitist so the 99% are re-educated to want only vocational tracking to a job.  THAT IS WHAT RACE TO TOP/COMMONER CORE is doing.  It is the job of those 5% global banking players to sell PATHWAYS TO HIGHER EDUCATION is not worth it to our US 99% of citizens, black, white, and brown citizens.  THE ITUC below----as with the UNITED NATIONS ILO----are NOT fighting for worker's rights----they are pushing global banking policies through these ALT RIGHT ALT LEFT 5% PLAYER LABOR UNIONS.

Global Labor Unions and Federations | AFL-CIO
aflcio.org/about/our-unions-and-allies/global-unions

• Cached

The AFL-CIO is an affiliate of the International Trade Union Confederation, a worldwide union network that represents 175 million workers in 151 countries and territories. ITUC's primary mission is to promote and defend workers' rights through international cooperation between trade unions, global campaigning and ...


We are sure our US 99% of trades citizens understand these MOVING FORWARD policies are bringing workers down---having no intentions of making educational structures BETTER for our 99% WE THE PEOPLE.  Our 5% labor union leader players are going under the bus.

THIS IS WHY OUR US TEACHERS' UNION NATIONAL LEADERS KEEP SILENT ON GORILLA-IN-THE-ROOM EDUCATION ISSUES AND PROMOTE RACE TO TOP/COMMONER CORE/GLOBAL CORPORATE CAMPUS CHARTER K-CAREER.

If we look globally we see these same far-right wing global banking MARXIST structures taking all FOREIGN ECONOMIC ZONES-----MOVING FORWARD in US cities deemed FOREIGN ECONOMIC ZONES these few decades of CLINTON/BUSH/OBAMA.  We are watching as our US 99% of citizens knowing our US K-university system was a great system for advancing public knowledge, citizenship education, and leadership opportunities.  What we see today in US as in all FOREIGN ECONOMIC ZONES are global banking 1% labor players promoting global banking candidates and education policy as job training apprenticeship K-CAREER.

Global federations

Global federations are international federations of national and regional trade unions organising in a specific industry and representing workers in those industries across the globe. Global federations promote and enforce workers rights, social justice and solidarity as well as raising issues of common concern with employers, governments and international bodies.

Unite is affiliated to the following global federations


IndustriALL Global Union
IndustriALL Global Union represents 50 million workers in 140 countries in the mining, energy and manufacturing sectors and is a new force in global solidarity taking up the fight for better working conditions and trade union rights around the world.

Founded on 19 June 2012, the new organization brings together affiliates of the former global union federations: International Metalworkers' Federation (IMF), International Federation of Chemical, Energy, Mine and General Workers' Unions (ICEM) and International Textiles Garment and Leather Workers' Federation (ITGLWF).

IndustriALL Global Union represents workers in a wide range of sectors from extraction of oil and gas, mining, generation and distribution of electric power, to manufacturing of metals and metal products, shipbuilding, automotive, aerospace, mechanical engineering, electronics, chemicals, rubber, pulp and paper, building materials, textiles, garments, leather and footwear and environmental services.

To find out more please go to www.industriall-union.org


International Transport Workers' Federation – ITF
The International Transport Workers' Federation (ITF) is an international trade union federation of transport workers' unions. Any independent trade union with members in the transport industry is eligible for membership of the ITF. 708 unions representing over 4.5 million transport workers in 154 countries are members of the ITF. It is one of several Global Federation Unions allied with the International Trade Union Confederation (ITUC).The ITF's headquarters is located in London and it has offices in Nairobi, Ouagadougou, Tokyo, New Delhi, Rio de Janeiro, Amman, Moscow and Brussels.
More information


Building and Wood Workers' International – BWI
At its World Congress in Buenos Aires, on 9 December 2005, the International Federation of Building and Wood Workers (IFBWW) and the World Federation of Building and Wood Workers (WFBW) created a new global union federation, the Building and Wood Workers' International - BWI.

The BWI is the Global Union Federation grouping free and democratic unions with members in the Building, Building Materials, Wood, Forestry and Allied sectors.

The BWI groups together around 328 trade unions representing around 12 million members in 130 countries. The Headquarters is in Geneva, Switzerland. Regional Offices and Project Offices are located in Panama and Malaysia, South Africa, India, Burkina Faso, Curaçao, Chile, Kenya, Russia, Peru, Brazil and Thailand.

The last congress of the BWI was held in Lille France in December 2009
More information


International Union of Food, Agricultural, Hotel, Restaurant, Catering, Tobacco and Allied Workers' Associations – IUF
The International Union of Food, Agricultural, Hotel, Restaurant, Catering, Tobacco and Allied Workers' Associations (IUF) is an international federation of trade unions representing workers employed in:

• agriculture and plantations
• the preparation and manufacture of food and beverages
• hotels, restaurants and catering services
• all stages of tobacco processing

The IUF is currently composed of 336 trade unions in 120 countries representing a combined representational membership of over 12 million workers (including a financial membership of 2.7 million). It is based in Geneva, Switzerland.
More information


Public Services International – PSI
Public Services International is a global trade union federation representing 20 million working women and men who deliver vital public services in more than 150 countries. PSI membership work in social services, health care, municipal services, central government and public utilities such as water and electricity. Women represent two-thirds of the membership.

PSI champions human rights, advocates for social justice and promotes universal access to quality public services. PSI works with the United Nations system and in partnership with labour, civil society and other organisations.
More information


Union Network International – UNI
UNI Global Union is the voice of 20 million service sector workers around the world. Through 900 affiliated unions, UNI represents workers in 150 countries and in every region of the world. UNI represents workers in the Cleaning & Security; Commerce; Finance; Gaming; Graphical & Packaging; Hair & Beauty; ICTS; Media, Entertainment & Arts; Post & Logistics; Social Insurance; Sport; Temp & Agency Workers and Tourism industries.
More information

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As REAL left social progressive academics having goals of REAL free market and 99% opportunity and access for black, white, and brown citizens----this is what we know: global banking has been successful in making our working class think the professional class works against them. This comes with promotions to management positions ---this comes from our politicians being those university graduates in most cases. These few decades of CLINTON/BUSH/OBAMA eliminated the jobs of ...most middle-management---most 99% of WE THE PEOPLE politicians----and what our US workers got these few decades was pre-Christian, CATO/NERO/SENECA OLD WORLD KINGS AND QUEENS 5% players THE OPPOSITE of our REAL 99% white collar professionals.

Our US and European middle-class have always worked to protect and lift those working class and poor----we are not the enemy of trades workers. We cannot be CITIZENS--we cannot gain wealth and economic stability with businesses ----if we do not have REAL INFORMATION. Our 5% freemason/Greeks think they have that information ---but they do not.


IF 99% US WE THE PEOPLE ALLOW MOVING FORWARD KILLING NOT ONLY OUR STRONG PUBLIC K-UNIVERSITY BUT OUR ABILITY TO ACCESS BOOKS----THERE ARE NOT WINNERS BUT THE GLOBAL 1%.

Six Reasons Google Books Failed
Robert Darnton  NEW YORK REVIEW OF BOOKS

John Pope-Hennessey; drawing by David Levine

Judge Denny Chin’s opinion in rejecting the settlement between Google and the authors and publishers who sued it for infringement of their copyrights can be read as both as a map of wrong turns taken in the past and as an invitation to design a better route into the digital future. Extrapolating from the dense, 48-page text that accompanied the judge’s March 23 decision, it is possible to locate six crucial points where things went awry:


First, Google abandoned its original plan to digitize books in order to provide online searching. According to that plan, you would have been able to use Google to search the contents of books for a particular word or brief passage, but would not have been able to view or download a lengthy excerpt or an entire book. Thus, Google could have justified its display of snippets of text in the search results by invoking the doctrine of fair use. In this way, it might have won its case against the plaintiffs, the Authors Guild and the Association of American Publishers, and at the same time it could have helped revive fair use as a legitimate means of spreading knowledge—for example, in making digitized material available for teaching purposes.


Instead, Google chose to make its opponents its partners in a gigantic new library and book business, Google Book Search. The business plan led to a second misstep, because it included a dubious opt-out clause. Authors of out-of-print books who failed to notify Google of their refusal to participate in its project were deemed to have accepted it. (If enough of those authors could be located or volunteered to consent to the settlement, Google Book Search might build up a large database of books published since 1923. But the logistics and the transaction costs might make the task unfeasible, and the problem of orphan books would remain unsolvable without congressional legislation.)


Third, in setting terms for the digitization of orphan books—copyrighted works whose rights holders are not known—the settlement eliminated the possibility of competition. It gave Google exclusive protection against legal action by any rights holders who might be identified—no small matter, as there are probably several million orphan books (recent estimates go as high as five million), and the damages for copyright infringement could begin at $100,000 per title. This provision made Google and its partners effective proprietors of works they had not created. According to the original version of the settlement, they were to receive revenue from the sale of the orphan books according to a standard formula for dividing the pie: 37 percent to Google, 63 percent to the plaintiffs. That provision was corrected in a revised version of the settlement, but the Amended Settlement Agreement (ASA) continued to give Google legal protection that would be denied to any of its potential competitors. It amounted to changing copyright law by litigation instead of legislation.


Fourth, rights held by authors and publishers located outside the United States raised similar problems. Foreign rights holders objected that the digitization of their books would violate international copyright law, particularly in the case of out-of-print books, which Google proposed to market unless it received opt-out notification from the authors or their estates. The ASA met most of those objections by eliminating copyrighted books that were published abroad, except in the United Kingdom, Canada, and Australia. But foreigners continued to protest about the potential violation of their rights and noted that they, too, had an orphan book problem.


Fifth, the settlement was an attempt to resolve a class action suit, but the plaintiffs did not adequately represent the class to which they belonged. The Authors Guild has 8,000 members but the number of living writers who have published works during the last half century probably amounts to far more than one hundred thousand. As Judge Chin observed, 6,800 living writers—nearly as many as are members of the Guild—chose to opt out of Google Book Search, and many objected in memoranda to the court that they did not consider themselves represented by the Guild. Some, especially academics who do not live from their pens, said they cared more about the diffusion of their writing than about the small amounts that they might gain by sales.


Sixth, in the course of administering its sales, both of individual books and of access to its data base by means of institutional subscriptions, Google might abuse readers’ privacy by accumulating information about their behavior. Google could know who its readers were, precisely what they read, and when they did the reading. The ASA provided some assurances about this danger, but Judge Chin recommended more, should the ASA be revised and resubmitted to the court.


The cumulative effect of these objections, elaborated in 500 memoranda filed with the court and endorsed in large part by Judge Chin’s decision, could give the impression that the settlement, even in its amended version, is so flawed that it deserves to be pronounced dead and buried. Yet it has many positive features. Above all, it could provide millions of people with access to millions of books. If the price were moderate, the benefit would be extraordinary, and the result would give new life to old books, which rarely get consulted from their present locations on the remote shelves or distant storage facilities of research libraries. Google also committed itself to furnish its service free of charge on at least one terminal in all public libraries, to adapt the digitized texts to the needs of the visually impaired, and to make its data available for large-scale, quantitative research of the “non-consumptive” kind.


WE KNOW PUBLIC LIBRARIES ARE BEING PRIVATIZED TO GLOBAL BANKING 1% AND CLOSED-----HOW WILL THE FURNISHING SERVICE FREE OF CHARGE HELP 99% WE THE PEOPLE?


How can these advantages be preserved without the accompanying drawbacks? By creating a Digital Public Library of America (DPLA)—that is, a collection of works in all formats that would make our cultural heritage available online and free of charge to everyone everywhere.

OH, REALLY???????

Having [argued so often] (http://www.nybooks.com/blogs/nyrblog/2010/oct/04/library-without-walls/) for this alternative to Google Book Search, I may fall victim to the syndrome known in France as preaching for one’s own saint. Instead of repeating the arguments, I would like to show how the case for the DPLA would look if seen from the perspective of similar attempts in other countries.


The most impressive attempts to create national digital libraries are taking shape in Norway and The Netherlands. They have state support, and they involve plans to digitize books covered by copyright, even those that are currently in print, by means of collective agreements--not legalistic devices like the class action suit employed by Google and its partners, but voluntary arrangements, which reconcile the interests of the authors and publishers who own the rights with those of readers who want access to everything in their national languages. Of course, the number of books in Norwegian and Dutch is small compared with those in English. To form an idea of what could be done in the United States, it is better to study another venture, the pan-European digital library known as [Europeana] (http://www.europeana.eu/portal/aboutus.html).


Europeana is still in a formative phase, but its basic structure is well developed. Instead of accumulating collections of its own, it will function as an aggregator of aggregators—that is, it will standardize data that flows in from providers in centralized locations, which themselves will have integrated data derived from many individual sources. Information will therefore be accumulated and coordinated at three levels: particular libraries will digitize their collections; national or regional centers will integrate them into central data bases; and Europeana will transform those data bases, from 27 constituent countries, into a single, seamless network. To the users, all these currents of information will remain invisible. They will simply search for an item—a book, an image, a recording, or a video—and the system will direct them to a digitized version of it, wherever it may be, making it available for downloading on a personal computer or a hand-held device.


To deliver such service, the system will require not only an effective technological architecture but also a way of coordinating the information required to locate the digitized items—“metadata,” as librarians call it. The staff of Europeana at The Hague has perfected a code to harmonize the metadata that will flow into it from every corner of the Continent. Unlike Google, it will not store digital files in a single data base or server farm. It will operate as a nerve center for what is known as a “distributed network,” leaving libraries, archives, and museums to digitize and preserve their own collections in the capillary system of the organic whole.


A digital library for America might well follow this model, although Europeana has not yet proven its viability. When a prototype went live on November 20, 2008, it was flooded with so many attempts at searches that the system crashed. But that failure can be taken as testimony to the demand for such a mega-library. Since then, Europeana has enlarged its capacity. It will resume functioning at full tilt in the near future; and by 2015 it expects to make thirty million items, a third of them books, available free of charge.


Who will pay for it? The European Union, drawing on contributions from its member states. (Europeana’s current budget is 4,923,000 euros, but most of the expenses fall on the institutions that create and preserve the digital files.) This financial model may not be suitable for the United States, but we Americans benefit from something that Europe lacks, a rich array of independent foundations dedicated to the public welfare. By combining forces, a few dozen foundations could provide enough money to get the DPLA up and running. It is impossible at this point to provide even ballpark estimates of the overall cost, but it should come to less than the 750 million euros that President Sarkozy pledged for the digitization of France’s “cultural patrimony.”


Once its basic structure has been erected, the DPLA could be enlarged incrementally. And after it has proven its capacity to provide services—for education at all levels, for the information needs of businesses, for research in every conceivable field—it might attract public funds. Long-term sustainability would remain a problem to be solved.


Other problems must be confronted in the near future. As the Google case demonstrated, nearly everything published since 1923, when copyright restrictions begin to apply, is out of bounds for digitization and distribution. The DPLA must respect copyright. In order to succeed where Google failed, it will have to include several million orphan books; and it will not be able to do that unless Congress clears the way by appropriate legislation. Congress nearly passed orphan-book bills in 2006 and 2008. It failed in part because of the uncertainty surrounding Google Book Search. A not-for-profit digital library truly devoted to the public welfare could be of such benefit to their constituents that members of Congress might pass a new bill carefully designed to protect the DPLA from litigation should holders of rights to orphan books be located and bring suit for damages.


Even better, Congress could create a mechanism to compensate authors for the downloading of books that are out of print but covered by copyright. Voluntary collective agreements among authors of in-print books, similar to those in Norway and The Netherlands, could make much contemporary literature accessible through the DPLA. The copyright problems connected with works produced outside the United States might be resolved by agreements between the DPLA and Europeana as well as by similar alliances with aggregators on other continents. “Born digital” items in diverse formats (among them the growing number of ebooks that do not also appear in printed form) pose still more problems. But the non-commercial character of the DPLA and its commitment to the public good would make all such difficulties look less formidable than they seemed to be when they were confronted by a company intent on maximizing profit at the expense of the public.



In short, the collapse of the settlement has a great deal to teach us. It should help us emulate the positive aspects of Google Book Search and avoid the pitfalls that made Google’s enterprise flawed from the beginning. The best way to do so and to provide the American people with what they need in order to thrive in the new information age is to create a Digital Public Library of America.


_____________________________________________

As our US public K-university becomes nothing but online lessons and virtual schools killing all our strong US educational structures and even taking the real estate to global banking----as we allow online lessons replace textbooks---as we allow online digitized books replace all sources students need to support their studies---as we allow all books to be digitized that strong students need in order to excel-----we are MOVING FORWARD to only global corporate campuses having access to internet-----we KNOW global GOOGLE and these global 2% player digitizers will not allow UNIVERSAL ACCESS TO GLOBAL GOOGLE DIGITAL LIBRARY.

We are setting the stage for our US 99% of WE THE PEOPLE to become those DARK AGES serfs and slaves never knowing REAL INFORMATION---never able to access what we need to escape that DARK AGES enslavement.
IT IS EASY PEASY TO REBUILD OUR STRONG US PUBLIC K-UNIVERSITY---WE SIMPLY HAVE TO STOP MOVING FORWARD TO GET RID OF ALL GLOBAL BANKING 5% POLS AND PLAYERS.

Study on online charter schools: ‘It is literally as if the kid did not go to school for an entire year’


 By Valerie Strauss Email the author

October 31, 2015

A new study on the effectiveness of online charter schools is  nothing short of damning — even though it was at least partly funded by a private pro-charter  foundation. It effectively says that the average student who attends might as well not enroll.


The study was done by the Center for Research on Education Outcomes, known as CREDO, and located at Stanford University, in collaboration with the Center on Reinventing Public Education at the University of Washington and Mathematica Policy Research. CREDO’s founding director, Margaret Raymond, served as project director. CREDO receives funding from the pro-charter Walton Family Foundation, which provided support for the new research.


CREDO has released a number of reports in recent years on the effectiveness of charters — using math and reading standardized test scores as the measure — which collectively conclude that some perform better than traditional public schools and some don’t. In its newest report, released this week, CREDO evaluated online K-12 charter schools. There are 17 states with online charter students: Arizona, Arkansas, California, Colorado, Florida, Georgia, Louisiana, Michigan, Minnesota, Nevada, New Mexico, Ohio, Oregon, Pennsylvania, Texas, Utah and Wisconsin, as well as the District of Columbia.


The study sought to answer this question: “How did enrollment in an online charter school affect the academic growth of students?”

AS CREDO AND STANFORD UNIVERSITY GREAT BIG GLOBAL BANKING 1% PLAYER INSTITUTIONS KNOW----LEFT SOCIAL PROGRESSIVE ACADEMICS BACK IN 1960-70S ALREADY PROVIDED THESE DATA SAYING ONLINE LESSONS KILLED ACHIEVEMENT AND LEARNING. 
  Academic growth, as mentioned before, is measured by standardized test scores for the purpose of this study, which evaluated scores from online charter students between 2008 and 2013 and compared them to students in traditional public schools (not brick-and-mortar charters). Here are some of the findings:

• Students in online charters lost an average of about 72 days of learning in reading.

• Students in online charters lost 180 days of learning in math during the course of a 180-day school year. Yes, you read that right. As my colleague Lyndsey Layton wrote in this story about the study, it’s as if the students did not attend school at all when it comes to math.
• The average student in an online charter had lower reading scores than students in traditional schools everywhere except Wisconsin and Georgia, and had lower math scores everywhere except in Illinois, Michigan and Wisconsin.

Layton quoted Raymond as saying, “There’s still some possibility that there’s positive learning, but it’s so statistically significantly different from the average, it is literally as if the kid did not go to school for an entire year.”


The implications for the results, according to the study:

1. Current online charter schools may be a good fit for some students, but the evidence suggests that online charters don’t serve very well the relatively atypical set of students that currently attend these schools, much less the general population. Academic benefits from online charter schools are currently the exception rather than the rule. Online charter schools provide a maximum of flexibility for students with schedules which do not fit the TPS [traditional public school] setting. This can be a benefit or a liability as flexibility requires discipline and maturity to maintain high standards. Not all families may be equipped to provide the direction needed for online schooling. Online charter schools should ensure their programs are a good fit for their potential students’ particular needs.
   
2. Current oversight policies in place may not be sufficient for online charter schools. There is evidence that some online charter schools have been able to produce consistent academic benefits for students, but most online charter schools have not. The charter bargain has been “Flexibility for Accountability” and all charter schools must be held to that concept. Authorizers must step up to their responsibilities and demand online charter providers improve outcomes for students. Authorizers should hold a firm line with those schools which cannot meet their end of the charter bargain.
   
3. States should examine the current progress of existing online programs before allowing expansion. Online schools have the potential to serve large numbers of students with practically no physical restraints on their expansion. As such, mechanisms which have typically played a role in regulating the growth of brick-and-mortar schools such as facility construction and limited potential student pools do not exert pressure on online schools. Without these natural constraints, online schools have the potential to expand more rapidly than traditional schools. This makes it critical for authorizers to ensure online charter schools demonstrate positive outcomes for students before being allowed to grow and that online charter schools grow at a pace which continues to lead to improved outcomes for their students.

It’s hard to overlook the language in these recommendations.

“The evidence suggests that online charters don’t serve very well the relatively atypical set of students that currently attend these schools, much less the general population.” Suggest?


“Current oversight policies in place may not be sufficient for online charter schools.” May?

____________________________________________
THE HOLY GRAIL is myth-making by those same global banking 1% dangling the thoughts of wealth and power before our 5% freemason/Greeks.

We discussed the WIZARD OF OZ with the YELLOW BRICK ROAD------with the BIG DEAD HEAD hiding a 5% player behind the curtain----that KINGDOM OF OZ where all that you need is simply supplied----SHANGRAI-LA!
These are all global banking marketing ploys sold to draw people to the PYRAMID SCAM.
...
THE HOLY GRAIL represents ANYTHING-----if someone is willing to devote a life seeking the GRAIL----what is most precious to that person will manifest as that GRAIL. PONCE DE LEON had a grail looking like the FOUNTAIN OF YOUTH------
For CORONADO that grail was a CITY OF GOLD----

'Coronado dies, without finding the fabled cities of gold ...
www.history.com/this-day-in-history/coronado...

Article Details: Coronado dies, without finding the fabled cities of gold'.

Our LOVETT novel seems to make the quest of grail about SPIRIT/SOUL. Finding that grail of entry into GOD'S KINGDOM---HEAVEN.

CLINTON/BUSH/OBAMA and their foreign sovereignty MALTA as human resources are very good in identifying those 5% players LIVING JUST FOR TODAY---SHOW ME THE MONEY folks. Global banking plays on individual PASSIONS---our idea of what a GRAIL would be while history repeats itself as the GRAIL of OLD WORLD GLOBAL 1% KINGS AND QUEENS has always been accumulating wealth and power anyway they can.

LOVETT'S grail novel is entertaining. LOVETT wrote that novel to promote global banking 1% policy of GLOBAL DIGITALIZED LIBRARY that only the global 1% will be able to access. When our US and global 99% of citizens get mad at what global banking is MOVING FORWARD----remember---it was those 5% to the 1% freemason/Greek players black, white, and brown players giving global banking 1% their power.....hold them accountable---please don't harm 99% of WE THE PEOPLE black, white, and brown citizens having nothing to do with these few decades of KILLING AMERICA.




  NO MORE WARS AND CIVIL UNREST----NOT IN US FOREIGN ECONOMIC ZONES!




'What does the Bible say about the holy grail (sangreal)?


holy grail, sangreal

Question: "What does the Bible say about the holy grail (sangreal)?"

Answer: The Bible has nothing to say about the Holy Grail because the existence of the Holy Grail is nothing but a mythical legend that has been popularized recently by such books as The DaVinci Code and a renewed interest in King Arthur'.

What does the Bible say about the holy grail (sangreal)?

Question: "What does the Bible say about the holy grail (sangreal)?"

Answer: The Bible has nothing to say about the Holy Grail because the existence of the Holy Grail is nothing but a mythical legend that has been popularized recently by such books as The DaVinci Code and a renewed interest in King Arthur.

There are many legends surrounding the Holy Grail; however, most scholars believe the original source of the legends is a Celtic myth of a horn of plenty (or cauldron or other vessel). This vessel was supposed to be the source of all things good, such as unquenchable food, health, success in battle, etc. According to the legend, this vessel was the source of divine favor because it was thought to be the cup that Jesus used at the Last Supper, or a cup that had caught Jesus' blood as He hung on the cross. However, not all early Grail stories are consistent on even this. In some stories the Grail is a cup, while in others it is a cauldron or a stone. In these mythical stories, the importance is not what the Grail is but what it represents, which is divine power.

The most popular of these stories says that the Holy Grail was the cup that Jesus used at the Last Supper and that Joseph of Arimathea later used to collect drops of Jesus’ blood at the crucifixion. This legend has it that Joseph of Arimathea or his descendants brought the cup to Britain where it was lost. This is where the legend of the Holy Grail becomes intertwined with the legend of King Arthur and his knights. Because this mythical vessel was supposed to be the source of all things good and the source of divine favor, those who were noble and pure in heart—such as King Arthur and his knights—desired to possess it and use its power for good.

These legends of the Holy Grail were the most popular in the twelfth and thirteenth centuries, which were the darkest of the Dark Ages. At this time Europe was a spiritual wasteland, and people looked to legends such as these for hope as the tales represented a lost golden age and the efforts to regain it. The legend of the Holy Grail seems to arise out of the Celtic church’s claim to apostolic succession, which they traced back through Joseph of Arimathea to the apostle John. In the midst of oppression by the Catholic Church, which claimed that its apostolic succession and priesthood authority was through the apostle Peter, the legend of the Holy Grail represented hope to the Celtic church through an alternate line of apostolic succession. While the Catholic Church claimed that they were the only church with apostolic authority, the Holy Grail became a tangible symbol of the Celtic church’s claim to equal authority, also by a direct line of apostolic succession.

While the mythical stories of a Holy Grail make for interesting reading and exciting movies, they should not be of great concern for true Christians. As born-again believers in Christ, our hope is not in some vessel that might have held Christ’s blood or might have been used by Him at the Last Supper; our hope and assurance are in His sinless life, His atonement on the cross, His resurrection from the dead, and His promise of eternal life to all who believe in Him. Christians do not need to look to a priest who traces his authority back to Christ by apostolic succession when we have the authority of the Word of God and direct access to the only mediator between man and God, Jesus Christ (1 Timothy 2:5).

'US News began publishing ratings in 1983, roughly 15 years before Baby Boomers' children started going to college in big numbers'.

We see from yesterday's post that global banking placed MOVING FORWARD on steroids during REAGAN/CLINTON setting the stage for ROBBER BARON fleecing of America right as our BABY BOOMER children were heading to college.  Baby boomers fought that WW2--Korean---Vietnamese Wars now their children were to benefit from all that FREEDOM, LIBERTY, JUSTICE, AND PURSUIT OF HAPPINESS.

What happened was the opposite.  Those US colleges and universities being tied to global banking corporatization were heavy with GREEK LIFE.  Before late 1980s and 90s we had strong REAL LEFT SOCIAL PROGRESSIVES in our US public K-university and we had a strong voice in media.  What we discuss every day NOW is exactly what was mainstream back in 1960s---70s----80s.  We KNEW where MOVING FORWARD was going back then as now---and we KNEW what the MASTER PLAN for bringing our US cities to FAILED STATES to rebuild as US FOREIGN ECONOMIC ZONES would look like. 

This is when our US higher education went from educating our US students to be CITIZENS----STRONG BUSINESS LEADERS working in our communities to build REAL free market economies----to PLEDGING TO WORK FOR GLOBAL BANKING 1%-----handing over their status as US CITIZENS.

This hit our US 99% of WE THE PEOPLE black, white, and brown citizens hard-----but private schools were tying their children to being 5% players in higher rates then our public schools. 

BOTH GRADUATES OF THESE US SCHOOLS ENDED THOSE SOVEREIGN RIGHTS AS CITIZENS.

We discussed our K-12 private schools earlier---like BOYS LATIN, GILMAN SCHOOL, BRYN MAWR et al as being made the school of choice for those 5% players as our US city public schools were defunded and made dysfunctional.  We also showed how these private K-12 are slated to be closed and disappear.  All US 99% of students black, white, and brown citizens whether private schooled parents or public schooled parents are going to be funneled into these pre-K education testing vocational tracking structures MOVING FORWARD as RACE TO THE TOP/COMMONER CORE.

While REAL left social progressives have always fought for integrated public schools meaning not only race but gender----we never had any problem with parents choosing these exclusive schools. What happened during REAGAN/CLINTON as those 5% players being made to feel they were WINNERS were funneled through these private schools then opening them to US IVY LEAGUES was the killing of our 99% WE THE PEOPLE from having REAL INFORMATION to having myth-making and propaganda.


The Power of a Girls' School

An all-girls' environment provides a wonderful opportunity for girls to explore who they are as young women and scholars without social pressure. It's good to be smart at Bryn Mawr! Our students are academically engaged, inquisitive and not afraid to speak their minds. Enthusiasm for all subjects – including math, science, public speaking and technology – is nurtured from the youngest age; no discipline is "off limits" for girls. At Bryn Mawr, students collaborate with their fellow students in the classroom, on a sports team, while planning club activities and more. Girls learn quickly that they have much to offer and much to learn from one another, leading to true lifelong friendships.





Leadership Opportunities

Leadership opportunities abound in student government, clubs and athletics. Bryn Mawr students plan, propose and lead over 40 clubs each year (Princeton Model Congress, Operation Smile, Environmental Coalition, "The Quill" newspaper and Mock Trial, to name just a few). Bryn Mawr girls gain confidence in their leadership abilities as they prepare election speeches for class officer positions, speak to prospective families as leaders of the Ambassador Club or learn to run a meeting in their role as club president.





Athletic Opportunities

With hundreds of girls who like to play everything from ice hockey to squash, the variety and levels of athletics offerings at Bryn Mawr is staggering! Team bonding and spirit are celebrated at Bryn Mawr. Whether an ace tennis player or the team manager, each girl's contribution is valued. Many girls continue to play their chosen sports in college.



Arts Offerings

Bryn Mawr girls can be found building stage sets, developing photos in the darkroom, starring in the fall musical, playing the cello in a string ensemble and more. Dance, music, theatre and the fine arts are integral parts of the curriculum at Bryn Mawr and are enjoyed by novices and serious aficionados alike. Bryn Mawr girls feel free to try their hands at many things, supported by their teachers and classmates.



Social and Emotional Support

In this complicated and fast-paced world there are many issues that pertain to girls and their development. At Bryn Mawr, we speak about these topics freely. This comfortable atmosphere, with strong female role models as positive mentors, enables our students to open up, and share their feelings and know they are not alone. It is this nurturing environment that allows girls to truly become comfortable with themselves.
Bryn Mawr offers girls the academic and personal support they need to develop from young girls into confident young women.Acknowledgements

Bryn Mawr is proud to be a member of the National Coalition of Girls Schools. For more information on the many advantages of a girls' school, view the NCGS video above or visit www.ncgs.org.

• • Apple Distinguished School
    2013-2017

Located in Baltimore, Maryland, The Bryn Mawr School is a private all-girls kindergarten, elementary, middle and high school with a coed preschool for ages 2 months through 5 years. Bryn Mawr provides students with exceptional educational opportunities on a beautiful 26-acre campus within the city limits. Inquisitive girls, excellent teaching, strong student-teacher relationships and a clear mission sustain our vibrant school community where girls always come first.

***************************************************************

Boys' Latin of Philadelphia Charter School - Wikipedia

en.wikipedia.org/wiki



/Boys%27_Latin_of_Philadelphia_Charter_School
Boys' Latin of Philadelphia Charter School is a Pennsylvania approved secondary charter school located in Philadelphia, Pennsylvania.


___________________________________________



It was this MOVING FORWARD policy by global banking to kill our US strong public education both private and public schools -----capturing employment and jobs to only those 5% freemason/Greek players these few decades including those foreign student global 1% and their 2% which is causing massive unemployment for today's US WE THE PEOPLE black, white, and brown citizen college grads.  Not that they are less educated----not that they are not as smart as those 5% players-----it is orchestrated by global banking 1% killing of our US standards of life.

The massive global banking frauds and government corruption during ROBBER BARON few decades has set the stage for the next round of MANUFACTURED CRISES including the further defunding and attack on our US school system.....MOVING FORWARD to ONE WORLD ONLINE COMMONER CORE for the 99% of WE THE PEOPLE vs the ONE WORLD ONLINE GLOBAL IVY LEAGUE education for only those global 1%.

THIS IS BACK TO DARK AGES FOR US WE THE PEOPLE black, white, and brown citizens===as well as our 99% of new immigrant citizens.

SCHOOLING TAKING OUR CHILDREN NOWHERE.

We showed earlier how AFFINITY GROUPS are being tied to MOVING FORWARD US FOREIGN ECONOMIC ZONE AND SMART CITY policies being global banking pushers of job policies-----college grads need to get this degree that vocational training ----after which these US citizens graduate and there is NO JOB FOR THEM---now its another job training employment category.

THIS GLOBAL BANKING ECONOMY STARTED DURING REAGAN/CLINTON HAS ALWAYS HAD THESE GOALS.  CONTROLLING THE ECONOMY AND JOB EMPLOYMENT THEN TYING OUR US SCHOOLS TO THAT CAPTURED ECONOMY.


Why are so many students failing to find good jobs after college?


By Jeffrey J. Selingo December 16, 2016  Washington Post


College freshmen now regularly say the No. 1 reason to attend college is to “get a better job,” according to a major annual survey of incoming students conducted by UCLA. Before 2006, students told researchers that the top reason to go to college was to “learn about things that interest me.”


That college is seen as a training ground for a job is perceived by professors as anathema to their mission of broadly educating students. Most will tell you that their job is not to get their students a job after graduation. As a result, that responsibility is usually left to career centers, which typically are underfunded and often tucked away in a corner of campus that students don’t find until their senior year, if ever.



And for the most part, career centers are failing students, according to new research out this week from Gallup and Purdue University.


In a survey of more than 11,000 college graduates, the Gallup-Purdue Index found that fewer than half of recent graduates — those who graduated since 2010 — found the career center helpful or very helpful. And that’s just among the students who visited the career center at least once. Six in 10 recent graduates said they never visited the career office as an undergraduate.



Among the graduates of all years who said in the survey that career services were very helpful, 49 percent of them said that they had a good job waiting for them after graduation. Just 15 percent who said career services weren’t helpful said the same about their job prospects after graduation.



No wonder so many students are struggling to launch after college. Nearly half of new graduates are underemployed, working jobs that don’t require a bachelor’s degree, according to the Federal Reserve Bank of New York. A study that was released last week found that the likelihood young adults will earn more than their parents has fallen dramatically in the past few decades. Just half of Americans born in 1984 earned more at age 30 than their parents did at the same age.



College officials will defend their career services by saying students share the responsibility in finding a good job after graduation, and they are certainly right in that assessment. Students find jobs in all kinds of ways, not just by visiting the career center. The Gallup survey found that 20 percent of students acquired an internship or job through a friend. Another half found their jobs through professors or other staff members on campus.


Such informal networks, often established for the first time in college, are the way many students find out about internships and jobs. It’s the reason students, and especially their parents, drive themselves crazy to get into Stanford or Harvard. It’s not because the education is so much better at those places; it’s because of the network students connect to, through the parents of their classmates, alumni, and eventually through the students themselves when they become alumni.



Navigating that network, however, is difficult for many students. Fewer than half of college seniors in the annual National Survey of Student Engagement, a poll of college freshmen and seniors, said they talked often with a faculty member about their career plans.


At selective colleges, students who lack social capital, particularly lower-income students, often find it tough to plug into a network. Affluent students typically can draw on family resources after college to make up for their weak academic records as undergraduates, according to a study of freshmen women at Indiana University that resulted in the 2013 book, Paying for the Party.



So while a group of elite colleges pledged this week to enroll 50,000 more low-income students in the coming decade, they will need to do more than just provide them the aid for tuition and living expenses. Those students will need help in navigating the informal campus networks, and in getting the internships during college that are of increasing importance for landing a good job afterward.



One way that colleges can better support low-income students in finding meaningful work is through the federal work-study program. The federal government picks up 75 percent of the cost of students in the program (with the colleges picking up the other 25 percent). But most of those jobs are on campus, and typically low-skill jobs, such as in the dining hall or as office assistants or working the desk at the recreation center — positions that usually don’t provide students with many marketable skills.



While there are some limitations, colleges can partner with off-campus employers and use work study funds to place students in jobs that will help their résumés. But colleges with tight budgets prefer to fill on-campus jobs with work-study students, and many financial-aid officials say they don’t have the time or the expertise to establish partnerships with off-campus employers.


The economy and the job market have evolved in ways that make the typical college playbook for preparing students for post-graduation no longer relevant. Graduates expect colleges to help them find jobs. Those in the Gallup-Purdue survey who said their career offices were helpful were three times more likely than those who didn’t to think their degrees were worth the price and two and half times more likely to donate to their schools.


Perhaps it’s that last finding that will finally persuade colleges — and even professors — that it’s part of their job to help students find jobs.

_______________________________________



We discussed how our US FEDERAL UNEMPLOYMENT stats went from showing a reasonable picture of our US labor employment when our US economy was booming BEFORE REAGAN era started sending our US corporation overseas.  Since REAGAN/CLINTON those US FEDERAL EMPLOYMENT STATS were being made by global banking 1% GLOBAL MITRE AND RAND CORPORATION bringing what was closely accurate Federal data to being JUKED DATA to be used as propaganda.  As with our national media myth-making on US unemployment these few decades---below we see myth-making with the DECLINE OF AMERICAN CHILDREN earning more than their parents.  Who is making these myth-making stats?  HARVARD AND STANFORD global hedge fund IVY LEAGUES.


'The Fading American Dream: Percent of Children Earning More than their Parents, by Year of Birth


Equality of Opportunity Project, 2016'

'Friedman - along with economists Raj Chetty at Stanford and Nathaniel Hendren at Harvard - started the Equality of Opportunity Project'

THE EQUALITY OF OPPORTUNITY PROJECT headed by global banking 5 % players is FAKE NEWS.  It doesn't take a rocket scientist to understand that our US 99% went from GREAT DEPRESSION where a super-majority of US citizens were impoverished by global banking ROBBER BARON ROARING 20s' frauds-----to having each generation after earning more than their parents.  Even through 1980s and 90s-----it was REAGAN?CLINTON era that sent US corporation overseas to hand to OLD WORLD GLOBAL 1% KINGS AND QUEENS in mergers and acquisitions.

It is true these attacks on US 99% wealth started during CARTER 1970s in his union-busting and creation of FEDERAL ENERGY AGENCY that led to OIL AND GAS DEREGULATION AND CONSOLIDATION soaking 99% of WE THE PEOPLE for energy costs......but those numbers of US citizens hit were in the millions while our US population was reaching 300 million.


HECHINGERREPORT has always been a far-right global banking 1% corporate education media outlet here filling EDUCATION AND WEALTH STATS created by far-right wing global banking STANFORD, HARVARD, AND BROWN UNIVERSITY.....all myth-making and FAKE DATA. All this FAKE DATA is created to make it appear a US college education does nothing for 99% of black, white, and brown US citizens---

Lumina Foundation
April 23 at 1:42pm · Some colleges and universities are doing more to improve economic and social mobility. In this Educate podcast, APM Reports foreshadows its upcoming documentary on this topic, speaking with John Friedman, founder of Brown University's Equality of Opportunity Project.



Are America's colleges promoting social mobility?


Economists dig into the data to understand which schools are doing the most to help revive the American Dream.

April 23, 2018 | by Emily Hanford

Back in the 1980s, Derek Peterson was admitted to Stony Brook University in New York as part of a special program for low-income students who show potential but aren't fully prepared for college.


"There were a lot of people who said you're not going to be able to do it," he says. "The school is really tough."


But he did do it. Peterson graduated in 1988 with a degree in computer science and applied mathematics. Now he's a wealthy tech entrepreneur and he's setting up a scholarship at Stony Brook to honor his father, who never finished college.


Peterson is an example of someone who rose from modest means with the help of a college degree.


Stories of upward mobility were once a key feature of American life. Children born in the 1940s were almost guaranteed to grow up and earn more than their parents did.


RELATED   🎧 A Better Life: Creating the American Dream

But upward mobility has stalled, according to Brown University economist John Friedman.


"By the time you get to when I was born in 1980, only 50 percent of kids earn more than their parents do," he says.

The Fading American Dream: Percent of Children Earning More than their Parents, by Year of Birth
Equality of Opportunity Project, 2016

We're working on a documentary about college and social mobility. Tell us your story. Did going to college change your social class? Listen for the documentary on the podcast and on public radio stations nationwide beginning August 2018.

Friedman - along with economists Raj Chetty at Stanford and Nathaniel Hendren at Harvard - started the Equality of Opportunity Project to try to figure out what has led to the erosion of the American Dream, and how it can be revived. One of the things they're investigating is the role of higher education. In particular, they want to know which colleges in America are doing the most to promote upward mobility.



They examined millions of anonymous tax forms and financial aid records covering everyone who went to college in the United States between 1999 and 2013. They're now looking at the family income of every student before they went to college, and again when they are in their 30s. With this data, Friedman and his colleagues have created a mobility report card for every college. A college's mobility rate is defined as the percentage of students who come from the lowest income families (the bottom 20 percent of the income distribution) and make it to the top (the highest 20 percent).

It turns out Stony Brook University, where Peterson went, is one of the best colleges in America when it comes to promoting mobility.

________________________________________


'The State of Maryland is now accepting applications for its BOOST scholarship program for the 2018-19 school year! Now in its third year, the BOOST Program awards scholarships to income-eligible K-12 students to be used for attendance at any eligible nonpublic school'.

As private schools are made CHARTER SCHOOLS---like BRYN MAWR, BOYS LATIN, et al we KNOW what are being called CHARTERS will morph into GLOBAL CORPORATE CAMPUS SCHOOLS----no religion---no strong US public education.

MARYLAND and BALTIMORE always escape those national maps showing MOVING FORWARD ONE WORLD US FOREIGN ECONOMIC ZONE march to ending US public education but we are totally captured by these global banking 1% corporate school structures.

NO BOOST happening here for our US low-income or any other US 99% WE THE PEOPLE.



About Us
The BOOST Scholarship Coalition

Application Information


The State of Maryland is now accepting applications for its BOOST scholarship program for the 2018-19 school year! Now in its third year, the BOOST Program awards scholarships to income-eligible K-12 students to be used for attendance at any eligible nonpublic school. Additionally, a portion of BOOST funding will be directed for higher scholarships to assist students with special needs. This year, there’s $7.6 million available, so please apply!



Who’s eligible for BOOST Scholarships?



• Public school students, as well as current nonpublic school students.
• Students whose family incomes are at or below the following (include all members of household in count):

• Family of 2: $30,044
• Family of 3: $37,777
• Family of 4: $45,510
• Family of 5: $53,243

Click below to apply for BOOST through the State of MarylandThe 2018-2019 school year application through the State Department of Education is now available.




The application deadline for the 2018-19 school year will be May 21, 2018, at 5:00 p.m.
Please visit www.marylandpublicschools.org/boost to apply.
Por favor visite www.marylandpublicschools.org/boost para aplicar.




**PLEASE NOTE that this website is put forth by the nonprofit BOOST Coalition to direct parents toward the application and other information through the Maryland State Department of Education, which official administers the scholarship program for the State. The link above will take you to the official application.

2018-2019 BOOST Income Eligibility Guidelines


Click here to see if your family meets the income threshold to receive a BOOST scholarship award.

Eligible Participating SchoolsA list of eligible participating schools for 2018-2019 through the Maryland State Department of Education can be found here.

BOOST Coalition · email: info@EducationMaryland.org · phone: 443-510-4501

___________________________________________

No US state is being hit harder by RACE TO THE TOP and COMMONER CORE global banking 1% attack on our US public education K-UNIVERSITY than WISCONSIN. It has long been global banking CLINTON NEO-LIBERAL capture of our DEMOCRATIC PARTY. Here we have that EDUCATION CANDIDATE as DEMOCRAT-----she is tied to SCHOOL BOARD-----yet we cannot find ANYWHERE in her campaign discussion of education the goals of STOPPING MOVING FORWARD----the goals of STOPPING RACE TO TOP/COMMONER CORE----the goals of getting global banking 1% out of our government by ending the designation of US FOREIGN ECONOMIC ZONES.

We have discussed often how our US AFT---WEINGARTEN et al as 5% global banking players as labor union leaders are partnered with global banking. This is why in US we do not have protests against GORILLA-IN-THE-ROOM education public policy. Please do not follow those 5% global banking freemason/Greek labor leaders----

LET'S JUST GET RID OF ALL GLOBAL BANKING POLS AND PLAYERS-----

Vote 2008



Cathy Myers launches teachers, students program to mobilize voters

• The Wisconsin Gazette
• Apr 25, 2018 Updated Apr 25, 2018

Cathy Myers, a Janesville School Board Member and Democrat running for Congress in Wisconsin’s 1st District, announced the launch of Teachers and Students for Cathy.



The program, which will employ students and teachers as summer organizers, is the campaign’s newest initiative to mobilize and engage voters in the district now represented by House Speaker Paul Ryan.


Myers faces Randy Bryce in the Democratic primary set for August.

“As a parent, and a teacher, I know that our public education system is crucially important -- and now, it’s under repeated attacks by Donald Trump and Betsy DeVos," Myers said in a news release. "I’m running for Congress to bring an educator’s perspective to the halls of the Capitol and protect public education from the Trump administration’s shameful attacks."
She added, “I’m thrilled to have the support of teachers and students in Wisconsin’s 1st District, and I know that their perspective is invaluable. That’s why I’m relying on them to help us carry this campaign across the finish line.”


Teachers and Students for Cathy is being launched teachers in multiple locations in the United States are striking to demand fair wages, decent working conditions and quality education for all students.


Myers previously organized her union’s strike center during a teachers’ strike at her school.

As part of Teachers and Students for Cathy, the campaign will pay organizers a living wage, provide housing and work with teachers and students to provide the resources, skills and training they need win elections .
Myers herself is a single mother of two and 24-year veteran high school teacher who is serving a second term on the Janesville School Board.

___________________________________________


Here are those GLOBAL BANKING 1% FREEMASON STARS-----the MOODY BLUES----singing our favorite hits in the 1960s. Without coincidence they are singing about those KNIGHTS IN WHITE SATIN---those OLD WORLD GLOBAL % KINGS AND QUEENS KNIGHTS OF MALTA----this being early US 1960s just after EISENHOWER AVIATION ACT attaching all our US Federal agencies to a foreign sovereignty MITRE CORPORATION/RAND CORPORATION.
NEVER REACHING THE END ======endless wars tied to the United States being driven by global banking 1% MALTA making America looking like the DESPOTS.
REAL LEFT SOCIAL PROGRESSIVES back in 1960s---70s---80s were educating just as we are today against global banking MOVING FORWARD goals of ONE WORLD ONE GOVERNANCE for only the global 1%.

Sadly, these global banking 1% freemason/Greek STARS are only living for today----SHOW ME THE MONEY--not caring what society will look like for our children and grandchildren----thinking they are WINNERS.
It took the 1970s and NIXON opening CHINA to bring MOVING FORWARD to fully speed beginning the sending of US corporations overseas and into the hands of GLOBAL BANKING 1% KINGS AND QUEENS.

AMERICA'S SECRET WAR????? OH, REALLY???????

Notice that global hedge fund IVY LEAGUE COLUMBIA 5% media giving US and global 99% FAKE NEWS.


Dean Vali Nasr cordially invites you to

A conversation on Directorate S:

The C.I.A. and America's Secret Wars in Afghanistan and Pakistan

With
Steve Coll
Author, Pulitzer Prize winner
Dean & Henry R. Luce Professor of Journalism, Columbia University School of Journalism


The Moody Blues - Nights In White Satin
One of the first official videos of "Nights In White Satin" in 1967. "Nights" in Paris. A timeless song. http://go.magik.ly/ml/5sra/ htt…
youtube.com


Nights in white satin, never reaching the end,
Letters I've written, never meaning to send
Beauty I've always missed, with these eyes before
Just what the truth is, I can't say anymore

'Cos I love you, yes I love you, oh how I love you

Gazing at people, some hand in hand
Just what I'm going through they can't understand
Some try to tell me, thoughts they cannot defend
Just what you want to be, you will be in the end

And I love you, yes I love you
Oh how I love you, oh how I love you

Nights in white satin, never reaching the end
Letters I've written, never meaning to send
Beauty I've always missed, with these eyes before
Just what the truth is, I can't say anymore

'Cos I love you, yes I love you
Oh how I love you, oh how I love you
'Cos I love you, yes I love you
Oh how I love you, oh how I love you

________________________________________

We will end this week's discussion of education public policy by returning to LOVETT'S LOST BOOK OF HOLY GRAIL and how GLOBAL GOOGLE'S digitization of all books globally so only the global 1% will be able to access these books of knowledge needed to understand REAL INFORMATION AND make the clearest pathway to REAL HISTORY------is being sold by those 5% players black, white, and brown citizens as being DEMOCRATIZING-----OPENING OPPORTUNITY FOR ALL 99% US AND GLOBAL WE THE PEOPLE.


Obviously that is not true----it is myth-making and propaganda.


What is MOVING FORWARD is consolidation of all the world's most important books, academic writings et al into ONE WORLD ONE DIGITAL LIBRARY for only the global 1%. As with that SEED BANK VAULT holding the pre-GMO seeds from around the world --only accessible by those dastardly global 1% OLD WORLD KINGS AND QUEENS----so too this is the goal of GLOBAL GOOGLE DIGITALIZATION OF ALL BOOKS.


Being educated by global COMMONER CORE online lessons written by global banking 1% having no access to BOOKS----not good for our US 99% of WE THE PEOPLE black, white, or brown citizens AND our 99% new immigrant citizens


NOBODY wins when our citizens' voices are allowed to be silenced------our 99% right wing citizens lose as well as our 99% left wing citizens....those 15th generation second removed on their father's side 5% players---going under the bus as well.

COME TOGETHER AS THAT 99% VS GLOBAL 1% ----LET'S JUST DO IT.

This is a long article---but please glance through--


Torching the Modern-Day Library of Alexandria

“Somewhere at Google there is a database containing 25 million books and nobody is allowed to read them.”

• James Somers
• Apr 20, 2017  THE ATLANTIC

You were going to get one-click access to the full text of nearly every book that’s ever been published. Books still in print you’d have to pay for, but everything else—a collection slated to grow larger than the holdings at the Library of Congress, Harvard, the University of Michigan, at any of the great national libraries of Europe--would have been available for free at terminals that were going to be placed in every local library that wanted one.



At the terminal you were going to be able to search tens of millions of books and read every page of any book you found. You’d be able to highlight passages and make annotations and share them; for the first time, you’d be able to pinpoint an idea somewhere inside the vastness of the printed record, and send somebody straight to it with a link. Books would become as instantly available, searchable, copy-pasteable—as alive in the digital world—as web pages.



It was to be the realization of a long-held dream. “The universal library has been talked about for millennia,” Richard Ovenden, the head of Oxford’s Bodleian Libraries, has said. “It was possible to think in the Renaissance that you might be able to amass the whole of published knowledge in a single room or a single institution.” In the spring of 2011, it seemed we’d amassed it in a terminal small enough to fit on a desk.


“This is a watershed event and can serve as a catalyst for the reinvention of education, research, and intellectual life,” one eager observer wrote at the time.
On March 22 of that year, however, the legal agreement that would have unlocked a century’s worth of books and peppered the country with access terminals to a universal library was rejected under Rule 23(e)(2) of the Federal Rules of Civil Procedure by the U.S. District Court for the Southern District of New York.



When the library at Alexandria burned it was said to be an “international catastrophe.” When the most significant humanities project of our time was dismantled in court, the scholars, archivists, and librarians who’d had a hand in its undoing breathed a sigh of relief, for they believed, at the time, that they had narrowly averted disaster.
* * *
Google’s secret effort to scan every book in the world, codenamed “Project Ocean,” began in earnest in 2002 when Larry Page and Marissa Mayer sat down in the office together with a 300-page book and a metronome. Page wanted to know how long it would take to scan more than a hundred-million books, so he started with one that was lying around. Using the metronome to keep a steady pace, he and Mayer paged through the book cover-to-cover. It took them 40 minutes.



Page had always wanted to digitize books. Way back in 1996, the student project that eventually became Google—a “crawler” that would ingest documents and rank them for relevance against a user’s query—was actually conceived as part of an effort “to develop the enabling technologies for a single, integrated and universal digital library.” The idea was that in the future, once all books were digitized, you’d be able to map the citations among them, see which books got cited the most, and use that data to give better search results to library patrons. But books still lived mostly on paper. Page and his research partner, Sergey Brin, developed their popularity-contest-by-citation idea using pages from the World Wide Web.



By 2002, it seemed to Page like the time might be ripe to come back to books. With that 40-minute number in mind, he approached the University of Michigan, his alma mater and a world leader in book scanning, to find out what the state of the art in mass digitization looked like. Michigan told Page that at the current pace, digitizing their entire collection—7 million volumes—was going to take about a thousand years. Page, who’d by now given the problem some thought, replied that he thought Google could do it in six.



Every weekday, semi trucks full of books would pull up at designated Google scanning centers.He offered the library a deal: You let us borrow all your books, he said, and we’ll scan them for you. You’ll end up with a digital copy of every volume in your collection, and Google will end up with access to one of the great untapped troves of data left in the world. Brin put Google’s lust for library books this way: “You have thousands of years of human knowledge, and probably the highest-quality knowledge is captured in books.” What if you could feed all the knowledge that’s locked up on paper to a search engine?


Hmmmm, BRIN and ZUCKERBERG known to have done the tour to all GLOBAL BANKING HEDGE FUND IVY LEAGUES like Johns Hopkins?  Both ending up with control of ONE WORLD ONE TECHNOLOGY GRID---


By 2004, Google had started scanning. In just over a decade, after making deals with Michigan, Harvard, Stanford, Oxford, the New York Public Library, and dozens of other library systems, the company, outpacing Page’s prediction, had scanned about 25 million books. It cost them an estimated $400 million. It was a feat not just of technology but of logistics.



Every weekday, semi trucks full of books would pull up at designated Google scanning centers. The one ingesting Stanford’s library was on Google’s Mountain View campus, in a converted office building. The books were unloaded from the trucks onto the kind of carts you find in libraries and wheeled up to human operators sitting at one of a few dozen brightly lit scanning stations, arranged in rows about six to eight feet apart.



The stations—which didn’t so much scan as photograph books—had been custom-built by Google from the sheet metal up. Each one could digitize books at a rate of 1,000 pages per hour. The book would lie in a specially designed motorized cradle that would adjust to the spine, locking it in place. Above, there was an array of lights and at least $1,000 worth of optics, including four cameras, two pointed at each half of the book, and a range-finding LIDAR that overlaid a three-dimensional laser grid on the book’s surface to capture the curvature of the paper. The human operator would turn pages by hand—no machine could be as quick and gentle—and fire the cameras by pressing a foot pedal, as though playing at a strange piano.


What made the system so efficient is that it left so much of the work to software. Rather than make sure that each page was aligned perfectly, and flattened, before taking a photo, which was a major source of delays in traditional book-scanning systems, cruder images of curved pages were fed to de-warping algorithms, which used the LIDAR data along with some clever mathematics to artificially bend the text back into straight lines.


At its peak, the project involved about 50 full-time software engineers. They developed optical character-recognition software for turning raw images into text; they wrote de-warping and color-correction and contrast-adjustment routines to make the images easier to process; they developed algorithms to detect illustrations and diagrams in books, to extract page numbers, to turn footnotes into real citations, and, per Brin and Page’s early research, to rank books by relevance. “Books are not part of a network,” Dan Clancy, who was the engineering director on the project during its heyday, has said. “There is a huge research challenge, to understand the relationship between books.”



At a time when the rest of Google was obsessed with making apps more “social”—Google Plus was released in 2011—Books was seen by those who worked on it as one of those projects from the old era, like Search itself, that made good on the company’s mission “to organize the world’s information and make it universally accessible and useful.”



It was the first project that Google ever called a “moonshot.” Before the self-driving car and Project Loon—their effort to deliver Internet to Africa via high-altitude balloons—it was the idea of digitizing books that struck the outside world as a wide-eyed dream. Even some Googlers themselves thought of the project as a boondoggle. “There were certainly lots of folks at Google that while we were doing Google Book Search were like, Why are we spending all this money on this project?,” Clancy said to me. “Once Google started being a little more conscious about how it was spending money, it was like, wait, you have $40 million a year, $50 million a year on the cost of scanning? It’s gonna cost us $300 to $400 million before we’re done? What are you thinking? But Larry and Sergey were big supporters.”


In August 2010, Google put out a blog post announcing that there were 129,864,880 books in the world. The company said they were going to scan them all.


Of course, it didn’t quite turn out that way. This particular moonshot fell about a hundred-million books short of the moon. What happened was complicated but how it started was simple: Google did that thing where you ask for forgiveness rather than permission, and forgiveness was not forthcoming. Upon hearing that Google was taking millions of books out of libraries, scanning them, and returning them as if nothing had happened, authors and publishers filed suit against the company, alleging, as the authors put it simply in their initial complaint, “massive copyright infringement.”
* * *
When Google started scanning, they weren’t actually setting out to build a digital library where you could read books in their entirety; that idea would come later. Their original goal was just to let you search books. For books in copyright, all they would show you were “snippets,” just a few sentences of context around your search terms. They likened their service to a card catalog.


Google thought that creating a card catalog was protected by “fair use,” the same doctrine of copyright law that lets a scholar excerpt someone’s else’s work in order to talk about it. “A key part of the line between what’s fair use and what’s not is transformation,” Google’s lawyer, David Drummond, has said. “Yes, we’re making a copy when we digitize. But surely the ability to find something because a term appears in a book is not the same thing as reading the book. That’s why Google Books is a different product from the book itself.”



It was important for Drummond to be right. Statutory damages for “willful infringement” of a copyright can run as high as $150,000 for each work infringed. Google’s potential liability for copying tens of millions of books could have run into the trillions of dollars. “Google had some reason to fear that it was betting the firm on its fair-use defense,” Pamela Samuelson, a law professor at UC Berkeley, wrote in 2011. Copyright owners pounced.


They had good reason to. Instead of asking for anyone’s permission, Google had plundered libraries. This seemed obviously wrong: If you wanted to copy a book, you had to have the right to copy it—you had to have the damn copyright. Letting Google get away with the wholesale copying of every book in America struck them as setting a dangerous precedent, one that might well render their copyrights worthless. An advocacy group called the Authors Guild, and several book authors, filed a class action lawsuit against Google on behalf of everyone with a U.S. copyright interest in a book. (A group of publishers filed their own lawsuit but joined the Authors Guild class action shortly thereafter.)



There’s actually a long tradition of technology companies disregarding intellectual-property rights as they invent new ways to distribute content. In the early 1900s, makers of the “piano rolls” that control player pianos ignored copyrights in sheet music and were sued by music publishers. The same thing happened with makers of vinyl records and early purveyors of commercial radio. In the 60s, cable operators re-aired broadcast TV signals without first getting permission and found themselves in costly litigation. Movie studios sued VCR makers. Music labels sued KazaA and Napster.


As Tim Wu pointed out in a 2003 law review article, what usually becomes of these battles—what happened with piano rolls, with records, with radio, and with cable—isn’t that copyright holders squash the new technology. Instead, they cut a deal and start making money from it. Often this takes the form of a “compulsory license” in which, for example, musicians are required to license their work to the piano-roll maker, but in exchange, the piano-roll maker has to pay a fixed fee, say two cents per song, for every roll they produce. Musicians get a new stream of income, and the public gets to hear their favorite songs on the player piano. “History has shown that time and market forces often provide equilibrium in balancing interests,” Wu writes.



But even if everyone typically ends up ahead, each new cycle starts with rightsholders fearful they’re being displaced by the new technology. When the VCR came out, film executives lashed out. “I say to you that the VCR is to the American film producer and the American public as the Boston strangler is to the woman home alone,” Jack Valenti, then the president of the MPAA, testified before Congress. The major studios sued Sony, arguing that with the VCR, the company was trying to build an entire business on intellectual property theft. But Sony Corp. of America v. Universal City Studios, Inc. became famous for its holding that as long as a copying device was capable of “substantial noninfringing uses”--like someone watching home movies—its makers couldn’t be held liable for copyright infringement.



“There was an opportunity to do something extraordinary for readers and academics in this country.”The Sony case forced the movie industry to accept the existence of VCRs. Not long after, they began to see the device as an opportunity. “The VCR turned out to be one of the most lucrative inventions—for movie producers as well as hardware manufacturers—since movie projectors,” one commentator put it in 2000.



It only took a couple of years for the authors and publishers who sued Google to realize that there was enough middle ground to make everyone happy. This was especially true when you focused on the back catalog, on out-of-print works, instead of books still on store shelves. Once you made that distinction, it was possible to see the whole project in a different light. Maybe Google wasn’t plundering anyone’s work. Maybe they were giving it a new life. Google Books could turn out to be for out-of-print books what the VCR had been for movies out of the theater.



If that was true, you wouldn’t actually want to stop Google from scanning out-of-print books—you’d want to encourage it. In fact, you’d want them to go beyond just showing snippets to actually selling those books as digital downloads. Out-of-print books, almost by definition, were commercial dead weight. If Google, through mass digitization, could make a new market for them, that would be a real victory for authors and publishers. “We realized there was an opportunity to do something extraordinary for readers and academics in this country,” Richard Sarnoff, who was then Chairman of the American Association of Publishers, said at the time. “We realized that we could light up the out-of-print backlist of this industry for two things: discovery and consumption.”



But once you had that goal in mind, the lawsuit itself—which was about whether Google could keep scanning and displaying snippets—began to seem small time. Suppose the Authors Guild won: they were unlikely to recoup anything more than the statutory minimum in damages; and what good would it do to stop Google from providing snippets of old books? If anything those snippets might drive demand. And suppose Google won: Authors and publishers would get nothing, and all readers would get for out-of-print books would be snippets—not access to full texts.

REMEMBER---THE WRITER'S GUILD IS TIED TO OLD WORLD GLOBAL 1% TRADE GUILDS----THEY ARE THOSE 5% PLAYERS----THIS LAWSUIT IS NOT THE PUBLIC POLICY GORILLA FOR 99% WE THE PEOPLE.

The plaintiffs, in other words, had gotten themselves into a pretty unusual situation. They didn’t want to lose their own lawsuit—but they didn’t want to win it either.
* * *
The basic problem with out-of-print books is that it’s unclear who owns most of them. An author might have signed a book deal with their publisher 40 years ago; that contract stipulated that the rights revert to the author after the book goes out of print, but required the author to send a notice to that effect, and probably didn’t say anything about digital rights; and all this was recorded on some pieces of paper that nobody has.



It’s been estimated that about half the books published between 1923 and 1963 are actually in the public domain—it’s just that no one knows which half. Copyrights back then had to be renewed, and often the rightsholder wouldn’t bother filing the paperwork; if they did, the paperwork could be lost. The cost of figuring out who owns the rights to a given book can end up being greater than the market value of the book itself. “To have people go and research each one of these titles,” Sarnoff said to me, “It’s not just Sisyphean—it’s an impossible task economically.” Most out-of-print books are therefore locked up, if not by copyright then by inconvenience.

THINK ABOUT THE LEGAL TERM OF 'PUBLIC DOMAIN'----IF GLOBAL GOOGLE DIGITIZES AND HARD BOOKS DISAPPEAR AND WE LOSE OUR ABILITY TO ACCESS INTERNET----IS THIS REALLY 'PUBLIC DOMAIN'?  PUBLIC LIBRARIES ARE 'PUBLIC DOMAIN'.

The tipping point toward a settlement of Authors Guild v. Google was the realization that it offered a way to skirt this problem entirely. Authors Guild was a class action lawsuit, and the class included everyone who held an American copyright in one or more books. In a class action, the named plaintiffs litigate on behalf of the whole class (though anyone who wants to can opt out).



So a settlement of the Authors Guild case could theoretically bind just about every author and publisher with a book in an American library. In particular, you could craft a deal in which copyright owners, as a class, agreed to release any claims against Google for scanning and displaying their books, in exchange for a cut of the revenue on sales of those books.

CLASS ACTION LAWSUITS HAVE ALWAYS BEEN BAD FOR 99% OF WE THE PEOPLE---THE LAWYERS WIN.  THESE POLICIES ALLOW CORPORATIONS TO CLOSE THE BOOK ON LEGAL ISSUES ---THIS ONE TIED TO DIGITIZING THE ENTIRE PUBLIC DOMAIN OF BOOKS----THIS WAS A 5% PLAYER WORKING FOR GLOBAL BANKING 1%.

“If you have a kind of an institutional problem,” said Jeff Cunard, a partner at Debevoise & Plimpton who represented the publishers in the case, “you can address the issue through a class-action settlement mechanism, which releases all past claims and develops a solution on a going-forward basis. And I think the genius here was of those who saw this as a way of addressing the problem of out-of-print books and liberating them from the dusty corners to which they’d been consigned.”



It was a kind of hack. If you could get the class on board with your settlement, and if you could convince a judge to approve it—a step required by law, because you want to make sure the class representatives are acting in the class’s best interests—then you could in one stroke cut the Gordian knot of ambiguous rights to old books. With the class action settlement, authors and publishers who stayed in the class would in effect be saying to Google, “go ahead.”


Naturally, they’d have to get something in return. And that was the clever part. At the heart of the settlement was a collective licensing regime for out-of-print books. Authors and publishers could opt out their books at any time. For those who didn’t, Google would be given wide latitude to display and sell their books, but in return, 63 percent of the revenues would go into escrow with a new entity called the Book Rights Registry. The Registry’s job would be to distribute funds to rightsholders as they came forward to claim their works; in ambiguous cases, part of the money would be used to figure out who actually owned the rights.


“Book publishing isn’t the healthiest industry in the world, and individual authors don’t make any money out of out-of-print books,” Cunard said to me. “Not that they would have made gazillions of dollars” with Google Books and the Registry, “but they would at least have been paid something for it. And most authors actually want their books to be read.”


What became known as the Google Books Search Amended Settlement Agreement came to 165 pages and more than a dozen appendices. It took two and a half years to hammer out the details. Sarnoff described the negotiations as “four-dimensional chess” between the authors, publishers, libraries, and Google. “Everyone involved,” he said to me, “and I mean everyone—on all sides of this issue—thought that if we were going to get this through, this would be the single most important thing they did in their careers.” Ultimately the deal put Google on the hook for about $125 million, including a one-time $45 million payout to the copyright holders of books it had scanned—something like $60 per book—along with $15.5 million in legal fees to the publishers, $30 million to the authors, and $34.5 million toward creating the Registry.



But it also set the terms for how out-of-print books, newly freed, would be displayed and sold. Under the agreement, Google would be able to preview up to 20 percent of a given book to entice individual users to buy, and it would be able to offer downloadable copies for sale, with the prices determined by an algorithm or by the individual rightsholder, in price bins initially ranging from $1.99 to $29.99. All the out-of-print books would be packaged into an “institutional subscription database” that would be sold to universities, where students and faculty could search and read the full collection for free. And in §4.8(a), the agreement describes in bland legalese the creation of an incomparable public utility, the “public-access service” that would be deployed on terminals to local libraries across the country.



Sorting out the details had taken years of litigation and then years of negotiation, but now, in 2011, there was a plan—a plan that seemed to work equally well for everyone at the table. As Samuelson, the Berkeley law professor, put it in a paper at the time, “The proposed settlement thus looked like a win-win-win: the libraries would get access to millions of books, Google would be able to recoup its investment in GBS, and authors and publishers would get a new revenue stream from books that had been yielding zero returns. And legislation would be unnecessary to bring about this result.”



In this, she wrote, it was “perhaps the most adventuresome class action settlement ever attempted.” But to her way of thinking, that was the very reason it should fail.
* * *
The publication of the Amended Settlement Agreement to the Authors Guild case was headline news. It was quite literally a big deal—a deal that would involve the shakeup of an entire industry. Authors, publishers, Google’s rivals, legal scholars, librarians, the U.S. government, and the interested public paid attention to the case’s every move. When the presiding judge, Denny Chin, put out a call for responses to the proposed settlement, responses came in droves.



Those who had been at the table crafting the agreement had expected some resistance, but not the “parade of horribles,” as Sarnoff described it, that they eventually saw. The objections came in many flavors, but they all started with the sense that the settlement was handing to Google, and Google alone, an awesome power. “Did we want the greatest library that would ever exist to be in the hands of one giant corporation, which could really charge almost anything it wanted for access to it?”, Robert Darnton, then president of Harvard’s library, has said.



Darnton had initially been supportive of Google’s scanning project, but the settlement made him wary. The scenario he and many others feared was that the same thing that had happened to the academic journal market would happen to the Google Books database. The price would be fair at first, but once libraries and universities became dependent on the subscription, the price would rise and rise until it began to rival the usurious rates that journals were charging, where for instance by 2011 a yearly subscription to the Journal of Comparative Neurology could cost as much as $25,910.



Although academics and library enthusiasts like Darnton were thrilled by the prospect of opening up out-of-print books, they saw the settlement as a kind of deal with the devil. Yes, it would create the greatest library there’s ever been—but at the expense of creating perhaps the largest bookstore, too, run by what they saw as a powerful monopolist. In their view, there had to be a better way to unlock all those books. “Indeed, most elements of the GBS settlement would seem to be in the public interest, except for the fact that the settlement restricts the benefits of the deal to Google,” the Berkeley law professor Pamela Samuelson wrote.



Certainly Google’s competitors felt put out by the deal. Microsoft, predictably, argued that it would further cement Google’s position as the world’s dominant search engine, by making it the only one that could legally mine out-of-print books. By using those books in results for user’s long-tail queries, Google would have an unfair advantage over competitors. Google’s response to this objection was simply that anyone could scan books and show them in search results if they wanted—and that doing so was fair use. (Earlier this year, a Second Circuit court ruled finally that Google’s scanning of books and display of snippets was, in fact, fair use.)



“There was this hypothesis that there was this huge competitive advantage,” Clancy said to me, regarding Google’s access to the books corpus. But he said that the data never ended up being a core part of any project at Google, simply because the amount of information on the web itself dwarfed anything available in books. “You don’t need to go to a book to know when Woodrow Wilson was born,” he said. The books data was helpful, and interesting for researchers, but “the degree to which the naysayers characterized this as being the strategic motivation for the whole project—that was malarkey.”

WHAT HAPPENS WHEN 99% WE THE PEOPLE NO LONGER HAVE ACCESS TO INTERNET??????

Amazon, for its part, worried that the settlement allowed Google to set up a bookstore that no one else could. Anyone else who wanted to sell out-of-print books, they argued, would have to clear rights on a book-by-book basis, which was as good as impossible, whereas the class action agreement gave Google a license to all of the books at once.



This objection got the attention of the Justice Department, in particular the Antitrust division, who began investigating the settlement. In a statement filed with the court, the DOJ argued that the settlement would give Google a de facto monopoly on out-of-print books. That’s because for Google’s competitors to get the same rights to those books, they’d basically have to go through the exact same bizarre process: scan them en masse, get sued in a class action, and try to settle. “Even if there were reason to think history could repeat itself in this unlikely fashion,” the DOJ wrote, “it would scarcely be sound policy to encourage deliberate copyright violations and additional litigation.”


Google’s best defense was that the whole point of antitrust law was to protect consumers, and, as one of their lawyers put it, “From the perspective of consumers, one way to get something is unquestionably better than no way to get it at all.” Out-of-print books had been totally inaccessible online; now there’d be a way to buy them. How did that hurt consumers? A person closely involved in the settlement said to me, “Each of the publishers would go into the Antitrust Division and say well but look, Amazon has 80 percent of the e-book market. Google has 0 percent or 1 percent. This is allowing someone else to compete in the digital books space against Amazon. And so you should be regarding this as pro-competitive, not anti-competitive. Which seemed also very sensible to me. But it was like they were talking to a brick wall. And that reaction was shameful.”



The DOJ held fast. In some ways, the parties to the settlement didn’t have a good way out: no matter how “non-exclusive” they tried to make the deal, it was in effect a deal that only Google could get—because Google was the only defendant in the case. For a settlement in a class action titled Authors Guild v. Google to include not just Google but, say, every company that wanted to become a digital bookseller, would be to stretch the class action mechanism past its breaking point.



This was a point that the DOJ kept coming back to. The settlement was already a stretch, they argued: the original case had been about whether Google could show snippets of books it had scanned, and here you had a settlement agreement that went way beyond that question to create an elaborate online marketplace, one that depended on the indefinite release of copyrights by authors and publishers who might be difficult to find, particularly for books long out of print. “It is an attempt,” they wrote, “to use the class-action mechanism to implement forward-looking business arrangements that go far beyond the dispute before the Court in this litigation.”



The DOJ objections left the settlement in a double bind: Focus the deal on Google and you get accused of being anticompetitive. Try to open it up and you get accused of stretching the law governing class actions.



The lawyers who had crafted the settlement tried to thread the needle. The DOJ acknowledged as much. “The United States recognizes that the parties to the ASA are seeking to use the class action mechanism to overcome legal and structural challenges to the emergence of a robust and diverse marketplace for digital books,” they wrote. “Despite this worthy goal, the United States has reluctantly concluded that use of the class-action mechanism in the manner proposed by the ASA is a bridge too far.”


Their argument was compelling, but the fact that the settlement was ambitious didn’t mean it was illegal—just unprecedented. Years later, another class-action settlement that involved opt-out, “forward-looking business arrangements” very similar to the kind set up by the Google settlement was approved by another district court. That case involved the prospective exploitation of publicity rights of retired NFL players; the settlement made those rights available to an entity that would license them and distribute the proceeds. “What was interesting about it,” says Cunard, who was also involved in that litigation, “was that not a single opponent of the settlement ever raised Judge Chin’s decision or any of the oppositions to it with respect to that settlement being ‘beyond the scope of the pleadings.’” Had that case been decided ten years ago, Cunard said, it would have been “a very important and substantial precedent,” significantly undercutting the “bridge too far” argument against the Authors Guild agreement. “It demonstrates that the law is a very fluid thing,” he said. “Somebody’s got to be first.”



In the end, the DOJ’s intervention likely spelled the end of the settlement agreement. No one is quite sure why the DOJ decided to take a stand instead of remaining neutral. Dan Clancy, the Google engineering lead on the project who helped design the settlement, thinks that it was a particular brand of objector—not Google’s competitors but “sympathetic entities” you’d think would be in favor of it, like library enthusiasts, academic authors, and so on—that ultimately flipped the DOJ. “I don’t know how the settlement would have transpired if those naysayers hadn’t been so vocal,” he told me. “It’s not clear to me that if the libraries and the Bob Darntons and the Pam Samuelsons of the world hadn’t been so active that the Justice Department ever would have become involved, because it just would have been Amazon and Microsoft bitching about Google. Which is like yeah, tell me something new.”

JUST HOW MUCH OF US LIBRARY AND UNIVERSITY BOOK ASSETS DID GOOGLE SCAN BEFORE THIS CLASS ACTION LAWSUIT BECAUSE IT SEEMS THEY HAD TIME TO DIGITIZE MOST OF US BOOK ASSETS BEFORE THESE DOJ LEGAL RULINGS.

Whatever the motivation, the DOJ said its piece and that seemed to carry the day. In his ruling concluding that the settlement was not “fair, adequate, and reasonable” under the rules governing class actions, Judge Denny Chin recited the DOJ’s objections and suggested that to fix them, you’d either have to change the settlement to be an opt-in arrangement—which would render it toothless—or try to accomplish the same thing in Congress.



“While the digitization of books and the creation of a universal digital library would benefit many,” Chin wrote in his decision, “the ASA would simply go too far.”
* * *
At the close of the “fairness hearing,” where people spoke for and against the settlement, Judge Chin asked, as if merely out of curiosity, just how many objections had there been? And how many people had opted out of the class? The answers were more than 500, and more than 6,800.



Reasonable people could disagree about the legality of the settlement; there were strong arguments on either side, and it was by no means obvious to observers which side Judge Chin was going to come down on. What seemed to turn the tide against the settlement was the reaction of the class itself. “In my more than twenty-five years of practice in class action litigation, I’ve never seen a settlement reacted to that way, with that many objectors,” said Michael Boni, who was the lead negotiator for the authors class in the case. That strong reaction was what likely led to the DOJ’s intervention; it turned public opinion against the agreement; and it may have led Chin to look for ways to kill it. After all, the question before him was whether the agreement was fair to class members. The more class members came out of the woodwork, and the more upset they seemed to be, the more reason he’d have to think that the settlement didn’t represent their interests.




The irony is that so many people opposed the settlement in ways that suggested they fundamentally believed in what Google was trying to do. One of Pamela Samuelson’s main objections was that Google was going to be able to sell books like hers, whereas she thought they should be made available for free. (The fact that she, like any author under the terms of the settlement, could set her own books’ price to zero was not consolation enough, because “orphan works” with un-findable authors would still be sold for a price.) In hindsight, it looks like the classic case of perfect being the enemy of the good: surely having the books made available at all would be better than keeping them locked up—even if the price for doing so was to offer orphan works for sale. In her paper concluding that the settlement went too far, Samuelson herself even wrote, “It would be a tragedy not to try to bring this vision to fruition, now that it is so evident that the vision is realizable.”



“This is not important enough for the Congress to somehow adjust copyright law.”Many of the objectors indeed thought that there would be some other way to get to the same outcome without any of the ickiness of a class action settlement. A refrain throughout the fairness hearing was that releasing the rights of out-of-print books for mass digitization was more properly “a matter for Congress.” When the settlement failed, they pointed to proposals by the U.S. Copyright Office recommending legislation that seemed in many ways inspired by it, and to similar efforts in the Nordic countries to open up out-of-print books, as evidence that Congress could succeed where the settlement had failed.


Of course, nearly a decade later, nothing of the sort has actually happened. “It has got no traction,” Cunard said to me about the Copyright Office’s proposal, “and is not going to get a lot of traction now I don’t think.” Many of the people I spoke to who were in favor of the settlement said that the objectors simply weren’t practical-minded—they didn’t seem to understand how things actually get done in the world. “They felt that if not for us and this lawsuit, there was some other future where they could unlock all these books, because Congress would pass a law or something. And that future... as soon as the settlement with Guild, nobody gave a shit about this anymore,” Clancy said to me.



It certainly seems unlikely that someone is going to spend political capital—especially today—trying to change the licensing regime for books, let alone old ones. “This is not important enough for the Congress to somehow adjust copyright law,” Clancy said. “It’s not going to get anyone elected. It’s not going to create a whole bunch of jobs.” It’s no coincidence that a class action against Google turned out to be perhaps the only plausible venue for this kind of reform: Google was the only one with the initiative, and the money, to make it happen. “If you want to look at this in a raw way,” Allan Adler, in-house counsel for the publishers, said to me, “a deep pocketed, private corporate actor was going to foot the bill for something that everyone wanted to see.” Google poured resources into the project, not just to scan the books but to dig up and digitize old copyright records, to negotiate with authors and publishers, to foot the bill for a Books Rights Registry. Years later, the Copyright Office has gotten nowhere with a proposal that re-treads much the same ground, but whose every component would have to be funded with Congressional appropriations.

HMMMMM, IS NOT TRANS PACIFIC TRADE PACT NOTHING BUT COPYRIGHT LAW?  OH, WE SEE WHAT IS MOVING FORWARD WITH THIS DEPARTMENT OF JUSTICE RULING.


I asked Bob Darnton, who ran Harvard’s library during the Google Books litigation and who spoke out against the settlement, whether he had any regrets about what ended up happening. “Insofar as I have a regret, it is that the attempts to out-Google Google are so limited by copyright law,” he said. He’s been working on another project to scan library books; the scanning has been limited to books in the public domain. “I’m in favor of copyright, don’t get me wrong, but really to leave books out of the public domain for more than a century--to keep most American literature behind copyright barrier,” he said, “I think is crazy.”

BUT ISN'T THE GOAL OF GLOBAL BANKING % TO DO JUST THAT FOREVER MR HARVARD BOB DARNTON?



The first copyright statute in the United States, passed in 1790, was called An Act for the Encouragement of Learning. Copyright terms were to last fourteen years, with the option to renew for another fourteen, but only if the author was alive at the end of the first term. The idea was to strike a “pragmatic bargain” between authors and the reading public. Authors would get a limited monopoly on their work so they could make a living from it; but their work would retire quickly into the public domain.



Somewhere at Google there is a database containing 25 million books and nobody is allowed to read them.Copyright terms have been radically extended in this country largely to keep pace with Europe, where the standard has long been that copyrights last for the life of the author plus 50 years. But the European idea, “It’s based on natural law as opposed to positive law,” Lateef Mtima, a copyright scholar at Howard University Law School, said. “Their whole thought process is coming out of France and Hugo and those guys that like, you know, ‘My work is my enfant,’” he said, “and the state has absolutely no right to do anything with it--kind of a Lockean point of view.” As the world has flattened, copyright laws have converged, lest one country be at a disadvantage by freeing its intellectual products for exploitation by the others. And so the American idea of using copyright primarily as a vehicle, per the constitution, “to promote the Progress of Science and useful Arts,” not to protect authors, has eroded to the point where today we’ve locked up nearly every book published after 1923.

HERE IS GLOBAL BANKING 1% IVY LEAGUE HEDGE FUND HOWARD UNIVERSITY PRETENDING IT IS PROTECTING CIVIL RIGHTS ----SAYING THE WORLD IS FLAT AND LOCKEAN POINT OF VIEW ---I AM MAN-----FORGET ABOUT IT. 

HOWARD UNIVERSITY LAW SAYS FORGET I AM MAN.


“The greatest tragedy is we are still exactly where we were on the orphan works question. That stuff is just sitting out there gathering dust and decaying in physical libraries, and with very limited exceptions,” Mtima said, “nobody can use them. So everybody has lost and no one has won.”

WHY MTIMA DO YOU THINK NO ONE CAN USE THEM?????


After the settlement failed, Clancy told me that at Google “there was just this air let out of the balloon.” Despite eventually winning Authors Guild v. Google, and having the courts declare that displaying snippets of copyrighted books was fair use, the company all but shut down its scanning operation.



It was strange to me, the idea that somewhere at Google there is a database containing 25-million books and nobody is allowed to read them. It’s like that scene at the end of the first Indiana Jones movie where they put the Ark of the Covenant back on a shelf somewhere, lost in the chaos of a vast warehouse. It’s there. The books are there. People have been trying to build a library like this for ages—to do so, they’ve said, would be to erect one of the great humanitarian artifacts of all time—and here we’ve done the work to make it real and we were about to give it to the world and now, instead, it’s 50 or 60 petabytes on disk, and the only people who can see it are half a dozen engineers on the project who happen to have access because they’re the ones responsible for locking it up.


I asked someone who used to have that job, what would it take to make the books viewable in full to everybody? I wanted to know how hard it would have been to unlock them. What’s standing between us and a digital public library of 25 million volumes?



You’d get in a lot of trouble, they said, but all you’d have to do, more or less, is write a single database query. You’d flip some access control bits from off to on. It might take a few minutes for the command to propagate.

When left social progressives knew the Eisenhower Act of 1958 handed control of US Federal agencies to the foreign sovereignty of MALTA with global corporations like MITRE AND RAND CORPORATION we knew that was where to look for US human resources hiring----and that employment would be tied to which college graduates were hired.  This was in 1970-80s-----

We discussed how our US IVY LEAGUE university status went from those original northeastern colleges of PRINCETON, COLUMBIA. YALE, HARVARD to an expansion of that term IVY LEAGUE to more and more US universities.  We knew our US government from local, state, and Federal levels had always been filled with US 99% WE THE PEOPLE black, white, and brown citizens and NOT IVY LEAGUE grads because government pay was middle-class while IVY LEAGUE grads have always gone for global banking corporate salaries---always higher.  What we saw when MALTA took control of our US FEDERAL GOVERNMENT hiring was that shift away from hiring from our US public universities towards that of IVY LEAGUE CORPORATE UNIVERSITIES.  It is no coincidence that a national news media began RANKING COLLEGES at that same time----US NEWS AND WORLD REPORT.

This college ranking had nothing to do with quality of education---it was tied to global banking 1% hiring graduates from those colleges.  We see below a good discussion of these COLLEGE RANKINGS started in REAGAN era 1983------the goal was to shift hiring from our US public university grads to those private and newly deemed IVY LEAGUE UNIVERSITIES.


Again, these colleges were not becoming stronger in education quality-----they were being made global corporate R and D departments ----PRODUCT PATENTING MILLS----that is the opposite of strong US public higher education.

1983---REAGAN ERA------US COLLEGE RANKINGS changed from providing strong public higher education to being corporate product patenting mills.

How did the US News & World Report college rankings come to dominate the way people evaluate colleges?


Ty Doyle, a lawyer with an opinion on everything


Answered Apr 9 2014 ·


Two things:  being there first and the illusion of certainty.  US News began publishing ratings in 1983, roughly 15 years before Baby Boomers' children started going to college in big numbers.  Thus, even before getting into selective colleges became a competitive sport, US News was there and making a name for itself.  Other rankings existed, but they tended to rank based on (sensible) categories like "best schools for people who like _____".  US News purports to simply tell people which schools are best, period, and by getting there before anyone else, it became an authority, for better or worse.

This leads to the second reason.  US News is popular for the same reason that Pitchfork's music reviews are popular:  false detail.  Most people will agree, for example, that the latest album from Arcade Fire is better than the last album from Ashlee Simpson, but how and why this is true is complicated and difficult to explain.  Pitchfork, however, purports to tell you, down to a decimal place, which albums are good or bad.  There is no real explanation as to why one album is 8.3 and another is 7.9, but that's the way it is.  Right or wrong, the certainty of the reviews is both helpful and controversial; either way, it makes the site popular.

With colleges, most people similarly agree that Harvard is better than the University of New Mexico, but how much better, and why?  And is Harvard better than Stanford?  Than MIT?  Again, the answers to these questions are complicated, and there's no "right" answer.  US News is less of a black box than Pitchfork, but it still takes a formula that it creates--containing a number of questionable factors--runs data, and then purports to tell readers which schools are the "best," based on a 100-point scale.  Is there really a difference between a 99.8 school and a 99.2?  Is there even a material difference between a 99.8 school and an 85.0 school?  Again, that's debatable.  But for people who are stressed out about college and cannot possibly research dozens of schools with the necessary level of detail, the data is educational ("I didn't know X school was that high/low"), aids in decision-making ("School X is 3 spots better than School Y, so I'm going there"), and is controversial ("How can my rival be 7 spots higher than my alma mater?").  US News doesn't care whether you regard their rankings as gospel or snake oil, all they care about is that you pay for them.  And given that data (and often the US News formula) change from year to year, there will always be a reason for those who care about college rankings to read.

_____________________________________________



If US citizens followed from 1983 these US NEWS AND WORLD REPORT we would see which colleges were being made LOSERS AND WINNERS by global banking 1%.  Our US public universities had never worked for global banking.  They were state universities or private colleges providing graduates to work in our local communities as business and government leaders.  This is when we went from government by the 99% WE THE PEOPLE----to government by global banking 5% players often graduates from what these college rankings deemed our BEST US COLLEGES.

'U.S. News & World Report Best Colleges Ranking
From Wikipedia, the free encyclopedia
2016 Best Colleges cover

In 1983, U.S. News & World Report published its first "America's Best Colleges" report. The rankings have been compiled and published annually since 1985 and are the most widely quoted of their kind in the United States. These rankings are based upon data that U.S. News & World Report collects from each educational institution from an annual survey sent to each school. The rankings are also based upon opinion surveys of university faculties and administrators who do not belong to the schools'.



It was REAGAN-era when what was called IVY LEAGUE expanded to what we see in these rankings.  These were not OLD WORLD GLOBAL 1% IVY LEAGUES----these were colleges and universities tied to creating those 5% ROBBER BARON players.  It was no coincidence again that those colleges and universities ranked highest were saturated with GREEK CULTURE.  We see some of our US public universities being made those new IVY LEAGUES------this was what REAGAN/CLINTON neo-liberalism used to kill strong public K-university creating the societal FAD of GREEKS in those colleges once graduating our 99% of WE THE PEOPLE to be community and small/regional business leaders.

Those colleges ranked highest were not necessarily the BEST in public education---they were simply tapped global banking 1% as a pipeline in expanding EMPIRE of Foreign Economic Zones globally.  This was the beginning of the US AND THEM----those 5% freemason/Greek players vs our 99% of US WE THE PEOPLE.

So, now these college rankings were being used as the reason to send FEDERAL FUNDING for R and D away from our US state universities where it had gone in modern history ----to those ranked highest by global banking 1%.  This policy was what WEAKENED our US state and local colleges and universities ----and made those private and IVY LEAGUE universities FAT CATS.

This was when the US went from MERITOCRACY-------to CRONY NEPOTISM-----those 5% players not being the most qualified----but connected to OLD WORLD GLOBAL 1% KINGS AND QUEENS.


This is what created the ME GENERATION of those 5% to the 1% global banking players.



National University Rankings


Schools in the National Universities category, such as the University of Chicago and Johns Hopkins University, offer a full range of undergraduate majors, plus master's and doctoral programs. These colleges also are committed to producing groundbreaking research.
Princeton University
Princeton, NJ
#1 in National Universities
The ivy-covered campus of Princeton University, a private institution, is located in the quiet town of Princeton, New Jersey. Princeton was the first university to offer a "no loan" policy to financially needy students, giving grants instead of loans to accepted students who need help paying tuition. more

$47,140 Tuition and Fees
5,400 Undergraduate Enrollment
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• Harvard University
  Cambridge, MA
  #2 in National UniversitiesHarvard University is a private institution in Cambridge, Massachusetts, just outside of Boston. This Ivy League school is the oldest higher education institution in the country and has the largest endowment of any school in the world. more
  
  $48,949 Tuition and Fees
  6,710 Undergraduate Enrollment
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• University of Chicago
  Chicago, IL
  #3 in National Universities (tie)The University of Chicago, situated in Hyde Park, offers a rich campus life in a big-city setting. In addition to the college, the university has postgraduate offerings that include the highly ranked Booth School of Business, Law School, Pritzker School of Medicine and Harris School of Public Policy Studies. The Chicago Maroons have more than 15 NCAA Division III teams, which compete in the University Athletic Association, and have strong basketball and wrestling programs. Freshmen are required to live on campus, and more than 50 percent of upperclassmen choose to remain on campus. On-campus students are placed in "houses" within their dorm, which serve as tight-knit communities and provide academic and social support. The university offers more than 400 student organizations. more
  
  $54,825 Tuition and Fees
  5,941 Undergraduate Enrollment
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• Yale University
  New Haven, CT
  #3 in National Universities (tie)Yale University, located in New Haven, Connecticut, offers a small college life with the resources of a major research institution. Yale students are divided into 12 residential colleges that foster a supportive environment for living, learning and socializing. more
  
  $51,400 Tuition and Fees
  5,472 Undergraduate Enrollment
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• Columbia University
  New York, NY
  #5 in National Universities (tie)Columbia University has three undergraduate schools: Columbia College, The Fu Foundation School of Engineering and Applied Sciences (SEAS), and the School of General Studies. This Ivy League, private school guarantees students housing for all four years on campus in Manhattan’s Morningside Heights neighborhood in New York City. more
  
  $57,208 Tuition and Fees
  6,113 Undergraduate Enrollment
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• Massachusetts Institute of Technology
  Cambridge, MA
  #5 in National Universities (tie)Though the Massachusetts Institute of Technology may be best known for its math, science and engineering education, this private research university also offers architecture, humanities, management and social science programs. The school is located in Cambridge, Massachusetts, just across the Charles River from downtown Boston. more
  
  $49,892 Tuition and Fees
  4,524 Undergraduate Enrollment
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• Stanford University
  Stanford, CA
  #5 in National Universities (tie)The sunny campus of Stanford University is located in California’s Bay Area, about 30 miles from San Francisco. The private institution stresses a multidisciplinary combination of teaching, learning, and research, and students have many opportunities to get involved in research projects. more
  
  $49,617 Tuition and Fees
  7,034 Undergraduate Enrollment
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• University of Pennsylvania
  Philadelphia, PA
  #8 in National UniversitiesFounded by Benjamin Franklin, the University of Pennsylvania is a private institution in the University City neighborhood of Philadelphia, Pennsylvania. Students can study in one of four schools that grant undergraduate degrees: Arts and Sciences, Nursing, Engineering and Applied Sciences, and Wharton. more
  
  $53,534 Tuition and Fees
  10,019 Undergraduate Enrollment
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• Duke University
  Durham, NC
  #9 in National UniversitiesLocated in Durham, North Carolina, Duke University is a private institution that has liberal arts and engineering programs for undergraduates. The Duke Blue Devils sports teams have a fierce rivalry with the University of North Carolina—Chapel Hill Tar Heels and are best known for their outstanding men's basketball program. more
  
  $53,744 Tuition and Fees
  6,609 Undergraduate Enrollment
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• California Institute of Technology
  Pasadena, CA
  #10 in National UniversitiesThe California Institute of Technology focuses on science and engineering education and has a low student-to-faculty ratio of 3:1. This private institution in Pasadena, California, is actively involved in research projects with grants from NASA, the National Science Foundation and the U.S. Department of Health and Human Services. more
  
  $49,908 Tuition and Fees
  979 Undergraduate Enrollment
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• Dartmouth College
  Hanover, NH
  #11 in National Universities (tie)Dartmouth College, a private institution in Hanover, New Hampshire, uses quarters, not semesters, to divide the school year. Among more than 300 student organizations at Dartmouth is the Outing Club, the nation's oldest and largest collegiate club of its kind, which offers outdoor activities, expeditions, gear rentals and courses. more
  
  $52,950 Tuition and Fees
  4,310 Undergraduate Enrollment
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• Johns Hopkins University
  Baltimore, MD
  #11 in National Universities (tie)Johns Hopkins University is a private institution in Baltimore, Maryland, that offers a wide array of academic programs in the arts, humanities, social and natural sciences, and engineering disciplines. The Hopkins Blue Jays men’s lacrosse team is consistently dominant in the NCAA Division I; other sports teams at Hopkins compete at the Division III level. more
  
  $52,170 Tuition and Fees
  6,117 Undergraduate Enrollment
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• Northwestern University
  Evanston, IL
  #11 in National Universities (tie)Northwestern University is a private school in Evanston, Ill., about 30 minutes outside of Chicago. Undergraduate students have more than 70 options for majors or can design their own non-traditional degree program. more
  
  $52,678 Tuition and Fees
  8,353 Undergraduate Enrollment
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• Brown University
  Providence, RI
  #14 in National Universities (tie)At Brown University, undergraduate students are responsible for designing their own academic study with more than 70 concentration programs to choose from. Another unique offering at this private, Ivy League institution in Providence, R.I. is the Program in Liberal Medical Education, which grants both a bachelor’s degree and medical degree in eight years. more
  
  $53,419 Tuition and Fees
  6,926 Undergraduate Enrollment
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• Cornell University
  Ithaca, NY
  #14 in National Universities (tie)Cornell University, a private school in Ithaca, New York, has 14 colleges and schools. Each admits its own students, though ev

_____________________________________



Our US 99% WE THE PEOPLE have been duped with these Federal unemployment figures for these few decades. As REAGAN/CLINTON era shifted employment to OLD WORLD MALTA as human resources-----those US citizens not tied to US colleges ranked by US NEWS AND WORLD REPORT were of course those losing their jobs earliest. Even today, those US college grads left unemployed after graduating are those not tied to expanded IVY LEAGUE private/corporate colleges. This is how global banking 1% cleared our Federal, state, and local government agencies of 99% WE THE PEOPLE ----to those of 5% global banking players so quickly-----in only a few decades we had those ROBBER BARON 5% global banking pols and players.



Since the 1980s REAGAN era these Federal unemployment stats have been SKEWED------these stats used to be tied to our Federal unemployment checks-----when our US economy was FREE MARKET, domestic, and thriving------any US citizen losing a job found one within a few months----before unemployment checks ended. So, unemployment in US did parallel these FEDERAL UNEMPLOYMENT FIGURES. In 1980s -1990s REAGAN/CLINTON with soaring US employment removing 99% WE THE PEOPLE from jobs ----those Federal unemployment figures started to be PROPAGANDA hiding the real US employment status.



THIS IS WHEN FULL EMPLOYMENT OF 4% BECAME FAKE. Here we see the WORLD BANK UNITED NATIONS telling us we have full employment when US 99% WE THE PEOPLE are long-term unemployed to over 50% MOVING FORWARD to 80%. We can follow college graduation to those US NEWS AND WORLD REPORT rankings---to see from where what are 20% falling to 5% of US citizens employed attended university.

Keep in mind all these world nations tied to being FOREIGN ECONOMIC ZONES are receiving these same SKEWED employment data-----hiring globally being tied to ever-smaller grouping of global IVY LEAGUE private corporate universities----




Unemployment, total (% of total labor force) (modeled ILO estimate)

International Labour Organization, ILOSTAT database. Data retrieved in November 2017.
License : CC BY-4.0  
LineBarMap
Label
World (2006)
5.6021991 - 2017

• Unemployment, female (% of female labor force) (modeled ILO estimate)

• Unemployment, total (% of total labor force) (national estimate)


• Unemployment, female (% of female labor force) (national estimate)


• Unemployment, male (% of male labor force) (modeled ILO estimate)


• Unemployment, male (% of male labor force) (national estimate)

• Unemployment with advanced education (% of total labor force with advanced education)
• Unemployment with basic education, female (% of female labor force with basic education)
• Share of youth not in education, employment or training, female (% of female youth population)

DownloadCSVXMLEXCEL

DataBankOnline tool for visualization and analysis
All Countries and EconomiesCountry
1991
2017
Afghanistan
12.0
8.8
Albania
22.3
13.9
Algeria
20.6
10.0
American Samoa
Andorra
Angola
23.6
8.2
Antigua and Barbuda
Argentina
5.6
8.7
Armenia
2.0
18.2
Aruba
Australia
9.6
5.7
Austria
3.4
5.5
Azerbaijan
8.9
5.0
Bahamas, The
12.2
12.6
Bahrain
6.3
1.3
Bangladesh
2.2
4.4
Barbados
23.0
9.7
Belarus
0.8
0.5
Belgium
7.0
7.4
Belize
3.8
7.6
Benin
1.5
2.5
Bermuda
Bhutan
1.4
2.4
Bolivia
5.9
3.1
Bosnia and Herzegovina
17.5
25.6
Botswana
13.8
18.1
Brazil
10.1
12.9
British Virgin Islands
Brunei Darussalam
4.7
7.1
Bulgaria
21.2
6.3
Burkina Faso
2.6
6.3
Burundi
1.6
1.6
Cabo Verde
11.8
10.3
Cambodia
0.9
0.2
Cameroon
8.0
4.3
Canada
10.3
6.4
Cayman Islands
Central African Republic
6.2
6.0
Chad
5.4
5.9
Channel Islands
11.3
9.4
Chile
5.2
7.0
China
4.9
4.7
Colombia
10.1
9.0
Comoros
4.8
4.3
Congo, Dem. Rep.
3.6
3.7
Congo, Rep.
20.5
10.9
Costa Rica
5.4
8.5
Cote d'Ivoire
6.7
2.6
Croatia
11.1
10.8
Cuba
9.7
2.6
Curacao
Cyprus
2.8
10.8
Czech Republic
2.3
3.1
Denmark
9.1
5.8
Djibouti
6.9
5.8
Dominica
Dominican Republic
7.6
5.5
Ecuador
5.8
4.8
Egypt, Arab Rep.
9.6
12.1
El Salvador
7.5
4.5
Equatorial Guinea
5.7
6.9
Eritrea
6.7
6.4
Estonia
1.5
6.8
Ethiopia
3.1
5.2
Faroe Islands
Fiji
5.9
6.3
Finland
6.5
8.7
France
9.1
9.7
French Polynesia
13.9
20.8
Gabon
17.7
19.6
Gambia, The
9.1
9.4
Georgia
9.7
11.5
Germany
5.3
3.7
Ghana
4.7
2.4
Gibraltar
Greece
7.7
21.4
Greenland
Grenada
Guam
3.5
5.4
Guatemala
3.2
2.7
Guinea
4.5
4.5
Guinea-Bissau
6.4
6.1
Guyana
12.5
11.8
Haiti
7.6
14.0
Honduras
4.6
4.5
Hong Kong SAR, China
1.8
3.2
Hungary
9.8
4.3
Iceland
2.5
2.9
India
3.8
3.5
Indonesia
2.6
4.3
Iran, Islamic Rep.
11.1
13.1
Iraq
17.6
8.2
Ireland
15.8
6.4
Isle of Man
Israel
13.4
4.3
Italy
10.1
11.3
Jamaica
15.7
12.4
Japan
2.1
2.8
Jordan
19.9
14.9
Kazakhstan
1.1
4.9
Kenya
10.2
11.5
Kiribati
Korea, Dem. People’s Rep.
8.1
4.8
Korea, Rep.
2.4
3.8
Kosovo
Kuwait
0.7
2.1
Kyrgyz Republic
5.5
7.3
Lao PDR
2.6
0.7
Latvia
20.0
9.1
Lebanon
9.1
6.3
Lesotho
36.4
27.2
Liberia
5.6
2.4
Libya
20.2
17.7
Liechtenstein
Lithuania
17.6
7.1
Luxembourg
1.5
5.7
Macao SAR, China
3.0
2.0
Macedonia, FYR
36.0
22.9
Madagascar
5.8
1.8
Malawi
7.7
6.0
Malaysia
3.8
3.4
Maldives
0.8
5.0
Mali
3.1
7.9
Malta
6.4
4.3
Marshall Islands
Mauritania
9.8
10.2
Mauritius
10.1
7.2
Mexico
3.0
3.5
Micronesia, Fed. Sts.
Moldova
8.5
4.5
Monaco
Mongolia
9.6
7.0
Montenegro
29.5
16.0
Morocco
17.3
9.3
Mozambique
25.1
25.0
Myanmar
0.9
0.8
Namibia
19.1
23.3
Nauru
Nepal
4.4
2.7
Netherlands
7.3
4.9
New Caledonia
19.0
14.8
New Zealand
10.6
4.9
Nicaragua
14.4
4.4
Niger
5.0
0.3
Nigeria
5.3
7.0
Northern Mariana Islands
Norway
5.4
4.2
Oman
18.5
16.0
Pakistan
5.8
4.0
Palau
Panama
16.1
5.6
Papua New Guinea
3.0
2.7
Paraguay
5.1
5.8
Peru
5.9
3.7
Philippines
3.8
2.8
Poland
13.0
5.0
Portugal
3.9
9.0
Puerto Rico
16.2
11.7
Qatar
3.9
0.2
Romania
8.1
5.2
Russian Federation
5.7
5.2
Rwanda
0.3
1.3
Samoa
2.1
8.2
San Marino
Sao Tome and Principe
14.4
13.4
Saudi Arabia
7.9
5.7
Senegal
5.7
4.8
Serbia
12.6
14.1
Seychelles
Sierra Leone
3.4
4.5
Singapore
2.2
2.0
Sint Maarten (Dutch part)
Slovak Republic
12.2
7.9
Slovenia
7.1
6.9
Solomon Islands
2.2
2.0
Somalia
5.9
6.0
South Africa
29.4
27.7
South Sudan
11.9
11.5
Spain
15.9
17.4
Sri Lanka
14.7
4.1
St. Kitts and Nevis
St. Lucia
17.8
21.0
St. Martin (French part)
St. Vincent and the Grenadines
19.8
18.3
Sudan
14.1
12.8
Suriname
21.6
8.1
Swaziland
22.0
26.4
Sweden
3.2
6.8
Switzerland
1.8
4.8
Syrian Arab Republic
6.8
15.2
Tajikistan
7.6
10.3
Tanzania
3.6
2.2
Thailand
2.7
1.1
Timor-Leste
10.5
3.4
Togo
1.9
1.8
Tonga
1.4
1.2
Trinidad and Tobago
18.5
4.8
Tunisia
16.6
15.2
Turkey
8.2
11.3
Turkmenistan
2.8
3.4
Turks and Caicos Islands
Tuvalu
Uganda
0.9
2.1
Ukraine
5.8
9.5
United Arab Emirates
1.8
1.7
United Kingdom
8.6
4.3
United States
6.8
4.4
Uruguay
8.9
8.1
Uzbekistan
6.6
7.2
Vanuatu
5.5
5.2
Venezuela, RB
9.5
8.1
Vietnam
2.0
2.1
Virgin Islands (U.S.)
8.4
7.1
West Bank and Gaza
24.1
27.9
Yemen, Rep.
8.5
13.8
Zambia
18.9
7.8
Zimbabwe
5.0
5.2
World
5.8
5.5
Arab World
12.7
10.2
Caribbean small states
16.2
10.6
Central Europe and the Baltics
11.2
5.4
East Asia & Pacific
4.2
4.1
East Asia & Pacific (excluding high income)
4.4
4.1
Euro area
8.6
9.2
Europe & Central Asia
7.8
7.6
Europe & Central Asia (excluding high income)
6.9
7.4
European Union
9.0
7.7
Fragile and conflict affected situations
7.4
7.7
Heavily indebted poor countries (HIPC)
6.3
5.5
Latin America & Caribbean
7.7
8.2
Latin America & Caribbean (excluding high income)
7.7
8.3
Least developed countries: UN classification
5.3
5.3
Middle East & North Africa
12.5
10.5
Middle East & North Africa (excluding high income)
13.2
12.0
North America
7.2
4.7
OECD members
6.7
5.8
Other small states
12.3
10.5
Pacific island small states
4.5
4.6
Small states
12.8
10.3
South Asia
4.1
3.7
Sub-Saharan Africa
8.3
7.3
Sub-Saharan Africa (excluding high income)
8.3
7.3
High income
6.9
5.7
Low & middle income
5.6
5.5
Low income
5.5
5.3
Lower middle income
4.7
4.7
Middle income
5.6
5.5
Upper middle income
6.1
6.3
_______________________________________________


These EXPANDED US IVY leagues during ROBBER BARON few decades of CLINTON/BUSH/OBAMA corrupted what were strong academic IVY LEAGUES taken to being PRODUCT MILL PATENTING corporate R and D departments. So, we are losing not only our US strong public state and local universities---but what were US IVY LEAGUE university academies of which the US was able to be proud. When we shout those 5% to the 1% players are going under the bus----so too will these EXPANDED US IVY LEAGUES ranked high in US NEWS AND WORLD REPORT disappear. What is that HIGHER EDUCATION BUBBLE creating WINNERS of private and IVY LEAGUE colleges will soon BURST.

What will be left if we continue to allow this BUBBLE to kill all our US public state and local colleges and private arts and humanities? The US is MOVING FORWARD to having access to only ONLINE GLOBAL IVY LEAGUES accessed by global 1%.

NO HIGHER EDUCATION SCHOOLS FOR YOU----PUBLIC OR PRIVATE!

This is how low US public colleges are going---volunteer part-time adjuncts.

I KNOW!  I HAVE ALWAYS BEEN A PHYSICS AMATEUR----I WILL BECOME A VOLUNTEER ADJUNCT FOR JOHNS HOPKINS PHYSICS DEPARTMENT!

We see US public universities and private colleges on their way OUT----being resourced to lower and lower qualifications.



Want to Be a 'Volunteer Adjunct'?

Southern Illinois U. Is Hiring


By Nell Gluckman April 24, 2018

The pitch wasn’t exactly straightforward, but to some faculty members at Southern Illinois University at Carbondale, the meaning was clear enough: Their university was trying to hire unpaid adjuncts.


In an email to department chairs, Michael R. Molino, associate dean for research, budget, and personnel, asked for help in finding alumni with terminal degrees who would apply “to join the SIU Graduate Faculty in a zero-time (adjunct) status.“


Alumni who accepted the three-year positions might serve on graduate students' thesis committees, teach graduate or undergraduate lectures, or collaborate on research projects, according to Molino’s email. The program was created by the Alumni Association, it said.


The “zero-time” positions might be valuable opportunities, it continued. “Participating alumni can benefit from intellectual interactions with faculty in their respective units, as well as through collegial networking opportunities with other alumni adjuncts who will come together regularly.”



Someone forwarded the email to Karen Kelsky, a career consultant for academics who wrote the book The Professor Is In. (Kelsky writes an advice column for The Chronicle.) She posted it to her Facebook page on Monday, along with a plea to her followers to contact Molino to express their disapproval.


The post drew a swift and loud response from academics who were enraged by what they saw as the latest attempt by a university to devalue their work. By Tuesday evening, more than 800 people had shared it. On Twitter it drew an even bigger reaction.



Academia is reverting from a profession to a pastime for the idle rich.

Be aware of and mad about this stuff. https://t.co/ZymkagvbOG
— Ed Burmila (@gin_and_tacos) April 24, 2018


Molina referred a request for comment to Carbondale's chief marketing and communications officer, Rae Goldsmith, who responded with a statement calling the plan to hire alumni a “proposed pilot project” meant “to connect qualified alumni with our students as mentors to enhance — not replace — the work of our faculty.”


The statement referred to participants in the program as “volunteer adjuncts.”


I’ve been watching this “volunteer” faculty position develop — and continue to be appalled at the devaluing of faculty positions. Sitting on a thesis committee can be A LOT OF WORK! https://t.co/ApjibBo5Rm


— Katherine D. Harris (@triproftri) April 24, 2018The statement, which Goldsmith attributed to Meera Komarraju, interim provost and vice chancellor for academic affairs, also said that alumni who participate would not teach full courses. Instead, it said, they “might deliver an individual lecture or lead a seminar discussion based on their expertise.”


The program, it said, would help alumni who “are eager to give back to their university” an opportunity to serve as role models and professional contacts for graduate students.


David Johnson, an associate professor of classics and president of the university’s Faculty Association, was dubious. It’s common for professors at other institutions to work with Southern Illinois faculty members by speaking in a class or serving on a dissertation committee, he said. But formalizing that relationship in this way seemed odd to him.


“It looks like an attempt to outsource work to unpaid labor,” Johnson said. “That’s my first impression.”

Like its public-university peers in the state, Southern Illinois is not exactly flush with cash. A protracted political showdown left the state without a budget for about two years, and in 2016 the university's president told The Chronicle that his system had left vacant nearly 200 positions, many of them on the faculty.


Johnson acknowledged the university’s financial challenges. But “this effort to entice alumni to do work that SIUC faculty should be be doing instead is problematic,” he said.


Some departments have requirements for how many Southern Illinois faculty members have to serve on dissertation committees, Johnson said. The new program, he added, might be an attempt to get more people designated as faculty members at the university as a way get around those rules.


Johnson said faculty representatives would meet with administrators this week. The meeting was scheduled before the volunteer-adjunct program was announced, but Johnson said he now expected the new project to be a topic of discussion.
___________________________________________




We have discussed this public education policy of MOOCs being installed as fast as global banking 1% can---tied with ONE WORLD ONE GOVERNANCE ONE HIGHER EDUCATION CORPORATION for the global 1% and ONE WORLD ONE GOVERNANCE COMMONER CORE for all 99% of US WE THE PEOPLE and our global 99% of citizens.


What was an US IVY LEAGUE for which to be proud have these few decades of ROBBER BARON frauds been made top gun in producing 5% global banking players and made a PRODUCT MILL PATENTING CORPORATION ----global hedge fund IVY LEAGUE corporations.



NO EXCEPTIONALISM COMING FROM OUR US IVY LEAGUES!


While 99% US WE THE PEOPLE are shouting and fighting the attack on our US public K-university ----those US NEWS AND WORLD REPORT COLLEGE RANKING winners-----are being taken to being great big LOSERS.
Was there a HARVARD OR YALE in MEDIEVAL TIMES? NOPE. Well, then if MOVING FORWARD ends US sovereignty taking us to colonial status so to go what was our US IVY LEAGUE universities and private colleges. This is ONE WORLD FOR ONLY THE GLOBAL 1% after all.



So, all those US IVY LEAGUES below will soon disappear into one global higher education corporation -----today we see all our 5% to the 1% global banking players filling these teaching spots----their talent? Lying, cheating, and stealing. It looks like the revolving door of WALL STREET.

We know when our US IVY LEAGUE universities are filled with people whose only talent is LYING, CHEATING, AND STEALING----our US strong public university system built to hold power accountable and provide REAL INFORMATION to 99% WE THE PEOPLE---is worthless to any 99% global citizen. It's like hiring the KEYSTONE COPS as our US city police department. The Bush FEMA director whose only talent was PLAYING GOLF.



HarvardX
Free online courses from Harvard University

Harvard University is devoted to excellence in teaching, learning, and research, and to developing leaders in many disciplines who make a difference globally. Harvard faculty are engaged with teaching and research to push the boundaries of human knowledge. The University has twelve degree-granting Schools in addition to the Radcliffe Institute for Advanced Study.

Established in 1636, Harvard is the oldest institution of higher education in the United States. The University, which is based in Cambridge and Boston, Massachusetts, has an enrollment of over 20,000 degree candidates, including undergraduate, graduate, and professional students. Harvard has more than 360,000 alumni around the world.
Harvard University MOOCs
Browse free online courses in a variety of subjects. Harvard University courses found below can be audited free or students can choose to receive a verified certificate for a small fee. Select a course to learn more.

*****************************************************************

Free Online Courses from
Princeton University

Princeton University is a private research university located in Princeton, New Jersey, United States. It is one of the eight universities of the Ivy League, and one of the nine Colonial Colleges founded before the American Revolution.

**************************************************************
Columbia University Online and Campus Programs
Posted Jun 24th, 2014 , Updated Feb 22nd, 2017 by College Atlas

Columbia University online

Columbia University (officially “Columbia University in the City of New York”) is an elite, American Ivy League university located in New York City. World-renowned scientists, artists, musicians, actors, and professors have attended and many currently work for Columbia University. Columbia is recognized for both its excellent academic programs and student organizations. It is the oldest university in the State of New York and the fifth oldest higher education institution in the United States–founded in 1754 before the American Revolution.

In addition to its main campus in New York City, the university operates “Columbia Global Centers”, which conduct research in an ongoing effort to establish an international research university. The centers are located in Beijing, China; Amman, Jordan; Istanbul, Turkey; Mumbai, India; Paris, France; Rio de Janeiro, Brazil; Nairobi, Kenya; and Santiago, Chile.

*******************************************************************


Coursera
Coursera provides universal access to the world’s best education, partnering with top universities and organizations to offer courses online.

Yale University

For more than 300 years, Yale University has inspired the minds that inspire the world. Based in New Haven, Connecticut, Yale brings people and ideas together for positive impact around the globe. A research university that focuses on students and encourages learning as an essential way of life, Yale is a place for connection, creativity, and innovation among cultures and across disciplines.

____________________________________________

'Mao was a Yale Man for Skull & Bones'

We have discussed in detail the connection of CHINA'S MAO in GREAT LEAP FORWARD with US IVY LEAGUE YALE----as part of MOVING FORWARD ONE WORLD. Here we see the discussion of what will be that 21st century OLD WORLD GLOBAL 1% IVY LEAGUE of tomorrow.

OXFORD------CAMBRIDGE-----or below we see OXBRIDGE are those OLD WORLD GLOBAL BANKING 1% IVY LEAGUE UNIVERSITIES which only the global 1% attended back in DARK AGES.

So, MOVING FORWARD US CITIES DEEMED FOREIGN ECONOMIC ZONES will see not only our strong US public state and local colleges and universities disappear-------those US NEWS AND WORLD REPORT COLLEGE WINNERS----the temporarily expanded IVY LEAGUES and private colleges will be disappearing as well.

So, we will hear more of what is written below-------those OLD WORLD GLOBAL 1% ASIAN/ARABIC/EUROPEAN will have those global IVY LEAGUES for only the global 1%. No US IVY LEAGUES for a nation with no national sovereignty.




''Oxbridge - Wikipedia
en.wikipedia.org/wiki/Oxbridge

Oxbridge is a portmanteau of "Oxford" and "Cambridge"; the two oldest, most prestigious, and consistently most highly-ranked universities in the United Kingdom.The term is used to refer to them collectively, both in contrast to other British universities and more broadly to describe characteristics reminiscent of University of Oxford and ...'

LEVIN as YALE tied to COURSERA MOVING FORWARD ----MOOCs killing all US public and private colleges and universities, graduates from OXFORD---OLD WORLD GLOBAL 1% IVY LEAGUE

Rick Levin
From Wikipedia, the free encyclopedia

22nd President of Yale University
In office
1993–2013


Alma mater Stanford University
Merton College, Oxford
Yale University
Profession Economist
Signature
Website yale.edu/opa/president

Richard Charles Levin (born April 7, 1947) is an economist and academic administrator. From 1993 to 2013, he was the 22nd President of Yale University.[1] From March 2014 to June 2017, he was Chief Executive Officer of Coursera


China's top universities will rival Oxbridge, says Yale president

Jessica Shepherd
Tue 2 Feb 2010 11.58 EST First published on Tue 2 Feb 2010 11.58 EST  THE GUARDIAN

China is spending billions of yuan to propel its best institutions into the top 10, says visiting US academic
China's top universities could soon rival Oxford, Cambridge and the Ivy League, the president of Yale University has warned.


Professor Richard Levin, speaking to the Guardian on a trip to the UK, said Chinese institutions would rank in the world's top 10 universities in 25 years' time, squeezing out some of the west's elite campuses.


At the moment, British universities dominate the top 10 rankings, with Cambridge coming second to Harvard, University College London fourth and Oxford and Imperial College London joint fifth. The rest of the top 15 are US universities. China's highest-ranking institution is Tsinghua, at 49.


But the Chinese government now spends billions of yuan – at least 1.5% of its gross domestic product – on higher education with the aim of propelling its best institutions, such as the universities of Tsinghua and Peking, into the top slots, Levin said.

"In 25 years, only a generation's time, these universities could rival the Ivy League," said Levin, the Ivy League's longest-tenured president. He was speaking before giving a lecture on the rise of Asia's universities to the Royal Society in London on Monday evening.


Levin said: "China and India ... seek to expand the capacity of their systems of higher education ... and aspire simultaneously to create a limited number of world-class universities to take their places among the best. This is an audacious agenda, but China, in particular, has the will and resources that make it feasible. It has built the largest higher education sector in the world in merely a decade."



China has more than doubled the number of its higher education institutions in the last decade from 1,022 to 2,263. More than 5 million Chinese students enrol on degree courses now, compared to 1 million in 1997.
Chinese scholars are increasingly leaving their posts in US and UK universities to return home, Levin said.


The growth of Chinese higher education comes as English university leaders fear they may not be able to maintain their world-class reputation for higher education, with savage government cuts of £950m over the next three years.


Commenting on the cuts, Levin said it would be "a shame if the British government didn't recognise the status of Oxford and Cambridge as global leaders".


He pointed out that it had taken centuries for Harvard and Yale to match Oxford and Cambridge. And while China had a large pool of talent to draw on, it was currently seen as less attractive to scholars from across the world than the US and the UK, he said. China's universities lack "multidisciplinary breadth" and "the cultivation of critical thinking".


Levin said: "I don't see the rise of Asia's universities as threatening. Competition in education is a positive sum game. Increasing the quality of education around the world translates into better informed and more productive citizens."


He said Oxford and Cambridge's esteemed tutorial system, whereby one or two students have a private class with a lecturer, was "almost unthinkably labour-intensive in an Asian context". Too many academic grants were still given to Chinese scholars because of their political affiliations, Levin hinted.


"To create world-class capacity in research, resources must not only be abundant, they must also be allocated on the basis of scholarly and scientific merit, rather than on the basis of seniority or political influence. To create world-class capacity in education, [China's] curriculum must be broadened and pedagogy transformed." But, he said, these were problems that could be solved with sufficient leadership and political will.

__________________________________________

Without coincidence------our featured global banking 1% LITERARY STAR------Charlie Lovett-----writes a novel about just these education issues.  Fictional history representing today's GLOBAL BANKING 1% SOCIETAL FADS------this time our MEDIEVAL BIBLIOPHILE tied to a beautiful medieval monastery town brings in the KING AUTHOR HOLY GRAIL meets the US digitization by global GOOGLE all the world's books and libraries.  Of course the plots places these two protagonists at odds------ending in blissful wedlock.   BIBLIOPHILES FEELING DIGITIZATION OF ALL BOOKS IS ALL GOOD.

OH, REALLY????????????
Here is one of those US NEWS AND WORLD REPORT high ranking college grads as one of our global banking 5 % MEDIA selling propaganda bad for 99% US WE THE PEOPLE


'The Lost Book Of The Grail' Is The One Book Every Bibliophile Needs To Read This Winter
BySadie Trombetta
Mar 2 2017'........
'Resume

EDUCATION

University of Massachusetts Amherst May 2012


The Lost Book of the Grail by Charlie Lovett


Competition published on March 10, 2017.



Academic and bibliophile Arthur Prescott finds respite from the drudgery of his professorship in the Barchester Cathedral Library, where he devotes himself to researching the Holy Grail and writing his long-delayed guide to the history of the medieval cathedral. His peaceful existence is shattered by the arrival of a young American academic named Bethany Davis, who has come to digitize the library’s ancient books. Arthur’s initial hostility towards Bethany turns to affection as he discovers a kindred spirit who shares his interest in the Holy Grail and his devotion to literature.

Together, they mount a search for the Book of Ewolda, an esoteric tome that could reveal long-forgotten secrets about the Cathedral, the Grail and their connections to King Arthur and the Knights of the Round Table. As Arthur and Bethany delve further into the past, the secret history of England – from the Norman invasion to the Civil War, the Industrial Revolution and the Blitz – is revealed.

“We thought eliminating grades was the gold standard ideal,” said Adam Carter, chief academic officer. “We thought, ‘Those stupid grade levels are holding us back.’”



Global banking 1% have that goal of eliminating our US K-12 public school structure to go with apprenticeship K-career. Children sent off to work as apprentices as young as 6-8 years old which equates to elementary school. We discussed in detail this ending of what is our middle and high school grades sending children directly into corporate apprenticeships as free child labor.


That is the goal of ELIMINATING GRADES as a gold standard ideal.


We were told Clinton era education reform was all about protecting the feelings of that small percentage of the learning bell curve of children who get the Ds and Fs. There will always be our children who get the lower grades. Making sure there are living wages jobs for all US citizens is what our children need most. Using this SPARING THE CHILD FROM FEELING LESS THE ACHIEVER-----Clinton education reform took all of what was centuries of EDUCATION RIGOR from our classrooms ---never intending to be helping those D and F children.


THIS IS WHAT ELIMINATING GRADES DOES ---IT TAKES OUR ALREADY DIMINISHED EDUCATIONAL ACHIEVEMENT FROM CLINTON ERA AND BRINGS IT DOWN TO DARK AGES.


It now becomes simply finishing a module tied to vocational training.

'Assessment Instruments for Young Children Birth Through Age 5

Office of Early Learning and School Readiness...................Sandra Miller, Ph.D., Director
Office of Early Learning and School Readiness
Ohio Department of Education'
Assessment Instruments Listed in the Catalog
AGES 0 – 3
Adaptive Behavior/Social Emotional
Cognitive
Communication
Motor/Sensory


AGES 3 – 5

Pre-Academic
Adaptive Behavior/Social Emotional
Cognitive
Communication
Motor/Sensory
Family


We discuss often how this effects our US public school students but MOVING FORWARD RACE TO THE TOP/COMMONER CORE takes all US 99% of citizens black, white, and brown citizens getting rid of those 5% global banking players.

We also take time in reading on public education policy to note who is selling these global banking 1% corporate education goals below we see CHALKBEAT/EDNEWS/WASHINGTON POST with our global CHAMBER OF COMMERCE PBS NPR all global banking corporate school education sites.

Ann Schimke

Ann Schimke covers healthy school topics and early childhood issues for Chalkbeat Colorado. She's written for The Washington Post as well as newspapers in Michigan, Virginia and Colorado. She holds a master’s degree in education policy from the University of Michigan. She joined Chalkbeat (then EdNews Colorado) in 2012.

These articles all show pictures of our US children thinking all this is so good. Where do those US 5% having been shuttled into private schools these few decades fall in all this? Right there with the 99% having no more than an average learning ability.


Grade levels could be a thing of the past in schools focused on competency

Education May 13, 2015 2:55 PM EDT

Originally posted on Chalkbeat by Anika Anand and Ann Schimke on May 11, 2015



In a suburb just outside of Denver, Principal Sarah Gould stands outside a fifth-grade classroom at Hodgkins Elementary School watching students work. This classroom, she explains, is for students working roughly at grade level. Down the hall, there are two other fifth-grade classrooms. One is labeled “Level 2 and 3,” for students who are working at the second and third-grade levels. The other is for students who are working at a middle-school level.



But some of these students won’t necessarily stay in these classrooms for the whole school year. The students will move to new classrooms when they’ve mastered everything they were asked to learn in their first class. This can happen at any time during the year.
“We have kids move every day. It’s just based on when they’re ready,” Gould said.


Six years ago, Hodgkins Elementary worked the same way most schools and districts do: Students were assigned to a class for a fixed amount of time and were promoted when the time ended, assuming that they had gained the skills they needed for the next class — and sometimes even if they had not.


Now, the school is part of a growing movement toward “competency-based education,” which replaces “seat time” with skills as the main standard for whether students are promoted. Competency-based education goes by many names — mastery-based, proficiency-based and performance-based education — but the idea is the same: Students are measured by what they’ve learned, not the amount of time they’ve spent in the classroom.


Innovations in technology and how teachers can monitor students’ progress, along with changes to regulations about how long students must spend in class, have made it possible for schools and districts to adopt competency-based systems in an effort to use students’ time in school more effectively.


At least 40 states have one or more districts implementing competency education, and that number is growing, according to a 2013 KnowledgeWorks report with the most up to date numbers on the trend.
But competency-based education doesn’t look the same across the country. In fact, advocates say schools and districts fall on a “competency continuum,” based on which aspects of competency education they’ve implemented.


When advocates talk about a “pure” model of competency education, they describe a model that isn’t bound by grade levels or the Carnegie unit, a measure of the amount of time a student has studied a subject in class. At that end of the spectrum, schools like Hodgkins or New York City’s Olympus Academy have essentially gotten rid of standard K-12 grade levels and only move students to the next learning level if they’ve proven they’ve mastered the concepts. (The schools generally must track students by grade level for funding and state testing purposes, even if their classes are not designed for single-age cohorts. Some advocates, including officials in Hodgkins’s district, want state policies changed to allow competency-based learning schools to track students differently.)
“Education systems in the past have been notorious for jumping on bandwagons but nothing substantially changes under the surface. In our model everything has changed under the surface,” said Oliver Grenham, chief education officer of Hodgkins’s district, Adams County School District 50 in Colorado.



But at the same time, advocates acknowledge that the “full system overhaul” is a heavy lift and that schools need to start from a place that makes the most sense for them based on their time, resources, and community support. For some districts, the clearest path has been to create new schools based on the model, as Philadelphia did this year when it opened three high schools that assign students to “workshops” rather than classes.


The schools retain some of the traditional school organization, but are working toward replacing standard grading with a detailed, competency-based matrix that lets students know at all times where they stand and helps them understand their own strengths and weaknesses.



Traditional letter grades don’t give students much information about what they know and can do, said Thomas Gaffey, the technology coordinator at Building 21, one of the three Philadelphia schools. The competency-based evaluation he helped design “makes the learning process transparent,” he said.


More often, schools have nestled a competency-based philosophy within their existing operations, maintaining their grade-level arrangements while adapting how they assess student learning.


“We’re a hybrid, which is what I think appeals to people who look at our model,” said Brian Stack, principal of Sanborn High School in New Hampshire. “It’s not vastly different from what they do with a traditional model, but it’s not so far out on the spectrum that it’s unattainable for them to get to where we are.”


At Sanborn, students are still enrolled in traditional classes and still receive credit for class at the end of the year. But all the courses have defined core competencies and if students don’t gain those competencies, they have to do extra work in order to earn credit for the class, rather than simply accepting the lower grade. The school is also in the process of doing away with numerical grades in favor of a scale that ranges from “limited progress” to “exceeding expectations.”


“We grade kids every day,” Stack said. “The difference is, what are you doing with that grade? Are you using that as feedback to tell students how they’re doing and to inform instruction or are you just using it as a determination to say did they know it or not?”
Stack said as much as he would like for his school to be totally unbound by seat time, its model is still dictated by the school calendar.



“If we can’t move kids when they’re ready, we can at the very least try to personalize instruction to the extent possible when they’re with us,” he said.
Other schools offer their own reasons for maintaining grade levels while rolling out a competency-based approach.


After a competency-learning pilot in math yielded major gains for California’s Summit Preparatory charter schools, the network adopted the approach in most academic subjects — and considered going further.


“We thought eliminating grades was the gold standard ideal,” said Adam Carter, chief academic officer. “We thought, ‘Those stupid grade levels are holding us back.’”


That changed when Summit officials thought through what they would lose by doing away with grade levels and realized that students benefit by belonging to a fixed cohort that advances together. “If students can plug into a project that is rich and full of layers, we don’t need to get rid of grade levels,” he said.


Schools operated by Rocketship, a national charter school network, regroup students four to six times a day based on their academic skills, in a robust example of how educators can use student data to foster competency-based learning.



“But we still have grade levels because of the social-emotional needs of students, especially early elementary,” said CEO Preston Smith. “Five-year-olds need to be with 5-year-olds most of the day so they can develop the life skills they need to be successful.”
Advocates of competency-based learning say the diversity among schools’ approaches should be expected — and appreciated — as more experiments take shape.


“Each school and each district is on its own journey and they’re going to have different entry points,” said Susan Patrick, president of the International Association for K-12 Online Learning, which champions online and blended learning models that are often part of competency-based programs. “Most school leaders who are implementing this well … had been working on the building blocks for three to six years.”



Lillian Pace, senior director of national policy for KnowledgeWorks, said, “Naturally, you’re going to see a tremendous amount of diversity in implementation. … That’s healthy. We need to try different approaches. We need to figure out ultimately which methods are the most effective.”


For now, the experience of schools like Hodgkins suggests that competency-based education might help engage students in their learning.
When kindergarten teacher Jenn Dickman recently asked for volunteers to share their “data notebooks” with a visitor, her students rushed en masse to grab the binders.


Jayleen Vasquez was first in line. She flipped quickly through the pages—each a mini-progress report of her skills. At the top were headers such as, “I can read a Level D book with purpose and understanding” or “I can read 50 sight words in 100 seconds or less.”


Underneath were columns shaded in colorful crayon hues showing whether she’d met the goal, and if not, how much farther she had to go.


“I passed these. I got those two right and this one I just forgot one. I did not pass this one,” she said, gesturing to one page. Then she concluded with pride: “I passed all this.”


This story was produced as a collaboration among all news organizations participating in the Expanded Learning Time reporting project. Reporting was contributed by Sue Frey for EdSource California, and Dale Mezzacappa for the Philadelphia Notebook.

_______________________________________________


Let's look broadly at private schools that cropped up during CLINTON/BUSH/OBAMA to replace our US public K-university by global banking 1%---NOT RELIGIOUS-----many being religious freemason private schools ----here today and gone tomorrow.


Since MOVING FORWARD is morphing to far-right, authoritarian, militaristic dictatorship LIBERTARIAN MARXISM---these OLD WORLD freemason structures always disappear.


Catholic secondary schools in Ireland ‘disappearing’ - La ...
international.la-croix.com/news/catholic... Catholic secondary schools in Ireland ‘disappearing’ . There is a need to retain Catholic second level schools as an option for parents, says educator.


A Rich, Disappearing Legacy Remembering Black boarding ...diverseeducation.com/article/3117
Aug 13, 2003 · A Rich, Disappearing Legacy Remembering Black boarding schools: A tradition obscured by desegregation's impact

Below we see other freemason private schools ---the well-known LIBERTY UNIVERSITY-----Notre Dame-----Brigham Young----all admittedly freemason---NOT RELIGIOUS.


"My father would say in those early days," Falwell said, "that the goal for Liberty was to become for evangelicals what Notre Dame was for Catholics, what Brigham Young was for Mormons."

What we see here is the closing of those private freemason schools at the middle-high school level.  We will see more and more of these freemason schools closing even at the elementary level and as colleges because MOVING FORWARD has only global corporate campus schools-----not interested in pretending to support religion.

History repeats itself remember. Every time MOVING FORWARD goes to far-right wing extreme wealth extreme poverty LIBERTARIAN MARXISM-----FAKE religious freemason schools disappear.


History repeats itself remember. Every time MOVING FORWARD goes to far-right wing extreme wealth extreme poverty LIBERTARIAN MARXISM-----FAKE religious freemason schools disappear. They are disappearing not from lack of money or funding---MOVING FORWARD kills centuries of I AM MAN education opportunities for all but those global 1%.

REAL left social progressives have always supported Freedom of Religion and Separation of Church and State because these are the policies that actually do protect our 99% of WE THE PEOPLE wanting their religious practices. Those at the top of religious structures are simply global banking 1%.

Can Catholic Schools Be Saved?


Lacking nuns and often students, a shrinking system looks for answers

By Peter Meyer

Spring 2007 / Vol. 7, No. 2


Bobby and I stood outside the small public elementary school that our children attended, pondering our respective 1st graders’ prospects. The weeds poked up through the asphalt, the windows on the 30-year-old building were dirty, the playground equipment was rotting. Inside the K–2 school, some 600 kids were being prepared for academic underachievement: in a few more years two-thirds of them would be unable to read at grade level.


“Nothing wrong with this place,” Bobby finally said, “that a busload of nuns wouldn’t solve.”
I laughed. I knew exactly what he meant. We grew up on opposite sides of the country (he in New York and I in Oregon), but we both grew up Catholic, in the ’50s, and that meant one thing if nothing else: nuns.


The guardians of moral order and academic achievement for several generations of Catholic boys and girls, these robed religious women ruled with—well, with rulers. And paddles. And, sometimes, fists. Before “tough love” there was Sister Patrick Mary or Sister Elizabeth Maureen. Before No Child Left Behind there were behinds burnished by a swift kick from a foot that emerged without warning from under several acres of robes.
Indeed, our childhood memories, different in detail, were singular in their moral clarity: we knew what a busload of nuns could do. They would march up and down the aisles. (Yes, there would be aisles, in a room filled with 30 to 50 kids—phooey on class size.) And with a glance from behind their starched white wimples, we would learn.



[]
The problem is that there no longer are busloads of nuns; in fact, most schools would be lucky to have a Mini Cooper’s worth of such minimum-wage professional teachers. Their ranks have declined by a staggering 62 percent since 1965 (from 180,000 to 68,000). The staff composition of Catholic schools has similarly been turned on its head, from some 90 percent female religious in the ’50s to less than 5 percent today (see Figure 1). “The school system had literally been built on their backs,” reported Anthony Bryk, Valerie Lee, and Peter Holland in their 1992 study Catholic Schools and the Common Good, “through the services they contributed in the form of the very low salaries that they accepted.” Consequently, costs have soared; average annual tuition has gone from next to nothing to more than $2,400 in elementary schools and almost $6,000 in high schools.


Despite a growing Catholic population (from 45 million in 1965 to almost 77 million today, making it the largest Christian denomination in the United States), Catholic school enrollment has plummeted, from 5.2 million students in nearly 13,000 schools in 1960 to 2.5 million in 9,000 schools in 1990. After a promising increase in the late 1990s, enrollment had by 2006 dropped to 2.3 million students in 7,500 schools. And the steep decline would have been even steeper if these sectarian schools had to rely on their own flock for enrollment: almost 14 percent of Catholic school enrollment is now non-Catholic, up from less than 3 percent in 1970 (see Figure 2). When Catholic schools educated 12 percent of all schoolchildren in the United States, in 1965, the proportion of Catholics in the general population was 24 percent. Catholics still make up about one-quarter of the American population, but their schools enroll less than 5 percent of all students (see Figure 3).


What happened to the Catholics? What happened to a school system that at one time educated one of every eight American children? And did it quite well.


May I Have Your Attention, Please!


As most educators know, Catholic schools work and have worked for a long time. Sociologist James Coleman and colleagues Thomas Hoffer and Sally Kilgore, in 1982, were among the first to document Catholic schools’ academic successes, in High School Achievement: Public and Private Schools. A variety of studies since, by scholars at the University of Chicago, Northwestern, the Brookings Institution, and Harvard, have all supported the conclusion that Catholic schools do a better job educating children, especially the poor and minorities, than public schools.

WOW!  WHAT HYPER-GLOBAL BANKING NEO-LIBERAL HEDGE FUND IVY LEAGUE SCHOOL DATA THERE!


According to the Common Good authors, Catholic high schools—and many believe that this applies to elementary schools as well—“manage simultaneously to achieve relatively high levels of student learning, distribute this learning more equitably with regard to race and class than in the public sector, and sustain high levels of teacher commitment and student engagement.” One of the keys, they concluded, is the organization of Catholic schools. Parochial schools are less likely to fall into the public-school habit of “structuring inequities”: public schools offer students the chance to take weaker academic courses while Catholic school courses are “largely determined by the school.” The irony, say Bryk et al., is that such a “constrained academic structure” contributes more to “the common school effect” than the potluck served by the public schools. Catholic schools give less weight to “background differences” of their students and thus do not allow those background differences to be “transformed into achievement differences.” Even after adjusting for student background differences, Bryk and his colleagues found significant “school effects” on academic achievement.


“You know the story about the kid whose parents got fed up with their son’s constant discipline problems in the public school?” asked James Goodness, communications director of Newark Catholic Schools, while entertaining journalists at a recent archdiocesan-sponsored luncheon. Newark, the tenth-largest parochial district in the country, closed nine elementary and two secondary schools in 2005, with a corresponding enrollment decline of 5 percent, from some 47,300 to 44,750 students. Goodness, with his story about the problem public-school boy, was explaining what made Catholic schools special. “‘That’s it!’ says the dad. ‘It’s Catholic school for you.’ They sent him. They waited. No calls from school. ‘What’s up?’ the dad finally asks. ‘The nuns been boxin’ your ears?’ ‘No,’ says the kid. ‘They didn’t have to. When I got to school, I saw this guy hanging from a cross with nails in his hands and feet and I figured they meant business.’”



What Catholic schools are very good at, it seems, is getting kids’ attention. No surprise to those of us who grew up in them. The establishment of order and discipline, in all things: We wore uniforms. We had homework. We had to eat our lunch, even the peas and carrots. My wife remembers classmates having to put a nickel in the “mission box” if they mispronounced a word—“libary” instead of library or “pitcher” instead of picture—at her Jersey City parochial grade school. Grammar counted. Posture counted. So did skirt length. It was all for the greater glory of God, of course. By reaching for God, the “all-knowing,” so the nuns said, we might know something even if our reach fell short. There were no prizes for just showing up. All of it, we knew, on some preternatural level, made us “better.” And the research seems to support that view. In fact, one of the “surprises” for the Common Good researchers, who deemed Catholic schools’ academic focus both consistent and laudable, was that the schools seemed to succeed even when the teaching and the curriculum were “ordinary.”


Such Catholic rigor was part missionary zeal—to spread “the word”—and part defense against the encroachments of an increasingly secular world. And secular, for Catholics, meant a certain slackness in moral and academic discipline. In the United States, the so-called “wall of separation” between church and state, between order and freedom, eventually forced Catholics to build their own school system, the only country in the world where they have one (see sidebar). The battles to safeguard order, and academic excellence, were fought early and often. At the turn of the 20th century, for example, Catholic school leaders refused to follow their public school counterparts into a vocational and utilitarian tracking system. “Catholic youth should not be the ‘hewers of wood and drawers of water,’ but should be prepared for the professions or mercantile pursuits,” went one early protestation by the Association of Catholic Colleges.



Catholic schools toyed with progressive education models in the 1970s, but gave it up, report the authors of the Common Good, when they realized they could not be all things to all children. Catholic high schools soon “returned to conventional class-period organization, heightened academic standards and a renewed emphasis on a core of academic subjects.”


Everything but a Plague of Locusts

So, if they are so good, why are Catholic schools disappearing? And if there are so many more Catholics, why are there fewer schools? No more nuns? No more money? Charter schools? Loss of faith? Indolence? Scandal? Irrelevance? The answer seems to be all of that—and less.



“The answer is fairly simple,” says James Cultrara, director for education for the New York State Catholic Conference. “The rising cost of providing a Catholic education has made it more difficult for parents to meet those rising costs.”

YOU MEAN IT TAKES A GLOBAL 1% TO AFFORD AN ORDINARY US BROAD DEMOCRATIC PUBLIC SCHOOL EDUCATION?


The Catholic-school story has been covered, as education journalist Samuel Freedman wrote in the New York Times, “as either a sob story or a sort of natural disaster, the inevitable outcome of demographics.” But Freedman believes that “there need not have been anything inevitable about the closings,” especially since Catholic populations are increasing.


Brooklyn closed 26 elementary schools in 2005, even though its Catholic population has grown by some 600,000 since 1950. “But the other trends were unmistakable,” says Thomas Chadzutko, superintendent of the diocese’s schools, and the man who presided over the closings. “Enrollment was down and expenses up.”


If only it were that simple.


The loss of nuns has undoubtedly added to the financial burden. But demographic change, and the failure to respond to it, has created other burdens. Since the Catholic school “system” is actually a loose and quite decentralized confederation of 7,500 schools supported, for the most part, by 19,000 parishes in more than 150 dioceses, it took “the Church” some time to see the trends, much less develop new strategies to respond to them.


“We have a system of schools, not a school system,” explains Newark’s new vicar for education, Father Kevin Hanbury. “The local parishes traditionally have been responsible for the schools.” Those parishes, and their schools, feel change at the local, neighborhood level quite quickly. But it takes time for the huge, theologically monolithic, and institutionally undemocratic Church to react.


The flight from inner cities to the suburbs by working- and middle-class Americans affected Catholic schools as much as, if not more than, it did public schools. Downtown churches were suddenly filled by poor immigrants from Catholic nations (Latin America and the Caribbean) without a tradition of Catholic schools, much less a habit of paying for them. According to the National Catholic Educational Association (NCEA), between 2000 and 2006, nearly 600 Catholic elementary and secondary schools closed, a 7 percent decline, and nearly 290,000 students left, almost 11 percent. The largest declines were among elementary schools in 12 urban dioceses (New York, Chicago, Philadelphia, Los Angeles, Brooklyn, Cleveland, St. Louis, Cincinnati, Boston, Newark, Detroit, and Miami), which together have lost almost 20 percent of their students (more than 136,000) in the last five years.



One factor is that the public schools in the suburbs are not like the public schools that Catholics tried to avoid in the cities. “Folks got to the suburbs and discovered that it was not only very expensive to build new schools, but that the public schools were not that bad,” says Patrick Wolf, professor of education reform at the University of Arkansas.


And charter schools, says Father Ronald Nuzzi, director of the Alliance for Catholic Education (ACE) leadership program at Notre Dame, “are one of the biggest threats to Catholic schools in the inner city, hands down. How do you compete with an alternative that doesn’t cost anything?”


Ron Zimmer, of the RAND Corporation, and two colleagues studied the impact of charters in Michigan, one of the most chartered states in the nation, and determined that private schools were taking as big a hit as traditional public schools because of charters. “Private schools will lose one student for every three students gained in the charter schools,” they wrote. This had, they said, “not only…a statistically significant effect on private schools but an effect that is economically meaningful.”


And then came the sex abuse scandals. There has been nothing quite so shattering as the endless parade of headlines about priests abusing children. The Louisville Archdiocese was hit with almost 200 sex abuse suits in a single six-month period in 2003. In April of that year, the Boston Archdiocese revealed that it carried a $46 million deficit, “the largest any diocese has ever had,” according to the New York Times, because it had paid out more than $150 million in legal settlements in sex abuse cases. The crisis in Boston was heightened, said Cardinal Sean O’Malley, because parish donations fell off by several million dollars as a result of the scandal. The diocese closed more than 60 parishes, and dozens of parish schools. A Gallup survey in 2003 found that one in four Catholics withheld donations to the Church because of the scandal. Four dioceses, of the 195 administrative units in the American Catholic church—Davenport, Iowa; Portland, Oregon; Spokane, Washington; and Tucson, Arizona—have already declared bankruptcy because of lawsuits over sex abuse. Others, like Boston, are on the brink.


Marketing for Miracles


“The world changed” was a common refrain of Catholic educators with whom I spoke over several months of research. And it was clear that they included the Catholic world in that assessment. Faith, on many levels, has been shaken. The “new reality,” says Samuel Freedman of the Times, is that Catholic schools “will have to become expert fundraisers to survive.” And marketers. And promoters. And lobbyists. And miracle workers. Catholics are scrambling to find their footing in a world of charters, vouchers, and tax credits.


CATHOLIC SCHOOL HISTORY LESSON

Spanish and French colonists brought schools (which were Catholic) with them to the New World in the 1600s. There were parochial primary schools in Pennsylvania in the 1700s. The first “female academy” in America was in New Orleans, established by the Ursuline Sisters from France in 1727.


Catholic schools in those days were often supported by public funds. St. Peter’s in New York City applied for and received state aid in 1806, as did St. Patrick’s in 1816. Catholic schools continued to receive public monies in Massachusetts, Wisconsin, Connecticut, and New Jersey almost to the end of the 19th century. New York State did not outlaw the practice until 1898.


Catholics perceived “public school” as not just a threat to Catholics, but, as the 1917 Catholic Encyclopedia (CE) recounts, an “imminent danger to faith and morals.” And in that threat was born the modern Catholic school system, as Catholic bishops convened in Baltimore in 1884 and ordered each parish to build a school and each Catholic kid to enroll. Between 1880 and 1900, as the immigrants began arriving, the number of students in Catholic schools more than doubled.


“The vastness of the system,” the CE reported at the turn of the 20th century, “may be gauged by the fact that it comprises over 20,000 teachers, over 1,000,000 pupils, represents $100,000,000 worth of property; and costs over $15,000,000 annually.” The Church saw its “missionary” duty to educate the new immigrants and in 1910, Catholics counted 293 Polish, 161 French, and 48 Italian



schools, and a smattering of Slovak and Lithuanian schools. But the “vastness” now represented such a threat to the secular system that some considered Catholic schools “a destroyer of American Patriotism,” and John Dewey pronounced the church “inimical to democracy,” Many states simply outlawed Catholic schools. It took a Supreme court decision, in 1925, Pierce v. The Society of Sisters, to declare unconstitutional an Oregon law that required public school attendance. The Catholic “system” continued to grow and by 1965, a stunning 12 percent of all elementary and secondary students in the United States were enrolled in Catholic schools.


Then came sex, drugs, rock ’n roll—and Vatican II. The conclave of the world’s Catholic bishops and cardinals called to order in 1962 by a cherubic old pontiff, John XXIII, turned the Church on its head at a time when the Beatles, Martin Luther King, and the Weather Underground were shaking civil and social foundations to their core. Swept away were the Latin Mass, the Baltimore Catechism, meatless Fridays, the high priest at an altar with his back to his congregation.


Not only are the nuns and priests now gone, but so too is a Catholic culture that for 100 years produced nuns and priests with faithful regularity. Of course, the debate as to whether the demise of Catholic didacticism and marshal order has been good or bad still roils Church waters. But the fact remains that the American Catholic school system isn’t what it used to be.

—Peter Meyer


The Brooklyn diocese has hired a marketing firm. In Newark one of the first things Father Kevin Hanbury did when he was made vicar of education last year, before he hired a full-time marketing director, was host a white linen luncheon for the local media. “We have a story to tell,” says Hanbury, “and we want to get it as close to page 1 as we can.” The story, as Hanbury and other Catholic leaders tell it, is that Catholic schools not only work, but they are good for America. “Many of our schools are majority non-Catholic,” says Karen Ristau, president of the NCEA. Ristau herself, a laywoman, represents a new, and some would say sobered, Church. She has an armful of academic credentials, but is also a grandmother. “We have high expectations for these little kiddos,” she says, speaking of the 2-million-plus children in the Catholic school system that NCEA represents.


After I called the Memphis diocese to inquire about Catholic schools there, a FEDEX truck was at my door the next morning, with a package of press clips, brochures, and a CD. “Let me tell you this story,” says a soft-spoken Mary McDonald, superintendent of Memphis Catholic Schools, also a grandmother. Though McDonald can now describe her first days on the job as superintendent in July of 1998 with some bemusement, when she received orders from her new boss, Bishop J. Terry Steib, to reopen already closed Catholic schools in downtown Memphis, she thought she’d been sent to hell.


Memphis was a sprawling Catholic diocese that had seen the number of its faithful increase by half, but its school enrollment decrease by almost a quarter. While there were new Catholic schools and Catholic schools with waiting lists in the suburbs, inner-city Memphis had become increasingly black and poor and non-Catholic. A half-dozen Catholic schools had closed over the previous two decades. The few schools that remained were in the death grip of aging parish populations, increased costs (the number of nuns in Memphis had dropped from 160 to 80), and dwindling enrollment.


No wonder “the Bishop’s vision,” as she calls it, sent McDonald right to the diocesan chapel and onto her knees. It didn’t seem to matter to Bishop Steib that McDonald, a teacher and school principal during her 30 years in education, had never been a superintendent. “It was daunting,” she recalls. “I just went out and started talking to anyone who would listen—and even those who didn’t want to—about the value of and need for Catholic schools.” And it didn’t matter that the people in those slums where the empty schools were weren’t Catholic, says McDonald, who often quotes a line attributed to Cardinal James Hickey of Washington, D.C., which has become a call to arms in the new crusade to save Catholic education: “We don’t educate these children because they are Catholic, but because we are Catholic.”


A year after McDonald started beating the bushes of Memphis for money, on a July day in 1999, her phone rang. The call was from someone offering “a multimillion-dollar donation,” says McDonald, who told the Memphis Commercial Appeal at the time, “I know a miracle when I see one.” Though the donors—there were more than one—remain anonymous to this day, their $15 million “was earmarked for Catholic education,” says McDonald, recounting the story seven years later, as if she still can’t believe it. “And they weren’t even Catholic.”



McDonald and her staff reopened St. Augustine, a 65-year-old school that had closed in 1995, within three weeks of receiving the donation. McDonald had 20 students registered in three days. The school opened with 30 students in two kindergarten classes. The students didn’t need to have the $2,400 tuition—the donation paid for scholarships—and they didn’t need to be Catholic.



“But the schools are truly Catholic,” says McDonald. “We’re not a public school. We’re not a charter. We have the same values we’ve had for centuries—do the same things. We say prayer every day. We say the rosary at the same time every week. We have Mass for everyone.” And uniforms, of course. “Our donors believed that Catholic education could make a difference,” says McDonald, “and that Catholic schools are successful in inner cities.” Within the next six years, eight more schools reopened, adding more than 1,300 students to the Jubilee School system, the name of the new initiative. Almost 90 percent of the students lived at or below the poverty level; over 80 percent were non-Catholic.



Has all the change and consolidation affected academics? No, says McDonald. Jubilee students are reading at grade level within a year of arriving; they are then outperforming their peers on standardized TerraNova tests. So far, none of the Jubilee students are old enough to have entered high school, but McDonald is optimistic. “We have a 99.9 percent graduation rate in our six high schools. Virtually no one drops out.”


Capital Campaigns and a Voucher in Every Pot


A half-dozen years earlier in Washington, D.C., Cardinal Hickey had appointed a commission to study the problems confronting his diocese’s inner-city schools. “The commission recommended closing 12 of 16 struggling schools,” recalls Juana Brown, who was then the principal of one of those schools, Sacred Heart. Hickey issued his now-famous dictum: “Closing schools is not an option.” He ordered the group back to the drawing board.


When it returned, Hickey’s commission proposed creation of Faith in the City, an outreach and fundraising initiative that included a Center City Consortium (CCC). The task for CCC was solving the mystery of the less-than-holy trinity of modern Catholic education: financial distress, declining enrollment, and falling test scores.
This was the same mystery, on a smaller scale, that Mary McDonald was tackling in Memphis. Though details differed, the “can’t fail” spirit has marked both enterprises and made them models for Catholic school rescue and reform.



“I tried to get people to look at Memphis,” recalls George Loney, who directed Dayton’s Catholic Urban Presence program, launched in 2002 to find a solution to that city’s Catholic school crisis. Loney did help Dayton’s Catholic schools, part of the Cincinnati Archdiocese, achieve “needed economies of scale” by consolidating. And test results are good. “I just can’t get them to publicize them,” he says.


The D.C. archdiocese announced in December of 2006 that it would close—“we prefer to say consolidate,” says communications director Susan Gibbs—three elementary schools in the District. Yet the CCC schools seem to be working. Martin Davis of the Fordham Foundation writes that the 13 consortium schools achieved “remarkable growth” in grades 2 through 8 proficiency rates on the TerraNova from 2000 to 2005. “More remarkable,” writes Davis, “those growth rates include test scores from 2004–05, when 300 high-poverty children from failing District of Columbia public schools entered consortium schools through the new D.C. voucher program.”


In fact, vouchers are proving to be something of an antidote to the threat posed by charter schools. In Milwaukee, for example, according to Paul Peterson, while charters have “accelerated” the decline of private schools, vouchers seem to have “stabilized” them. Catholic schools in the city have been, since 1996, among the many private schools to benefit from the first state-supported voucher program. In 2005, each of the some 14,000 vouchers passed out in Milwaukee was worth $5,943 at any one of 117 eligible schools, 35 of them Catholic. (The 45 charters in the city, allowed since 1993, received between $7,000 and $9,000 per student.) The Milwaukee Journal Sentinel concluded in 2005 that “the principal effect of choice” in the city has been “to preserve the city’s private schools, many of them Lutheran and Catholic.”



David Prothero, associate superintendent of schools for the archdiocese, says the 6,000 Catholic-school voucher students represent nearly half of Milwaukee’s Catholic school students. “That’s significant.”



“The irony is that the research shows that private schools don’t make a big difference for high socioeconomic students,” says Patrick Wolf, author of a recent study on voucher impacts in Washington, DC. “But they do make a difference for low-income students. And they’re the ones who can’t afford them.”
“From a lawmaker’s point of view,” says Jim Cultrara, who is also co-chairman of the New York State Coalition of Independent and Religious Schools and spearheaded a serious, though unsuccessful, effort to have the New York State Legislature pass a tax credit in 2006, “it’s fiscally prudent to provide financial assistance to enroll children in independent and religious schools. It helps reduce the tax burden and alleviate overcrowding in public schools. And that’s not even counting the benefit of providing students with a quality education.”


Thus, the significance of the scholarship programs and vouchers, and the Church’s mission to the poor. The latest NCEA data show the mean tuition and per-pupil cost for Catholic elementary schools to be $2,607 and $4,268, and for high schools, $5,870 and $7,200, all below average public-school per-pupil expenditures. Thus, too, the persuasiveness of the argument that Catholic schools are a form of subsidy to the nation’s public education system. Diane Ravitch wrote, in a Daily News editorial after hearing word of the Brooklyn diocese school closings in 2005, “It will be a loss for all New York City. The Catholic schools in this city have provided genuine choice for children from low-income and working-class families for more than 150 years. What is more, they have established a solid reputation for safety, academic standards and moral values. All of this has been supplied at a nominal cost to families and at no cost to taxpayers.” The NCEA estimates the value of the Catholic school system’s annual subsidy to the nation at $19.4 billion.


Through smart financial administration and management and aggressive fundraising, many dioceses are beginning to take back some ground lost in the last several decades. Pooling resources for such things as collecting tuition, custodial contracts, and paying salaries has saved money as well as freed principals to focus on academics. Through aggressive marketing and with a corporate board of “the rich and powerful,” the D.C. consortium has raised $30 million in a capital campaign in the last five years. An annual gala fundraiser, co-sponsored by Senator Ted Kennedy (D-MA) and Representative John Boehner (R-OH), last year garnered $1 million.



“Mr. Boehner has visited every one of our schools,” says Brown. “He’s 1 of 11 children and grew up Catholic and has been a tremendous booster.”
It is probably no coincidence that Kennedy and Boehner were key Capitol Hill strategists in passing the historic No Child Left Behind Act. “Catholics believed in every child learning long before NCLB,” says Juana Brown. “We have a mission to educate.”



The dust has still not settled in the Church. But the new missionaries, like Brown and McDonald, seem as holy and determined as their habited predecessors. Given the Church’s history, one would not want to bet against them, especially on the education front. Can tax credits, vouchers, and fundraisers substitute for the devotions of the faithful? Can marketing directors get those same faithful to forget about the sexual predators? These are serious and still largely unanswered questions. But there is a more vexing concern for some of us, even those of us used to imponderables such as the number of angels that can dance on the head of a pin: where do you find a busload of nuns?

_____________________________________

When we read US media telling us these private freemason universities are growing in size----they are talking about ONLINE STUDENT populations.  Indeed, as our US public and private liberal arts and humanities colleges and universities are closed these OLD WORLD GLOBAL 1% FREEMASON structures will remain----but they are MOVING FORWARD RACE TO TOP/COMMONER CORE as fast as CLINTON/BUSH/OBAMA global banking pols and players tell them.

THAT BILLION-DOLLAR EMPIRE was of course these few decades of CLINTON/BUSH/OBAMA defunding and dismantling our US public K-university.  This billion-dollar empire tied to OLD WORLD GLOBAL 1% KINGS AND QUEENS will do nothing for US 99% of WE THE PEOPLE---that 5% going under the bus in MOVING FORWARD.


Falwell as Smith and Ignatius Loyola are NOT exceptional business people----they are working for global banking 1% connecting all our Federal agencies to RAND/KNIGHTS OF MALTA-----which control all HIRING AND EMPLOYMENT which choose the universities from which they recruit---manufacturing WINNERS AND LOSERS in our US higher education.


When our US 5% freemason/Greeks allow these kinds of cronyism and corruption of our REAL free market economy fueled by strong public K-12----they end as LOSERS as well.



How Liberty University Built a Billion-Dollar Empire Online


With a hard sell to prospective students and huge amounts in taxpayer funding, Jerry Falwell Jr. transformed the evangelical institution into a behemoth.


By ALEC MacGILLIS/PROPUBLICAAPRIL 17, 2018

This article is a collaboration between The Times and ProPublica, the independent nonprofit investigative-journalism organization.


It was the start of the 2017 Fall Family Weekend at Liberty University, the school founded by Jerry Falwell Sr. 47 years ago in Lynchburg, Va., and the lines were especially long to get into the basketball arena for the mandatory thrice-weekly student convocation. There was a festive feel in the air — as usual, a live band kicked things off with some Christian rock.


Penny Nance, a newly named Liberty trustee who is the head of the socially conservative group Concerned Women for America, took the stage to say that with Donald Trump in the White House, the country was much closer to overturning Roe v. Wade and putting “true limits on the abortionist’s hand.” Tim Lee, a Texas preacher and evangelist who lost his legs in the Vietnam War, gave a sermon bemoaning “homosexuals and pornographers,” declaring that one problem with “pulpits today is that they’ve got a lot of girlie men in them.” A young man in front of me in a Nautica T-shirt clapped and shouted, “That’s right!”


Liberty is spread out on more than 7,000 acres overlooking Lynchburg, a former railroad-and-tobacco town on the James River below the Blue Ridge Mountains. The student body on campus is 15,500 strong, and the university employs more than 7,500 people locally. Throughout the university grounds, there is evidence of a billion-dollar capital expansion: mountains of dirt and clusters of construction equipment marking the site of the new business school; the $40 million football-stadium upgrade, to accommodate Liberty’s move into the highest level of N.C.A.A. competition; and the Freedom Tower, which at 275 feet will be the tallest structure in Lynchburg, capped by a replica of the Liberty Bell.


Jerry Falwell Jr., who has led the university since 2007, lacks the charisma and high profile of his father, who helped lead the rise of the religious right within the Republican Party. Yet what the soft-spoken Falwell, 55, lacks in personal aura, he has more than made up for in institutional ambition. As Liberty has expanded over the past two decades, it has become a powerful force in the conservative movement. The Liberty campus is now a requisite stop for Republican candidates for president — with George W. Bush, John McCain and Mitt Romney all making the pilgrimage — and many of Liberty graduates end up working in Republican congressional offices and conservative think tanks.


Liberty has also played a significant role in the rise of Donald Trump. Falwell was an early supporter of the reality-TV-star candidate, staying loyal through the release of the “Access Hollywood” tape and giving Trump a crucial imprimatur with white evangelical voters, who widely supported him at the polls. “The evangelicals were so great to me,” Trump said in an interview last year. The first commencement speech he gave as president, last spring, was at Liberty. And in August, Falwell stood by Trump following his much-criticized remarks on the violent rally by white supremacists in Charlottesville, declaring on “Fox & Friends” that “President Donald Trump does not have a racist bone in his body.”



Such steadfast allyship has prompted ridicule even from some fellow evangelical Republicans. But it makes more sense in light of an overlooked aspect of Liberty: its extraordinary success as a moneymaking venture. Like Trump, Falwell recognized the money to be made in selling success -- in this case, through the booming and lightly regulated realm of online higher education. Falwell’s university has achieved the scale and stature it has because he identified a market opportunity and exploited it.


The real driver of growth at Liberty, it turns out, is not the students who attend classes in Lynchburg but the far greater number of students who are paying for credentials and classes that are delivered remotely, as many as 95,000 in a given year. By 2015, Liberty had quietly become the second-largest provider of online education in the United States, according to The Chronicle of Higher Education, its student population surpassed only by that of University of Phoenix, as it tapped into the same hunger for self-advancement that Trump had with his own pricey Trump University seminars. Yet there was a crucial distinction: Trump’s university was a for-profit venture. (This month, a judge finalized a $25 million settlement for fraud claims against the defunct operation.) Liberty, in contrast, is classified as a nonprofit, which means it faces less regulatory scrutiny even as it enjoys greater access to various federal handouts.


By 2017, Liberty students were receiving more than $772 million in total aid from the U.S. Department of Education — nearly $100 million of it in the form of Pell grants and the rest in federal student loans. Among universities nationwide, it ranked sixth in federal aid. Liberty students also received Department of Veterans Affairs benefits, some $42 million in 2016, the most recent year for which figures are available. Although some of that money went to textbooks and nontuition expenses, a vast majority of Liberty’s total revenue that year, which was just above $1 billion, came from taxpayer-funded sources.


And it was no secret which part of the university was generating most of that revenue, said Chris Gaumer, a Liberty graduate and former professor of English there. “When I was there, at faculty meetings the commentary was that online was funding the school, while they were trying to just break even on the residential side,” he said. “It was understood that on the online side, they were making a killing.”

Jerry Falwell Sr. was raised in Lynchburg by a Christian mother and a nonbelieving father, whose knack for business gained him a small empire of restaurants, bus lines, nightclubs and gas stations and eventually carried him into bootlegging. Falwell cast this dual inheritance in the terms of a clash between God and the Enemy, but it was hard not to see his career as a successful fusing of his parents’ influences, salesmanship wrapped in Christian cloth.


He founded Thomas Road Baptist Church in the former offices of a bottling company in 1956 and soon began broadcasting recordings of his sermons on regional radio and television. In 1971, the same year his “Old Time Gospel Hour” went national, he founded Lynchburg Baptist College, subsidizing it with revenues from the show. “I believe there are thousands of young students who will catch the vision and who will carry what God is doing in Lynchburg to cities all over the continent and around the world,” he declared at the time, according to his 1996 autobiography. At first the college was scattered in rented spaces around town — a vacant high school, a Ramada Inn -- but by 1977 it had been renamed Liberty Baptist College and moved up to an initial 2,000-acre swath of land on the mountain.


By 1984, nearly 400 local broadcasters around the nation were carrying “The Old Time Gospel Hour.” The toll-free number flashing on the screen reportedly helped bring in more than $72 million per year in donations. Some $10 million of those funds flowed to the college, which at that point numbered about 4,500 students. Another of Falwell’s enterprises pulled in about $12 million a year — the Moral Majority, an attempt to build a cross-denominational political coalition against the common foes of abortion rights and, as he later put it, “moral permissiveness, family breakdown and general capitulation to evil and to foreign policies such as Marxism-Leninism.”



Liberty University, as it has been named since 1985, grew steadily, drawing families attracted by the “Liberty Way,” which forbade premarital sex, drinking, smoking and cussing. In 1987, it secured tax-exempt status, which Falwell described in his autobiography as an existential necessity: “If a tax exemption could not be granted us,” he wrote, “it would have been impossible to carry out the dream of a 50,000-student Christian university in Lynchburg.”


But another element of the business model — evangelical broadcasting’s aura of rectitude — was about to take a hit. That March, Jim Bakker resigned as head of the televangelist PTL ministry amid revelations of a sexual encounter with a former church secretary, Jessica Hahn, who received a payoff to keep quiet about it; Bakker later served just under five years in prison on a federal fraud conviction related to PTL’s fund-raising. In 1988, the televangelist Jimmy Swaggart declared, “I have sinned,” following reports of his consorting with a prostitute in New Orleans; three years later, the police pulled him over with another prostitute in Southern California.


No such scandals attached to Falwell, who succeeded Bakker as host of “The PTL Club.” But the bubble had burst. Amid what Falwell later referred to as the “credibility crunch” caused by the televangelist scandals, the college’s finances deteriorated. Within a few years, annual contributions dropped by $25 million; the college’s debt swelled to more than $100 million.


In 1996, the accrediting body overseeing Liberty presented a list of more than 100 “recommendations” for staying accredited, including a demand that it reduce its debt. Falwell went on a 40-day liquids-only fast, praying for deliverance. “I am certain that we will become a world-class university training champions for Christ in every important field of study,” Falwell vowed in his autobiography. “And I am asking God to give me more time to guide and fund that dream.”


One educational novelty that Falwell dabbled in, starting in the mid-’70s, was an early form of distance learning. Liberty would mail lecture videotapes and course packets to paying customers around the country — at first just certificate courses in Bible studies, and by the mid-’80s, accredited courses in other subjects as well. By the time of Liberty’s financial embattlement, other education innovators had taken the idea much further — none more so than a man named John Sperling.



Sperling was an unlikely capitalist entrepreneur. The son of a failed farmer in the Missouri Ozarks, he joined the Merchant Marine, embraced socialism and ended up receiving a Ph.D. in history from the University of Cambridge. He got a job teaching at San Jose State University, where he took over the faculty union and led a big strike in 1968. His humble origins and early socialist leanings had given him a jaundiced view of elite schools, and his experience teaching a course to police officers and teachers as part of a federally funded effort to reduce juvenile delinquency furthered his belief that traditional colleges were leaving out a whole swath of Americans eager for higher education. He decided to start a university of his own — not a nonprofit but a for-profit, and not in California, where he had clashed with skeptical accreditors, but in the laxer regulatory climate of Arizona.


In 1976, Sperling rented space in a boilermakers’ union hall in Phoenix and started offering weekly classes there to eight students — all adults who’d had some college education and were looking to complete their degrees. A decade later, University of Phoenix had 6,000 students. But things really took off three years later, in 1989, when Sperling started offering M.B.A.s online through Prodigy, the early electronic communications service. Sperling took the university’s parent company public in 1994; by 2000, enrollment had reached 100,000.



By the early 2000s, for-profit colleges were booming: Access to the internet was spreading, and the Bush administration was employing a notably light regulatory touch, even as the programs were devouring an ever-greater share of federal student aid. Among the adopters of Sperling’s model was Falwell, who in 2004 began expanding the family’s primitive distance-learning programs into what would become known as Liberty University Online.


In his autobiography, Falwell praised Jerry Jr.’s business instincts, crediting him with saving Liberty from ruin through his management of its debt. “God sent him to me just in time,” he wrote. “He is more responsible, humanly speaking, for the miraculous financial survival of this ministry than any other single person.” When Falwell died in 2007 at age 73, his younger son, Jonathan, took over the pulpit at Thomas Road Baptist, and Jerry Jr. took over the university — an indication of where the heart of the ministry now was.


As the Great Recession hit, laid-off Americans turned to online education to seek a new economic foothold. After years of trying to save Liberty by cutting costs, Falwell Jr. said, he adopted his father’s vision of saving it through increasing revenues. In a recent telephone interview, Falwell described the surge in online enrollment as a kind of revelation. “It took us about 20 years to perfect” the distance-learning model, he said, “but when we did, that was about when everyone started getting high-speed internet in their homes, and we were the only nonprofit poised to serve that huge adult market of people who had not finished college or needed a master’s degree to get a promotion.”
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We have already discussed these issues of religious freedom and separation of church and state as religious public policy so we want to take just a day in discussing US PUBLIC EDUCATION to remind our 99% of WE THE PEOPLE what has allowed the US to have the strongest religious freedoms in world history. 

SEPARATION OF CHURCH AND STATE eliminated OLD WORLD GLOBAL 1% KINGS AND QUEENS from our AGE OF ENLIGHTENMENT ----I AM MAN strong centuries-old public education.  The CHURCH for Christians as SYNAGOGUE for Jewish as MOSQUE for our Muslims as TEMPLE for our Buddhists/Hindi.

When US 99% WE THE PEOPLE allowed this contrived public policy as religions as NON-PROFITS----we opened the door to global banking KINGS AND QUEENS using religion in creating businesses.  NOT RELIGIOUS---- this is why in US the TAX-FREE status of religious buildings were tied to SANCTUARIES----and as we see below our religious SANCTUARIES were given a special legal status -----

NONE OF THIS PERTAINED TO FREEMASON  SCHOOLS---FREEMASON HOSPITALS---FREEMASON EMPLOYMENT CENTERS------ALL GLOBAL BANKING 1% ---NOT RELIGIOUS.

When global banking 1% use today's term SANCTUARY CITY/STATE they are again corrupting the policies tied to what was a religious designation for religious SANCTUARIES and it does not end well for our US 99% and our 99% of new immigrants since these policies are being written by global banking 1% killing 99% WE THE PEOPLE.

This term SANCTUARY CITY is tied to OLD WORLD GLOBAL 1% KINGS AND QUEENS and that STATE CHURCH as sanctuary....when US cities deemed FOREIGN ECONOMIC ZONES will have no religion.

It's a complete corruption of our centuries-old legal standings in religion and education having no intention of making things better for our 99% of citizens.

Places of Refuge: What Legal Basis for the Churches' Offer of 'Sanctuary'?


Neil Foster ABC Religion and Ethics 9 Feb 2016

Faced with criminal sanctions over their offer of 'sanctuary', churches may respond that the law recognises their right to free exercise of religion, or they may claim obedience to a higher law. Credit: Colors Hunter / Getty Images


In last week's high-profile decision of the High Court of Australia, Plaintiff M68-2015 v Minister for Immigration and Border Protection [2016] HCA 1, a 6-1 majority ruled that the Australian government is entitled to continue its policy of detaining certain asylum seekers off-shore in the Pacific nation of Nauru.




In the aftermath of the decision, and in response to the plight of a group of mothers and their babies and young children who have been receiving medical treatment in Australia, and will now have to be returned to the dreadful conditions in Nauru, a number of Christian churches went public with an offer of "sanctuary" for those who are supposed to be returned.


It seems worthwhile to reflect on the legal issues surrounding "sanctuary" in Australia.



Background to the law of "sanctuary"



Most people would be aware that church buildings in the past were places of refuge, where some wrongdoers could seek sanctuary from arrest. This idea no doubt had its roots in the Bible, where in the Old Testament there are some recorded references to people seeking sanctuary at the altar of the Temple (see 1 Kings 1:49-53; 2:28-34).


The law of Moses also saw a system of "cities of refuge" (Joshua 20:1-6) where those who had committed what today would be called "involuntary manslaughter" could seek to flee from revenge at the hands of the family of the deceased.


In the early days of the common law of England, this was implemented by a system of sanctuary which applied in local churches in different ways. With the growing power of the secular monarchy, areas where wrongdoers could escape the King's justice were increasingly reduced, and in 1624 sanctuary as a common law doctrine was abolished by statute.


Any legal operation of the doctrine, then, was well and truly removed from the common law before the European settlement of Australia, and not part of that law which was "received" into our system.


In any event, the continuation of a law which gave special recognition to the status of church buildings was unlikely to have survived the process of Federation, where at least for the purposes of the Commonwealth, no "establishment" of religion was possible under s.116 of the Constitution.

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Here is a good public policy discussion on church and state outing global banking 1% and their corruption of our REAL POLITICAL PHILOSOPHIES. More important for this week's education discussion is this----there has been a long history these several centuries of broad public education where FAKE ALT RIGHT ALT LEFT global banking 1% RELIGIOUS freemason schools move in to take over our public K-UNIVERSITY and then DISAPPEAR using FAR-RIGHT WING MARXIST policies.

We KNOW that is what is MOVING FORWARD today------as global banking tied to a RAND CORPORATION/MITRE CORPORATION controls all hiring and employment in US manufacturing WINNERS attending religious freemason schools and losers of our US broad private and public arts and humanities schools---VOILA---they will simply DISAPPEAR.

Please stop chasing WAG THE DOG for education and employment----even that 5% of US players are going under the bus in MOVING FORWARD. Remember that term WAG THE DOG was used during CLINTON ERA.



'wag the dog
to cause a persuasive movement in any large body of influence, i.e., a mass of people, through means by which a lesser influence is utilized'.


Our religions are in SANCTUARIES------religious freemason schools are the realm of global banking 1% KINGS AND QUEENS.


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Has/How has Russia gone from being a far-left communist state to a far-right nationalist state?

Christopher S. Mauch
Christopher S. Mauch, Political Afficiando
Answered Aug 26 2016 ·

I would argue that the modern Russian state isn’t ideologically all that different than its predecessor the Soviet Union. The reason why it might appear to have switched trajectories is due to the false dichotomy implicate in the “left/right” political spectrum. Left/Right aren’t particularly useful political terms in almost any context and become especially meaningless when you leave “western” political spheres.

Let’s take Saudi Arabia as an example. Is it a left wing country or a right wing country? Well, your knee jerk reaction might be to say that it is clearly a right wing country because it is ruled by both a an active monarchy and a very conservative religious class. But Saudi Arabia also has almost no free market to speak of. It’s economy is probably closer to Communist/Socialist ideals than China or Russia ever were.

While admittedly Saudi’s aren’t all paid an equal amount, the role of the state in the economy is hard to over emphasize. And furthermore, the services the government provides free to its citizens is basically unparalleled outside of the Arabian Peninsula.

What is liberal and what is conservative a both relative, and need to be looked at within the relevant contexts in which they exist. In the United States for example, conservatives typically advocate free markets, capitalism, and advocate unregulated access to guns. In many ex-soviet states conservatives advocate government intervention in the economy, gun control, and are very antagonistic towards free markets, globalism, or capitalism.

Another example of this is the “conservative” Communist Party of China vs. “conservative” American Republicans. Conservatives in China mandate the biggest abortion scheme in history, while Republicans in the United States’ opposition to Abortion is near hyperbolic proportions. Liberals in China are MORE likely to be religious than politically conservative Communist Party Members, who are more likely to be Atheists and antagonistic towards the idea of religion and it’s practice.

Now you specifically mentioned the Orthodox Church, so I will try to address it although I think it is both more and less important than you think. With the fall of the Soviet Union, Russia lost its “Communist” ideology that was very useful in controlling its population. The mantel of Marxist-Leninism having been pretty thoroughly discredited, it could not so easily be restored. That is where the Russian Orthodox Church comes in. You see, unlike Catholicism which is ruled/administered by the independent Holy Roman See and an elected Pope (much to the chagrin of the Communist Party in China) the Russian Orthodox Church is administered by the Russian Patriarch who serves only with the approval of the Russian State. This effectively makes the Russian Orthodox Church a very effective means of social/ideological control in lieu of Soviet Ideology (ironic isn’t it?)

We shared a meme from 1932 titled PUBLIC EDUCATION THE CORNERSTONE OF AMERICA.  It showed back in last ROBBER BARON ROARING 20s systemic frauds directed by the same US FED, global banking 1% bringing the US down to economic collapse of course using that to defund our public schools.

The meme rightly shows a solid stone column with PUBLIC SCHOOLS at the bottom holding up INDUSTRY and INTEGRITY which holds up GOVERNMENT.  The attack by REAGAN/CLINTON in 1990s of our public schools defunding them and FORCING our administrators to seek CORPORATE SPONSORSHIP------MOVING FORWARD today in RACE TO THE TOP------clearly shows our breakdown in GOVERNMENT due to loss of INTEGRITY in INDUSTRY.

Global banking 1% does this deliberately only unlike ROARING 20s ROBBER BARON few decades there is no intent of REBUILDING our strong several century's old PUBLIC SCHOOLS.  We have seen these few decades all our public K-university going to build global education corporations.

During REAGAN/CLINTON there was massive protest from parents in communities across the US against this defunding and ESPECIALLY against corporate patronage.

'The budget includes $2.8 billion for operating expenses and $1.1 billion for capital investment. It also includes more than $350 million of support to City Schools'.

For those not knowing Baltimore City history and its public schools----today's MAYOR PUGH was Clinton-era MOVING FORWARD public funding for higher education to private global corporate trade schools.  While Baltimore City K-12 was being starved of all funding with Federal funds misappropriated to private schools our Baltimore public universities were starved and low-functioning.  MAYOR PUGH was dean of one of those corporate colleges.  Flash forward to RACE TO THE TOP hyper-corporatization of all US public schools filled with corporate patronage, our students are totally ensconced in corporate lessons, corporations staffing our schools, corporations setting teaching agenda, and of course our school buildings growing with corporate advertisement.

Below we see the latest MEDIA PROPAGANDA about Baltimore City schools.  We are led to believe our city budget spends more on youth and less on police-----but what we do not see is we now have police in all our schools as employees paid by what was once a public school employee providing education services.

REMEMBER, BALTIMORE IS FAR AHEAD IN INSTALLING US CITIES DEEMED FOREIGN ECONOMIC ZONE GLOBAL MILITARIZED AND PRIVATIZED POLICING.


FY2018
Baltimore City preliminary budget spends more on education & youth over police


Mallory Sofastaii
5:54 PM, Mar 29, 2017
6:43 AM, Mar 30, 2017






BALTIMORE, Md. - For the first time in a long time, the Baltimore City budget plan invests more in education and youth development than policing.



On Wednesday, Mayor Catherine Pugh released the preliminary fiscal 2018 budget plan.
The budget includes $2.8 billion for operating expenses and $1.1 billion for capital investment. It also includes more than $350 million of support to City Schools.



Currently, Baltimore City Schools faces a budget gap of $130 million. Earlier this week, Governor Larry Hogan pledged nearly $24 million in assistance and the City is expected to contribute more than $22 million in bridge funding and $90 million in total over the next three years.


“This is a milestone, historic moment. Our funding education and youth development exceeds the police department budget,” said Andrew Kleine, the budget director for the City of Baltimore.


Of the $3.9 billion budget plan, $512 million will fund City Schools and youth programs, which tops the $497 million set aside for police.


“Commitment to youth, absolutely a commitment to youth, transparency, and holding department heads accountable for their budgets,” said Baltimore City Mayor Catherine Pugh.



The City plan also includes a $5.5 million dollar base reduction to the police budget in addition to getting overtime spending under control.


“We've got nine days of Light City, which I'm really excited about but that's nine days of overtime by our police officers. When you think about Artscape and all these other events that's overtime for our police officers that takes someone out of a patrol into these particular areas and I think we have to look at that and couch it differently,” said Mayor Pugh.



Mayor Pugh did not specify what programs or services would be cut from the police budget. Most other city services will be funded at current levels.


The City was also able to close a $20 million dollar shortfall through increased property and income tax revenue and a new funding source. The City plans to relaunch the red light and speed camera program, which is estimated to generate nearly $8 million in revenue. The program is expected to be rolled out no earlier than June.



“Certainly we'll be grateful for the revenue but one of the things we look at, as Kleine has cautioned me on this, because as people get used to the cameras they will slow down, they will stop running red lights so it becomes also regressive. So, it's not something that we want to depend on, we really want to grow our city to increase our revenue,” Mayor Pugh said.


Another key factor in how the City balances its book is federal funding, and President Trump wants to make some cuts.

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We don't want to list the names of all global corporations having moved into our public K-university these few decades of REAGAN/CLINTON attack on US public education filling our public K-university with the widespread corporate frauds and global banking frauds during ROBBER BARON fleecing of our Federal, state, and local government coffers-----here in Baltimore City even our public school buildings and real estate were handed to global investment firms under the guise of $1 BILLION SCHOOL BUILDING BONDS.

Of course global COMMONER CORE and global education testing met global TEACH FOR AMERICA private teachers now moving forward private police as public K-university employees.

What we want to do this week is remember what worked in our US public schools and remind today's 99% US WE THE PEOPLE and our immigrant citizens that there was broad consensus on left and right wing against this defunding, against the injection of corporations and even corporate advertising because we had tons of research and education development showing ALL THIS WAS BAD FOR OUR CHILDREN AS STUDENTS.

Here is the Bill 1090 being debated------it is Baltimore City by MAYOR PUGH-----pretending to be a PUBLIC EDUCATION funding bill-------Baltimore's education system is being completely captured by global neo-liberal corporate campus K-12======nothing public in Baltimore public schools............SUPPLEMENTAL EDUCATION SERVICES------means-----more and more and more outsourced global NGO education corporations to attach to our 'public' schools whose staff is being eliminated.

Below media sells this bill as a win for public K-12 when in fact all that SUPPLEMENTAL FUNDING will go to pay SCHOOL BOND BILLS tied to what are already privately-owned schools once called PUBLIC SCHOOLS.



 EXPLANATION: CAPITALS INDICATE MATTER ADDED TO EXISTING LAW .


[Brackets] indicate matter deleted from existing law. *sb1090*
SENATE BILL 1090 F1 2lr3436 CF HB 1450
By:
Senator Pugh
Introduced and read first time: March 5, 2012
Assigned to: Rules
A BILL ENTITLED AN ACT  concerning Public Schools
–

Provision of Supplemental Educational Services

Our local and national media STILL selling these corporate policies in education as WINS for our 99% students black, white, and brown children.



FOOD & DRINK
12/10/2015 12:12 pm ET


The Problem Is Gross School Lunch. These High Schoolers Are Fixing It.


Students at a Chicago high school blame the district’s contractor for serving meals they say are worse than prison food. And they’re getting results.

By Joseph Erbentraut

Credit: Jasmine Castillo/The School Lunch Project


A recent lunch at Roosevelt High School in Chicago. Students say the food being served at their cafeteria is barely edible.


A group of students at a Chicago public high school on the city’s northwest side is calling for higher quality, healthier food to be served at their cafeteria — inspiring real change that could be felt citywide. 



“We want our school to be better,” Jacquez Conwell, a junior at Roosevelt High School participating in the student protest of the “crap” meals, told HuffPost. “It’s not fair for us kids, us teenagers, to go through the day where we’re not satisfied. And if we’re not satisfied, we’re not learning anything and we’re not focused.”



Conwell is one of many Roosevelt students participating in a campaign that’s been titled The School Lunch Project.
Late last month, students debuted their website featuring photos of unappetizing food they’ve been served at school, including images of still-frozen fruit cups, spoiled produce and questionable meat.



The students also included a list of their proposals for change, including the option to have off-campus lunch, the addition of vending machines in the school and asking for more options beyond milk or water to drink. Students would also like more diverse entrees beyond the heavily processed foods typically available and they claim pizza, a fried chicken patty or a hamburger are their only options most days.


“Lunch time is the time where you eat and enjoy your free time,” the students’ website reads. “It’s supposed to be the place where students get the best healthy lunches like salads, sandwiches, fresh fruits, etc. Instead they give some gross, unhealthy food.”



The campaign started as a project in a civics class taught by Tim Meegan and grew from an online initiative first reported by WBEZ’s Monica Eng into a student boycott of the lunches served at Roosevelt that has received coverage by dozens of media outlets both local and national.

Their message is being heard. On Tuesday, Meegan and a group of students took part in a meeting with officials representing Chicago Public Schools and Aramark.



Philadelphia-headquartered Aramark was awarded the district’s $97 million-a-year catering contract in 2013, a deal made under circumstances the CPS inspector general deemed “questionable.” The company, which also holds a $260 million contract covering custodial duties for the district, is no stranger to criticism for the services it has provided.


As a result of the meeting, Meegan reported CPS and Aramark officials asked students at Roosevelt to monitor their meals through the year’s end and report back on any issues and invited them to choose a group of five students comprising a Student Dining Committee to take part in a taste testing to evaluate new foods to join the school’s meal rotation.


Students’ reactions to the meeting were “mixed,” Meegan admitted, as there was some frustration that it would take up to three months to incorporate new menu items and students felt concerns about their food’s quality, rather than how it was prepared, went ignored. Still, he said they are “cautiously optimistic” the food will improve for the better.



Aramark currently provides food services for some 380 school districts nationwide and custodial services for more than 130 districts.


The company also provides food services for correctional facilities, including the Michigan Department of Corrections, which ended its contract with Aramark earlier this year due to issues including employee misconduct and sanitation concerns including maggots being found inside a prison kitchen.
On their website, students allege that some prisons under contract with Aramark are actually being served better food than they are.


David Katz, a nutritionist and instructor in medicine at Yale’s School of Public Health, shared Meegan and the students’ concerns about the quality of the food at Roosevelt after viewing photos the students had posted to their website. 

Recipes that are worth your time, useful kitchen how-tos and genius food facts.“I am entirely on the side of the students here. The food does, indeed, look ‘nasty’ as they say, and doubtless has a taste to match,” Katz wrote in an e-mail.



While recognizing that the resources of the district are limited, considering that all the students qualify for free meals under a federal policy change enacted last year, he pointed to the work of groups like Revolution Foods and Real Food For Kids as examples of school lunch vendors that provide affordable, high-quality meals for students in the communities they serve.



“Better nutrition, and the cultivation of healthy eating, is a very worthwhile investment,” Katz added. ”We have rampant childhood obesity and diabetes. Better food is the remedy, and schools could be leading the way. Instead, in this case, they are clearly holding us back.”


In response to the students’ campaign, CPS spokeswoman Emily Bittner said in a statement that the district “is committed to serving healthy and nutritious meals to its students” and added that they are “look[ing] forward to working together to address their needs.”



Bittner added that CPS already works with both student and parent advocacy groups to receive feedback on the district’s meal planning and is “working to eliminate highly processed, high sodium and high fat foods.”


For its part, Aramark spokeswoman Karen Cutler said in a statement that the company “applaud[s] the students’ initiative and value[s] their feedback, and will regularly review our operations to make sure we continue to comply with all USDA regulations and meet our high quality standards for the breakfast and lunch meals we serve to 375,000+ CPS students each day across 660 facilities.”



Cutler added in a previous statement that the company was “surprised that we never heard any of these complaints from anyone since school opened in September.”



Meegan, who earlier this year ran for Chicago’s City Council in an unsuccessful challenge of incumbent Alderman Deb Mell in the city’s 33rd ward, said he was not surprised that officials were surprised to learn of the students’ complaints.

“I think the fact that Aramark and CPS don’t get more complaints from parents about the food has to do with the idea that nothing will change more so than the idea that there’s nothing wrong,” Meegan said.



His students are now looking to expand the campaign to include students at other CPS schools who share similar concerns about their lunches.


Meegan believes the campaign imparts an important lesson to his classes.



“This is a very daunting task,” Meegan said. “But this is an important lesson for civics students because they’re going to be dealing with bureaucracies for the rest of their lives. The question of how you make change within a large system like this is still a valid one we haven’t fully answered yet. The skills and tactics students learn in conducting these projects I hope will serve them well throughout their lives.”
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All 99% of US WE THE PEOPLE know corporations in our public schools is bad public policy and yet it keeps MOVING FORWARD. Anyone supporting COMMONER CORE and global education testing wants to KILL OUR AMERICAN PUBLIC EDUCATION SYSTEM making it third world DARK AGES.



We read national journal articles telling us CHARTERS are winning but are they really if both right wing and left wing 99% of WE THE PEOPLE don't want corporate K-12? Of course not----corporate charters are not winning---that 5% to the 1% freemason/Greek global banking player is the only thing allowing global banking 1% to install these ONE WORLD ONE COMMONER CORE K-career structures.



It will be EASY PEASY to reverse these education policies we simply need to remember what WORKED for centuries having the mission of education a 99% of US citizens to be citizens and able to participate in REAL free market economies.



NO MYTH-MAKING OR CORPORATE PROPAGANDA IN US PUBLIC K-UNIVERSITY.

TOTAL immersion of our US public K-12 to all that is corporation and advertising/marketing.


Common Core Critics Are Loud But Losing


The nationwide pushback against the education standards hasn't been very successful.


by Alan Greenblatt | April 2015





Common Core has become a toxic brand, the most contentious issue on the education landscape, reviled by partisans at both ends of the political spectrum.
That doesn’t mean it’s going away.



For all the pushback against the Common Core -- a set of standards that outline the content and skills students are expected to master at each grade level -- more than 40 states are still on board. Efforts to repeal the Common Core this year in Arkansas and Mississippi, for instance, led instead to commissions that will study the issue.


“The impression in the media is that there’s all this controversy and therefore this thing must be dead,” says Michael Petrilli, president of the Fordham Institute, an education think tank that backs the standards. “But the full-court press by Tea Party groups to get Republican legislators to repeal the Common Core has only been successful in Oklahoma.”
The effort to improve educational standards and make American students more competitive with their international peers was led several years ago by the National Governors Association and the Council of Chief State School Officers, with backing from the Gates Foundation. Common Core really took off, though, with the Race to the Top grant program that was part of the 2009 federal stimulus package. States that embraced the standards had a better chance of getting extra money under the program.


In hindsight, Petrilli says, having the feds promote the standards was a “huge mistake.” The push from the Obama administration did make it seem that Common Core was an example of federal overreach, says Cheryl Oldham, vice president of the Center for Education and Workforce at the U.S. Chamber of Commerce. That opened the door to criticism from partisans skeptical about anything coming out of the Obama White House. Problems with implementation and confusion stemming from some of the standards served to increase complaints.


But most states are now four or five years into the process. Ending Common Core would mean a lot of wasted effort and money. And business groups such as the Chamber of Commerce -- as well as many teachers -- have been able to convince enough legislators that elevated standards should remain a priority. That means any obituary of the Common Core is decidedly premature. “The words ‘Common Core’ represent something that a lot of people don’t like,” Oldham says, “but the concept of higher standards for all is still a really solid one.”


Common Core is proceeding in most states. In places like Indiana, the brand name may have gotten dropped, but the essential elements remain intact. This spring, standardized tests based on the standards are being rolled out in schools all over the country. “Over a period of time, the best way to defend it is to see the results,” says Delaware Gov. Jack Markell, one of the original leaders in pushing for the standards.



Markell says that simply having parents witness teachers offer lessons based on the Common Core has helped to demystify it in his state. “The typical response when they leave those classrooms is, ‘Wow, that seemed a whole lot like math or English language arts, as opposed to some kind of communist plot for the federal government to take over education.’”


Common Core supporters aren’t resting easy. Opposition to the standards has become something like a litmus test for GOP presidential candidates in 2016. But proponents are starting to feel as though the program will remain intact, at least in most places. “I’m not worried about it,” says Chris Cabaldon, the mayor of West Sacramento, Calif. “A majority of states are still on track. They have weathered the worst of it.”
_____________________________________________

This conversation below in 2012 was the same conversation in 1980s ---90s------this is not new IT IS ONGOING while global banking 1% simply keep MOVING FORWARD.  Here in Baltimore we see our public school students bearing UNDERARMOUR everything because UNDERARMOUR pays no corporate taxes, gets a billion dollars in corporate subsidy in exchange for them being PATRONS. As PATRONS, UNDERARMOUR gets to tell us what our public K-university will do----how it will look----how it will operate---and how our children as students will be treated.

NOT A BAD DEAL FOR GLOBAL UNDERARMOUR-----known these few decades to be brutal, enslaving, and environmentally devastating in FOREIGN ECONOMIC ZONES overseas.  That's what we want in our Baltimore southwest ------OH, REALLY??

Same labor and justice policy discussions over 30 years never changing because our government is filled with OLD WORLD GLOBAL 1% pols and players.  Our US government human resources KNIGHTS OF MALTA because CLINTON/BUSH/OBAMA now TRUMP work for those OLD WORLD KINGS AND QUEENS.

To FIX BALTIMORE as all our US city schools we must stop MOVING FORWARD corporate K-university as these corporate policies are now on steroids.

Why are US 99% of citizens silent today when we were marching and protesting in the millions in 1980s-90s?  We have FEAR AND INTIMIDATION with corporate K-UNIVERSITY tied to FEAR AND INTIMIDATION in stagnant US employment due to global corporate campus control of our government.


Why schools and corporate brands shouldn’t mix
March 28, 2012 11.20pm EDT


The furore following the announcement that Jenny Craig CEO Amy Smith would address a gathering of hundreds of girls’ school teachers has once again brought the uncomfortable issue of corporate presence in schools to light.


The public response – that school groups should not be seen to endorse the dieting industry – is certainly warranted. But such corporate presence in education is really just the tip of the iceberg.


Over the past two decades, fast food companies, financial institutions, supermarkets and other businesses have found increasingly innovative ways to build brand awareness among not only teachers, but also a captive and impressionable audience of school children.


Positive associations


As much as we try to rationalise our consumer choices, many of our decisions are automatic. This makes sense – thinking through every decision would take enormous effort, so our brains have to be efficient. If we have strong associations, the brand is familiar and it’s convenient for us to buy the product, we flick the switch to automatic: “let’s just buy it”.


Businesses sponsor schools to increase sales and generate product loyalty. And schools provide companies with the opportunity to expose their brand to large numbers of children and adolescents in a contained setting.


So when executives representing PepsiCo’s Gatorade brand approach a secondary school to talk to students about fitness and hydration, teachers become complicit (and unpaid promoters) in a corporate marketing activity.


Similarly, when Coles asks schools to collect coupons for sporting equipment, they are reinforcing positive associations with the Coles brand. And in the highly competitive retail environment, every tiny association counts.


And when kindergarten fund-raising drives are built around sales of Freddo Frogs and Caramello Koalas, they are doing a long-term branding favour for Cadbury (owned by Kraft Foods).


Sponsorship deals can even allow businesses to undertake market research in the school environment, from gathering basic data about attitudes to the brand, through to gaining detailed insights into the consumer behaviour of adolescents and younger children. This data influences future strategies, product development and promotional activities.


Over time, schools become reliant on corporate funds and may incrementally reduce barriers to a brand’s involvement in the school. What starts out as a simple poster thanking the brand for their sponsorship, may lead to preference of that brand’s products over others at the school.


As far as the company is concerned, this is part of a broader corporate brand strategy – it’s marketing 101.
Bad habitsWhen health psychology researcher Jennifer Harris and her colleagues at Yale University examined the impact of advertising on adult and child food choices, they found both groups were primed to eat more food when they were exposed to advertising.



Children consumed 45% more unhealthy snack foods during and after exposure to snack food advertising, while adults consumed more of both healthy and unhealthy food during exposure. Harris argues this shows a direct causal link between food advertising and greater snack consumption, which further contradicts industry claims that “advertising affects only brand preferences and not overall nutrition”.


A single exposure to a brand message, or some posters or branding in the school gymnasium, is not harmless. All brand messages, whether delivered on school grounds, or outside the school, add up to an incremental inevitability that the child will favour one brand over another, and one product over another.



If children are consistently exposed to a particular brand (say, McDonald’s) in an environment where they are educated, they will make unconscious (and positive) links to that brand. If they then see the brand on television, on outdoor advertising, even the logo as they drive past the store, this connection is reinforced.
So when it comes to making a choice about take-away food (which most families indulge in from time to time), it becomes easier to choose that brand. It’s also relatively cheap to buy, and provides instant rewards in the form of sugar, fat and salt.


Parental control

Usual defences against corporate influence, such as parents controlling their child’s healthy eating, are circumvented by this type of marketing. Parents are not with their children when they are exposed to these positive brand messages and the school’s implicit support of the brand reduces parents’ ability to counter the influence.


Of course, parents are able to say no to their children when they insist on eating at a particular fast food restaurant. But this becomes more difficult to defend when the child’s recall is strong and powerful – marketers call this “pester power”.


The objective of schools (and teachers) is to provide children and young adults with the skills to contribute to society, through the development of knowledge, critical thinking and social skills.


The objectives of corporations are somewhat more prosaic – they are to sell their products, and make a return for their shareholders and owners. Although many of these large businesses work hard to promote their corporate social responsibility credentials, the bottom line is paramount. This is why most corporate social responsibility (CSR) divisions reside in the marketing area - it’s primarily seen as a marketing and promotional activity.


Of course children should be exposed to the outside world, and the corporate world forms part of this exposure. But marketing is all about trust and the promise of a better life. School councils and principals must consider this influence before allowing the corporate sector into their schools.

____________________________________________


We have moved away from whether a public school should have VENDING MACHINES filled with corporate products with goals of having our 99% not only pay those taxes for schools but to encourage our children to spend MORE money on vending products all to fund community schools. Today, that issue has been completely LOST as the argument has become HEALTHY VENDING PRODUCTS being better than snack products even as we discussed in detail HEALTHY VENDING PRODUCTS are not healthy.

We get teased for supporting these same structures when we buy our morning coffee at PRIVATE VENDOR spaces in Baltimore public universities. Those vendors are of course installed to act as revenue sources for our now corporate universities. Never had private vendors on university campuses before CLINTON/BUSH/OBAMA because our public schools dealt only with EDUCATION. When right wing shouts that public agencies kill FREE MARKET ----they are confusing PRIVATIZATION of public agencies with global corporations killing our local free market economies.

WE LOVE OUR VENDORS----WE COULD HAVE THOSE JOBS AS REAL PUBLIC EDUCATION EMPLOYMENT PAYING MORE.


Use of Vending Machines in School Meal Programs

Nutrition Services Division Management Bulletin
Purpose: Policy

To: School Nutrition Program Sponsors
Number: USDA-SNP-02-2009

Attention: Food Service Directors
Business Officials
Directors of Purchasing
Date: March 2009

Subject: Use of Vending Machines in School Meal Programs

Reference: United States Department of Agriculture, Food and Nutrition Service, Policy Memos SP-03-2007, Vending Machines in School Meal Programs; and SP 13-2008, Use of Vending Machines in School Meals Programs


This Management Bulletin (MB) provides information from the United States Department of Agriculture (USDA) regarding the use of vending machines in school meal programs.



The USDA Food and Nutrition Service (USDA) is aware that there is a growing interest among school food authorities (SFAs) to use vending machines in school meal programs. The following information provides interim guidance for SFAs that are considering whether a meal vending machine could be successfully incorporated into their National School Lunch (NSLP) and School Breakfast Programs (SBP). We are including a series of questions and answers below from the USDA regarding the use of vending machines.
SFAs must be aware that any vending machine that provides a reimbursable school meal represents an extension of school food service operations. Therefore, school meal vending machines are subject to the same program regulations, procedures, menu planning requirements, competitive food rules, and Offer versus Serve requirements that are applicable to meals offered on a regular service line with a cashier. Also, as a reminder, any use of “Program” (cafeteria) funds used in obtaining and maintaining vending machines to provide reimbursable meals must be in accordance with the applicable procedures set forth in Title 7, Code of Federal Regulations, Section 210.21, concerning the procurement of supplies, food, equipment, and services.



SFAs are responsible for ensuring that vending machines used to serve reimbursable meals are operated in compliance with program regulations. For example, the SFA must ensure that vending machines can properly dispense a reimbursable meal, accurately document when a reimbursable meal has been selected and served to each student, and track each meal by each student’s meal eligibility category (e.g. free, reduced-price, and paid). Moreover, SFAs must ensure that the use of vending machines does not allow an eligible student to receive more than one reimbursable meal per service period (e.g., one meal through the traditional meal line and a second meal through the vending machine). Also, it is critical that identity confirmation procedures do not overtly identify a child as receiving a free or reduced-price meal, as this is not allowed by federal and state laws. Additionally, all reimbursable school meals, including vended meals, must be priced as a unit.



Prior to using vending machines to serve reimbursable meals, USDA requires SFAs to notify the California Department of Education (CDE) of their intent to do so. The SFA would then include the vending machines in any administrative reviews (Coordinated Review Efforts “CREs”) to ensure that these machines and their use comply with NSLP and SBP regulations.



The USDA recognizes that vending machines play an expanding role in the operation of the NSLP and SBP. Personnel policies, labor costs, pressure on lunch room space, class schedules, and the limited duration of lunch-time periods all contribute to the need to explore more efficient and effective methods of delivering these important nutritional benefits to students. It is also critical that SFAs ensure the proper delivery of program services to students without unnecessarily inhibiting innovation. In addition, the NSD requires that SFAs include a standard operating procedure (SOP) that specifically addresses food safety considerations for vending machines in their school food safety program based on Hazard Analysis Critical Control Point (HACCP) principles (if it is not already included in the HACCP SOPs).



The CDE, Nutrition Services Division (NSD) has developed a Policy Statement Addendum for vending machines, which can be found in the Child Nutrition Information and Payment System, in Download Forms. SFAs may use this form (1) to notify the NSD of their intent to utilize vending machines, and (2) as an Addendum to their current Free and Reduced-Price Meal Policy Statement covering meal count and collection procedures (MCCPs) for the vending machine. Please note that MCCPs are site specific and must be submitted to the NSD for approval as district procedures change.



Due to the developing nature of FNS guidance regarding the operation and management of vending machines in the NSLP or SBP, please direct all related questions to the NSD’s School Nutrition Programs Unit at 916-445-0850 or your Field Services Unit Child Nutrition Consultant at 800-952-5609.

Questions and Answers Regarding Vending Machines
in Federal School Meal Programs

1. Are reimbursable meals offered through vending machines subject to the Offer vs. Serve (OVS) provisions?

Yes, as stated in the United States Department of Agriculture SP-03-2007 memo, vending machines offering reimbursable meals are subject to the same procedures, menu planning requirements, competitive food rules, and OVS requirements that are applicable to meals offered on a service line with a cashier.

1. If a vending machine runs out of one or more components of a reimbursable meal, are meals still reimbursable?

No. Once a component is no longer available, OVS is not properly being implemented. The vending machine must become unavailable to students for the purpose of serving reimbursable meals. A “complete meal” means a meal containing all planned components/menu items, before the exclusion of components/menu items permitted when using OVS.

1. In a school offering OVS, does predetermination of menu selections in a vending machine (resulting in a “less than complete” set of choices while others may have a different set of choices) undermine the intent of the OVS requirement?

No. This is similar to multiple service lines in which every line may not offer all items. At a minimum, any vending machine used as part of the school meal programs must be able to dispense a complete meal. We encourage schools to stock as wide a variety of meal choices as possible for students utilizing these machines, but understand that the choices may not be as robust as those offered in a traditional service line.

1. How is a student’s free, reduced-price, or paid meal eligibility tracked when using a vending machine?

In order to distribute reimbursable meals, the school must be able to determine the student’s eligibility status, regardless of whether they use a vending machine or a traditional serving line. The school district must include this process in their point of service system and procedures.

1. Do vending machines need to allow a student to add money to his/her account and/or pay the difference between the account balance and the price of the item to be purchased if the student does not have sufficient funds in his/her pre-paid account?

Vending machines do not have to accept money from students, but there does have to be a mechanism for the student who has money to participate in the meal program. This mechanism could be that (1) a student provides money to a school representative who then adds money to the student’s account so that funding is available for the meal; or (2) the district assures that the student has access to a traditional meal service line that accepts cash.

1. Are vending machines limited to the same time restrictions as other types of lunch service (10 a.m. to 2 p.m.) when serving lunch under the National School Lunch Program?

Yes.

1. Do the student identifiers (name, ID number, biometric, cashier, etc.) for a vending machine need to be the same as used in a traditional meal service line?

The reimbursable school meal vending machine must have the same number of identifiers as the traditional meal service line, but the student identifiers do not have to be the same. For example, a cashier may be an identifier in a traditional line, along with a student’s unique PIN. The vending machine used in the school would need to use equivalent student identifiers, but they could be a biometric check and a PIN.

1. What does my district or agency need to do before purchasing and setting up vending machines to dispense meals?
   1. Complete the Policy Statement Addendum for MCCPs at http://www.cde.ca.gov/ls/nu/sn/documents/psmccpvendmach.doc and submit for pre-approval.
   2. Follow federal and State procurement procedures for the purchase of any vending machine.
   3. Ensure that the machine can maintain the confidentiality/privacy for each student’s meal eligibility status.
   4. Follow the guidance provided in this MB.

Questions:   Nutrition Services Division | 800-952-5609
Last Reviewed: Wednesday, January 17, 2018

____________________________________________

As national media has 99% WE THE PEOPLE debating vending or not------snack food vs FAKE healthy food-----they are MOVING FORWARD to eliminating all cafeteria employees with global robotic vending machines. So, our children will not interact with those cafeteria ladies--------no need for THOSE PUBLIC SCHOOL EMPLOYEES.
We are where we are today because 99% WE THE PEOPLE keep allowing our US elections to be rigged and fraudulent by corrupt global banking 5% players. Here we have a foreign corporation filling our US public schools because AMERICANS are too uneducated to operate businesses.

Of course PIZZA is healthy because it is gluten free, wheat crust, thin crust, olive oil, or sans cheese---only none of that is true....it is advertising and marketing.



Company Bets Robotic Vending Machine Pizza Is A Winner


June 21, 201210:52 AM ET    Eliza Barclay NPR


We eat a lot of pizza in this country: 46 slices, or 23 pounds, of pizza a year per person, according to PizzaMarketplace.com. Some would say all the cheese on all that pizza is one reason we've got an obesity problem.


But the pizza industry, which nets $32 billion a year, thinks we could be eating even more. Sure, we've got classic pizzerias, home delivery, frozen pizzas, pizzas ready to take home and bake, pizza food trucks. But there's got to be some other way to sell that winning combination of wheat dough, tomatoes, and cheese, right?



We can thank some Italians — yes, the prideful original pizza makers and the people who invented Slow Food — and their Dutch partners for the newest addition to the pizza landscape: A superfast pizza-from-scratch vending machine. The company, A1 Concepts, says it's now shipping machines to Atlanta, the city it's betting will be its best entry point into the mammoth American pizza market.


Let's Pizza, as the machine is called, has been a hit in Europe, A1 CEO Ronald Rammers tells PizzaMarketplace.com. "Once people discover the quality of the pizza and the convenience and, indeed, the speed factor, we expect to have competition in our favor," he says.



Speed his vending machine does promise — 2.5 minutes for the machine to mix and knead the dough, squirt some tomato sauce on it, cover it with cheese and other toppings, and pop it in an infrared oven, which scorches it in a minute or so. Get a closer look in this video:

But getting pizza from a robot machine is a far cry from watching real live pizza makers who take pride in careful kneading and daring tosses of the dough. This pizza is made by robotic hands kneading and squirting and pulling the finished pizza from the oven.



As The Atlantic Cities noted in their post on the machine, it's a little odd that it's being marketed as "untouched by human hands" and prepared in a "human-free environment."

But for the price — $5.95 for an 11-inch pizza is what the company suggests — it may be just the thing for people who want a quick, hot snack and don't want to interact with anyone to get it. And if the buzz rippling off the cupcake ATM and sushi bots is any indicator, Americans will happily eat pizza from a machine, too — as long as it tastes something like their beloved pizza.



_________________________________________


'Strayer Education Inc. (NASDAQ: STRA), which was established in 1996'.


This is Baltimore City's current mayor PUGH----and here is where our Federal public K-university funding went during REAGAN/CLINTON while our 99% of parents and students were protesting public school funding cuts. STRAYER of course is only one now global education corporation created from allowing our public K-12 school crumble.



'From there, her career only diversified. At one time or another, she has been a print journalist, a talk show host, the dean of Strayer Business College (now Strayer University) in Baltimore, and director of citizens involvement under Mayor William Donald Schaefer'.


So, of course we would not look to a PUGH to FIX Baltimore public schools for our 99% of WE THE PEOPLE----PUGH as our Maryland Gov Hogan is REALLY making sure US citizens have no access to REAL PUBLIC EDUCATION or REAL INFORMATION.


Strayer University is a United States-based private, for-profit higher education institution. It was founded in 1892 as Strayer's Business College and later became Strayer College, before being granted university status in 1998. Strayer University operates under the holding company, Strayer Education Inc. (NASDAQ: STRA), which was established in 1996.



The university enrolls about 40,000 students through its online learning programs, and at 78 campuses located in 15 U.S. States and Washington D.C. The university specializes in degree programs for working adults and offers undergraduate and graduate degrees in subjects such as accounting, business administration, criminal justice, education, health services administration, information technology and public administration.


_________________________________________________

'At least 40 states have one or more districts implementing competency education, and that number is growing, according to a 2013 KnowledgeWorks report with the most up to date numbers on the trend'.




As we see our GLOBAL CHAMBER OF COMMERCE 'PUBLIC MEDIA' PBS AND NPR are quite the cheerleaders for global COMMONER CORE and ONE WORLD ONE GLOBAL CORPORATE EDUCATION.



We have discussed in detail how these corporate education data are all JUKED to show improvements where there are none hiding much of the harm as more and more children are filtered out of public K-12


The INCOMPETENCY of corporate education policy is now telling 99% WE THE PEOPLE and our children what is COMPETENT. Remember, the goal of DARK AGES education was always making sure 99% of people have no idea what is happening in the world around them.


Grade levels could be a thing of the past in schools focused on competency

Education May 13, 2015 2:55 PM EDT

Originally posted on Chalkbeat by Anika Anand and Ann Schimke on May 11, 2015

In a suburb just outside of Denver, Principal Sarah Gould stands outside a fifth-grade classroom at Hodgkins Elementary School watching students work. This classroom, she explains, is for students working roughly at grade level. Down the hall, there are two other fifth-grade classrooms. One is labeled “Level 2 and 3,” for students who are working at the second and third-grade levels. The other is for students who are working at a middle-school level.



But some of these students won’t necessarily stay in these classrooms for the whole school year. The students will move to new classrooms when they’ve mastered everything they were asked to learn in their first class. This can happen at any time during the year.
“We have kids move every day. It’s just based on when they’re ready,” Gould said.


Six years ago, Hodgkins Elementary worked the same way most schools and districts do: Students were assigned to a class for a fixed amount of time and were promoted when the time ended, assuming that they had gained the skills they needed for the next class — and sometimes even if they had not.


Now, the school is part of a growing movement toward “competency-based education,” which replaces “seat time” with skills as the main standard for whether students are promoted. Competency-based education goes by many names — mastery-based, proficiency-based and performance-based education — but the idea is the same: Students are measured by what they’ve learned, not the amount of time they’ve spent in the classroom.


REMEMBER, BEFORE THESE EDUCATION REFORMS PUBLIC SCHOOL TEACHERS DIDN'T HAVE ENOUGH TIME AND YEARS TO TEACH SUBJECT CONTENT...WHAT CHANGED?  REDUCTION OF SUBJECTS AND CONTENT.


Innovations in technology and how teachers can monitor students’ progress, along with changes to regulations about how long students must spend in class, have made it possible for schools and districts to adopt competency-based systems in an effort to use students’ time in school more effectively.


At least 40 states have one or more districts implementing competency education, and that number is growing, according to a 2013 KnowledgeWorks report with the most up to date numbers on the trend.
But competency-based education doesn’t look the same across the country. In fact, advocates say schools and districts fall on a “competency continuum,” based on which aspects of competency education they’ve implemented.



When advocates talk about a “pure” model of competency education, they describe a model that isn’t bound by grade levels or the Carnegie unit, a measure of the amount of time a student has studied a subject in class. At that end of the spectrum, schools like Hodgkins or New York City’s Olympus Academy have essentially gotten rid of standard K-12 grade levels and only move students to the next learning level if they’ve proven they’ve mastered the concepts. (The schools generally must track students by grade level for funding and state testing purposes, even if their classes are not designed for single-age cohorts. Some advocates, including officials in Hodgkins’s district, want state policies changed to allow competency-based learning schools to track students differently.)


“Education systems in the past have been notorious for jumping on bandwagons but nothing substantially changes under the surface. In our model everything has changed under the surface,” said Oliver Grenham, chief education officer of Hodgkins’s district, Adams County School District 50 in Colorado.



But at the same time, advocates acknowledge that the “full system overhaul” is a heavy lift and that schools need to start from a place that makes the most sense for them based on their time, resources, and community support. For some districts, the clearest path has been to create new schools based on the model, as Philadelphia did this year when it opened three high schools that assign students to “workshops” rather than classes.


The schools retain some of the traditional school organization, but are working toward replacing standard grading with a detailed, competency-based matrix that lets students know at all times where they stand and helps them understand their own strengths and weaknesses.


Traditional letter grades don’t give students much information about what they know and can do, said Thomas Gaffey, the technology coordinator at Building 21, one of the three Philadelphia schools. The competency-based evaluation he helped design “makes the learning process transparent,” he said.

More often, schools have nestled a competency-based philosophy within their existing operations, maintaining their grade-level arrangements while adapting how they assess student learning.


“We’re a hybrid, which is what I think appeals to people who look at our model,” said Brian Stack, principal of Sanborn High School in New Hampshire. “It’s not vastly different from what they do with a traditional model, but it’s not so far out on the spectrum that it’s unattainable for them to get to where we are.”



At Sanborn, students are still enrolled in traditional classes and still receive credit for class at the end of the year. But all the courses have defined core competencies and if students don’t gain those competencies, they have to do extra work in order to earn credit for the class, rather than simply accepting the lower grade. The school is also in the process of doing away with numerical grades in favor of a scale that ranges from “limited progress” to “exceeding expectations.”


“We grade kids every day,” Stack said. “The difference is, what are you doing with that grade? Are you using that as feedback to tell students how they’re doing and to inform instruction or are you just using it as a determination to say did they know it or not?”



Stack said as much as he would like for his school to be totally unbound by seat time, its model is still dictated by the school calendar.



“If we can’t move kids when they’re ready, we can at the very least try to personalize instruction to the extent possible when they’re with us,” he said.


Other schools offer their own reasons for maintaining grade levels while rolling out a competency-based approach.


After a competency-learning pilot in math yielded major gains for California’s Summit Preparatory charter schools, the network adopted the approach in most academic subjects — and considered going further.


“We thought eliminating grades was the gold standard ideal,” said Adam Carter, chief academic officer. “We thought, ‘Those stupid grade levels are holding us back.’”


That changed when Summit officials thought through what they would lose by doing away with grade levels and realized that students benefit by belonging to a fixed cohort that advances together. “If students can plug into a project that is rich and full of layers, we don’t need to get rid of grade levels,” he said.


Schools operated by Rocketship, a national charter school network, regroup students four to six times a day based on their academic skills, in a robust example of how educators can use student data to foster competency-based learning.


“But we still have grade levels because of the social-emotional needs of students, especially early elementary,” said CEO Preston Smith. “Five-year-olds need to be with 5-year-olds most of the day so they can develop the life skills they need to be successful.”
Advocates of competency-based learning say the diversity among schools’ approaches should be expected — and appreciated — as more experiments take shape.


“Each school and each district is on its own journey and they’re going to have different entry points,” said Susan Patrick, president of the International Association for K-12 Online Learning, which champions online and blended learning models that are often part of competency-based programs. “Most school leaders who are implementing this well … had been working on the building blocks for three to six years.”



Lillian Pace, senior director of national policy for KnowledgeWorks, said, “Naturally, you’re going to see a tremendous amount of diversity in implementation. … That’s healthy. We need to try different approaches. We need to figure out ultimately which methods are the most effective.”



For now, the experience of schools like Hodgkins suggests that competency-based education might help engage students in their learning.


When kindergarten teacher Jenn Dickman recently asked for volunteers to share their “data notebooks” with a visitor, her students rushed en masse to grab the binders.


Jayleen Vasquez was first in line. She flipped quickly through the pages—each a mini-progress report of her skills. At the top were headers such as, “I can read a Level D book with purpose and understanding” or “I can read 50 sight words in 100 seconds or less.”


Underneath were columns shaded in colorful crayon hues showing whether she’d met the goal, and if not, how much farther she had to go.


“I passed these. I got those two right and this one I just forgot one. I did not pass this one,” she said, gesturing to one page. Then she concluded with pride: “I passed all this.”
________________________________________



Let's remember what 99% of citizens had for education in DARK AGES......Hmmmm, they were left uneducated not even able to sign their name on documents---but then those 99% were not part of that global banking 1% economy---had no access to health care, justice, owning property ---so why did they need to know how to sign a document----MOVING FORWARD RACE TO THE TOP/COMMONER CORE.


'For the poor, the dark ages really did not end in the way that it did for wealthy landowners, merchants and high ranking clergy during medieval times'.

But, Baltimore City public school budget is being addressed by those global banking 1% city council and Maryland Assembly 5% pols and players----DON'T WORRY!  

Looks like those 5% FAKE RELIGIOUS leaders make out OK.

Remember, ONE WORLD ONE GOVERNANCE US CITIES/STATES deemed FOREIGN ECONOMIC ZONES filling with a few billion of global labor pool soon left unemployed by ever-smaller job opportunities makes for a very different group of serfs and slaves.

As we say each time we discuss education public policy -----only those children identified as GENIUS and that is a 1% of population will be educated. 

We'll just keep PRETENDING US public education is getting better as we MOVE FORWARD COMMONER CORE.

The  Life of Peasants in Medieval Times

Written by Tim Nash
History - Middle Ages



When we enjoy entertainment or festivals that celebrate medieval life and times, it is the life of royalty, traveling bards, monks of knights that are most often the focus of our attention.  Few of us would want to celebrate the lives of peasants and surfs during the middle ages.  There is good reason for that.  There was little to celebrate about the harsh life poor people endured during this time in history.



For the poor, the dark ages really did not end in the way that it did for wealthy landowners, merchants and high ranking clergy during medieval times.  It is not an exaggeration that the life of peasants was a constant struggle to survive.  That struggle meant a daily life of hard work, harsh taxes and a lifestyle that was filthy and full of dangers of all kinds for themselves and for their families.




Because peasants were the very bottom rung of medieval society, they were under the harsh authority of just about every other rung of society.  They had to work the land of the Lord who owned it and then pay rent for working and living on that land as well.


  Peasants were required to swear an oath of allegiance to their Lord and to violate that Lord would bring harsh if not fatal punishments.  To fulfill that oath, peasants had to do just about every kind if difficult manual labor imaginable including plowing the fields, planting and caring for crops, harvesting corn and other produce, storing it in barns and cutting and storing wood for the winter for themselves and the Lords who owned the land they lived on.


The level that those in power exploited the peasant class during medieval times was truly appalling.  In addition to coping with staggering poverty, peasants had to pay stiff taxes to their Lord and to the church in the form of the “tithe”.  Often peasants had no money for their tithes so they paid them in the form of the produce they grew on the land they rented from their Lords.  The Catholic Church realized such huge returns on the tithes from the peasant class that they had to build massive barns to hold all of the product that the peasants paid in.



Daily life for peasants was a constant struggle for the basics of health, water and comfort.  Their houses were called “crunk houses” and they were made of very basic materials such as straw, mud and manure.  There was no glass or wood for doors and windows so those openings were covered with curtains which meant that the house was cold in the winter or stiflingly hot in the summertime.



Furniture was a luxury for a peasant family so life took place on the floor.   There were no toilets so usually a single bucket was used that was emptied each morning into the nearest stream or river.  If the family owned animals, they were brought into the house at night as well.  It was too dangerous to leave the animals outside at night as they could be stolen or killed by wild beasts that roamed the countryside without restriction.  



This lifestyle was filthy and uncomfortable at the least.  Water was a tremendous premium so usually a small amount was carried to the home once a day and it was used for cooking or any cleaning that needed to be done.  Water was retrieved from the same river or stream that the refuse was emptied into the previous morning.  And since everyone in the village had the same habits, the likelihood that the family drinking water was contaminated was high.  Peasants had no resources for bathing or maintaining the minimum of what we currently consider to be hygiene, which meant that disease and death were rampant.  


Small wonder that few movies or medieval fairs focus on the lives of peasants during medieval times.  But it is good to take a few moments to realize that life during the highly romanticized medieval period was neither romantic nor luxurious for the majority of the populations of that era.

_____________________________________________
Remember that HOLLYWOOD MOVIE making BOGART a global banking 1% freemason STAR------



'The Maltese Falcon (1941 film) - Wikipedia
en.wikipedia.org/wiki/The_Maltese_Falcon_(1941_film)
The Maltese Falcon is a 1941 film noir written and directed by John Huston'


1958 Eisenhower attaches US Federal agencies to KNIGHT OF MALTA---THE MITRE CORPORATION. Hollywood usually precedes global banking policy by a few decades.


MOVING FORWARD ONE WORLD ONE COMMONER CORE.

'Maltese Falcon to be offered once again to King of Spain

Malta Independent Sunday, 28 August 2005, 00:00 Last update: about 5 years ago


At a special ceremony that will be held next Sunday at Vittoriosa, a Maltese falcon will once again be offered to the King of Spain.


The elaborate and colourful ceremony will commemorate the 475th anniversary of the cession of the island of Malta to the Knights of St John by Emperor Charles V on 24 March 1530.


The Maltese falcon, on which the famous Humphrey Bogart film was based, is the bird which the Knights and the people of Malta sent every year to the Holy Roman Emperor and his descendants, the Kings of Spain, as a sign of their continuing fealty. The Maltese were subjects of Spain before the Knights came and continued being so even under the Knights'.


We discussed RAND CORPORATION in detail and its ties here in Baltimore ------when we follow these global corporations for which our US CLINTON/BUSH/OBAMA--now TRUMP work--we can see what education policies they will be MOVING FORWARD next.



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