We discussed in detail the goals of MOVING FORWARD SMART CITIES DEEP DEEP REALLY DEEP STATE that TRANSHUMANISM will create that LIQUID SOCIETY as Umberto Eco coins and it plays heavily in our discussion of public policy for women ------we posted a video of a citizen wanting to claim THERE IS NO GENDER OR SEXUAL labels. Again, if 99% of WE THE PEOPLE see a future of having children---having control of having children----being a GBLT COUPLE wanting to adopt children to create FAMILY----then we need to protect this basic human and indeed ALL THAT IS LIVING CONCEPT-----male and female.
So, now we are being told---DON'T WORRY-------global 1% are using eugenics and transhuman science to create the best CHILDREN for the future ----you simply have to buy one. Who will have that money to buy these selected children with a disregard of SEXUAL LABELS like male or female?
CERTAINLY NOT 99% OF US WE THE PEOPLE OR OUR GLOBAL 99% OF CITIZENS. ALL THESE BLENDED GENDER AND SEX PUBLIC POLICY ARE GEARED TOWARDS A GLOBAL 1% MANUFACTURING AND CONTROLLING THAT MANUFACTURING OF FUTURE 'HUMANS'.
When we discuss policy surrounding women's rights we have always included women seeing themselves as LESBIAN----as BISEXUAL----and as Transexual-----that is where EQUAL PROTECTION UNDER US CONSTITUTION AND STATE CONSTITUTIONS LIE-----if we blur these definitions of course there are no rights to be had.
The REAL LEFT SOCIAL PROGRESSIVE stances on women's rights during 1960s-70s included GBLT identifying as women in EQUAL RIGHTS----MOVING FORWARD CLINTON/BUSH/OBAMA far-right wing global 1% neo-liberals spent these few decades ignoring and dismantling all that was US WOMEN'S RIGHTS.
What is transhumanism, or, what does it mean to be human?
What does it mean to be human? Biology has a simple answer: If your DNA is consistent with Homo sapiens, you are human — but we all know that humanity is a lot more complex and nuanced than that. Other schools of science might classify humans by their sociological or psychological behavior, but again we know that actually being human is more than just the sum of our thoughts and actions. You can also look at being human as a sliding scale. If you were to build a human from scratch, from the bottom up, at some point you cross the threshold into humanity — if you believe in evolution, at some point we ceased being a great ape and became human. Likewise, if you slowly remove parts from a human, you cross the threshold into inhumanity. Again, though, we run into the same problem: How do we codify, classify, and ratify what actually makes us human?
Does adding empathy make us human? Does removing the desire to procreate make us inhuman? If I physically alter my brain to behave in a different, non-standard way, am I still human? If I have all my limbs removed and my head spliced onto a robot, am I still human? (See: Upgrade your ears: Elective auditory implants give you cyborg hearing.) At first glance these questions might sound inflammatory and hyperbolic, or perhaps surreal and sci-fi, but don’t be fooled: In the next decade, given the continued acceleration of computer technology and biomedicine, we will be forced to confront these questions and attempt to find some answers.
Transhumanism is a cultural and intellectual movement that believes we can, and should, improve the human condition through the use of advanced technologies. One of the core concepts in transhumanist thinking is life extension: Through genetic engineering, nanotech, cloning, and other emerging technologies, eternal life may soon be possible. Likewise, transhumanists are interested in the ever-increasing number of technologies that can boost our physical, intellectual, and psychological capabilities beyond what humans are naturally capable of (thus the term transhuman). Transcranial direct current stimulation (tDCS), for example, which speeds up reaction times and learning speed by running a very weak electric current through your brain, has already been used by the US military to train snipers. On the more extreme side, transhumanism deals with the concepts of mind uploading (to a computer), and what happens when we finally craft a computer with greater-than-human intelligence (the technological singularity). (See: How to create a mind, or die trying.)
Beyond the obvious benefits of eternal life or superhuman strength, transhumanism also investigates the potential dangers and ethical pitfalls of human enhancement. In the case of life extension, if every human on Earth suddenly stopped dying, overpopulation would trigger a very rapid and very dramatic socioeconomic disaster. Unless we stopped giving birth to babies, of course, but that merely rips open another can of worms: Without birth and death, would society and humanity continue to grow and evolve, or would it stagnate, suffocated by the accumulated ego of intellectuals and demagogues who just will not die? Likewise, if only the rich have access to intelligence- and strength-boosting drugs and technologies, what would happen to society? Should everyone have the right to boost their intellect? Would society still operate smoothly if everyone had an IQ of 300 and five doctorate degrees?
As you can see, things get complicated quickly when discussing transhumanist ideas — and life extension and augmented intelligence and strength are just the tip of the iceberg! This philosophical and ethical complexity stems from the fact that transhumanism is all about fusing humans with technology — and technology is advancing, improving, and breaking new ground very, very quickly. Humans have always used technology, of course -- our ability to use tools and grasp concepts such as science and physics are what set us apart from other animals — but never has society been so intrinsically linked and underpinned by it. As we have seen in just the last few years, with the advent of the smartphone and ubiquitous high-speed mobile networks, just a handful of new technologies now have the power to completely change how we interact with the the world and people around us.
Humans, on the other hand, and the civilizations that they build, move relatively slowly. It took us millions of years to discover language, and thousands more to discover medicine and the scientific method. In the few thousand years since, up until the last century or so, we doubled the human life span, but neurology and physiology were impenetrable black boxes. In just the last 100 years, we’ve doubled our life span again, created bionic eyes and powered exoskeletons, begun to understand how the human brain actually works, and started to make serious headway with boosting intellectual and physical prowess. We’ve already mentioned how tDCS is being used to boost cranial capacity, and as we’ve seen in recent years, sportspeople have definitely shown the efficacy of physical doping.
It is due to this jarring juxtaposition — the historical slowness of human and societal evolution vs. the breakneck pace of modern technology — that many find transhumanism to be unpalatable. After all, as I’ve described it here, transhumanism is almost the very definition of unnatural. You’re quite within your rights to find transhumanism a bit, well, weird. And it is weird, don’t get me wrong — but so are most emerging technologies. Do you think that your great grandparents weren’t wigged out by the first television sets? Before it garnered the name “television,” one of its inventors gave it the rather spooky name of “distant electric vision.” Can you imagine the wariness in which passengers approached the first steam trains? Vast mechanical beasts that could pull hundreds of tons and moved far faster than the humble — but state-of-the-art — horse and carriage.
The uneasiness that surround new, paradigm-shifting technologies isn’t new, and it has only been amplified by the exponential acceleration of technology that has occurred during our lifetime. If you were born 500 years ago, odds are that you wouldn’t experience a single societal-shifting technology in your lifetime — today, a 40 year old will have lived through the creation of the PC, the internet, the smartphone, and brain implants, to name just a few life-changing technologies. It is unsettling, to say the least, to have the rug repeatedly pulled out from under you, especially when it’s your livelihood at stake. Just think about how many industries and jobs have been obliterated or subsumed by the arrival of the digital computer, and it’s easy to see why we’re wary of transhumanist technologies that will change the very fabric of human civilization.
The good news, though, is that humans are almost infinitely adaptable. While you or I might balk at the idea of a brain-computer interface that allows us to download our memories to a PC, and perhaps upload new memories a la The Matrix, our children — who can use smartphones at the age of 24 months, and communicate chiefly through digital means — will probably think nothing of it. For the children of tomorrow, living through a series of disruptive technologies that completely change their lives will be the norm. There might still be some resistance when I opt to have my head spliced onto a robotic exoskeleton, but within a generation children will be used to seeing Iron Seb saving people from car crashes and flying alongside airplanes.
The fact of the matter is that transhumanism is just a modern term for an age-old phenomenon. We have been augmenting our humanity — our strength, our wisdom, our empathy — with tools since prehistory. We have always been spooked by technologies that seem unnatural or that cause us to act in inhuman ways — it’s simply human nature. That all changes with the children of today, however. To them, anything that isn’t computerized, digital, and touch-enabled seems unnatural. To them, the smartphone is already an extension of the brain; to them, mind uploading, bionic implants and augmentations, and powered exoskeletons will just be par for the course. To them, transhumanism will just seem like natural evolution — and anyone who doesn’t follow suit, just like those fuddy-duddies who still don’t have a smartphone, will seem thoroughly inhuman
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Our 99 % of GBLT citizens come out in elections for the REAL left social progressive candidates just as all 'LABOR AND JUSTICE' Democrats these few decades. Our GBLT 99% of citizens have a hard road to tow as global 1% took SAN FRANCISCO early on------with our GBLT as majority citizens. So, those 5% to the 1% players from SAN FRAN are indeed CORRUPTING what REAL left social progressive EQUAL RIGHTS under US and state constitutions have been---for women, labor, disabled, GBLT, immigrant-----
Bernie Sanders was that national candidate national media sold as our POPULIST LEFT SOCIALIST candidate-----we knew Bernie was that global 1% player/pol but he was the face of that FDR LEFT SOCIAL PROGRESSIVE CAPITALIST platform that is the DEMOCRATIC PLATFORM.
So, in discussing women's public policy we are shouting to our GBLT identifying as women----STOP MOVING FORWARD US CITIES AS FOREIGN ECONOMIC ZONES GLOBAL 1% UNITED NATIONS ONE WORLD----because 99% of women as also men are not represented.
PLEASE DO NOT ALLOW GLOBAL 1% CLINTON/OBAMA NEO-LIBERALS MORPHING INTO FAR-RIGHT EXTREME WEALTH EXTREME POVERTY LIBERTARIAN MARXISTS -----USE FAKE ALT RIGHT ALT LEFT TO KILL ALL RIGHTS OF US WOMEN OVER CENTURIES.
Here we see the same global 1% capture of our GBLT MEDIA---THE ADVOCATE----yes, they are those 5% GBLT players------calling Sanders the DEMOCRATIC SOCIALIST describing MOVING FORWARD GLOBAL CORPORATE CAMPUS SOCIALISM -------------
'The self-described "Democratic socialist" wants to challenge the business-as-usual trend of big money in politics that he says dominates the current candidates — including Hillary Clinton'.
No matter the population group in US----our media and THE PEN ---of writing is captured by global 1% and their 2% players-----we need to take that back---it is vital for 99% of women in having a REAL VOICE as citizens.
Is Bernie Sanders the Most LGBT-Friendly Candidate?
By Sunnivie Brydum
April 30 2015 4:48 PM EDT
Bernie Sanders, the longest-serving independent member of Congress, is officially seeking the Democratic nomination for president in 2016, the Vermont senator announced in an email to supporters this morning.
"People should not underestimate me," Sanders told the Associated Press in an interview that broke the news of his candidacy Wednesday night. "I've run outside of the two-party system, defeating Democrats and Republicans, taking on big-money candidates and, you know, I think the message that has resonated in Vermont is a message that can resonate all over this country."
The self-described "Democratic socialist" wants to challenge the business-as-usual trend of big money in politics that he says dominates the current candidates — including Hillary Clinton.
The thrust of Sanders's campaign thus far — like his political career as the mayor of Burlington, Vt., 16 years in the U.S. House of Representatives, and the past seven in the U.S. Senate — has focused on supporting working-class Americans through elevated taxes on the wealthy and correcting income inequality "which is now reaching obscene levels," he told the AP.
But Sanders has also been a steadfast and reliable supporter of LGBT equality, supporting the Employment Non-Discrimination Act when it passed the Senate in 2013 and even calling on President Obama to evolve already and support marriage equality in 2011. He's a cosponsor of the federal LGBT-inclusive Student Non-Discrimination Act and has consistently voted against bills seeking to amend the Constitution to ban same-sex marriage, while cosponsoring a bill that would repeal the remaining portions of the so-called Defense of Marriage Act. Sanders has a perfect score of 100 percent on the Human Rights Campaign's latest Congressional Equality Index.
Sanders used Twitter to highlight that long-standing support Monday, just one day before the Supreme Court heard arguments on marriage equality. That comment included an overt reference to Clinton — albeit to the former president and not the current presidential hopeful:
You can't claim to support equality and not support equal rights. #SCOTUSmarriage pic.twitter.com/iBcZHzfxxk
— Bernie Sanders (@SenSanders) April 27, 2015
Clinton herself welcomed Sanders to the 2016 race with a tweet Thursday morning, while she has previously fired back at critics who lambasted what they claim was her slow evolution to support full marriage equality.
"You know, somebody is always first," Clinton told NPR's Terry Gross last summer. "Somebody’s always out front and thank goodness they are. But that doesn’t mean that those who joined later in being publicly supportive or even privately accepting that there needs to be change are any less committed. You could not be having the sweep of marriage equality across our country if nobody changed their mind. And thank goodness so many of us have."
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We have discussed often how OBAMA'S RACE TO THE TOP which is ONE WORLD ONE GLOBAL CORPORATE EDUCATION COMMONER CORE-----hurts all 99% of citizens but especially our 99% US women and global women because it is women who fought to be able to attend schools only allowing boys-----and MOVING FORWARD BACK TO DARK AGES ----kills all those educational gains women fought to achieve all while global 1% CLINTON/OBAMA and their 5% women PRETEND women are being given EQUAL OPPORTUNITY ---when they are NOT.
STEM is global technology ----REAL left social progressive women have shouted and worked all last century to get women represented in STEM careers ----and what we have seen these few decades the filling of jobs in global STEM are going to global 1% and their 2% of MEN.
SILICON VALLEY HOME OF GOOGLE, TECHNOLOGY CORPORATIONS MAKE NO BONES ABOUT THIS.
It is the same deceit of women and their brains not being technology and engineering-based====the global 1% of men will NOT allow real integration of women in STEM----IT IS ONLY PRETENDING.
This is why 99% of women as well as 99% of men shout be shouting LOUDEST against ONE WORLD ONE GLOBAL TECHNOLOGY GRID DEEP DEEP REALLY DEEP STATE---total control of STEM TECHNOLOGY as employment.
We don't discourage 99% of women for fighting to be included ---we are shouting THESE POLICIES are not for which women should be FIGHTING.
Unequal Education
How Elementary School Teachers’ Biases Can Discourage Girls From Math and Science
Claire Cain Miller @clairecm FEB. 6, 2015
We know that women are underrepresented in math and science jobs. What we don’t know is why it happens.
There are various theories, and many of them focus on childhood. Parents and toy-makers discourage girls from studying math and science. So do their teachers. Girls lack role models in those fields, and grow up believing they wouldn’t do well in them.
All these factors surely play some role. A new study points to the influence of teachers’ unconscious biases, but it also highlights how powerful a little encouragement can be. Early educational experiences have a quantifiable effect on the math and science courses the students choose later, and eventually the jobs they get and the wages they earn.
The effect is larger for children from families in which the father is more educated than the mother and for girls from lower-income families, according to the study, published this week by the National Bureau of Economic Research.
The pipeline for women to enter math and science occupations narrows at many points between kindergarten and a career choice, but elementary school seems to be a critical juncture. Reversing bias among teachers could increase the number of women who enter fields like computer science and engineering, which are some of the fastest growing and highest paying.
“It goes a long way to showing it’s not the students or the home, but the classroom teacher’s behavior that explains part of the differences over time between boys and girls,” said Victor Lavy, an economist at University of Warwick in England and a co-author of the paper.
Previous studies have found that college professors and employers discriminate against female scientists. But it is not surprising that it begins even earlier.
In computer science in the United States, for instance, just 18.5 percent of the high school students who take the Advanced Placement exam are girls. In college, women earn only 12 percent of computer science degrees.
That is one reason that tech companies say they have hired so few women. Last year, Google, Apple and Facebook, among others, revealed that fewer than a fifth of technical employees are women
“The most surprising and I think important finding in the paper is that a biasing teacher affects the work choices students make and whether to study math and science years later,” said Mr. Lavy, who conducted the study with Edith Sand of Tel Aviv University.
Beginning in 2002, the researchers studied three groups of Israeli students from sixth grade through the end of high school. The students were given two exams, one graded by outsiders who did not know their identities and another by teachers who knew their names.
In math, the girls outscored the boys in the exam graded anonymously, but the boys outscored the girls when graded by teachers who knew their names. The effect was not the same for tests on other subjects, like English and Hebrew. The researchers concluded that in math and science, the teachers overestimated the boys’ abilities and underestimated the girls’, and that this had long-term effects on students’ attitudes toward the subjects.
For example, when the same students reached junior high and high school, the economists analyzed their performance on national exams. The boys who had been encouraged when they were younger performed significantly better.
They also tracked the advanced math and science courses that students chose to take in high school. After controlling for other factors that might affect their choices, they concluded that the girls who had been discouraged by their elementary schoolteachers were much less likely than the boys to take advanced courses.
Although the study took place in Israel, Mr. Lavy said that similar research had been conducted in several European countries and that he expected the results were applicable in the United States. The researchers also found that discouragement from teachers in math or science wound up lowering students’ confidence in other subjects at school, showing again the potential importance of nods of encouragement.
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When GENIUS is the only category of citizens now entering higher education 4 year degrees and higher------and when STEM is the only category of GENIUS global 1% are wanting------then 99% of women are ELIMINATED as this article states not only from general employment---but from global corporate HEDGE FUND IVY LEAGUE UNIVERSITIES -----soon the only academic campuses to be had in US.
Women are GENIUS in as many fields as men----in as many numbers----but they have historically not been allowed into STEM so we will not see women testing as GENIUS no matter whether they are. What we will see if we allow GLOBAL CORPORATE CAMPUS SCHOOLS TRACKING VOCATIONAL TRAINING replacing our public K-12 as all US cities deemed FOREIGN ECONOMIC ZONES are MOVING FORWARD----especially BALTIMORE-----we will see those global 1% men USING the genius of women under the guise of a global 1% or 2% man.....that is how women and genius has been for thousands of years---it will not change MOVING FORWARD.
If the only citizens now allowed to access higher education leading to these few employment opportunities are GENIUS----that is less than a 1-2% globally----as is MOVING FORWARD IN US FOREIGN ECONOMIC ZONES ----women will not be attaining any opportunities in education or employment-----IF WE KEEP MOVING FORWARD.
THIS IS WHY GLOBAL 1% CLINTON/BUSH/OBAMA are pushing women as 5% player political candidates AS IN EMERGE MARYLAND and our K-12 WOMEN LEADERSHIP CORPORATE CHARTERS.
We don't discourage 99% of women for fighting to be included ---we are shouting THESE POLICIES are not for which women should be FIGHTING.
The 'Genius' Obsession May Be Why Men Outnumber Women in Academia
Victoria Turk
Jan 21 2015, 12:45pm
Disciplines that place more emphasis on raw talent include fewer women, but it's not necessarily because men are more brilliant.
The gender gap in academia is no secret, especially in certain fields of study. In fact, it's pretty blindingly obvious if you look at the line-ups of certain conferences, or skim through the faculty pages of certain subjects at most academic institutions.
A recent study poses a new theory as to why some fields in particular have so few women among their ranks: they seek out natural brilliance. And as we all know, brilliance comes in but one form: the white, male genius.
"Some fields more than others seem to assume that in order to succeed at the highest level in their fields, one needs to have a certain spark of genius or brilliance," explained Andrei Cimpian, one of the authors of the paper, which was published in Science.
He and his co-authors surveyed practitioners of 30 different disciplines at US universities on what they thought was required to succeed in their field. Specifically, they assessed how much people thought that a certain "brilliance"—a natural gift or innate talent that can't be taught—was needed. To give just two examples, this was rated relatively highly in maths, and lower in psychology. They compared their results with the percentage of female PhD candidates in their field.
"We found very strong relationships between this culture variable and female representation, such that the fields that placed more emphasis on brilliance—whose practitioners were more likely to believe that one needs brilliance to succeed—were precisely the fields that also saw lower female representation," said Cimpian.
It's not just STEM (science, technology, engineering, and maths) fields that suffer from low levels of female representation, though they definitely have a problem. Certain fields in the humanities also see a big discrepancy, which inspired the researchers to take a broader look across academia.
Fields that placed more emphasis on brilliance were precisely the fields that also saw lower female representation
Take philosophy, for instance: The US National Science Foundation reports that only 27 percent of PhDs in philosophy and ethics were awarded to women in 2013, though 51.2 of all doctorate recipients in the humanities were women. On the other hand, some STEM fields have a high rate of female doctorates, with 58.8 percent of microbiology PhDs in the same year going to women.
The idea of "brilliance," the study authors suggest, could explain underrepresentation across the academic spectrum.
That's because women are often stereotyped as not having this kind of innate ability—this genius gene—as much as men. The study cites several independent reports that back the existence of this stereotype, and it's easy to see its pervasiveness in society. Cimpian referenced a New York Times story that uncovered how American parents are more than twice as likely to google "Is my son gifted?" than "Is my daughter gifted?" Meanwhile they're more likely to google "Is my daughter overweight?"
But just as in reality girls are more likely to end up in gifted programs (and boys are more likely to be overweight), stereotypes around women's and men's intelligence don't necessarily reflect the truth of the matter. Nevertheless, the myth of the lone founder, the young, white, brainiac male whose natural aptitude trumps any college education, persists in the tech world. And, it seems, in academia.
It's important to note that the study does not try to make claims about how comparatively brilliant men and women are, nor about how important "brilliance" actually is to any specific field. Rather, it's about how the beliefs of people in a given field might affect female representation.
There are several ways this could happen. Most obviously, these gendered stereotypes could lead to bias on the behalf of practitioners already in the field, which could lead to them offering fewer opportunities to women. But stereotypes are also more insidious than that; women could internalise these stereotypes and effectively self-select out of the field, feeling that they probably don't fulfil the requirements.
"Even women who disagree with these stereotypes and don't endorse them might still decide not to pursue these fields, because they anticipate being in a culture where they'll be constantly doubted and put to the test to prove that they belong where they are," added Cimpian.
This kind of doubt is evident in anecdotes from women in academia. On the (sadly not recently updated) Tumblr Academic Men Explain Things to Me, women document their experiences of being questioned, tested, and "mansplained" by their male peers, often in an academic setting. Being a PhD candidate evidently doesn't immunise women against "fake geek girl" accusations.
Even women who disagree with these stereotypes and don't endorse them might still decide not to pursue these fields
If all this is true, might it not be fair to suggest that women are, in fact, simply less brilliant? In that case, it would only be natural that they would not be represented so much in the most selective of fields.
The researchers on this latest paper also took this hypothesis into account, asking the same practitioners to estimate what percentage of applicants to their field were admitted in order to get an idea of how selective it was. They also considered two other hypotheses: that women aren't able or willing to work as long hours as men; and that women are outnumbered mainly in fields that require more "systematic" thinking.
They used answers relating to these hypotheses to see if they could predict the levels of female representation in different fields, but found that their idea of the "brilliance" notion was best able to account for the results.
"Relative to other hypotheses in the literature, ours did a better, more comprehensive job in explaining why women are still underrepresented in some fields but have made tremendous progress in others," Cimpian told me.
What's more is that their hypothesis didn't just hold true for the representation of women in different fields, but also another underrepresented group: African-Americans. "Like women, African Americans are stereotyped as lacking innate intellectual talent," the authors wrote, referencing a study that looked at this racial stereotype. "Thus, field-specific ability belief scores should predict the representation of African Americans across academia." This was indeed the case.
There are no doubt many factors that contribute to low diversity in certain academic fields, from outright discrimination to internalised biases, and all manner of social influences. But if even part of it stems from this emphasis on the idea of natural brilliance, there's at least one easy way to combat the problem.
If you're a practitioner in a field with low numbers of women and African-Americans, the study authors suggest, why not emphasise the importance of other factors than natural talent? The role of hard work to get to the top, for instance.
"We expect that such easily implementable changes would enhance the diversity of many academic fields," they conclude.
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'How did Marie Curie die?
Marie Curie's cause of death was aplastic anemia. This was probably caused by radiation exposure. Madame Currie died of radiation poisoining'
We absolutely salute the genius of a MADAME CURIE ------but we do see a MR CURIE allowing his wife to be the one EXPOSED to what all scientists understood to be life-threatening radiation. We know our DNA scientific research as co-opted from a leading woman scientist with history assigning a WATSON AND CRICK with her developments.
So, the 99% of women really need to fight for ordinary employment opportunities and access as we continue to fight for our 2% women GENIUSES.
'Discovering the structure of the double helix was only one piece of a very large puzzle. But, Watson and Crick seem to get credit for doing the whole puzzle. When we look at the story a little more closely, we realize that Rosalind Franklin knew where the puzzle piece went before they did - but Watson and Crick grabbed the piece out of her hands, and finished the puzzle without her'.
Whatever the truth regarding a ROSALIND and DNA discoveries---as this quote states-----when you are beholding to your employment you are silenced no matter your genius-------as we are seeing today when there is money to be made from patenting we get JONAS CHUZZLEWITS and myth-making
'Wade: You—I think the problem with that saying Rosalind was ill-treated is that there's absolutely no evidence that she herself believed this to be the case.
Elkin: She didn't know.
Wade: She was definitely in a position to complain if she wished. She had just arranged a new job. She was leaving the King's College department to go to Birkbeck College. We know that she complained vociferously about things she thought were unfair, like being paid less than—at the MRC—at being paid less than men who did the same job. But she never, ever, complained about this'.
Sexism in science: did Watson and Crick really steal Rosalind Franklin’s data?
The race to uncover the structure of DNA reveals fascinating insights into how Franklin’s data was key to the double helix model, but the ‘stealing’ myth stems from Watson’s memoir and attitude rather than facts
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Why Are There Still So Few Women in Science?By EILEEN POLLACKOCT. 3, 2013
At the Solvay Conference on Physics in 1927, the only woman in attendance was Marie Curie (bottom row, third from left). Credit Mondadori Portfolio, via Getty Images
Last summer, researchers at Yale published a study proving that physicists, chemists and biologists are likely to view a young male scientist more favorably than a woman with the same qualifications. Presented with identical summaries of the accomplishments of two imaginary applicants, professors at six major research institutions were significantly more willing to offer the man a job. If they did hire the woman, they set her salary, on average, nearly $4,000 lower than the man’s. Surprisingly, female scientists were as biased as their male counterparts.
The new study goes a long way toward providing hard evidence of a continuing bias against women in the sciences. Only one-fifth of physics Ph.D.’s in this country are awarded to women, and only about half of those women are American; of all the physics professors in the United States, only 14 percent are women. The numbers of black and Hispanic scientists are even lower; in a typical year, 13 African-Americans and 20 Latinos of either sex receive Ph.D.’s in physics. The reasons for those shortages are hardly mysterious — many minority students attend secondary schools that leave them too far behind to catch up in science, and the effects of prejudice at every stage of their education are well documented. But what could still be keeping women out of the STEM fields (“STEM” being the current shorthand for “science, technology, engineering and mathematics”), which offer so much in the way of job prospects, prestige, intellectual stimulation and income?
As one of the first two women to earn a bachelor of science degree in physics from Yale — I graduated in 1978 — this question concerns me deeply. I attended a rural public school whose few accelerated courses in physics and calculus I wasn’t allowed to take because, as my principal put it, “girls never go on in science and math.” Angry and bored, I began reading about space and time and teaching myself calculus from a book. When I arrived at Yale, I was woefully unprepared. The boys in my introductory physics class, who had taken far more rigorous math and science classes in high school, yawned as our professor sped through the material, while I grew panicked at how little I understood. The only woman in the room, I debated whether to raise my hand and expose myself to ridicule, thereby losing track of the lecture and falling further behind.
In the end, I graduated summa cum laude, Phi Beta Kappa, with honors in the major, having excelled in the department’s three-term sequence in quantum mechanics and a graduate course in gravitational physics, all while teaching myself to program Yale’s mainframe computer. But I didn’t go into physics as a career. At the end of four years, I was exhausted by all the lonely hours I spent catching up to my classmates, hiding my insecurities, struggling to do my problem sets while the boys worked in teams to finish theirs. I was tired of dressing one way to be taken seriously as a scientist while dressing another to feel feminine. And while some of the men I wanted to date weren’t put off by my major, many of them were.
Mostly, though, I didn’t go on in physics because not a single professor — not even the adviser who supervised my senior thesis — encouraged me to go to graduate school. Certain this meant I wasn’t talented enough to succeed in physics, I left the rough draft of my senior thesis outside my adviser’s door and slunk away in shame. Pained by the dream I had failed to achieve, I locked my textbooks, lab reports and problem sets in my father’s army footlocker and turned my back on physics and math forever.
Not until 2005, when Lawrence Summers, then president of Harvard, wondered aloud at a lunchtime talk why more women don’t end up holding tenured positions in the hard sciences, did I feel compelled to reopen that footlocker. I have known Summers since my teens, when he judged my high-school debate team, and he has always struck me as an admirer of smart women. When he suggested — among several other pertinent reasons — that innate disparities in scientific and mathematical aptitude at the very highest end of the spectrum might account for the paucity of tenured female faculty, I got the sense that he had asked the question because he genuinely cared about the answer. I was taken aback by his suggestion that the problem might have something to do with biological inequalities between the sexes, but as I read the heated responses to his comments, I realized that even I wasn’t sure why so many women were still giving up on physics and math before completing advanced degrees. I decided to look up my former classmates and professors, review the research on women’s performance in STEM fields and return to Yale to see what, if anything, had changed since I studied there. I wanted to understand why I had walked away from my dream, and why so many other women still walk away from theirs.
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Hall said the graduating class "represents all that's possible in Baltimore City." More than half of the students will be the first in their families to attend college. They posted an average SAT score of 1393, well above the current district average of 1143. They were awarded a total of $487,650 in college scholarships.
Baltimore City has never had REAL public K-12 and equal opportunity and access education-----it has especially these few decades of ROBBER BARON fleecing of US Treasury moved Federal and state education funding to expand global education corporations while allowing only a few K-12 schools be fully funded and rigorous -------while being HIGHLY SELECTIVE.
MOVING FORWARD RACE TO THE TOP corporatizing all K-12 SUPER-SIZES this capture deregulating all that was EQUAL OPPORTUNITY AND ACCESS PUBLIC EDUCATION creating these DARK AGES separation of schools by race, creed, gender ------all tied to OLD WORLD CATHOLIC AND JEWISH MERCHANTS OF VENICE GLOBAL 1% FREEMASONRY/GREEK.
This is why in our US cities we see political machines with farm team global 1% players all fighting to represent global Wall Street Baltimore Development and not 99% of citizens in our communities-----we do not want systematic training of our children towards ONE WORLD ONE GOVERNANCE FOR ONLY THE GLOBAL 1% OF MEN.
Academy For Urban Leadership Charter Boys @ Academy Charter Boys
Academy For Urban Leadership Charter B 40 @ 63 Academy Charter B
As we follow the money through CLINTON/BUSH/OBAMA killing public K-university by pretending to bring FAITH-BASED organizations into receiving funds----we broke all equal opportunity and access especially for our female students and we get this WOMEN LEADERSHIP tracking -------we showed how MARYLAND created EMERGE MARYLAND to track our 99% of women into far-right wing global 1% neo-liberalism morphing now to far-right authoritarian LIBERTARIAN MARXISM--------well, here we see the capture now moving to our young ladies still of school age.
WHY ARE THESE CHARTERS SEEMING TO CAPTURE OUR 99% OF WOMEN OF COLOR? BECAUSE US CITIES AS FOREIGN ECONOMIC ZONES MOVING FORWARD TAKES HOLD OF OUR MAJORITY OF CITIZENS----HAPPENING TO BE BLACK, LATINO----
Our 99% of black and brown students have always had the same academic achievement abilities as our 99% of white students----so too our 99% of black and brown female students. There is no need to create a SEPARATE CHARTER SCHOOL unless one is capturing the message -------and this is what kills our 99% of women's voices---this capture to TALKING POINTS OF GLOBAL 1% MEN as to what leadership looks like.
This is why in our US cities we see political machines with farm team global 1% players all fighting to represent global Wall Street Baltimore Development and not 99% of citizens in our communities-----we do not want systematic training of our children towards ONE WORLD ONE GOVERNANCE FOR ONLY THE GLOBAL 1% OF MEN.
Why did US women rights over 300 years fight to get girls mainstreamed into K-university -------because separate was NEVER EQUAL ---it marginalizes -----
We have shouted against this same marginalization of low-income male students into the same CORPORATE CHARTERS FOR BOYS AND LEADERSHIP and indeed they too get that full scholarship to college ------TEMPORARILY AS ALL US EDUCATION REGULATIONS AND US CONSTITUTIONAL RIGHTS ARE DISMANTLED.
Baltimore Leadership School for Young Women graduates first class
Erica L. GreenContact ReporterThe Baltimore Sun JUNE 2, 2016
Seven years ago 120 girls bedecked in purple polo shirts and plaid skirts walked into an experiment — a Baltimore public school modeled on those originally designed for affluent white girls whose families could afford to send them to "finishing school."
On Friday, half of those girls, all but one of them African-American and most from working-class families, will don white robes to make history as the first graduating class of the Baltimore Leadership School for Young Women, the city's first all-female, public middle-high school.
The 60 graduates, all of whom are going to college, embody the fulfillment of a dream that there could be a school where girls from across the city could come together and "transform Baltimore one young woman at a time."
The motto represents the mission of Brenda Brown Rever, a local philanthropist who founded the public charter school in 2009 with the help of a board of directors that now includes such prominent figures as Carla Hayden, CEO of the Enoch Pratt Free Library, who is set to become librarian of Congress.
A lifelong advocate for women's rights, Rever said she realized 10 years ago that she needed to help women earlier in their lives by educating and empowering them "so that they would have a better life within their grasp."
The Leadership School is modeled after a school in East Harlem, N.Y., whose mission was to provide a premier education and college preparation to underserved girls in an urban setting and have 100 percent of them graduate and be accepted to college.
The young women who met that challenge in Baltimore say their journey was marked by trials and triumphs as they grew up in a school whose own growing pains were felt in what is affectionately called the "BLSYW (pronounced "Bliss") bubble."
"When we were in sixth grade, a lot of people didn't think we would still be here, let alone all be accepted into college," said Cori Grainger, who will attend the Johns Hopkins University in the fall on a full scholarship. "But being here, surrounded by people who want you to do better and be better, we found there's always a way."
The girls who started as middle-schoolers experienced everything from the school changing locations to having three different principals. They had to advocate for elective courses and extracurricular activities that were staples at more established schools.
They watched as half their class left for other schools that offered a more traditional experience, or simply dropped out. They've overcome homelessness, losing family members to violence, and nearly failing out of school.
"It was total pressure on us from the sixth grade up because we were the guinea pigs for everything," said Blessin Giraldo, who will attend a specialized first-year program, BridgeEdu, through the University of Baltimore next year. "This was a risk. But now I feel fearless. … We made it. We're survivors. That's the legacy we leave for little BLSYW sisters."
The girls had to be role models for each other, and for younger students.
"We didn't have people to look up to but I feel like I will benefit from all of the lessons that I learned about myself," said Ayanna Paylor, who will attend Community College of Baltimore County.
"I learned I have to be OK with me, and the school will only get you so far," she added. "It didn't all come together the way I wanted. But if I had gone to a different school, I wouldn't have had the space to figure that out."
Teachers say the first graduating class has been integral in molding the school's vision of what a holistic education for future classes should look like.
"They've become very thoughtful, real thinkers, and they like to challenge everything," said Lisa Langston, a founding teacher and chair of the English department. "They have made all of us better. … And they're the pioneers."
The school began its first year on the third floor of Western High School in Northwest Baltimore, which had reigned as the city's all-female, flagship high school for more than 150 years. BLSYW has since become a trailblazer in its own right. A year after it opened, it moved into a historic West Franklin Street building. Unlike Western, also a college preparatory school which boasts graduates such as Mayor Stephanie Rawlings-Blake, BLSYW has a middle school, and it does not have entrance criteria.
It received 250 applications for 100 middle-school slots last year.
Sylvia Paylor was among the parents who flocked to the school when it opened. A Western graduate, she believes in all-girls education and wanted the same for her daughter starting in middle school. She said she watched her daughter flourish and mature.
"Once she said to me, 'I know I didn't do everything I was supposed to do,' I knew I'd made the right choice," Paylor said.
Triana Flemming, Cori's mother, said her daughter would not have been accepted to Johns Hopkins without BLSYW. The school afforded Cori opportunities her mother couldn't give her: college visits, a summer program at Princeton University, help researching scholarships.
"I believe her being at BLSYW reinforced the importance of her being an educated person in general, not just a woman," Flemming said.
The school's leaders acknowledge that the school had to evolve to fulfill its promise of offering a rigorous, college preparatory program with a focus on science, technology, engineering and mathematics (STEM).
Shanaysha Sauls, the former chair of the city school board who took over as CEO of BLSYW in July, said the school initially "didn't prioritize academics as much as love and care."
It had to manage students from a variety of backgrounds and, as a result, realized that having a washer and dryer for students to launder their uniforms was just as important as having a full-time college adviser.
"On paper we had this concept of who we'd be, what kind of uniforms they'd wear, what kind of experiences they'd have — but their lives, their neighborhoods, their families, their experiences were are all brought to the school as well," Sauls said.
In recent years, the school added a cadre of staff solely to help students adjust emotionally. It also focused on strengthening its academic programming to offer more rigorous courses such as physics and engineering. Next fall, the school will offer a career and technology education program in computer science.
Extracurricular activities have also expanded from just a step team to clubs like robotics, and an athletic program that includes cheerleading, basketball, and track and field.
Sauls said the school's new principal, Chevonne Hall, represents the "next phase" for BLSYW. Hall left her job evaluating schools for the system's central office to become principal.
Hall has raised standards in her one year at the school. She required seniors to complete a capstone project and demands that all students maintain at least a 2.0 grade point average.
"That's significant to us because many of them believed that they could not accomplish that goal," she said.
Hall said the graduating class "represents all that's possible in Baltimore City." More than half of the students will be the first in their families to attend college. They posted an average SAT score of 1393, well above the current district average of 1143. They were awarded a total of $487,650 in college scholarships.
At a recent "signing day," celebration, the seniors announced where they will attend college. The list includes University of Maryland College Park, Johnson & Wales and the Paul Mitchell School, a top beauty school in Maryland.
Paula Dofat, BLSYW's director of college advising, told the girls they should be proud, no matter their destination.
"In a perfect world, everybody would go to college," she said. "In the BLSYW world, everybody creates a success plan."
School administrators said that message is the legacy of the first graduating class.
"This class has worn their war wounds very well," Sauls said. "They represent what's best in the school, and also where we want to go. If we can get this year's sixth-graders to achieveacademically, and have that sense of grit, strength, cohesiveness, spirit, sisterhood, I would say we werevery successful."
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'Brenda Brown Rever
From empowering and educating young girls to preserving the oral histories of women over 75, Brenda Brown Rever has helped shape women’s stories and been shaped by them in return.
Brenda Brown Rever
Founding Board Member of the Jewish Women's Archive'.
What we are seeing in Baltimore is a complete dismantling of all that was hard-fought for equal opportunity and access public education replaced by national charter chains like this-----and the global 1% players behind these charter chains are CAPTURING OUR 99% OF CITIZENS AND LEADERSHIP in this case female students ------to ONE WORLD ONE GOVERNANCE FOR ONLY THE GLOBAL 1%.
This is why US cities deemed FOREIGN ECONOMIC ZONES have absolutely no leadership fighting MOVING FORWARD. Everyone is tied to being that 5% freemason/Greek----we see in Baltimore rather than all students applying for Federal student loans going ANYWHERE THEY want to attend----these CORPORATE SCHOLARSHIPS making sure these charter chains promoted their students into higher education.
OUR GREEK SORORITIES ARE RIGHT IN THERE COPYING WHAT GLOBAL 1% HARVARD ----HOWARD UNIVERSITIES HAVE DONE THESE FEW DECADES----ADOPTING THE SAME REPRESSIVE STRUCTURES TOWARDS EDUCATION.
When we look at the images in this article---filled with global corporate logos----the same URBAN LEAGUE TIED TO GLOBAL BALTIMORE DEVELOPMENT----when we see a FOX MEDIA highlighting this---we know it is FAR-RIGHT WING -----and it will not end well for 99% of US and global women. Sorry MS REVER ----you are a 5% to the 1% Hillary global neo-liberal working to kill 99% of our US women.
Everyone we see as corporate sponsors in this article------are the 5% black, white, and brown tied to global Johns Hopkins, global Baltimore Development-----and this pipeline of our female students who would be our community leaders are being pipelined to being global 1% banking. The 5% to the 1% in US will be thrown under the bus the next decade or two---so these images of SOON TO BE LOSERS promoting the worst for our future women we need to be 99% WOMEN LEADERS.
Baltimore Leadership School for Young Women hosts Baltimore premiere of ‘STEP’ documentary
By: Daily Record Staff August 3, 2017
Students from the Baltimore Leadership School for Young Women celebrate the premiere of the documentary, “STEP.” (Photo courtesy of The Baltimore Leadership School for Young Women)
Kevin Cournoyer, left, and Cielo Cournoyer, both teachers at The Baltimore Leadership School for Young Women, attended the premiere of the documentary, “STEP.” (Photo courtesy of The Baltimore Leadership School for Young Women)
Ken Jones, left, a retired executive with Northrop Grumman, and Linda Jones, the managing partner at Gallagher Evelius & Jones LLP and chair of the BLSYW Board of Directors, were on hand for the premiere of the documentary, “STEP.” (Photo courtesy of The Baltimore Leadership School for Young Women)
Chuck Tildon, left, the vice president of strategic partnerships and government relations at United Way of Central Maryland, and Stacey Ullrich, the head of global philanthropy at Under Armour, take time for a photo during the “STEP” premiere at the Stavros Niarchos Foundation Parkway Theatre. (Photo courtesy of The Baltimore Leadership School for Young Women)
From left, Dorie Fain, founder and CEO of &Wealth and a columnist for The Daily Record; Lisa Vogel, the president of the Lisa Vogel Agency; Dara Schapiro Schnee, director of major gifts at Kennedy Krieger Institute; and Lisa Dixon, special assistant to the president/special events director, attended the premiere of the documentary, “STEP.” (Photo courtesy of The Baltimore Leadership School for Young Women)
From left, Mathias Miller; Dennis Miller, vice president of development at Wexford Science & Technology; Maria Miller, vice president of development at The Shelter Group; and Arnold Richman, chairman of The Shelter Group, enjoy their time during the “STEP” premiere at the Stavros Niarchos Foundation Parkway Theatre. (Photo courtesy of The Baltimore Leadership School for Young Women)
From left, Jed Dietz, founding director of the Maryland Film Festival; Baltimore Mayor Catherine Pugh; and Brenda Brown Rever, founder of the Baltimore Leadership School for Young Women, were on hand for the “STEP” premiere at the Stavros Niarchos Foundation Parkway Theatre. (Photo courtesy of The Baltimore Leadership School for Young Women)
From left, Darielle Linehan, originator and former owner of Ivy Book Store; Mike Batza, CEO of Heritage Properties; Patricia Batza, a Goucher College trustee; and Sheila Riggs, a former Honored Power Woman of BLSYW, pose for a photo at the Stavros Niarchos Foundation Parkway Theatre. (Photo courtesy of The Baltimore Leadership School for Young Women)
Carla Hopkins, left, the assistant director of community partnerships/diversity education at the Johns Hopkins University Office of Multi Cultural Affairs and BLSYW board member, and Dist. 40 Del. Antonio Hayes, D-Baltimore City, attended the premiere of the documentary, “STEP.” (Photo courtesy of The Baltimore Leadership School for Young Women)
Baltimore Leadership School for Young Women board members, from left, Patti Neumann, founder and CEO of Citypeek LLP; Spencer Levy, the senior managing director at CB Richard Ellis|Capital Markets; and Jodi Kimmel, an associate director at Crystal & Company, attended the premiere of the documentary, “STEP” at the Stavros Niarchos Foundation Parkway Theatre. (Photo courtesy of The Baltimore Leadership School for Young Women)
Brit Kirwan, left, retired chancellor with the University System of Maryland and a BLSYW board member, spends some time with Ron Daniels, the president of Johns Hopkins University, during the premiere of the documentary, “STEP” at the Stavros Niarchos Foundation Parkway Theatre. (Photo courtesy of The Baltimore Leadership School for Young Women)
From left, Nancy Utley, the president of Fox Searchlight Pictures; Amanda Lipitz, director of STEP; and Maryland Senate President Thomas V. Mike Miller Jr. take time for a photo during the premiere of the documentary, “STEP” at the Stavros Niarchos Foundation Parkway Theatre. (Photo courtesy of The Baltimore Leadership School for Young Women)
The Baltimore Leadership School for Young Women (BLSYW) hosted the Baltimore premiere of Fox Searchlight Picture’s documentary ‘STEP’ before more than 450 guests July 24 at the Stavros Niarchos Foundation Parkway Theatre.
The event featured a screening of the film and a Q&A with the film’s director, Baltimore-native Amanda Lipitz, and the Lethal Ladies of BLSYW step team.
“STEP” is the true-life story of BLSYW’s step team set against a Baltimore background. Empowered by their teachers, teammates, counselors, coaches and families, the team members chase their ultimate dreams: to win a step championship and to be accepted into college.
The film premiered at the Sundance Film Festival to sold-out screenings, where it received the U.S. Documentary Special Jury Award for Inspirational Filmmaking.
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You saw in our last post of this girls leadership school tied to global hedge fund Johns Hopkins a smiling face of BALTIMORE MAYOR PUGH------she loves to smile when expanding global corporate campuses especially city center owned and operated by a massive global corporate Johns Hopkins campus----but she's all sad and low when media creates an article around the state of all other public schools in Baltimore----all public K-12 schools closing as global corporate K-CAREER CHARTERS replace them ------receiving all public K-12 funding.
That is what BALTIMORE LEADERSHIP SCHOOL FOR YOUNG WOMEN is about.
So, as the number of US citizens being channeled into global corporate education K-CAREER charter schools dwindles------the 'winners' soon to be 'LOSERS' are being silenced as 99% of women voices of leadership in our US city communities.
Our Baltimore families allowing global hedge fund IVY LEAGUE Johns Hopkins to select out all our 99% leaders from communities need to WAKE UP----these associations will not lead to a good life for these 5% players....boys or girls---men or women
We have watched these few decades of CLINTON/BUSH/OBAMA where that 5% to the 1% is created from our 99% by just these educational corruptions of equal opportunity and access and it has always been tied to our Freemason/Greeks.......MOVING FORWARD THE PLAYERS GO UNDER THE BUS ----so let's stop following those followers-------BE 99% LEFT SOCIAL PROGRESSIVE WOMEN LEADERS.
Community members speak in defense of city schools recommended for closure
Talia RichmanContact ReporterThe Baltimore Sun
NOV 28, 2017
Standing outside the Baltimore city school district headquarters Tuesday, dozens of students and parents protested the recommended closure of William Pinderhughes Elementary/Middle School.
During a 2½-hour school board meeting immediately following the protest, hundreds more residents showed up to make their case against shutting down their school in West Baltimore’s Sandtown-Winchester neighborhood, along with others throughout the city.
“It’s not just our school,” said Kiquana Downer, who has a child enrolled in fifth grade there. “It’s our safe haven.”
The Baltimore school system has recommended closing four more city schools, in addition to two others previously announced, because of declining enrollment and poor academic performance. The board will vote on the closures Dec. 19, following a series of public meetings in the affected neighborhoods. Community organizers have vowed to fight to keep their schools open.
In addition to William Pinderhughes, Coldstream Park Elementary/Middle School, Friendship Academy of Engineering and Technology, and Knowledge and Success Academy are all recommended for closure at the end of the academic year.
The school board previously announced the suggested closures next summer of Rognel Heights Elementary/Middle School and Dr. Carter Godwin Woodson Elementary/Middle School.
Board members are also considering a recommendation not to renew the charter of Independence School Local I, which would force the public charter high school to close at the end of the year.
"How did Baltimore go from 'The City That Reads' to the city that shuts down seven schools in one year?" said Eugia Johnson, 50, the grandparent of two William Pinderhughes students.
The recommendations for closure are part of an annual review of district schools that considers academic performance, building use and school safety, among other factors.
City schools CEO Sonja Santelises said the district is focused on guaranteeing that schools are an appropriate size and have the capacity to offer the programs and extra-curriculars necessary.
“As a district, we are working to ensure that our schools are positioned in ways to best serve students and make sure all young people in Baltimore City get the high quality education they deserve,” Santelises said.
The recommended closures come in the midst of a $1 billion initiative to replace Baltimore’s aging school infrastructure and erect up to 28 new buildings.
The district operates using the “fair student funding” model, in which dollars follow the students to the schools they attend.
District officials say there are not enough students to fill both William Pinderhughes and nearby Gilmor Elementary. Should the board follow the recommendation, William Pinderhughes students would go to either Gilmor or Eutaw-Marshburn Elementary, which are 0.3 and 0.8 miles away, respectively. Middle-school students would choose which school they want to attend through the district’s choice process, but parents say their children would face much longer commutes through unsafe neighborhoods.
Community members said the board’s choice may leave Sandtown-Winchester without its own kindergarten-through-eighth-grade school. William Pinderhughes operates as a hub for the neighborhood, offering a food pantry, financial literacy workshops and other programs aimed at bettering residents’ quality of life.
"This isn't what should be happening a few years after an uprising centered on social and economic injustice," said the Rev. C.D. Witherspoon. His son, Cortly, is a third-grader at the school.
Witherspoon led parents in chants of, “Hands off our schools!” and “Schools, not jails!”
Dozens of parents, students and business owners have signed letters opposing the closure. The petitions note that William Pinderhughes’ roof and HVAC system were recently replaced.
State Sen. Barbara Robinson and Baltimore City Councilman Leon Pinkett both spoke on behalf of William Pinderhughes.
Dozens of supporters of Independence School Local I, the public charter high school, also packed the school board meeting to defend their education. They wore T-shirts reading, “Independence school matters,” and held up bright yellow signs bearing a similar sentiment.
The board is advised against renewing the Southwest Baltimore school’s charter because of its low graduation rate and college-readiness assessment scores.
Independence is currently serving about 150 students, the largest student body in its 14-year history. In 2016, the graduation rate was 66.7 percent — up from 56.7 percent in 2013, according to documents submitted to the board. The school graduated 23 of 27 seniors in the Class of 2017.
“The charter policy is to accept students who want to attend our school regardless of their attendance record at other schools, their transcript and/or grade point average,” school officials wrote in a report to the board. “Due to Independence’s nonselective criterion for admission, the school accepts students who are not always on track to graduate on time or are at risk.”
The school’s leadership disputed some of the district’s data and checkpoints that contributed to the recommendation for closure. Many students said that losing the charter school would be “devastating.” They said the small class sizes, experiential learning experiences and family-like environment have turned their lives around.
“The non-renewal of our school is a renewal of our lack of faith in this already flawed school system,” said junior Nathaniel Ervin.
The district said the other three schools recommended for closure — Knowledge and Success Academy, Friendship Academy of Engineering and Technology and Coldstream Park — have all struggled in recent years to perform well on state assessments and bolster enrollment.
Friendship Academy officials said Tuesday the school was on a positive trajectory and the numbers didn’t accurately represent the school’s value.
There will be another opportunity for public testimony on Dec. 12, and district officials will also be visiting each of the schools affected by the recommendations.
“You’ve been heard,” school board chairwoman Cheryl Casciani said before adjourning Tuesday.
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'City’s Deal with the State
Baltimore has been suffering with school closure for the past few years as the implementation of the 21st century plan to improve public school buildings gets put into practice'.
The corruption of our K-12 public school system is so complete---here we have RENAISSANCE ACADEMY fighting for public schools when Renaissance Academy is a national corporate charter chain.
As our 99% of young men in Baltimore are channeled by vocational tracking into early exposure to GLOBAL LABOR POOL 99% our 99% of girl/women are being made STAGNANT -----these 99% of US female students are going nowhere.
WHEN WE SHOUT AGAINST ALT RIGHT ALT LEFT 5% PLAYERS FREEMASON GREEKS PRETENDING TO HELP THE POOR---THE OLD-----THE IMMIGRANT---THE DISABLED-----WHEN THEY ARE WORKING FOR GLOBAL 1% OF MEN----THESE ARE THE EDUCATION STRUCTURES BEING INSTALLED IN ALL US CITIES DEEMED FOREIGN ECONOMIC ZONES---AND THEY LOOK JUST LIKE THOSE IN DEVELOPING NATIONS OVERSEAS.
RAWLINGS-BLAKE----that 5% to the 1 % women pol working hard for global hedge fund IVY LEAGUE Johns Hopkins and global Baltimore Development-----CARLYLE GROUP YOU KNOW!------was that 5% women player pushing the $1 billion school building bond handing all public school real estate to global investment firms.
When our 99% of girls/women in BAltimore allow themselves to fight to be in that 5% player group------all 99% of women LOSE
'RAWLINGS-BLAKE----that 5% to the 1 % women pol working hard for global hedge fund IVY LEAGUE Johns Hopkins and global Baltimore Development-----CARLYLE GROUP YOU KNOW!------was that 5% women player pushing the $1 billion school building bond handing all public school real estate to global investment firms'.
Commentary
by Jessica Shiller8:52 amDec 7, 2016
How school closures are hurting our children and communities
Political leaders are ignoring the consequences of the school construction aid deal they cut in Annapolis
Above: Renaissance Academy students testify before the Baltimore School Board in opposition to the closing of their school. (Fern Shen)
As Baltimore students have so many times before when their schools were about to be shuttered, Renaissance Academy students spoke movingly before the school board recently about how the school is “like a family” to them.
While some might dismiss this testimony as nothing more than sentimentality, their pleas have been about salvaging the very elements that make schools places that work for communities.
Framing the closures as short-term losses worth suffering for the long-term gain of school consolidation amid shrinking enrollment, school officials grimace and move on.
The student casualties of this process don’t have that luxury.
Consider the steep challenge for two recently-merged West Baltimore elementary schools – John Eager Howard and Westside. With over 400 students in one building now, the staff must struggle mightily every day to ensure a good school climate.
The principal and her team work hard and creatively to head off the worst problems but given the numbers they can only do so much.
The students do not know each other and the staff does not know all of the students. There are misunderstandings, fights, and little time to resolve conflict and build positive school culture.
This is happening in a larger environment that runs counter to what’s referred to by educators as “personalization” – a school design feature that allows for smaller classes, block scheduling and home visits.
And we know from research that personalization helps students – especially low income students – learn because it allows for the teacher-student relationship to thrive, to pinpoint academic and social emotional needs that students bring to the classroom and to build the connection that students have to school.
So here’s my plea, as someone who has researched and written about school closures for years:
Let’s protect students from the unintended consequences of school closures. And let’s be honest, without dismissing fiscal constraints, about how Baltimore ended up with a policy that so grievously hurts our children.
City’s Deal with the State
Baltimore has been suffering with school closure for the past few years as the implementation of the 21st century plan to improve public school buildings gets put into practice.
The plan, initiated in 2012, was meant to renovate all city school buildings, many of which are old and falling apart. Money from the state of Maryland was provided on the condition that the city school system close its most under-utilized schools.
To gain the funding for renovation, Baltimore City Public Schools agreed and the process of school closure began in earnest in 2013. Several schools have closed, including Langston Hughes Elementary school, a recently renovated building in the Park Heights neighborhood.
The school had air conditioning and was in great condition, but it was under-enrolled. It was built for over 300 students and only had 176 when it closed. The announcement of the school closing produced an exodus from the school, local activists argued, not the other way around.
Under the 21st century plan, 26 schools in total are going to close. There has been vigorous, organized opposition to these closures which has been ignored because of the district’s agreement with the state. The closures are a reality, and the district does not question whether they were a good or idea or not.
THE SCHOOL DISTRICT DOESN'T QUESTION -----NO PUBLIC COMMENT OR VOICE IN THESE SCHOOL PLANS --ALL PUSHED BY 5% POLS AND PLAYERS
The reality for students students attending closed schools is that they are sent to existing school buildings, merging the two small schools, and swelling their numbers.
But as we have seen with schools across the country, it’s a policy that collides with what research says is best for children. Rather than close schools, it would make sense to provide smalls school environments that allow for personalization to exist.
Personalization is especially effective for low income students – the majority of Baltimore’s student population – in large measure because it affects school climate.
As the CEO of Baltimore schools announced early in her tenure, there needs to be more attention to improving school climate.
Key Constraints
So what is stopping the school system from providing those nurturing “small-school” environments?
One limitation is financial. It is expensive to maintain school buildings, and with school budgets being slashed every year, it is even more difficult. The ACLU of Maryland is one organization that works to ensure that city schools receive the funding that they are due.
Sometimes it works and sometimes it does not work as well, but pushing for overall increased funds is certainly an organizing effort in which everyone who connects with city schools should be engaged.
The second constraint is that the city promised the state that it would reduce the number of schools. This is also an important argument. The city must hold up its end of the bargain.
Yet, there were real unintended consequences with closing schools, not the least of which are the school climate issues mentioned above.
Just the process alone of informing communities that their schools are closing has caused an uproar in every school community facing a closing. For schools in neighborhoods already facing severe challenges, the closures push them further in the vicious cycle of disinvestment.
A case in point is Renaissance Academy, located in the West Baltimore community at the center of the uprising following the death of Freddie Gray, a young Black man who died in police custody in April 2015.
The school was slated for closure some time ago.
In 2015, Renaissance was on the closure list, but was taken off when there was pushback from the school community. The city school board has been sensitive to some of the concerns expressed by community members since the Uprising.
At the time, thousands of city residents, including young people, took to the streets protesting police brutality and the conditions that have produced limited opportunities and police violence in Black communities for decades.
Even the federal government has felt some sympathy with Baltimore’s communities and Renaissance specifically. Following a stabbing at the school, the U.S. Department of Education gave a grant to Renaissance in September of this year to “recover and to re-establish safe learning environments where all children can focus on getting a great education.”
A couple of months later, the CEO announced that the school would close unless it could be relocated. This has posed a new set of problems to resolve.
Strategies and Solutions
In many ways this is an example of why urban school reform is so difficult.
The policy does not emerge from research and the research does not matter when it comes to decisions that need to be made quickly and with limited resources. That said, strong relationships and trust are central to school success.
What should be done? What is a cash-strapped city to do to create school environments that support students and communities?
The first order of business could be to deal with the issues openly and honestly. Explaining the conundrum that the city is in and the role that the 21st century plan plays is important for everyone to understand.
Another step could be to have a process for working out what happens to schools when they need to close and/or merge and to have an open and transparent process for decision making, and a set of supports and procedures in place so that schools are not on their own to sort out the climate issues that come from absorbing hundreds of new students.
I have seen this firsthand and it is very challenging for schools. One idea would be to have smaller academies within the larger schools and teams of teachers and community partners that work together to support those students very directly.
This would require the central office, along with community partners, to focus much of its efforts on helping school staff do this.
This may seem like a daunting task, but if Baltimore’s schools are going to move forward positively from its school closure dilemma, they may not have a choice.
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If we look at this GLOBAL NGO-----UNITED WORLD SCHOOLS------we see the ONE WORLD ONE COMMONER CORE UNITED NATIONS education platforms and structures MOVING FORWARD in US cities deemed Foreign Economic Zones---same global corporate campus SUSTAINABILITY-----we shout out to our foreign friends----to our new immigrants to US whether new citizens or global labor pool 99%----
THESE ARE NOT OUR FREEDOM, LIBERTY, JUSTICE, PURSUIT OF HAPPINESS STRONG PUBLIC K-UNIVERSITY STRUCTURES---THESE ARE OLD WORLD MERCHANTS OF VENICE GLOBAL 1% DARK AGES ----KEEP OUR PUBLIC EDUCATION LOCAL -----NO MATTER THE NATION.
We are shouting to our 99% of US and global women----STOP THIS MOVING FORWARD ONE WORLD ONE COMMONER CORE ---it will kill equal opportunity and access education for our girls/women.
Tim Howarth
Partner, KPMG
Tim is the Client Lead Partner for Lloyds Banking Group and also leads KPMG’s work on Conduct Risk frameworks and how firms can practically interpret conduct risk appetite into the business model to allow for sustainable growth and to break the cycle of sell/remediate.
#GirlsEducation, Why it Matters
by Tim Howarth | Sep 10, 2014 | News
Here’s a message from UWS on why promoting girls’ education in communities beyond the reach of mainstream society is so vital.
Malala Yousafzai
As Malala Yousafzai, the Pakistani teenager shot by the Taliban on her way to school in 2012, wrote, “One child, one teacher, one book, one pen, can change the world.” We believe a more gender-equal world starts with education.
UWS plays a part in a worldwide movement calling for an end to global educational inequality. To achieve this, the education of girls needs to be prioritised by organisations and valued by communities, as Julia Gillard highlighted in 2014:
Julia Gillard
“It is 2014, and nearly 15 percent of women worldwide cannot read or write. That’s nearly 500 million women. But this is not just a problem for them. It’s a problem for all of us. Because whether a girl, boy, man or woman, we all live in the same world, and that world needs all the brain power, creativity and productivity it can get.”
In teaching the unreached, UWS aims to deliver educational opportunity to such girls. By investing in girls’ education, UWS helps young women to grow up as active citizens in their communities, creating better prospects for their families and futures. We work in areas where child marriage is common, and where girls have children at a young age. Educating girls reduces their risk of child marriage, trafficking and exploitation, and gives them a pathway to educational and vocational opportunities that can lift them and their families out of poverty.
Do you believe that education should mean education for all? We’d love it if you’d join us.
The Girls of RatanakiriMilly, of The Red Maids’ School, Bristol, is currently working on UWS projects in Cambodia. Here she writes about her experience of UWS and how we help to develop girls through education. Follow Milly’s work on her tumblr.
My belief in the importance of gender equality in education stems, to some extent, from the fact that the secondary school I have just left is an all-girls school, as well as being a strong partner school to UWS. Working with UWS has proved to me that the contrast between my educational experience and the daily lives of the women of Ratanakiri cannot be understated. We must recognise that there is still a long way to go in narrowing this global divide.
Consider a young woman living in a rural community in the Ratanakiri jungle. She’s illiterate. So is her husband. She doesn’t even speak the national language. What she has got are other things to think about. Education? She’s got three kids to feed.
These communities are farm based, so they need farm hands. When it rains, the classrooms are half-empty and the fields are full, with all small hands on deck for the rice planting. Inevitably, the role of the female is to produce farm hands. From the age she can walk, she takes over the care of the younger sibling strapped to her back. With puberty comes marriage and, a couple of years later, children of her own. And so it begins again. Where, in this cycle, is there time for education?
In working towards our aim, UWS holds a responsibility to each of these young girls; through the schools we build, we put a break in this cycle. By educating girls and boys as equals, we introduce the idea that, perhaps, having children young is not so positive for personal and community development.
UWS also holds a responsibility to the mothers of the children we teach. These mothers are central to the communities we work in, which each have their own language and way of life. A village may be run by a male chief, but to quote UWS founder Chris Howarth, ‘once you get the mothers on side, you’re good to go’. In my experience of running projects with UWS, each young mother crouching at the sidelines, watching her children learn with interest in her eyes, is a triumph.
In the long-term, the future of these communities depends on literacy. UWS believes that women play a key role in this future. Already, for example, we have found that some village women are particularly adept in handling finances. As we help these communities face the 21st century challenges already upon them, please spare a thought for the potential of the young girls we work with. In order to reach our aim of education for all, we must invest in girls.
We already see it in Britain. Now let’s see it in Ratanakiri and beyond.
A girl’s first day at a UWS school in Cambodia
UWS needs you!UWS depends on the kind support of friends and partners and we would love it if you’d join us in our mission to teach the unreached.
If you’re interested in supporting our work, please get in touch via info@unitedworldschools.org.
For more information on school partnership see Partner your school, if you are a company looking to sponsor a UWS school see Partner your organisation, or you can make a donation to support our work.
Check out our girls education gallery (100+ photos)
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These are the ALT RIGHT ALT LEFT GLOBAL 1% AND THEIR 2% WOMEN PLAYERS----who bring us out to shake our fists at TRUMP while MOVING FORWARD AND ROBBER BARON FRAUDS these few decades kill all rights, wealth, freedom, futures for US and global 99% of girls/women.
'The Alpha Delta Pi Foundation is proud to award approximately 100 competitive academic scholarships each year with a total of more than $100,000 in scholarships'.
HERE IS OUR 5% TO THE 1% CLINTON/BUSH/OBAMA ALT RIGHT ALT LEFT POLS AND PLAYERS WHO ARE WOMEN-----
This is one SORORITY of many-----why would professional women pledge to be players for global 1% of men who for thousands of years killed 99% of women/girls. Please stop mirroring repressive structures!
What OBAMA and Clinton neo-liberals did in REFORMING our Federal student loan programs away from equal opportunity and access and broadly used to allow 99% of eligible US students to attend any university they want----is to
TEMPORARILY GIVE POWER OF SCHOLARSHIP TO OUR GREEKS AND FREEMASONS---THOSE INTERNATIONAL LABOR UNIONS. WE EMPHASIZE-----TEMPORARILY
The Alpha Delta Pi Foundation is proud to award approximately 100 competitive academic scholarships each year with a total of more than $100,000 in scholarships. Award amounts vary up to $3,000, and scholarships are available for undergraduate, graduate, and continuing education study. Alpha Delta Pi members in good standing who have a 3.2 minimum cumulative GPA (unless otherwise noted) are encouraged to apply. The deadline for 2018-2019 scholarship applications is March 1, 2018.
Resources:
View the 2018-19 Scholarship Guide.
See the complete 2018-19 Listing of Available Scholarships.
Check out the 2018-19 Chapter and State-Specific Scholarships.
Application (please choose based on the 2018-2019 academic year):
Undergraduate
Graduate
Continuing Education
Timeline:
November – Scholarship application opens
March 1 – Deadline for application submission
March 15 – Deadline for recommendation letters
March & April – Scholarship Committee reviews applications and makes recommendations
May – Board of Trustees reviews and approves recommendations
June – Applicants are notified of status
August – Scholarship checks are disbursed directly to recipients’ college or university
Please see our Scholarships FAQ page for frequently asked questions regarding the scholarship application and award process. Please contact the Foundation office at (404) 378-3164 or foundation@alphadeltapi.com if you have additional questions about the scholarship application process or if you are interested in funding a scholarship to benefit Alpha Delta Pi members.
Other scholarship opportunities:
The National Panhellenic Conference (NPC) Foundation offers undergraduate and graduate scholarships for outstanding Panhellenic women.
The North-American Interfraternity Conference (NIC) Foundation offers graduate and professional school fellowships to initiated members of NIC, NPC, NPHC, and PFA member fraternities and sororities.
Your local alumnae Panhellenic organization may also offer scholarship opportunities (be sure to check both your hometown and school area).
Current Scholarships
150th Anniversary Scholarship
Alpha Eta Chapter Anniversary Scholarship
Alpha Omicron 75th Anniversary Scholarship
Alpha Theta 75th Anniversary Scholarship
Angela J. Knight Memorial Scholarship
Anne Veale Pogson Scholarship
Berit Henriksen Carter Scholarship
Beta Epsilon Chapter Scholarship
Beth Fraley Memorial Scholarship
Betty Clapsaddle Riley Scholarship
Betty L. Miller, Alpha Upsilon, Scholarship
Caralee Strock Stanard Scholarship
Carlotta Dodge Business Scholarship
Catherine Davis Stanley Scholarship
Catherine Leslie Iten Scholarship
Clara Duncan Smith Scholarship
Dan and Sarah Davis-Candeto Sholarship
Dawn Victor-Herring Scholarship
Deena Bartolo Scholarship
Delta Alpha Chapter Scholarship
Delta Gamma Chapter Scholarship
Delta Theta Chapter Scholarship
Diana Davidson and Katie Cone Davidson Scholarship
Dodee West Monaco Scholarship
Dorthy Sullivan Jevne Scholarship
Dr. Lucille McGehee Haynes Memorial Scholarship
Edith Seitz Owings Memorial Scholarship
Eileen Stinnett Riddle Scholarship
Elsie Heilman Consilio Memorial Scholarship
Emily Erkel Scholarship for Zeta Chi
Epsilon Kappa Chapter Scholarship
Epsilon Nu Scholarship
Epsilon Pi Chapter Scholarship
Epsilon Tau Chapter Scholarship
Eta Epsilon Chapter Scholarship
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Gus and Ernestine Medley Memorial Scholarship
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Iota Chapter Scholarship
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Jean Harriet Pund Bruner Scholarship for Beta Nu
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Kappa Chapter 75th Anniversary Scholarship
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Lucille Barksdale and Darwin S. Renner Memorial Scholarship
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Sigma Chapter Scholarship
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Alpha Delta Pi Foundation
On The Blog
ADPi Helped Me Capture My Dream
by Jennifer Comerford, Zeta Mu - Appalachian State University Alumna
Alpha Delta Pi Foundation
1386 Ponce de Leon Avenue, NE
Atlanta, Georgia 30306
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We see one video after another distributed by those global education corporations now taking all US public schools-------indeed, any corporate school can say its graduating class all went to college when scholarships are funded by CORPORATE DONORS tied to these profiteering K-career schools.
Please don't allow MOVING FORWARD sell the notion there will be a pathway from these corporate K-career charters-------it is all propaganda.
WE SEE OUR 99% OF WOMEN BEING CHANNELED INTO GLOBAL 1% OLD WORLD MERCHANTS OF VENICE GLOBAL HEDGE FUND IVY LEAGUES----SENT OVERSEAS TO WORK AFTER GRADUATING-----
TM Landry Alumni Program
Due to the school's emphasis on Economics, the TM Landry Alumni Program was launched in 2005, before the school officially became a school. Michael Landry has said that the program began as tutoring program. One of the requirements of Landry, is that graduates must come back to Landry as a volunteer mentor to help throughout the year. The school visits its graduates on their college campus. Thus, even while graduates are in college, they are still part of Landry. Most importantly, students have Stock Portfolios and they shadow local bankers to learn about Accounting and Investing. TM Landry was listed #1 in Louisiana's school system by BlackBoot in their list of "Top 10 schools to be Proud Of"
Tying our youth to global banking earlier and earlier----this is what creates SHAREHOLDER money in my pockets watch as this corporate K-career charter with its stocks becomes that next for-profit education fraud.
TM Landry College Prep. added a new video.
17 hrs ·
COLUMBIA UNIVERSITY—RANKED #5 in the US—SAYS YES TO GRADUATING JUNIOR, KAYLA AMOS. Here’s her acceptance video! (TM LANDRY 4 for 4 on the IVY LEAGUE colleges for the day)!THREE-PEAT-three years in a row TM Landry has gotten students into Columbia University!
TM Landry College Prep.
18 hrs ·
BROWN UNIVERSITY—RANKED #14 IN THE US— SAYS YES TO TM LANDRY GRADUATING JUNIOR, ALIKO LEBLANC! Here’s her acceptance video! (TM LANDRY IS 3 for 4 on the IVY LEAGUE colleges for the day)!
TM Landry College Prep.
December 12 at 8:53pm ·
HARVARD THREE-PEAT!!!! TM Landry gets an acceptance from Harvard three years in a row! HARVARD SAYS YES TO GRADUATING JUNIOR ARYTON LITTLE!!!! Here’s his acceptance video!
TM Landry College Prep.
December 8 at 7:11pm ·
STANFORD UNIVERSITY SAYS YES TO TM LANDRY SENIOR ALEXANDER LITTLE! Here’s his acceptance video!
So, now we are being told---DON'T WORRY-------global 1% are using eugenics and transhuman science to create the best CHILDREN for the future ----you simply have to buy one. Who will have that money to buy these selected children with a disregard of SEXUAL LABELS like male or female?
CERTAINLY NOT 99% OF US WE THE PEOPLE OR OUR GLOBAL 99% OF CITIZENS. ALL THESE BLENDED GENDER AND SEX PUBLIC POLICY ARE GEARED TOWARDS A GLOBAL 1% MANUFACTURING AND CONTROLLING THAT MANUFACTURING OF FUTURE 'HUMANS'.
When we discuss policy surrounding women's rights we have always included women seeing themselves as LESBIAN----as BISEXUAL----and as Transexual-----that is where EQUAL PROTECTION UNDER US CONSTITUTION AND STATE CONSTITUTIONS LIE-----if we blur these definitions of course there are no rights to be had.
The REAL LEFT SOCIAL PROGRESSIVE stances on women's rights during 1960s-70s included GBLT identifying as women in EQUAL RIGHTS----MOVING FORWARD CLINTON/BUSH/OBAMA far-right wing global 1% neo-liberals spent these few decades ignoring and dismantling all that was US WOMEN'S RIGHTS.
What is transhumanism, or, what does it mean to be human?
- By Sebastian Anthony on April 1, 2013 at 1:25 pm
What does it mean to be human? Biology has a simple answer: If your DNA is consistent with Homo sapiens, you are human — but we all know that humanity is a lot more complex and nuanced than that. Other schools of science might classify humans by their sociological or psychological behavior, but again we know that actually being human is more than just the sum of our thoughts and actions. You can also look at being human as a sliding scale. If you were to build a human from scratch, from the bottom up, at some point you cross the threshold into humanity — if you believe in evolution, at some point we ceased being a great ape and became human. Likewise, if you slowly remove parts from a human, you cross the threshold into inhumanity. Again, though, we run into the same problem: How do we codify, classify, and ratify what actually makes us human?
Does adding empathy make us human? Does removing the desire to procreate make us inhuman? If I physically alter my brain to behave in a different, non-standard way, am I still human? If I have all my limbs removed and my head spliced onto a robot, am I still human? (See: Upgrade your ears: Elective auditory implants give you cyborg hearing.) At first glance these questions might sound inflammatory and hyperbolic, or perhaps surreal and sci-fi, but don’t be fooled: In the next decade, given the continued acceleration of computer technology and biomedicine, we will be forced to confront these questions and attempt to find some answers.
Transhumanism is a cultural and intellectual movement that believes we can, and should, improve the human condition through the use of advanced technologies. One of the core concepts in transhumanist thinking is life extension: Through genetic engineering, nanotech, cloning, and other emerging technologies, eternal life may soon be possible. Likewise, transhumanists are interested in the ever-increasing number of technologies that can boost our physical, intellectual, and psychological capabilities beyond what humans are naturally capable of (thus the term transhuman). Transcranial direct current stimulation (tDCS), for example, which speeds up reaction times and learning speed by running a very weak electric current through your brain, has already been used by the US military to train snipers. On the more extreme side, transhumanism deals with the concepts of mind uploading (to a computer), and what happens when we finally craft a computer with greater-than-human intelligence (the technological singularity). (See: How to create a mind, or die trying.)
Beyond the obvious benefits of eternal life or superhuman strength, transhumanism also investigates the potential dangers and ethical pitfalls of human enhancement. In the case of life extension, if every human on Earth suddenly stopped dying, overpopulation would trigger a very rapid and very dramatic socioeconomic disaster. Unless we stopped giving birth to babies, of course, but that merely rips open another can of worms: Without birth and death, would society and humanity continue to grow and evolve, or would it stagnate, suffocated by the accumulated ego of intellectuals and demagogues who just will not die? Likewise, if only the rich have access to intelligence- and strength-boosting drugs and technologies, what would happen to society? Should everyone have the right to boost their intellect? Would society still operate smoothly if everyone had an IQ of 300 and five doctorate degrees?
As you can see, things get complicated quickly when discussing transhumanist ideas — and life extension and augmented intelligence and strength are just the tip of the iceberg! This philosophical and ethical complexity stems from the fact that transhumanism is all about fusing humans with technology — and technology is advancing, improving, and breaking new ground very, very quickly. Humans have always used technology, of course -- our ability to use tools and grasp concepts such as science and physics are what set us apart from other animals — but never has society been so intrinsically linked and underpinned by it. As we have seen in just the last few years, with the advent of the smartphone and ubiquitous high-speed mobile networks, just a handful of new technologies now have the power to completely change how we interact with the the world and people around us.
Humans, on the other hand, and the civilizations that they build, move relatively slowly. It took us millions of years to discover language, and thousands more to discover medicine and the scientific method. In the few thousand years since, up until the last century or so, we doubled the human life span, but neurology and physiology were impenetrable black boxes. In just the last 100 years, we’ve doubled our life span again, created bionic eyes and powered exoskeletons, begun to understand how the human brain actually works, and started to make serious headway with boosting intellectual and physical prowess. We’ve already mentioned how tDCS is being used to boost cranial capacity, and as we’ve seen in recent years, sportspeople have definitely shown the efficacy of physical doping.
It is due to this jarring juxtaposition — the historical slowness of human and societal evolution vs. the breakneck pace of modern technology — that many find transhumanism to be unpalatable. After all, as I’ve described it here, transhumanism is almost the very definition of unnatural. You’re quite within your rights to find transhumanism a bit, well, weird. And it is weird, don’t get me wrong — but so are most emerging technologies. Do you think that your great grandparents weren’t wigged out by the first television sets? Before it garnered the name “television,” one of its inventors gave it the rather spooky name of “distant electric vision.” Can you imagine the wariness in which passengers approached the first steam trains? Vast mechanical beasts that could pull hundreds of tons and moved far faster than the humble — but state-of-the-art — horse and carriage.
The uneasiness that surround new, paradigm-shifting technologies isn’t new, and it has only been amplified by the exponential acceleration of technology that has occurred during our lifetime. If you were born 500 years ago, odds are that you wouldn’t experience a single societal-shifting technology in your lifetime — today, a 40 year old will have lived through the creation of the PC, the internet, the smartphone, and brain implants, to name just a few life-changing technologies. It is unsettling, to say the least, to have the rug repeatedly pulled out from under you, especially when it’s your livelihood at stake. Just think about how many industries and jobs have been obliterated or subsumed by the arrival of the digital computer, and it’s easy to see why we’re wary of transhumanist technologies that will change the very fabric of human civilization.
The good news, though, is that humans are almost infinitely adaptable. While you or I might balk at the idea of a brain-computer interface that allows us to download our memories to a PC, and perhaps upload new memories a la The Matrix, our children — who can use smartphones at the age of 24 months, and communicate chiefly through digital means — will probably think nothing of it. For the children of tomorrow, living through a series of disruptive technologies that completely change their lives will be the norm. There might still be some resistance when I opt to have my head spliced onto a robotic exoskeleton, but within a generation children will be used to seeing Iron Seb saving people from car crashes and flying alongside airplanes.
The fact of the matter is that transhumanism is just a modern term for an age-old phenomenon. We have been augmenting our humanity — our strength, our wisdom, our empathy — with tools since prehistory. We have always been spooked by technologies that seem unnatural or that cause us to act in inhuman ways — it’s simply human nature. That all changes with the children of today, however. To them, anything that isn’t computerized, digital, and touch-enabled seems unnatural. To them, the smartphone is already an extension of the brain; to them, mind uploading, bionic implants and augmentations, and powered exoskeletons will just be par for the course. To them, transhumanism will just seem like natural evolution — and anyone who doesn’t follow suit, just like those fuddy-duddies who still don’t have a smartphone, will seem thoroughly inhuman
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Our 99 % of GBLT citizens come out in elections for the REAL left social progressive candidates just as all 'LABOR AND JUSTICE' Democrats these few decades. Our GBLT 99% of citizens have a hard road to tow as global 1% took SAN FRANCISCO early on------with our GBLT as majority citizens. So, those 5% to the 1% players from SAN FRAN are indeed CORRUPTING what REAL left social progressive EQUAL RIGHTS under US and state constitutions have been---for women, labor, disabled, GBLT, immigrant-----
Bernie Sanders was that national candidate national media sold as our POPULIST LEFT SOCIALIST candidate-----we knew Bernie was that global 1% player/pol but he was the face of that FDR LEFT SOCIAL PROGRESSIVE CAPITALIST platform that is the DEMOCRATIC PLATFORM.
So, in discussing women's public policy we are shouting to our GBLT identifying as women----STOP MOVING FORWARD US CITIES AS FOREIGN ECONOMIC ZONES GLOBAL 1% UNITED NATIONS ONE WORLD----because 99% of women as also men are not represented.
PLEASE DO NOT ALLOW GLOBAL 1% CLINTON/OBAMA NEO-LIBERALS MORPHING INTO FAR-RIGHT EXTREME WEALTH EXTREME POVERTY LIBERTARIAN MARXISTS -----USE FAKE ALT RIGHT ALT LEFT TO KILL ALL RIGHTS OF US WOMEN OVER CENTURIES.
Here we see the same global 1% capture of our GBLT MEDIA---THE ADVOCATE----yes, they are those 5% GBLT players------calling Sanders the DEMOCRATIC SOCIALIST describing MOVING FORWARD GLOBAL CORPORATE CAMPUS SOCIALISM -------------
'The self-described "Democratic socialist" wants to challenge the business-as-usual trend of big money in politics that he says dominates the current candidates — including Hillary Clinton'.
No matter the population group in US----our media and THE PEN ---of writing is captured by global 1% and their 2% players-----we need to take that back---it is vital for 99% of women in having a REAL VOICE as citizens.
Is Bernie Sanders the Most LGBT-Friendly Candidate?
By Sunnivie Brydum
April 30 2015 4:48 PM EDT
Bernie Sanders, the longest-serving independent member of Congress, is officially seeking the Democratic nomination for president in 2016, the Vermont senator announced in an email to supporters this morning.
"People should not underestimate me," Sanders told the Associated Press in an interview that broke the news of his candidacy Wednesday night. "I've run outside of the two-party system, defeating Democrats and Republicans, taking on big-money candidates and, you know, I think the message that has resonated in Vermont is a message that can resonate all over this country."
The self-described "Democratic socialist" wants to challenge the business-as-usual trend of big money in politics that he says dominates the current candidates — including Hillary Clinton.
The thrust of Sanders's campaign thus far — like his political career as the mayor of Burlington, Vt., 16 years in the U.S. House of Representatives, and the past seven in the U.S. Senate — has focused on supporting working-class Americans through elevated taxes on the wealthy and correcting income inequality "which is now reaching obscene levels," he told the AP.
But Sanders has also been a steadfast and reliable supporter of LGBT equality, supporting the Employment Non-Discrimination Act when it passed the Senate in 2013 and even calling on President Obama to evolve already and support marriage equality in 2011. He's a cosponsor of the federal LGBT-inclusive Student Non-Discrimination Act and has consistently voted against bills seeking to amend the Constitution to ban same-sex marriage, while cosponsoring a bill that would repeal the remaining portions of the so-called Defense of Marriage Act. Sanders has a perfect score of 100 percent on the Human Rights Campaign's latest Congressional Equality Index.
Sanders used Twitter to highlight that long-standing support Monday, just one day before the Supreme Court heard arguments on marriage equality. That comment included an overt reference to Clinton — albeit to the former president and not the current presidential hopeful:
You can't claim to support equality and not support equal rights. #SCOTUSmarriage pic.twitter.com/iBcZHzfxxk
— Bernie Sanders (@SenSanders) April 27, 2015
Clinton herself welcomed Sanders to the 2016 race with a tweet Thursday morning, while she has previously fired back at critics who lambasted what they claim was her slow evolution to support full marriage equality.
"You know, somebody is always first," Clinton told NPR's Terry Gross last summer. "Somebody’s always out front and thank goodness they are. But that doesn’t mean that those who joined later in being publicly supportive or even privately accepting that there needs to be change are any less committed. You could not be having the sweep of marriage equality across our country if nobody changed their mind. And thank goodness so many of us have."
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We have discussed often how OBAMA'S RACE TO THE TOP which is ONE WORLD ONE GLOBAL CORPORATE EDUCATION COMMONER CORE-----hurts all 99% of citizens but especially our 99% US women and global women because it is women who fought to be able to attend schools only allowing boys-----and MOVING FORWARD BACK TO DARK AGES ----kills all those educational gains women fought to achieve all while global 1% CLINTON/OBAMA and their 5% women PRETEND women are being given EQUAL OPPORTUNITY ---when they are NOT.
STEM is global technology ----REAL left social progressive women have shouted and worked all last century to get women represented in STEM careers ----and what we have seen these few decades the filling of jobs in global STEM are going to global 1% and their 2% of MEN.
SILICON VALLEY HOME OF GOOGLE, TECHNOLOGY CORPORATIONS MAKE NO BONES ABOUT THIS.
It is the same deceit of women and their brains not being technology and engineering-based====the global 1% of men will NOT allow real integration of women in STEM----IT IS ONLY PRETENDING.
This is why 99% of women as well as 99% of men shout be shouting LOUDEST against ONE WORLD ONE GLOBAL TECHNOLOGY GRID DEEP DEEP REALLY DEEP STATE---total control of STEM TECHNOLOGY as employment.
We don't discourage 99% of women for fighting to be included ---we are shouting THESE POLICIES are not for which women should be FIGHTING.
Unequal Education
How Elementary School Teachers’ Biases Can Discourage Girls From Math and Science
Claire Cain Miller @clairecm FEB. 6, 2015
We know that women are underrepresented in math and science jobs. What we don’t know is why it happens.
There are various theories, and many of them focus on childhood. Parents and toy-makers discourage girls from studying math and science. So do their teachers. Girls lack role models in those fields, and grow up believing they wouldn’t do well in them.
All these factors surely play some role. A new study points to the influence of teachers’ unconscious biases, but it also highlights how powerful a little encouragement can be. Early educational experiences have a quantifiable effect on the math and science courses the students choose later, and eventually the jobs they get and the wages they earn.
The effect is larger for children from families in which the father is more educated than the mother and for girls from lower-income families, according to the study, published this week by the National Bureau of Economic Research.
The pipeline for women to enter math and science occupations narrows at many points between kindergarten and a career choice, but elementary school seems to be a critical juncture. Reversing bias among teachers could increase the number of women who enter fields like computer science and engineering, which are some of the fastest growing and highest paying.
“It goes a long way to showing it’s not the students or the home, but the classroom teacher’s behavior that explains part of the differences over time between boys and girls,” said Victor Lavy, an economist at University of Warwick in England and a co-author of the paper.
Previous studies have found that college professors and employers discriminate against female scientists. But it is not surprising that it begins even earlier.
In computer science in the United States, for instance, just 18.5 percent of the high school students who take the Advanced Placement exam are girls. In college, women earn only 12 percent of computer science degrees.
That is one reason that tech companies say they have hired so few women. Last year, Google, Apple and Facebook, among others, revealed that fewer than a fifth of technical employees are women
“The most surprising and I think important finding in the paper is that a biasing teacher affects the work choices students make and whether to study math and science years later,” said Mr. Lavy, who conducted the study with Edith Sand of Tel Aviv University.
Beginning in 2002, the researchers studied three groups of Israeli students from sixth grade through the end of high school. The students were given two exams, one graded by outsiders who did not know their identities and another by teachers who knew their names.
In math, the girls outscored the boys in the exam graded anonymously, but the boys outscored the girls when graded by teachers who knew their names. The effect was not the same for tests on other subjects, like English and Hebrew. The researchers concluded that in math and science, the teachers overestimated the boys’ abilities and underestimated the girls’, and that this had long-term effects on students’ attitudes toward the subjects.
For example, when the same students reached junior high and high school, the economists analyzed their performance on national exams. The boys who had been encouraged when they were younger performed significantly better.
They also tracked the advanced math and science courses that students chose to take in high school. After controlling for other factors that might affect their choices, they concluded that the girls who had been discouraged by their elementary schoolteachers were much less likely than the boys to take advanced courses.
Although the study took place in Israel, Mr. Lavy said that similar research had been conducted in several European countries and that he expected the results were applicable in the United States. The researchers also found that discouragement from teachers in math or science wound up lowering students’ confidence in other subjects at school, showing again the potential importance of nods of encouragement.
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When GENIUS is the only category of citizens now entering higher education 4 year degrees and higher------and when STEM is the only category of GENIUS global 1% are wanting------then 99% of women are ELIMINATED as this article states not only from general employment---but from global corporate HEDGE FUND IVY LEAGUE UNIVERSITIES -----soon the only academic campuses to be had in US.
Women are GENIUS in as many fields as men----in as many numbers----but they have historically not been allowed into STEM so we will not see women testing as GENIUS no matter whether they are. What we will see if we allow GLOBAL CORPORATE CAMPUS SCHOOLS TRACKING VOCATIONAL TRAINING replacing our public K-12 as all US cities deemed FOREIGN ECONOMIC ZONES are MOVING FORWARD----especially BALTIMORE-----we will see those global 1% men USING the genius of women under the guise of a global 1% or 2% man.....that is how women and genius has been for thousands of years---it will not change MOVING FORWARD.
If the only citizens now allowed to access higher education leading to these few employment opportunities are GENIUS----that is less than a 1-2% globally----as is MOVING FORWARD IN US FOREIGN ECONOMIC ZONES ----women will not be attaining any opportunities in education or employment-----IF WE KEEP MOVING FORWARD.
THIS IS WHY GLOBAL 1% CLINTON/BUSH/OBAMA are pushing women as 5% player political candidates AS IN EMERGE MARYLAND and our K-12 WOMEN LEADERSHIP CORPORATE CHARTERS.
We don't discourage 99% of women for fighting to be included ---we are shouting THESE POLICIES are not for which women should be FIGHTING.
The 'Genius' Obsession May Be Why Men Outnumber Women in Academia
Victoria Turk
Jan 21 2015, 12:45pm
Disciplines that place more emphasis on raw talent include fewer women, but it's not necessarily because men are more brilliant.
The gender gap in academia is no secret, especially in certain fields of study. In fact, it's pretty blindingly obvious if you look at the line-ups of certain conferences, or skim through the faculty pages of certain subjects at most academic institutions.
A recent study poses a new theory as to why some fields in particular have so few women among their ranks: they seek out natural brilliance. And as we all know, brilliance comes in but one form: the white, male genius.
"Some fields more than others seem to assume that in order to succeed at the highest level in their fields, one needs to have a certain spark of genius or brilliance," explained Andrei Cimpian, one of the authors of the paper, which was published in Science.
He and his co-authors surveyed practitioners of 30 different disciplines at US universities on what they thought was required to succeed in their field. Specifically, they assessed how much people thought that a certain "brilliance"—a natural gift or innate talent that can't be taught—was needed. To give just two examples, this was rated relatively highly in maths, and lower in psychology. They compared their results with the percentage of female PhD candidates in their field.
"We found very strong relationships between this culture variable and female representation, such that the fields that placed more emphasis on brilliance—whose practitioners were more likely to believe that one needs brilliance to succeed—were precisely the fields that also saw lower female representation," said Cimpian.
It's not just STEM (science, technology, engineering, and maths) fields that suffer from low levels of female representation, though they definitely have a problem. Certain fields in the humanities also see a big discrepancy, which inspired the researchers to take a broader look across academia.
Fields that placed more emphasis on brilliance were precisely the fields that also saw lower female representation
Take philosophy, for instance: The US National Science Foundation reports that only 27 percent of PhDs in philosophy and ethics were awarded to women in 2013, though 51.2 of all doctorate recipients in the humanities were women. On the other hand, some STEM fields have a high rate of female doctorates, with 58.8 percent of microbiology PhDs in the same year going to women.
The idea of "brilliance," the study authors suggest, could explain underrepresentation across the academic spectrum.
That's because women are often stereotyped as not having this kind of innate ability—this genius gene—as much as men. The study cites several independent reports that back the existence of this stereotype, and it's easy to see its pervasiveness in society. Cimpian referenced a New York Times story that uncovered how American parents are more than twice as likely to google "Is my son gifted?" than "Is my daughter gifted?" Meanwhile they're more likely to google "Is my daughter overweight?"
But just as in reality girls are more likely to end up in gifted programs (and boys are more likely to be overweight), stereotypes around women's and men's intelligence don't necessarily reflect the truth of the matter. Nevertheless, the myth of the lone founder, the young, white, brainiac male whose natural aptitude trumps any college education, persists in the tech world. And, it seems, in academia.
It's important to note that the study does not try to make claims about how comparatively brilliant men and women are, nor about how important "brilliance" actually is to any specific field. Rather, it's about how the beliefs of people in a given field might affect female representation.
There are several ways this could happen. Most obviously, these gendered stereotypes could lead to bias on the behalf of practitioners already in the field, which could lead to them offering fewer opportunities to women. But stereotypes are also more insidious than that; women could internalise these stereotypes and effectively self-select out of the field, feeling that they probably don't fulfil the requirements.
"Even women who disagree with these stereotypes and don't endorse them might still decide not to pursue these fields, because they anticipate being in a culture where they'll be constantly doubted and put to the test to prove that they belong where they are," added Cimpian.
This kind of doubt is evident in anecdotes from women in academia. On the (sadly not recently updated) Tumblr Academic Men Explain Things to Me, women document their experiences of being questioned, tested, and "mansplained" by their male peers, often in an academic setting. Being a PhD candidate evidently doesn't immunise women against "fake geek girl" accusations.
Even women who disagree with these stereotypes and don't endorse them might still decide not to pursue these fields
If all this is true, might it not be fair to suggest that women are, in fact, simply less brilliant? In that case, it would only be natural that they would not be represented so much in the most selective of fields.
The researchers on this latest paper also took this hypothesis into account, asking the same practitioners to estimate what percentage of applicants to their field were admitted in order to get an idea of how selective it was. They also considered two other hypotheses: that women aren't able or willing to work as long hours as men; and that women are outnumbered mainly in fields that require more "systematic" thinking.
They used answers relating to these hypotheses to see if they could predict the levels of female representation in different fields, but found that their idea of the "brilliance" notion was best able to account for the results.
"Relative to other hypotheses in the literature, ours did a better, more comprehensive job in explaining why women are still underrepresented in some fields but have made tremendous progress in others," Cimpian told me.
What's more is that their hypothesis didn't just hold true for the representation of women in different fields, but also another underrepresented group: African-Americans. "Like women, African Americans are stereotyped as lacking innate intellectual talent," the authors wrote, referencing a study that looked at this racial stereotype. "Thus, field-specific ability belief scores should predict the representation of African Americans across academia." This was indeed the case.
There are no doubt many factors that contribute to low diversity in certain academic fields, from outright discrimination to internalised biases, and all manner of social influences. But if even part of it stems from this emphasis on the idea of natural brilliance, there's at least one easy way to combat the problem.
If you're a practitioner in a field with low numbers of women and African-Americans, the study authors suggest, why not emphasise the importance of other factors than natural talent? The role of hard work to get to the top, for instance.
"We expect that such easily implementable changes would enhance the diversity of many academic fields," they conclude.
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'How did Marie Curie die?
Marie Curie's cause of death was aplastic anemia. This was probably caused by radiation exposure. Madame Currie died of radiation poisoining'
We absolutely salute the genius of a MADAME CURIE ------but we do see a MR CURIE allowing his wife to be the one EXPOSED to what all scientists understood to be life-threatening radiation. We know our DNA scientific research as co-opted from a leading woman scientist with history assigning a WATSON AND CRICK with her developments.
So, the 99% of women really need to fight for ordinary employment opportunities and access as we continue to fight for our 2% women GENIUSES.
'Discovering the structure of the double helix was only one piece of a very large puzzle. But, Watson and Crick seem to get credit for doing the whole puzzle. When we look at the story a little more closely, we realize that Rosalind Franklin knew where the puzzle piece went before they did - but Watson and Crick grabbed the piece out of her hands, and finished the puzzle without her'.
Whatever the truth regarding a ROSALIND and DNA discoveries---as this quote states-----when you are beholding to your employment you are silenced no matter your genius-------as we are seeing today when there is money to be made from patenting we get JONAS CHUZZLEWITS and myth-making
'Wade: You—I think the problem with that saying Rosalind was ill-treated is that there's absolutely no evidence that she herself believed this to be the case.
Elkin: She didn't know.
Wade: She was definitely in a position to complain if she wished. She had just arranged a new job. She was leaving the King's College department to go to Birkbeck College. We know that she complained vociferously about things she thought were unfair, like being paid less than—at the MRC—at being paid less than men who did the same job. But she never, ever, complained about this'.
Sexism in science: did Watson and Crick really steal Rosalind Franklin’s data?
The race to uncover the structure of DNA reveals fascinating insights into how Franklin’s data was key to the double helix model, but the ‘stealing’ myth stems from Watson’s memoir and attitude rather than facts
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Why Are There Still So Few Women in Science?By EILEEN POLLACKOCT. 3, 2013
At the Solvay Conference on Physics in 1927, the only woman in attendance was Marie Curie (bottom row, third from left). Credit Mondadori Portfolio, via Getty Images
Last summer, researchers at Yale published a study proving that physicists, chemists and biologists are likely to view a young male scientist more favorably than a woman with the same qualifications. Presented with identical summaries of the accomplishments of two imaginary applicants, professors at six major research institutions were significantly more willing to offer the man a job. If they did hire the woman, they set her salary, on average, nearly $4,000 lower than the man’s. Surprisingly, female scientists were as biased as their male counterparts.
The new study goes a long way toward providing hard evidence of a continuing bias against women in the sciences. Only one-fifth of physics Ph.D.’s in this country are awarded to women, and only about half of those women are American; of all the physics professors in the United States, only 14 percent are women. The numbers of black and Hispanic scientists are even lower; in a typical year, 13 African-Americans and 20 Latinos of either sex receive Ph.D.’s in physics. The reasons for those shortages are hardly mysterious — many minority students attend secondary schools that leave them too far behind to catch up in science, and the effects of prejudice at every stage of their education are well documented. But what could still be keeping women out of the STEM fields (“STEM” being the current shorthand for “science, technology, engineering and mathematics”), which offer so much in the way of job prospects, prestige, intellectual stimulation and income?
As one of the first two women to earn a bachelor of science degree in physics from Yale — I graduated in 1978 — this question concerns me deeply. I attended a rural public school whose few accelerated courses in physics and calculus I wasn’t allowed to take because, as my principal put it, “girls never go on in science and math.” Angry and bored, I began reading about space and time and teaching myself calculus from a book. When I arrived at Yale, I was woefully unprepared. The boys in my introductory physics class, who had taken far more rigorous math and science classes in high school, yawned as our professor sped through the material, while I grew panicked at how little I understood. The only woman in the room, I debated whether to raise my hand and expose myself to ridicule, thereby losing track of the lecture and falling further behind.
In the end, I graduated summa cum laude, Phi Beta Kappa, with honors in the major, having excelled in the department’s three-term sequence in quantum mechanics and a graduate course in gravitational physics, all while teaching myself to program Yale’s mainframe computer. But I didn’t go into physics as a career. At the end of four years, I was exhausted by all the lonely hours I spent catching up to my classmates, hiding my insecurities, struggling to do my problem sets while the boys worked in teams to finish theirs. I was tired of dressing one way to be taken seriously as a scientist while dressing another to feel feminine. And while some of the men I wanted to date weren’t put off by my major, many of them were.
Mostly, though, I didn’t go on in physics because not a single professor — not even the adviser who supervised my senior thesis — encouraged me to go to graduate school. Certain this meant I wasn’t talented enough to succeed in physics, I left the rough draft of my senior thesis outside my adviser’s door and slunk away in shame. Pained by the dream I had failed to achieve, I locked my textbooks, lab reports and problem sets in my father’s army footlocker and turned my back on physics and math forever.
Not until 2005, when Lawrence Summers, then president of Harvard, wondered aloud at a lunchtime talk why more women don’t end up holding tenured positions in the hard sciences, did I feel compelled to reopen that footlocker. I have known Summers since my teens, when he judged my high-school debate team, and he has always struck me as an admirer of smart women. When he suggested — among several other pertinent reasons — that innate disparities in scientific and mathematical aptitude at the very highest end of the spectrum might account for the paucity of tenured female faculty, I got the sense that he had asked the question because he genuinely cared about the answer. I was taken aback by his suggestion that the problem might have something to do with biological inequalities between the sexes, but as I read the heated responses to his comments, I realized that even I wasn’t sure why so many women were still giving up on physics and math before completing advanced degrees. I decided to look up my former classmates and professors, review the research on women’s performance in STEM fields and return to Yale to see what, if anything, had changed since I studied there. I wanted to understand why I had walked away from my dream, and why so many other women still walk away from theirs.
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Hall said the graduating class "represents all that's possible in Baltimore City." More than half of the students will be the first in their families to attend college. They posted an average SAT score of 1393, well above the current district average of 1143. They were awarded a total of $487,650 in college scholarships.
Baltimore City has never had REAL public K-12 and equal opportunity and access education-----it has especially these few decades of ROBBER BARON fleecing of US Treasury moved Federal and state education funding to expand global education corporations while allowing only a few K-12 schools be fully funded and rigorous -------while being HIGHLY SELECTIVE.
MOVING FORWARD RACE TO THE TOP corporatizing all K-12 SUPER-SIZES this capture deregulating all that was EQUAL OPPORTUNITY AND ACCESS PUBLIC EDUCATION creating these DARK AGES separation of schools by race, creed, gender ------all tied to OLD WORLD CATHOLIC AND JEWISH MERCHANTS OF VENICE GLOBAL 1% FREEMASONRY/GREEK.
This is why in our US cities we see political machines with farm team global 1% players all fighting to represent global Wall Street Baltimore Development and not 99% of citizens in our communities-----we do not want systematic training of our children towards ONE WORLD ONE GOVERNANCE FOR ONLY THE GLOBAL 1% OF MEN.
Academy For Urban Leadership Charter Boys @ Academy Charter Boys
Academy For Urban Leadership Charter B 40 @ 63 Academy Charter B
As we follow the money through CLINTON/BUSH/OBAMA killing public K-university by pretending to bring FAITH-BASED organizations into receiving funds----we broke all equal opportunity and access especially for our female students and we get this WOMEN LEADERSHIP tracking -------we showed how MARYLAND created EMERGE MARYLAND to track our 99% of women into far-right wing global 1% neo-liberalism morphing now to far-right authoritarian LIBERTARIAN MARXISM--------well, here we see the capture now moving to our young ladies still of school age.
WHY ARE THESE CHARTERS SEEMING TO CAPTURE OUR 99% OF WOMEN OF COLOR? BECAUSE US CITIES AS FOREIGN ECONOMIC ZONES MOVING FORWARD TAKES HOLD OF OUR MAJORITY OF CITIZENS----HAPPENING TO BE BLACK, LATINO----
Our 99% of black and brown students have always had the same academic achievement abilities as our 99% of white students----so too our 99% of black and brown female students. There is no need to create a SEPARATE CHARTER SCHOOL unless one is capturing the message -------and this is what kills our 99% of women's voices---this capture to TALKING POINTS OF GLOBAL 1% MEN as to what leadership looks like.
This is why in our US cities we see political machines with farm team global 1% players all fighting to represent global Wall Street Baltimore Development and not 99% of citizens in our communities-----we do not want systematic training of our children towards ONE WORLD ONE GOVERNANCE FOR ONLY THE GLOBAL 1% OF MEN.
Why did US women rights over 300 years fight to get girls mainstreamed into K-university -------because separate was NEVER EQUAL ---it marginalizes -----
We have shouted against this same marginalization of low-income male students into the same CORPORATE CHARTERS FOR BOYS AND LEADERSHIP and indeed they too get that full scholarship to college ------TEMPORARILY AS ALL US EDUCATION REGULATIONS AND US CONSTITUTIONAL RIGHTS ARE DISMANTLED.
Baltimore Leadership School for Young Women graduates first class
Erica L. GreenContact ReporterThe Baltimore Sun JUNE 2, 2016
Seven years ago 120 girls bedecked in purple polo shirts and plaid skirts walked into an experiment — a Baltimore public school modeled on those originally designed for affluent white girls whose families could afford to send them to "finishing school."
On Friday, half of those girls, all but one of them African-American and most from working-class families, will don white robes to make history as the first graduating class of the Baltimore Leadership School for Young Women, the city's first all-female, public middle-high school.
The 60 graduates, all of whom are going to college, embody the fulfillment of a dream that there could be a school where girls from across the city could come together and "transform Baltimore one young woman at a time."
The motto represents the mission of Brenda Brown Rever, a local philanthropist who founded the public charter school in 2009 with the help of a board of directors that now includes such prominent figures as Carla Hayden, CEO of the Enoch Pratt Free Library, who is set to become librarian of Congress.
A lifelong advocate for women's rights, Rever said she realized 10 years ago that she needed to help women earlier in their lives by educating and empowering them "so that they would have a better life within their grasp."
The Leadership School is modeled after a school in East Harlem, N.Y., whose mission was to provide a premier education and college preparation to underserved girls in an urban setting and have 100 percent of them graduate and be accepted to college.
The young women who met that challenge in Baltimore say their journey was marked by trials and triumphs as they grew up in a school whose own growing pains were felt in what is affectionately called the "BLSYW (pronounced "Bliss") bubble."
"When we were in sixth grade, a lot of people didn't think we would still be here, let alone all be accepted into college," said Cori Grainger, who will attend the Johns Hopkins University in the fall on a full scholarship. "But being here, surrounded by people who want you to do better and be better, we found there's always a way."
The girls who started as middle-schoolers experienced everything from the school changing locations to having three different principals. They had to advocate for elective courses and extracurricular activities that were staples at more established schools.
They watched as half their class left for other schools that offered a more traditional experience, or simply dropped out. They've overcome homelessness, losing family members to violence, and nearly failing out of school.
"It was total pressure on us from the sixth grade up because we were the guinea pigs for everything," said Blessin Giraldo, who will attend a specialized first-year program, BridgeEdu, through the University of Baltimore next year. "This was a risk. But now I feel fearless. … We made it. We're survivors. That's the legacy we leave for little BLSYW sisters."
The girls had to be role models for each other, and for younger students.
"We didn't have people to look up to but I feel like I will benefit from all of the lessons that I learned about myself," said Ayanna Paylor, who will attend Community College of Baltimore County.
"I learned I have to be OK with me, and the school will only get you so far," she added. "It didn't all come together the way I wanted. But if I had gone to a different school, I wouldn't have had the space to figure that out."
Teachers say the first graduating class has been integral in molding the school's vision of what a holistic education for future classes should look like.
"They've become very thoughtful, real thinkers, and they like to challenge everything," said Lisa Langston, a founding teacher and chair of the English department. "They have made all of us better. … And they're the pioneers."
The school began its first year on the third floor of Western High School in Northwest Baltimore, which had reigned as the city's all-female, flagship high school for more than 150 years. BLSYW has since become a trailblazer in its own right. A year after it opened, it moved into a historic West Franklin Street building. Unlike Western, also a college preparatory school which boasts graduates such as Mayor Stephanie Rawlings-Blake, BLSYW has a middle school, and it does not have entrance criteria.
It received 250 applications for 100 middle-school slots last year.
Sylvia Paylor was among the parents who flocked to the school when it opened. A Western graduate, she believes in all-girls education and wanted the same for her daughter starting in middle school. She said she watched her daughter flourish and mature.
"Once she said to me, 'I know I didn't do everything I was supposed to do,' I knew I'd made the right choice," Paylor said.
Triana Flemming, Cori's mother, said her daughter would not have been accepted to Johns Hopkins without BLSYW. The school afforded Cori opportunities her mother couldn't give her: college visits, a summer program at Princeton University, help researching scholarships.
"I believe her being at BLSYW reinforced the importance of her being an educated person in general, not just a woman," Flemming said.
The school's leaders acknowledge that the school had to evolve to fulfill its promise of offering a rigorous, college preparatory program with a focus on science, technology, engineering and mathematics (STEM).
Shanaysha Sauls, the former chair of the city school board who took over as CEO of BLSYW in July, said the school initially "didn't prioritize academics as much as love and care."
It had to manage students from a variety of backgrounds and, as a result, realized that having a washer and dryer for students to launder their uniforms was just as important as having a full-time college adviser.
"On paper we had this concept of who we'd be, what kind of uniforms they'd wear, what kind of experiences they'd have — but their lives, their neighborhoods, their families, their experiences were are all brought to the school as well," Sauls said.
In recent years, the school added a cadre of staff solely to help students adjust emotionally. It also focused on strengthening its academic programming to offer more rigorous courses such as physics and engineering. Next fall, the school will offer a career and technology education program in computer science.
Extracurricular activities have also expanded from just a step team to clubs like robotics, and an athletic program that includes cheerleading, basketball, and track and field.
Sauls said the school's new principal, Chevonne Hall, represents the "next phase" for BLSYW. Hall left her job evaluating schools for the system's central office to become principal.
Hall has raised standards in her one year at the school. She required seniors to complete a capstone project and demands that all students maintain at least a 2.0 grade point average.
"That's significant to us because many of them believed that they could not accomplish that goal," she said.
Hall said the graduating class "represents all that's possible in Baltimore City." More than half of the students will be the first in their families to attend college. They posted an average SAT score of 1393, well above the current district average of 1143. They were awarded a total of $487,650 in college scholarships.
At a recent "signing day," celebration, the seniors announced where they will attend college. The list includes University of Maryland College Park, Johnson & Wales and the Paul Mitchell School, a top beauty school in Maryland.
Paula Dofat, BLSYW's director of college advising, told the girls they should be proud, no matter their destination.
"In a perfect world, everybody would go to college," she said. "In the BLSYW world, everybody creates a success plan."
School administrators said that message is the legacy of the first graduating class.
"This class has worn their war wounds very well," Sauls said. "They represent what's best in the school, and also where we want to go. If we can get this year's sixth-graders to achieveacademically, and have that sense of grit, strength, cohesiveness, spirit, sisterhood, I would say we werevery successful."
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'Brenda Brown Rever
From empowering and educating young girls to preserving the oral histories of women over 75, Brenda Brown Rever has helped shape women’s stories and been shaped by them in return.
Brenda Brown Rever
Founding Board Member of the Jewish Women's Archive'.
What we are seeing in Baltimore is a complete dismantling of all that was hard-fought for equal opportunity and access public education replaced by national charter chains like this-----and the global 1% players behind these charter chains are CAPTURING OUR 99% OF CITIZENS AND LEADERSHIP in this case female students ------to ONE WORLD ONE GOVERNANCE FOR ONLY THE GLOBAL 1%.
This is why US cities deemed FOREIGN ECONOMIC ZONES have absolutely no leadership fighting MOVING FORWARD. Everyone is tied to being that 5% freemason/Greek----we see in Baltimore rather than all students applying for Federal student loans going ANYWHERE THEY want to attend----these CORPORATE SCHOLARSHIPS making sure these charter chains promoted their students into higher education.
OUR GREEK SORORITIES ARE RIGHT IN THERE COPYING WHAT GLOBAL 1% HARVARD ----HOWARD UNIVERSITIES HAVE DONE THESE FEW DECADES----ADOPTING THE SAME REPRESSIVE STRUCTURES TOWARDS EDUCATION.
When we look at the images in this article---filled with global corporate logos----the same URBAN LEAGUE TIED TO GLOBAL BALTIMORE DEVELOPMENT----when we see a FOX MEDIA highlighting this---we know it is FAR-RIGHT WING -----and it will not end well for 99% of US and global women. Sorry MS REVER ----you are a 5% to the 1% Hillary global neo-liberal working to kill 99% of our US women.
Everyone we see as corporate sponsors in this article------are the 5% black, white, and brown tied to global Johns Hopkins, global Baltimore Development-----and this pipeline of our female students who would be our community leaders are being pipelined to being global 1% banking. The 5% to the 1% in US will be thrown under the bus the next decade or two---so these images of SOON TO BE LOSERS promoting the worst for our future women we need to be 99% WOMEN LEADERS.
Baltimore Leadership School for Young Women hosts Baltimore premiere of ‘STEP’ documentary
By: Daily Record Staff August 3, 2017
Students from the Baltimore Leadership School for Young Women celebrate the premiere of the documentary, “STEP.” (Photo courtesy of The Baltimore Leadership School for Young Women)
Kevin Cournoyer, left, and Cielo Cournoyer, both teachers at The Baltimore Leadership School for Young Women, attended the premiere of the documentary, “STEP.” (Photo courtesy of The Baltimore Leadership School for Young Women)
Ken Jones, left, a retired executive with Northrop Grumman, and Linda Jones, the managing partner at Gallagher Evelius & Jones LLP and chair of the BLSYW Board of Directors, were on hand for the premiere of the documentary, “STEP.” (Photo courtesy of The Baltimore Leadership School for Young Women)
Chuck Tildon, left, the vice president of strategic partnerships and government relations at United Way of Central Maryland, and Stacey Ullrich, the head of global philanthropy at Under Armour, take time for a photo during the “STEP” premiere at the Stavros Niarchos Foundation Parkway Theatre. (Photo courtesy of The Baltimore Leadership School for Young Women)
From left, Dorie Fain, founder and CEO of &Wealth and a columnist for The Daily Record; Lisa Vogel, the president of the Lisa Vogel Agency; Dara Schapiro Schnee, director of major gifts at Kennedy Krieger Institute; and Lisa Dixon, special assistant to the president/special events director, attended the premiere of the documentary, “STEP.” (Photo courtesy of The Baltimore Leadership School for Young Women)
From left, Mathias Miller; Dennis Miller, vice president of development at Wexford Science & Technology; Maria Miller, vice president of development at The Shelter Group; and Arnold Richman, chairman of The Shelter Group, enjoy their time during the “STEP” premiere at the Stavros Niarchos Foundation Parkway Theatre. (Photo courtesy of The Baltimore Leadership School for Young Women)
From left, Jed Dietz, founding director of the Maryland Film Festival; Baltimore Mayor Catherine Pugh; and Brenda Brown Rever, founder of the Baltimore Leadership School for Young Women, were on hand for the “STEP” premiere at the Stavros Niarchos Foundation Parkway Theatre. (Photo courtesy of The Baltimore Leadership School for Young Women)
From left, Darielle Linehan, originator and former owner of Ivy Book Store; Mike Batza, CEO of Heritage Properties; Patricia Batza, a Goucher College trustee; and Sheila Riggs, a former Honored Power Woman of BLSYW, pose for a photo at the Stavros Niarchos Foundation Parkway Theatre. (Photo courtesy of The Baltimore Leadership School for Young Women)
Carla Hopkins, left, the assistant director of community partnerships/diversity education at the Johns Hopkins University Office of Multi Cultural Affairs and BLSYW board member, and Dist. 40 Del. Antonio Hayes, D-Baltimore City, attended the premiere of the documentary, “STEP.” (Photo courtesy of The Baltimore Leadership School for Young Women)
Baltimore Leadership School for Young Women board members, from left, Patti Neumann, founder and CEO of Citypeek LLP; Spencer Levy, the senior managing director at CB Richard Ellis|Capital Markets; and Jodi Kimmel, an associate director at Crystal & Company, attended the premiere of the documentary, “STEP” at the Stavros Niarchos Foundation Parkway Theatre. (Photo courtesy of The Baltimore Leadership School for Young Women)
Brit Kirwan, left, retired chancellor with the University System of Maryland and a BLSYW board member, spends some time with Ron Daniels, the president of Johns Hopkins University, during the premiere of the documentary, “STEP” at the Stavros Niarchos Foundation Parkway Theatre. (Photo courtesy of The Baltimore Leadership School for Young Women)
From left, Nancy Utley, the president of Fox Searchlight Pictures; Amanda Lipitz, director of STEP; and Maryland Senate President Thomas V. Mike Miller Jr. take time for a photo during the premiere of the documentary, “STEP” at the Stavros Niarchos Foundation Parkway Theatre. (Photo courtesy of The Baltimore Leadership School for Young Women)
The Baltimore Leadership School for Young Women (BLSYW) hosted the Baltimore premiere of Fox Searchlight Picture’s documentary ‘STEP’ before more than 450 guests July 24 at the Stavros Niarchos Foundation Parkway Theatre.
The event featured a screening of the film and a Q&A with the film’s director, Baltimore-native Amanda Lipitz, and the Lethal Ladies of BLSYW step team.
“STEP” is the true-life story of BLSYW’s step team set against a Baltimore background. Empowered by their teachers, teammates, counselors, coaches and families, the team members chase their ultimate dreams: to win a step championship and to be accepted into college.
The film premiered at the Sundance Film Festival to sold-out screenings, where it received the U.S. Documentary Special Jury Award for Inspirational Filmmaking.
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You saw in our last post of this girls leadership school tied to global hedge fund Johns Hopkins a smiling face of BALTIMORE MAYOR PUGH------she loves to smile when expanding global corporate campuses especially city center owned and operated by a massive global corporate Johns Hopkins campus----but she's all sad and low when media creates an article around the state of all other public schools in Baltimore----all public K-12 schools closing as global corporate K-CAREER CHARTERS replace them ------receiving all public K-12 funding.
That is what BALTIMORE LEADERSHIP SCHOOL FOR YOUNG WOMEN is about.
So, as the number of US citizens being channeled into global corporate education K-CAREER charter schools dwindles------the 'winners' soon to be 'LOSERS' are being silenced as 99% of women voices of leadership in our US city communities.
Our Baltimore families allowing global hedge fund IVY LEAGUE Johns Hopkins to select out all our 99% leaders from communities need to WAKE UP----these associations will not lead to a good life for these 5% players....boys or girls---men or women
We have watched these few decades of CLINTON/BUSH/OBAMA where that 5% to the 1% is created from our 99% by just these educational corruptions of equal opportunity and access and it has always been tied to our Freemason/Greeks.......MOVING FORWARD THE PLAYERS GO UNDER THE BUS ----so let's stop following those followers-------BE 99% LEFT SOCIAL PROGRESSIVE WOMEN LEADERS.
Community members speak in defense of city schools recommended for closure
Talia RichmanContact ReporterThe Baltimore Sun
NOV 28, 2017
Standing outside the Baltimore city school district headquarters Tuesday, dozens of students and parents protested the recommended closure of William Pinderhughes Elementary/Middle School.
During a 2½-hour school board meeting immediately following the protest, hundreds more residents showed up to make their case against shutting down their school in West Baltimore’s Sandtown-Winchester neighborhood, along with others throughout the city.
“It’s not just our school,” said Kiquana Downer, who has a child enrolled in fifth grade there. “It’s our safe haven.”
The Baltimore school system has recommended closing four more city schools, in addition to two others previously announced, because of declining enrollment and poor academic performance. The board will vote on the closures Dec. 19, following a series of public meetings in the affected neighborhoods. Community organizers have vowed to fight to keep their schools open.
In addition to William Pinderhughes, Coldstream Park Elementary/Middle School, Friendship Academy of Engineering and Technology, and Knowledge and Success Academy are all recommended for closure at the end of the academic year.
The school board previously announced the suggested closures next summer of Rognel Heights Elementary/Middle School and Dr. Carter Godwin Woodson Elementary/Middle School.
Board members are also considering a recommendation not to renew the charter of Independence School Local I, which would force the public charter high school to close at the end of the year.
"How did Baltimore go from 'The City That Reads' to the city that shuts down seven schools in one year?" said Eugia Johnson, 50, the grandparent of two William Pinderhughes students.
The recommendations for closure are part of an annual review of district schools that considers academic performance, building use and school safety, among other factors.
City schools CEO Sonja Santelises said the district is focused on guaranteeing that schools are an appropriate size and have the capacity to offer the programs and extra-curriculars necessary.
“As a district, we are working to ensure that our schools are positioned in ways to best serve students and make sure all young people in Baltimore City get the high quality education they deserve,” Santelises said.
The recommended closures come in the midst of a $1 billion initiative to replace Baltimore’s aging school infrastructure and erect up to 28 new buildings.
The district operates using the “fair student funding” model, in which dollars follow the students to the schools they attend.
District officials say there are not enough students to fill both William Pinderhughes and nearby Gilmor Elementary. Should the board follow the recommendation, William Pinderhughes students would go to either Gilmor or Eutaw-Marshburn Elementary, which are 0.3 and 0.8 miles away, respectively. Middle-school students would choose which school they want to attend through the district’s choice process, but parents say their children would face much longer commutes through unsafe neighborhoods.
Community members said the board’s choice may leave Sandtown-Winchester without its own kindergarten-through-eighth-grade school. William Pinderhughes operates as a hub for the neighborhood, offering a food pantry, financial literacy workshops and other programs aimed at bettering residents’ quality of life.
"This isn't what should be happening a few years after an uprising centered on social and economic injustice," said the Rev. C.D. Witherspoon. His son, Cortly, is a third-grader at the school.
Witherspoon led parents in chants of, “Hands off our schools!” and “Schools, not jails!”
Dozens of parents, students and business owners have signed letters opposing the closure. The petitions note that William Pinderhughes’ roof and HVAC system were recently replaced.
State Sen. Barbara Robinson and Baltimore City Councilman Leon Pinkett both spoke on behalf of William Pinderhughes.
Dozens of supporters of Independence School Local I, the public charter high school, also packed the school board meeting to defend their education. They wore T-shirts reading, “Independence school matters,” and held up bright yellow signs bearing a similar sentiment.
The board is advised against renewing the Southwest Baltimore school’s charter because of its low graduation rate and college-readiness assessment scores.
Independence is currently serving about 150 students, the largest student body in its 14-year history. In 2016, the graduation rate was 66.7 percent — up from 56.7 percent in 2013, according to documents submitted to the board. The school graduated 23 of 27 seniors in the Class of 2017.
“The charter policy is to accept students who want to attend our school regardless of their attendance record at other schools, their transcript and/or grade point average,” school officials wrote in a report to the board. “Due to Independence’s nonselective criterion for admission, the school accepts students who are not always on track to graduate on time or are at risk.”
The school’s leadership disputed some of the district’s data and checkpoints that contributed to the recommendation for closure. Many students said that losing the charter school would be “devastating.” They said the small class sizes, experiential learning experiences and family-like environment have turned their lives around.
“The non-renewal of our school is a renewal of our lack of faith in this already flawed school system,” said junior Nathaniel Ervin.
The district said the other three schools recommended for closure — Knowledge and Success Academy, Friendship Academy of Engineering and Technology and Coldstream Park — have all struggled in recent years to perform well on state assessments and bolster enrollment.
Friendship Academy officials said Tuesday the school was on a positive trajectory and the numbers didn’t accurately represent the school’s value.
There will be another opportunity for public testimony on Dec. 12, and district officials will also be visiting each of the schools affected by the recommendations.
“You’ve been heard,” school board chairwoman Cheryl Casciani said before adjourning Tuesday.
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'City’s Deal with the State
Baltimore has been suffering with school closure for the past few years as the implementation of the 21st century plan to improve public school buildings gets put into practice'.
The corruption of our K-12 public school system is so complete---here we have RENAISSANCE ACADEMY fighting for public schools when Renaissance Academy is a national corporate charter chain.
As our 99% of young men in Baltimore are channeled by vocational tracking into early exposure to GLOBAL LABOR POOL 99% our 99% of girl/women are being made STAGNANT -----these 99% of US female students are going nowhere.
WHEN WE SHOUT AGAINST ALT RIGHT ALT LEFT 5% PLAYERS FREEMASON GREEKS PRETENDING TO HELP THE POOR---THE OLD-----THE IMMIGRANT---THE DISABLED-----WHEN THEY ARE WORKING FOR GLOBAL 1% OF MEN----THESE ARE THE EDUCATION STRUCTURES BEING INSTALLED IN ALL US CITIES DEEMED FOREIGN ECONOMIC ZONES---AND THEY LOOK JUST LIKE THOSE IN DEVELOPING NATIONS OVERSEAS.
RAWLINGS-BLAKE----that 5% to the 1 % women pol working hard for global hedge fund IVY LEAGUE Johns Hopkins and global Baltimore Development-----CARLYLE GROUP YOU KNOW!------was that 5% women player pushing the $1 billion school building bond handing all public school real estate to global investment firms.
When our 99% of girls/women in BAltimore allow themselves to fight to be in that 5% player group------all 99% of women LOSE
'RAWLINGS-BLAKE----that 5% to the 1 % women pol working hard for global hedge fund IVY LEAGUE Johns Hopkins and global Baltimore Development-----CARLYLE GROUP YOU KNOW!------was that 5% women player pushing the $1 billion school building bond handing all public school real estate to global investment firms'.
Commentary
by Jessica Shiller8:52 amDec 7, 2016
How school closures are hurting our children and communities
Political leaders are ignoring the consequences of the school construction aid deal they cut in Annapolis
Above: Renaissance Academy students testify before the Baltimore School Board in opposition to the closing of their school. (Fern Shen)
As Baltimore students have so many times before when their schools were about to be shuttered, Renaissance Academy students spoke movingly before the school board recently about how the school is “like a family” to them.
While some might dismiss this testimony as nothing more than sentimentality, their pleas have been about salvaging the very elements that make schools places that work for communities.
Framing the closures as short-term losses worth suffering for the long-term gain of school consolidation amid shrinking enrollment, school officials grimace and move on.
The student casualties of this process don’t have that luxury.
Consider the steep challenge for two recently-merged West Baltimore elementary schools – John Eager Howard and Westside. With over 400 students in one building now, the staff must struggle mightily every day to ensure a good school climate.
The principal and her team work hard and creatively to head off the worst problems but given the numbers they can only do so much.
The students do not know each other and the staff does not know all of the students. There are misunderstandings, fights, and little time to resolve conflict and build positive school culture.
This is happening in a larger environment that runs counter to what’s referred to by educators as “personalization” – a school design feature that allows for smaller classes, block scheduling and home visits.
And we know from research that personalization helps students – especially low income students – learn because it allows for the teacher-student relationship to thrive, to pinpoint academic and social emotional needs that students bring to the classroom and to build the connection that students have to school.
So here’s my plea, as someone who has researched and written about school closures for years:
Let’s protect students from the unintended consequences of school closures. And let’s be honest, without dismissing fiscal constraints, about how Baltimore ended up with a policy that so grievously hurts our children.
City’s Deal with the State
Baltimore has been suffering with school closure for the past few years as the implementation of the 21st century plan to improve public school buildings gets put into practice.
The plan, initiated in 2012, was meant to renovate all city school buildings, many of which are old and falling apart. Money from the state of Maryland was provided on the condition that the city school system close its most under-utilized schools.
To gain the funding for renovation, Baltimore City Public Schools agreed and the process of school closure began in earnest in 2013. Several schools have closed, including Langston Hughes Elementary school, a recently renovated building in the Park Heights neighborhood.
The school had air conditioning and was in great condition, but it was under-enrolled. It was built for over 300 students and only had 176 when it closed. The announcement of the school closing produced an exodus from the school, local activists argued, not the other way around.
Under the 21st century plan, 26 schools in total are going to close. There has been vigorous, organized opposition to these closures which has been ignored because of the district’s agreement with the state. The closures are a reality, and the district does not question whether they were a good or idea or not.
THE SCHOOL DISTRICT DOESN'T QUESTION -----NO PUBLIC COMMENT OR VOICE IN THESE SCHOOL PLANS --ALL PUSHED BY 5% POLS AND PLAYERS
The reality for students students attending closed schools is that they are sent to existing school buildings, merging the two small schools, and swelling their numbers.
But as we have seen with schools across the country, it’s a policy that collides with what research says is best for children. Rather than close schools, it would make sense to provide smalls school environments that allow for personalization to exist.
Personalization is especially effective for low income students – the majority of Baltimore’s student population – in large measure because it affects school climate.
As the CEO of Baltimore schools announced early in her tenure, there needs to be more attention to improving school climate.
Key Constraints
So what is stopping the school system from providing those nurturing “small-school” environments?
One limitation is financial. It is expensive to maintain school buildings, and with school budgets being slashed every year, it is even more difficult. The ACLU of Maryland is one organization that works to ensure that city schools receive the funding that they are due.
Sometimes it works and sometimes it does not work as well, but pushing for overall increased funds is certainly an organizing effort in which everyone who connects with city schools should be engaged.
The second constraint is that the city promised the state that it would reduce the number of schools. This is also an important argument. The city must hold up its end of the bargain.
Yet, there were real unintended consequences with closing schools, not the least of which are the school climate issues mentioned above.
Just the process alone of informing communities that their schools are closing has caused an uproar in every school community facing a closing. For schools in neighborhoods already facing severe challenges, the closures push them further in the vicious cycle of disinvestment.
A case in point is Renaissance Academy, located in the West Baltimore community at the center of the uprising following the death of Freddie Gray, a young Black man who died in police custody in April 2015.
The school was slated for closure some time ago.
In 2015, Renaissance was on the closure list, but was taken off when there was pushback from the school community. The city school board has been sensitive to some of the concerns expressed by community members since the Uprising.
At the time, thousands of city residents, including young people, took to the streets protesting police brutality and the conditions that have produced limited opportunities and police violence in Black communities for decades.
Even the federal government has felt some sympathy with Baltimore’s communities and Renaissance specifically. Following a stabbing at the school, the U.S. Department of Education gave a grant to Renaissance in September of this year to “recover and to re-establish safe learning environments where all children can focus on getting a great education.”
A couple of months later, the CEO announced that the school would close unless it could be relocated. This has posed a new set of problems to resolve.
Strategies and Solutions
In many ways this is an example of why urban school reform is so difficult.
The policy does not emerge from research and the research does not matter when it comes to decisions that need to be made quickly and with limited resources. That said, strong relationships and trust are central to school success.
What should be done? What is a cash-strapped city to do to create school environments that support students and communities?
The first order of business could be to deal with the issues openly and honestly. Explaining the conundrum that the city is in and the role that the 21st century plan plays is important for everyone to understand.
Another step could be to have a process for working out what happens to schools when they need to close and/or merge and to have an open and transparent process for decision making, and a set of supports and procedures in place so that schools are not on their own to sort out the climate issues that come from absorbing hundreds of new students.
I have seen this firsthand and it is very challenging for schools. One idea would be to have smaller academies within the larger schools and teams of teachers and community partners that work together to support those students very directly.
This would require the central office, along with community partners, to focus much of its efforts on helping school staff do this.
This may seem like a daunting task, but if Baltimore’s schools are going to move forward positively from its school closure dilemma, they may not have a choice.
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If we look at this GLOBAL NGO-----UNITED WORLD SCHOOLS------we see the ONE WORLD ONE COMMONER CORE UNITED NATIONS education platforms and structures MOVING FORWARD in US cities deemed Foreign Economic Zones---same global corporate campus SUSTAINABILITY-----we shout out to our foreign friends----to our new immigrants to US whether new citizens or global labor pool 99%----
THESE ARE NOT OUR FREEDOM, LIBERTY, JUSTICE, PURSUIT OF HAPPINESS STRONG PUBLIC K-UNIVERSITY STRUCTURES---THESE ARE OLD WORLD MERCHANTS OF VENICE GLOBAL 1% DARK AGES ----KEEP OUR PUBLIC EDUCATION LOCAL -----NO MATTER THE NATION.
We are shouting to our 99% of US and global women----STOP THIS MOVING FORWARD ONE WORLD ONE COMMONER CORE ---it will kill equal opportunity and access education for our girls/women.
Tim Howarth
Partner, KPMG
Tim is the Client Lead Partner for Lloyds Banking Group and also leads KPMG’s work on Conduct Risk frameworks and how firms can practically interpret conduct risk appetite into the business model to allow for sustainable growth and to break the cycle of sell/remediate.
#GirlsEducation, Why it Matters
by Tim Howarth | Sep 10, 2014 | News
Here’s a message from UWS on why promoting girls’ education in communities beyond the reach of mainstream society is so vital.
Malala Yousafzai
As Malala Yousafzai, the Pakistani teenager shot by the Taliban on her way to school in 2012, wrote, “One child, one teacher, one book, one pen, can change the world.” We believe a more gender-equal world starts with education.
UWS plays a part in a worldwide movement calling for an end to global educational inequality. To achieve this, the education of girls needs to be prioritised by organisations and valued by communities, as Julia Gillard highlighted in 2014:
Julia Gillard
“It is 2014, and nearly 15 percent of women worldwide cannot read or write. That’s nearly 500 million women. But this is not just a problem for them. It’s a problem for all of us. Because whether a girl, boy, man or woman, we all live in the same world, and that world needs all the brain power, creativity and productivity it can get.”
In teaching the unreached, UWS aims to deliver educational opportunity to such girls. By investing in girls’ education, UWS helps young women to grow up as active citizens in their communities, creating better prospects for their families and futures. We work in areas where child marriage is common, and where girls have children at a young age. Educating girls reduces their risk of child marriage, trafficking and exploitation, and gives them a pathway to educational and vocational opportunities that can lift them and their families out of poverty.
Do you believe that education should mean education for all? We’d love it if you’d join us.
The Girls of RatanakiriMilly, of The Red Maids’ School, Bristol, is currently working on UWS projects in Cambodia. Here she writes about her experience of UWS and how we help to develop girls through education. Follow Milly’s work on her tumblr.
My belief in the importance of gender equality in education stems, to some extent, from the fact that the secondary school I have just left is an all-girls school, as well as being a strong partner school to UWS. Working with UWS has proved to me that the contrast between my educational experience and the daily lives of the women of Ratanakiri cannot be understated. We must recognise that there is still a long way to go in narrowing this global divide.
Consider a young woman living in a rural community in the Ratanakiri jungle. She’s illiterate. So is her husband. She doesn’t even speak the national language. What she has got are other things to think about. Education? She’s got three kids to feed.
These communities are farm based, so they need farm hands. When it rains, the classrooms are half-empty and the fields are full, with all small hands on deck for the rice planting. Inevitably, the role of the female is to produce farm hands. From the age she can walk, she takes over the care of the younger sibling strapped to her back. With puberty comes marriage and, a couple of years later, children of her own. And so it begins again. Where, in this cycle, is there time for education?
In working towards our aim, UWS holds a responsibility to each of these young girls; through the schools we build, we put a break in this cycle. By educating girls and boys as equals, we introduce the idea that, perhaps, having children young is not so positive for personal and community development.
UWS also holds a responsibility to the mothers of the children we teach. These mothers are central to the communities we work in, which each have their own language and way of life. A village may be run by a male chief, but to quote UWS founder Chris Howarth, ‘once you get the mothers on side, you’re good to go’. In my experience of running projects with UWS, each young mother crouching at the sidelines, watching her children learn with interest in her eyes, is a triumph.
In the long-term, the future of these communities depends on literacy. UWS believes that women play a key role in this future. Already, for example, we have found that some village women are particularly adept in handling finances. As we help these communities face the 21st century challenges already upon them, please spare a thought for the potential of the young girls we work with. In order to reach our aim of education for all, we must invest in girls.
We already see it in Britain. Now let’s see it in Ratanakiri and beyond.
A girl’s first day at a UWS school in Cambodia
UWS needs you!UWS depends on the kind support of friends and partners and we would love it if you’d join us in our mission to teach the unreached.
If you’re interested in supporting our work, please get in touch via info@unitedworldschools.org.
For more information on school partnership see Partner your school, if you are a company looking to sponsor a UWS school see Partner your organisation, or you can make a donation to support our work.
Check out our girls education gallery (100+ photos)
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These are the ALT RIGHT ALT LEFT GLOBAL 1% AND THEIR 2% WOMEN PLAYERS----who bring us out to shake our fists at TRUMP while MOVING FORWARD AND ROBBER BARON FRAUDS these few decades kill all rights, wealth, freedom, futures for US and global 99% of girls/women.
'The Alpha Delta Pi Foundation is proud to award approximately 100 competitive academic scholarships each year with a total of more than $100,000 in scholarships'.
HERE IS OUR 5% TO THE 1% CLINTON/BUSH/OBAMA ALT RIGHT ALT LEFT POLS AND PLAYERS WHO ARE WOMEN-----
This is one SORORITY of many-----why would professional women pledge to be players for global 1% of men who for thousands of years killed 99% of women/girls. Please stop mirroring repressive structures!
What OBAMA and Clinton neo-liberals did in REFORMING our Federal student loan programs away from equal opportunity and access and broadly used to allow 99% of eligible US students to attend any university they want----is to
TEMPORARILY GIVE POWER OF SCHOLARSHIP TO OUR GREEKS AND FREEMASONS---THOSE INTERNATIONAL LABOR UNIONS. WE EMPHASIZE-----TEMPORARILY
The Alpha Delta Pi Foundation is proud to award approximately 100 competitive academic scholarships each year with a total of more than $100,000 in scholarships. Award amounts vary up to $3,000, and scholarships are available for undergraduate, graduate, and continuing education study. Alpha Delta Pi members in good standing who have a 3.2 minimum cumulative GPA (unless otherwise noted) are encouraged to apply. The deadline for 2018-2019 scholarship applications is March 1, 2018.
Resources:
View the 2018-19 Scholarship Guide.
See the complete 2018-19 Listing of Available Scholarships.
Check out the 2018-19 Chapter and State-Specific Scholarships.
Application (please choose based on the 2018-2019 academic year):
Undergraduate
Graduate
Continuing Education
Timeline:
November – Scholarship application opens
March 1 – Deadline for application submission
March 15 – Deadline for recommendation letters
March & April – Scholarship Committee reviews applications and makes recommendations
May – Board of Trustees reviews and approves recommendations
June – Applicants are notified of status
August – Scholarship checks are disbursed directly to recipients’ college or university
Please see our Scholarships FAQ page for frequently asked questions regarding the scholarship application and award process. Please contact the Foundation office at (404) 378-3164 or foundation@alphadeltapi.com if you have additional questions about the scholarship application process or if you are interested in funding a scholarship to benefit Alpha Delta Pi members.
Other scholarship opportunities:
The National Panhellenic Conference (NPC) Foundation offers undergraduate and graduate scholarships for outstanding Panhellenic women.
The North-American Interfraternity Conference (NIC) Foundation offers graduate and professional school fellowships to initiated members of NIC, NPC, NPHC, and PFA member fraternities and sororities.
Your local alumnae Panhellenic organization may also offer scholarship opportunities (be sure to check both your hometown and school area).
Current Scholarships
150th Anniversary Scholarship
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Carlotta Dodge Business Scholarship
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Dan and Sarah Davis-Candeto Sholarship
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Diana Davidson and Katie Cone Davidson Scholarship
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Alpha Delta Pi Foundation
On The Blog
ADPi Helped Me Capture My Dream
by Jennifer Comerford, Zeta Mu - Appalachian State University Alumna
Alpha Delta Pi Foundation
1386 Ponce de Leon Avenue, NE
Atlanta, Georgia 30306
________________________________________
We see one video after another distributed by those global education corporations now taking all US public schools-------indeed, any corporate school can say its graduating class all went to college when scholarships are funded by CORPORATE DONORS tied to these profiteering K-career schools.
Please don't allow MOVING FORWARD sell the notion there will be a pathway from these corporate K-career charters-------it is all propaganda.
WE SEE OUR 99% OF WOMEN BEING CHANNELED INTO GLOBAL 1% OLD WORLD MERCHANTS OF VENICE GLOBAL HEDGE FUND IVY LEAGUES----SENT OVERSEAS TO WORK AFTER GRADUATING-----
TM Landry Alumni Program
Due to the school's emphasis on Economics, the TM Landry Alumni Program was launched in 2005, before the school officially became a school. Michael Landry has said that the program began as tutoring program. One of the requirements of Landry, is that graduates must come back to Landry as a volunteer mentor to help throughout the year. The school visits its graduates on their college campus. Thus, even while graduates are in college, they are still part of Landry. Most importantly, students have Stock Portfolios and they shadow local bankers to learn about Accounting and Investing. TM Landry was listed #1 in Louisiana's school system by BlackBoot in their list of "Top 10 schools to be Proud Of"
Tying our youth to global banking earlier and earlier----this is what creates SHAREHOLDER money in my pockets watch as this corporate K-career charter with its stocks becomes that next for-profit education fraud.
TM Landry College Prep. added a new video.
17 hrs ·
COLUMBIA UNIVERSITY—RANKED #5 in the US—SAYS YES TO GRADUATING JUNIOR, KAYLA AMOS. Here’s her acceptance video! (TM LANDRY 4 for 4 on the IVY LEAGUE colleges for the day)!THREE-PEAT-three years in a row TM Landry has gotten students into Columbia University!
TM Landry College Prep.
18 hrs ·
BROWN UNIVERSITY—RANKED #14 IN THE US— SAYS YES TO TM LANDRY GRADUATING JUNIOR, ALIKO LEBLANC! Here’s her acceptance video! (TM LANDRY IS 3 for 4 on the IVY LEAGUE colleges for the day)!
TM Landry College Prep.
December 12 at 8:53pm ·
HARVARD THREE-PEAT!!!! TM Landry gets an acceptance from Harvard three years in a row! HARVARD SAYS YES TO GRADUATING JUNIOR ARYTON LITTLE!!!! Here’s his acceptance video!
TM Landry College Prep.
December 8 at 7:11pm ·
STANFORD UNIVERSITY SAYS YES TO TM LANDRY SENIOR ALEXANDER LITTLE! Here’s his acceptance video!
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