We shared the article with the IVY LEAGUE grad Newfield telling the 99% what we need to do to save our US public universities----we hinted that this was not the academic to do this. Today, we have corporate academics appointed these few decades of REAGAN/CLINTON/BUSH we can always spot them----they are the ones who shout against bad policy AFTER IT'S BEEN IN PLACE FOR 30 YEARS. We hear the same regarding NEO-LIBERALISM---oh, its a bad economic policy----yes, we knew that 30 years ago and heard nothing from our public universities all having neo-liberal economic departments. So, Newfield is doing the same with this discussion of SAVING OUR PUBLIC UNIVERSITIES coming from a public university most captured by ONE WORLD ONE GOVERNANCE global 1%.
Newfield does identify the right problems----as we see above with online classes and degrees---we were shouting these few decades these policies were designed to KILL STRONG 4 YEAR degree access for 99% of WE THE PEOPLE---not only minorities and people of color as NEWFIELD suggests but for white, brown, and black 99% of US citizens.
IF A UNIVERSITY IS PLACING MUCH NEEDED FUNDING INTO ONLINE COURSE AND DEGREES---THEY ARE BUILDING 99% OF US CITIZENS OUT OF THAT PUBLIC UNIVERSITY.
Graduates may have gotten good jobs while global 1% was building these online structures-----but that will disappear and as jobs become more scarce---it will be those with online degrees that lose jobs first.
'The online revolution offers intriguing opportunities for broadening access to education. But, so far, the evidence shows that poorly designed courses can seriously shortchange the most vulnerable students'.
We were sold as LEFT SOCIAL PROGRESSIVE POSING---that KHAN ACADEMY AND MOOCs were simply going to AUGMENT our strong public education and help parents and student with studies after school---indeed, they are good for this. We knew the goal was to replace brick and mortar colleges and public schools with virtual classes and degrees and this is what is MOVING FORWARD.
Again, it will take ALL OUR PUBLIC UNIVERSITIES----our public universities will be made online education enfolded into brick and mortar global hedge fund IVY LEAGUES which of course would control CONTENT.
5 Reasons Online College Classes Are Not a Good Idea
November 12, 2010 by Kristen Hawley
In an effort to make up my mind on how I feel about online college classes, yesterday I wrote up five reasons I think they're a good idea. Now, here are five reasons I'm not sure they're so great.
To be clear, I'm talking about online classes for traditional college students – that is, students attending a four-year undergraduate school — not nontraditional students working on an online degree (the list of "pros" in that list is much greater!). Check them out after the jump.
- Your dorm room may not be the best place to learn. I don't know about your college dorm, but mine was itty-bitty and stuffed to the brim with posters, candy, dirty clothes, and plenty of other distractions. I didn't love sitting in a lecture hall for a 45-minute spell, but it got me out of my dorm and forced me to concentrate and pay attention.
- In fact, you may just never leave your room. Some days, particularly the rainy, snowy, cold days, I didn't want to leave my room. With online classes, you may never have to . . . which I don't necessarily see as a good thing. Moving around on campus = forced interaction = a better social situation. Plus: exercise!
- You might miss out on meeting awesome new people. My best friends in college (and after) weren't people I met while kicking it in my dorm, they're like-minded friends who shared my major and sat through most of my classes. While online classes allow you to interact with others through your computer, you'll miss that oh-so-important face time with your peers.
- Speaking of face time, you won't get as much of it with your professor, either. All colleges are different, but many feature at least some smaller classes where your absence or lack of participation is noticed quickly by the professor. In my case, it encouraged me to work harder and show up completely prepared for class; in many cases, face time with a professor encourages class participation, too!
- Sometimes, you really just want to have class on the lawn. Online classes can't be taken outside on a whim!
Here is yet ANOTHER local public university promoting all of MOVING FORWARD 5G SMART CITIES and lots of global market----while our Baltimore communities these few decades decayed and crumbled with no local economies. It was deliberate----and those dastardly 5% black, white, and brown citizens are the ones having moved all our Federal public education funding during ROBBER BARON few decades OF CLINTON/BUSH/OBAMA to expanding education corporations overseas and sending grads as EX-PATS overseas ------this is why our US cities are third world. HBCU teamed with global 1% IVY LEAGUES----rather than be those local public interest universities and they are now SUPER-SIZING that function.
WE NEED TO REVERSE THIS STANCE HAVING OUR HBCU WORKING FOR THE 99% OF BLACK CITIZENS AND NOT FOR THE GLOBAL 1%.
Here we have the mantra of MOVING FORWARD US FOREIGN ECONOMIC ZONE SMART CITIES----what sustainability is this? The UNITED NATIONS GLOBAL CORPORATE CAMPUS sustainability for ONLY THE GLOBAL 1%----the opposite of 99% sustainability for WE THE PEOPLE black, white, and brown citizens.
We shouted a decade ago that Coppin State and Morgan State were being moved to being mostly ONLINE COURSES AND DEGREES---while global hedge fund IVY LEAGUE JOHNS HOPKINS and University of Maryland became those global corporate R and D arms of global 1% corporations.
It doesn't matter if our HBCU are tied to strong education for our black citizens----EVERYONE should fight for these PUBLIC UNIVERSITIES to work in public interest----GET RID OF THOSE 5% GLOBAL 1% PLAYERS by taking these public universities to 99% SUSTAINABILITY.
DATA DEMOCRATIZATION------OH, REALLY? Have you tried to get any data tied to economic development between a US city hall and global corporate campus? These are global 1% terms-----our local public universities should not be using them.
We encourage our local HBCUs to look for local tax revenue funding as we suggested for University of Baltimore and University of Maryland Baltimore. Being tied to STATE GOVERNOR APPOINTED UNIVERSITY LEADERS in place because they are 5% PLAYERS is not the direction any of our public universities must go----fight for Federal funding but place the emphasis on LOCAL US CITY FUNDING.
If local black leaders are simply pretending to save HBCU through Federal or state funding and not making Baltimore City revenue support these VITAL PUBLIC UNIVERSITIES----they are 5% players and pols. We need to continue to fight to restore Federal Department of Education funding for all public K-university---but we must secure economic stability LOCALLY.
Funding at HBCUs Continues to be Separate and Unequal
May 31, 2015 | :
by Autumn A. Arnett
Supporters of South Carolina State University hold up a banner at a Statehouse rally against a proposal to close South Carolina State University on
Feb. 16, 2015, in Columbia, S.C. Supporters are now suing the state over
unequal funding. (AP Photo/Jeffrey Collins)
During a recent panel at the White House, first lady Michelle Obama said, “Education is the single most important civil rights issue that we face today.”
Nowhere is this statement more evident than with the persistently unequal funding of the nation’s public historically Black colleges and universities.
Recent lawsuits in South Carolina and Maryland on behalf of the states’ public HBCUs contend that South Carolina State University in South Carolina and Morgan State University, the University of Maryland Eastern Shore, Coppin State University and Bowie State University in Maryland have historically received less funding and inequitable program offering compared to the states’ predominantly White institutions.
But the cases in Maryland and South Carolina are neither new nor unique. Before South Carolina or Maryland, there was a similar lawsuit in Mississippi that resulted in a $500 million settlement for the state’s HBCUs.
In 1970, the NAACP’s Legal Defense and Education Fund supported Adams v. Richardson, a lawsuit brought against the Department of Health, Education and Welfare charging that 10 states — Maryland, Florida, Louisiana, North Carolina, Arkansas, Georgia, Mississippi, Oklahoma, Pennsylvania and Virginia — were failing to eliminate the vestiges of segregated school systems. The suit was brought on behalf of 31 students against Elliott L. Richardson, individually and as then-secretary of the department.
In the end, those states were ordered to immediately remedy the dual systems of segregation, with the explicit notation that Black colleges not be harmed by the desegregation mandate in these states.
Court documents from the 1973 appeal of the case acknowledge the need for “a viable, coordinated state-wide higher education policy that takes into account the special problems of minority students and of Black colleges. … Black institutions currently fulfill a crucial need and will continue to play an important role in Black higher education.”
In other words, integration efforts in those 10 states found to be in violation of the law could not happen at the expense of Black colleges. However, not only have the states not met the obligation to provide equal funding and programming since then, but the federal government has not enforced it.
Since the beginning of the Black presence in America, there has been what Dr. Edwin T. Johnson, an adjunct assistant professor of history at the University of Maryland University College and a member of Morgan State’s staff, calls a “systematic disenfranchisement of minorities” in education.
“At its initial inception, American higher education at its very core was exclusionary,” Johnson says.
First, there was the outright ban on access to education during slavery. Reconstruction came after, and then, finally, at the construction of Black institutions there was unequal funding and second-rate resources — issues historically Black institutions are still fighting to dismantle.
One senior Department of Education official says, “There were no reparations to Black folks after slavery; [the federal appropriation to] Howard University is the form of reparation, when, in fact, all of the HBCUs should have a permanent place in a federal [budget] line.”
As Johnson notes, “Most folks call higher education the great equalizer.” But “one of the things a lot of people don’t want to acknowledge about HBCUs [is that] most institutions usually had some support from some religious institution or some White philanthropist.”
The main problem with that, he says, is that “there was always some identity being projected from without [and] still some underlying racism and a lot of it was a result, in my opinion, of White privilege.”
With the recent abolition of slavery, Johnson says White Americans were faced with the question of, “How does this transition still allow them to be free but still be the primary labor force?”
As a solution, Black higher education was primarily established to teach the newly freed African-Americans in this country with the skills they could use to earn jobs: “teaching, preaching and agricultural and mechanical labors,” Johnson says.
A September 2013 report published by the Association of Public Land-grant Universities (APLU) found that, from 2010 to 2012, states were failing to meet the required 100 percent match of federal funding to 1890 land-grant institutions (all public HBCUs). In the same period, the 18 HBCUs covered under this provision did not receive almost $57 million in extension or research fees, as a result of the failure of the states to provide the required funds.
“States have not lived up to their end of the bargaining in providing matching funding [for land-grant HBCUs],” the official says.
“I don’t think that legislators in those states see that HBCUs add important and critical pieces to the higher education landscape,” says Dr. John M. Lee Jr., the former vice president of the Office of Access and Success at the APLU and current assistant vice president for alumni affairs and university relations at Florida A&M University.
Lee says that, not only do schools that do not receive the state match have to operate deficient of those amounts, if they cannot match the federal funds from general operating budgets, the institutions must return the federal funding, penalizing the HBCUs twice.
Even for schools such as the University of Maryland Eastern Shore, which is able to make up the difference from general operating budgets, having to do so “puts a strain on an already low-resource institution,” Lee says.
“In every case, [state contributions are] matched for PWIs, but, in most cases, it is not matched for HBCUs in the same states,” Lee says, adding that the PWI match is often 12-to-1 or 8-to-1. “That is a civil rights issue for me.”
For example, Louisiana Gov. Bobby Jindal recently proposed a budget that cuts $400 million from the state’s higher education budget, with the weight to be divided evenly among all of the system’s schools to compensate for shortfalls. But when schools such as Southern University and Grambling State University are already lower-resource institutions, the impact of this hit is not equal.
“Why would you penalize further schools that are limited resource institutions? They should be exempted [from such cuts],” says the Department of Education (ED) official. Lee agrees. “You’re creating a disaster at institutions that are already underfunded. That’s something that really should be examined in a little more detail, because that’s something that can be catastrophic for Southern and Grambling,” he says.
National priority lacking
The burden does not fall solely on the states’ responsibility to HBCUs. “We need a national priority” that brings HBCUs to the forefront, the official says. “When you do a comparison, one weapon system — a B-2 bomber — is billions of dollars. That’s just one weapon system. Can we do without an A-10 replacement and put that into higher ed?”
So far, HBCUs have not been a priority. Preliminary ED reports for 2013 show that federal research money is down to HBCUs.
Although funding is down across the board, according to the ED official, “any one of [the major research institutions] received more than all of the Black colleges combined. And that’s including Howard University. That’s a disconnect.”
Former Deputy Assistant Secretary for Civil Rights at ED Raymond Pierce says it is key to remember that not only is there not a permanent federal appropriations line for HBCUs, but there is neither law nor a judicial ruling that extends specific protections to the institutions.
“The law, whether it’s Title VI, which has its basis in the 14th Amendment of the United States [or any other policy on the books], does not protect historically Black colleges and universities; it protects African-American students attending those universities,” he says.
Pierce, who was instrumental in many of the cases in the late ’80s and early ’90s that allocated more funding to HBCUs across the country and who consulted in the early stages of the Maryland case, says that “it’s just a tougher fight now” to make the case for additional monies allocated to HBCUs.
Citing the case at South Carolina State, Pierce, who is currently a partner at Nelson Mullins Riley & Scarborough LLP, says it is increasingly difficult for particular HBCUs with documented leadership struggles and low alumni giving to make the case for increased funding from state general assemblies.
“South Carolina, where we have a state committee voting to defund an institution on basically the [low graduation, retention and alumni giving] numbers, and you want to make the constitutional argument that you can’t do that, that that’s [discriminatory], then you’d better be talking about the opportunities for African-Americans, not the brick and mortar of South Carolina State.”
Fortunately, says Pierce, the protection of equal opportunity for Black students “follows the students wherever he or she goes. So if you have large numbers of African-American students still enrolling” at HBCUs, then those protections are transferrable, he says. Lee says the solution is simple: force states to match the funding for HBCUs by holding them accountable.
“If a state does not match all of the funds that they receive from the Department of Agriculture [for land-grant institutions], then you take all of the money back,” suggests Lee. “If the money comes in, then you have [to] fund everybody.”
But Lee says there has been no federal-level outrage over or motivation to remedy the discrepancies in funding. “There just has not been a willingness on the part of the federal government to really change or really force states into that,” he says, adding those in Washington, D.C., lack “the will to really make that happen” and provide parity for HBCUs.
Pierce doesn’t believe that there will be a legislative response to the issue and says that it will take a ruling from the federal courts that offers specific protection to HBCUs to force state legislatures to respond.
Lee’s statements echo the sentiments of many who have been around the department and the HBCU community for years, a growing frustration with the federal government and President Obama in particular.
The president’s recent remarks to the Congressional Black Caucus that some HBCUs may need to “go by the wayside,” according to one representative, infuriated some members of the community. “ … He didn’t show much empathy for struggling HBCUs,” Rep. Hank Johnson, D-Ga., said in a statement soon after the meeting.
“It was like, ‘Show me the numbers and if the numbers aren’t where they need to be, that’s it.’ It was a somewhat callous view of the unique niche HBCUs fill.”
Indeed, no other president has ever suggested HBCUs should close. According to the ED official, the president’s remarks gave credence to dissenters who may be arguing HBCU relevance in the 21st century: “If he said it, do they really need those schools?”
Pointing out that Obama is a former constitutional law professor at the University of Chicago, Pierce says, “I don’t think [Obama] would have said that if he hadn’t done the analysis” to realize that it was “a sound legal argument. Not a good political one, but constitutional.”
But Pierce says the disconnect between the nation’s first Black president and the plight of its Black colleges is reflective of the fact that many Blacks in power have long been stronger advocates of complete integration than strengthening HBCUs, including many highly visible NAACP activists. In fact, the strongest pushes to strengthening HBCUs have traditionally been racist responses to calls for integration.
For example, he says, “In North Carolina, every time an African-American would file a lawsuit to be admitted into the University of North Carolina at Chapel Hill, the state’s response was to improve the programs at North Carolina Central.”
Much of the time, that is representative of attitudes around the country.
“We’re at a time and a place where HBCUs are not just in trouble from an internal perspective of leadership, but it’s really an external environment that’s really seeking to close those institutions across the board,” says Lee.
The key today to making a sound constitutional argument for increased programming and funding at HBCUs is to make sure the institutions making the claims have sustained quality leadership, administration, operations and alumni support, says Pierce.
“If you have a situation where state money cannot be accounted for, … graduation rates are below acceptable numbers, retention rates are below acceptable numbers, where alumni support is embarrassingly low, where you’re soundly branded as being deficient in customer service … it is nearly impossible in 2015 to expand the argument for increasing public funding on Title VI lines,” he says.
Instead, schools should replicate the model of Morgan State President Emeritus Earl Richardson, Pierce says. With strong leadership, Morgan State was able to make the argument in Maryland that the state has done its HBCUs a disservice.
But “Richardson did not wait until some state committee voted to shut down their school. They were visionaries; they took action,” adds Pierce.
States and the federal government have not realized that across-the-board cuts are detrimental to the continued viability of HBCUs, and, regardless of what the president says, HBCUs cannot be just allowed to “go by the wayside,” experts say.
“You can’t cut but so far without affecting your accreditation standards and status,” Lee says. “There’s a very slippery slope to those that think you can just manage and cut your way out; there has to be at least a baseline level of commitment … to ensure that all institutions, but particularly HBCUs, have the funding they need.”
All parties agree that, to effect change, participation in the political processes — state and federal — will be imperative, and this includes having an active alumni base to advocate on the schools’ behalf.
As Pierce points out, however, that advocacy must be before there is a crisis and it must include a demonstrable concern backed up by alumni dollars.
Breaking down what was a highly functioning degree structure very simply outlined in our public universities----meet these course requirements-----add a dash of science and humanities-----and VOILA a student graduated capable of attaining a job in supervision/management no matter what degree program they were in.
Global 1% are seeking to completely break apart all of what was simple ----to make it impossible to follow-----simply to make the degree process fail. We see COPPIN STATE PRESIDENT glad to make HBSU central in promoting BAD EDUCATION POLICY. She is that 5% player======not a 99% leader.
Office of the President
A Message from the President
As a historically black college within the University System of Maryland; part of Coppin’s mission is to prepare its students to meet the challenges associated with urban communities. Earlier this year, I spent time evaluating how we communicate the University’s mission and purpose, and I’m pleased to share with you my vision for meeting this mission and moving the University forward.
With input and assistance from the Cabinet, Deans and Shared Governance leaders, we developed a document that marries the University’s mission with its key assets; area of expertise that distinguish Coppin State and its graduates from others. The final document focuses on four key areas; the Cradle to Career Educational Continuum, our multi-generational student body, the ability to educate and elevate an underrepresented and differently prepared population, and last but not least, our West Baltimore location.
I invite you to learn more about our work in this regard in the latest issue of the Talon.
Additionally, our faculty, administrators, and staff are committed to more than continuous improvement; we are committed to continuous excellence. The following are some examples of Coppin excellence.
The former interim dean of the College of Business, Dr. Ron Williams, has brokered a relationship with Open Works Baltimore, a local non-profit committed to helping Baltimore residents discover the next big idea, with access to shared tools and technology. Our students are currently engaged in internships at Open Works. (See page 13 of the current issue.)
The School of Education is the recipient of a $3.6 million grant from the United States Department of Education for the Pathways to Professions Program that includes a component placing CSU in the forefront of micro-credentialing. (See page 9 of the current issue.)
The College of Health Professions graduated its first Doctor of Nursing Practice – DNP, during spring commencement. It was an honor to be present for this historic moment in the history of Coppin State University. (See page 5 of the current issue.)
I hope you enjoy learning more about Coppin Pride and how our graduates are using their education and experience to change the world. You can also learn more about our new head men’s basketball coach, Juan Dixon, and make your plans to support our Eagles this upcoming season.
Maria Thompson, Ph.D.
Below we see just one such policy------from global 1% education corporation media EDSURGE---they need MEGA DATA to follow all of what now can meet degree attainment----from life experience, to community college as high school, to apprenticeships and community volunteering ---we are told all these now can be attributed to attaining a degree and all of these policies are far-right wing----with the intent of simply destroying a functioning public university curricula and degree requirement. Same thing done to our once strong Federal Medicare ----best in the world online system of payment and oversight and accountability completely dismantled, outsourced, privatized to global corporations and now we have no idea what, when, how, why our Medicare Trust is working.
THESE GLOBAL TECHNOLOGY EDUCATION POLICIES ARE THE OPPOSITE OF WHAT 99% OF WE THE PEOPLE NEED AND WANT---THEY ARE GLOBAL 1%--AND YET OUR HBCU ARE TELLING US THEY ARE THE LEADERS IN MICRO-CREDENTIALS.
Is MICRO-CREDENTIAL LIKE ONE WORLD MICROCHIP IDENTIFICATION ----ABSOLUTELY.
“I see [teacher] turnover and it petrifies me,” he said. “If [micro-credentials] are about feeling competent, I wonder if teachers would stick around longer.”
We sometimes make our 99% black citizens mad because they are following the lead of white pols and global 1%----but these are 5% WHITE-----global 1% white citizens ----THEY ARE SOCIOPATHS----don't follow any population group tied to being a 5% or global 1%. It is MY 5% WHITE CITIZENS WHO LEAD IN THESE DASTARDLY EDUCATION POLICIES.
How to Make Micro-Credentials Matter
By Mary Jo Madda (Columnist) Feb 2, 2015
Badges, certifications, skill identifiers--you’ve probably seen micro-credentials in one digital form or another. But how do we know whether they actually matter in the real world?
At the Digital Promise Educator and Workforce Micro-credentials Summit on January 30, about 100 teachers, administrators, entrepreneurs and nonprofit representatives, both from K-12 and higher-ed, came together to discuss exactly that: how to get micro-credentials to the point where they’re valued as evidence of what adults have learned and can do.
“Can we get to a place where we value learning for the adults in education?” asked panelist LaVerne Srinivasan of the Carnegie Corporation.
Summit participants share thoughts on incentivizing micro-credentialing. (Jenny Shin)Throughout the day’s panels, workshops, and casual conversations, several themes arose around ways to ensure that micro-credentials like badges eventually do count for how and what educators are learning, as well as ultimately scale.
Keep time and autonomy sacred
A problematic assumption about professional development is that a person must sit in a class for X days a week, Y hours per day to develop a skill. According to Srinivasan, this “seat time” requirement hinders the development and adoption of micro-credentials.
In the real world, learning can happen anytime, anywhere. And it often takes place outside the confines of a classroom, and at the learner’s own initiative.
Rebecca Weintraub, an Associate Professor at Harvard Medical School, shared her own interests in helping her medical students abroad gather skills and certification without needing to be present in school.
“In medical schools, everything is case-based, meaning in-person simulations. But that doesn’t scale,” she said. “Medical students are gathering informations--technically skills, procedure-based skills--in a variety of ways.”
Badging platforms need to talk to one another
But with an increasing number of organizations now offering digital badges (including CoSN, Pearson and Digital Promise), how does one badge relate or transfer to another?
"Micro-credentials should be able to travel between contexts."Karen Cator, CEO of Digital Promise
There’s no denying that micro-credentialing platforms will need some way to “talk to each other,” as “micro-credentials should be able to travel between contexts,” according to Digital Promise’s Karen Cator.
However, whether there needs to be a universal standard across various platforms and geographic locations was a more contentious topic.
Carla Casilli, Director of Design and Practice at Badge Alliance, shared that localized systems of badging were valuable and meaningful to the communities they operated in, citing Bernard Bull’s Concordia University badging practices as an example. “An overarching standard would be successful, but a better badging system would be diverse” amongst varying communities, Casilli said. “There are so many different forms of success when that happens.”
Micro-credentialing should target the process, not just the endAre micro-credentials simply a validation of skills and competencies--much like a driver’s license? Or can they also be used to support learning that is actively in progress?
Randy Depew of KQED shared his experiences in generating media literacy badges, saying, “people will work towards their strength,” and that “it has always been about competency, not learning.” But John Foster, CEO of NOCTI (the National Occupational Competency Testing Institute) wondered whether micro-credentialing should be more than that. “How do you make sure that micro-credentials aren’t disconnected from the learning?” he asked.
Steven Dunlap, Director of Innovation and Learner Engagement at Riverside Unified School District, shared why it can be both: “In the central office, we’re not always aware of what teachers are learning, but we’d like to be able to tap into their skill sets. You can show learning and expertise at the same time through competency-based assessment.”
Whatever steps are taken to achieve a level of legitimacy, the Digital Promise Summit showed that micro-credentials are here to stay--and in some minds, could potentially save the world of teaching. Brent Maddin spoke to this, referring to the importance of using micro-credentials to bolster teacher professional development.
“I see [teacher] turnover and it petrifies me,” he said. “If [micro-credentials] are about feeling competent, I wonder if teachers would stick around longer.”
How in the world did US universities graduate the champions of industry across all disciplines with college professors and public K-12 teachers never thinking about RACE TO THE TOP EVALUATIONS THROUGH MEGA DATA TECHNOLOGY?
'Whatever steps are taken to achieve a level of legitimacy, the Digital Promise Summit showed that micro-credentials are here to stay--and in some minds, could potentially save the world of teaching'.
When a young black adult through all those CERTIFICATES ON THE FLOOR because they were WORTHLESS-----he understood to where all these mega-data micro-credentials lead---and we should see this is a very, very, very big step towards far-right wing authoritarianism ------BADGES TIED TO MEGA DATA telling us how competent our teachers and professors are------
KEEP IN MIND---ALL OF THIS ONE WORLD ONE COMMONER CORE IS COMING FROM BILL GATES AND THOSE GLOBAL 1% WHOSE ONLY TALENT IS LYING, CHEATING, AND STEALING. THEY HAVEN'T A CLUE HOW TO EDUCATE---THEY SIMPLY WANT TO KILL US STRONG PUBLIC EDUCATION.
DIDN'T HITLER, STALIN, AND MAO MAKE PEOPLE WHERE BADGES? ABSOLUTELY..........TODAY'S GLOBAL 1% SAME PEOPLE
'Beware of Badges as Biscuits
The digital badge revolution is nearing. I continue to see open badges as far superior to past and present forms of documenting learning and achievements (See How Badges and Micro-Credentialing Will Change Education). However, as I talk with educators about the potential for digital badges, it I find many gravitating…
May 27, 2014
Our HBCUs are taking a lead in MOVING FORWARD implanting microchips as tattooing----and this badging is just one more layer. All 99% white, black, and brown citizens need to fight this---but our US black 99% need to WAKE UP.
'Democratized Credentials – Toward that end, digital badges will be one of many emerging assessment and verification systems that will un-cage the college degree',
UN-CAGE THAT COLLEGE DEGREE.
ALL FAR RIGHT WING CORPORATE FASCISTS HAVE THEIR BADGE SYSTEMS
“Stalin’s Appeal Shock Worker” Badge, a.k.a. “Shock Worker of Stalin Labor Campaign” Badge
How Will Badges and Micro-Credentialing Change Education?
Posted on January 27, 2014 by Bernard Bull
Interest in digital badges continues to expand, especially in light of recent successes like the Chicago Summer of Learning. In view of such successes, more people are musing about the future of badges and micro-credentialing. How will this movement impact formal education? I suspect (okay, I just hope) that it will result in the following shifts over the next 3-7 years.
1. The Expansion of Valued Credentials from Non-School Entities – Expect to see digital badges adding increased recognition and credentialing through corporations and other organizations, eventually challenging traditional credentials like diplomas from accredited Universities and secondary schools. This is already happening in some fields, with companies and other organizations creating their own certifications and badges. In some cases, applicants for certain technical jobs have a better chance of getting hired with some of these badges or certifications than they would with a B.S. in Computer Science. Cisco and A+ certifications both represent clout when it comes to certain jobs, and this will only expand in the next 3-7 years.
2. Democratized Credentials – Toward that end, digital badges will be one of many emerging assessment and verification systems that will un-cage the college degree, democratizing the verification and documentation of learning. They will not necessarily replace Universities, but they will increase the credibility of alternate routes. Any person or organization that can garner a trust from a large group of people is able to invest that trust in digital badges that can be distributed to people based upon some measure of competence or achievement. As such, the diploma may well have value, but we will now see other equally valued credentials.
3. Competency-based Education – All of this will be further amplified by the fact that micro-credentialing often provides a more granular and accurate picture of what one has learned than a diploma. A diploma usually just lists courses completed and grades earned. It gives no more detail than that. In what areas of a course did a person excel or struggle within a given course? As I’ve demonstrated elsewhere, depending upon the grading scale in a class, it is possible for a student with a C+ to have learned more than one with an A-. Badges and micro-credentialing offer a potential solution to this problem…or at least an improvement on it.
4. Badges in Formal Education – As such, we will see more experimentation with digital badges within traditional learning organizations. Many will be first drawn to them for gamifiaction purposes, hoping that badges will increase learner motivation. As the movement expands, more will begin to discover that an even more promising element of badges may be their capacity to more accurately represent and document student learning with regard to specific skills and concepts.
5. Synergies and Partnerships Between Formal Education Organizations and Other Entities – As acceptance of badges as a form of documenting achievement or learning increases, learning organizations will begin to partner with the many non-educational institutions offering relevant digital badges, made possible by efforts like the Mozilla Open Badge Initiative.
6. Lots of Profit – Of course, some of this will come from new, emerging and existing companies that offer curricula and personalized learning packages that leverage badges and micro-credentialing. Thoughtful textbook companies and curriculum providers will discover this possibility and find ways to repackage their resources in digital badge and micro-credentialing formats. Entrepreneurial educators will become digital badge designers and sell badges and badge designs to schools.
7. Winners and Losers – Amid all of this, certain badge-based curriculum providers will gain dominance and large-scale public recognition, becoming the standard for many mainstream learning organizations. However, as long as educational philosophies vary and freedom of choice in education exists, there will be plenty of alternate badging options.
8. Credentialing of Homeschool Accomplishments – Given that the documentation of learning is no longer attached to a given school or classroom…or a transcript from a specific organization, homeschoolers will begin to have documentation of learning that parallels that which happens from those who attend a traditional school. This will serve to further unbundle educational services, making it possible for one to create a customized schooling experience by pursuing a collection of badges from different sources and organizations.
9. Learning Analytics – As micro-credentialing becomes increasingly common and accepted, the rich learning analytics that comes from documenting learning on such a detailed level will make the promise and potential of learning analytics become clear. Early alert systems, adaptive learning applications, predictive analytics about student successes and struggles, vocational advising systems, and more will emerge out of such analytics.
10. Personalized Learning – At this point, we will also see a new form of personalized learning paths. While Universities and employers will look for evidence of earning certain micro-badges for acceptance or hiring, learners will also be able to show their strengths. A learner with gifts and a passion for art will have a collection of micro-credentials to represent such accomplishments, making a “transcript” (or the future equivalent) a document about one’s strengths and not one’s limitations.
Of course, none of these predictions may actually come true, but they represent the possibilities (and a few of my hopes). These are potential affordances of digital badges and micro-credentialing when used well. Since none of us know the future of education, I opt to help shape a future, one that leverages emerging tools like badges and micro-credentialing to democratize education, increase partnerships, personalize learning, and promote strengths-based education. Are you with me?
"Factories, work units and army units across the country stamped out over several billion badges in tens of thousands of varieties", according to one paper about the era posted online'.
So, our US public universities are installing MOVING FORWARD FAR-RIGHT WING, AUTHORITARIAN, MILITARISTIC, EXTREME WEALTH EXTREME POVERTY LIBERTARIAN MARXISM-----that is the same as MAO, STALIN, AND HITLER----all brutal fascist regimes have their worker BADGES
Our public universities and 'public schools now made global corporate schools take a lead in these labor badgings-----and HBCUs a proud to lead in this.
CRAZY STUFF and our 99% of US WE THE PEOPLE are allowing these policies to MOVE FORWARD.
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November 6 at 4:03pm ·
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Mao for all seasons
A porcelain Chairman. Photo: Getty Images
Penny Watson surveys the cult of the Chairman, in badges and busts.
One of the great understatements of recorded history goes like this: "I read some pamphlets about anarchism and I was influenced greatly." The translation is from a quote by Chairman Mao, leader of the Chinese Revolution and founding president of the People's Republic. It's just one of the nuggets of intrigue to be found at the obscure Mao Zedong Badge Exhibition Hall, on the outskirts of Dalian, in China's Liaoning province.
Dalian is one of China's "second tier" cities, a metropolis of more than 6 million people with "attractions" such as a financial and logistics hub and shipping centre. But its position on both the Bohai and Yellow sea coasts gives it the edge over many Chinese cities. Recent initiatives such as the promotion of historical sites from the Sino-Japanese War and upgrading the 30-kilometre Binhai coastal road - the longest uninterrupted coastal route in China - have helped put Dalian on the map for travellers other than those who come on business.
That's not to say the Mao Zedong Badge Exhibition Hall, firmly dedicated to the cult of Chairman Mao, is on everyone's itinerary. Housed in a white building with faux-colonnades, it looks like a long-forgotten movie set and vies for attention with a wax museum and a biology exhibition featuring a 1950s science-lab display of skinned animals.
A large painting of a young Mao in flowing monastic garb greets visitors who climb the hall's stairs to the exhibition space. Inside, it's Chairman Mao World, with no apparent tongue in cheek. There are close to 200,000 badges here - big, small, embossed, plate-size porcelain badges cradled in silk-lined boxes, gold and silver badges, heart-shaped ones, badges with moving parts, framed badges and box sets.
On each one, the man himself is featured in various states of propagandist glory: Mao showing a left(ist) profile, Mao clapping, Mao in hat with flags fluttering behind, Mao with right arm raised to the people, Mao walking saint-like across a field of wheat. There are badges with slogans: "Be Chairman Mao's good soldier", and the slightly less catchy "The brilliant radiance of Mao Zedong Thought eternally illuminates the advancing people's army".
I stroll past Mao busts, larger-than-life statues depicting him with hat in hand and crouching with a beaker by his side. There are photos of the Chairman rabble-rousing in village squares, talking with peasants and espousing wisdom to children. All the while, Mao flags flutter above me and the distinctive crackling soundtrack of a revolutionary propaganda film can be heard in the background.
The quantity of badges is certainly exceptional. It goes unexplained in the hall but, as I discover later, badges were manufactured in massive quantities during the Cultural Revolution from 1966. "Factories, work units and army units across the country stamped out over several billion badges in tens of thousands of varieties", according to one paper about the era posted online.
Badges were said to be in such demand the Chinese queued overnight for them and stores sold out rapidly. Despite the socialist mindset, a black market for Mao badges emerged. By 1969, it is thought that 90 per cent of people wore them (an accessory that may have paired with Mao's "little red book", another mass-production relic of the revolution).
Despite the exhibition's fascinating chronicle of this aspect of the Cultural Revolution, it's hard not to be taken aback by the apparent idolatry on display. To some outsiders, Mao is regarded as the leader who presided over the deaths of millions of Chinese by way of starvation and mass suicide, as well as being responsible for stripping China of its cultural treasures and relics.
In China, his legacy is less clear-cut. To some he is still considered a great political and military strategist and is remembered with such sobriquets as the "Great Helmsman" and "Saviour of the Nation". Mao statues can still be found in regional town squares.
I probe my tour guide for insight, but she has a distinctly shoulder-shrugging attitude. By way of explanation she tells me that the badge collector, Mr Cheng De, who began collecting in 1981, "did it because he has interest and respect for Chairman Mao. Visitors are less obsessed with Mao, more intrigued by the sheer number of badges," she says.
After an hour absorbed in a hall dedicated to one element of China's history, I hurry through the souvenir shop, past rows of Mao key rings, jade Mao amulets, stamps, clocks, plates, plaques and gold cufflinks. Inexplicably, there don't appear to be any Mao badges, or replicas, for sale. Are they unavailable - or have they just sold out here, too?
Leaving HBCU public policy discussion and the need for our local public universities to promote 99% SUSTAINABILITY and stop MOVING FORWARD global corporation 1% SUSTAINABILITY FOR ONLY THE GLOBAL 1%----here is the result of these few decades of attack on Baltimore public K-12 moving all resources and funding to expand corporate education nationally and globally.
Baltimore youth are victims of CLINTON/BUSH/OBAMA MOVING FORWARD US CITIES DEEMED FOREIGN ECONOMIC ZONE MASTER PLANS.
Because our local public universities went team global 1% our local economies went stagnant----our communities allowed to crumble----our public schools lost funding to the tune of $1 billion dollars to fraud, corruption, and patronage pay-to-play.
Our US cities have low-income community populations literally suffering from PTSS----the black market economy the drug and gun violence---the total lack of public health-----has indeed weakened future generations and MATH is one skill that needs skills found in areas of brain often damaged by these PTSS strains.
When we allow all our education platforms be consumed by STEM ----we are marginalizing huge numbers of our US population whether inner city or rural from actively engaging in building education capacity broadly----the term STEM has the goal of eliminating all the strong broad arts and humanities from US K-career and make only that vocational K-career apprenticeship corporate structure complete with MAOIST/STALINIST BADGES======
IT IS THE RESPONSIBILITY OF OUR LOCAL PUBLIC UNIVERSITIES TO CREATE CURRICULA FOR GROWING A LOCAL SMALL BUSINESS ECONOMY WHERE ALL THESE STUDENTS WILL FIND SUCCESS-----BALTIMORE PUBLIC UNIVERSITIES AND ESPECIALLY HBCUs ARE DOING THE OPPOSITE.
RACE TO THE TOP and TEACH FOR AMERICA privatization of our teaching profession and corporatization has made this situation WORST OF THE WORST . All those 5% to the 1% global Baltimore Development 'labor and justice' players and pols working to install MOVING FORWARD GLOBAL 1% EDUCATION ignoring the needs of 99% of WE THE PEOPLE---black, white, and brown citizens.
13 Baltimore City High Schools, Zero Students Proficient in Math
by Chris Papst
Wednesday, November 8th 2017
13 Baltimore City High Schools, Zero Students Proficient in Math
BALTIMORE (WBFF) - An alarming discovery coming out of City Schools. Project Baltimore analyzed 2017 state testing data and found one-third of High Schools in Baltimore, last year, had zero students proficient in math.
But that’s not all we found. In the midst of that troubling number, there are some bright spots.
Most mornings, at Baltimore Collegiate School for Boys, start the same way – with students chanting the school’s motto in the gym.
“There’s an urgency about the work we’re doing,” said Jack Pannell, the school’s founder.
That urgency was born out of need.
“Nine out of ten black boys in Baltimore City are not reading at grade level,” added Pannell.
That grim statistic, lead Pannell to open his north Baltimore school three years ago. As the name implies, in these halls, there are no girls.
“They tend to stay very focused on their studies,” he stated, with a smile.
The charter school also has no entrance exams. What it does have is a school day extended by one hour, a teaching staff that is 60 percent male and shorter class periods. All of it tailored to how boys learn.
“We designed this school to make a fundamental difference in the lives of mostly black and brown boys in the city,” said Pannell.
That design appears to be working. Since 2015, the number of Baltimore Collegiate’s boys who scored proficient in state math tests spiked by 60 percent. In 2016, nine percent of students were proficient. This year, 14.4 percent were proficient.
“No,” replied Pannell, when asked if he was happy with the results. “I mean, we can do better.”
But Project Baltimore discovered as this school’s making process, many other city schools seem to be going nowhere.
Project Baltimore analyzed 2017 state test scores released this fall. We paged through 16,000 lines of data and uncovered this: Of Baltimore City’s 39 High Schools, 13 had zero students proficient in math.
Digging further, we found another six high schools where one percent tested proficient. Add it up – in half the high schools in Baltimore City, 3804 students took the state test, 14 were proficient in math.
Zero students proficient in Math:
Carver Vocational-Technical High
Excel Acadamy @ Francis M. Wood High
Forest Park High
Frederick Douglass High
Independence School Local 1
Knowledge and Success Academy
New Era Academy
New Hope Academy
The Reach! Partnership School
High Schools with 1% math proficiency:
Ben Franklin H.S. at Masonville Cove
ConneXions: Community Based Arts School
Digital Harbor High School
Vivien T. Thomas Medical Arts Academy
With these eye-opening results, Project Baltimore reached to North Avenue. But no one inside the building would sit down to answer our questions. Instead, we got a statement. Concerning our investigation, it read, “These results underscore the urgency of the work we are now pursuing. We must do more to meet the needs of all our students.”
That work, according to the statement, involves a new math curriculum started this year, enhanced teacher development and expanded partnerships to provide opportunities for students.
The statement concludes, “There is no simple answer that will close the achievement gap for Baltimore’s students. Though we all want to see results quickly, the work is hard and will take time.”
At Pannell’s school, results took just two years. With 440 students, his school is now at capacity. Another 300 are on the waiting list.
“We believe we can change the narrative. We believe we can change history. We believe we can change the status quo if we keep doing what we’re doing,” said Pannell.
We will end this week's discussion about university public policy with Baltimore's GORILLA-IN-THE-ROOM global hedge fund IVY LEAGUE Johns Hopkins. This article shows to where ALL BALTIMORE'S REVENUE went these few decades of ROBBER BARON CLINTON/BUSH/OBAMA especially Baltimore's public K-12 and public university funding---where in the world did that $1 billion in missing school funding go?
SHOW ME THE MONEY should be on the tongues of every local public university leader in Baltimore aimed at Johns Hopkins. All these assets are PUBLIC ASSETS and of no use to 99% of WE THE PEOPLE black, white, and brown citizens in Baltimore and those assets need to come back to rebuild a 20th century strong, broad, public education K-12 and 4 year public universities for all qualified students----building STRONG vocational shops and tech labs in our HIGH SCHOOLS.
Let's shake our fists at Trump shout those 5% pols and players----not at these local GORILLA-IN-THE-ROOM institutions! This is how we know who the 5% black, white, and brown players are tying themselves to being EDUCATION ACTIVISTS.
Hopkins and others look overseas to expand
Clemenceau Medical Center in Lebanon is one of 19 projects in the growing portfolio of Johns Hopkins Medicine International, the arm of the Baltimore-based institution that’s charged with taking the Hopkins mission and brand global. (Baltimore Sun video)
Andrea K. McDanielsContact Reporter
The Baltimore Sun
In Santiago, Chile, doctors from Johns Hopkins Medicine International are working with a private hospital to set up the first cancer center of its kind in the country.
In Panama City, Panama, a team of Hopkins physicians helped set up a transplant plant program at Hospital Punta Pacifica, which enabled doctors there to perform the country’s first heart transplant in 2016.
In Al Ain City, United Arab Emirates, a team of Hopkins executives manages Tawam Hospital. In Shenzhen, China, Hopkins is helping to create a medical school, and in Toronto, Hopkins doctors are using telemedicine to provide second opinions on complex medical cases.
In the last two decades, the Baltimore-based institution has expanded its footprint far beyond the United States.
Hopkins is one of several mostly large academic medical institutions in the United States launching overseas ventures that go beyond the philanthropic and educational involvement hospitals traditionally have pursued in other countries. The new expansions are business deals aimed at opening up new sources of revenue as changes in health care and other pressures shrink margins back home in America.
“With all the changes going on in the U.S. health system, a number of them think they need to be somewhat opportunistic and expand their portfolio,” says Dr. Randolph Gordon, a managing director of the consulting giant Deloitte who works with large health systems.
Hospitals such as Johns Hopkins typically get 5 percent to 10 percent of their revenue from international patients, says Ken Rodgers, director and health care ratings analyst at S&P Global Ratings. That includes foreign patients who come to the United States for care.
Hopkins would not divulge its international revenue, but says it is a small part of the business.
Overseas expansion can also open up new research opportunities. It exposes the hospital name to a larger audience. Hospitals also expand for altruistic reasons.
“Many believe it is core to their mission to take their knowledge and experience and share it with others,” says Ed Thompson, a former executive director of Johns Hopkins Medicine International.
Massachusetts General Hospital in Boston announced in May that it is helping Jiahui Health in Shanghai open a hospital. The Cleveland Clinic opened a 364-bed hospital in Abu Dhabi in 2015. The hospital also manages Sheikh Khalifa Medical City, a 586-bed acute-care hospital in Abu Dhabi, and recently bought a health care facility in London.
The Mayo Clinic and Partners Harvard Medical International have also expanded to other countries.
Other countries are gladly opening their doors as they look at health care as a new industry. Some, such as Saudi Arabia, have long sent people to Baltimore for care, but would rather be able to offer treatment closer to home.
“That would be seen as addressing a really big deficit or gap, which I think they find a bit troubling,” says J. Stephen Morrison, director of the Global Health Policy Center at the Center for Strategic and International Studies. “That is, the idea they are so damned wealthy but haven’t invested sufficiently enough in developing their own high quality-health system.”
For emerging markets with little health infrastructure, officials are seeking the expertise, as well as the cachet, of a medical powerhouse such as Hopkins. The name and reputation bring credibility, and can help attract patients.
“They may not have the resources or clinical experience to build and develop a hospital,” Gordon says. “So they reach out to U.S. health systems for that.”
Some of the hotbeds for U.S. hospital development are Europe, where executives are looking to build modernized digital hospitals; the Middle East, where officials are looking to expand health systems to serve an aging population and deal with chronic diseases such as diabetes; and China, which wants to build more hospitals in the next decade to serve its massive population.
The University of Pittsburgh Medical Center took its first step 20 years with an organ transplant facility in Sicily, Italy. The hospital now provides advisory, consulting and management services to hospitals around the world, with a focus on five areas: Ireland, Italy, Colombia, Kazakhstan and China.
“Those countries are less unstable and not as volatile as others,’ says Charles E. Bogosta, president of the University of Pittsburgh Medical Center.
Bogosta says political volatility has prevented hospital development in some countries. He says opening overseas can be a long, complex process that can be hard to sell to hospital boards.
Hopkins’ overseas ventures span the globe: Canada in North America; Chile, Colombia, Brazil, Panama, Mexico, Peru and Trinidad and Tobago in Latin America and the Caribbean; Britain and Turkey in Europe; Lebanon, the United Arab Emirates and Saudi Arabia in the Middle East; and China, Japan and Singapore in Asia.
When considering an international project, Hopkins looks for a strong partner that wants to improve the health of its community and not just turn a profit, says Pamela Paulk, the president of Johns Hopkins Medicine International. The partner must have a desire to further science and be willing to adopt strict safety standards.
Hopkins sends staff out on a regular basis to inspect its partner hospitals.
Hopkins manages some hospitals and serves as a consultant to others. Hopkins is paid fees for its services, Paulk says, which are used to cover the costs of running Johns Hopkins International. The remaining revenue is divided between the hospital and Hopkins.
“Every place is a little different,” Paulk says. “We go there and determine what it is that they need and reach into the larger Johns Hopkins system to determine the best strategy.”