We just want to revisit the NDAA----that NEW KNIGHTS OF MALTA constitution for OLD WORLD KINGS AND QUEENS.
NDAA states it is a national security issue to assure there is enough STEM teachers to install DEEP, DEEP, REALLY DEEP STATE ONE WORLD ONE ENERGY/TECHNOLOGY GRID where sustainability is only for the global 1%.
'The amendment was based on a bill titled HR 5199, the Education Savings Accounts for Military Families Act of 2018'
If one remembers our US Constitution and its AMENDMENTS tied to defining what is EQUAL OPPORTUNITY AND ACCESS for a 99% of WE THE PEOPLE enshrined with common law BILL OF RIGHTS----the GI BILL was not attached to DEPARTMENT OF DEFENSE----it was not administered by DOD-----it was a US FEDERAL VETERANS PROGRAM attached to our Department of Education seeing our former VETERANS as civilian citizens.
So, MOVING FORWARD to OLD WORLD KINGS KNIGHTS OF MALTA CONSTITUTION ------NDAA places all that is EDUCATION inside the global banking 1% private praetorian military corporation's hands.
Teach the Vote: Where Texas Educators Find the News that Matters Most
Tag Archives: NDAA
ATPE succeeds in stopping military voucher amendment
The military voucher proposal that ATPE’s federal and state lobby teams have been working hard to fight in Washington was ruled not in order this week by the U.S. House Committee on Rules. The committee was responsible for determining whether the military voucher would be considered as an amendment on the floor of the U.S. House when the National Defense Authorization Act for Fiscal Year 2019 (NDAA) is set for a vote. While we were successful in stopping this attempt to advance vouchers for military families, we remain focused on future efforts aimed at creating federal vouchers in any form.
ATPE sent a letter to Rules Committee Chairman Pete Sessions (R-TX) two weeks ago that urged him to reject the misguided legislation as an amendment to the NDAA. The amendment was based on a bill titled HR 5199, the Education Savings Accounts for Military Families Act of 2018. We stressed in our letter to Chairman Sessions that “the $2,500 voucher program created by HR 5199 would drain limited dollars from both the public school system in Texas as well the Federal Impact Aid Program, hurting the very military-connected students it purports to help.” Our federal lobby team also spent the last two weeks successfully working with the Texas delegation in Congress to stress our opposition to the bill and build support for rejecting the bill as an amendment.
As we reported last week, the author of HR 5199 was facing stiff opposition from members of Congress, even those in his own party, who didn’t support the bill or the amendment. Despite the pressure generated by ATPE and other groups who strongly oppose the amendment, like the Military Coalition, Rep. Jim Banks (R-IN) pressed forward with offering his amendment for consideration by the Rules Committee. Several members of the Texas delegation, including Chairman Sessions, are co-sponsors of the HR 5199, but even with that support the bill as an amendment ultimately failed this time.
The support for this bill from powerful members in Congress is why ATPE continues to stress the importance of educators staying actively engaged in both the state and federal advocacy process. Your voice is meaningful to your members of Congress and state legislators, and it is critical that they hear from you about these important issues. As a reminder, we offer an advocacy tool that allows educators to easily contact their representatives about key issues. The tool, Advocacy Central, offers email templates, phone scripts, tweets, and Facebook posts, that allow you to engage on multiple platforms with your state and federal representatives. On issues just like this one, your representative needs to hear from you! Stay engaged and tuned in to Teach the Vote to know when your voice needs to be heard!
This entry was posted in ATPE, Congress, Vouchers and tagged ATPE, Chairman Pete Sessions, Congress, education, Federal, funding, Kate Kuhlmann, military, military voucher, NDAA, privatization, Representative Jim Banks, Teach the Vote, teachers, U.S. Congress, U.S. House of Representatives, vouchers on May 24, 2018 by Kate Kuhlmann. - 1 Reply
Teach the Vote’s Week in Review: May 18, 2018
Here’s your weekly wrap-up of education news from ATPE Governmental Relations:
Time to turn out for Texas primary runoffs
“New” teachers can earn CPE credits for taking TEA survey
SBEC votes to lower preparation standards for some teachers
ATPE works to defeat federal voucher amendment
Today is the last day to vote early in the primary runoff elections taking place on Tuesday, May 22. Following historical trends, early voting returns have so far been less than stellar.
The May runoff election seems designed to create low turnout. It follows the May uniform election date by only about two weeks. It’s right at the edge of summer when many people, certainly educators and parents, are already distracted and some school districts will have already ended their school year. Also, the types and quantities of the races are much more scattershot, and the rules have many voters confused about whether or not they are even eligible to vote (Hint: if you didn’t vote at all in the primary back in March, you are still eligible to vote in the runoff, as long as you were registered to vote before the deadline.)
All of the reasons above drive down turnout, which is why ATPE and a coalition of education partners are working to instill a culture of voting in the education community. A culture of voting cuts through individual races and impediments and instills a mentality that educators will vote in every election – no matter what. Unfortunately, changing culture is a slow business, and despite the fever of rhetoric about voting that has become a mainstay since 2016, the majority of educators haven’t yet taken the message to heart. However, each election the momentum of the education vote continues to build. Perhaps this, the lowest turnout of all elections, will be the one where you and your group of colleagues will join the movement.
Hmmmm, seems our US educators would be shouting how our US election system is rigged and fraudulent making our 99% votes not matter.
ATPE Lobbyist Mark Wiggins breaks down why a vote in the Texas primaries is one of the most powerful tools an educator has in this blog post. Be sure to check out our candidate profiles before you cast your vote this evening or on Tuesday.
TEA needs you! The Texas Education Agency (TEA) needs “new” teachers to complete a survey to help improve educator preparation. A completed survey is worth 10 Continuing Professional Education (CPE) credits. ATPE Lobbyist Kate Kuhlmann reports about the TEA survey in her blog post earlier this week, but here are some additional quick details:
What is the survey about and how will responses be used?
The survey is designed to determine how well Educator Preparation Programs (EPPs) are preparing teachers to enter the classroom. The results will be used to help improve EPPs and the educational experience of teacher certification candidates who attend those programs.
Who is eligible to take the survey?
TEA has invited “new” teachers, which in this case refers to teachers teaching in their first year under a standard certificate, to participate in the survey.
When is the survey open?
You should have received an email with a link to the online survey on or before April 18, 2018. You have until June 15, 2018 to complete the survey. If you believe you are eligible to take the survey but did not receive an email with a survey link, please contact TEA at firstname.lastname@example.org.
How do I get started?
Once you receive the email, simply click on the link and take the survey. You can complete the survey in one session or multiple sessions.
Do I receive a benefit for taking the survey?
Once you submit your completed survey, you can download a certificate worth 10 CPE credits.
The State Board for Educator Certification (SBEC) is meeting today in Austin. Its discussion includes creating an accelerated pathway for certain teachers to enter the classroom without satisfying traditional training requirements. It’s the result of House Bill (HB) 3349, a bill by Representative Barbara Gervin-Hawkins, passed by the 85th Legislature last year that requires SBEC to implement the new abbreviated training program for candidates seeking the Trade and Industrial Workforce Training certificate.
The board spent significant time this morning discussing a new rulemaking proposal responsive to the bill. The proposal on today’s agenda, which board members saw today for the first time, was vastly different from an initial proposal discussed at previous meetings. ATPE and other educator groups opposed the new plan and were not part of the unidentified group of “stakeholders” that singularly drove the new proposal. In laying out our opposition to the proposal which we view as weakening teacher training standards, ATPE stressed the board’s recent efforts to raise standards for teacher training in Texas.
NOT ONE MENTION OF STOPPING COMMON CORE RACE TO TOP----
Read more in this SBEC wrap-up from ATPE Lobbyist Kate Kuhlmann, who attended and testified at the meeting today.
In Washington, DC, educators and military groups have united to defeat a federal voucher proposal for students from military families. ATPE and other groups believe the measure would drain dollars currently sent to public schools that aid those students.
The U.S. House is preparing its annual reauthorization of the National Defense Authorization Act (NDAA). Included in the act is the Impact Aid program, which helps fund schools that lose local revenue because their districts contain federal lands, including military bases, which do not pay local school property taxes. An amendment filed by Rep. Jim Banks (R-Ind.) this week would create an Education Savings Account (ESA) voucher for certain military families and would pay for the voucher by defunding the Impact Aid Program.
Banks is facing stiff opposition even from some members of his own party. Stripping the Impact Aid Program would significantly impact the very schools that serve a vast majority of children of active duty military personnel.
ATPE’s Washington-based lobbyists have been working to oppose the addition of the Banks voucher amendment. This week, ATPE sent a letter of opposition to Congressman Pete Sessions (R-Texas) who chairs the powerful House Rules committee, and others. For an amendment like the Banks voucher amendment to be considered on the House Floor, it must first be deemed eligible by Chairman Sessions’s committee. The rules committee will meet early next week to determine which proposed amendments to the NDAA will be in order. ATPE members can click here to reach out to their members of congress on this issue. Stay tuned to Teach the Vote for additional updates next week.
Below we see where YET AGAIN our US 99% of military staff our getting thrown under the bus ------this time creating those same SAVINGS ACCOUNTS for education that OBAMA did with our US 99% of WE THE PEOPLE-----we discussed in detail under financial public policy that these SAVINGS PLAN structures tied to VOUCHER PROGRAMS ends with global banking 1% deciding all that is education policy and how those SAVINGS ACCOUNTS are spent. It ends our US Federal Department of Education FEDERAL FUNDING for our US K-12 sending hundreds of billions of dollars to each PUBLIC K-12 across the nation allowing those community public schools/teachers create classroom lesson plans.
'We stressed in our letter to Chairman Sessions that “the $2,500 voucher program created by HR 5199 would drain limited dollars from both the public school system in Texas as well the Federal Impact Aid Program, hurting the very military-connected students it purports to help.” '
We posted the WELCOME BACK KOTTER global banking 1% TV SHOW creating FADS indicating that KOTTER was that VIETNAM DRAFT DODGER------using college degree returning to the inner city schools all tied to avoiding going to war.
Back in 1960-70s when the entire nation was filled with ANTI-WAR protests by our US 99% WE THE PEOPLE----the protested war was widely known to be ILLEGAL ---US UNCONSTITUTIONAL as were continuous wars after that driven by global banking 1% OLD WORLD KINGS KNIGHTS OF MALTA TRIBE OF JUDAH. So, baby boomers went to college having professors and lessons tied to HOLDING POWER ACCOUNTABLE-----HOW TO BE A CITIZEN. There is nothing LEFTIST about teaching US RULE OF LAW AND US CONSTITUTIONAL AND FEDERAL LAW----that is the DUTY of all US public school teachers.
This was 1994---today the NDAA and Defense Department budget flipped the US DEPARTMENT OF EDUCATION funding for US public schools and now place all school funding with DOD ----NOT AMERICAN.
Troops to Teachers
Troops to Teachers (TTT) was established in 1994 as a Department of Defense program.
The National Defense Authorization Act for FY 2000 transferred the responsibility for program oversight and funding to the U.S. Department of Education but continued operation by the Department of Defense. The No Child Left Behind Act of 2001 provided for the continuation of the TTT Program.
Here is the CLINTON ERA response to getting rid of all those LEFTIST public university professors filled with ANTI-WAR----we want to emphasize to our US 99% of military citizens--------MOVING FORWARD back to DARK AGES 1000BC praetorian armies working for KINGS----it not the US military you signed up to protect the US sovereignty and its 99% WE THE PEOPLE RIGHTS.
Bennet Urges Expansion of Troops to Teachers in Final Defense Authorization Bill
December 06, 2011
Colorado U.S. Senator Michael Bennet is continuing his push to expand the successful Troops to Teachers program, which would help our veterans extend their service to America in classrooms across the country.
Bennet, along with Reps. Thomas Petri (R-WI), Joe Courtney (D-CT) and Doris Matsui (D-CA), today urged leaders of the conference committee negotiating the final version of the FY2012 National Defense Authorization Act (NDAA) and Senate and House Armed Services Committee leaders to include in the conference agreement an expansion of the Troops to Teachers program.
In their letter to Senate and House Armed Services Committee Chairmen Carl Levin and Buck McKeon and Ranking Members John McCain and Adam Smith, the members urged that the final bill include a provision they drafted and secured in the House-passed bill to allow more veterans to teach in Colorado's and America's schools and to streamline and improve the program by reducing red tape and expanding the scope of schools in which veterans can teach.
“With an increasing number of dedicated men and women transitioning from military service into civilian careers, we should remove any barriers to enlist their talents in the effort to teach our children,” Bennet and the members of Congress wrote in the letter. “More than one million teachers are set to retire in the next few years. Enabling districts facing shortages in hard-to-staff areas to participate in Troops to Teachers will help our students prepare to participate in a 21st century economy while helping our veterans successfully transition to civilian life and continue to serve our country.
Earlier this year, the Senate committee responsible for education approved Bennet’s Troops to Teachers measure as part of a larger bill. Bennet worked with Reps. Courtney, Petri and Matsui to draft and secure a similar provision in the House version of the NDAA. Today’s letter is part of their efforts to ensure the measure will be included in the final version of the NDAA, which a conference committee will negotiate, that will be sent to the President for his signature into law.
The Troops to Teachers program, originally created in 1994, provides qualified troops with financial incentives to teach in the nation's neediest schools. Since the program was created, a majority of Troops to Teachers have been hired in seven states, including Colorado.
Despite the program's success, many men and women coming back from Iraq and Afghanistan are ineligible to participate in the current program because of certain restrictions, including requirement of six years of military service and limits on the number of schools eligible to participate in the program. In Colorado, many of the school districts located near military installations - where Troops to Teachers participants often prefer to teach - are excluded from participation because of these restrictions.
The provision is based on the bipartisan Post-9/11 Troops to Teachers Enhancement Act, which was introduced by Bennet and McCain and would make the Troops to Teachers program more accessible by reducing length of service requirements and expand the number of schools in which participants can qualify for a stipend toward the costs of becoming a teacher.
For more information on the Post-9/11 Troops to Teachers Enhancement Act, please click here.
The full text of the letter is included below.
Dear Chairmen Levin and McKeon and Ranking Members McCain and Smith:
We write to respectfully urge you to include key provisions related to the Troops to Teachers (TTT) program in the Conference Agreement of the FY2012 National Defense Authorization Act (NDAA). Specifically, we urge you to include provisions that would expand the opportunity for veterans to participate in the program and increase the number of participating schools.
We, along with Senator McCain, introduced legislation to accomplish these goals - opening the program to veterans with four years of continuous active duty service and expanding the number of eligible schools where TTT participants can teach. This language, along with a transfer of the program from the Department of Education to the Department of Defense, was added to the House NDAA legislation in an amendment sponsored by Reps Courtney, Petri and Matsui (see Sec. 548, H.R. 1540). The amendment passed by voice vote as part of an en bloc amendment.
In the Senate, similar language was included in amendment #1318, sponsored by Senators Bennet and McCain. Amendment #1318 differs from the House language in that it does not include a transfer of the program to DOD and it includes study language added to the Senate NDAA legislation during markup (see Sec. 1048, S. 1867). Amendment #1318 was agreed to and included in a larger package of cleared amendments; however, the package was blocked from inclusion in the final bill for reasons unrelated to the TTT changes.
We understand that there has been debate regarding the transfer of the program to the Department of Defense. The House and Senate bills differ on this. Regardless of what the conference committee decides regarding the transfer, it is our priority that the changes mentioned above -- expanding the eligibility of the program to service members with four years of continuous active duty service and expanding the eligible schools where TTT participants can teach -- be included. These changes are highlighted in the attached Bennet-McCain Amendment. It is our understanding that there was no opposition to this amendment language.
With an increasing number of dedicated men and women transitioning from military service into civilian careers, we should remove any barriers to enlist their talents in the effort to teach our children. More than one million teachers are set to retire in the next few years. Enabling districts facing shortages in hard-to-staff areas to participate in Troops to Teachers will help our students prepare to participate in a 21st century economy while helping our veterans successfully transition to civilian life and continue to serve our country.
Thank you for your consideration.
MAO'S LITTLE RED BOOK------straight from US YALE AND HARVARD----this was GREAT LEAPING LIZARD MAO's 'constitution' for a nation of 99% of Chinese citizens being told that this book was TRUTH----LAW----CONSTITUTION all wrapped in one. What came from mouth of MAO----never TRUTH by myth-making and propaganda is what was taught in far-right wing, authoritarian, militaristic, extreme wealth extreme poverty LIBERTARIAN MARXIST China. Here is global banking 1% FAKE NEWS BCC ----telling us this was a LEFTIST MILITARY CONSTITUTION.
THE LITTLE RED BOOK is simply our today's COMMONER CORE------COMMONER CORE lessons tied to global banking private military corporations will be K-CAREER MILITARY FOR ALL. This is HITLER YOUTHS-----it is MAO YOUTHS----and it is all FAR-RIGHT WING GLOBAL FASCISM.
When our US 99% of military veterans come back to civilian life to be teachers thinking that ANTI-WAR protesters were COMMI LEFTISTS hating our country-----they are shouting nothing but FAKE NEWS---MYTH-MAKING AND PROPAGANDA ----and are not tied to our US Constitutional history but a MILITARY LAW-----back in 1960s military law was held accountable to our US Rule of Law---US Constitutional rights and our military received a US wage and quality of life. NONE OF THAT EXISTS TODAY ----MOVING FORWARD simply kills those very freedoms, liberty, justice, pursuit of happiness for what our US 99% fought and died.
NOW, OUR US 99% OF RETIRED MILITARY ARE BEING TOLD TO TEACH MAO'S LITTLE RED BOOK TO OUR US 99% OF K-12.
'During China's "Cultural Revolution" it became virtually mandatory to own and carry one'....we see what today's OUR REVOLUTION for only the global 1% is tying its EDUCATION REFORM goals to.
Who, What, Why: What is the Little Red Book?
- 26 November 2015
Shadow chancellor John McDonnell threw a copy of Mao's Little Red Book at George Osborne. What exactly is the tome all about, asks Jon Kelly.
"Let's quote from Mao" is not a remark that's commonly heard in the House of Commons, but McDonnell said he did so as a joke to draw attention to sales of British assets to the Chinese government. Picking it up, the chancellor replied mockingly that it was his shadow's "personal signed copy".
It's an icon of China and communism as well as a work of propaganda. More than a billion copies have been published, making the book, often wrapped in its distinctive vinyl cover, one of the most widely produced of all time. During China's "Cultural Revolution" it became virtually mandatory to own and carry one.
The Little Red Book - or, to give its full title, Quotations from Chairman Mao Zedong - contains 267 aphorisms from the Communist Chinese leader, covering subjects such as class struggle, "correcting mistaken ideas" and the "mass line", a key tenet of Mao Zedong Thought. Included is Mao's famous remark that "political power grows out of the barrel of a gun".
Originally produced in 1964 by the People's Liberation Army - an early version was titled 200 Quotations from Chairman Mao - it soon became a key feature of the leader's personality cult. The Ministry of Culture aimed to distribute a copy to every Chinese citizen and hundreds of new printing houses were built in order to achieve this. Mao himself reportedly liked its resemblance to books of quotations by philosophers such as Confucius.
LITTLE RED BOOK TO ALL CHINESE CITIZENS SOUNDS LIKE OUR US CONSTITUTION TO ALL US CITIZENS.
During the Cultural Revolution, in which millions were persecuted or killed, owning it "became a way of surviving", says Daniel Leese, professor of modern Chinese history and politics at the University of Freiburg. Paramilitary "Red Guards" mobilised by Mao to purify the Communist Party would check whether those suspected of bourgeois tendencies were carrying it or whether they could quote from it.
As the regime attempted to export its ideas as a form of "soft power", millions of copies were published in translation and sold abroad. It was taken up by Western radicals such as the Black Panthers and passed around as a samizdat text in the Warsaw Pact nations, where the USSR's split from China ensured it was banned.
INDEED, BLACK PANTHERS KNOWN TO BE WORKING FOR CIA/OLD WORLD KINGS KNIGHTS OF MALTA.
Mao's successor Deng Xiaoping disliked the book and tried to suppress it, says Leese, but this only served as a kind of "viral marketing". While its appeal today may be nostalgic or even kitsch, McDonnell's stunt may have temporarily boosted its British sales - since his speech, the Sun reported, left-wing bookshops have sold out of it.
LEFT WING STORES SOLD OUT OF FAR-RIGHT WING GLOBAL BANKING 1% CORPORATION GREAT LEAPING LIZARD MAO. OH, REALLY???? YOU MEAN FAR-RIGHT WING STORES.
Quotations from the Red Book
- "Every Communist must grasp the truth: Political power grows out of the barrel of a gun."
- "All reactionaries are paper tigers. In appearance, the reactionaries are terrifying, but in reality they are not so powerful."
- "A revolution is not a dinner party, or writing an essay, or painting a picture, or doing embroidery... A revolution is an insurrection, an act of violence by which one class overthrows another."
GREAT LEAPING LIZARD MAO's task was turning a peaceful, civil society into a MILITARY JUNTA societal structure that went with the global banking 1% NEO-LIBERAL/MARXIST structure where the global banking 1% getting extremely rich with NAKED CAPITALISM kept the 99% of Chinese citizens tied to CULTURAL REVOLUTION leaving them BEHIND.
The important public policy stance in this conversation was MAO taking Chinese society to a MILITARY JUNTA configuration creating what would be K-CAREER schools all geared to MILITARY as it was given the STALINIST no truth-telling PEOPLE'S LIBERATION ARMY.
'Originally produced in 1964 by the People's Liberation Army.....The best-known editions are the military versions covered in red plastic and shrunk to fit the pocket of an army uniform – hence the book's nickname in the west.'
That is the entirety of RACE TO TOP COMMONER CORE----with NDAA sending in military teachers to what will be global corporate campus SCHOOLS.
Our US 99% of WE THE FORMER MILITARY need to WAKE UP AND BE US CITIZENS------stop allowing these structures to MOVE FORWARD.
Mao's Little Red Book to get revamp
New version of Quotations from Chairman Mao, the world's second most published book, to hit Chinese shelves in November
Tania Branigan in Beijing
Fri 27 Sep 2013 10.54 EDT First published on Fri 27 Sep 2013 10.54 EDT
Chinese singers perform with their copies of the Little Red Book in hand in 1971. Photograph: Frank Fischbeck/Time & Life Pictures/Getty Image
EVEN CHINA HAS ITS GLOBAL BANKING 1% FREEMASON STARS CREATING FADS!
It will not be especially little, and the cover will be only partly red. But a new version of the world's second most published book is due to appear on Chinese shelves, decades after it fell from favour with the end of Maoism.
The re-emergence of Quotations from Chairman Mao – better known as the Little Red Book – comes amid an official revival of the era's rhetoric. China's leader, Xi Jinping, has embraced Maoist terminology and concepts, launching a "mass line rectification campaign" and this week even presiding over a televised self-criticism session.
Only the Bible has been printed more often than the Quotations, which was a keystone of Mao's personality cult. A billion copies circulated in the Cultural Revolution – the population pored over it in daily study sessions; illiterate farmers memorised chunks by heart. In the west, translations were brandished by radicals.
But the political frenzy ebbed, and production of the Little Red Book had mostly stopped long before Mao's death; afterwards, as China embarked on reform and opening up, officials began to pulp copies. Later, in a more relaxed age, commercial reprints and introductions to his thought appeared, but no new editions of his works: "This has been a very sensitive topic," said Daniel Leese, author of Mao Cult and an expert on the era at the University of Freiburg.
The new version is due for release in November, just before the 120th anniversary of Mao's birth. Its chief editor, Chen Yu – a senior colonel at the Academy of Military Science – describes it as a voluntary initiative. "We just want to edit the book, as other scholars work on the Analects of Confucius… We don't have a complicated political purpose," said Chen.
But Leese suggested it was a "trial balloon" from Maoist sympathisers: "If they hadn't seen how the general tone towards the Maoist heritage had changed, I don't think they would have dared. This is party internal politics popping up in the public sphere."
Chen said his team of 20 had worked for two years on the project, under pressure from left and right. The title may not include the word "quotations", he said, and will be attributed to Mao Zedong instead of Chairman Mao because the former is more neutral.
The best-known editions are the military versions covered in red plastic and shrunk to fit the pocket of an army uniform – hence the book's nickname in the west.
Many knew the text well enough to cite quotes by page number; they became ideological weapons to be wielded in any political struggle. Under siege by Red Guards, the then foreign minister reportedly retorted: "On page [X] it says Comrade Chen Yi is a good cadre …"
But they also coloured even commonplace exchanges, as described by one historian: "Serve the people. Comrade, could I have two pounds of pork, please?"
This time the cover will be at most partially red, said Chen. The new book will draw on other compilations of Mao's sayings and writings, remove quotes wrongly attributed to Mao and correct those which have become distorted.
An "internal reference" version with limited distribution will run to double the length – 240,000 characters – and include "thoughts about the Cultural Revolution and other special events confirmed as wrong by the government", Chen said, so that people could study Mao comprehensively.
Leese noted that unlike other collections of Mao's thought, the Little Red Book covered his later years in power – which saw the purges of the Anti-Rightist Campaign , the Great Famine and Cultural Revolution.
Mao still occupies a place of honour in modern China. His body lies in state in Tiananmen Square; his portrait hangs from its gate; and his face gazes from banknotes. Others have appropriated his heritage in unexpected ways: "There is a whole industry of Mao's thought as managerial wisdom, much as became of Sun Tzu's Art of War," said Jeremy Paltiel, a Carleton University expert on the Communist party.
But the party has drawn a veil over the later years of Mao's rule since its 1981 resolution proclaimed that he was 70% right, 30% incorrect. The return to that period's terminology has confused and in some cases concerned observers.
"[Xi] might not be the initiator, but he certainly endorses it," said Joseph Cheng, a political scientist at the City University of Hong Kong.
Some perceive a tactical manoeuvre, designed to appeal to leftwingers estranged by the trial of Bo Xilai and concerned that financial and economic reforms will be unveiled at a key party meeting in November.
Others see genuine conviction: "Xi believes in Maoism. He wants to completely revive Mao's policy and he has already started it," said political scientist Zhang Ming.
That does not mean a return to class struggle or abandonment of the market. Rather, it is about the Great Helmsman as a guide for party leadership.
"It is not the same era any more," said Beijing-based historian Zhang Lifan. "He will not actually do exactly what Mao did. He just makes a gesture as if he will."
When we read in our US FAKE NEWS media outlets that global banking 1% BILL GATES AND ANNENBERG have suddenly decided that COMMONER CORE was not a success and its time to EDUCATE LOCALLY-----what they are saying is this: we have spent these several decades of OBAMA era installing all that ONE WORLD ONE TECHNOLOGY GRID internet needed to push our US students in front of computer screens----now they simply need to kill US TEACHING PROFESSIONALS----kill all those global banking 5% freemason/Greek TEMPORARY SMALL BUSINESSES------and bring in part-time temporary education techs as TEACH FOR AMERICA who will simply put online lessons in and plug US 99% of students in.
THE ONLY PEOPLE MAKING ONLINE LESSONS ARE GLOBAL BANKING 1%----NOTHING LOCAL.
All this called PEOPLE'S REVOLUTION in education reform to help those US 99% of poor----of workers----making girls equal to boys----it is SO DEMOCRATIZING say global banking 1% OLD WORLD KINGS KNIGHTS OF MALTA.
Network Infrastructure Requirements for Common Core Assessments
Will your district pass the test?
Andrew Dyrli Hermeling
District Administration, March 2013
Network infrastructure at the Forsyth County (Ga.) Schools has allowed districtwide use of wireless devices, brought in by students or provided by the district, and desktop computers, as students at Vickery Creek Elementary School work on a project.The Partnership for the Assessment of College and Career Readiness (PARCC) and the Smarter Balanced Assessment Consortium (SMARTER Balanced) are developing the next generation of assessment tools in line with Common Core. And both consortia are developing online assessments that will replace traditional paper tests.
As Bailey Mitchell, chief technology and information officer at the Forsyth County (Ga.) Schools, states, “the new online assessments are going to require a lot of computer hardware and connectivity to enable the provision of Common Core.”
To meet these minimum requirements, district leaders are going to have to assess their bandwidth capabilities, their operating systems, the speed and number of machines required for testing, the quality and coverage of their wireless network, and both student and faculty familiarity with software and the digital testing environment.
Minimum Bandwidth Requirements
In May 2012, State Educational Technology Directors Association (SETDA) released “The Broadband Imperative,” a paper that addressed these upcoming infrastructure needs. In it, SETDA designed bandwidth benchmarks for schools, setting the minimum requirements at 100 Mbps per 1,000 students and staff by the 2014-2015 school year and 1 Gbps per 1,000 students and staff by 2017-2018.
Schools need to include day-to-day operational bandwidth in their estimates concerning what is required just for testing, SETDA states. Classrooms that use digital teaching techniques, such as streaming audio and video feeds or virtual conferencing, along with administrative functions, such as Voice over IP (VoIP) telephone solutions, will continue to use bandwidth even as portions of the school are engaged in assessment.
Mitchell adds that district leaders must understand the unique broadband requirements that come from running so many educational devices, such as laptops, tablets, and smartphones on one network.
At the 2012 SETDA Leadership Summit, Carol Mosley, from Louisiana’s division of planning, analysis, and information resources, said that her state required that test administration be compatible with the Windows XP operating system. While online tests have been designed to be compatible with older operating systems, SETDA does point out that ideal testing environments will have the most recent operating system.
And while the minimum requirements for processing speed and RAM for testing machines varies from state to state, the state of Delaware, according to another SETDA report, “Technology Requirements for Large-Scale Computer-Based and Online Assessment: Current Status and Issues,” recommends that all future machines purchased for testing purposes have minimum specifications of a 1.3 GHz processor, 2 GB RAM, and an 80 GB hard drive.
Mosley, in her presentation, indicated that in their internal technology survey, Louisiana determined that their schools should have one machine for every seven students to ensure that testing is not slowed by machine availability.
And a third paper, “Getting Ready for Online Assessments,” written by Digital Learning Now!, urges district leaders to move beyond compliance. “Minimum requirements are just that—the bare minimum technical specifications needed for the technology to work,” the paper states. “It is critical that districts plan not for the minimum, but for what is needed to deliver a high-quality learning and assessment experience for students and teachers.”
Network Quality and Coverage
While ideal broadband rates may meet SETDA’s benchmarks, old wireless routing devices, less than ideal Wi-Fi coverage due to poorly placed routers, and outdated local network infrastructure can all hinder a network’s robustness. Thus, extensive network broadband verification, with multiple speed tests in various locations within a school building, needs to take place to ensure that the network infrastructure is up to speed, according to SETDA, in their report titled “Technology Readiness for College and Career Ready Teaching, Learning and Assessment.”
Student and Faculty Familiarity
Online assessments allow test writers to engage students beyond the fill-in-the-bubble methodology that has dominated standardized assessment in the past, experts have said, as noted in the technology readiness SETDA report These are not going to be the same multiple-choice tests that are simply delivered on computers as opposed to on paper.
Although Virginia is not implementing Common Core, the Department of Education has developed a strategic plan that parallels that of the SETDA recommendations. Sarah Susbury, director of the office of test administration, scoring, and reporting for Virginia, analyzed the success of Virginia’s online testing preliminary implementation. And it was clear that states should focus on training and practice testing so that students and faculty are familiar with the testing environment before taking the official assessment, Susbury adds.
And as the “Getting Ready for Online Assessments” report states, “schools should make testing environments as close to learning environments as possible. Districts should therefore plan for the type of technology they need to deliver digital learning experiences that students are demanding.”
Network Infrastructure Solutions
Organizations, such as Education Superhighway, assess4ed.net, and SMARTER Balanced, provide bandwidth speed testers for educators who want to make sure they are meeting minimum bandwidth requirements. Similarly, according to Mitchell, the Consortium for School Networking has launched a leadership initiative, called the Broadband Knowledge Center, to provide schools with easily accessible broadband information.
SETDA recommends that schools purchase local caching software that can alleviate some of the bandwidth demands on schools that may have trouble upgrading to a robust network due to finances, and consider testing on wired devices, like desktops or wired laptops, as wireless coverage can be uneven, especially in larger school buildings.
Susbury indicates that Virginia has begun providing professional development so that faculty can become familiar with new online testing methods.
The first step for a district is to investigate what sort of support is provided by its state. The Georgia Department of Education, for example, runs a statewide network that helps augment Forsyth County’s needs for internet connectivity, says Mitchell. And the district has been able to leverage federal e-Rate funds to discount what they need and keep costs down, he adds. District leaders worked closely with network provider Comcast to negotiate for a network that has bandwidth that can be adjusted as needed. “You could describe it as a district network and internet connection that has a volume knob. We can initiate needed increases without having to buy costly updates,” Mitchell says.
The increase in bandwidth will be the result of a transition from print-centric classrooms to digitally-rich classrooms that include wireless devices, integrating audio and video feeds, and the inevitable acceptance of student smartphones and tablets, he adds.
Diana McGhee, director of technology at the Ft. Thomas (Ky.) Independent Schools, also emphasizes the value of controlling bandwidth. “By employing Microsoft’s Threat Management Gateway network security software, we are able to reduce the amount of data streaming from sites such as YouTube and Netflix during online assessments to provide the greatest bandwidth possible for students as they take the test,” McGhee says.
WOW!! NO WONDER MICROSOFT AND APPLE EARNED HUNDREDS OF BILLIONS OF DOLLARS THESE SEVERAL YEARS OF RACE TO TOP COMMONER CORE.
This is especially important considering the Ft. Thomas district’s Bring Your Own Device policy. Regulating bandwidth access during test time ensures that those who need the bandwidth can receive it. And to make sure that bandwidth is not lost within the network infrastructure, the district’s six buildings are fibered in a wide area network (WAN) which provides them with a 10 Gbps connection to their network core. Such a fast connection is important as testing requires communication with a central and secure server.
The district began its network upgrades during the 2009-2010 school year and financed more than $200,000 toward the endeavor with a five-year lease, meaning that their final payment will be due during the 2013-2014 school year.
“Such a payment plan is a perfect way to make an extensive network upgrade feasible for your district,” McGhee concludes. “With proper planning and budgeting, any school district can do what we’ve done.”