Sunday, March 09, 2014
warsocialist welfare dug in deeper than an alabama tick...,
By CNu at March 09, 2014 0 comments
Labels: deceiver , disinformation , warsocialism , What IT DO Shawty...
Saturday, March 08, 2014
"protect and serve" welfare recipients have no rights that the warsocialist state is bound to respect
By CNu at March 08, 2014 24 comments
Labels: American Original , niggerization , unspeakable , warsocialism
warsocialist welfare support is concentrated in the confederate states of america...,
Where poverty, obesity, smoking, ignorance, and disease prevail. Deep dysfunction where warsocialist welfare, social conservatism, and the political right-wing rule. |
By CNu at March 08, 2014 0 comments
Labels: American Original , warsocialism
Friday, March 07, 2014
parliamentary sissies runnin nothin but they mouth...,
By CNu at March 07, 2014 8 comments
Labels: The Hardline , unspeakable , you used to be the man
parliamentary sissies fabulous ballin...,
By CNu at March 07, 2014 0 comments
Labels: global system of 1% supremacy , Pimphand Strong
parliamentary sissy fight signifying nothing...,
By CNu at March 07, 2014 0 comments
Labels: 2parties1ideology , Cathedral
Thursday, March 06, 2014
social cognition and social decision-making
By CNu at March 06, 2014 2 comments
Labels: neuromancy , What IT DO Shawty...
the real price of a cup of tetley tea...,
Poverty pay on tea estates in Assam fuels a modern slave trade ensnaring thousands of young girls. A Guardian/Observer investigation follows the slave route from an estate owned by a consortium, including the owners of the best-selling Tetley brand, through to the homes of Delhi's booming middle classes, exposing the reality of the 21st-century slave trade
By CNu at March 06, 2014 0 comments
Labels: hardscrabble , helplessness , peasants
the kafala system
By CNu at March 06, 2014 0 comments
Labels: hardscrabble , helplessness , peasants
Wednesday, March 05, 2014
a one-room school house for the 21st century..,
The Indianapolis campus is called Carpe Diem-Meridian. It's located on North Meridian Street, about two miles north of downtown, in a brand new two-story building across from a Wendy's and a liquor store. The school opened in August of 2012. It's designed for 300 students in grades six through 12; the first year there were about 90 students.
The school's founder, Rick Ogston, was a Christian pastor before getting into education. The idea for a school where students would spend part of their day learning on computer came to him after a prayer.
It was 2003. Ogston was running a charter school in Yuma, Arizona. He describes it as a "traditional" school with "traditional teachers, in traditional classrooms, doing traditional things." The school had been open for a few years and things were going pretty well. Test scores were fine. But Ogston felt something wasn't right.
One day he was walking the halls of the school, peering into classrooms. He saw students sitting quietly at their desks, listening to teachers lecture. Everyone looked kind of bored -- the teachers and the kids.
He went back to his office, put his head on his desk, and prayed for guidance.
When Ogston opened his eyes, the first thing he noticed was the cell phone clipped to his waist. Then he lifted his head, "and I looked on my desk and saw the computer." He scanned his office and noticed other forms of technology -- a copier, a fax machine. These were devices he rarely thought about, but now, looking around his office, he realized how much technology had changed the way he worked and lived his life.
Technology had not changed school, though. "We had some of it in classrooms," he says, "but it wasn't nearly being leveraged or used like it could be."
Ogston began to imagine a new kind of school, where students would use computers for their work as much as he did for his. Teachers could stop lecturing if students watched lectures on a computer instead. Teachers could then use class time to answer questions. Some teachers and professors around the country were already experimenting with this approach; it's known as "flipping the classroom." But Ogston didn't know about that. He was following his instincts.
Transforming his school from "traditional" to something new wasn't going to be an easy feat. He predicted teachers and parents would resist.
But then, as Ogston sees it, God intervened. The school lost its lease and the only space available in Yuma was a huge, open room in a University of Phoenix building. There was no way to turn the space into traditional classrooms. To keep operating, his school would have to do things differently. Ogston seized the opportunity to make his vision a reality. All of the students were going to be in one room, working independently on computers. It would be like a one-room schoolhouse for the 21st century.
By CNu at March 05, 2014 25 comments
Labels: edumackation , What Now?
lack of individualization is the 19th century school model's fundamental defect
The first thing to know is that everyone likes to learn.
"There is a sense of satisfaction, of fulfillment, in successful thinking," writes Willingham.
But it's not fun to try to learn something that's too hard.
"Working on a problem with no sense that you're making progress is not pleasurable," writes Willingham. "In fact, it's frustrating."
Working on a problem that's too easy is no fun either. It's boring.
What people enjoy is working on problems that are the right level of difficulty.
"The problem must be easy enough to be solved yet difficult enough to take some mental effort," Willingham writes. He calls this the "sweet spot" of difficulty.
The problem with most schools is that kids don't get to their sweet spot enough. There are 20 other kids in the class - or maybe 30 or even 40. Everyone is in a slightly different place. Some kids get it and want to move ahead. Others are struggling to catch up and need more explanation. It's a challenge for teachers. The best teachers try to meet each student's needs. But a lot of teachers end up teaching to the middle. That leaves a lot of kids bored, or frustrated, or both.
"I think teachers are acutely aware that this is an enormous problem," Willingham said in an interview. "I don't think it's easily solved."
You can trace the roots of the problem back to the Industrial Revolution. That's when American public schools as we know them today got started.
Prior to the rise of factories and cities, most people lived on farms and in small villages. Children were typically educated in one-room schoolhouses. "In such environments, education could be individualized," says Angeline Lillard, a professor at the University of Virginia who has written about the history of education.
Not everything was perfect in the one-room school. But if you were 10 and needed to learn addition, that's what the teacher taught you. If you were 5 and already knew how to write your name, you'd move on with the older kids.
Then in 1847 in Quincy, Massachusetts a new kind of school appeared on the scene. Instead of being together in one room, students were separated into classrooms based on how old they were. It was seen as a more efficient way to educate children.
"The whole country was so taken by this idea that we could improve through industrialization," says Lillard. "Mass production was going to be the wings through which we could fly into the future. And schools were no different."
By the early 20th century, some education experts were actually referring to schools as factories. Elwood Cubberley, dean of Stanford University's School of Education from 1917 to 1933, put it bluntly: Schools were "factories in which the raw products (children) are to be shaped and fashioned into products to meet the various demands of life."
"What we lost from the one-room schoolhouse days was individualization," says Lillard. "We replaced that with an expectation that all children be the same."
Today it's a big challenge to deal with the 10-year-olds who haven't learned addition; they're supposed to be doing fifth-grade math. There's not a good way to deal with the 5-year-olds who are ready to move ahead either.
By CNu at March 05, 2014 0 comments
Labels: common sense , edumackation
the left ineluctably retreats to smaller ideas, seeking to expand the options within the existing society
In fact, Obama was able to win the presidency only because the changes his election supposedly signified had already taken place. His election, after all, did not depend on disqualifying large chunks of the white electorate. As things stand, his commitments to an imperialist foreign policy and Wall Street have only more tightly sealed the American left’s coffin by nailing it shut from the inside. Katrina vanden Heuvel pleads for the president to accept criticism from a “principled left” that has demonstrated its loyalty through unprincipled acquiescence to his administration’s initiatives; in a 2010 letter, the president of the AFL-CIO railed against the Deficit Commission as a front for attacking Social Security while tactfully not mentioning that Obama appointed the commission or ever linking him to any of the economic policies that labor continues to protest; and there is even less of an antiwar movement than there was under Bush, as Obama has expanded American aggression and slaughter into Pakistan, Yemen, Somalia, and who knows where else.
Barack Obama has always been no more than an unexceptional neoliberal Democrat with an exceptional knack for self-presentation persuasive to those who want to believe, and with solid connections and considerable good will from the corporate and financial sectors. From his successful wooing of University of Chicago and Hyde Park liberals at the beginning of his political career, his appeal has always been about the persona he projects — the extent to which he encourages people to feel good about their politics, the political future, and themselves through feeling good about him — than about any concrete vision or political program he has advanced. And that persona has always been bound up in and continues to play off complex and contradictory representations of race in American politics.
Particularly among those who stress the primary force of racism in American life, Obama’s election called forth in the same breath competing impulses — exultation in the triumphal moment and a caveat that the triumph is not as definitive as it seems. Proponents of an antiracist politics almost ritualistically express anxiety that Obama’s presidency threatens to issue in premature proclamation of the transcendence of racial inequality, injustice, or conflict. It is and will be possible to find as many expressions of that view as one might wish, just as lunatic and more or less openly racist “birther” and Tea Party tendencies have become part of the political landscape. An equal longer-term danger, however, is the likelihood that we will find ourselves with no critical politics other than a desiccated leftism capable only of counting, parsing, hand-wringing, administering, and making up “Just So” stories about dispossession and exploitation recast in the evocative but politically sterile language of disparity and diversity. This is neoliberalism’s version of a left. Radicalism now means only a very strong commitment to antidiscrimination, a point from which Democratic liberalism has not retreated. Rather, it’s the path Democrats have taken in retreating from a commitment to economic justice.
Confusion and critical paralysis prompted by the racial imagery of Obama’s election prevented even sophisticated intellectuals like Žižek from concluding that Obama was only another Clintonite Democrat — no more, no less. It is how Obama could be sold, even within the left, as a hybrid of Martin Luther King Jr. and Neo from The Matrix. The triumph of identity politics, condensed around the banal image of the civil rights insurgency and its legacy as a unitary “black liberation movement,” is what has enabled Obama successfully to present himself as the literal embodiment of an otherwise vaporous progressive politics. In this sense his election is most fundamentally an expression of the limits of the left in the United States — its decline, demoralization, and collapse.
By CNu at March 05, 2014 0 comments
Labels: 2parties1ideology , Obamamandian Imperative
Tuesday, March 04, 2014
john kerry's priceless moment...,
By CNu at March 04, 2014 10 comments
Labels: American Original , Ass Clownery
1940's board game to teach kids tactics of colonialism
By CNu at March 04, 2014 0 comments
Labels: Living Memory , predatory militarism , What IT DO Shawty...
suffering? well, you deserve it!
By CNu at March 04, 2014 0 comments
Labels: governance , institutional deconstruction
Monday, March 03, 2014
asimov: the future of humanity - crunch time
By CNu at March 03, 2014 28 comments
Labels: cull-tech , cultural darwinism , food supply , What Now?
global riot epidemic due to demise of cheap fossil fuels
By CNu at March 03, 2014 0 comments
Labels: Irreplaceable Natural Material Resources , killer-ape , What IT DO Shawty...
china's poorest beat our best pupils...,
By CNu at March 03, 2014 0 comments
Labels: cultural darwinism , The Great Game , What IT DO Shawty...
Sunday, March 02, 2014
china plays the "acting white" card and calls departing u.s. ambassador a rotten banana...,
By CNu at March 02, 2014 18 comments
Labels: American Original , Ass Clownery
time and economic tide respect no culture...,
By CNu at March 02, 2014 0 comments
Labels: American Original , institutional deconstruction , Living Memory
this article perfectly describes what happened to the mythical black "community" at the end of legal segregation...,
By CNu at March 02, 2014 0 comments
Labels: American Original , institutional deconstruction , Living Memory
Saturday, March 01, 2014
human pheromones and food odors: epigenetic influences on the socioaffective nature of evolved behaviors
The microbiota–gut–brain axis: neurobehavioral correlates, health and sociality |
By CNu at March 01, 2014 6 comments
Labels: ethology , food-powered , What IT DO Shawty...
biota, diet, brains, power...,
By CNu at March 01, 2014 0 comments
Labels: food-powered , Genetic Omni Determinism GOD , microcosmos
iron, dopamine, activity, creativity...?
By CNu at March 01, 2014 0 comments
Labels: food-powered , Genetic Omni Determinism GOD
vitamin d, serotonin, autism, sociality...,
By CNu at March 01, 2014 0 comments
Labels: food-powered , Genetic Omni Determinism GOD
Fuck Robert Kagan And Would He Please Now Just Go Quietly Burn In Hell?
politico | The Washington Post on Friday announced it will no longer endorse presidential candidates, breaking decades of tradition in a...
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theatlantic | The Ku Klux Klan, Ronald Reagan, and, for most of its history, the NRA all worked to control guns. The Founding Fathers...
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Video - John Marco Allegro in an interview with Van Kooten & De Bie. TSMATC | Describing the growth of the mushroom ( boletos), P...
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dailybeast | Of all the problems in America today, none is both as obvious and as overlooked as the colossal human catastrophe that is our...