#its part of my curriculum for cultural competency

[birdyverdie]

Wow. 6 people in a group and only one of them can cook (me).

[hadesoftheladies]

Girl I FEEL you on the cities thing 😭 there's just something so strange about it. Not all of them ofc but I think it's just what happens when so many strangers are in such tight quarters, empathy can get people hurt if they show too much and that has the weirdest unexpected effects on behavior

i live in the capital city of my country and it gets more populated every day. it is common for us to have positive and enthusiastic conversations with strangers. please note, my city is also one pumping with migrants from all over the world and i live at the CENTER of it. it is nothing like what i experienced in florida, new york or central missouri. i was in the suburbs of central missouri. i saw both manhattan and queens in new york, and i stayed for some time in miami, florida. it was actually the less populated places that had the weirdest people. like both the white and black americans had very strange behaviours. anti-social to the extreme. (in central missouri people would just stare at you and then fake smile or walk away and they'd avert their eyes, keep their heads down, greet no one even people they knew, mumble, stare into the abyss through you LIKE???) it made me question if i grew up speaking english my whole life just because of how weird their communication was. like we had no lingual cues in common and i had an american education! we were literally there to compete as schools under the same curriculum. (most normalest people there were anyone of asian decent, anyone from africa, the guys from honduras, and the two russians that came, and the canadians, at least half of them)

it was actually people from the southern states and new york that talked the most normal throughout my entire trip. new york actually had the most normal people, even among the students i met there. like conversation was natural with them. new york felt like being in my home city, just more ocean-smell. (although in most cases i was only meeting and talking to poc). however, i've also never seen despair on so many people's faces than i did in manhattan. i've never been scared of someone looking miserable but when i say i saw a man whose eyes were black with hopelessness . . . i've never forgotten that look on that caucasian man's face. i've never in my life and in all the places i've been to seen such abject despair on a human being.

i think, bringing it all together, and given what i know about friends and families staying there (i have family in scarsdale, new york and some old childhood family friends in redding, california, and a cousin of mine who stayed in philadelphia for a while) i just . . . let's just say the US is the capitalist capital of the world and it shows in their population. like the mental state of North Americans is just radically different from what a lot us go through. having such a highly consumerist and individualistic culture has really done numbers on so many people there. not to mention its such an efficient empire in terms of mass destruction and propaganda. china is its biggest competitor in that department. i think it's also why that part of the continent has some of the highest rates of mass shootings and serial killings. that system is just so efficient at making sociopaths out of human beings. and the large-scale violence that underscores nearly every interracial relation is just incredible. a family friend is doing university in the US--forgot the state--and he was just like being a black person there is so different from studying in the UK. like it's just so much more oppressive. UK has racists but it's not as dire as the US. you're insulted but not as heavily profiled. in the UK, there's some unspoken respect or understanding given toward foreign students (at least from east africa) because they know we're just there to study and get to work. there's also just way more accommodation and consideration.

the US . . . like it's just depressing going there. also didn't realize how much equatorial privilege i had until i was in florida in the summer with hurricane alerts on the TVs. i have never been blown sideways by the wind. it was crazy!

like my country has frequently struggled with tribalism, but by god it's just not that bad (although our police force is also heavily underfunded). like y'all's government and oligarchs fucked y'all up so bad. your history and economy have just been roasting the humanity you guys are fighting to keep to death. good luck, man. like for all your wealth, i sincerely would never trade places. and im not just saying that to make myself feel better lol. i would not survive. my anxiety would spike up by 1000000000x I'd just get cancer from the stress in like two months.

that being said i also desperately need to leave my city for like a six month vacation XD. i crave the countryside and there's too much noise.

[nandiotstudent]

It’s the final stop to a new adventure.

As I stand at the threshold of closure, reflecting on my community engagement journey in MR, I remember the profound impact of this experience on my personal and professional growth. The intricate web of relationships, challenges, and triumphs has woven a rich tapestry of lessons, inviting me to re-examine my values, principles, and understanding of the community and what it means to be an occupational therapist in the community for the community. Moving from hospital-based medical models to community-centred care, I discovered the role social aspects play in healthcare.

Cultural competence is something that I have learnt to be quite important when working with a community, and a part of this is understanding my own bias and how this can impact the services provided. Firstly, what is that? See this link to learn more or the video for quick understanding.

The MR community was the first community that I had serviced, where the majority were people who were not of the same culture as me. This was then my first experience, which caused a bit of anxiety as I was unsure of how the people in the community would perceive my own approaches and personality. This then created uncertainty in my own therapy, which, at some point, threatened the meaningfulness of my intervention. This required me to step and analyse the situation and ask the people around me to give background on my own actions. This was a shift for me; the harsh reminder to check my biases and see how they are causing me to perceive the community in a different light was needed. I could sometimes describe the experience as a punch in the gut, but it was necessary. As a community therapist, reflection is undoubtedly the most important thing to do. Evaluate whether you are treating the community or treating what you think of the community. I initially struggled as I had to really evaluate and understand myself and my influence on therapy and its outcomes. At times, I found myself reverting and making assumptions about therapy when this could have been avoided by asking questions. Now, because of that guilt, I found myself bending over backwards to make up for it, which I truly regret because not only did I use time incorrectly, but I became passive. It took time to understand and accept my mistake, and at times, I remember the feeling of regret, but this has become a motivator, reflecting on the chain of events and noting my mistakes to learn from them. After all, aim for progress, not perfection.

 Initially, the term community only meant the physical area people lived in. Upon entering the OT curriculum, I learned that there is so much more to the term. There were multiple definitions, such as “ A common definition of community emerged as a group of people with diverse characteristics who are linked by social ties, share common perspectives, and engage in joint action in geographical locations or settings.” (MacQueen et al., 2001). There are multiple different understandings of what a community is. See the link to read more on the definitions of community.

But for now, looking at the table below from the above article helped me realise how much more there is to community and how diverse community is and can be described. This new information made me feel as if I wasn’t doing enough; if I don’t understand what a community is, how can I service it?

(Cobigo et al., Pg188, 2016)

I had heard about the MR community from others, and there were very similar, there were stereotypes mentioned about the demographic in the community, which are similar to other communities. This had me question, is this a generalisation of a demographic, or is this the community itself? After spending time relearning what a community is, I stumbled upon a statement that evoked the “Aha!” moment in understanding what makes a community. Doll (2010) states that the basis of a community is the relationships, and the communities of people come together to do something that cannot be easily done in isolation. Based on this, the communities will have unique cultures, relationships, views on health and occupations. This helped me understand the purpose of the block a bit better. This taught me that having a fixed, immovable view on health and the services that I should provide will not benefit the community. I have understood the needs, the views and the culture to make OT meaningful and relevant. I cannot come into a community with my own perceptions and ideas and force them on the community. This requires me to be adaptable, understand what the core values of OT are and adapt and apply them accordingly. See the link below to read more on OT core values and ethics from the American Journal of Occupational Therapy.

The medical model (“The medical model is how mental and emotional issues are related to biological causes and problems.” (studysmarter, 2019)) is used quite a bit in the hospital setting, which is the model I have been exposed to the most. The perspective shift in the community of using the social model was quite profound. It encouraged me to learn to see what other factors there are that affect the individuals. In the community, you see the person, the environment, and the people surrounding them. It was a new, fascinating approach that created a holistic view of the client compared to the medical model. The harsh reality of my past shortcomings hit, and I questioned quite a bit about myself and my views on health. Who did I have in mind when providing intervention? The solution to this seems so simple: to always reflect on myself and my actions and understand that I am still growing, I am still learning and that I must use these opportunities to set up the foundation to be an effective community therapist who does not contribute to the failures of healthcare that we see and perpetuate the disadvantages in the community. I feel that although I have not reached the full level of competence to become a through and through community occupational therapist, this experience helped me shift my thinking and take note of more than the illness, more than the disability, but the environment, be it social, emotional or physical. I have begun to recognize what holistic means, even though it is the end; it’s the beginning of me as a new therapist.

(communication theory, 2023)

Understanding myself and how my actions can positively or negatively influence my intervention is something that I constantly have to reflect on. Understanding what a community actually is and being more open-minded and accepting are the key experiences from this experience. I had to rethink my values and thinking, take those lessons learnt, and apply them to the next day. As I prepare to hand over the reins, I recognise that closure is not a conclusion but a transition and an opportunity to consolidate gains, acknowledge limitations, and forge a path forward. This reflection, therefore, serves as a bridge between past experience and future aspirations, inviting me to integrate the benefit of hindsight into a renewed commitment and service to my future communities. This journey has changed me, and I am forever grateful for the lessons learnt and the experiences gained.

REFERENCES

American Journal of Occupational Therapy. (2020). AOTA 2020 Occupational Therapy Code of Ethics Preamble. https://www.oregon.gov/otlb/Documents/ajot74S3006_edt%201..13.pdf

Cobigo, V., Martin, L., & Rawad Mcheimech. (2016). Understanding Community. Canadian Journal of Disability Studies, 5(4), 181–181. https://doi.org/10.15353/cjds.v5i4.318

communication theory. (2023, January 17). Experiential Learning – Kolb’s Learning Styles And Cycle. Communication Theory. https://www.communicationtheory.org/experiential-learning-kolbs-learning-styles-and-cycle/

Doll, J. (2010). Community practice in occupational therapy: What is it. Program Development and Grant Writing. Making the Connection; Doll, J., Ed, 1-31. https://samples.jbpub.com/9780763760656/60656_ch01_doll.pdf

MacQueen, K. M., McLellan, E., Metzger, D. S., Kegeles, S., Strauss, R. P., Scotti, R., Blanchard, L., & Trotter, R. T. (2001). What Is Community? An Evidence-Based Definition for Participatory Public Health. American Journal of Public Health, 91(12), 1929–1938. https://doi.org/10.2105/ajph.91.12.1929

Tatenda Sayenda. (2020, November 3). Cultural Competence: Everything You Need Know. Human Capital Hub. https://www.thehumancapitalhub.com/articles/Cultural-Competence--Everything-You-Need-Know

Towson University. (2012). What is culturally competent healthcare? [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=E4k8YWqkjqo studysmarter. (2019). Medical Model: Definition, Mental Health, Psychology. StudySmarter UK. https://www.studysmarter.co.uk/explanations/psychology/basic-psychology/medical-model/#:~:text=The%20medical%20model%20is%20how,cells%2C%20and%20abnormal%20gene%20expression

[quality-choices]

My Experience at the Bangalore Culinary Academy: A Journey of Culinary Excellence

As someone passionate about cooking, I dreamt of refining my culinary skills and exploring diverse cuisines. This ambition led me to the Slurp Culinary Academy, a renowned Bangalore Culinary Academy known for its comprehensive programs and exceptional teaching.

Discovering Slurp Culinary Academy The decision to join Slurp Culinary Academy came after extensive research. Positive reviews and detailed course descriptions convinced me that this Bangalore Culinary Academy was the perfect place to pursue my passion.

The First Day: A Warm Welcome Walking into the Slurp Culinary Academy for the first time was both exciting and nerve-wracking. The state-of-the-art facilities and professional ambiance immediately impressed me. The staff and instructors at the Slurp Culinary Academy were welcoming and put me at ease right from the start.

Comprehensive Curriculum The curriculum at Slurp Culinary Academy covers a wide array of culinary arts. From foundational techniques to advanced culinary skills, every aspect is addressed with precision. We delved into various cuisines, learning not just recipes but also the history and culture behind them. This holistic approach provided a deeper understanding and appreciation of the culinary world, making this Slurp Culinary Academy stand out.

Hands-On Learning One of the highlights of the course was the emphasis on hands-on learning. Each session involved practical demonstrations followed by individual practice. Under the guidance of experienced chefs, we prepared a range of dishes, experimenting with different ingredients and techniques. This hands-on approach at the Slurp Culinary Academy was instrumental in building confidence and competence in the kitchen.

Mastering the Basics Before diving into complex dishes, the instructors ensured we had a solid grasp of the basics. We spent considerable time perfecting knife skills, understanding flavor profiles, and mastering cooking techniques such as sautéing, roasting, and grilling. These foundational skills became the building blocks for creating more elaborate dishes as the course progressed at the Slurp Culinary Academy.

Exploring Global Cuisines Exploring global cuisines was a particularly exciting part of the program. From Italian pasta and French pastries to Japanese sushi and Indian curries, we learned to prepare a diverse array of dishes. The instructors at the Bangalore Culinary Academy, who had extensive international experience, shared invaluable insights and tips, enhancing our culinary repertoire.

Baking and Pastry Arts In addition to savory dishes, the course included an extensive module on baking and pastry arts. We learned to make bread, cakes, pastries, and desserts. The joy of seeing a beautifully baked loaf of bread or a perfectly layered cake was immensely satisfying, thanks to the training at the Bangalore Culinary Academy.

The Final Project Towards the end of the course, we were assigned a final project to showcase everything we had learned. Each student had to design and execute a menu, demonstrating their skills and creativity. This project was a culmination of our hard work and learning at the Bangalore Culinary Academy, and it was incredibly rewarding to see our progress reflected in the dishes we created.

Conclusion Enrolling at the Slurp Culinary Academy was one of the best decisions I have made in my culinary journey. The comprehensive curriculum, hands-on learning, and exposure to global cuisines provided a rich and rewarding experience. For anyone passionate about cooking and looking to elevate their skills, I highly recommend the Slurp Culinary Academy. This Bangalore Culinary Academy offers an unparalleled culinary education that will leave you inspired and equipped to excel in the culinary arts.

For more information visit: Slurp Culinary Academy

[arjaysingh]

Maharishi Markandeshwar Medical College, Ambala

Maharishi Markandeshwar Medical College in Ambala is a well-known school where students learn to become doctors. It's a place where people go to study about how to help sick people get better. They have different programs like MBBS, where students learn about being a doctor, and MD/MS programs where they study more about specific areas of medicine. People pay different amounts of money to study here, depending on the program they choose.

 It's important to check the current fees by asking the college directly or looking on their official website. Overall, this college is famous for teaching medicine and helping students become great doctors.

Maharishi Markandeshwar Medical College (MMMC), located in Ambala, Haryana, is a prestigious institution known for its excellence in medical education and healthcare services. Here is some general information 

History

Maharishi Markandeshwar Medical College was established in 2003 under the aegis of Maharishi Markandeshwar University (MMU), which is a deemed university recognized by the University Grants Commission (UGC).

Accreditation and Recognition

The medical college is recognized by the Medical Council of India (MCI) and affiliated with MMU. It follows the regulations and standards set by the MCI for medical education.

Programs Offered

MMMC offers undergraduate (MBBS) and postgraduate (MD/MS) programs in various medical specialties. The curriculum is designed to provide comprehensive theoretical knowledge and practical training to students, preparing them for successful careers in medicine.

Faculty and Infrastructure

The college boasts highly qualified and experienced faculty members who are experts in their respective fields. The campus is equipped with state-of-the-art infrastructure, including modern classrooms, well-equipped laboratories, libraries, and hospitals for clinical training.

Research and Academic Activities

MMMC encourages research and academic activities among students and faculty members. It provides opportunities for research projects, presentations, and publications in national and international journals.

Clinical Training

The college has tie-ups with affiliated hospitals where students receive hands-on clinical training under the guidance of experienced doctors and healthcare professionals. This training is an essential part of the medical curriculum and helps students develop practical skills and clinical judgement.

Extracurricular Activities

 Apart from academics, MMMC also focuses on the overall development of students by organising extracurricular activities, cultural events, sports competitions, and community outreach programs.

Placement and Alumni Network

The college has a dedicated placement cell that assists students in securing internships and job placements in reputed hospitals and healthcare organisations. It also has a strong alumni network, with graduates working in various healthcare sectors across the globe.

Overall, Maharishi Markandeshwar Medical College, Ambala, is committed to providing quality medical education and producing competent healthcare professionals who can contribute effectively to society's well-being.

As of my last update in January 2023, the fees structure for Maharishi Markandeshwar Medical College, Ambala, may vary depending on the specific program (MBBS, MD, MS) and other factors. However, I can provide you with a general idea of the fee 

MBBS Program

 The fees for the MBBS program typically include tuition fees, admission fees, examination fees, hostel fees (if applicable), and other miscellaneous charges. The total fees for the entire MBBS program can range from approximately ₹10 lakhs to ₹15 lakhs for the entire duration of the course, varying each academic year.

MD/MS Programs

For postgraduate medical programs such as MD (Doctor of Medicine) and MS (Master of Surgery), the fees structure may vary based on the specialisation and duration of the course. Generally, the fees for MD/MS programs are higher compared to undergraduate courses. The total fees for MD/MS programs can range from approximately ₹10 lakhs to ₹25 lakhs for the entire duration, depending on the specialisation and other factors.

Hostel and Other Charges

 In addition to academic fees, students may also need to pay for hostel accommodation, mess charges, medical insurance, library fees, etc. These charges can vary and should be considered when estimating the total cost of education.

It's essential to note that these figures are approximate and subject to change. For accurate and up-to-date information regarding the fees structure for specific programs at Maharishi Markandeshwar Medical College, Ambala, I recommend contacting the college directly or visiting their official website. Additionally, you may also inquire about any scholarship or financial assistance opportunities available for students.

Conclusion

In conclusion, Maharishi Markandeshwar Medical College, Ambala, is a renowned institution committed to providing quality medical education and producing competent healthcare professionals. While the fees structure may vary depending on the program and other factors, the college aims to make education accessible to students from diverse backgrounds. The approximate fees for the MBBS program range from ₹10 lakhs to ₹15 lakhs, while for MD/MS programs, it can vary from ₹10 lakhs to ₹25 lakhs. These figures include tuition fees, hostel charges, and other miscellaneous expenses. However, it's essential to verify the current fees structure by contacting the college directly or visiting their official website for accurate and up-to-date information. Overall, Maharishi Markandeshwar Medical College, Ambala, continues to uphold its reputation for excellence in medical education and training, preparing students for successful careers in the healthcare industry.

Read more about-MBBS IN INDIA YOUR MEDICAL JOURNEY

[natsunoomoi]

Holy crap. So like with the previous post I was thinking about Fushigi Yuugi again and kind of checking up on what was up with Byakko Senki cuz I haven’t checked on it in awhile and it looks like it’s on hiatus right now and she’s working more on Arata Kangatari, which is cool cuz I thought she finished that, but I guess not and she just took a break to like finish Genbu and do Byakko or something.

But also I was scrolling through her Twitter to find that she is really into this Chinese movie “Legend of Luo Xiaohei��� and so I was checking that out cuz so ironic that Japanese mangaka that got her big break writing manga about an ancient China setting is interested in a Chinese movie. So just looking through her Twitter thread and apparently she found out about Luo Xiaohei from watching a CM while watching Modao Zushi. LMAO It’s amazing, but this situation just feels like an ouroboros eating itself because I have a high suspicion that her work on Fushigi Yuugi imported into China back in the 90s was probably a huge influence on Chinese creators and artists to write their own stories about their culture and helped to popularize the xianxia and wuxia novel movements in more modern times. On top of that MXTX said she was inspired by a D. Gray-man fanfic and while she mentioned that title specifically, I think in the periphery Fushigi Yuugi itself and more recently Arata were probably an influence too. Growing up a number of my Chinese friends also said they got into anime overall because of Fushigi Yuugi because it was an anime and work from Japan about their culture and arguably done pretty damn well. 

In terms of the danmei movement as well, I’m pretty sure Fushigi Yuugi was included in what started the movement as the movement was influenced by Japanese BL that came in via Taiwan, and the beginning of Fushigi Yuugi had the whole thing between Nuriko and Hotohori even though that kind of went nowhere, Nuriko dies to everyone’s depression (I have several friends who refuse to watch the rest of the series after Nuriko dies because it’s not the same), and that whole ship goes off a weird deep end with Hotohori marrying a woman that looks like Nuriko. Also, the exact reasons for Nuriko being in the harem and all that. There was a whole lot of shipping in the 90s from Fushigi Yuugi and it was one of the first series that had a male cast that was almost entirely ikemen and I think the actual first reverse harem. A number of shows probably simultaneously popularized the female gaze in mainstream anime, but Fushigi Yuugi was definitely one of them. Like literally one or two years before there was a lot of manly men and guy’s guys kind of anime characters, but beautiful ikemen, no, not really. In 2021, there are some things about the series that are a bit problematic, but it’s influence on the world is pretty significant. It was one of the first shows I’d seen that had any kind of reference to homosexuality or transgender in it and although it’s not necessarily portrayed well, the fact that it was there and that Nuriko was such a beloved character it started a conversation and helped us to get to a time where the topics she represents can be more discussed. I’m actually not even sure what pronouns would be appropriate for Nuriko because of her reasons for what she did and in Japanese the pronoun problem is actually really easy to get around because you just don’t have a subject or speaking in 3rd person is totally normal. But still, without her the minds of thousands or even millions of fans around the world would not have been opened as early to LGBT topics. Her existence, even problematic as it might be, allowed people to consider and love a character of a different sexual orientation or gender identity than their own and just open their minds to just not being a homophobic, biphobic (cuz relationship with Miaka?), or transphobic piece of shit.

Then also Genbu Kaiden and Uruki’s powers. Yeah.... I mean, also kind of with the earlier discussion, the idea of dual cultivation I don’t recall even being brought up much before in most media, but such ideas were also banned and repressed in China at a certain point. Documentation shows it was more of an ancient practice that suddenly became known about again. The book I was talking about that has it more explicitly written is banned in China has its only original surviving copy in the Japanese National Library as it was one of the books brought to Japan by scholars escaping persecution in China and bringing with them books to escape one of the many episodes of mass book burning. According to my Chinese lit professor who had us read an English translation of that book as a part of our curriculum anyway. Supposedly the translator of said book had to go to Japan to read the original in order to write the translation. There’s apparently a number of ancient Chinese texts like that because book burnings were a thing at different points in Chinese history, so if you are a scholar of Chinese lit if you want a complete picture of your field for some texts you do actually have to come to Japan to do your research. But yeah, that power mentioned in that very book Watase-sensei gave to Soi, and also the story of Fushigi Yuugi takes place in that very library that contains that ancient copy of a banned and would have been lost to the world book. If you’re asking why a “dirty” book would be something a scholar would grab to save, ancient lit scholars do regard it as a rather well-written piece of literature even though the content of it is basically taboo.

But also the Fushigi Yuugi Suzaku Ibun game is a hot mess when it comes to this same issue because if you romance Nuriko you can save her from death and my friend Hikari said she wasn’t sure if she was happy about fucking with the universe like that. (I’m not either.) Nuriko’s death was such a huge impact on the story and everything. Also, notably, most of the Suzaku Shichiseishi died, but Nuriko had the LONGEST tribute. Like Chiriko and Mitsukake’s was like a tag on of a few minutes. Hotohori’s was too even, but it was addressed more in the later manga chapters the publisher pressured her to write and in the OVA series afterward.

Also, like Fushigi Yuugi other than the Neverending Story was one of the original sucked into a book holy shit how do I survive stories. Idk if SVSSS is influenced by it in that way, but it’s fair to draw the parallels because of the similar theme. It’s just canonically Taiitsu Shinjin is not behind the the system in the book and in a number of ways Shen Yuan is more competent than Miaka. Miaka gets a lot of shit though and when I re-watched FY a second time I actually found the gripes people generally have about it make up only a small part of the series. People just talk it up so much that it seems like a huge thing when it’s not. Plus the technical canon is only the original TV series because that’s where Watase wanted to end the story and that is an emotional rollercoaster that makes you cry so good. But like there’s some other kinds of parallels as well like how toward the end and like the last two episodes you hate Nakago up until the exact moment you find out why he’s an absolute asshole, and characters straight up criticizing him about how he’s an asshole the whole damn series just gives the same kind of feels that SY gave criticizing the original throughout SVSSS. Can’t say for sure, but Fushigi Yuugi has a lot of clout in a general sense.

But yeah, Watase-sensei said that she was really surprised by the animation quality of Chinese animation these days and she thought Japanese anime was going down in comparison. Same, yo. Same. But still, her work was probably a huge contributor to the movement that allowed MDZS to exist because her art is damn beautiful, Chinese influenced, and she had one of the first works in Asia to like bring the subject of LGBT issues into the mainstream after years of oppression from mostly Western influence because in pre-modern Asia no one gave a shit before and there’s a significant amount of classical novels that address some form of LGBT issues at least in Japanese lit and like even academic documentation that notes Confucius saying that doing it with a guy was better than with a woman. And the author of the work that probably was very influential to BL back in the 90s watches MDZS. She noted that there wasn’t any in the actual anime, which is true, but I think she helped that series to exist and she watches the anime so it’s kind of exciting.

I hope it influences her to go finish Byakko, but OMG I want her to finish Arata too because I like Arata. I should try to find time to read more of it because the anime is too short and the wiki descriptions of what’s happening are so damn confusing and incomplete.

[go-redgirl]

GOP wrestles with role of culture wars in party's future

Court: Black man enslaved by restaurant manager should be awarded over…

Marjorie Taylor Greene Roasted for 'Loyalty to Trump' Tweet After Texas…

Republicans wrestling over the future of the party are debating whether to embrace the culture wars that helped former President Trump cement his popularity with the GOP base.

The internal rift, which involves congressional leaders and potential 2024 presidential contenders, comes as Republicans have struggled to dent President Biden's popularity and as they plot their strategy to win back the House and Senate in the 2022 midterms.

While some in the GOP are eager to double down on Trump's brand of populism, others argue the party needs to return to its roots.

"I think that the long-term future of the Republican Party requires it to be some version of the traditional Republican Party: strong on national security, low taxes, limited government, limited regulation and in the broadest sense of the word, pro-business," said Vin Weber, a Republican strategist, who espouses the more traditionalist party.

But he also acknowledged, "We're at a moment when cultural issues are pushing everything else aside."

"There's no escaping that cultural issues are dominating," Weber said.

Issues that have dominated the conservative mediasphere in recent weeks include Major League Baseball's decision to pull the 2021 All-Star Game out of Atlanta because of Georgia's new voting law; the guilty verdict in the Derek Chauvin trial; a company halting publication of certain Dr. Seuss books due to racist imagery; and a false report that the Biden administration would limit meat consumption as part of its fight against climate change.

The vanguard pushing the GOP to become more populist in Trump's image include Sens. Ted Cruz (R-Texas) and Josh Hawley (R-Mo.) - two potential 2024 presidential candidates - who say they will no longer accept corporate PAC contributions.

"Starting today, I no longer accept money from any corporate PAC. I urge my GOP colleagues to do the same. For too long, Republicans have allowed the left & their big-business allies to attack our values & ship jobs overseas with no response. No more," Cruz tweeted on Wednesday.

That prompted an enthusiastic response from Hawley, who retweeted Cruz the following day.

"Yes! Corporate America has put Americans last. They ship our jobs to China, mock middle America's way of life, try to control our speech and run our lives," Hawley wrote. "It's time we stood up to them. I won't take corporate PAC donations & I'll fight to break up their monopoly power."

The bashing of corporations is striking a discordant tone with other Republicans at a time when they're trying to marshal a unified defense against Biden's plan to raise the corporate tax rate to 28 percent, from 21 percent, to pay for his infrastructure agenda.

"It's repudiating a segment of the American economy and the American electorate that has traditionally been very loyal to the Republicans. It's an amazing example of ideological shapeshifting to wage war along cultural lines," said Ross K. Baker, professor of political science at Rutgers University and a former Senate fellow.

Trump has yet to say whether he will run for president again in 2024, but on Thursday he said that if he did he would "certainly" consider Florida Gov. Ron DeSantis (R) as a running mate. DeSantis is a staunch conservative and longtime Trump ally.

Video: Full Panel: Biden promotes progressive agenda in divided Washington (NBC News)

PauseAd 00:09 - up next "Full Panel: Biden promotes progressive agenda in divided Washington"Loaded: 100.00%Unmute0Full Panel: Biden promotes progressive agenda in divided Washington

The competing GOP approaches in the post-Trump era are also reflected in the starkly different styles of Senate Minority Leader Mitch McConnell (R-Ky.), a strong defender of traditional Republicanism, and House Minority Leader Kevin McCarthy (R-Calif.), who has tied himself more to Trump's brand of conservatism.

McConnell hasn't spoken to Trump since mid-December and denounced the former president's role in the Jan. 6 insurrection. Since then, he has rarely invoked Trump by name.

McCarthy, by contrast, visited Trump at his Mar-a-Lago resort shortly after he left office and is now working closely with him ahead of the midterm elections.

Trump on Thursday renewed his call for Senate Republicans to replace McConnell as their leader, and promised to be a force in the midterms, citing his work with McCarthy.

But the lines in the internal debate over culture wars are fluid. McConnell joined in the tough talk directed at corporate America last month when he warned CEOs to "stay out of politics." He later backpedaled after being pressed on his longtime advocacy of allowing companies to spend freely on political campaigns.

More recently, McConnell led more than three dozen Senate Republicans in calling for the Education Department to abandon plans of offering grants to schools that include The New York Times's "1619 Project," which reframes U.S. history around the arrival of the first slave ship, in their curriculum.

"This is a time to strengthen the teaching of civics and American history in our schools. Instead, your Proposed Priorities double down on divisive, radical, and historically-dubious buzzwords and propaganda," the GOP senators wrote last week in a letter to Education Secretary Miguel Cardona.

Baker said Republicans see cultural hot-button issues as more effective in generating attention than attacking Biden, who has maintained strong approval ratings since taking office.

A Gallup poll released in April showed Biden's approval at 57 percent - 16 percentage points higher than Trump's numbers at the same point in his presidency.

"They realize that Biden himself isn't a very good target. But the one thing they can get the blood boiling with are cultural issues: the 1619 Project, Black history, Black Lives Matter," Baker said of Republicans.

Some Republicans want their party to focus less on those topics and more on the issues that unified Republicans before Trump: lower taxes, smaller government, deregulation and a strong national defense.

"I know there are these cultural issues ... that get people very worked up and exercised but I think that there's plenty on the policy agenda, lots of ammunition to debate and a lot of contrasts to draw," said Senate Republican Whip John Thune (S.D.). "You can get distracted."

Thune called the false claims about Biden planning to ban Fourth of July burgers and similar blowups "a distraction."

With Biden looking to spend $4.1 trillion on infrastructure, raise taxes and pull troops out of Afghanistan, Thune sees a prime opportunity for Republicans to get back to what had long been their bread-and-butter issues.

"The public historically, at least, has trusted us on national security issues, I think with good reason. And I think that will continue to be a strong issue for us," said Thune. "The economic cluster of issues, taxes and spending will also be grist for a very robust debate about the future of the country."

Meanwhile, some GOP lawmakers are worried that even the party's base isn't concerned about increased government spending and the price tags on Biden's infrastructure proposals, which are shaping up to cost $4.1 trillion.

The U.S. added nearly $8 trillion to the federal debt during Trump's four years in office and the Republican Party's base is now less concerned about the deficit than it was during former President Obama's first two years in office, when the Tea Party was on the ascent.

Sen. Mitt Romney (R-Utah), who was the GOP presidential nominee in 2012, indicated he would prefer Republicans return to what he considered their traditional strengths.

"I'm not going to criticize other Republicans [and] the issues they tend to focus on. For me, the amount of our debt has been a concern and continues to be and I'm going to continue battling on that front," he said when asked about the recent penchant for fellow Republicans to focus on the culture wars.

Romney said traditional Republican positions on taxes, fiscal responsibility and foreign policy "are right for our economy and right for our future and will return, hopefully, to the centerpiece of our party."

[spyder-m]

Shumako Week 2020, Day Five: Put Some Love Into It

@shumakoweek​ Day Five: Coffee / Cooking / Dinner Date.

AO3 / FF.net

Summary:  When her sister spoke fondly of the coffee sold by a shop in Yongen, Makoto felt compelled to try it. AU 

.

Makoto wasn't entirely sure what had brought her to the coffee shop in Yongen-jaya. The cafe had been out of her way, the complete opposite direction from both her apartment and the University campus. 

It seemed like a lot of effort to go to for something she could have just as easily bought from a vending machine, or one of the many chain stores dotted around the city.

Yet, hearing her older sister speak so fondly of the store's coffee had piqued her interest.

Sae was a perfectionist. For the coffee to have left such a good impression on her, it must have been of the highest quality.

Seeing as she rarely stopped by their apartment, perhaps Makoto had also hoped they might run into each other there.

Leblanc was tucked away in a narrow alley, boasting its own hustle and bustle unique from the sprawling metropolis. There were smatterings of children, families and pets, moving about between the local businesses.

Bells chimed as Makoto stepped through the front door, her body enveloped by warmth and the permeating scent of cigarettes and the store's many roasts.

It drew her eyes to the shelf lined with a variety of beans and spices. Makoto considered herself quite capable in the culinary department, yet she never realised there were so many different blends of coffee to choose from.

The range was rather overwhelming.

"Oh, welcome."

A middle-aged man stooping over the counter set down his newspaper to greet her. He stood beside a contraption made of numerous bulbs and clasps, appearing more like something out of a laboratory than any machine she’d seen in cafes.

"What can I get for you?"

"I- I'm not quite sure." Makoto answered, eyes drawn to the menu board. "There certainly is a lot to choose from."

"A newbie, huh?" The owner chuckled, before turning and setting to work. "Hold on. I can make you something I think you'll enjoy."

Hesitant, the strap of Makoto's bag slipped from her shoulder as she seated herself at the counter.

A black cat sauntered down the stairs with a stretch of its limbs and a long, deep meow, sniffing at her feet, curious. Makoto eyed the animal. For many businesses, its mere presence would be an obvious health violation.

Did Leblanc also double as a cat cafe?

"Here you are." The man called, Makoto's focus shifting back the counter-top as a steaming cup was placed before her.

"Oh, thank you."

Coffee was something Makoto had developed a taste for in high school; the caffeine helping her concentrate during long study sessions. While, over the years, she'd found a tolerance for the bitter nectar, it was never really something she savoured or choose to drink for any purpose other than necessity.

She was, by no means, a connoisseur.

Yet, the care shown to this particular blend was apparent to her from the moment it settled on her tongue. No sooner had the first sip of rich, brown liquid trickled down her throat, that Makoto was struck by a realisation.

She had never truly drunk coffee before. 

The city was crowded by people all in a hurry, rushing to make a train or their next meeting. They needed their coffee prepared as quickly as possible, the margin for quality wasn't quite as high.

Yet, in this shop, tucked away from the rush and demand, the owner had been afforded the time and luxury necessary to capture a roasts potential. Customers would wait patiently, sitting, engaged in relaxed conversation; almost an entirely different culture that Makoto had not been privy to.

Nursing her drink, Makoto began mentally mapping out alternate routes she could take to class; wondering if she could feasibly pass Leblanc on her way to University.

She would definitely be coming again.

.

The cafe provided a safe haven for Makoto when mid-terms rolled around.

Even having stayed at the top of her year and been entrenched in regular study sessions for as long as she could remember, the academic demands of University still gave Makoto challenge.

She was now competing against some of the best performing students from across the country, many of whom; like her; had scored the highest grades in elite prep schools. Makoto still held the coveted, number one spot but was having to work harder than she ever had before to maintain it.

Though normally favouring the library to study, Makoto had opted to avoid heading there for today. The facilities were packed out at this time of year, with students all trying desperately to fit in a last-minute binge of the term's curriculum, praying that the information would stick.

Finding a place to sit would be a nightmare. 

The ambiance of Leblanc, however, would allow her the concentration necessary for one last refresher of notes for her next exam. As well as a much-needed shot of caffeine.

"Oh. Welcome."

The unfamiliar voice startled Makoto, drawing her to a person behind the counter she did not recognise. Dressed casually in a button-down shirt and jeans; he peered towards her, his dark, shaggy head masked by glasses.

He was young, much closer to her in age than Sakura-san; or any of the cafe's regular clientele, for that matter. Seeming out of place amidst the shop's rather rustic decor.

Makoto wondered, momentarily, if she had mistakenly stepped through the wrong door, the evening having coated the streets in darkness.

Yet her eyes carried over the familiar canisters of beans and spices, suddenly enveloping her again in that eerie, nervous energy she had felt before. This sense of being out of place that Makoto thought she had managed to dispel. As though, in this stranger’s presence, the safe haven she had sought was slowly slipping away, an alien replica forming in its place.

"H- hello," she ventured after a moment. "Is- Is Boss around?"

The man behind the counter shock his head, black waves of hair rustling slightly with the movement.

"He had to step out for a moment. Left me in charge to run the store."

"Oh."

While the young man seemed pleasant enough, any further thought of conversation was stifled by Makoto's struggle placing the young man before her.

From the apron, and his position behind the counter, it was obvious he was working here. Yet, Makoto found this confusing. She had thought Sakura-san ran a one-man operation. Leblanc didn't seem like it did the business to afford, or even warrant, other employees.

Still, no other possible explanation could come to her. The only family Boss had mentioned to her had been a daughter, so this couldn't have been relative of his.

As she usually stopped by in the morning, it made sense that she wouldn't have seen him, until now.

Conscious suddenly that she had been standing, silently pondering, for several seconds; the part-timer still watching her expectantly; Makoto flushed.

"W- well, in that case. May I have a cup of Jamaican Blue?"

It was the first blend Boss had made for her. In a way, the aroma and flavour that had forged her connection to the Cafe and Boss. Perhaps retracing that palette would remind her of the comfort this room had brought her, making her feel home in her own skin and extending an olive branch to the stranger before her.

Blossoming perhaps a similarly fruitful relationship.

"Sure thing," the barista saluted. "I can't promise my coffee will be as good as Boss', but I am learning."

Though she wouldn’t dare admit it aloud, his words held true. His coffee was not as refined as Boss’. Still, it was familiar in its care, in the depth of its flavour profile. As she sipped from the cup with a contented sigh, it was clear to Makoto that he had followed the man’s instructions closely and would bud into a fine protégé.  

"So, what brings you here tonight?" The barista asked her between sips.

Normally such a conversation might bother Makoto, particularly when she had plans to study, but the man's easy smile and soothing timbre were welcome. Setting down her cup, she replied.

"I'm in the middle of exams at Tokyo University. I was hoping to get some last-minute revision in and needed the kick."

"Tokyo, huh? Isn't this kind out of your way? Or do you live around here?"

"No, I don’t. But the coffee is worth it. It's ruined me for anything else in the city."

"Really?" He chuckled. "Perhaps I could teach you then? That way you don't have to keep coming here."

Makoto smiled softly at the man's quip, but in all honesty she enjoyed coming here. Despite the laborious trips and extra train fare, sitting and savouring each finely prepared roast made it worthwhile. The store had a different atmosphere from anywhere else in the city.

"Oh, no. I couldn't trouble you. I don't have the equipment at home anyway."

She could only imagine how much she would need to save to be able to afford a proper coffee siphon like that. Nor where she could source beans the quality that Sakura-san used.

"Oh yeah, that's a problem." The part-timer nodded, scratching his head. "Still, it couldn't hurt to try."

Makoto's fingers stroked against her chin, weighing the temptation in her mind.

Though she had more pressing obligations, she couldn't deny her curiosity. She had watched Sakura-san prepare coffee many times and still hadn't been able to wrap her head around everything it involved.

"Are you sure it’s okay?"

"Why not?" The barista shrugged. "It's pretty much dead here, anyway."

Her books and plans to study momentarily forgotten, Makoto set her bag down; slipping on the apron that was handed to her in its place.

He led her meticulously through the process. Measuring out and grinding the coffee, using timers and thermometers to make sure everything was precise. Even breaking things down slowly, Makoto was a little overwhelmed.

To think that Sakura-san and his apprentice had to recall such an involved recipe off hand, all to make a single cup of coffee.

It was no wonder why they were of such quality. The love and effort that was devoted to each blend could not be substituted.  

His tutoring was disrupted by bells tinkered as the front door opened. Heart catching in her throat, Makoto turned as Sakura-san took her in; apron and all; with a look of bewilderment.

“Niijima-san? What are you doing here?” His employee waved from beside her with a sheepish grin “And you?

As Makoto attempted to stammer out an explanation, Sakura-san’s eyes narrowed at the space between, a mischievous, knowing glimmer crossing his features. 

"Oh. I’m sorry,” He said, voice suddenly devoid of any confusion.  “I didn’t realise you had company.”

“Boss, I-” Makoto's head bowed, apprehensive to meet his gaze.

“Please, don’t leave on my account. This old man’ll get out of your hair. Just make sure you lock up, kid.”

Though she wasn’t looking directly towards him, from her periphery, she could’ve sworn she caught Boss winking behind the counter, in their direction.

Puzzled, she glanced over at the man beside her who shrugged, a breathless laugh trailing from his lips.

It struck her as odd that the part-timer didn’t seem at all concerned about being caught by Boss in such a manner.

“I’m sorry. I hope you aren’t in any trouble.”

“Eh, don’t worry about it.” His hand waved, non-plussed. “I doubt he’s gonna fire me flirting with a customer. If anything, he’s probably pleased.”

“Y- you were flirting with me?”

“Well, I guess it wasn’t the most conventional method, but...” He blushed, rubbing at the back of his neck. “Yeah, that’s what I was going for”

“Oh. I- I see.”

Though she hadn’t thought anything of it, in hindsight, it seemed a rather strange offer to make out of the blue. From the way they had been standing close to one another, his hands helping to guide her through each step. Now that he had clarified, it seemed obvious.  

Shrinking in on herself from embarrassment, Makoto struggled to peel her gaze from the floor. The chain of events she had just endured leaving her mortified.

"It's uh... It's getting late. I might take this to go, if that’s alright.”

“Oh. Sure.”

Makoto wasn't even sure if Leblanc offered take-away drinks, typically, but the barista nonetheless retrieved a Styrofoam cup from behind the counter. Hands dipping into his pocket, he fished out a black marker and began to scrawl something on the side of the cup, pausing briefly to glance up at her.

“You know, I never caught your name.”

“Huh? Oh, it's Niijima. Niijima Makoto.”

Makoto frowned, wondering what reason he could possibly need her name for. She was the only one in the store, there wouldn't be any need for him to call it out.

“I'm Amamiya Ren.” He replied as he set the cup back down and began pouring out her coffee. “Pleased to meet you, Niijima-san. Seeing as you're a regular here, I guess I’ll see you around?”

“Yeah.”

Ren was careful to turn the cup away as he handed it over, shielding whatever he'd written from view. Bursting with curiosity, Makoto held off the urge to turn it around until she'd made it outside, beyond the reach of his gaze.

She was surprised to find printed there carefully was not her name but a series of digits – his number, presumably.

Rolling her eyes, a fond smile lifted Makoto's expression as she took another sip; the rich taste seeping tantalisingly between her lips.

She would definitely be coming back.

[amanlalakbay]

MSU Law Question 1: Why do you want to study law?

I am a proud that I belong to the Manobo tribe. Studying law was my dream since I was in High School. I have the vow to uplift our morale in the society since we are considered a low – class type of people.

           I want to study law because I have to push back against all types of discriminations that we experienced and change the narrative about how people knew us, being “less intelligent”, ��unhygienic”, “poor”, “barbaric” and “uncivilized”. I have to be among the Indigenous People who would prove that, we can be somebody we wanted to be and that we are not who they thought we were.

           I need to be equipped to defend my fellow tribesmen. The effects of militarization and war between the communist rebels and the government forces towards the IPs are the things that I always wanted to have initiatives on. Whoever’s fault it is, either it is of the communist’s since some IPs were brainwashed to be radical and are used as bulletproofs, or the government forces’ aggressive stand to combat terrorism, I strongly believe that IPs are the most affected group with this war, left with casualties and whose Indigenous Rights are violated.

           I need to study law because I dreamed of becoming a legislature and revisit the Indigenous People’s Rights Act. I want to make amendments, strengthen its implementation and add provisions to support the Indigenous People’s College Education. While we need to defend our ancestral lands, preserve our native language and promote our culture and tradition, we are weak if we do not have the access to College Education.

           I graduated from a State University but getting through it was almost impossible. We should demand that the government waives the requirement for the IPs to take College Entrance tests. I observed that there is a disparity with the quality of education among schools, which is sometimes the reason why IPs fail the exams. Merely, entrance exams could not define the totality of a person’s intelligence. If more people like me will be given the opportunity to go to college, imagine having more IP professionals who would contribute to nation – building and break the chain of inter – generational poverty.

            On the other hand, I have composed songs for peace and performed with the Kabpapagariya Ensemble of the MSU – GenSan to several occasions and a Mindanao – wide theater festival. Using theater and musical arts, I was able to contribute on fostering peace and raise awareness on the importance of cultural preservation and sensitivity. However, I believe that I can do something more by pursuing with the law school.

           As one of the Co – Founders of the Mindanao Youth for Mental Health Coalition, I felt the urgency of this country to device and indigenize mental health concepts. Mental Health problems exist and whatever tribe, language, gender, social status and religious belief we are part of, it affects us all. Contextualization is very important. By studying law, I think, I could soon propose amendments with the Philippine Mental Health Act.

           I also want to make changes on the curriculum of the Philippine’s educational system. I have always been supportive of the K to 12 curriculum because I find it necessary that we move towards competing with our own curriculum and get along with the standard of the world in education. However, I stand against the Mother – Tongue Based education. Why should we learn an instruction by using a medium we can learn by experience and by blending with the people who knew the language?

           It may seem very idealistic to change the curriculum, but I know I could do something for this. Our native language is dying. When should we start educating our children about our own language? Others may argue that native tongue could be learned from home, however, are we not concerned that we have done less on the language preservation? Language is the core of the IP’s existence. If we took that away like what we have done with the lands of the IPs, surely, we have also taken the soul of the IP’s very reason of existence.

           Finally, I have to make family proud. I have to help my family surpass the challenges of being poor. I also have to inspire my fellow Manobo people that we can chase after our dreams. If admitted to the program, I am already offered with a financial support from our town Mayor, Atty. Jason John A. Joyce. He challenged me to proceed with my dream of becoming a lawyer. He has trusted my capacity and I have to do my best, with perseverance, in order for me to make it happen. Of course, I believe that I can only make it through with God’s blessings, provision and guidance.

[adrianodiprato]

+ "They're not that different from you, are they? Same haircuts. Full of hormones, just like you. Invincible, just like you feel. The world is their oyster. They believe they're destined for great things, just like many of you, their eyes are full of hope, just like you. Did they wait until it was too late to make from their lives even one iota of what they were capable? Because, you see gentlemen, these boys are now fertilizing daffodils. But if you listen real close, you can hear them whisper their legacy to you. Go on, lean in. Listen, you hear it? - - Carpe - - hear it? - - Carpe, carpe diem, seize the day boys, make your lives extraordinary." John Keating | Dead Poets Society (1989)

Thank you, Mr Keating

During the coronavirus I have found myself doing more reading and also connecting more with film’s that have motivated me to abandon binary thinking and be open to new perspectives. One such film has been Peter Weir’s seminal Dead Poets Society. A new English teacher, John Keating, played by the late Robin Williams, is introduced to an all-boys preparatory school that is known for its ancient traditions and high standards. He uses unconventional methods to reach out to his students, who face enormous pressures from their parents, the school and the entire society. It is a story that affects me about the qualities of inspiration itself: the possibility for our passions to move and motivate people around us to enact a new normal.

In recent days, transformation for our time, to a new normal, has been brought on by things beyond our control. The coronavirus crisis has changed our world. Never in my wildest dreams did I ever think we would ever have to deliver an entire school’s curriculum remotely, from the home campus. We now need to embrace the fact the world has changed. Our well-loved stories – our words, our ways, our practices and processes - are suddenly expressions of what used to be, not what is, far less what will be.

In today’s new world, we are all required to continually learn, unlearn and relearn. And it is our teachers that have seized the day in this regard, much like what the character Mr Keating, in Dead Poets Society, advocated for with his students. The coronavirus crisis has provided an opportunity for our remarkable teachers to shine, to show that they can ensure that students stay connected and engaged with their learning and wellbeing, in a time of great uncertainty and for some, chaos. Principal of Strathcona Girls Grammar in Melbourne, Marise McConaghy recently wrote this in her opinion piece for The Sydney Morning Herald, “Giving teachers the agency to adapt and apply creativity in delivering lessons to students has been a masterclass in what it means to be agile in the 21st Century. In no time at all, teachers have dramatically pivoted the way they conduct their work and deliver learning to children.” McConaghy goes on to highlight the profoundness of strong relationships in school communities and dismisses the long-held misconception that emerging technologies has made younger generations socially distant, stating “…many of our students have checked in with their teachers to ask about their wellbeing and offer support. Certainly, it is our job as educators to pastorally care for our students, and for school leaders to check in on staff for the same reasons, but how beautiful it is that our students think to do this for their teachers. Teenagers are, after all, not as self-obsessed as they sometimes are made out to be.”

Schooling as we once knew it is officially over. And the misguided application on standardisation, a feature of the once heralded and, now, outdated industrial model of schooling, with its over emphasis on testing, league tables and pitting students against one another, has come crashing down under the weight of coronavirus. Because of this global pandemic the exciting precipice of doing schooling differently just came into sharp focus. Founder of Unfold Learning Willian Rankin recently wrote that the future of education must be about generating whole, competent, humane citizens. “What the world needs moving forward — and this is especially clear as the novel Corona virus burns off what’s irrelevant — is people who can apply information to meaningful contexts to create serviceable knowledge and solutions (creating knowledge) and people who can enculturate knowledge to produce culturally relevant contexts and wisdom around that knowledge (creating wisdom). Unlike processing data and information, these are profoundly human enterprises, tasks where machines have no fluency. Lamentably, many in modern education consider it too difficult, messy, and subjective to show that students are more considerate, compassionate, mature, collaborative, or humane when they finish our courses. It’s so much easier to show that scores on a particular test rose by 3.6% year over year, that 14% more students successfully completed a course, or that failing grades declined by 6% in a given cohort. The current system settles for this easy information, despite the fact that it’s functionally meaningless.” And “We can beat the wasteful swords of linear consumption and instructionism into the generative and regenerative plowshares of creation and constructionism. We can abandon education for learning.”

Swiss-based futurist Gerd Leonhard believes the biggest trends to have emerged from a world dealing with a pandemic, economies in crisis and many citizens in lockdown are:

Increased global collaboration

A widespread adoption of remote work practices, from home offices to Zoom meetings

Travel bans and an acceptance of remote working crippling the travel industry

The use of technology for remote work accelerating the digital economy

Education is not immune to such far-reaching disruption that Leonhard speaks of. The industrial model of education was designed to ensure factory workers were punctual, docile and above all compliant. The concept of a teacher standing in front of a room full of students who listen and respond to direction is increasingly a thing of the past.

The only people that appear to have been blindsided by the phenomenon of a new normal in schooling and learning, during the pandemic, are some conventional school leaders and conservative governments fixated on holding on to a broken learning paradigm. The OECD’s 2018 TALIS Insights and Interpretations report stated, “The real obstacle to education reform is often not conservative followers but conservative leaders who stick to today’s curriculum rather than adapt pedagogical practice to a changing world, because it is so much easier to stay within everybody’s comfort zone...” (page 57).

John Keating, in Dead Poets Society, said this during one scene, as he stood on his desk, "Why do I stand up here? Anybody? I stand upon my desk to remind myself that we must constantly look at things in a different way." The end of the industrial model of education is a remarkable opportunity for a bold rethink to finally move to a new normal, a different way. A new learning paradigm that allows for experiences that are a blend of on campus, online, in context and in country, all becoming part of the fabric of this new normal.

Andreas Schleicher, the Director for Education and Skills, and Special Advisor on Education Policy to the Secretary-General at the Organisation for Economic Co-operation and Development (OECD) recently shared his perspective on the coronavirus crisis via an interview with hundrED, “…education is no longer just about teaching students something, but about helping them develop a reliable compass and the tools to navigate with confidence through an increasingly complex, volatile and uncertain world.”

So, imagine if students have more opportunities to learn at different times in different places. With anytime, anywhere learning becoming the new normal for our students. Where online tools facilitate opportunities for a more highly personalised learning experience of individually targeted stretch and challenge tasks. One that is self-paced, self-determined and incorporates relevant and real-world inquiry-based learning. Resulting in all classrooms being flipped, meaning the knowledge and skills part is learned outside the classroom, at home. Where on campus class time becomes one of deep collaboration, teamwork and the practical application or transfer of knowledge and understanding, of real-life issues. Where taking tests will be replaced by students’ growth and achievement through creative and collaboration projects to problem solve these difficult real-world questions.

So, imagine if teachers assume the crucial role of learning designer and mentor. Becoming the central facilitator in the jungle of information that our students will be navigating their way through. Assisting each young person with developing their independence and agency, academic competence and confidence skills, as well as the development of learning goals, interests and future directions. Supporting each young person through obtaining growth around agility and adaptability in our collective quest to foster their personal resilience and overall mental and physical wellness. Therefore, making a significant emphasis on social and emotional competency central to all learning and interactions. With on campus, in context and/or in country curricular activities such as competitive sports, music, visual arts, language and cultural immersions, play and even cooking as accelerators for quicker social and emotional skills and global competency attainment.

So, imagine if in an online environment, with access to unlimited information, the focus on memorising things loses its meaning, and is replaced by the need to know how to select and use the information appropriate to each context. Where there is a universal step away from control, compliance and human “data” collection and we give permission to our highly able and innovative teachers the freedom to shape curricular, in partnership with students, to suit the needs and interests of all learners.

So, imagine if all school leaders had the courage to lead. Where all school leaders join the ranks of those that already have the courage to lead through this crisis, not simply manage a response. Expecting the expected, what was once “normal”, is simply not adapting to the global reality of our times. Where all school leaders accept that they need to manage the present but remain focused also to plan for a new normal for 2021 and beyond. And where all school leaders accept that perhaps, just perhaps, this is your crucible moment.

Paul Reville, the Francis Keppel Professor of Practice of Educational Policy and Administration at Harvard Graduate School of Education recently stated, “In this situation [covid-19], we don’t simply want to frantically struggle to restore the status quo because the status quo wasn’t operating at an effective level and certainly wasn’t serving all of our children fairly.”

Carpe Diem is a most commonly remembered line from Dead Poets Society, alongside “Oh Captain! My Captain!”. Explaining to his students that their lives are fleeting, John Keating implores them to seize the day, to make their lives count, to leave a legacy of “carpe diem.” This stirring call to ‘seize the day’ endures. John Keating, yet another example of a remarkable teacher, tries to encourage his students to break free from the norm, go against the status quo and live life abundantly. Much like the John Keating character, perhaps I’m simply agitating all school leaders to contemplate life and therefore learning, from a different way. And much like the films core theme, my hope is that all school leaders, and conservative governments for that matter, choose courage over comfort, are simply bold and brave to doing schooling differently.

I’ll leave you with this final quote from Dead Poets Society, "Boys, you must strive to find your own voice. Because the longer you wait to begin, the less likely you are to find it at all. Thoreau said, "Most men lead lives of quiet desperation." Don't be resigned to that. Break out!"

Ultimately, it is in how we define responsibility and learning, for their future. So, the big question for all school leaders is – When you had the opportunity did you choose courage over comfort or were you resigned to quiet desperation?

In order to make their lives extraordinary, for the young people in our care, I choose courage over comfort. Thank you for today’s lesson, Mr Keating.

[ladyherenya]

Books read in July

After I read How to Find Love in a Bookshop, I searched the library’s catalogue for other titles containing “bookshop” or “bookstore”. I was curled up in bed with a bad cold at the time, which meant I ended up choosing a bunch of books whose covers or synopses would have, on a different day, put me off. And that worked out rather well!

But afterwards I felt like I didn’t get the right balance between contemporary fiction and fantasy this month.

Favourite cover: Minor Mage by T. Kingfisher.

Still reading: The Hazel Wood by Melissa Albert.

Next up: Mort by Terry Pratchett. Maybe The Queens of Innis Lear by Tessa Gratton.

(Longer reviews and ratings are on LibraryThing. And also Dreamwidth.)

– (they’ve taken away page breaks) –

Things a Map Won’t Show You: stories from Australia & Beyond, edited by Susan La Marca and Pam Macintyre: I borrowed this because I recognised some of the names involved. I liked bits and pieces of it but nothing really stood out. Maybe Peta Freestone’s “Milford Sound”, for the setting. According to the introduction, the stories and poems were chosen “with the curriculum in mind and for their appeal to Year Seven and Eight readers”. That’s a valid reason but I suspect that approach is unlikely to result in a collection that would really appeal to me, not me now and not even when I was a young teenager.

A Thousand Sisters: The Heroic Airwomen of the Soviet Union in World War II by Elizabeth Wein: This is AMAZING. It is aimed at young people, and I wondered if I’d find the writing style too simplistic, but it was just remarkably accessible. I knew bits about Russia’s history but this gave me a much more comprehensive understanding of the culture and politics these women grew up with, and how Russia came to have three regiments of airwomen at a point in time when other countries wouldn’t let women fly into war. The rest of the book is just as fascinating and surprising. Wein knows how to tell a story.

How to Find Love in a Bookshop by Veronica Henry: This is about Emilia, who inherits her father’s bookshop in a picturesque Cotswold village, and the bookshop’s customers. It doesn’t shy away from Emilia’s grief but otherwise is very much a cosy, optimistic story in which friends are made, relationships are mended, mistakes are overcome and everything turns out all right. Which definitely has its appeal. I wanted just a few more sharp edges -- or else slightly more uncertainty -- so that everyone’s happy endings felt more realistic. (I keep brainstorming ways that could have been managed.) Although I didn’t love this book, there was a lot I liked about it. 

The Masquaraders by Georgette Heyer (narrated by Ruth Sillers): This is ridiculous but still quite entertaining. Either I missed something or Heyer doesn’t really do a great job of explaining why Prudence and her brother Robin need to be in disguise, nor why they’ve decided the best way to do this is by crossdressing. The key to enjoying this book was to just roll with it. Also Prue’s romantic interest is a type Heyer writes so well: perceptive, unflappable, competent, with a sense of humour and an appreciation for level-headedness in others. Sensible people pushed into madcap adventures is something Heyer has a flair for.

The Last Unicorn by Peter S. Beagle: It’s much more dreamlike than I was expecting, in a similar vein to Patricia A. McKillip’s fantasy. I was emotionally invested only in flickers and bursts, but I appreciated the way it plays with, and comments on, fairytales. Quests may not simply be abandoned; prophecies may not be left to rot like unpicked fruit; unicorns may go unrescued for a very long time, but not forever. The happy ending cannot come in the middle of the story.

The Bookstore by Deborah Meyler: Esme, a British scholarship student studying art history at Columbia, discovers she’s pregnant and gets a job at a quirky secondhand bookshop. I would have found some of her choices -- and the book itself -- terribly frustrating, except I really liked the bookshop and Esme’s narration. I liked her quotes and references and her enthusiasm and her observations, especially those about living in New York and about the shop -- this is a story with a vivid sense of place. Esme’s naivety and optimism is both understandable and believable, and I wanted to see her finally, properly, free of her awful boyfriend. 

The “Happy Ever After Bookshop” books by Annie Darling:

The Little Bookshop of Lonely Hearts: If I hadn’t already read the second book about the Happy Ever After bookshop and liked it a lot, I probably wouldn’t have bothered reading this. The romantic interest annoyed me -- he’s not a bad match for Posy, but I’d find him infuriating in person and I didn’t want to read about him. Fortunately the book is just from Posy’s POV. I enjoyed the Britishness, and the bits about running a bookshop. I particularly liked Posy’s relationship with her younger teenaged brother, whom she has responsibility for. And I was pleased the romance bookshop stocks appropriate YA and mystery titles.

True Love at the Lonely Hearts Bookshop: I was expecting it to turn into the sort of romance which annoys me. To my delight, it did not! Verity loves her noisy family, her nosy friends, her job in a bookshop and reading romances but she believes she isn’t suited to being in a romantic relationship. She reluctantly agrees to a fake-dating situation to avoid friends trying to set her up. I loved the way this story shows Verity being an introvert, and her obvious love for Pride and Prejudice. And this has all the things I like about fake-dating without too much cringe-worthy deception.

Crazy in Love at the Lonely Hearts Bookshop: I have less in common with Nina than I do with her colleagues: she’s into make-up, tattoos and Wuthering Heights. But it was interesting seeing why she’s embraced both Wuthering Heights and her own particular style so fiercely -- she’s finding her own path, one that differs from what her conservative working class family expected. Some of the resolutions came about a bit too easily. However, I liked getting a different perspective on the bookshop, I enjoyed bits of her romance with Noah, and I share some of Nina’s fascination with the Bronte sisters.

A Winter Kiss on Rochester Mews:  Mattie runs the tearooms attached to the Happy Ever After bookshop. She is delighted about living above the bookshop, but not so impressed about her new flatmate. I’m not a fan of the crazy commercialism of Christmas, but really enjoyed reading about it here -- probably because the story recognises that not everybody loves it. And, given the weather, I was in the mood for something wintry. Other things I liked: the vivid portrayal of the challenges of working “in a customer-facing environment over Christmas”; the details about Mattie’s baking; and the intelligent commentary about romance novels and romantic relationships.

Allegra in Three Parts by Suzanne Daniel: Eleven year old Allegra lives with one grandmother, next door to the other, while her father lives in above the garage. Allegra knows her grandmothers love her, but they are very different. “Sometimes I wish they could just love me less and take what's left over and put it into liking each other a little bit more.” The initial mystery and conflict were slightly stronger than the answers and aftermath. But it’s an interesting portrayal of growing up in Sydney in the 70s, the women’s liberation movement, and of a family dealing with grief. I read it in practically one sitting.

We Rule the Night by Claire Eliza Bartlett (narrated by Chloe  Cannon): Revna’s father is a traitor. Linné’s father is a general. Revna is discovered protecting herself with illegal magic during an air-raid. Linné is discovered after three years fighting at the front disguised as a boy. They’re both sent to a new women’s Night Raiders regiment, where, if they are to survive this war, they have to learn to fly together. This is tense and captivating -- and nuanced. Magic is wondrous but also confronting, the Union is unjust but contains things worth defending, loyalties are not always predictable, difficult people can become valued friends, and not everything is neatly resolved.

The Way Past Winter by Kiran Millwood Hargrave: In the fifth year of winter, Mila and her sisters wake to find their brother has left. Sanna believes Oskar left them willingly, like their father once did, but Mila is convinced that Oskar was taken by last night’s unsettling visitors -- and is determined to rescue him. I didn’t find this as emotional and compelling as Hargrave’s previous books. I don’t know if that’s because this is a simpler narrative or because I didn’t listen to the audio book -- a good narrator adds liveliness and emotion. But Hargrave’s prose is lovely and I liked the fairytale quality this story has.

Grace After Henry by Eithne Shortall: I really enjoyed Love in Row 27, so I borrowed Shortall’s other novel. After her boyfriend dies, Grace keeps seeing him everywhere. Then she meets a man who looks unnervingly like Henry -- a long-lost relative of Henry’s she did not know about. This story is funny and touching. I didn’t expect it to be so compelling, nor make me so invested in Grace’s relationship with Henry. There’s a strong sense of history and of place -- it was interesting to read about contemporary Dublin. There are unexpected and hopeful developments in Grace’s life. But mostly, it’s just very sad.

Famous in a Small Town by Emma Mills: Sophie loves her friends, her high school’s marching band and her small town. She has an idea for how the band could raise money -- enlisting the help of a famous country singer. I liked Sophie’s deep sense of belonging and how much she cares about things. She’s very kind in a way that is realistic and realistically complicated. Her friends are very supportive, but believably so. They all have flaws and make mistakes and have their secrets. I really enjoyed this story about friendship and summer (and it was a good choice after reading something sad).

Can’t Escape Love by Alyssa Cole: I’ve tried a couple of Cole’s novels and they didn’t appeal to me -- I wouldn’t have considered this novella if I hadn't seen a positive review. It’s fun and fandom-y and diverse. Reggie contacts an old internet acquaintance after she discovers his puzzle livestreams are no longer online. I liked how it’s very clear that Reggie’s disability has a significant impact on her daily life, but has nothing to do with her current problems. And, for Gus, being autistic isn’t ever an obstacle to a relationship with Reggie. I would have liked to read more but this still satisfying.

The Orphans of Raspay, a novella in the World of the Five Gods by Lois McMaster Bujold: Penric’s ship is captured by pirates and he is thrown in a hold with a couple of young girls from Raspay. As always, I enjoyed Pen’s interactions with Desdemona. I would have enjoyed the story even more had there been more significant character interactions -- the girls aren’t quite old enough to play a very active role in escape plans but are old enough that, in terms of emotional support, they’re not very demanding. I’d like to see Pen challenged more. But this is still a solid adventure. I’m very glad that Bujold hasn’t finished telling stories about Pen and Des.

Minor Mage by T. Kingfisher (Ursula Vernon): Oliver, a twelve year old minor mage with an armadillo familiar, is sent by his village on a perilous journey to the mountains to bring back rain. There’s some dispute over whether this is a children’s book -- Vernon thought it was, her editor was adamant it wasn’t. It feelslike a children’s book to me, even when Oliver has to deal with ghuls, bandits and murderers. (There have always been children’s books which have been too dark and scary for some kids.) The tone is dryly humorous, the armadillo is a delight and I never doubted that Oliver would succeed.

[ae-diaries]

The Road to Financial Freedom

Eight years ago, I heard about the book of Robert Kiyosaki titled “Rich Dad, Poor Dad” while my favorite college professor was discussing stuff related to  people's financial lives during our class.

I was all ears when she exclaimed that this was a must-read book if we want to receive financial growth. Of course who would not want to be financially blessed? It got me hooked, so I set aside a portion of my allowance everyday until I had substantial amount to buy it.

That book jump started my journey to financial freedom. I learned torrent of new ideas about the term ‘financial literacy’. Because it dispels the myths surrounding money, I had to remove so many cobwebs I had in mind. It seemed like the more I knew, the more confused I became. But I didn't stop. I kept learning all sorts of information, watched videos and seminars, delved into books, and in doing so, it gave me a whole new perspective about money; I was awakened by the importance of financial literacy and finally decided to take charge of my financial future.

The next thing I knew I regarded myself as an advocate for financial literacy education in my own terms. So, I asked myself, what do I have to offer really? I realized that I am no different from the rest who have nothing much. But then, this quest will be meaningless if I cannot share the lessons I gained into my future students. I wondered how?

Fast forward to August 2017, my former colleague, who’s already working in DepEd Pasig, sent me an invitation to join a seven-day seminar-workshop in Laguna. At first, I was a bit hesitant to go because of the professional errands that would be left in school for a week, and besides, my friend told me it would be a tedious workshop as we would develop modules for the K to 12 curriculum. I didn't know what to expect then. But when I learned that some of my former colleagues were also selected as curriculum writers, my desire to go there grew as the days went by. But aside from seeing them again, there was a deeper purpose for my participation; I found the perfect opportunity to make an impact with. The workshop served as my vehicle to partake on this concrete move to equip youngsters with knowledge and skills through developing financial literacy education competencies across grade levels. Needless to say, I owe much gratitude to Bureau of Curriculum Development; their continued trust in my capability sustains my motivation to share whatever knowledge I have accumulated. To date, the exemplars we have made are still a work-in-progress; it was quite a challenging task but the rewards could be astronomical especially for the Filipino learners.

Now the important question however is: Why is there a need to integrate Financial Literacy to the existing K to 12 curriculum?

Somewhere along the way, there are blocks we encounter on the road - these are internal conflicts that make it difficult for an individual to achieve financial growth:

Block No. 1: Scarcity mindset

In reality, there are many people who are trapped into a “scarcity mentality”.

Bo Sanchez, lay preacher and entrepreneur, says, “a money problem is a mind problem, and it's possible that scarcity mindset comes from wrong beliefs: The poor think they deserve to be poor; that money was the tool of the devil, and rich people are crooks, so why would you want to become rich if you think that rich people are bad?”

Having this negative concept about money   prevent people from growing financially.

I have also noticed that a lot of people think that to be financially literate, they should be an accountant or to have a college degree in finance and other related courses. That is not true. There is a lot to learn, and it all starts about developing abundance mindset in the right quadrant and influence. Unless we change our mindset, nothing will happen. We have seen where a lack of financial programming can lead.

Take for example the investment scam that involved the followers of Kapa Ministry International in Davao who were allegedly defrauded of up to P50 billion. True to what Warren Buffet, America’s richest investor says, “Risk comes from not knowing what you’re doing.” Their vulnerability is caused by having a lack of information and illiteracy. And for that matter, a lawmaker proposed financial literacy in high school curriculum recently because Filipinos are investing in anything that they don’t fully understand.

Block No. 2:  My parents, my financial mentors

“Study hard and get good grades so you can land a safe secure job and become rich.” Have you heard this before?

Most of us learn about money from our traditional Filipino parents. I also held to this idea while I was growing up because my parents believed strongly in education. At least in our culture, this conventional wisdom is deeply rooted if I may say, though it may sound ideal, but is it adequate? The perception is if you excelled in studies, abundance would follow. But, if it's that simple, how come everyone is not rich or successful despite earning a good salary or obtaining a profession? Why would someone become a victim of dubious scams despite of being educated? Why do people spend their lives buying liabilities which they think are assets?

Learning financial literacy should not be left to chance.

Robert Kiyosaki says:

Because students leave school without financial skills, millions of educated people pursue their profession successfully, but later find themselves struggling financially. They work harder but don’t get ahead. It is not how to make money, but how to manage money.”

Aside from our parents being our first financial mentors, the above statement explains why many people, myself included, know little to nothing about how money works and minding our ‘own’ business. We just focus on earning money but are poor in managing finances.

Our country is filled with brilliant, talented, and educated individuals but I am always in shock at how they struggle everyday to make ends meet. I used to think that a good education, a stable job, and years of hard work were the formula you need to be successful. However, in its truest sense, financial success is no longer solely defined by academic nor professional success, as it once was.

Block No. 3: Schools produce employers, not entrepreneurs

It’s clear that there’s one thing we can all agree on - financial education is non-existent in school. Why is this so?

I have a tremendous respect for education and learning but the schools seem to focus on the word ‘literacy’ and not ‘financial literacy’. Illiteracy, both in words and numbers, is the foundation of financial stress according to my mentor. Aside from this, schools train good employees, instead of employers. It has prepared us to learn a profession because it's easier to get a job and work for money. There should be a balance.

The three blocks presented above are the most critical part of our journey to financial independence. Sadly, when it comes to handling finances, the skills that most people know is just to earn money, spend it, borrow and repeat. So how do we solve many of life's common problems then?

When we leave school, we may just throw our books away and what remains is our ability to think critically and how to handle money wisely. That's why I firmly believe that we need to invest not just on academic and professional skills, but also on financial education most importantly. Because every life event involves financial decision, acquiring greater financial intelligence is the key to survive. Thus, if we want to harvest a financially literate individual, we need to plant a ‘value’ in our educational system so that the seeds will branch forth and serve its purpose in due time. It is indeed what ‘we know’ that will be our greatest asset and ultimately, the road to financial freedom.

These were the books that inspired me to write about this article.

[curioustoo]

Communist take over of America

The Communist Takeover Of America – 45 Declared Goals

Published at: March 27, 2018 / Category: Freedom, Globalization, Government, Secret Societies / Comments: No Comments

To counter the #MarchForOurLives heavily organized and funded by globalist organizations I felt compelled to post this today. This is NOT my opinion. This is NOT a conspiracy theory. This is RECORDED in the congressional records. Now ask yourself how many items on this checklist have ALREADY been checked off?

This is something EVERY American should share. Send to their loved ones. Start a conversation about. It matters not republican or democrat. Black or white. This is detrimental to us ALL. Unification is required to stomp out these criminals from implementing their final stages.

“We will not take America under the label of communism, we will not take it under the label of socialism. These labels are unpleasant to the American people, and have been speared too much. We will take the United States under labels we have made very lovable, we will take it under liberalism, under progressivism, under democracy. But take it, we will!”

-Alexander Trachtenberg, National Convention of Communist Parties, 1944

Communist Goals (1963) Congressional Record–Appendix, pp. A34-A35 January 10, 1963

Current Communist Goals EXTENSION OF REMARKS OF HON. A. S. HERLONG, JR. OF FLORIDA IN THE HOUSE OF REPRESENTATIVES Thursday, January 10, 1963.

Mr. HERLONG. Mr. Speaker, Mrs. Patricia Nordman of De Land, Fla., is an ardent and articulate opponent of communism, and until recently published the De Land Courier, which she dedicated to the purpose of alerting the public to the dangers of communism in America.

At Mrs. Nordman’s request, I include in the RECORD, under unanimous consent, the following “Current Communist Goals,” which she identifies as an excerpt from “The Naked Communist,” by Cleon Skousen:

[From “The Naked Communist,” by Cleon Skousen]

U.S. acceptance of coexistence as the only alternative to atomic war.

U.S. willingness to capitulate in preference to engaging in atomic war.

Develop the illusion that total disarmament [by] the United States would be a demonstration of moral strength.

Permit free trade between all nations regardless of Communist affiliation and regardless of whether or not items could be used for war.

Extension of long-term loans to Russia and Soviet satellites.

Provide American aid to all nations regardless of Communist domination.

Grant recognition of Red China. Admission of Red China to the U.N.

Set up East and West Germany as separate states in spite of Khrushchev’s promise in 1955 to settle the German question by free elections under supervision of the U.N.

Prolong the conferences to ban atomic tests because the United States has agreed to suspend tests as long as negotiations are in progress.

Allow all Soviet satellites individual representation in the U.N.

Promote the U.N. as the only hope for mankind. If its charter is rewritten, demand that it be set up as a one-world government with its own independent armed forces. (Some Communist leaders believe the world can be taken over as easily by the U.N. as by Moscow. Sometimes these two centers compete with each other as they are now doing in the Congo.)

Resist any attempt to outlaw the Communist Party.

Do away with all loyalty oaths.

Continue giving Russia access to the U.S. Patent Office.

Capture one or both of the political parties in the United States.

Use technical decisions of the courts to weaken basic American institutions by claiming their activities violate civil rights.

Get control of the schools. Use them as transmission belts for socialism and current Communist propaganda. Soften the curriculum. Get control of teachers’ associations. Put the party line in textbooks.

Gain control of all student newspapers.

Use student riots to foment public protests against programs or organizations which are under Communist attack.

Infiltrate the press. Get control of book-review assignments, editorial writing, policy-making positions.

Gain control of key positions in radio, TV, and motion pictures.

Continue discrediting American culture by degrading all forms of artistic expression. An American Communist cell was told to “eliminate all good sculpture from parks and buildings, substitute shapeless, awkward and meaningless forms.”

Control art critics and directors of art museums. “Our plan is to promote ugliness, repulsive, meaningless art.”

Eliminate all laws governing obscenity by calling them “censorship” and a violation of free speech and free press.

Break down cultural standards of morality by promoting pornography and obscenity in books, magazines, motion pictures, radio, and TV.

Present homosexuality, degeneracy and promiscuity as “normal, natural, healthy.”

Infiltrate the churches and replace revealed religion with “social” religion. Discredit the Bible and emphasize the need for intellectual maturity, which does not need a “religious crutch.”

Eliminate prayer or any phase of religious expression in the schools on the ground that it violates the principle of “separation of church and state.”

Discredit the American Constitution by calling it inadequate, old-fashioned, out of step with modern needs, a hindrance to cooperation between nations on a worldwide basis.

Discredit the American Founding Fathers. Present them as selfish aristocrats who had no concern for the “common man.”

Belittle all forms of American culture and discourage the teaching of American history on the ground that it was only a minor part of the “big picture.” Give more emphasis to Russian history since the Communists took over.

Support any socialist movement to give centralized control over any part of the culture–education, social agencies, welfare programs, mental health clinics, etc.

Eliminate all laws or procedures which interfere with the operation of the Communist apparatus.

Eliminate the House Committee on Un-American Activities.

Discredit and eventually dismantle the FBI.

Infiltrate and gain control of more unions.

Infiltrate and gain control of big business.

Transfer some of the powers of arrest from the police to social agencies. Treat all behavioral problems as psychiatric disorders which no one but psychiatrists can understand [or treat].

Dominate the psychiatric profession and use mental health laws as a means of gaining coercive control over those who oppose Communist goals.

Discredit the family as an institution. Encourage promiscuity and easy divorce.

Emphasize the need to raise children away from the negative influence of parents. Attribute prejudices, mental blocks and retarding of children to suppressive influence of parents.

Create the impression that violence and insurrection are legitimate aspects of the American tradition; that students and special-interest groups should rise up and use [“]united force[“] to solve economic, political or social problems.

Overthrow all colonial governments before native populations are ready for self-government.

Internationalize the Panama Canal.

Repeal the Connally reservation so the United States cannot prevent the World Court from seizing jurisdiction [over domestic problems. Give the World Court jurisdiction] over nations and individuals alike.

Note: The Congressional Record back this far has not be digitized and posted on the Internet.

It will probably be available at your nearest library that is a federal repository.

Source:

http://www.rense.com/general32/americ.htm

[missjsteachingjumble]

Creative Schools: Revolutionizing Education from the Ground Up

Ken Robinson

‘Ken Robinson is one of the world's most influential voices in education. His talk, 'How Schools Kill Creativity', is the most viewed in the history of TED and has been seen by millions of people all over the world. In Creative Schools he sets out his practical vision for how education can be transformed to enable all young people to flourish and succeed in the 21st century.’

‘In this inspiring, empowering book, Robinson argues for an end to the outmoded, industrial systems of mass schooling and proposes a highly personalized, organic approach that draws on today's unprecedented technological and professional resources to engage all students and develop their individual abilities and love of learning.’

'A comprehensive and compelling statement of why creativity matters for everyone, what it looks like in action, and how to get there. Inspiring and so readable you will feel Sir Ken is talking directly to you.'. 

Jessica rated it it was amazingShelves: favourites-of-2018, educationThe first time I heard of Ken Robinson was through his Ted Talk "Do schools kill creativity?" (https://www.ted.com/talks/ken_robinso...). I thought it was a brilliant talk and had been meaning to read more of his work since then. As written in the title, this book outlines Robinson's vision for an education reform. Note that many schools now have incorporated Robinson's concept of teaching/learning or have completely revamped their curriculum accordingly. What Robinson promotes is not just a theory anymore. It's applicable and practical, with astounding results. In this book, Robinson provides critics, vision, and theory of change to the current education system worldwide. This book is filled with Robinson's own experiences as well as works of other educators. Though a non-fiction, it is very engaging and irresistible. I listened to this book in its audiobook format. Yet, I found the content of this book so interesting and important that I actually took notes as I went along. So here is the concise version of Robinson's ideas (or at least the parts that I found most intriguing). Robinson starts off by differentiating education from training. According to Robinson, education has economical, cultural, social, and personal values, whereas trainging is simply equipping people with a specific set of skills or knowledge. He then compares the current education style to industrial farming. In his opinion, education should foster the same four operational pillars as sustainable, organic farming does: health, ecology, fairness, and care.

Health: promotes the wellbeing of the whole student intellectually, physically, spiritually, and socially.

Ecology: recognizes the importance of students and the education community as a whole

Fairness: cultivates the individual talents and potential of all students, whatever the circumstances or background they come from. Respect the responsibility of those who work with the students as well.

Care: provides the optimum condition of learning based on compassion, experience, and practical wisdoms.

Sounds ambitious and lofty? Robinson follows that with what he believes teachers' roles should be: to engage, enable, expect, and empower. He says, teachers should:

Encourage learning through reasoning rather than memorization.

Foster conversation and collaboration.

Inspire students to learn and help them to become better learners.

Teach expectations of themselves (students).

Create conditions for learning, one that students want to learn in.

Adapt teaching technique that suits the moment/environment.

Be mentors that help students raise self-confidence, find sense of direction, and empower themselves

By this point, though I believed what Robinson was saying to be true, I thought his expectations of the public education to be too high, and that he expected too much of the teachers. However, Robinson was able to change my mind later by addressing changes that needed to be made at the community/district/policy-making levels for his idea to work for all students.

Robinson also defines the purpose of education as following:

Education should enable students to be economically responsible and independent. It should teach students to appreciate their own culture and respect cultures other than their own. Socially, education should enable student to be active and compassion citizens. Students should engage not only with the world around them but in the world within themselves as well. Robinson believes that education is an individual affair that fosters personal interests and dispositions as well as a global interest. Conventional education mostly focuses on external education without helping students engage with themselves. This results in boredom, disengagement, stress, anxiety, dropping out, etc. Finally, Robinson says that education should prepare students for life after school by building up mental, emotional, social, and strategical resources so that students can enjoy and cope with challenges and uncertainties.

Robinson then addresses what students should know and be able to do as a result of their education. Think of it as the competency profile that students should have upon their graduation:

Curiosity: the ability to ask how the world work 

Creativity: the ability to generate new idea and put them into practice

Criticism: the ability to analyze information and ideas and to form reasonable arguments and judgements

Communication: the ability to express thoughts and feelings clearly and confidently in a range of media and forms. Also the ability to understand and appreciate other poetic forms of expression.

Collaboration: the ability to work constructively with others

Compassion: the ability to emphasize other others and to act accordingly

Composure: the ability to connect with inner life of feelings and develop a sense of personal harmony and balance

Citizenship: the ability to engage and participate in the process that sustains it

With that in mind, Robinson then discusses how school curriculum can be designed in order to achieve the above very vast and "ambitious" (in my opinion) goals. Robinson does not believe in real academic subjects, only academic ways of looking at things. In his opinion, students should be taught disciplines, which consist of a mixture of theory and practice, rather than academic subjects. There are six disciplines in total: arts, humanities, language arts, mathematics, physical education, and science. Each discipline deserves the same amount of time and resources as each addresses major areas of intelligence, cultural knowledge, and personal development. Robinson pushed on the idea of personalized and project-based learning. He believes that when students learn through what interest them the most, the progress is unbound.

Finally, Robinson addresses the idea of evaluation. He says that standardization is not the problem. The problem is what we choose to standardize. Robinson favours assessments that take note of progress and are student based. He thinks good assessments should have the following characteristics:

Motivation: spurs students on to do even better

Constructive feedback: allows students to see how they have done with respect to other students so they can make their own judgement on their progress

Standards: clear, understandable, and relevant expectations

Funny enough, Robinson notes that push backs against new ways of evaluation (progress-based) are most often from students who do well with standardized testing because now they are required to shows true progress rather than simply getting high marks. Of the entire book, I think this is the most important take-way point for me that will help with my own personal growth moving forward and allow me to be a productive part of my child's education.

Robinson is very hopeful with the public education system. I, on the other hand, do not share his optimism. What I know is that because of people like him, who believe in building a better education system for the future generation, I reap the benefit of their ingenuity. Now I can take his points in this book and implement (or supplement) them in my own home. I give this book 5 stars, and I am very interested in reading other books written by Ken Robinson as well.

[edmart21xp]

Art Curriculum Guide Analysis

Learning Competencies

The curriculum starts by informing the learner that art is created by people and is seen everywhere. It later on allows the learner to make his or her own artwork central to the self. The learning competency later on evolves to the people and the environment around the individual. Shape and texture are later on introduced as part of the different artistic elements carried on throughout the curriculum. Artistic techniques such as stencil are introduced, along with other materials found in day to day life. Learning competencies are anchored upon the different styles of Filipino artists. Different artistry of local craftsmen are also considered. Philippine transportation such as jeepney and tricycle are also to be designed by the students. Philippine landscapes are appreciated along with the rich variety of cultural communities in the country. In doing these, more art elements and principles are introduced. Later on, the competencies expected of the students involve the use of computers and software used in layouting, making posters and advertisements. In Grade 8, the learning competencies involve the analysis of the elements and principles of art and crafts by the cultures of Southeast Asia while in Grade 9, the Western art. Grade 10 is more focused on Media based art and design in the Philippines that involve integration of theatrical plays, musical sounds, songs, dialogues and dance. From all of these, I can say that the learning competencies in the Art Curriculum Guide are comprehensive and that the build up of complexity is relevant to the age and understanding of the learner. It also requires the critical and creative thinking of students in expressing themselves through art production. I also appreciate the use of technology in teaching art as well as the introduction to other disciplines where art can be integrated and vice versa.

Learning Content

The content of the K-12 Art curriculum guide covers art production, art history, aesthetics and art criticism. Art production is mostly covered through the outputs and projects submitted by the students. However, the production of their works does not stand on its own. It is grounded on the lessons and discussions they have in class. From the learning competencies, we can see a streamline of historical progression where the contents of the lessons starts from the learner, the family, the school, the community, Philippines society, Southeast Asian art, Western art and the Media based art and design of the 21st century. This means that as the curriculum advances, the covered art history also expands, from the local to western. Works of Filipino artists were set as examples and later on the art period and movements from the west are also placed in the content. Examples of this are ancient art, classical art, medieval art, neoclassic and romantic. The contents are always accompanied by the elements and principles of art and design. These are considered as standards in criticising if the artistic products of the learners are aesthetically pleasing or not.

Strategies and Activities

I think that the strategies and activities inside the classroom are upon the choice of the teacher. The ones presented in the curriculum just serve as a guide for the lesson plan of the instructor. In my view as a teacher, the current art curriculum guide is content heavy, as compared to the curriculum guides of other subjects that I have seen, at least in MAPEH. So if this curriculum guide will be followed, I think that the activities covered are mostly for art history. This is also based upon the Grade 7 module which was given in class. I think that everything that was written there is important and needs to be covered, based on the guide. However, I am sure that this is not how most of the public schools execute the lessons in the art subject. Most of the time, it is art production that they prioritize because of its being tangible. Teachers are able to grade easily without considering the learning of students in other areas of art such as art history, aesthetics and art criticism. I think this is also because of the reality that the teachers themselves are not trained to teach art. But just considering the learning competencies in the curriculum guide, it involves critical and creative thinking as ideally, students must be asked to identify, describe, reflect, evaluate, apply and create.

Assessment and / or Evaluation

There are provisions for assessment and evaluation that are mostly written also in the learning competencies. I think that the writers of the curriculum guide tried their best to incorporate the Discipline Based Art Education (DBAE). However, as it is written in the Key Stage Standards, K-3 is where learners must demonstrate fundamental understanding of fundamental processes through performing, creating, and responding aimed toward appreciation of music and art and acquisition of basic knowledge and skills. 4-6 on the other hand is the same but without the word fundamental. 7-10 involves salient features of music and art of the Philippines and the world through appreciation, analysis and performance, and sel-development, in celebration of Filipino cultural identity and diversity and the expansion of one’s word vision. From here, we can see the attempt to make the curriculum spiral. However, I can only see this applied in what I consider the backbone of the content which are the art elements and principles of design. The spiral progression of content does not necessarily apply because as have been mentioned, the topics shift Philippine art, Southeast asian art to western art.

Conclusion

I think that the program will be successful in developing the stated goals of artistic expression and cultural literacy based on the competencies developed, content, activities, and assessment strategies. This is because the competencies and content are exhaustive and comprehensive. Philippine art does not only cover those of Luzon, but also art in Visayas and Mindanao. It covers the arts in southeast asia from which we can also see the origins of our art in the country, as well as the western art where we can compare and contrast. It features not only the visual arts, but also crafts and performance arts. It makes use of different materials, tools and techniques in producing art, and takes advantage of technology in making art in the 21st century. And most of all, the skills and knowledge involved are age appropriate.