Romney campaign chairman John Sununu danced a little bit trying to qualify Mitt Romney’s attack on first responders and teachers — Sununu said some cities have smaller populations than they once did, and they need fewer teachers.
Sununu’s position, opposed to all government workers, remains relatively consistent over the past three decades. Sununu remains one of the crabbiest people ever to hold high office and great power (U.S. Senator, White House chief of staff). We probably should take him at his word now.
ThinkProgress.com quotes Sununu:
SUNUNU: Let me respond as a taxpayer, not as a representative of the Romney campaign. There are municipalities, there are states where there is flight of population. And as the population goes down, you need fewer teachers. As technology contributes to community security and dealing with issues that firefighters have to deal with, you would hope that you can, as a taxpayer, see the benefits of the efficiency and personnel that you get out of that.
JANSING: But even if there’s movement to the suburbs, teachers and policemen are needed somewhere.
SUNUNU: But I’m going to tell you there are places where just pumping money in to add to the public payroll is not what the taxpayers of this country want.
JANSING: Do you think that taxpayers of this country want to hear fewer firefighters, fewer teachers, fewer police officers, from a strategic standpoint?
SUNUNU: If there’s fewer kids in the classrooms, the taxpayers really do want to hear there will be fewer teachers. […] You have a lot of places where that is happening. You have a very mobile country now where things are changing. You have cities in this country in which the school population peaked ten, 15 years ago. And, yet the number of teachers that may have maintained has not changed. I think this is a real issue. And people ought to stop jumping on it as a gaffe and understand there’s wisdom in the comment.
Nationwide, the number of students is increasing, and even with the dip for the recent massive Republican recession, population continues to grow. My school is not representative of the entire nation, but we had a 25% increase in student population, with a 10% decrease in faculty. Class sizes rose dramatically (I had as many as 36 students in a room designed for 22).
That’s more common than decreasing student populations.
I’m not sure we can accuse Sununu of not being in touch with what goes on in the U.S. He maintains his anti-government, do-more-with-less positions despite knowing better.
Plugging his own jobs creation bill, President Obama said that 250,000 teachers lost jobs in state budget cuts in the last few months. NEA’s news line reported:
Obama Cites Teacher Layoffs In Push For Jobs Bill.
The AP (6/9) reports President Obama “wants Congress to help states rehire teachers and act on a key part of last year’s jobs bill.” In his weekly address, the President said “many states have been squeezed by the economic recession and have been forced to lay off teachers — about 250,000 across the nation.”
The Los Angeles Times (6/10, Reston) reports the President “renewed his push for his stalled jobs bill in his weekly address Saturday, arguing that the legislation could play a critical role in preventing teachers around the country from being pink-slipped in cash-strapped states.” He said, “It should concern everyone that right now — all across America — tens of thousands of teachers are getting laid off. … When there are fewer teachers in our schools, class sizes start climbing up. Our students start falling behind. And our economy takes a hit.” The Times notes that he cited “the shrinking pool of teachers in the swing states of Pennsylvania and Ohio.”
Politico (6/9, Boak) says the President “told voters to send Republicans to the principal’s office,” calling on Congress “to pass a measure to stop teacher layoffs that he first proposed last September. The $30 billion package to fill in the gaps left by slashed state education budgets failed to get a passing grade from Capitol Hill.” The President said, “In Pennsylvania alone, there are 9,000 fewer educators in our schools today than just a year ago. In Ohio, the number is close to 7,000. And nationwide, over the past three years, school districts have lost over 250,000 educators.”
The Hill (6/9, Sink) says his “messaging largely echoed his remarks at an unplanned press conference Friday at the White House. But that effort was overshadowed” by his “remark that ‘the private sector is doing fine’ in terms of job growth, drawing immediate criticism from Republicans.” The Hill (6/9, Sink) also reports the Obama campaign also released a new web video criticizing Mitt Romney “for saying Friday that the federal government shouldn’t move forward with legislation that would give cash-strapped states money for teachers and emergency responders.”
Meanwhile, The Hill (6/9, Pecquet) reports in the Republican address, Rep. Erik Paulsen (R-MN) criticized the Affordable Care Act, saying, “The President’s policies are standing in the way of a stronger economy. His healthcare law well may be the worst offender, driving up costs and making it harder for small businesses to hire workers. It’s making things worse in our economy, and it needs to be fully repealed.”
It’s difficult to find an analogy about just how contrary to wisdom is the idea of laying off teachers in a national economic recession. Imagine Mitt Romney saying, “We need to keep Americans safe, so I propose we lay off policemen and firefighters.” It wouldn’t make any sense. Surely Americans would rise up in protest.
Capitalization, spelling punctuation, insertions and grammar, as in the original; highlighting added:
John Adams’ residence at Grosvenor Square, in London; presumably, his letter to John Jebb took form in this house. Long in use by U.S. Ambassadors to England, it is in 2015 the office complex of former British Prime Minister Tony Blair, envoy for The Quartet. Image from London Cyberpunk Tourist Guide
the social science will never be much improved untill the People unanimously know and Consider themselvs as the fountain of Power and untill they shall know how to manage it Wisely and honestly. reformation must begin with the \Body of the/ People which can be done only, to affect, in their Educations. the Whole People must take \upon/ themselvs the Education of the Whole People and must be willing to bear the expences of it. there should not be a district of one Mile square without a school in it, not founded by a Charitable individual but maintained at the expence of the People themselv[s] they must be taught to reverence themselvs instead of adoreing their servants their Generals Admirals Bishops and Statesmen — Instead of Admiring so extravegantly a Prince of Orange, we Should admire the Botavian Nation which produced him. Instead of Adoring a Washington, Mankind should applaud the Nation which Educated him. If Thebes owes its Liberty and Glory to Epaminandas, She will loose both when he dies, and it would have been as well if she had never enjoyed a taste for either: but if the Knowledge the Principles the Virtues and Capacities of the Theban Nation produced an Epaminandas, her Liberties and Glory will remain when he is no more: and if an analogous system of Education is Established and Enjoyed by the Whole Nation, it will produce a succession of Epaminandas’s, the Human Mind naturally exerts itself to form its Character according to the Ideas of those about it.
♦ Letter from John Adams to John Jebb, September 10, 1785, from Grosvenor Square, London
“Anybody who can’t keep his enemies in his head has too many enemies.”
Richard Nixon, had he acknowledged the sentiment, probably could have devised a way to pare his list not exactly in keeping with Gerald Ford’s good-guy intentions. More than one way to pare a list, if you know what I mean.
My mind wandered off to enemies lists when I discovered this week that one of our former administrators had actually kept lists of teachers — and probably other support people — and threatened more than one with “placement on the list.”
What school of school leadership taught that? The Monty Python School of How KnNot to Do It?
1919 D’Oyly Carte Opera Company publicity poster for The Mikado, featuring the character of the Lord High Executioner. Illustration by J. Hassal.
The only appropriate response when learning of such a list is to ask, “Who appointed you Lord High Executioner?”
Do you disagree? Lists of enemies do not denote the great leader. They denote someone who either saw “The Mikado” and missed all the jokes, or didn’t bother to see the thing at all. Who can follow someone who doesn’t know the jokes from “Mikado,” and consequently, falling victim to the trap warned of by Santayana’s Ghost, falls right into the trap?
It’s silly. It’s lampooned well enough in Gilbert and Sullivan‘s masterpiece of bureaucracy farce that any leader, even a Modern Major General, would know better than to do it.
Notice I did NOT say, “know better than to let it be known that the list existed.” I said “know better than to do it.
What’s that? You are unfamiliar with the song of which I speak? Here, watch Opera Australia show how it’s done (at least, how it’s done Down Under where there are, unbelievable as it may be, climate denialists and people who are obnoxious about Facebook and Twitter):
Mitchell Butel of Avenue Q fame sings “I’ve Got a Little List” from Gilbert and Sullivan’s The Mikado. This excerpt is from the cinema/DVD recording of Opera Australia’s 2011 production at the Arts Centre, Melbourne.
Lyrics:
As someday it may happen that a victim must be found,
I’ve got a little list. I’ve got a little list
Of society offenders who might well be underground
And who never would be missed, who never would be missed.
There’s the idiot denouncing with enthusiastic tone
All football teams but his and every suburb but his own.
The man who sits beside you on the plane and wants to talk,
Whose jabbering inspires you to jab him with your fork.
Your aunty with the moustache who insists on being kissed.
They’d none of them be missed, they’d none of them be missed.
(He’s got them on the list! He’s got them on the list!
And they’d none of them be missed! They’d none of them be missed!)
Those whinging letter writers and those pundits in the press.
That opinion columnist, that bore would not be missed.
That trendy thing in opera if the plot seems like a mess,
That nice surtitlist!
(Surtitles: ‘This song is not on my list. Normal transmission will resume shortly’)
The politician prancing round in speedos tightly packed,
He thought it cool but really it just showed us what he lacked.
And Canberra’s leading red-head who’s afraid of stickybeaks,
Who’d like to keep her fumbles and mistakes off Wikileaks.
Australian Idol singers who pathetically persiiiiiiiiiist.
They’d none of them be missed. They’d none of them be missed.
(He’s got them on the list! He’s got them on the list!
And they’d none of them be missed! They’d none of them be missed!)
And the purists who insist piano music stops at Brahms,
I’ll put them on the list, and make them sit through Liszt.
On Saturday night the mob at Flinder’s Street all singing psalms,
I wish they would desist, and their happy claps resist.
That music theatre sequel that they promised would be good,
“Love never dies” they say, but I confess I wish it would.
That Frenchman and the other one who judge My Kitchen Rules,
Who give new definition to the label ‘Kitchen Tools’.
That morning television host who’s funny as a cyst,
Gold Logies he has kissed, but it’s time to kiss my fist.
(He’s got them on the list! He’s got them on the list!
And they’d none of them be missed! They’d none of them be missed!)
Then the merchant banker wankers and the bonuses they flout,
And the subprimortgagist, I’ve got him on the list!
The governments like lapdogs rushing in to bail them out,
To their mills it’s simply grist, so I’ve got them on the list.
Retirees who migrate to the country to make wine,
And Britney Spears for accidentally showing her ‘vagine’.
Those climate change deniers who don’t like the carbon tax,
Who haven’t read the science and don’t really know the facts.
The women on the tram who at Spring Carnaval got pi– really drunk!
Narelle! Where are my shoes?!
They’d none of them be missed. They’d none of them be missed.
(You may put them on the list. You may put them on the list.
And they’d none of them be missed! They’d none of them be missed!)
There’s the ticket holder next to you who cannot work their phone,
And cannot get the gist. I’ve got her on the list!
Who leaves it on or switches to that dreadful silent drone… Vrrrrrr Vrrrrr Vrrrrr
Facebook fiends and Twitterists are also on the list.
And people who inflict on us full cycles of the Ring,
I’d rather ride a valkyrie than hear Brunhilde sing.
And all commercial managements who want to cast a star,
They couldn’t get one this time, they got me, so there you are.
Or worst of all the actor who’s an extra lyricist,
I don’t think he’d be missed, so I’ve got him on the list.
(You may put them on the list! You may put them on the list!
And they’d none of them be missed! They’d none of them be missed!)
Your shock at Gilbert and Sullivan’s sounding so astonishingly contemporary comes through even the internet. How could they know?
I’m not sure what the original script said, having never done that particular operetta. Somewhere, the practice arose to have someone spice up the lyric to this tune, to the times, to the city in which the operetta is performed, and to thezeitgeist of the audience. Fans of G&S wait to see what and whom the “supplemental lyricist,” or “extra lyricist” poked at.
Even composers of silly operetta tunes understand that what is said, and what is done, needs to be molded to the local circumstances — and that in no case should a bureaucrat keep a list of enemies.
Compare Opera Australia’s version with that of the venerable G&S troupe, D’Oyly Carte Opera Company, about 20 years earlier, 1990 or 1992, on BBC2, in London:
Of course, you may think by my lampooning of list makers that I, myself, should be on some list. Aye, there’s the rub.
Take a look and listen to Eric Idle’s version of the song from th 1987 English National Opera production, with which Opera Australia may wish to take some exception.
In the English speaking world, wherever the works of Gilbert and Sullivan exist in book, on the stage, in oratorio, on record, tape, CD, DVD or Blu-Ray, people know leaders become comic fops instead when they make “a little list” of the names of the people they wish to be rid of.
Educated people know that. Education people should know that, too.
More (not necessarily endorsed by Millard Fillmore’s Bathtub):
Dallas ISD superintendent-designee Mike Miles held a press conference and sat down for an interview with the in-house television production group this week.
Miles starts the job in Dallas at the first of July, but he is working at Dallas ISD headquarters under a consulting contract until then.
Should the interview, below, be regarded as anything other than a warning to Dallas teachers and administrators?
Is this any way to rally the troops one depends on?
This interview with Dallas ISD Superintendent-designate Mike Miles occurred on May 22, 2012.
Just days ago, I completed my 28th year as a teacher — 18 as a high school teacher of English followed by 10 years as a professor of education.
And I am excited about the coming semesters because, as I have felt every year of my teaching life, I know I failed in some ways this past academic year and I am confident I will be better in my next opportunities to teach.
As a teacher, I am far from finished — and I never will be.
I want to make a statement to the many and powerful leaders in education reform, all of whom have either no experience or expertise, or very little, as teachers:
I don’t need standards to teach. I need students.
If You Have Never Taught, You Simply Don’t Understand
Secretary Arne Duncan, I have no interest in racing to the top, when that means the top of the pile of my fellow teachers trampled by the policies you have created and promoted.
Bill Gates, I don’t want a dime of your billions; in fact, I am not even interested in what you do (I have always used Apple products) as long as you drop education as your hobby.
Michelle Rhee, I have no interest in my students having mouths forcibly shut by me. I am here to hear their open minds and mouths.
Pearson, Macmillan/McGraw-Hill, and every company seeking to sell me anything to support my implementing CCSS or preparing my students for the National Assessment of Educational Progress, state high-stakes tests, or the SAT, I am not interested in buying anything. No software, no hardware, no textbooks, no worksheets. Nothing.
Professional organizations and unions, I need you to stop racing for a place at the table with the reformers and corporations noted above, and instead, seek ways to support my autonomy and agency as a professional so that the autonomy and agency of the children in our schools can become the primary focus of universal public education for free people.
And, finally, to anyone who thinks you know what I should teach and how, please seek a place at the front of a classroom filled with other people’s children, teach for a few years, and then let’s get together and talk. I am eager to be collegial in the pursuit of community as a key part of teaching and learning.
Then What?
Becoming and being a teacher is a constant state of becoming. A teacher must be always a student and scholar of her/his field(s), her/his pedagogy, and her/his students.
What the people and groups identified above seem not to understand is that for my eighteen years of teaching high school English, I probably taught about 2,000 students; thus, I taught about 2,000 different classes. And not a single measurable outcome of any of those students predicts much of anything about my effectiveness or if I’ll succeed with any future student. Some of the students who appear successful did so in spite of my failures. Some of the students who appear to have failed were provided my very best as a teacher. Almost all of the good and bad I have created as a teacher are not measurable or apparent in manageable ways.
I wasn’t concerned about meeting anyone’s standards or preparing any student for a test or making sure any student was prepared for the next grade, college, or the workforce.
And I never will be.
Instead of standards, testing, competition, labeling, ranking, and sorting (all the cancerous elements of traditional schooling and the current accountability era), as a teacher, I need to offer my students authentic learning opportunities in which they produce artifacts of their understanding and expertise. My students need from me my authoritative feedback to those authentic artifacts.
I have no interest in competing with my fellow teachers for whose students score highest on tests so I can earn more money than my colleagues. I don’t, either, want to join forces with my in-school colleagues to outperform other schools in order to compete for their customers. I couldn’t care less how my state’s schools compare with other states or how U.S. schools compare on international tests.
Absolutely none of that matters.
While not unique to Howard Gardner, we have a very clear idea of what it is teachers should do in the pursuit of learning. Gardner’s “The Disciplined Mind” examines a conception of education not distracted by accountability.
Teaching and learning must be primarily collaborative, a community of learners.
The goals of learning must be the broad and clear — although always evolving — defining qualities of the fields of knowledge we honor in academia.
Every history course, for example, would pursue, What does it mean to be a historian? Every science class, What does it mean to be a scientist? Every writing class, What does it mean to be a writer?
Teaching and learning are the collaborative pursuit of questions. Anything else is indoctrination, dehumanizing, and antithetical to democratic ideals and human agency.
Humans never will—and never should—learn the same box of knowledge. Humans never will—and never should—learn in linear, sequential ways.
And there is no need for any of that anyway as long as we seek to be a community instead of barbaric individuals committed to the conquest of goods at the expense of others.
I don’t need standards to teach. I need students.
(My becoming a teacher can be traced directly to the wonderful and rich influence of my mother, and that influence is inextricable from the powerful and enduring influence of my father.)
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I don’t expect anyone to agree 100% with Prof. Thomas’s views — but anyone concerned about education, about job training, about their children, or about our nation, will listen.
Spread the word; friends don't allow friends to repeat history.
Consider the curious case of Carolyn Abbott in New York City (links added):
Carolyn Abbott was, in one respect, a victim of her own success. After a year in her classroom, her seventh-grade students scored at the 98th percentile of New York City students on the 2009 state test. As eighth-graders, they were predicted to score at the 97th percentile on the 2010 state test. However, their actual performance was at the 89th percentile of students across the city. That shortfall—the difference between the 97th percentile and the 89th percentile—placed Abbott near the very bottom of the 1,300 eighth-grade mathematics teachers in New York City.
How could this happen? Anderson is an unusual school, as the students are often several years ahead of their nominal grade level. The material covered on the state eighth-grade math exam is taught in the fifth or sixth grade at Anderson. “I don’t teach the curriculum they’re being tested on,” Abbott explained. “It feels like I’m being graded on somebody else’s work.”
The math that she teaches is more advanced, culminating in high-school level algebra and a different and more challenging test, New York State’s Regents exam in Integrated Algebra. To receive a high school diploma in the state of New York, students must demonstrate mastery of the New York State learning standards in mathematics by receiving a score of 65 or higher on the Regents exam. In 2010-11, nearly 300,000 students across the state of New York took the Integrated Algebra Regents exam; most of the 73 percent who passed the exam with a score of 65 or higher were tenth-graders.
Because student performance on the state ELA and math tests is used to calculate scores on the Teacher Data Reports, the tests are high-stakes for teachers; and because New York City uses a similar statistical strategy to rank schools, they are high-stakes for schools as well. But the tests are not high-stakes for the eighth-graders at Anderson.
By the time they take the eighth-grade tests in the spring of the year, they already know which high school they will be attending, and their scores on the test have no consequences. “The eighth-graders don’t care; they rush through the exam, and they don’t check their work,” Abbott said. “The test has no effect on them. I can’t make an argument that it counts for kids. The seventh-graders, they care a bit more.”
The state tests, she believes, are poorly equipped to assess real mathematical knowledge, especially for high-performing students. “They’re so basic; they ask you to explain things that are obvious if you’re three years ahead,” she says. The Anderson students “understand it at a different level. They want to explain with equations, not words.” But the scoring of the free-response items on the tests emphasizes a formulaic response, with the scoring instructions often looking for a single keyword in a response to garner credit.
“They’re not accepting answers that are mathematically correct,” Abbott notes, “and accepting answers that aren’t mathematically correct.” And the multiple-choice questions? “Multiple-choice questions don’t test thinking,” she declares. Knowing how to answer them is “just an art.”
Ms. Abbott? Oh, yes. She is ranked the worst math teacher in New York City.
We have a great art department at Molina High School. BillAdkins, and his colleagues, pull great work out of kids who too often are not expected to produce good art.
Adkins is in contest to get a fancy printer, based on votes from the internet. Will you do Mr. Adkins, and especially his students, a great favor and go cast a vote for him right now? Voting ends today, and he’s in the running but not in first.
Details:
I want to thank Mr. Rhee and Mr. Jones for their efforts encouraging their students to vote for my project. I also thank the rest of you who have voted to help me win a new printer for the art department. It’s still a very close race, I’m currently in 3rd place and voting ends tomorrow. If you haven’t voted yet, I hope you will. Your students are allowed to vote too. Just go the this link: http://www.weareteachers.com/teaching-ideas/grant/teaching-idea?app=24725&grantId=98 and click on vote for me.
Someday schools will provide equipment like this without contests on the internet — but not yet. A vote for Adkins is a vote for educational excellence.
Perhaps one of the bigest and most listened to advocates of using infographics and data vis in the classroom is Diana Laufinberg, from The Science Leadership Academy. Diana, a History teacher, is a long time user of geographic information systems (GIS). She has recently, however, started helping her students to create their own infographics from complex issues that are part of her course of study and/or part of current events.
Four teachers mentioned to me last week their fear that Michelle Rhee might get the top education job in Dallas. She didn’t, but is Mike Miles enough different to make them breathe easier? Probably not.
Here’s the DISD video of his press conference, at which he was named sole finalist. Under Texas law and regulation, a district must name a sole finalist, and then wait a period before confirming the appointment.
Miles, a former Army Ranger and Foreign Service officer, leads a school district serving part of Colorado Springs, Colorado, Harrison District #2. He’s led the 11,000 student district since 2006; Dallas has 157,000 students.
Dallas ISD sent a notice to employees late Tuesday afternoon about Miles’s designation as superintendent-to-be:
Dallas Independent School District’s Board of Trustees have named Mike Miles as the lone finalist for the district’s superintendent position.
Trustees have been conducting a nationwide search for a new superintendent that included receiving input from several stakeholder groups.
Miles, 55, has served as Superintendent for the Harrison School District Two in Colorado Springs since fall 2006. He is known as an innovator and reformer who is changing the face of public education. His ideas and innovations around systems thinking, measuring teacher and principal effectiveness and building an adaptive organization have been recognized by national education institutes and have been adopted by numerous districts around the country.
Under his leadership, Harrison County District Two has experienced increased graduation rates and improved student achievement.
“The Dallas ISD Board of Trustees is thrilled with our selection of Mike Miles as the lone finalist for Superintendent of Schools,” said Lew Blackburn, President of the Board. “Mr. Miles has spent his entire life serving the public and has a proven track record of success. Not only will his life story serve as an inspiration to our students, he is a recognized leader who is focused on student results. Today is a great day for the Dallas Independent School District.”
Mike Miles is a former Army Ranger who graduated from West Point in 1978. He then entered the ranks of the officer corps at Ft. Lewis, Washington, where he served in the Army’s elite Ranger Battalion and commanded an Infantry Rifle Company.
After the Army, Miles studied Slavic languages and literature at the University of California at Berkeley and the University of Leningrad in Russia. Miles then pursued advanced study of Soviet affairs and public policy at Columbia University and earned a master’s degree in 1989. The same year, he joined the U. S. Department of State as a policy analyst at the Soviet desk, and then from 1990 to 1995 as diplomat in Moscow and Warsaw at the end of the Cold War.
Miles and his family returned home to Colorado Springs in 1995 where he started as a high school teacher in his alma mater school district – Fountain-Fort Carson School District 8. Miles continued to grow professionally and held other positions such as middle school principal, coordinator of administration services and from 2003 to 2006 served as Assistant Superintendent for Curriculum and Instruction, in the same school district.
Currently, Miles also serves as an educational consultant and motivational speaker for school districts and other public organizations around the state of Colorado. He is recognized as an accomplished practitioner of curriculum alignment, organizational effectiveness, and systems thinking.
Miles is married to Karen Miles, and they have three children.
The Dallas ISD School Board plans to officially approve hiring Miles on Thursday, April 26. If approved, Miles is slated to begin work Monday, July 2.
Miles’s experience at the Soviet desk may prove useful in his work to understand various bureaucracies inside DISD (I hope I’m being overly, cynically sarcastic). One might wonder how a leader could come from an Army Ranger background, but turn around to advocate pay-for-performance for teachers, as he did in Colorado. Miles said he has no plans to do anything like that in Dallas, at least not without studying Dallas’s situation more.
Maybe more comments here, later. Still have too much in the in box to write a lot here.
More:
Dallas Morning News (DMN) editorialist William McKenzie offers advice on making the leap from a smallish Colorado school district to the massive Dallas ISD. McKenzie focuses on education issues for the editorial page. McKenzie urged Miles to keep on CPA Alan King who serves as interim superintendent, complimenting King for getting rid of “under-performing teachers.” McKenzie didn’t note, maybe doesn’t know, that Miles’ record in Harrison District #2 might earn him the axe under King’s mysterious criteria for firing teachers– Miles is overeducated (probably should read, “high priced”) and underperforming, not yet having taken the district to the top levels of testing achievement; interesting concept.
Dr. Ann Dunham was an interesting woman who met challenges, some of her own making, and made life work. She mothered a future president of the United States, she earned a Ph.D. and with it she fought global poverty. In March 2011 Donald Trump stated on “Good Morning America” that birthers like him shouldn’t be dismissed as “idiots.” I guess we can make that dismissal now. The birthers have wasted our precious time with specious allegations and owe the country an apology.
Berlin Airlift: Lieutenant Donald W. Measley of Hampton, New Jersey is presented with a bouquet of flowers by nine-year-old Suzanna Joks of Berlin. Truman Library photo
YANGON, MYANMAR — The party of Daw Aung San Suu Kyi said Monday it had won nearly every seat in closely watched by-elections, a startling result that showed strong support for the opposition even among government employees and soldiers.
Ms. Aung San Suu Kyi, the Nobel Peace Prize laureate who was elected to Parliament for the first time, was ebullient on Monday and spoke of the “beginning of a new era” in a brief address to a tightly packed crowd outside her party’s headquarters.
In total, elections were held in 45 districts, a portion of the more than 600 seats in Parliament. The National League for Democracy appears to have won in 43 districts, according to Hein Min, a member of an independent Burmese election monitoring group.
Thomas Jefferson urged a Constitutional amendment to institutionalize education as a federal function, part of his grander scheme to lift humanity out of the muck with education as the skyhook.
Will Rogers, photo courtesy the Will Rogers Museum
Why don’t they pass a Constitutional Amendment prohibiting anybody from learning anything? If it works as good as Prohibition did, in five years we will have the smartest people on earth.
♥ The Quotable Will Rogers, Joseph H. Carter and Larry Gatlin, Gibbs Smith 2005, page 35.
Joseph H. Carter heads the Will Rogers Museum in Claremore, Oklahoma. Larry Gatlin is the performer, who did show on Will Rogers that inspired the book. This collection of Rogers’ quotes is loaded with information, but citations are not easy to get. We trust that these two guys would be unlikely to misreport — but I’d still like to get a better citation on this quote. Among other problems for scholars, in his lifetime Rogers wrote about a newspaper column each day, and he often collected columns into books that sold well but are now out of print.
Perhaps the amazing thing is that more bon mots are not misattributed to Will Rogers, especially the funny ones.
Sculpture of Will Rogers on horseback, on the grounds of the Will Rogers Museum in Claremore, Oklahoma. This is a nice place to pause for a couple of hours on a drive along Interstate 44, a bit northeast of Broken Arrow. Wikipedia image
Spread the word; friends don't allow friends to repeat history.
If true, not only did GMU violate its own policies on duration, but on process, because they have ignored numerous well-documented complaints, including about 4 papers with Federal funding. This process involved VP Research Roger Stough, Provost Peter Stearns and President Alan Merten, so it was certainly visible inside GMU.
See No Evil,
Hear No Evil
Speak No Evil … except about Ray Bradley [the fellow who filed the plagiarism complaint], who has yet to receive any report.
The attached report enumerates the problems that GMU managed not to see, shows the chronology of a simple complaint that took almost 2X longer than specified by policy and finally produced an obvious contradiction. People may find GMU’s funding and connections interesting, including similarities and relationships with Heartland Institute. Finally, readers might recall the WR was alleged to be an attempt to mislead Congress, so this is not just an academic issue.
No e-mails stolen to expose the problem, but still no action against those who deny climate change occurs and will plagiarize papers to make their point. It’s a not-pretty pass.
I suspect reporters get MEGO syndrome reading the stuff, but Desmogblog points to real problems, real difficulties in science, that deserve to be covered better than they have been.
P.P.S. For even more campaign updates, like TFN on Facebook and follow #SBOE2012 on Twitter.
Good idea.
For years, when people asked me about my opinions “in the really important races” I’d first ask them which school district they lived in, usually pointing out that I don’t know their district. Local school board races are probably the most important most people will vote in (or fail to vote) in their lifetimes. Since coming to Texas and fighting the Texas State Board of Education, I wonder sometimes if the state board races aren’t even more important than your local school board. Santayana’s Ghost agrees with the sentiments on the TFN logo above.
Or, until that account is unsuspended by the forces supporting Donald Trump: Follow @FillmoreWhite, the account of the Millard Fillmore White House Library
We've been soaking in the Bathtub for several months, long enough that some of the links we've used have gone to the Great Internet in the Sky.
If you find a dead link, please leave a comment to that post, and tell us what link has expired.
Thanks!
Retired teacher of law, economics, history, AP government, psychology and science. Former speechwriter, press guy and legislative aide in U.S. Senate. Former Department of Education. Former airline real estate, telecom towers, Big 6 (that old!) consultant. Lab and field research in air pollution control.
My blog, Millard Fillmore's Bathtub, is a continuing experiment to test how to use blogs to improve and speed up learning processes for students, perhaps by making some of the courses actually interesting. It is a blog for teachers, to see if we can use blogs. It is for people interested in social studies and social studies education, to see if we can learn to get it right. It's a blog for science fans, to promote good science and good science policy. It's a blog for people interested in good government and how to achieve it.
BS in Mass Communication, University of Utah
Graduate study in Rhetoric and Speech Communication, University of Arizona
JD from the National Law Center, George Washington University
Posted by Ed Darrell 
Millard Fillmore's Bathtub 