* These posts are for examples only, and should not be interpreted to mean that the blogs sampled are composed entirely of denials, or that the blog authors and editors are themselves pure denialists — certainly they will deny that. We will gladly post links to posts at those blogs that promote benefits of harnassing wind energy, if anyone can find them.
Spread the word; friends don't allow friends to repeat history.
Anathema to many partisans of the immigration debates: What if we look at the real value of immigration? The U.S. needs more to encourage immigration than to discourage it. God, and devil, in the details.
From the Dallas Federal Reserve Bank:
In advance of an immigration policy conference, Dallas Fed Senior Economist Pia Orrenius discusses how immigration policy can help the U.S. economy and how the global competition for high-skilled immigrants is increasing. The Dallas Fed and the John Goodwin Tower Center for Political Studies at Southern Methodist University are co-sponsoring “Immigration Policy in an Era of Globalization” at the Dallas Fed on May 19-20, 2011.
This piece had only 329 views when I posted it. Shouldn’t carefully studied views of immigration get more circulation on the inter’tubes?
Do you recall seeing any coverage of the May 19-20 conference in your local news outlets, or anywhere else? The conference included high-faluting experts who discussed immigration policies for the U.S., Canada, the EU, Europe, Britain, Australia, Japan, South Korea, Italy, Switzerland, the Netherlands, Spain and Germany. One might think to find some value in the information there.
Can we get the immigration we need, legally? Do present proposals in Congress offer to boost our economy, or hurt it?
Economics and environmental science teachers will want to view this and use it — it may be useful for world geography and world history, too:
Annie Leonard’s group tackles a huge, nasty problem, in an entertaining and informative style. At her website, The Story of Stuff, there is a lot more information, a more detailed presentation (you could stream it if you have a decent internet connection in your classroom), and ideas for classes.
For AP courses, be sure to look for point-of-view issues; for history, look to the drawbacks of technology; for economics and world history, note the heavy emphasis on global markets and world trade.
It’s almost a rant — but dead right, I think. We’re all culpable. Spread the word, will you?
Press release on the film:
FILM RELEASE:
New Story of Stuff Project movie demands a ‘Green Moore’s Law’ in the Electronics Industry
The Story of Electronics: Why “Designed for the Dump” is Toxic for People and the Planet
SAN FRANCISCO, CA – At midnight Pacific on November 9th The Story of Stuff Project will release The Story of Electronics, an 8-minute animated movie, at http://www.storyofelectronics.org. Hosted by Annie Leonard, the creator of the hit viral video The Story of Stuff, the film takes on the electronics industry’s “design for the dump” mentality and champions product takeback to spur companies to make less toxic, more easily recyclable and longer lasting products.
Co-produced with the Electronics TakeBack Coalition (ETBC)—a national coalition of over 30 environmental and public health organizations—and Free Range Studios, The Story of Electronics employs the trademark Story of Stuff-style to explain ‘planned obsolescence’—products designed to be replaced as quickly as possible—and its often hidden consequences for tech workers, the environment and us.
“Anyone who’s had a cell phone fritz out after six months already knows all about planned obsolescence,” said Ted Smith, Chair of ETBC. “Most of our electronics are laden with problematic substances like lead, mercury, PVC, and brominated flame retardants so when they break it‘s not just a bummer, it’s a global toxic issue. Instead of shipping our toxic trash across the world, product takeback ensures that electronics companies—not individual consumers, our governments, or worse, some poor guy in China—take responsibility for the stuff they put on the shelves.”
The film is being released in advance of the holiday season to get consumers thinking about the costs associated with that latest gadget and to show electronics companies that consumers want products that don’t trash people and the planet. The film concludes with an opportunity for viewers to send a message to electronics companies demanding that they “make ‘em safe, make ‘em last, and take ‘em back.”
“If we can figure out how to make an iPhone remember where you parked your car,” said Annie Leonard, the Director of The Story of Stuff Project, “then we can figure out how to make electronics that aren’t filled with toxic chemicals and en route to the trash can just months after we buy them. Let’s apply some of that creativity and innovation to making products that are safe and long lasting!”
The Story of Electronics companion website, http://www.storyofelectronics.org, will serve as an interactive launch pad for information and action steps for viewers. The site provides opportunities to learn more about the issue, find safer products and responsible recyclers, and get involved with the Electronics TakeBack Coalition. The site also houses downloadable resources and information about the film, including an annotated script.
The Story of Electronics is the fourth in a series of new movies that The Story of Stuff Project is releasing this year with Free Range Studios (www.freerangestudios.com) and more than a dozen of the world’s leading sustainability organizations. Our previous short films—The Story of Cap & Trade (December 2009), The Story of Bottled Water (March 2010) and The Story of Cosmetics (July 2010)—have collectively been viewed more than 2.2 million times since their releases.
To schedule an interview with the following experts, contact:
Allison Cook, Story of Stuff Project, at (213) 507-4713 or allison@storyofstuff.org
Pam Harlow, an old friend from American Airlines, and a map and travel buff, e-mailed me with a link to the Newseum’s interactive headline map. I can’t get a good screen shot to show you — so you gotta go to their site and see it for yourself.
When it comes up in your browser, it features a map of the continental 48 states, with dots marking major daily newspapers across the nation. Put your pointer on any of those dots and you see the front page of the newspaper for today from that city.
Using the buttons at the top of the map, you can check newspapers on every continent except Antarctica.
How can I use this in class?
Update: Here’s a screen shot of the Newseum feature:
Newseum’s interactive front-page feature – on December 15, 2013
Spread the word; friends don't allow friends to repeat history.
“This country doesn’t value teachers, and that upsets me,” she said. “Teachers don’t earn much, and this country worships making money. In China, teachers don’t earn a lot either, but it’s a very honorable career.”
Ms. Zheng said she spent time clearing up misconceptions about China.
“I want students to know that Chinese people are not crazy,” she said. For instance, one of her students, referring to China’s one-child-per-family population planning policy, asked whether the authorities would kill one of the babies if a Chinese couple were to have twins.
Some students were astonished to learn that Chinese people used cellphones, she said. Others thought Hong Kong was the capital.
Barry Beauchamp, the Lawton superintendent, said he was thrilled to have Ms. Zheng and two other Chinese instructors working in the district. But he said he believed that the guest teachers were learning the most from the cultural exchange.
The G.O.P. used to be the party of business. Well, to compete and win in a globalized world, no one needs the burden of health insurance shifted from business to government more than American business. No one needs immigration reform — so the world’s best brainpower can come here without restrictions — more than American business. No one needs a push for clean-tech — the world’s next great global manufacturing industry — more than American business. Yet the G.O.P. today resists national health care, immigration reform and wants to just drill, baby, drill.
“Globalization has neutered the Republican Party, leaving it to represent not the have-nots of the recession but the have-nots of globalized America, the people who have been left behind either in reality or in their fears,” said Edward Goldberg, a global trade consultant who teaches at Baruch College. “The need to compete in a globalized world has forced the meritocracy, the multinational corporate manager, the eastern financier and the technology entrepreneur to reconsider what the Republican Party has to offer. In principle, they have left the party, leaving behind not a pragmatic coalition but a group of ideological naysayers.”
Drum up some business:
Spread the word; friends don't allow friends to repeat history.
No, Harold Levy doesn’t get it all right. He’s a former chancellor of schools in New York City, so even if he did manage to get most what he says right, there would be enough people on the other side of some issue to say he did not, that if I compliment him too effusively, someone will say I’m wrong.
Among the greater products of the United States of America — and Canada, let’s face it — is the grand array of nearly 4,000 colleges and universities that set the pace for education in the world. Our greatest export is education, the idea that education almost by itself can solve many great and vexing issues, the idea that education is a great democratic institution, and the education systems themselves, the methods of education used no matter how little backed by research.
Higher education makes up the better part of what we get right.
In the U.S. we still have people throwing themselves in front of Zambonis to protest doing anything about global warming. In Russia, warming is taken as a fact.
The education system is what made United States the most influential nation and may be the very thing that will lead to its demise. Unequal access to education – even at the most elementary levels – and the rising costs of college education is a debilitating concern.
If you have the time and the energy, UNESCO’s Global Education Digest[190+ pages] is a great read about the trends and voids in education throughout the world. The UIS Global Education Digest monitors the flows of students moving from the primary to secondary level of education across the world. In Africa, only 62% of pupils complete primary education and are therefore ready to pursue their studies, compared to an average completion rate of 94% in North America and 88% in Asia. According to the latest figures in the Digest:
Africa has the lowest primary completion ratios in the world (see Figure 1). In Europe, almost all countries have ratios exceeding 90%. Out of 45 African countries, only eight reach this level: Algeria, Botswana, Cape Verde, Egypt, Mauritius, Seychelles, South Africa and Tunisia.
In 19 African countries, the ratios are 50% or lower, meaning that at least every second child does not complete primary school.
Only about one in three children will complete primary education in six countries: Niger (21%), Guinea-Bissau (27%), Burkina Faso (27%), Chad (32%), Burundi (32%) and Mali (33%).
69% adults of tertiary age are enrolled in tertiary education programmes in North America and Europe, but only 5% in sub-Saharan Africa and 10% in South and West Asia. [Tertiary age = post secondary].
This is why EDUCATION is so important in the battle against global poverty. Another reason is I can’t think of anything more sustainable that empowering, equipping, and enabling children through education.
I’m inclined to agree with much of what this fellow, Eugene Cho says about education (he’s a preacher; his politics, especially what appears to be his association with Republicanism, is troubling, but adds piquance to his education views).
How about you? Go read what he says; comment there, come back here and comment here, too. Is he on the right track?
Spread the word; friends don't allow friends to repeat history.
Federal Reserve Branch banks take seriously the Fed’s pledge to education Americans, and to support educators in understanding economics and the work of the Federal Reserve Banking System.
The educator support team at the Dallas Fed recently secured approval to provide continuing education credits for a two-day session on globalization planned for San Antonio, on June 30 and July 1. These sessions are easy, generally loaded with details, and tailored for educations. Plus they are usually well catered.
$35.00 gets all materials, two lunches, one continental breakfast, and 12 hours of credit.
Just over two weeks to graduation, son James is concerned about global competitiveness. He’s off to study physics at Lawrence University in the fall; he is insistent I note the news in the paper this week. I still have an active stake in public schools, after all — good call, James. Here’s his concern, below.
Each child has two million minutes of life over the four years of high school. Whether the U.S. can remain competitive in the global economy depends more than ever on how each child allocates those two million minutes.
A new film raises concerns that U.S. children are losing out against students from India and China.
Science and mathematics education gets the major attention in the film. One wishes this film could compete with the anti-science film “Expelled!” which still lingers malodrously in a few theatres across the nation.
Landers wrote:
2 Million Minutes argues that “the battle for America’s economic future isn’t being fought by our government. It’s being fought by our kids.”
And in a series of international comparisons, the U.S. kids are not doing so well. The one area where they score better than the rest is self-confidence.
Once they leave the eighth grade, students have a little more than 2 million minutes to get ready for work or college and the transition to being an adult. This documentary, made by high-tech entrepreneur Robert Compton, follows two high school seniors in Carmel, Ind., two in Bangalore, India, and two in Shanghai, China, to see how they use their time.
All six are bright, accomplished, college-bound individuals.
Our students spend a lot of time watching TV, working part-time jobs, playing sports and video games, but not so much on homework. The Chinese kids spend an extra month in school each year, more hours at school each day and more hours doing homework. By the time they graduate, Chinese students have spent more than twice as much time studying as their U.S. counterparts.
While one may hope kids will pay attention, one may be unhappy to recall the topic, and many of the same or similar numbers, were published nationally in the 1980s by the Office of Educational Research and Improvement (OERI) at the U.S. Department of Education. I remember it well, since I was publisher for some of the work.
The website for the movie offers more details, including a calendar of screenings. DVDs are available, but at very high prices — $25 for home use, $100 for school or non-profit use. I’d love to show it to students; I can get a couple of much-needed PBS videos for that same price. I hope producers will work to arrange distribution competitive with opposition movies like Stein’s. I’ll wager “Expelled!” will hit the DVD market at about $10.00, with thousands of DVDs available for free to churches and anti-science organizations.
Landers chalks up some of the stakes, and we should all pay attention:
Nearly 60 percent of the patents filed with the U.S. Patent and Trademark Office in the field of information technology now originate in Asia.
The United States ranks 17th among nations in high-school graduation rate and 14th in college graduation rate.
In China, virtually all high school students study calculus; in the United States, 13 percent study calculus.
For every American elementary and secondary school student studying Chinese, there are 10,000 students in China studying English.
The average American youth now spends 66 percent more time watching television than in school.
SOURCE: “Is America Falling off the Flat Earth?” by Norman R. Augustine, chairman, National Academy of Sciences “Rising Above the Gathering Storm” committee
Spread the word; friends don't allow friends to repeat history.
The chief force reshaping manufacturing is technological change (hastened by competition with other companies in Canada, Germany or down the street). Thanks to innovation, manufacturing productivity has doubled over two decades. Employers now require fewer but more highly skilled workers. Technological change affects China just as it does the America. William Overholt of the RAND Corporation has noted that between 1994 and 2004 the Chinese shed 25 million manufacturing jobs, 10 times more than the U.S.
The central process driving this is not globalization. It’s the skills revolution. We’re moving into a more demanding cognitive age. In order to thrive, people are compelled to become better at absorbing, processing and combining information. This is happening in localized and globalized sectors, and it would be happening even if you tore up every free trade deal ever inked.
The globalization paradigm emphasizes the fact that information can now travel 15,000 miles in an instant. But the most important part of information’s journey is the last few inches — the space between a person’s eyes or ears and the various regions of the brain. Does the individual have the capacity to understand the information? Does he or she have the training to exploit it? Are there cultural assumptions that distort the way it is perceived?
Spread the word; friends don't allow friends to repeat history.
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 