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Re: [Rival] Melinda Gates 'Plants' Self-congratulatory 'Articles' in the Paper Whose Board She Controls

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____/ Rex Ballard on Thursday 25 Feb 2010 00:52 : \____

> On Feb 24, 11:52 am, Roy Schestowitz <newsgro...@xxxxxxxxxxxxxxx>
> wrote:
>> A Health Researcher is Paid Higher Salary Than President Obama's
>> ,----[ Quote ]
>> | At least a quarter of a million to half a
>> | million Africans could be provided health
>> | care with what is spent on that single
>> | salary.
>> `----
> And knowing how Bill hires, he probably expects this person to be able
> to provide health care to at least 10 million people.  Whatever you
> say about Bill Gates, he knows how to leverage his investments in ways
> that provide extraordinary results for the amount of money spent.
> That's why he had 85% operating margins when he ran Microsoft.  Too
> bad Steve isn't doing as well.
>> http://globalfoundationforhealthresearch.blogspot.com/2010/01/health-...
>> PPS and the philanthro-capitalists
>> ,----[ Quote ]
>> | The free market approach to enrollment and
>> | funding is a demonstrable failure in
>> | Portland, when measured by access to
>> | educational opportunity. Unless the
>> | district is willing to significantly reduce
>> | opportunity for the white middle class,
>> | thereâs no way they can pay for equity of
>> | opportunity without balancing enrollment,
>> | that is, by curtailing school choice. This
>> | is a significant element of the high school
>> | plan. With it, the district appears to be
>> | forging a path independent of current
>> | trends pushed by Gates, at least for high
>> | schools.
> Our public schools need a major overhaul.  The public school system
> was originally instituted by Teddy Roosevelt around 1905.  At that
> time, 90% of the students lived and worked on farms.  They were
> expected to be home in time to help with chores such as the afternoon
> milking, collecting eggs, and other productive tasks.  During the
> spring and summer, they were expected to help with plowing, weeding,
> and harvesting of the crops.  Often BOTH parents were at the farm
> waiting, and if the kids were late, one of the parents would be ready
> to apply the switch or the belt.
> Today, 95% of the kids live in cities, the parents that they live with
> work, and the kids often go unsupervised 3 hours or more.  During the
> summer, most of the students have no adult supervision at all.  After
> a week or two of television, they get bored, and want to find other
> things to do, especially with other kids.  In low-income
> neighborhoods, the adults who are around during the day, as well as
> the older kids, are usually involved with drugs, prostitution, and
> various criminal enterprises.  In middle-income neighborhoods, you
> might have some sort of adult supervision available, the guy who is
> collecting disability because he overdosed on drugs and now has a bad
> heart.  Worse, the guy who is so eager to help out with the youth at
> the local church, might also be a pedophile.
> Kids don't even have to call their parents on the cell phone anymore
> (giving the parents the ability to hear suspicious music and other
> indications of a "party" atmosphere).
> If we really wanted to overhaul the educational system, we'd extend
> the school year to 12 months per year, for 8 hours per day, so that
> there was learing, adult supervision, and motivational programs
> available for the entire time that the parents were at work.  Of
> course, this would result in much higher level of training in a
> shorter period of time.  For example, a child who was going to school
> 12 months per year for 12 years would get an extra 4 years of school -
> so he should be operating at the same educational and technical level
> as a college graduate by the time he's 18.
> Of course, there would also be the opportunity to teach them life
> skills.  Theater, music, dance, and other performance arts, requiring
> the cooperation of many diverse talents working together to meet a
> deadline (Opening Night) and produce something productive (an
> auditorium full of people ready to watch the show, 3-4 nights in a
> row), can be a great way to encourage team-work, cooperation,
> diversity, and real-world work skills and discipline in an environment
> where losing is not an option, and everybody wins.
> At the same time, getting high technology skills, interpersonal
> skills, team-building skills, and self-discipline skills are things
> that can be taught in a number of different ways, and each student may
> find that there are some approaches that really motivate them.
> Sports have their place too, but they are currently over-emphasized.
> Kids are allowed to believe that if they spend 18 hours/day on the
> basketball court, they WILL get an NCAA scholarship AND an NBA
> contract.  The reality is that less than 1% of the BEST high school
> atheletes get college scholarships, and less than 1% of the BEST NCAA
> players get major league professional contracts.
> Sports, Theater, Music, Dance, and other programs should GENERATE
> revenue, rather than needing to be subsidized.  When I went to school,
> there was no budget for theatrical productions.  The drama teacher put
> up $500 out of her own pocket to pay for the first production, the
> revenues were reinvested into the next show, with 4-5 shows per year,
> including 1 or 2 musicals.  By the end of the 3rd year, she had a
> $50,000 account, and the school was actually getting a cut of the
> ticket sales "off the top".
> Motivational programs should also be made available.  When I was in
> school, we had "clubs", like the "Radio Club", and the "Railroad club"
> and the "Rocket Club" and the "Aviation Club", and the "chemistry
> club" and the "Science Club".  We also had clubs for speech, theater,
> several choirs, business, and even industrial arts and home economics.
> In my own experience, my math grades went from Cs to As when I started
> studying for my General Class Amateur Radio license and had to learn
> electronic theory, including a bunch of algebra, trigonometry, and
> calculus - in 7th grade.  My social studies grades also went from Bs
> to As - because part of the license exam was law and etiquette.
>> | But the district appears unwilling to apply
>> | the same lesson to middle grades.
> Things that work in high school don't work as well in Middle School,
> and don't work in elementary school.  In high school, kids need to be
> ready to transition to BOTH work AND higher education.  Even if they
> want to go into specialized technical trades such as carpentry or
> construction, they will have to spend a good portion of their after-
> work hours learning building codes, business and negotiation
> practices, basic legal concepts and business law, and of hours, the
> skills required to move from apprentice to journeyman to master of
> that trade.
>> | [...]
>> |
>> | Gatesâ quiet partner
>> |
>> | The Bill and Melinda Gates Foundation has
>> | grown to be the dominant voice in the
>> | national education dialogue, heavily
>> | influencing the federal education policy of
>> | both George W. Bush and Barack Obama. But
>> | even as PPS appears to be taking a non-
>> | Gates path on high schools, the district
>> | continues to be enamored with  Gatesâ
>> | biggest private-sector education policy
>> | ally: Eli Broadâs education foundation.
>> | [...]
>> | âStudent performance,â entirely measured by
>> | standardized test scores, correlates highly
>> | to poverty. Broadâs scheme would almost
>> | certainly assure that teachers in poor and
>> | minority communities would make less than
>> | their colleagues in wealthier schools, only
>> | worsening the achievement gap. This puts
>> | the lie to Broadâs (and Gatesâ) stated
>> | mission of closing that gap.
> Actually, most "pay for performance" programs actually pay for
> IMPROVMENTS in a student's performance.  For example, if a student
> scored below the median in 4th grade, and in the first quartile in the
> 5th grade, that would be a MUCH bigger bonus than a child who went
> from the top 10% to the top 5%.  This is as it should be.  The child
> who is already in the top 10% already has the core skills, such as
> self discipline, reading, writing, time management, and high self-
> esteem that have result ed in being in the top 10% - he doesn't need
> that much attention, a 5% improvement isn't worth rewarding, it's
> expected.
> On the other hand, a student who is in the bottom percentiles, say 80%
> of the students did better than he did, and moves up to the point
> where only 30% did better than he did, a 50% improvement, has
> obviously had some thing well worth noting happen in his life.  A
> teacher who introduced him to a new passion and used that to get him
> to study, a teacher who used the arts or sports to fuel a passion for
> learning, organization, and cooperation, and maybe some extra tutoring
> or a teacher who helped him learn to use the computer effectively.
> With one individual student, it's very hard to identify what might be
> causing that individual to achieve so much more.  When you see 30 or
> 100 students all having radical improvements of this sort, you start
> to see that there are common factors, like a common teacher, or a
> common activity.  When you see someone making that kind of a
> difference, and you pay them substantial bonuses, as much as 50% of
> their salary, or even better, a bonus per student based on
> improvements in key scores, there is suddenly a motivation to move
> beyond the "I put in my 8 hours, now I'm going home" mentality.  These
> are the teachers who don't have teaching jobs, they have teaching
> careers.
> Ironically, the traditional school system currently punishes teachers
> who go the extra mile.  The Principles and Deans of most schools have
> usually come up from the athletic department, in part because they are
> physically limited in their ability to teach as the years make joints
> stiff.  In high schools, the coaches are often celebrities, and a
> winning coach will often find himself being promoted to principle.
> The principle or dean usually spends most of his time dealing with the
> students who are trouble-makers.  He has to decide how to discipline
> them, contact parents, assess the parental or family situation, and
> administer punishment, or worse, turn children or parents over to the
> legal authorities.  It's not a pleasant job.  In low-income areas,
> it's even more dramatic.
> Teachers are have an abundance of such "trouble-makers" are often
> given more recognition, "hazard pay" if you'd like, because they are
> able to simply keep the classroom full of the school's hard-cases from
> breaking out into all-out gang warfare.  They may be little more than
> baby-sitters, showing videos or movies to keep the kids focused on the
> screen rather than each other.
> Sadly, the teacher who has a classroom full of kids, some of whom are
> below average, but well behaved, and others of whom are relatively
> intelligent, and is able to motivate them with stimulating and
> engaging discussions, encouraging thought and interaction, are often
> punished, because these students are more likely to question authority
> rather than be blindly obedient, and are more likely to want to engage
> in stimulating discussions in other classes, even when the teacher
> wants to maintain the "command and control" model.  The other
> teachers, especially the gym coaches teaching American History, are
> also most likely to complain to the principle about kids who have been
> taking Miss so-and-so's English class and complaining that she lets
> them debate and ask questions but the history teacher doesn't.  OF
> course the coach is good buddies with the principle.  So the English
> teacher might have to fight for tenure, and even eliminate some of
> these stimulating discussions and "norm out".  Often, by the time a
> teacher gets tenure, he or she has been pounded into submission and
> mediocrity.
>> | [...]
>> | âStudent performance,â entirely measured by
>> | standardized test scores, correlates highly
>> | to poverty. Broadâs scheme would almost
>> | certainly assure that teachers in poor and
>> | minority communities would make less than
>> | their colleagues in wealthier schools, only
>> | worsening the achievement gap. This puts
>> | the lie to Broadâs (and Gatesâ) stated
>> | mission of closing that gap.
>> `----
> The key is "pay for improvement" not "pay for status-quo".
> Of course, under such a program, many of the "big dogs" like the
> athletic coach, might have a problem when 90% of the kids on his teams
> are spending so much time in practice that they aren't doing their
> homework.  You can have the smart kid help them out (do their
> homework) but when it comes time for the standardized tests, the
> athelete-no-longer-student is on his own, and the poor grades would
> show.
>> http://ppsequity.org/2009/11/30/pps-and-the-philanthro-capitalists/
> Unfortunately, when it comes to education, everybody has an agenda,
> and the agenda that usually doesn't get represented is the one about
> kids getting the skills they need to be responsible, productive,
> contributing members of society.  The one about kids having the skills
> to make a marriage last more than 7 years, or having the integrity to
> say no to software piracy, to drugs, to excessive alcohol, and to
> "fudging the expense reports and time sheets".
> Rex Ballard
> http://www.open4success.org

How about addressing the fact that the Gates family is telling schools what to
teach and what not to teach? The same applies to the press (Gates funds
journalists in areas that affect him/his investments and also book authors).

I'm not talking about Murdoch and others by the way. Two "evils" don't make
any one of them less evil.

- -- 
		~~ Best of wishes

"Mary had a little key,/She kept it in escrow/And everything that Mary
sent/The Feds were sure to know." -- Sam Simpson
http://Schestowitz.com  |  GNU is Not UNIX  |     PGP-Key: 0x74572E8E
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