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Showing posts with label EDUCATION. Show all posts
Showing posts with label EDUCATION. Show all posts
Saturday, December 27, 2014
Thursday, October 2, 2014
Friday, August 15, 2014
Wednesday, July 30, 2014
Monday, July 21, 2014
Sunday, June 29, 2014
Saturday, June 28, 2014
Friday, May 30, 2014
AFRICAN AMERICAN LEADERSHIP PAST AND PRESENT SERIES: JUNE FOCUS - CJ PRENTISS
"C. J. Prentiss
House : 1991-1998 (119th-122nd General Assemblies)
Senate : 1999-2006 (123rd-126th General Assemblies)
Home : Cuyahoga County
Occupation(s) : Full-time Legislator
Party : Democrat
Senate : 1999-2006 (123rd-126th General Assemblies)
Home : Cuyahoga County
Occupation(s) : Full-time Legislator
Party : Democrat
State Senator C.J. Prentiss (D-Cleveland) represented the 21st Senate District of Ohio. She was first elected to the Senate in 1998. Prentiss is well known for her diligent work ethic, well-versed oration, and efforts to represent those voices that are seldom heard in government. In December 2004, she was elected the Senate Minority Leader, the Number 1 position in the Senate Democratic Caucus. Prentiss previously served eight years as the state representative from the 8th House District (1991-1998). She is a past elected member of the State Board of Education, where she served a six-year term from 1985-1990 .... "
CONTINUE READING
Related:
STATE BOARD OF EDUCATION (OHIO), JANUARY 13 1986 - RESOLUTION THAT FEBRUARY BE DECLARED "BLACK HISTORY, EDUCATION, AND CULTURE MONTH
Video
Closing the Gaps
Wiki
Monday, February 24, 2014
STATE BOARD OF EDUCATION (OHIO), JANUARY 13 1986 - RESOLUTION THAT FEBRUARY BE DECLARED "BLACK HISTORY, EDUCATION, AND CULTURE MONTH
Mr. Frank R Ross (author of "Soul Dancing! The Essential African American Cultural Dance Book") was (with considerable effort) able to obtain this historic document from the State Board of Education (Ohio). We thank him for his persistence and dedication to making sure that Black History and Culture is taught in all schools and is recognized and appreciated all over the world.
Statement from Mr. Frank R Ross:
"This resolution is historic and must be implemented in all Ohio schools, as millions of dollars are not being spent on Black history-cultural workshops, Grandmarch - National African American Folk Dance, Black literature - literature curriculum. This is so important, ... our history and culture must be taught."
Tuesday, October 29, 2013
NEWS: PROJECT ACT HELPS HOMELESS CHILDREN
"Of 93 high school seniors in the Project ACT program last year, 76 graduated
and 63 went on to some form of higher education. Two received full scholarships
to college."
Recently recorded: 2,106 homeless students in Cleveland.
Email: info@projectact.com or call 216-592-7405
to find out how you can help these students succeed.
Monday, October 21, 2013
GIRLRISING - THE STORY OF 9 BRAVE GIRLS WHO SHARE THEIR UNFORGETTABLE EXPERIENCES
PREMIERED MARCH 2013 - GIRLRISING
OFFICIAL WEBSITE
Related:
It's a Girl
"9 unforgettable girls—striving beyond circumstance, pushing past limits—spotlighted in a film about the strength of the human spirit and the power of education to change the world. With stories by 9 celebrated writers, voiced by 9 renowned actresses including Meryl Streep and Salma Hayek, Girl Rising introduces Sokha, an orphan who rises from a Cambodian dump to become a star pupil; Suma, who writes music to endure forced servitude in Nepal; Ruksana, an Indian “pavement-dweller” whose father sacrifices his own needs for her dreams; and 6 other heroines. The girls are unique, but the obstacles they face are ubiquitous. Like the 66 million girls in the world who dream of going to school, what they want most is to be students. Now, by sharing their personal journeys, they have become teachers. Watch Girl Rising, and you will see: One girl with courage is a revolution." HERE
OFFICIAL WEBSITE
Related:
It's a Girl
Saturday, October 12, 2013
MORE AVAILABLE SPOTS - MAPLE HEIGHTS, OH PRE-SCHOOL PROGRAM
More Available Spots
Information for 2013-2014 follows.
If you are interested in having your child (ages 3, 4, 5) attend the Maple Hts preschool program, please refer to the following eligibility requirements:
Enrolling your child in the preschool program is a two step process. Step one, you must complete the application form and return it with the required documentation. A copy of your child’s birth certificate, a copy of your current W-2 or pay stubs, along with the completed physical and immunization forms are required with your application. It will then be submitted to the Curriculum Office and reviewed. Step two, when your application is accepted, you will be contacted and instructed to schedule an appointment with the Enrollment Office to enroll your child. Letters will be sent to those applicants that have been denied.
CLICK HERE FOR MORE INFO
SESSIONS: 9AM TO 11:45AM, 1:15PM TO 4PM MONDAY THRU FRIDAY
Sunday, August 4, 2013
EDUCATOR, COURAGEOUS AND INFLUENTIAL CIVIL RIGHTS ATTORNEY, JULIUS CHAMBERS, DEAD AT 76
On Saturday, August 3rd, esteemed civil rights attorney Julius Chambers, who had been in ill health, passed away.
For his courageous and successful efforts in fighting discrimination in Charlotte, North Carolina, his car was firebombed, his home bombed, and his office torched and destroyed. Yet, this never stopped Chambers from fighting employment discrimination, capital punishment, and other civil rights cases.
See his impressive bio at:
Monday, July 29, 2013
THE LEARNINGEXPRESS LIBRARY - A FREE VALUABLE LEARNING RESOURCE
A friend shared this with us:
DO YOU HAVE A CUYAHOGA COUNTY PUBLIC LIBRARY CARD?
GO GET ONE AND REGISTER ON THE LEARNINGEXPRESS LIBRARY SITE (USE THE NUMERIC NUMBERS UNDER THE BAR CODE ON YOUR LIBRARY CARD AS YOUR USER NAME**):
DO YOU HAVE A CUYAHOGA COUNTY PUBLIC LIBRARY CARD?
GO GET ONE AND REGISTER ON THE LEARNINGEXPRESS LIBRARY SITE (USE THE NUMERIC NUMBERS UNDER THE BAR CODE ON YOUR LIBRARY CARD AS YOUR USER NAME**):
"Whatever your goal, LearningExpress Library's resources will help you succeed. Each of the Learning Centers offers the practice tests, exercises, skill-building courses, eBooks, and information you need to achieve the results you want—at school, at work, or in life. Looking to land a job? You'll find an entire Learning Center dedicated to helping you get the one that's right for you."
**Next, choose a password, hit "continue" and choose "Main" library if none of the others fit.
Saturday, April 27, 2013
HISTORICALLY BLACK COLLEGES AND UNIVERSITIES STILL STANDING, STILL RELEVANT AND STILL POWERFUL
The other day, two proud, gifted and Black women who hadn't spoken at length for some time, but were connected in sisterhood and deeply held beliefs, talked with great pride about the accomplishments of African Americans.
An hour later, the conversation turned to Black Colleges, and specifically the 105 Historically Black Colleges and Universities that despite all the trials and tribulations in the lives of Black people, these colleges still proudly stand, still relevant, and powerful ..............
An hour later, the conversation turned to Black Colleges, and specifically the 105 Historically Black Colleges and Universities that despite all the trials and tribulations in the lives of Black people, these colleges still proudly stand, still relevant, and powerful ..............
There remains a distorted cynical view of African Americans, and the myth that only white people can be great leaders, movers and shakers. It is sad when Black people buy into these lies, distortions and myths because these beliefs will likely stunt their academic, psychological, emotional and economic growth.
***What Historically Black Colleges and Universities have done best, is empower Black students, and have created a lasting and indelible legacy of Black leadership.***
Why Historically Black Colleges Remain Relevant by Beverly Daniel Tatum (President, Spellman College) Feb 22, 2010
"Consider the fact that while the 105 public and private HBCUs make up only 3% of today's colleges and universities, more than 20% of all African-American college graduates attended an HBCU. Particularly in the fields of science, technology, engineering and mathematics (STEM), where Black students are woefully under-represented in most predominantly white institutions, HBCUs have demonstrated great effectiveness in fostering academic success." ... Read the entire article HERE
Update:
May, 19, 2013: Obama Morehouse College Visit Shines Spotlight On Historically Black Colleges And Universities
Update:
May, 19, 2013: Obama Morehouse College Visit Shines Spotlight On Historically Black Colleges And Universities
HISTORICALLY BLACK COLLEGES AND UNIVERSITIES LIST (2)
****The Black College Debate - Huffpost Live 2013
HISTORICALLY BLACK COLLEGES AND UNIVERSITIES FACING THE FUTURE, SEPTEMBER 2012
Rand Paul at Howard University: 'Never wavered' on Civil Rights, April 10, 2013 [Politico]
Myths About Attending an Historically Black College by Holly Grant Jones
The History of Historically Black Colleges and Universities
The Educational Effectiveness of Historically Black Colleges and Universities
National Black College Alumni Hall of Fame Foundation
18 Famous Historically Black College Alumni
Tracking Graduation Rates at HBCU's
Being Fair About Graduation Rates at Historically Black Colleges and Universities by Marybeth Gasman, Sept 7, 2011
Graduation Rates Increase at HBCU's
Black Graduate Education at Historically Black Colleges and Universities Edited by:
Robert T. Palmer, SUNY Binghamton
Adriel A. Hilton, Upper Iowa University
Tiffany Patrice Fountaine, Morgan State University
White House Initiative on Historically Black Colleges and Universities
Leaders of Historically Black Colleges See Key Role for Their Institutions in Obama's 2020 Goal, June 23, 2011
Hbcu_presidents as of Feb 11 2013 UtopiaStd-Regular; font-size: medium;">
Saturday, April 6, 2013
ON SCHOOL SAFETY
FROM THE "CHILD WATCH" NEWSLETTER:
Here’s a multiple-choice quiz:
Which of the following should be part of a model school safety plan?
a) Proven evidence-based models for school violence reduction that focus on preventing misbehavior and violence by promoting a healthy, positive school climate.
b) Threat assessment, emphasis on positive behavioral interventions, social and emotional learning, nonviolent conflict resolution, and community engagement including parents, students, educators, and faith and civic leaders.
c) Trained mental health professionals (social workers and psychologists) and school counselors to identify problems early and support students and educators.
d) Keeping school doors locked after the start of the school day, creating a space where children are safe to learn and teachers are safe to teach.
e) Putting armed guards and more guns in every school in America.
f) Arming teachers and principals.
g) Putting law enforcement in charge of school safety and school discipline.
If you answered e), f), and g) give yourself a failing grade. Despite the loud voice of the National Rifle Association (NRA), scholars, experts on school safety, and teachers overwhelmingly disagree with turning schools into armed camps rather than places of nonviolent positive learning. School safety is a non-negotiable priority. The current national debate about how best to achieve school safety is a natural result of the horror we feel when violence happens at a school like the unbearable Newtown, Connecticut massacre of 20 small children and their teachers. We must do all we can to end school and community violence but we need to make the right choices and make sure the solutions are effective and do not create other dangerous consequences for children.
On March 28, the Advancement Project issued a report A Real Fix: A Gun-Free Way to School Safety that highlights what many people already know to be true: more guns are not the way to achieve less violence in schools. In fact, adding guns and increasing police presence in schools can do more harm than good to countless children—usually children of color or with special needs who are suspended, expelled, criminalized and arrested for nonviolent offenses—pushing them onto a path to school failure, dropout, and the prison pipeline.
There is no evidence that armed guards or police officers in schools make children safer. An armed guard at Columbine High School in 1999 and a full campus police force at Virginia Tech in 2007 were unable to stop the massacres that occurred at both schools. A 2010 review of existing research found no evidence that the use of police to handle school disorders reduces the occurrence of problem behavior in schools but there is evidence that over-policing leads to a new set of problems.
The Advancement Project and others highlight the city of Denver as a model for how to create a balanced approach to school discipline with student and parental input and avoid the too common overreaction by some in the wake of school tragedies. Denver public schools, like many Colorado schools, initially responded to the tragedy of Columbine by more vigorously enforcing zero tolerance policies and adding more police, security guards, and metal detectors. Between 2000 and 2004, Denver experienced a seventy-one percent increase in school referrals to law enforcement. The majority were for nonviolent behaviors like the use of obscenities, disruptive appearance, and destruction of non-school property, not the violent and dangerous behavior zero school discipline policies were designed to deter. Serious misconduct like carrying a dangerous weapon to school accounted for only seven percent of the referrals.
In 2008, parents and youths working with then-Superintendent (now U.S. Senator) Michael Bennet, led by the group Padres y Jóvenes Unidos (Parents and Youth United), worked together to successfully secure reforms that dramatically revised the discipline code, abandoning the post-Columbine zero tolerance discipline practices in Denver Public Schools. Denver’s police now have a limited role in the schools and the district is making progress in reducing school-based arrests and the racial disparities in those arrests. As the Advancement Project said in the earlier report Why Police in Schools Aren’t The Answer: “We should learn from the policy choices made by the Colorado legislators and school officials—not repeatthem . . . Every dollar that goes into police, metal detectors, and surveillance cameras is a dollar that could have been used for teachers, guidance counselors, school psychologists, and program supports for young people.”
Although most of the mass shooters at schools have been White, boys of color have paid the consequences of overreaction and punitive discipline. The trend towards over-policing is most pronounced in schools with large populations of students of color, which are more likely to rely on zero tolerance policies and have a significant police presence in them. As a result, the Advancement Project points out, “it is not uncommon for the same behavior that triggers little to no response in many predominately White communities to result in severe consequences in communities of color.” I am certainly for gun-and violence-free schools but there are significant dangers to young people attending schools that over-police and apply zero tolerance discipline policies to nonviolent offenses.
There are better ways for providing an effective model school safety plan, including the steps described in answers a), b), c), and d) in the multiple-choice quiz above. Successful models for school safety plans emphasize relationship building among students, between students and educators, and with parents and the community at large; consistent reinforcement of positive norms through rewards or lessons; and individualized approaches to student discipline and intervention that seek to address root causes of misbehavior rather than to punish indiscriminately. Districts that consistently implement these kinds of practices don’t just see a reduction in suspensions and expulsions, but also improvements in measures of positive school climate and reductions in behavioral problems. And when children are positively engaged in learning with their educators there are fewer discipline problems.
The kinds of school safety plans we should be striving for are notplans to saturate schools with more guns whose only proven beneficiaries are gun manufacturers’, sellers’, and advertisers’ bottom lines. Our nation already has too many guns. Now is the time to insist your elected officials vote to protect children not guns. Tell them to support what close to 90 percent of Americans and 74 percent of NRA members want—universal background checks to make our country safer. Tell them you want them to do everything they can to make our schools safer for children but that turning them into armed camps is the wrong answer."
Saturday, February 16, 2013
DR. BENJAMIN CARSON HAS SOME COMMON SENSE STRATEGIES TO HEAL OUR NATION
While Dr. Carson is to be admired and respected and his views taken seriously, ... for those wishing to criticize President Obama, take note:
It's one thing to put forward ideas that you think might work, it's another thing to lead an entire nation when one is not only dealing with domestic issues, but global issues ... Not so easy then Dr. Carson.
And we're sorry, but tithing is a Christian concept. The United States is not a church, nor is every citizen a Christian. ... So you're explanation of a flat tax Dr. Carson, falls flat.
And we're sorry, but tithing is a Christian concept. The United States is not a church, nor is every citizen a Christian. ... So you're explanation of a flat tax Dr. Carson, falls flat.
RELATED:
DR. BENJAMIN CARSON
CARSON SCHOLARS FUND
Friday, January 18, 2013
REFLECTIONS UPON THE MEANING OF THE REV. DR. MARTIN LUTHER KING JR.'S LIFE AND LEGACY
The Enduring Ideals of Dr. King
by Daniel R. Porterfield, Ph.D.
President, Franklin & Marshall College
"On Jan. 21, we again reflect upon the meaning of the Rev. Dr. Martin Luther King Jr.'s life and legacy. For me, this day has always been especially significant because I have memories of Dr. King from my childhood that inspire me today.
How did I "know" Dr. King? Born in 1961, I grew up in integrated Baltimore City neighborhoods, where, before and after his assassination in 1968, he was a hero for black and white children. In grade school, we learned that he was our Frederick Douglass and our W.E.B. DuBois, teaching the whole country that discrimination is wrong.
Looking back, I now appreciate that many of us felt a distinctly personal connection to Dr. King. We kept pictures of him in our living rooms and 33 rpm album recordings of the "I Have a Dream" speech. My father drove from Baltimore to Washington, D.C., to witness the March on Washington. I'll never forget the emotions of my parents when he was killed. "
Read the rest HERE
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