meowdate: (Default)

Ok, you want a way to reach and teach difficult kids, which is what I was trying to do in 2001/2 and 2003 when I wrote up a proposal for theater based lessons, and discovered that the Coalition for Essential Schools (Ted/Theodore Sizer I believe: the CES) had pretty much already done that, but only in a few expnsive private schools where the teachers were on a first name basis with the 10 students per class. (In DC in 2012 I was told that that idea is now being put into practice in more places...)

So, my 4 ideas that may help you:
1. Elmer Fudd + Theater Productions (done by the students: I'll find the doc and translate, as this backup copy from Puerto Morelos, MX,  is all I can find at the moment, but I think the better copy is up on my Academia...) -> Constructivist/movement+art-based learning
2. Socratic Method based tutoring, which you've already seen: again, using "eliciting" instead of force-feeding the information to the kids, by asking questions and stimulating their curiosity. (I had an ADHD kid brilliant but never sat still, so I brought in a map of Aztec Empire and shot questions at him to go find places on the map during class, and throwing equations at him to solve at the same time: worked pretty well!)
3. Walking Tours of the local area with Freedom/Civil Rights songs: this is what I did w/adults in DC after I got turned down for funding to give classes outdoors, but the idea does work with willing students: start the lesson indoors in teh classroom, explain that we are going to find examples of what we are studying around us, and go outiside for a walk, talking about the lesson while we walk. Yes, harder to control a large class, but doable at least in theory, and certainly with a small class or one student.

4. Community Sing Alongs: again, adults came to sing Freedom and ethnic songs, but this can be worked into a lesson plan, if the teacher has the time and support of superiors. (yes, ok, a very big iff...)


Hope this helps, ask any and all questions, please,

 

1: Theater based teaching lesson plans from Puerto Morelos, Mexico: ( up on http://bath.academia.edu/DestinieLandrac)

 

Teatral de Arachne

  1. © Siir (Xiir) Destinie Jones, (much removed due to formatting problems, but full doc is online...)
  1. Planes para profesores de matemáticas
  2. Día 1 y día 2: Coordinados Cartesianos
  3. Objetivo: El alumno aprenderá usar el sistema de coordinados rectangulares a través de ejemplo de tejer.
  4. Tiempo: 45 minutos, con actividad opcional para segundo día
  5. Resumen de actividad: 1. dibujar una línea recta horizontal, y una recta vertical, explicar como ejes X y Y. 2. encontrar el origen, varias puntos X y Y separados, y varias puntos (X,Y) como coordinados.
  6. 3. opcional: Construir un tejido con los hilos “warp” como el eje Y y los hilos “weft” como el eje X.
  7. Lección:
  8. Actividad1. Muestra una línea horizontal en el pisaron. Pide a un alumno que se acerca al pisaron para dibujar la línea recta. ---4--3--2---1--0--1---2---3---4-------
  9. La línea recta de dibujamos nos ayuda contar unidades desde 0 al lado positivo y al negativo. Estas unidades podrán extender hasta infinidad, así:
  10. | | | | | | |
  11. | | | | | | |
  12. -3 –2 –1 0 1 2 3
  13. | | | | | | |
  14. | | | | | | |
  15. por eso, esta recta es puede llamar el eje horizontal, o eje X.
  16. ¿Preguntas?
  17. así podemos contar cuantas unidades al derecho o al izquierdo usando el eje X. Cuando hacemos otra recta vertical por 0, tendremos los ejes X y Y. Entonces podemos contar por derecho o izquierdo, y por arriba o  abajo, verticalmente, por el eje Y.

 

 

 

 

 

  1. Actividad 2. ¿Dónde aparece el cero? Como cero está en inicios de todos lados, lo llamamos el punto en el centro “el origen” y empezamos a contar desde allá.
  2. Siempre ubicamos un punto así, con (X,Y) contando x unidades en el eje X, y y unidades en el eje Y. ¿Qué puntos ya tenemos dibujado? Por otros ejemplos, donde estará el punto (1,1)? (1,3)? (-2, 1)?
  3. Opcional: Actividad 3. Si sobra tiempo, pueden tejer algo y ubicar puntos allá…
    1. Hale: (3,4) (-1,1) (0,3) (-5,1) (-2,-2), el origen, y (1,-4)… 

Arachne matemáticas Planes para día 3: Distancia con Coordinados

 

 

Objetivo: El alumno empezará medir distancias en una línea con coordinados.

 

Tiempo: 40 minutos

 

Actividad: ¡Ubícate! Un juego para practicar nuestros coordinados.

 

Imaginase, alumno, que eres una araña en el centro (el “origen”) de tu telaraña. Caminas 4 pasos al derecho, y paras. ¿En cual punto estás ubicado? R.: (0,4)

Ahora, el alumno a tu lado seguirá como araña, caminando. Halle el punto en donde se para, y sigue el alumno vecino, etc.

Cada alumno tendrá que tener por lo menos tres turnos en el juego.

 

 

Tarea: Consigue un cuaderno o libreto para usar como bitácora de matemáticas. Por tarea de esta noche, escribe en tu bitácora de matemáticas como crees que podrías adivinar la distancia entre el origen y el punto (3,5). ¿Será la distancias diferente, desde el origen y (-3,-5)? ¿Por que?

 

 

 

día 9: repaso de la matemáticas en la obra “Arachne”

 

Objetivo: Alumnos dirán cuenta que ya saben ubicarse, medir distancias, e incluso dibujar un triangulo sin medida, todo por la obra “Arachne”.

 

Tiempo: 40 minutos

 

Actividad: 1. Elicitar de los alumnos sus recuerdos de coordinados, Valor Absoluto, y la Formula de Distancia antes de introducir el juego para mañana, que será dibujar un triangulo solo usando dos círculos.

  1. En el pisaron, un alumno puede dibujar una gran telaraña, y un imagen de que piensa cuando se oye la palabra “distancia”.

  2. ¿Cómo se puede conectar los dos imagines?

  3. Que imagen tienen cuando piensan en “navegar”?

  4. A dibujar un barco de vela con triangulo, el la telaraña:

 

 

O.__________________.B barca

 

 

.A

 

  1. Para ubicar el barco en punto B, debemos saber los coordinados de punto B.

  2. Para saber la distancia entre A y B, usamos, sabiendo los coordinados de punto A, la formula Distancia.

  3. También se puede dibujar un triangulo con puntos A y B de un distancia fija, sin medirla. ¿Cómo? -Ya veremos mañana por la tarea!

 

 

 

Tarea: Busca en la biblioteca y escriben en sus bitácoras –quien era “Euclid”?

 

 

 

Fin: día 10, matemáticas después de la obra de Arachne

 

 

Objetivo: Alumnos aprenderán

  1. dibujar un triangulo ABC con base de medida línea AB usando el teorema Primero de Euclid de Elementos de Euclid #1

  2. los conexiones entre Euclid, Pitágoras, y Arachne.

 

Tiempo: 40 minutos

 

Actividad 1: 20 minutos

  1. Dibujo barco de vela B, y punto a, con distancia AB (por línea AB).

  2. Usando línea AB como radias, haz circulo A con centro A, y circulo B con centro B, con línea AB por radias común.

  3. Sea la intersección de círculos A y B encima de línea AB el punto C. Ya tenemos triangulo ABC con base AB.

 

 

Actividad 2: 15 minutos

  1. ¿ De que tamaño creen (los alumnos) que sean línea AC y línea BC? ¿Por qué?

  2. ¿Qué tipo de líneas, o que parte del circulo, son línea AC y línea BC?

  3. ¿Qué relación tienen líneas AB , AC y BC?

  4. ¿Qué tipo de triangulo será ABC, entonces?

  5. Sea CD la línea a AB, desde punto C, a medias de AB (se llama ese línea “el bisector perpendicular de AB”…)

  6. Ahora tenemos dos triángulos rectangulares, y podemos medir la distancia entre punto B, donde está nuestro barco de vela, y cualquier otro punto, gracias al Teorema Pitagórica.

 

Actividad 3: 5 minutos

 

  1. Discuten en la clase: ¿Piensen los alumnos que Euclid, Pitágoras y Arachne hubieran sido buen amigos?

 

 

Tarea: Escribe como habría podido cambiar su destino, Arachne.

 

 

 

Opcional extra: día de danza por Arachne

 

Objetivo: Repasar los coordinados, números en la historia, y geografía mientras aprendiendo un baile folklórico Griego

 

Tiempo: 45 minutos

 

Materias:

  1. Sabana con mapa del mediterráneo (con el origen en Atenas) (o del Grecia y Turquía)

  2. Placa o letrero con los números griegos

  3. Placa o letrero con los números Árabes (modernos)

  4. disco de música de Tsamiko

  5. un pañuelo blanco

 

 

Actividad:

    1. con la sabana en el suelo y todos descalzos, el líder con el pañuelo blanco empieza en el origen (0,0) que sea Atenas y pasa al norte por Esparta, Macedonia, el mar Iónica, Cecilia, Ciprés, y Estambul e Izmir, Turquía (que fueron Constantinopulous y Esmyrne antes…).

    2. llega un “Turco” quien va a reemplazar la placa de números griegos con la de números modernos

    3. cambian de líder de la danza por el “Turco”

    4. en fin de la danza, decimos gracias a los Turcos por traer los números árabes, que usamos hoy en día

    5. localizamos Esparta, Macedonia, el mar Iónica, Cecilia, Ciprés, y Estambul, y Izmir, Turquía en el mapa, con sus coordinados.

    6. recordamos que el Tsamiko es el baile de independencia de los griegos del emperio (Turco) Otomano.

 

 

 

Tarea: Muestra el Tsamiko a sus familias, los alumnos, con el cuento de cómo los Turcos trajeron los números árabes al Europa.

 

2: Socratic constructivist based teaching methods (Elmer Fudd):

 


17 April, 2002
Philosophy of Education

The use of Constructivist methods in teaching mathematics

“How Would Elmer Fudd Teach Math?”

Elmer Fudd is a hunter. Most 
ADD (Attention Deficit Disorder) and ADHD (Attention Deficit Hyperactivity 
Disorder) diagnosed children are hunters, as defined by Thom Hartman in his 
series of books “Hunter in a Farmer’s World.” These children tend to change topics and 
interests often, moving their focus of attention, sometimes boisterously, from 
one activity to another rapidly. Standard/traditional teaching techniques, such as lecture, and rote 
memorization, have been shown not to suit these types of learners well. This paper will argue, on both pragmatic 
and philosophical grounds, in favor of the combining of constructivist teaching 
methods with traditional methods. Pragmatically, a person who 
is able to gain and use knowledge on his own, examining ideas critically and 
taking initiative, will be a more productive   member  of 
society, and more useful, in general.  Philosophically, every person has the right and responsibility to take 
initiative both to care for  herself , and also to 
contribute to the collective thoughts of society.  In order to pursue either responsibility 
or freedom, knowledge of the available options, and how to increase those 
options, is necessary. John Dewey, 
in his essay on “The Child and the Curriculum” decried the evils of dumbing down 
material for all children, leading to dull-brained thinking, and passivity. Both hunters and farmers, to be 
responsible for their own lives, must be able to take initiative, think 
critically, and apply newly learned information. Traditional teaching is being shown to 
fall short with the vast majority of students in this regard, as well. Constructivism, which can be defined as 
the forming of a mental model in response to being placed in an environment that 
stimulates active wondering, is a useful alternative to the traditional style of 
education which also answers both of these objections. Note that the use of  constructivist techniques  is meant to be in addition to, not instead of the 
standard teaching methods. One 
suggestion is to devote two or three days per week to constructivist style 
teaching, with the remaining days devoted to standard lecture methods. Since all are generally familiar with 
the traditional style of teaching, usually defined by lectures, recitations, and 
memorization, little time will be spent on descriptions of that teaching 
format.
 This style of teaching will be defined, 
further, as the dissemination of information in verbal, written, or both 
formats, without interruptions or intermittent questions, or when all questions 
are saved for after the instructor has completed with giving out the bulk of 
information to the class. To 
summarize, lecture is defined here as the push of information from instructor to 
learner without substantial breaks during the lecture for questions, exchanges 
of information, or class participation.

     If, as social reproduction theorists agree, education is a primary 
element in perpetuating and creating the type of society we will have in the 
future, it is incumbent upon us to ensure that all of the talent available in 
our society is developed to the fullest.  Education is the vehicle that will take us there.  We are obligated to create a society in 
which all are truly free to participate, and this is only possible when all 
members of society are fully trained in critical thinking.  Whether we are born with all knowledge, 
as Socrates believed, or must learn it afresh, questioning and initiative are 
crucial parts of participation in any free society.  John Dewey, in his treatise “Democracy 
and Education,” pointed out that in order to truly learn  something,  the learner must absorb an idea, and take 
ownership of it. These concepts: ownership of an idea, putting information in 
context, and providing thought-provoking educational experiences, are at the 
heart of Dewey’s writings, and of the constructivist movement.   Only by asking “why, and how, and from 
where,” can the learner fully internalize a piece of Information. He 
also felt that learning a particular subject in isolation from its context and 
the surrounding applications is not a complete way of learning the subject. This is in direct opposition to the 
traditional method of teaching each course as a subject unto itself. Geometry, as one example, is taught in 
complete isolation from other courses, and removed from its context. When geometry is taught in conjunction 
with art, or other applications, student understanding is enhanced. This context is, in fact, one part of 
how a teacher must, according to Dewey, provide learning experiences that 
encourage questioning, observation, and wondering, which leads to more thought, 
surrounding the subject to be learned.
So how, then, does a mathematics teacher provide contextual and concrete 
experiences, when faced with such abstract topics as linear algebra, and matrix 
equations? 

      How would Elmer Fudd, 
our hunter par excellence, teach them?


            Acting is a 
powerful teaching tool, particularly for learners who learn by moving around and 
using their bodies. Charlotte 
Perkins Gilman, in the novel Herland, advocated movement and play as the 
most effective means of learning.  Acting is play at its best, allowing both the actor and the audience to 
engage an idea actively, both consciously considering the idea, and 
subconsciously, through the artistic side of the brain, simultaneously. One application of Howard 
Gardner’s theory of multiple intelligences involves acting out, or  becoming  an equation.

   Mr. Fudd would probably use this 
technique to teach young hunters how to determine the trajectory of a bullet 
aimed for a rabbit, during rabbit season. 

Given the equation ‘X + 3 = 5’, two students stand for the variable X, 
another student for the plus sign, four other students each stand for the 
numbers one through four, and a student forms the equals sign, standing opposite 
the plus sign student. Five other 
students, each standing opposite a ‘number’ student, represent the numbers one 
through five.  The evenly matched 
pairs of students show that the equation has been correctly solved.<SPAN 
style="mso-spacerun: yes">&nbsp; </SPAN>There are many possible variations on 
this theme, leaving out the plus and equal signs, or the variable, for a more 
clear solution of the equation, or if fewer students wish to participate.


Other uses of 
acting involve allowing one particularly gifted student to demonstrate a 
technique or concept, by  becoming  the 
concept. For example, an especially 
rambunctious pupil was having difficulty in one of my high school mathematics 
classes with the concept of reciprocals.  After explaining the idea of inverse fractions several times, I asked him 
to do a handstand. To the delight 
of both the demonstrating student and the rest of the class, the concept became 
much clearer as I pointed to the inverted student, and explained that we were to 
do the exact same thing with our fraction!

    There are, of 
course, down sides to the use of acting as a teaching technique.  One rather pointed example is the use of 
my overly athletic student to illustrate the concept of reciprocals.
When I asked him to stand right side up, 
after completing my explanation of reciprocals, he promptly fell over, landing 
with a crash on the floor.  While 
Elmer Fudd might have approved, the guidance counselor in the office next to my 
classroom did not.  Although the 
student was not injured in his fall, the noise certainly did create a 
distraction, both for my class and for others in nearby rooms.  This leads us to another pitfall of 
acting as a teaching technique.  Acting can often be a noisy and fast-paced   It  is not easy to maintain proper 
teaching decorum over a classroom full of students, whether children or adults, 
even, when somewhere else in the classroom, one or more individual students are 
moving around, making noise, or even standing silently in a distracting pose –on 
one’s head, for example. There must 
be a focus on the idea to be learned, in order for the experience of acting to 
be of educational benefit, and that focus can easily be lost in the hustle and 
bustle of a group of actors showing off in front of a crowd. An additional concern with acting is 
that it does require imagination. 
 Not everyone will benefit from acting out or watching the portrayal of a 
concept, since not everyone learns through movement or body language. Acting may thus be a waste of time for 
non-kinesthetic based learners. While they may enjoy the show as a form of entertainment, which is 
arguable valuable for education in itself, these students will miss the point of 
the actual lesson, unless non-acting based methods are employed, in addition to 
acting, to illustrate the concept being taught.


    Elmer Fudd 
would undoubtedly use acting at least occasionally, as one of the tools in his 
armory of young hunter training techniques.
Beyond being enjoyable for restless 
young hunters, who are constantly on the lookout for rabbits and ducks to 
capture, acting as a teaching method can enhance the learning pleasure and 
effectiveness for young farmers as well.  Mr. Fudd would be certain to remind all of the students to “be vewy verwy 
quiet,” and to be respectful of classmates in the entire building.  To ensure that the point of the lesson 
is addressed in the skit, he would also be likely to give a short synopsis of 
the concept being illuminated by the skit, either before or after the 
performance. In addition to 
illustrating the pure mathematical concept under discussion, a skit can 
unobtrusively tie in the context, historical, social, or scientific, for which 
the math was developed. A group of 
students working on units of measure may take the opportunity of Patriot’s Day 
to enact a short skit on the Battle of Marathon, “running” the distance in 
miles, meters, and even cubits. This brings not only context, but passion and creativity into the 
classroom: two things that Jonathan Mooney and David Cole, co-authors  Learning 
Outside the Lines,” point to as essentials for learning, and for life 
itself. Acting also 
provides a perfect methodology for team teaching. Teaming up with one or more teachers to 
combine several classes for a short time, with a specific purpose defined can 
work nicely, if planned out well beforehand. As pointed out by Theodore Sizer in the 
first book of his “Horace Trilogy,”  The Dilemma of The  American High School , team teaching 
can cause confusion and even be counterproductive, if a central focus and 
teacher coordination are not maintained. As an example, several students for a class that is studying arachnids in 
science, and  cartesian  coordinates in math, can act out 
the myth of Arachne’s contest with Athena.   A history or social studies class could even join in, if enough room is 
available.  Each student can take 
turns at the loom, and keep samples of the weaving. The geography, language, attitudes, and 
clothing of ancient  Greece can be taught through this skit, as well as the grid coordinate system, of course, 
using a real cloth example. Latitude and longitude lines can be compared to the X and Y axis, 
referring to the warp and weft that the students created with their own 
hands.
Not to mention the unfortunate Arachnid. 

 Another well-respected constructivist technique that 
Elmer Fudd would likely have occasion to use is that of building things.  
It is generally acknowledged that if one 
is able to build a working item, of almost any kind, then that individual has 
mastered the principles involved in its making.
While this may sometimes be up for debate, it is undeniable that to build a thing is to involve 
some practical 
application of at least a few concepts.  Practical application is often the best way to understand a concept, and 
also gives the satisfaction of having produced a tangible object when 
completed. Vocational schools are 
often popular for this very reason –they allow students the opportunity to see 
results built by their own hands very soon. The shorter time frame between learning 
concepts and putting those concepts to use can be a great help and motivator for 
a young person (or an adult) who is apt to ask “why are we learning 
this?”


   Theodore Sizer, in his chapter on agreement (between 
teacher and those taught) in  Horace’s Compromise: The Dilemma of The 
American High School,  argues that sometimes letting students discuss what 
interest them, and then pointing out the curricular application in that topic, 
can be more effective than doggedly sticking to the prepared lecture. If that happens to be building an 
electronic circuit, as it was in my Algebra1A class, one day, then building a 
hands-on model for display can be more instructive than any textbook work, or 
lecture.   As it happened, on this 
particular day, we were actually reviewing graphs and charts.
A student interrupted my lecture to 
comment about his heartbeat, so I took the opportunity to return to the topic of 
the day by explaining how to graph a heartbeat in terms of beats per 
minute.
I then asked the class to draw a series of graphs, from flatliners to 70 beats per minute.
The gregarious student, stymied that I had redirected his comment, began to 
talk about his electronics project with several of his classmates.
I used this conversation as an 
opportunity to review the solution of single step equations, using Ohm’s Law as 
a starting point.
At least for that 
particular student, this proved to be more interesting, and he came back after 
class for several days in a row to work out the equations needed to determine 
how to build his circuit.
Rousseau and 
Elmer Fudd would very likely agree on one thing –Emile, like Mr. Fudd’s 
students, will learn best by doing, and experimenting, and building.
From tree-stands to bows, arrows and 
quivers, and maybe even muskets and balls, young hunters under either of these 
two hands-on teachers would learn by doing and building.
This project 
used laptops and GPS (Global Positioning System) units.
Students 
discussed and were taught the general elements of cartography, then provided 
equipment and one adult guide for each group of students, and encouraged to 
discover for themselves the challenges of mapping out an area.
This is a wonderful idea, but how many 
school districts will realistically be able to implement such a project, given 
the expense of a laptop, GPS unit, and even a simple topographical map?
Any one of these items may be beyond the 
reach of a school district, particularly in an inner city struggling for basic 
funding of any kind.
Even in cases 
where money is not an issue, many schools face the problem of limited 
space.
At least one Middle-High 
school in New Hampshire uses 
trailers for temporary classroom space, and even shares space with a neighboring 
school.
Given constrains like 
these, it may be difficult to find the room needed to spread out enough to build 
individual projects, store them, or even manage to transport them through the 
halls, crowded as they generally are.
While it is 
important to cover all of the required material, it is equally, if not more 
important to help learners absorb what is being covered.
Rousseau would have argued that less is 
better, and that anything covered must always be done through building.
As with his example of Robinson Crusoe, 
whatever is taught must be taught through experience and practical 
experimentation.
Elmer Fudd might have to remind Emile, though, that the consequences of firing a musket 
improperly could be rather permanent, and so, learning to read is a necessity in 
order to avoid fatal experimentation.
Thus, not everything is best taught by hands-on methods.
Reading the directions can be both more 
efficient, and even life-saving.
Keeping that in mind, Elmer Fudd would have to balance the impatience of 
young hunters against the cautiousness of young farmers.
Mr. Fudd would also remember to balance 
the need to inspire passion in both groups against the need to cover all of the 
requisite mathematics to be able to count the number of days from duck season to 
rabbit season.
Most days, Mr. Fudd would likely cover 
the standard math, using lecture format.
He could then periodically remind his students that once they have 
learned enough of the required math, they would be able to more effectively go 
on their planned hunting expeditions.
In the meantime, as an optional homework project, individual students 
could be allowed to research and build model rabbits or ducks to show off to 
their classmates, and explain the various uses rabbit and duck parts could be 
put to after their expeditions.
Mr. Fudd would always make sure to point out the various mathematical topics and 
principles that were used in the creation of these models, and tie them into the 
ongoing classwork.
That would give 
the students a context into which to put both the previous, current, and 
upcoming classwork and homework.
He 
would also allow the students to help planning the expeditions, which would keep 
all of the students engaged in and looking forward to both the upcoming trips, 
and the ongoing classwork which is in preparation for those trips.
That way a smaller number of projects 
could be stretched across more lecture format classes, while holding the 
attention of the young hunters in the classroom.
Manipulatives of any kind will certainly 
cost more money than simply drawing on the board would cost.
Then there is the additional custodial 
cost of cleaning up after the class that used manipulatives, quite often.
Does Not Show Graphics...
If we know either C or  D, we can find the other. 

This is an extra credit assignment for which you should collaborate with 
your classmates. You may put on a 
skit during class next  Friday, that  will serve as a 
review of circumference, area of a circle, and the meaning of Pi. You must decide who will be actors, who 
will build the set, what sort of scenery needs to be drawn, and what music to 
use. All of this must relate to and 
help explain the uses of Pi, area, and circumference as you would use them in 
your own lives.

   Have fun, and Good 
Hunting!


     Constructivist 
teaching methods strive to supplement lecture methods by filling in the gaps 
that lecture leaves open, such as body-kinesthetic and interpersonal 
learning. Constructivist techniques 
also emphasize critical thinking and learning how to find and interpret 
information based on a broad range of connections. Matthew Miltich, in his recent article 
for the NEA Higher Education Journal entitled “All the Fish in the River: An 
Essay on Assessment,” likens ideas and knowledge to fish to be caught. He defines the educator’s job as that of 
helping the learners to learn how to catch those fish for themselves.
As asserted by Theodore Sizer in his 
section on teachers in Horace’s 
Compromise:  The Dilemma of The American High 
School, one needs a broad base of knowledge both to teach and to learn 
effectively. The fish require a 
broad net. As our society becomes 
more completely industrialized, and moves into the post-modern information age, 
a larger and larger percentage of our population will have to be well educated 
to provide a workforce that will allow our businesses to continue to 
function. Even from this strictly 
Machiavellian point of view, we can no longer allow the large numbers of our 
learners to slip through the educational cracks. It costs too much to import trained 
workers. That requires us to adopt 
new techniques in educating our learners to the minimum level necessary (which 
continues to rise, as the technological complexity and business requirements 
rise) to contribute to the workplace. From the more 
idealistic standpoint, ours is a democracy, and to be a full participant in a 
democratic society, one must be able to analyze and debate the issues, which 
requires training in critical thinking and analysis.Also required to function in a 
democracy, is the ability to draw connections between even pieces of information 
that may seem only remotely related to one another.As Jack Dewey points out in Burned 
Out: A Teacher Speaks Out, both learners and 
teachers must be exposed to a wide variety of topics within a subject. Good critical thinkers must also be able 
to draw upon and make for themselves the connections between traditionally 
separate concepts, much in the same way as connections must be inferred between 
such traditionally separate subjects as mathematics and history and 
science.

   The connections are there, 
but are made unapparent by the strict division of subjects in modern schools. 
While Jack Dewey may or may not be 
correct in arguing that cross-disciplinary certifications is the answer to the 
connections problem, there are certainly connections between each of the various 
subjects that are taught in schools, and there is certainly room for both 
traditional and constructivist methods in math teaching.

3:  Walking Tours with songs adapted to or taken from the communities that lived in the local area.  Use local landmarks or significant locations to elicit questions and discussion or debate to stimulate and increase natural curiosity and critical thinking.

4:  The idea from the Community Sing Alongs and Cooperative Values Discussions was similarly to stimulate discussion on ways to build cooperation based on shared values and shared cultural connections. These same ideas can be used to teach any subject, given sufficient creativity, time, and support from other teachers and staff/administrators.  The use of maths journals and math portfolios or construction projects for evaluation is an adaptation of this idea.

Read, Write, Run, Teach !

ShiraDest
13 February, 12016 HE
meowdate: (Default)
( ENGLISH : )


Mes critères pour être adulte sont au nombre de six :
D'abord, chaque enfant doit être capable

1. de nager, autant que faire se peut
2. de se défendre (émotionnellement et physiquement), autant que faire se peut
3. de penser et bâtir des arguments
4. de comprendre des statistiques
5. de conduire les voiture à boîte de vitesses manuelle (ou monter à vélo, à cheval, naviguer...)
6. (Tout ça implique :) la responsabilité de réfléchir et d'accepter des responsabilités pour ses actes.

J'ai passé assez de temps en étudiant toutes ces choses et aussi en pensant sûr mes propres principes.

En terminant, je crois que la dernière preuve pour être reconnu-e comme adulte est le fait d'enseigner à une personne une habilité critique. Par exemple, nager ou écrire. Réfléchir fait aussi partie des points 3 et 6 , comme disait Dr. Viktor Frankl. Cette épreuve ferait partie du Défi pour être Adulte (https://network23.org/communitycoop/2014/04/17/pre-adulthood-adults-and-rites-of-passage/).


À suivre : Est-ce que je suis adulte ? Partie 2 : Moi...

Date « usuelle » : mercredi, 8 octobre 2014 AD
Date Universelle: dimanche, 8 octobre 12014 ÈH (Ère Holocène)
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"Ancient:
"If it be right and honest to be spoken or done, undervalue not thyself so much, as to be discouraged from it." from The Meditations of Marcus Aurelius

Modern:
"... beware the dangers of Groupthink! Just because all your mates think it’s a good idea is not a good reason for agreeing something – co-operatives need assertive members who think for themselves and share their opinions including fears and reservations." from: Cooperantics

Cooperatives are actually the anti-thesis of the accusation that we of "communitarian ideology" do not think critically and scientifically. To the contrary -principled critical thinking is essential to real cooperation.

Peace and Full Potential for All,
Shira Destinie Jones Landrac, of The MEOW CC Blog

Gregorian Date: Friday, 12 September 2014

MEOW Date : Tuesday, 12 September, 12014 H.E. (Holocene Era, aka Human Era)

https://network23.org/communitycoop/2014/09/12/marcus-aurelius-would-agree-beware-the-dangers-of-groupthink/
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The ground-breaking novella Herland was a good start, but lacked a vision of fully inclusive equality. The MEOW Vision builds on Gilman’s ideas, with the aim of Fully Inclusive Equality.

The Goals (allowing each person to contribute fully):

1. Each person, as a child, must learn to swim (or at least float).
2. Each child must learn emotional/psychological self-defense and physical self-defense to the greatest extent possible, in a Gandhian context.
(1 and 2 are part of the pre-Adulthood criteria: http://meowdate.dreamwidth.org/6177.html ...)

3. Each child, at birth, receives half a hectare of land, non-alienable. He or she may rent, lend or swap the land, but always remains the owner. Where ever the location, it should have a well and be arable.
4. Fresh water for ever person (free!)
5. Each family should have a book in the local public library, containing the autobiography of every adult in the family (which means that each person needs free time and the means to write his or her autobiography).

(the same Goals in Spanish:)
—-
Un programa de Igualdad y Salud para Todos

Las Metas (para que todos pueden contribuir lo mejor):

1. Cada quien, de niño, debe aprender nadar
2. Que cada quien de niño aprende defenderse
3. Que cada bebe, al nacer, recibe .5 hectarios de terreno, que nunca se puede desprender. Se lo puede alquilar o prestar, pero siempre sigue esta persona como dueño o dueña del terreno. Que sea donde sea, será con un poso de agua y capaz de agricolar.
4. Agua potable para cada persona
5. Que cada familia tenga un libro en la biblioteca publica, con resumen del autobiografía de cada persona de la familia (eso quiere decir que cada quien tenga el tiempo libre y los recursos para escribir su autobiografia)

Peace,

Gregorian Date: Tuesday, 9 September 2014
MEOW Date : Saturday, 9 September, 12014 H.E. (Holocene Era, aka Human Era)

https://network23.org/communitycoop/2014/09/09/the-meow-vision-a-bit-like-herland-but-more-equal/
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The Girl, a hybrid from the poorest district in India, begins and ends very well. In between, she tells us how intergenerational committment to shared ideals outweighs, but is affected by, historical differences. Opposing communities use open communication (telephathy helps force the issue), positive action, and common ideals to confront oppression.

While there are areas where the writing is a bit confusing, the ideas ring true, and the reader is drawn into a conflict where a young woman must find herself, and lead others in the fight. A refreshing turnabout. I look forward to reading the sequel, which is the next book on The Diversity Book Tour.

ShiraDestinie
Gregorian Date: Sunday, 7 September, 2012
MEOW Date : Thursday, 7 September, 12014 H.E. (Holocene Era, aka Human Era)

https://network23.org/communitycoop/2014/09/08/intergenerational-committment-to-shared-ideals-outweighs-but-is-affected-by-historical-differences/
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“Delight, respect, and compassion” in the City of Sorrows: Christian-Jewish Deut.4:24 views via shared struggle, as portrayed using Minbari and ‘Earth’ religions, and analysed via your FaceBook Autobiography?


(Thanks to Tammy for the phone call that inspired this post in 2011...)

Well, I woke up this morning with my mind… pondering To Dream in the City of Sorrows. A good friend called me regarding the strange story of how Ziporah rescues either Moses or their son on the way to see Pharoah in Egypt. She asked my point of view on this “Bridegroom of Blood” story, and I happened to have an Etz Chaim handy, which agrees on the strangeness of this story, so I pulled it out and agreed -it is odd! Looking at those three verses that tell this story, I was struck by how differently her commentary (a Christian commentator whose name I do not recall at the moment) approached this question. While the Etz Chaim commentary (a commentary by committee, I believe) focused on analyzing the words which connect this story to others, and the symbolism of blood in various Ancient Near Eastern societies, her commentator focused on symbolisms leading to a more other-worldly set of focii. Not surprising, but rather different from other conversations she and I have had, where we both brought our own personal perspectives to the story more strongly. Both of us were members of the Jr. ROTC at an inner city DC high school famous for many reasons, historically and in the 80´s, when we attended, and both of us have fought through struggles in our lives. How interesting that while both strongly committed to our respective faiths, we were able to enjoy discussing our common books from the different perspectives of those two faiths, yet perhaps due to our shared backgrounds, we understand these books in ways that most other people seem not to be able to do. Much like Valen synthesizing Jesuit and Minbari religious thought.

I have had only one other good friend who was such a devout Christian and yet able to share so intently (this time the medium was Babylon 5, to which Ros introduced me, ok, after Rich did, but she re-introduced the show to me from a faith-based perspective that simply blew me away with the difference that that new perspective made…). Ros too has fought through stunning adversity, and presents another example of committment and cooperation with other points of view. We love discussing the differences in our faiths, but seen through the lens of a shared core perspective, Community Cooperation, that allows us to find the meaningful interlocking peices which bring beauty to those differences.

Since so many of these conversations find their way onto FaceBook, I wonder if one day FaceBook will be used to aggregate and publish as autobiographies, the lives of ordinary people?
Peace,
Community Cooperation Shira,
Gregorian Date: Monday, 1 September, 2014
MEOW Date : Friday, 1 September, 12014 H.E. (Holocene Era, aka Human Era)

https://network23.org/communitycoop/2014/09/01/delight-respect-and-compassion-in-the-city-of-sorrows-christian-jewish-deut-424-views-via-shared-struggle-as-portrayed-using-minbari-and-earth-religions-and-analysed-via-your-faceb/
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Even if you Fall in Love for Life , marriage takes work and committment.

After talking with some friends, I think I should try again to explain my idea for a community Marriage Cooperative (fka the Arranged Marriage Cooperative), a project which would create a coop, a MarriageCoop, like any coop (Cooperative), but with the goal of arranging marriages for its members. Each single person would

1. ) agree to eventually take a turn or rotation as the Matchmaker for the group,
and

2.) Choose 4 people whom he or she would trust to ‘vet’ potential dates, if those 4 people, agreeing to be that person’s Marriage Panel, further agree to help support and work out any problems with the couple, as a supportive community or family would do.

Each single person would meet with the Matchmaker, describing the kind of person he or she is looking to marry. The Matchmaker then picks several potential matches and shows them to the single person and that person’s Marriage Panel, who agree on a person to meet for a date. The Marriage panel then meets with the Marriage panel of the other single, and if both Panels and the Matchmaker agree, then the two singles should meet, then talk to their panels, and see if they want to continue getting to know one another. After a certain period of time, they get married, and there are automatically at least 8 people who have agreed to take on the role of close community members in supporting this couple.

That way both the single person and the community get voice and committment in the process of creating healthy sustainable marriages, which strengthen both the individual and the community.

This is meant to be fully inclusive of the entire community, as even the Village Idiot has an important role in every community. Even people who were formerly abusive, or formerly abused, can and should form part of the Cooperative, given strong supervision and support from their Marriage Panel members. Some singles will have to be vetted and supervised, taught and coached, perhaps monitored, to ensure compliance with non-abusive norms, so that they learn to both give and ask for their needs to be met in healthy ways. This strengthens both them and the community, and forms a more inclusive and reslient society which can channel and help the flowering of each person´s gifts and potential, through fostering healthy contributive cooperative relationships both personal and communal. This is what community is all about.

Thoughts?
Community Cooperation Shira,
Gregorian Date: Monday, 1 September, 2014
MEOW Date : Friday, September 1, 12014 H.E. (Holocene Era, aka Human Era)

https://network23.org/communitycoop/2014/09/01/the-answer-is-73-community-marriage-cooperative-project-the-community-alternative-to-dating/
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After reading the excellent: Snow-Storm in August: The Struggle for American Freedom and Washington’s Race Riot of 1835 on history and community,I was, for some odd reason, facilitating a workshop at the YMCA, which I get the impression was in an upstairs room at the historic 12th Street (aka Anthony Bowen) Y, with a group of kids of color, and they seemed to regard me as an abstract expert in something for they had little interest, with the exception of a few who paid rapt attention. I was called downstairs in the midst of my talk, after I seemed to have placed the teens in work groups to solve some problems, and down in the office I was told that a pair whom I had separated for fighting were the cause of the Police having been called, and met the police lady who was to come upstairs with me. I asked her to wait at the doorway while I introduced her as our Friendly local Police Lady who was there to ask if anyone had any questions about community policing and how she could be of help to them. A pair of boys around 15 years old or so began to fight, a latino and black kid, and I stepped in, breaking it up half in Spanish and half in my childhood DC accent to remind them that I am part of both worlds, and they stepped back and listened to me, surprisingly, as the police lady edged into the room. Maybe it was her gun they were actually listening to, but the kids behaved better, and seemed to enjoy the friendly spin I tried to put on our visitor´s presence. Some girls did go talk with her, to my relief, and it seemed to go well. I wish I could recall what the topic was. I am sure it was not mathematics, but I think it was some amalgamation similar to what I wrote up in 2003 about using historical incidents, like the Snow Riots, to pick a part of the incident to use to teach every different subject, from right angles and shooting
azimuths up 7th Street, to writing an essay on the implications of the unemployed “mechanics” targetting of men of color who were unrelated to the actual trigger of the riots. Different kids seemed drawn to different stations I had set up around the room, but there was a spider web like set of strings connecting each station to the center, where the main topic was outlined in red and blue. There were other colors at different stations, but I do not know why or for what. I love connecting history with writing with mathematics (when my superior teachers were not prohibiting me from assigning math journal homework to my HS students!! Note that this actually earned me praise on my Community College Alebra teaching evaluation, so go figure. I guess I was teaching at the wrong place, or the wrong time -2002 vs. 2011…)

Well, I hope that someone else finds this dream useful or interesting, and perhaps I will work it into one of my writings.
Peace, Love, and Song,
Shira Destinie
Gregorian Date: Monday, 1 September, 2014
MEOW Date : Friday, 1 September, 12014 H.E. (Holocene Era, aka Human Era)

https://network23.org/communitycoop/2014/09/01/i-had-a-dream-teaching-via-hidden-race-riots-and-community/
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Renault’s excellent book The Persian Boy shows the difficulty of learning, and of teaching. Both would probably be easier if our society understood what it takes to teach a person a useful and neccesary skill from start to finish. Hence my proposal for a modern universal
Adult Rite of Passage. What we need our children to prove, upon recognition of adulthood, is not their prowess in battle or the hunt, not their virility, not their adeptness at social maneuvering, but their ability to contribute meaningfully to society by teaching another member of the community, from level 0, how to do something that is both difficult and absolutely neccessary in our society today. By requiring our children to teach some other person, child or adult, a needed life skill, over the course of about a year, this pre-adult shows persistence, perseverence, discernment, and of course, the key skill in question. A useful side effect of this is also that it would effectively increase (dramatically) the number of available tutors, and also lead to every adult in our society coming away with an understanding of the challenges involved in teaching anyone anything non-trivial. Thus we provide an esteem building excercise and respect building accomplishment all in one go. We then reward that accomplishment with full adult status, whatever the age of the pre-adult in question. This obviously assumes that the pre-adult has had opportunity to prove his or her good judgement in other ways as well, prior to seeking said recognition. This might help as one step of a series of steps implemented by and through local communities which could lead to more long-term thinking in society at large, given a critical mass and good faith in the ability of human kind to rise above our instincts, and learn to cooperate. In other words (from Lenier in Bablylon 5): to be better than we are.

Community Cooperation Shira,
Gregorian Date: Saturday, August 30, 2014
MEOW Date : Wednesday, August 29, 12014 H.E. (Holocene Era, aka Human Era)

(ShiraD.livejournal.com Subject was: “Generating more respect for teachers requires cultural change” … )

https://network23.org/communitycoop/2014/08/30/winning-glory-on-todays-battlefield-the-modern-mind/
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I am a true Democrat: following the example of Dr. Martin Luther King’s “Chaos or Community , I take seriously the idea that all are equal in dignity, in rights to live up to their full potential, and in ability to make some positive contribution to society. A democrat believes in Democracy, and takes the ideals of freedom and equality to their logical economic and political conclusion.

We always have to balance individual rights vs. the community’s responsibility to help even the vulnerable among us who chose to smoke or use drugs.

My proposal is this:

A birthright non-transferable arable tract of 0.5 of a hectare for each person born on earth. On that .5 hectare of arable land (anywhere on earth), when the child turns 9 yrs old, he or she goes with parents and other members of the community to see the land, learn about it, and start building a one-room self-contained eco-friendly tiny house with solar heat and cooker and basic indoor plumbing.

By the time the child is about 16 (See MEOW pre-requisites for being recognized as an adult …) he or she should know how to maintain the tiny house, and can decide to live in it or rent it out or swap his/her land for someone else’s .5 hectare in a different part of the world.

The concept of Equal Rights for All Human Beings is based on economic and food self-sufficiency for all. Therefore some form of basic housing for every person on earth is needed, to be built by the local community and funded by the interconnected global community, to include a minimal amount of water, and access to free education and health care as a basic human right.

Then, and only then, can every person be equal, unbeholden to any other person.

May we all act cooperatively in
Peace, Love, and Service to Community,
Shira

Gregorian Date: Friday, August 22, 2014
MEOW Date : Tuesday, August 21, 12014 H.E. (Holocene Era, aka Human Era)


https://network23.org/communitycoop/2014/08/22/universal-income-or-land-reminding-us-what-we-could-be/
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Michel Grimaud shows us how one young person, too young to know that his task was impossible (a bit like Harry Potter and his friends, but written in 1978…), can do something worth writing about, as he becomes an adult. In L’Île Sur l’Océan Nuit , he builds community and learns that history, writing, cooperation, and freedom go hand in hand:

https://www.goodreads.com/review/show/943106745

Whether through words, carvings, pictures, or even hand signs (sign language), each person can and should write an autobiography.

In Service to Community,
Coop,

Gregorian Date: Wednesday, August 20, 2014
MEOW Date : Sunday, August 19, 12014 H.E. (Holocene Era, aka Human Era)


https://network23.org/communitycoop/2014/08/20/why-write-your-autobiography-mar-shows-the-adults/
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02/27/2013 10:00:00

shirad
Generating more respect for teachers requires cultural change

People certainly should respect the difficult work that teachers do. This would probably be made easier if our children and adults understood what it takes to teach a person a useful and neccesary skill, from start to finish. Hence my proposal for a modern universal Rite of Passage. What we need our children to prove, upon recognition of adulthood, is not their prowess in battle or the hunt, not their virility, not their adeptness at social maneuvering, but their ability to contribute meaningfully to society by teaching another member of the community, from level 0, how to do something that is both difficult and absolutely neccessary in our society today. By requiring our children to teach some other person, child or adult, a needed life skill, over the course of about a year, this pre-adult shows persistence, perseverence, discernment, and of course, the key skill in question. A useful side effect of this is also that it would effectively increase (dramatically) the number of available tutors, and also lead to every adult in our society coming away with an understanding of the challenges involved in teaching anyone anything non-trivial. Thus we provide an esteem building excercise and respect building accomplishmen all in one go, which we then reward with full adult status, whatever the age of the adolescent in question. This obviously assumes that the kid has had opportunity to prove his or her good judgement in other ways as well, prior to seeking said recognition. This might help as one step of a series of steps implemented by and through local communities which could lead to more long-term thinking in society at large, given a critical mass and good faith in the ability of human kind to rise above our instincts, and learn to cooperate.

Peace,
Shira
Tags: strategy, personal goals and observations, economic justice

In Service to Community Cooperation

The

MEOW Community Cooperation Blog Home Backposted on:
Gregorian dt.: Sunday, August 10, 2014
Meow Date : Thursday, August 9, 12014 H.E. (Holocene Era)


https://network23.org/communitycoop/2014/08/10/109/
meowdate: (Default)
Français
I have six criteria for being an adult. Each prospective adult must be able to:

1. swim, (or inland: find potable water)
2. defend him or herself both emotionally and physically,
3. think critically and build logical arguments,
4. understand statistics,
5. drive and make emergency repairs to manual (stick-shift) cars, or know how to ride and care for bicycles or horses, or otherwise show ability to navigate safely.

These all imply the most important criterion:

6. accepting responsibility to think independently,
taking responsibility for one’s actions and for preventing exploitation.

Personally, I have spent a good deal of time studying each of
the above items, and also reflecting on my own principles. I
believe this reflection to be part of both #3 and #6, as each
adult must know the basis of his or her life principles, if he or
she is to live a fulfilling and stable life. Not only meaning, as
Dr. Viktor Frankl described, but pondered one’s
principles and deciding what gives life meaning, is crucial.

Thus, I believe that the final test for being recognized as an
adult should be to teach someone else a necessary life skill.

For example, swimming, or writing. This Adulthood Challenge is described in an earlier post.

Love, Peace, and … Community Cooperation !!!
Shira Destinie
Gregorian Date: Friday, Jun 27, 2014
Meow Date : Tuesday, June 26, 12014 H.E. (Holocene Era, aka Human Era)

P.S. Many thanks to those whose comments have helped shape changes, particularly to points 1, 2 and 5. -Shira, 10.10.12014 H.E.

Duplicated on: https://network23.org/communitycoop/2014/06/27/am-i-an-adult-part-1-definition/
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français

Dear Friends, here is another idea for your perusal.
A New Rite of Passage


We need a new rite of passage in which every teenager must voluntarily teach someone, from start to finish, a usable and important skill. It must be a skill which the person has to use in the real world, such as moving from the alphabet to reading chapter books, or from counting numbers up to multiplication tables, or from writing a sentence to writing an essay, or from no English to conversational or passable workplace English in the United States.

This needs to be a project which requires a serious investment of time (preferably meeting for two or three hours each weekday) for about one year. That way the young person can look back with pride on a serious accomplishment and justifiably claim his or her status as an adult. Along the way, several problems in our modern society can be solved at the same time :


-The increasing lack of self-discipline, civility and respect for learning among the young.

-The shortage of teachers combined with the budgetary shortfalls in most states would be somewhat mitigated by adding the numbers of teenage students needing to finish their “Adulthood Project” to the number of classroom aides and volunteers.

-The need for challenges and self-testing during the adolescent stage of life which is left unfulfilled by modern society´s unsatisfyingly arbirary definition of adulthood.

I would propose that implementing such an idea should begin with involving the local community by having the adolescent (or if still in his/her 20´s, the “pre-adult”) bring a person to meet with the community to show the starting point of the teaching process. After the learning objective has been attained, the pre-adult and the learner would return to meet again with the community to assess the effectiveness of teaching and to award the pre-adult his or her status as an Adult, with the full rights and responsibilities expected of an adult, including such cultural norms as civility, courtesy, and even graciousness.

In this way we may move from a society where rudeness is the norm to one in which graciousness is valued. For example, a friend tells of an incident where a lady´s dog snarled at her, and the lady apologized, which was the civil thing to do, and then even offered to call a cab for her, which was the gracious thing to do. A society in which graciousness is valued will be both a more compassionate society and a more creative one. I leave these thoughts for contemplation, debate, and action.

Love, Peace, and … Community Cooperation !!!
Shira Destinie
Gregorian dt.: Thursday, Apr 17, 2014
Meow Date : Monday, April 16, 12014 H.E. (Holocene Era)

https://network23.org/communitycoop/2014/04/17/pre-adulthood-adults-and-rites-of-passage/
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Posted on Meow Date Thursday, 12 April of the year 12,014 H.E.

At its inception, the United Nations proposed a more logical, easy to memorize and universal calendar which all the world could use. It was to be called The World Calendar. They did not then suggest it, but others did suggest moving the Epoch, or start date (year Zero), to a more inclusive time period.

The MEOW Community Cooperation Blog’s ‘MEOW Date‘ uses a dating system which combines The World Calendar and The Holocene Calendar:

The World Calendar Association


On the Hololcene Era:
A very complete page via The WayBack Machine on HE
and MMeade on HE

http://en.wikipedia.org/wiki/Holocene_calendar
Gregorian (and other) calendar to The World Calendar converters:

Well-explained with the daily date in JavaScript

Many Calendars Converted for any day you give…
Perl converter

https://network23.org/communitycoop/2014/04/13/more-inclusive-calendars-and-eras/
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“At the turn of the century, both communities developed similar ways of evading White discrimination. Both communities built their own institutions, … ” which “… deepens the connection between them. Cooperation in other areas built ties that would eventually lead to the well-known actions of the later Civil Rights era in the 1960´s.”

–Excerpt : (p. 17, 18) of “Stayed on Freedom’s Call: Cooperation Between Jewish And African-American Communities In Washington, DC” is a contribution to the shared history of Black and Jewish Washington, DC that should be shared among all communities, in every city. This story of cooperation is the story of humanity, which shows that Dr. King’s Dream, Gandhi’s ideals, and our potential, indeed can overcome.

Check the book out -read it online for free at The Open Library:

https://openlibrary.org/books/OL25439796M/Stayed_on_Freedom%27s_Call

Posted on Meow Date 22 March, 12014 H.E.

https://network23.org/communitycoop/2014/03/24/new-book-on-community-cooperation-to-share/
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Hi COMAR newsletter editor,

Here is a bio, just in case you need that.

Bio:

Shira Destinie Jones is a native Washingtonian, teacher of mathematics, Hebrew and Greek folk dance, and singing enthusiast with 12 years of Unix expertise. She holds a Master of Arts in Teaching Secondary Mathematics, a Masters of Philosophy in economic social policy, and is a published poet and author working to help restore the balance of justice in our damaged world.

My update for this year is as follows:

The past year has been a busy one for me. In addition to going back to Bath, England for my graduation ceremony, I have given several energizing talks on "Community Empowerment through Community Currencies" last year. I also published my first book entitled "SHARED MONETARY GOVERNANCE: Exploring Regulatory Frameworks, Participatory Internal Decision-making and Scale in Institutional Access to General and Special Purpose Currencies" and most recently, I have an article being published shortly in the International Journal of Community Currency Research (IJCCR). Apart from these pursuits, my personal endeavors include starting an Interfaith Prayer Calling Circle, hosting several multi-cultural connection events, and starting up work on an idea to plan joint Watch Night events bringing together the Black community with the Jewish community. These personal projects continue while I search for full time employment, so 2011 promises to be a busy year!

From the Manzilla side of the Family,

Peace, Love, and Community-Cooperation!!

Destinie

(




Read, Write, Run, Teach !

ShiraDest
27 jan, 12016 èH
12016 HE


)

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