Propagandhi’s Neighborhood

via Center for American Progress
Census Shows Most Poor Adults Are Women, Particularly "Women on Their Own"

Elderly, unmarried women—many of whom are widows or divorced—are particularly susceptible to poverty, particularly as retirement funds dwindle in the recession.

By Liz Weiss  | September 10, 2009

New data released today by the Census Bureau shows a statistically significant increase in the national poverty rate in 2008. Most adults (18 and over) in poverty are women; 59 percent of adults in poverty are women; and 13 percent of all adult women are in poverty. Three-quarters of these women are women on their own—widowed, divorced, separated, or never married—despite being less than half (47 percent) of the population of adult women. These unmarried women have appreciably higher poverty rates than married women—20.8 percent versus 6.2 percent. Yet unmarried women live in a variety of situations—they may be living with partners, they may be mothers, they may be elderly—and each group has unique circumstances and needs. Indeed, poverty rates vary greatly for women by family status, age, and race.

In 2008, 39.8 million people—13.2 percent of Americans—were in poverty, a statistically significant increase from 2007 (12.5 percent), and a marked increase since 2000 when poverty was at 11.3 percent—its lowest level in a generation. Unfortunately, we know that the poverty picture has worsened in 2009, and these new numbers reflect only the first part of the current economic downturn. Unemployment in August 2009 was at 9.7 percent nationwide and nearly 12 percent for unmarried women (seasonally unadjusted). What’s more, long-term unemployment has grown considerably and food stamp participation increased by more than 20 percent between June 2008 and June 2009.

Women are more likely even in better economic times to face poverty than men, and unmarried women have higher poverty rates than married women. Yet the marital disparity has worsened since early in the decade. The poverty rate of unmarried women was 13.4 percentage points higher than married women in 2000, but it was 14.6 percentage points higher in 2008. The risk of poverty for women of color is even greater, especially for those who are unmarried. Thirty percent of unmarried black women and 29.5 percent of unmarried Hispanic women—of any race—were poor in 2008, compared with 18.5 percent of unmarried white women.

Crazy world we live in... via BBC News

Islamists in southern Somalia have stoned a man to death for adultery but spared his pregnant girlfriend until she gives birth.

Abas Hussein Abdirahman, 33, was killed in front of a crowd of some 300 people in the port town of Merka.

An official from the al-Shabab group said the woman would be killed after she has had her baby.

Islamist groups run much of southern Somalia, while the UN-backed government only control parts of the capital.

This is the third time Islamists have stoned a person to death for adultery in the past year.

Al-Shabab official Sheikh Suldan Aala Mohamed said Mr Abdirahman had confessed to adultery before an Islamic court...

No, it doesn’t have to. No matter how constrained a teacher is, I’ve determined that school does not have to be a creativity killer. To apply some ancient, wise words (2 Corinthians 4:8-9): “We are hard pressed on every side, but not crushed; perplexed, but not in despair; … struck down, but not destroyed.” In other words, NCLB and the obsessive, accountability-driven administrative directives it begets cannot single-handedly kill creativity in the classroom. Sure, state tests “stigmatize failure,” as Ken Robinson states. Teachers, though, do not have to stigmatize failure.

Take a measure as simple as rewarding students for non-academic feats, for instance. Awarding Student of the Month to the most spirit-lifting comedian in the classroom validates him as much as a good grade. Teacher-initiated rewards address and negate Robinson’s contention that school only the intellectual successes at school are the winners. He contends that “the whole purpose of public education …is to produce university professors. … We shouldn’t hold them up as the highest form of achievement…they live in their heads.” Nay! The purpose of school is to make something productive out of young peoples minds and hours. Sure, there are ugly class wars circling around how those minds and hours are spent. But ideally, school is for producing more productive (emotionally, spiritually, vocationally --- not merely intellectually) members of society. School is where students have training wheels for how to function as adults. It’s a mini-society. I think Robinson would be a huge fan to Rousseau’s anti-social, child-centered vision of education. Unfortunately, as pastoral and sweet as this vision is, it falls short of what humans were created for: to serve and better each other.

No, schools do not “squander” the innate creativity in children wholesale, as Robinson overconfidently asserts. Schools are the environment in which time is set aside for creativity to be required. Without the structure of school, creativity wilts. Robinson is right to point out the paradoxical nature of creativity, such as that we do not mature into creativity, but rather we outgrow it, but he misses this important paradox about it: creativity needs structure just like fire needs oxygen. Without the push and the constraint to fuel creativity, or the probing questions of the teacher, or the small encouraging remarks along the way to the final creative product, a child’s creativity will be stifled. Also, in a school functioning properly, in which reading aloud and extolling reading should be a daily activity, the imagination will find no lack.

As to Robinson’s allusion to Picasso’s quote that we grow out of creativity, neither do I fully agree with this. Older children (teens) can use colors, tweak words, arrange sounds, plan projects and papers and speak more eloquently and purposefully than their younger counterparts. Who has the authority to say that creativity with more direction and eruditeness is somehow weaker than the innocent creativity that streams from a little mind? Classifying creativity in an hierarchy (eerily akin to what NCLB test standards do—classify schools and student achievement) and judging creativity as “the production of something both original and useful” (paraphrase) is rather utilitarian itself. Robinson defines creativity to uptightly, I’m afraid. 

Go forth and fill your libraries with media.

Seriously, thanks to everyone for being so amazing and patient. You are the reason I love Vox.

~daisy

The Tunica River Park affords a host of opportunities for people who are seeking to understand the historical importance of the Mississippi River's usage from its beginnings with the Native Americans and conquistadors up through it's present-day significance as a major channel for transporting goods and individuals through the American midwest. In an ideal world my students would be able to visit the park and take advantage of the plethora of exhibits and time periods featured at the museum. However, structuring this time to maximize my students' learning must be undertaken carefully so that my students get the full effect of the academic experience of the Tunica River Park and do not simply view the excursion as pointless field trip.

Some of the before school activities that I could have my students complete are:
            1) Completing a KWL chart to document students' knowledge prior to visiting the Tunic River Park
            2) Researching the history of the Mississippi River and how it has been used in the past by disparate groups
            3) Visiting a local river (i.e. the Yazoo River) and having students read about its historic regional significance

Some of the activities I could have my students complete while they are at the Tunic River Park are:
             1) Creating a timeline to document the settling of the area around the Mississippi River
             2) Describing the work of major figures who settles or worked along the Mississippi River
             3) Formulating a schedule for other groups of students to complete a walking tour of the park on their own visit

Some of the activities I could have my students complete after their visit to the Tunica River Park include:
             1) Finishing their KWL chart by filling in five things they learned from their visit to the Tunica River Park
             2) Developing a community service project to spread the word throughout the Delta about the river's import
             3) Writing a persuasive letter to a member of Congress urging them to allot money for sharing the river's history

When teaching in the districts that MTC places us in, tangible success is often hard to come by. Failure seems to be what is constantly in our face as we think of all the things that our students are doing besides learning, all the places that our students will likely end up besides college, and all the classroom management issues we face that make us want to roll over and call out sick. Every. Single. Day. Still, it's in the little things that teachers anywhere but especially in "critical needs" districts must focus on to maintain drive and focus and continue doing what too many others have deemed highly improbable or flatly impossible for centuries: educating poor Blacks.

In many of these districts MTC teachers teach in standardized tests are seen as foreboding signs of eminent doom and embarrassment. In these places, teaching "to the test" is often resorted to as the means through which educational salvation is reached. Teaching to the test is one thing but when you're in a school environment where, from day one, what's communicated to teachers is that teaching to the test is the ONLY thing, well then you're at KIPP. On some level this is understandable as testing determines so much at charter schools like KIPP from our enrollment to our ability to woo private funders to the very renewal of our charter with the state of Arkansas. However, I cannot help but shake my philosophical belief that I have more important life skills to teach my students than finding equivalent fractions and answering multiple choice items using process of elimination.

In any event, our big state test in Arkansas is called the ACTAAP or the Benchmark Exam. KIPP Delta in Helena has some of the highest test scores in the state at the middle school and high school levels. Last year, 94% of our 7th graders at KIPP Delta scored proficient or advanced on the mathematics Benchmark Exam compared to 66% of 7th graders statewide and only 33% of students in Helena-West Helena's regular public school system. What makes this even more remarkable to many is that our school is 99% Black, 99% free/reduced lunch, and in the heart of dilapidated downtown Helena close by local housing projects, gang territory, drugs, and prostitution. Last year's 7th grade math teacher who got these results was so successful that she has been given the green light to found her own school which will be opening in Blytheville, Arkansas in the fall of 2010 as a new KIPP middle school. She's only a year older than me. The venerable 7th grade math slot was thus available when I applied to KIPP this past spring and who teaches this course with the districtwide spotlight on it now?: me. The Black, hood guy from Harvard with two years of (social studies) teaching experience who's a few credits away from a master's degree in education.

Anyway, to my success story. In preparation for the end-of-the-year Benchmark Exam we take practice Benchmark Exams every month. We chart the progress of our students and use the practice Benchmark Exams to target particular students and skills for remediation and re-teaching. Results are scrutinized for hours on end at the individual, school, and district levels. It is highly nerve-wrecking to see where your students are at month-by-month and to know that the results will be known almost immediately by your peers and superiors and reflect your quality as a teacher. Lovely. In any event, the first practice Benchmark Exam we took was in late September. We took a second one two weeks ago in late October and although the success or failure of my students on the September exam could largely be attributed to what my students came into 7th grade knowing, my school director was clear in communicating that the October exam's results would be all my own.

Much to my surprise and the surprise of many a colleague, I'm sure, not only did my students' scores increase from the first to the second practice Benchmark Exam but these were the only scores that increased in any grade level, in any subject area at the entire school. Fifth, sixth, and eighth grade math scores went down. Fifth, sixth, seventh, and eighth grade literacy scores went down. Fifth, sixth, seventh, and eight grade reading scores went down. Fifth and seventh grade science scores went down (we don't do sixth and eighth grade science testing). ONLY 7TH GRADE MATH SCORES WENT UP!!! I was elated when I saw the numbers displayed on the dry erase board at our faculty meeting the night we stayed at school until 10 p.m. grading exams and inputting results on our district network for more scrutiny. When looking at the individual students and their performances from the first to the second practice Benchmark Exam, I also noticed that most of the students whose scores increased were taught by me and not by the more experienced and better respected 8th grade math teacher who takes 15 of my 7th graders into his algebra class each day.

That's wassup. Right? 

via the Washington Post/ President Obama just signed it into law.

President Obama is expected to announce regulations formally ending the 22-year ban on travel and immigration by HIV-positive individuals, according to the group pushing for an end to the ban for the past decade.

The president is scheduled to sign the Ryan White HIV/AIDS Treatment Extension Act of 2009 at 11:50 Friday and is also expected today to reveal the new rules, which have been under development more more than a year.

The regulations are the final procedural step in ending the ban, and will be followed by the standard 60-day waiting period after being published in the Federal Register prior to implementation.

A ban on travel and immigration to the U.S. by individuals with HIV, the virus that causes AIDS, was first established by the Reagan-era U.S. Public Health Service and then given further support when Sen. Jesse Helms (R-N.C.) added HIV to the travel-exclusion list in a move that was ultimately passed unanimously by the Senate in 1987

A 1990-1991 effort to overturn the regulatory ban failed in the face of outcry and lobbying from conservative groups and bureaucratic turf disputes. The ban was upheld in 1993 when Congress added it to U.S. immigration laws.

The Senate finally voted to overturn the ban as part of approving legislation reauthorizing funding for the President's Emergency Plan for AIDS Relief, or PEPFAR, in 2008, and President Bush signed it into law on July 30 of that year. Sen. John Kerry (D-Mass.) and then-Sen. Gordon H. Smith (R-Ore.) led the process in the Senate...

White House to announce end to HIV travel ban | 44 | washingtonpost.com

http://voices.washingtonpost.com/44/2...

By Garance Franke-Ruta President Obama is expected to announce regulations formally ending the 22-year ban on travel and immigration by HIV-positive individuals, according to the group pushing for an end to the ban for the past decade.

I was just told that the Amazon Conduit will be fixed by tomorrow. I will post here as soon as I get word that it's back up and running.

I know this has been frustrating and I am sorry there wasn't more I could do to make it less so. I really appreciate your patience though.

Cheers,

daisy

So the House unveiled the new Healthcare Reform they are voting on, it will insure 36 Million more Americans but we still will have Americans without health insurance.  NOT GOOD ENOUGH.  I had started liking Pelosi but it seems she was just throwing out tough talk BS the past couple of weeks.  I hope the real Progressives in Congress tell them NAY.