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      "author": "wordmaker7",
      "body": "good to see that is bullshit as well",
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      "body": "Add to that what the Sudbury Valley School model is doing, with now Nashville Sudbury School joining the mix.",
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      "body": "Here's a potential #MeToo story I may have avoided tonight:\n\nSitting at the bar at the Brewhouse West, Nashville, watching football and preparing to watch a Red Sox game on an adjoining screen, and I see across the way a very attractive brunette, not noticeably more than 15-20 years younger than me, and therefore “within reasonable range.” I notice her, but do not make any sign of such. As I sit there she seems to be looking in my direction, with a steady gaze. (There is a football game on the screen behind me, as there are on screens all around me.)\n\nI pick up my glass to sip my pint of Yazoo Dos Perros; at the same time, I see her pick up her glass of similarly dark beer and take a sip. I rub my chin beard, and wipe my mouth; moments later she runs her fingers across her chin and then her mouth.\n\nI start to be intrigued, having read about this stuff, how women may show “interest” by aping the physical moves of a man. My fantasies are now going into overload: how I walk over and say hello, and we end up walking out together, going to her place or a motel, spending hours exploring each others' bodies and so on . . .\n\nShe also seems to be throwing her hands up for no particular reason, and I squint hard to see . . .  no discernible rings on any finger! But she is still sitting beside this other guy, and every so often she turns to speak to him, so my own insecurity keeps me rooted in my seat, and eventually she sits back, and turns to look at the other screen behind her, checking out another football game. After a bit she turns to speak to the guy next to her, and a while later they get up and leave together.\n\nThere was a time when if I had had a buddy sitting at the bar beside me, and I had confided in him what I had just witnessed, he would have said, “Go for it, Dude! She's hittin' on ya!” And I would either have summoned the courage to take action of some soert. Had I been brave and assertive enough, I might have gotten up and walked over, introduced myself and asked if we had just “shared a moment” – or some such comment – and discovered whether or not it had all been my imagination. \n\nIn another time that might have been acceptable, but in the context of Brett Kavanuaugh's alleged teenage behavior, Al Franken's apparently “joking” actions, and all the other things that fall far short of rape, but fit under “inappropriate advances” . . . I may have saved myself from a real problem – one I hardly need at my age!",
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      "body": "I like that idea of actually trying to measure what people know and learn. Makes sense to me. Whenever the discussion of education comes up, I always mention <a href=\"https://www.amazon.com/Free-Learn-Unleashing-Instinct-Self-Reliant/dp/0465025994\">Free to Learn</a> by Peter Gray. It's an excellent way to look at learning and education in the human species.",
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      "author": "wordmaker7",
      "body": "Okay, let’s begin with some points of agreement: 1) Common Core has been a disaster; 2) No Child Left Behind is better labeled as “No Child Allowed to Learn”; 3) the mania for testing children repeatedly, with no chance to recover from a bad day or a misread question, is doing very little to improve the educational system in the United States.\n\nI also have a streak of realism in me, and know that this goal, if not entirely infeasible, is at very least going to require a complete shift in public awareness, if not an entire quantum leap in the evolution of the species. In the meantime, therefore, I keep coming up with measures to make stepwise improvements, so long as they do not backslide along the way from the road to human Liberty. This might be one of them.\n\nStill with me? Good! Now let’s take a look at how this might be done better, for the benefit of students, teachers, and even those educrats who think they know, more than anyone else, about (to give them the benefit of the doubt) helping children to truly learn—not what to think, but how to develop their own abilities to distinguish truth from nonsense or outright lies, and to form their own views about life. (I will grant that some of those in this field are less interested in seeing this happen than in creating another generation of Prussian factory-drones; they aren’t reading this anyway. This is addressed to you folks who actually do care about literacy, numeracy . . . and the facilitation of student learning.)\n\nFull disclosure: For the past 15-plus years, I’ve worked with student testing, in one form or the other. A lot of this has been as a Scorer for a wide variety of those standardized tests being taken, from all across the country, to meet state (and now federal) requirements for every student, whether said student be in a government-run (aka “public”) school, a private one, or under the broad spectrum of homeschooling, unschooling or other autonomous systems of learning. In that capacity, I have scored writing essays, math and science word-problems, and even a few Field Tests for questions being considered for formal inclusion. (Note: In the latter case, the poor guinea pigs … err, students often don’t even know their answers will not affect their evaluations in the least—or else they tell them, so that over 70 percent don’t even bother to answer the questions.) \n\nI more recently supplemented this for a time by scoring tests for an online school, providing a curriculum for high school students in the region, offering both make-up and advanced-placement courses (as well as, I’m happy to say. some “life skills” ones to aid students in moving on with their actual lives after the formal schooling ends). With this seeming vested interest in expanding the testing game, my proposal might look like a means to doubling my workload, by expanding the testing season; actually, I’m seeking ways to shift my time to more valuable purposes.\n\nThe system as it is: As it now stands the process is the same in almost every school. Students are tested, at least once a year, from about third grade to junior year (I refuse to say “11th grade”), in a rather grueling stretch of several days devoted solely to the tests. In most schools, this is preceded by a single-minded focus in each classroom, covering most of the time before the test period, on: a)  how to take the tests; b) what kinds of questions might appear on them; c) what specific skills are being tested for (about which some teachers might have a clue, though most find it just as bewildering as the students do); and d) whatever other agendas have been dictated this time around. (Many teachers I know are irate at their students being made guinea pigs or beta-testers for whatever ivory-tower teaching or learning theories have come into vogue in each round of this process. The Common Core “new math” methods are just the most obvious example of this atrocity.)\n\nThe students then take the tests. Along with the multiple-guess questions scored by machine, there are numerous essays and short-answer questions requiring human eyes (and minds) to evaluate properly. Although there are strict rubrics (as well as “range-found” papers against which to compare them) for assessing the proper scores, a considerable percentage are still deemed unscorable under the present paradigm. There are several reasons for this:\n\nSome students completely misunderstood the question. (Although this happens more frequently when said student is laboring under the handicap of English being a second, third or even fourth language, it also hits American-born students lacking basic awareness or training in what is supposed to be their “native language” as a primary means of communication.) These unfortunates might grab onto one word in the question and run with that, perhaps thinking that by giving a good definition of that one word, they’ll get enough credit to scrape by;\n\nSome students either don’t know the answer, don’t really care to do the work to find it, or lack the skills to express themselves with even marginal coherence (some draw pictures, some enter random keystrokes, some go on a rant about how stupid the tests are); and\n\nSome students, now that the tests are being given online, are under the impression that merely copying the right piece(s) from the existing text is sufficient for a score. This was once confined to copying from the prompt, but now extends to wholesale copy/paste from the text of a reference essay, or even a website, when the assignment asks specifically for an essay written in the student’s own words.\n\nEach of these types of papers might merit some kind of score; more often than not, they all go into the category of “Unscorable” and are then returned to the schools, showing that for the question, which is deemed only slightly better than no attempt to answer it. With more than a few of those Unscorables, along with a few ZEROS or blanks, the student shows up as a failure on the test. (As there is no way to evaluate the work, there’s also no way to give credit for it.) \n\nI fear these students are being lost between the cracks, just as at one time some very intelligent young folks (some bearing a true learning disability or perceived “behavioral problem,” others who just did not fit the mold) got stuck in the “dummy track”; without outside intervention to restore self-esteem and a sense of worth, many of them (including some potential geniuses) were set aside, given “busy work” and advised to expect driving a truck or digging a ditch as their highest aspirations in life. (I’m not saying there’s anything wrong with driving trucks or digging ditches, only that as a lifelong career it’s a bit limiting, if there’s an architect, lawyer or brilliant scientist hiding inside you!)\n\nI actually know of several such cases, including one who spent most of his high school days (early 1980s, in a major metropolitan government-school system) sitting at a desk with an open dictionary. His assignment was to copy a full page of that dictionary, and when he had finished he could lay his head on the desk and nap for the rest of the day. He was eventually encouraged to seek more, and jumped the system to get an associate’s degree in real estate law from Harvard University. He then went on to become a successful realtor running his own business in the late ’80s (until the industry went belly-up a few years later). \n\nAs I said earlier, I’ve seen the effects of all this, initially at a distance, helping my friend—who was indeed almost fatally dyslexic—to write his papers for school. (He would pace the room and dictate, as I typed and cleaned up the syntax, while learning a bit about easements and property law in the process.) More recently, over the last decade and a half, I’ve encountered the issue while evaluating some of these papers. \n\nIn my former posting with the online high school courses, I also saw what might be a way out. One thing about virtual work is that the scorers of the questions are working with an interactive system, and so can offer feedback; more importantly, they can also give second (often, even third) chances to students, whether deserving or just clearly bewildered. (I’m not certain, but I might have been the first scorer for these papers to pick up on this latter process.) \nWhen I read one of these essays (sometimes just one or two paragraphs), I look for four things:\n\na) Are these the student’s own words? Since the material is being researched on the internet, this is easily determined, using a Copyscape.com account, which can smoke out a text-copy at 100 yards. If it’s not original work, I attach a note about text-copying, score it a ZERO, and click the “Retry” button. \n\nb) Does it cover the question sufficiently? If so, it gets full credit, as well as either a “complete answer” or “excellent essay” notation, depending on the overall quality. (Sometimes they’re so well written I’m compelled to check the Copyscape stats; if no copying is then found, I give that student proper encouragement by noting this, then thanking him or her for taking the course so seriously.) If it’s seriously deficient in either detail or grammar/syntax/etc., I generally offer the student another chance to fill it out a bit more (or clean up the sloppy writing) for a better score. \n\nc) Is it on topic, and within the bounds of the question and the course? (A History paper should include dates and places, not just be a general ramble about the purported subject; a math paper needs to show the work, enough so it’s clear the student grasps the concept, knows how to use the formula, etc.)\n\nd) Does this student understand the question, even if (due to language difficulties, etc.) (s)he seems to be way off base? \nCase in point: I had one student about a year ago who (from the syntax issues) was probably coming from an Asian heritage and vernacular; it took me three readings to realize that she fully understood the math problem and had given a valid answer, but lacked the vocabulary to bring it down to simple terms—every complex polysyllable was a synonym for the word she was searching for! I gave her almost full credit, with a point or two off for the syntax and usage issues.\n\nOkay then, given these barriers and disconnects, what’s the solution? \n\nHere’s a thought: Why not give these tests COLD, in the first month of each school-year, with little or no preparation, sending them to the companies to score them, and getting on with teaching whatever you should be teaching for that school semester? They would then measure whatever learning had seeped in, and stayed there, in those young minds, without the artificial effects of zero-hour cramming and force-feeding that neither teachers nor students either like or need. (If the intention is to measure what a student has actually learned, last-minute sessions of memorization and route drills have no valid role to play.)\n\nThen, six months or so later, the tests would come back to the schools and the students, with feedback on their performances from the scorers, so the teachers could now focus primarily on those who need help. You would then give them the exact same test to do over again, as or if needed! \n\nFor students who need help—understanding the questions, writing their answers coherently, or otherwise—the teacher could conduct sessions, group or even individual, to clarify problems and answer questions, perhaps based on a report summarizing the students’ issues, received prior to this retesting period (which should be much shorter, for all but a few students). Although this might be the “weakest link” as far as ‘security issues” are concerned, it’s also where actual learning might take place; somewhere along the line we must restore some measure of trust toward our teachers, and let them do the jobs they thought they’d be doing when they chose the teaching of children as their careers.\n\nFor students who’ve already done well, and clearly do not need to go through the whole process again, there’s a much easier task. At their discretion, they might choose either or both of the following: a) spend some time reviewing any questions they missed, rewriting those they wished to improve their scores; or b) engage in some other kind of learning, perhaps an independent study project on some topic they really do choose to pursue. The computers are there, anyway (assuming the site-blocking is set up to somewhat limit access from just surfing for porn?); they might as well be used for something productive, something that encourages a student to pursue new learning.\n\nThis is all now quite possible, since the tests are being administered virtually, over the internet. With rare exception, students must now type their answers on a computer, creating an electronic record of their work. It could also be a perfect opportunity to receive feedback on the work—or even a second chance, whereby a paper originally written on a “bad hair day” or a question misunderstood due to ambiguous verbiage (you’d be amazed at how often that happens!) could be redone by the student, and submitted as a better representation of that student’s knowledge of the subject. (Currently, as noted above, these are just marked as “unscorable”; if enough students clearly misread the question, the rubric must be altered to cover an answer defying the educational intent of the question, so as not to penalize those students who saw something different.)\n\nIn the case of the student who had used the “right click-Copy/Paste” method to grab text from a reference document, that “second chance” might be the difference between a non-scorable paper and a top score on one. Although there is a tendency to penalize a student for doing this, as I have learned in my travels, it can be a cultural thing: For example, in many Asian and some Middle Eastern traditions, it is honoring someone’s wisdom to just repeat the words—even without proper attribution. For students coming these traditions, as well as others similarly unclear on the concept, it makes little sense to penalize them for these actions; a “second chance” (along with a feedback note: “You’ve done the hard work by finding the right answer, now write it in your own words!”) could give them an opportunity to turn that Unscorable into a successful paper.\n\nAll in all, this seems like a much more sensible way to evaluate student learning when using standardized tests. The technology is there; it would only involve a few tweaks to the software to add the Feedback and Retry buttons to the systems. The alleged goal of actually evaluating and promoting progress, instead of just penalizing failures (real or imagined), might also be achieved, and much more readily. Meanwhile, those weeks, if not months, now being devoted to “teaching to the tests” would become unnecessary, and the time could be refocused on actually teaching children some basic skills, leading them to love learning, and to learn for themselves about their world, their cultures and the rich heritage of freedom, responsibility, and community.",
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      "body": "What prize does a rain-cloud get, just for showing up?\n\n\n\n\n\n\n... wait for it ...\n\n\n\n\n... almost there ...\n\n\n\n\n\n... give up?\n\n\n\n\nA precipitation trophy!",
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      "body": "We knew this in the friggin' '60s, man! Agent Orange (aka 'dioxin') has just been remarketed as Roundup! No different from vioxx or how many drugs?\n\n![](https://cdn.steemitimages.com/DQmUdQFL5W4jVmSV4eSmky6veFsMLJHMu16BrvTvs1wvc5Z/image.png)",
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      "author": "steemitboard",
      "body": "Congratulations @wordmaker7! You have received a personal award!\n\n[![](https://steemitimages.com/70x70/http://steemitboard.com/@wordmaker7/birthday2.png)](http://steemitboard.com/@wordmaker7)  2 Years on Steemit\n<sub>_Click on the badge to view your Board of Honor._</sub>\n\n\n> Do you like [SteemitBoard's project](https://steemit.com/@steemitboard)? Then **[Vote for its witness](https://v2.steemconnect.com/sign/account-witness-vote?witness=steemitboard&approve=1)** and **get one more award**!",
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      "body": "I am Amazed it took HGTV this long to grab this oppty; is there no vision in the place? With all the \"reality shows\" now, along with the nostalgia for the culture of the '60s, '70s, '80s (anytime but now) by both the left and the right. Beyond belief they did not pounce ASAP.\n\nhttps://www.ksdk.com/article/news/nation-world/hgtv-bought-the-brady-bunch-house-and-plans-to-restore-it/507-581318363",
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      "body": "1. Entrepreneurial venture: (Steve Schallu(sp?) on Kennedy) -- Make the Trump star an auction/raffle/contest venue; shovel-ready jobs, destroying it and restoring it ...\n\n2. Meanwhile (other guest, somewhat \"liberal\" woman?): How about Cosby, and Spacey, and ...? And if this was not only about losing an election and not liking someone, then why is that the issue they now raise? \n\n[Note: Both he's always been that way, and the strange timing of all this now, when it is becoming clearer each day that Russiagate is indeed Deflategate III (the \"piss dossier\" being II) ... Can you now say the word \"collusion\" with a straight face?]\n\n3. One other thing stumbled onto today, via Scott Adams: If Alex Jones is being \"blackballed\" by the social media giants, is it because of what he says, or what they think he thinks while saying it? If the former, then it's about \"spreading fake news\" (and so pretty much every \"media outlet\" in existence should shake in their boots, since they have in so many cases been shown to have either facts or poor mind-reading skills having gotten in the way of truth!); if it's the latter, they are guilty of the same bad mind-reading the \"media\" has been engaging in for years now, even tho its rise to blatantly obvious is only a few months old.",
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      "body": "This is the absolutely final edit of  \"(Whattaya Gonna Do) When Peace Breaks Out?\"\n\nhttps://www.youtube.com/watch?v=eer58GjSXuM",
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      "body": "I once actually had the pleasure of meeting and even talking one-to-one with the recently “crossed-over” Harlan Ellison. \n\nIt was fall of 1975 (or maybe spring 1976?), and the woman I now refer to as “my ex” (eight years under the same roof, sharing a bed, common law and all that...) and I were in New York City for the Star Trek convention, staying with an old friend of hers. It was my second trip ever to the Big Apple; the first one had been the 1975 Libertarian Party convention, a few months (or a year?) earlier, but that's not important here. . . .\n\nI don't recall how it all set up, but at some point I was in the hallway outside some panel I had no real interest in, when I saw Harlan standing all by himself, probably waiting to go inside for the next event. I wandered over, introduced myself and told him what a fan of his work I was. I might even have told him that my mission I life as a writer was to become an amalgam of him Hunter S.Thompson and H. L. Mencken, which was pretty much true at the time. \n\nWhatever I said, it clicked, and we began a conversation that ran at least 20 or 30 minutes, before he had to go in and speak. Hazy memory recalls that we chatted mostly about the deficiencies of <i>Star Trek</i>, and the adaptation of his “City on the Edge of Forever” script for its award-winning episode. He let me in on some of the differences between what he had written and what ended up onscreen. I know we also talked about <i>Dangerous Visions</i> and its sequel, as well as on the <i>Last Dangerous Visions</i> volume, whose drafts he said were “in a box under my bed” back in his Sherman Oaks, CA home. (As longtime HE fans know, that volume never did see print, and he stopped promising it after a decade or so.)\n\nI also know that I left that discussion (to go in and watch him perform on stage, with all the bravado and cynicism he was so famous for) knowing I had just glimpsed a bit of the insides of a very complicated and creative genius. He was not just cordial but downright friendly once we got past the opening words, and he inspired me to keep scrambling at it, but not to lose sight of the larger purpose of writing and communication in general. I also made a point of buying a copy of the original “City” script, which one of the vendors (I sure hope with his full permission, and that he got a piece of it) had on sale.\n\nIt was a few years later when we next crossed paths. Harlan came to Boston, to do a speech at MIT and to do a stint in the front window of a local bookshop. Avenue Victor Hugo Books, owned and operated by longtime libertarian Vincent McCaffrey, was to have him sitting in their front window on Newbury Street, tapping away on that manual typewriter he stuck with way past the computer age, and crafting a brand-new story. Vince was a friend, and was most willing to let me stand there and watch Harlan create. I might have mentioned our previous meeting, but I don't recall now if I did or not; I also don't remember whether Harlan even remembered it.\n\nI can't verify this now, but I believe the story he was working on those couple of days turned out to be “Django,” which has lived on as one of his cult-favorites. And that second evening I attended his speech at MIT, and was as always delighted by his combination of worldly wisdom, cynicism about society and politics, and clever words. I also that day got to see and hear him read “Shatterday” and of course went immediately to the bookstand and bought a copy of the story-collection with its title. Not long after, I purchased a copy of the LP vinyl, with him reading both “Shatterday” and “Repent, Harlequin, said the Ticktockman.”\n\nWhy I no longer possess either that record or the “City” script is both sad and for another day.\nHarlan, may wherever your indomitable spirit has taken you now (no way it just dies off), may it be the heaven you swore did not exist!",
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      "body": "Some up some down ...\n\n* I love what Ray Barnes did to create a video for my song, \"(Whattaya Gonna Do) When Peace Breaks Out?\" If hyou have not seen it yet, please take a look. (I have come to realize that I do not seem to marshall speed in my pursuits, and that as long I can keep living, they will take their proper places. (I really need to record some more songs, publish a couple of books just waiting for another set of eyes, and expand as I choose to my editing client-base (did anyone know I have edited somewhere between 60 and 100 books that have either seen print, download or at least deemed \"done\" by the author? Nobody but my writers seem to notice or care ... that would be your loss.)\n\n* Irony: almost the only pop singer I liked in the 70s was Jackson Browne, because of \"Opening Farewell\" (which I had thought was Michael Johnson's creation, given the closing every night of the local folk station with it -- boy did I have an embarrassing moment when I requested it at a Mike Williams Pickin' Party, and I still wish as I got to know him a little better I never did request it, as an homage to his other life.\n\n* A brilliant idea; why is it not being marketed? Had dinner and beers at the Brewhouse West tonight, and had two rounds of my usual fave, Dos Perros from local brewer Yazoo (I even ordered it with the meme Trey Wright began a few years: I said \"Woof Woof\" to the barkeep, and she responded with, \"gotcha!\" and delivered me the proper brew, with a lime I don't always need...) I am frankly quite stunned that Yazoo has not jumped on this meme yet; half the bartenders and waitresses in Nashville probably know me, or Trey, or someone else ... largely by that call.\n\n* Another up one, more intriguing and potentially widespread: After my 2 pints of Dos Perros, I decided to switch to my other fave: Blue Moon, in large part because it's not only a bit lighter, but I get to eat the orange afterward, which I'm far less likely to do with a lime, or even a lemon. I had no idea what was in store: the beer was delivered, not with the usual orange-slice pronged into the side of the glass,  but with a QUARTERED small orange, peeled back so that only the peel-side was on the outside of the glass, as the orange basked in the brew. What's more, the peeling was such that a little tug on the exposed peel served to dump the orange into the glass! Now, instead of an excavation of the orange slice, I had a large chunk of orange floating in the brew, and at any time I could gobble it up in a swallow (I did so on beer two; the first one I saved for the very end, and did not have to suck it out of the peel!\n\n* Downside: I am very annoyed that this laptop I am using, while my 4-in-1 recovers from a Windoze 10 upgrade that failed in the middle this destroyed my operating system (translation: this will take fucking days if not weeks to restore even the free software; can't wait vor what AVG and others put me through for paid versions...), insists on popping up that bitch Cortana every time my fingers slightly miss the intended key on the laptop ... while I wait until Monday to see if it's been repaired and restored, so I begin step two. (I also have work to do from home tomorrow, and Mondaym, using this thing ... well I use it anyway for that, but it does take away one of my interfaces, so thankfully only the Sox are on tomorrow...\n\n* UP: I had several very stimulating conversations along the way, maybe recruiting a couple of folks to check out Center for Spiritual Living Nashville's magical energy, and even a couple seeing liberty in a new way. Any of you who took my offer to look me up, I hope you are out there now. I backed off from pushing the networking; figured you'd find me if you wanted to.\n\n* I am also pissed at the app called ... Tunity(I found the spam claim? no! see below, and be prepared for disgust), which used to be such a nice app, but as usual someone forgot that you make money out of promotion and shows, not from the customers (as the music business is only beginning to learn, even if songs dot com proved it two decades ago, before Gaylord swallowed them and then shit out the remains). From logins and passwords, to not being able to leave one broadcast easily then go to another ... they have just really messed this one up!\n\nI'm coming off an unaccustomed stint juggling local politics with a very responsible seasonal job (I worked Saturday for a bit, as well as Monday's \"holiday\" but at least it's from home, sitting up in bed for the first part.) I truly love the work I am doing right now; as Shawn Gallaway's song puts it, \"It's All Good (Except for the Bullshit)\"\n\nI have more, but will just attach the link to my video and let you decide.\n\nWYGDWPBO: https://youtu.be/e92TasbNImE\n\nPeace Out, Brothers and Sisters (and whatever you choose to call yourselves, as long as it's peaceable)",
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