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Melo and Ray Lewis speaks out against the violence in Baltimore...
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dk7th
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5/5/2015  12:13 AM
whatever money is being funneled toward education should be front-loaded to childcare and pre-k programs, and i do mean the majority of that funding.
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Killa4luv
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5/6/2015  5:55 PM
BRIGGS wrote:
Uptown wrote:
BRIGGS wrote:
actofgod wrote:
BRIGGS wrote:
actofgod wrote:Have to point it out, since there was a decent amount of discussion as to education. Baltimore spends a fortune per pupil in schools.

http://articles.baltimoresun.com/2013-05-21/news/bs-md-ci-census-schools-20130521_1_school-system-per-pupil-spending-districts

You can have the best schools, an ipad on every desk and the best teachers money can buy. It won't make a lick of a difference if the kid doesn't want to learn, his family doesn't care about his education and his local culture doesn't value education.

Start there.


What the hll is a situation where a kid does not want to learn? School isnt for everyone later on but in 1-2-3-4 etc.. EVERY kid needs to learn fundamentals of education and I see NO reason why they wouldnt want to or arent encouraged by their parents. If the parents cant be responsible for simple parenting--they should give up their rights as a parent.

Some neighborhoods, cultures, etc. simply don't value education. Parents may not be around, concerned with other things, or just generally ****ty. The children see the people around them not give a ****, and they learn to not give a **** (applies to the area where they live as well). Other groups of people put an extremely high value on it, and the results show the difference. Either way, a child will absolutely fail if he or she doesn't have support at home. That's why simply reverting to some oft-repeated talking point about throwing more money at a problem is silly.

Education is part of the solution, obviously, but there needs to be a family, culture and mindset change for any of this to actually work. You can't buy your way out of this problem.

Baltimore and other cities have their own problems with their own excuses and at the end of the day it just poor character issues. They like to lay blame elsewhere because its convenient but no--it's their own problem lazy with poor values. .

Your sweeping generalizations are more ignorant than these so called poor people you know nothing about.

I didnt say a word about anyone being poor financially? I said ANYONE who makes excuses about why they cant help their kids get an education or why their kids feel like they cant learn has "poor character". A 6 year old goes to kindergarten--each day their parent lays down a set of rules that start the homework cycle from that age. You can play this long--you can watch TV this long you need to eat this and you go to bed at this time and you give the child a book a half hour before they go to sleep. Really not hard--is it work and responsibility --yes but thats what being a parent is about.

You know so painfully little about the people whom you are talking down to.

NardDogNation
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5/6/2015  9:04 PM
Uptown wrote:
NardDogNation wrote:
Uptown wrote:
actofgod wrote:
NardDogNation wrote:
actofgod wrote:Have to point it out, since there was a decent amount of discussion as to education. Baltimore spends a fortune per pupil in schools.

http://articles.baltimoresun.com/2013-05-21/news/bs-md-ci-census-schools-20130521_1_school-system-per-pupil-spending-districts

You can have the best schools, an ipad on every desk and the best teachers money can buy. It won't make a lick of a difference if the kid doesn't want to learn, his family doesn't care about his education and his local culture doesn't value education.

Start there.

You're making the assumption that all that money goes toward something that furthers learning opportunities for each student. A sizable amount of that spending, however, probably goes to security apparati like metal detectors, scanners, guards, etc and patch work on dilapidated buildings that are energy inefficient and should be torn down. But thank you for caring so much about this situation to make this just your 33rd post since you joined in 2011.

*citation needed*

also, Baltimore got 1.8 BILLION dollars from the stimulus. That included 467.1 Million for education. Yea, time to stop repeating the BS that this is amount money. This is about culture.

http://freebeacon.com/issues/baltimore-received-1-8-billion-from-obamas-stimulus-law/

I didn't know that primarily lurking wasn't allowed around here. My apologies, I'll do my best to let you continue freely spreading false information.

First off, I am a public school teacher and perhaps I can shed some light here.

I agree that the parents interest or lack there can have a negative effect on their children's education. Absentee parents, single parent, working two jobs, multiple kids, family hardships, apathy and disinterest) is putting more pressure, unfairly on teachers and the school system. Society also plays a role in the child's education. No denying that.

However, let's address the money being pumped into the education system. First off, I can guarantee, none of that money is going into the pockets of teachers. I'm a public school teacher in Atlanta, and I haven't gotten a raise in 7 years, yet my work-load and stress increases every year. Administration is putting extreme pressure on the teachers to increase test scores from pre to mid to post tests, make sure kids aren't failing classes at the end of each semester, and tend to each individual needs of the kids (differentiation) eventhough I got 33 kids in each classroom. If a kids is failing, I have to stay after school for an hour/hour and a half or come early before school for tutoring. Then, I have to give each and every one of my 113 students multiple opportunities to pass by allowing them to do assignments over 3,4, 5 or however long it takes for them to master the strand. This means when I officially clock out at 4:30, I'm still working at home grading assessments, creating new activities which takes away time from my own kids. I am not saying this to complain, but its a strain and raises the stress level of many teachers, making them disgruntled, especially when most of us are living check to check. So, the billion dollars you are talking about are not going to people who are doing the grunt work.

So where does it go? I'll tell you. The money goes to these so called education innovators who either never stepped foot in a classroom or are dozens of years removed and are out of touch with the times. These innovators are paid loads of money to conduct staff developments which we teachers are forced to go to and learn about new, innovative ways to teach or to use new programs. The problem with this is, in theory some of the ideas seem good, but in reality, it doesn't work in a classroom full of 30 kids, some with extreme behavior problems, etc. The other problem with these new programs are, they seem to turn them over every 3 years or so. By the time teachers have mastered one innovation, the powers that be change it up.

Most of the money is going into testing. Here in Atlanta, we just got rid of the CRCT exam and are now giving the Milestone or GMAT. I can tell you, this has cost the state of Ga millions of dollars. To be frank, the test is sh@t. Yes, its better than the previous, but all the kids do is test, test and test some more. From Milestone, to Interims, to CoGat, Iowa exams, State Pre and Post each semester, SPG's, EOG's, these students are testing way too much. And it forcing us teachers to teach to the test because if their scores are low, we feel the wrath of administration. And all of these test cost hundreds of thousands and in the case of Milestones, millions.

The money also goes to useless technology, gadgets and literature books. I have three technology gadgets sitting in my room collecting dusts because two aren't necessary and the other look useful, but we never had a staff development on how to properly use it and integrate it into the classroom. I have 3 dozens of lit books that was purchased with billions of dollars you speak of and I've read maybe two of them. The others, I either don't have the time or by the time I pick it up and start reading, I'm handed 3 more lit books.

In the end, the money is not going to people who really need it....Most of the money is wasted and the people who know what to do with the money, don't have a say....



I got a lot of respect for teachers. I think you guys and social workers are the real heros of America. They are thankless jobs but vital to who we are/should be as a nation.

Thanks. Appreciate it. Just wanted to dispell the notion that all the money pumped into school system is helping the students. So much of the money is wasted. In fact, last year, my principal and the adminitrstion staff refurbished their offices with new furniture as well as the front foyer. Where do you think that money is from? I have seen so much wasted money in the school system its ridiculous.

My aunt was a teacher (who lived with me), so I'm somewhat familiar with the bull**** you have to put up with on a daily basis. It's why I've come to respect teachers so tremendously. And in spite of all that you guys do, I don't know a single one that didn't have a 2nd job to make ends meet. Meanwhile, administrators that are not on the frontlines get to make 6 figures and politicians get to push for bull**** to be incorporated in the cirriculum that gets them some kind of financial contribution. It's why I've come to be suspicious of budgets without context because so much of it is intended for show and not substance.

holfresh
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5/7/2015  3:42 PM
We to need a little levity to this otherwise serious topic..

GustavBahler
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5/8/2015  4:13 PM    LAST EDITED: 5/8/2015  4:39 PM
Edit: copy and pasted from my phone, missed a sentence or two.


http://m.huffpost.com/us/entry/7228530

       

Scientists Find Alarming Deterioration In DNA Of The Urban poor

Nico Pitney Senior Editor, The Huffington Post

The urban poor in the United States are experiencing accelerated aging at the cellular level, and chronic stress linked both to income level and racial-ethnic identity is driving this physiological deterioration.

These are among the findings published this week by a group of prominent biologists and social researchers, including a Nobel laureate. Dr. Arline Geronimus, a visiting scholar at the Stanford Center for Advanced Study and the lead author of the study, described it as the most rigorous research of its kind examining how "structurally rooted social

Researchers analyzed telomeres of poor and lower middle-class black, white, and Mexican residents of Detroit. Telomeres are tiny caps at the ends of DNA strands, akin to the plastic caps at the end of shoelaces, that protect cells from aging prematurely. Telomeres naturally shorten as people age. But various types of intense chronic stress are believed to cause telomeres to shorten, and short telomeres are associated with an array of serious ailments including cancer, diabetes, and heart disease.

Evidence increasingly points to telomere length being highly predictive of healthy life expectancy. Put simply, "the shorter your telomeres, the greater your chance of dying."


The new study found that low-income residents of Detroit, regardless of race, have significantly shorter telomeres than the national average. "There are effects of living in high-poverty, racially segregated neighborhoods -- the life experiences people have, the physical exposures, a whole range of things -- that are just not good for your health," Geronimus said in an interview with The Huffington Post.

But within this group of Detroit residents, the ways in which race-ethnicity and income were associated with telomere length were strikingly varied.

White Detroit residents who were lower-middle-class had the longest telomeres in the study. But the shortest telomeres belonged to poor whites. Black residents had about the same telomere lengths regardless of whether they were poor or lower-middle-class. And poor Mexicans actually had longer telomeres than Mexicans with higher incomes.

Geronimus said these findings demonstrated the limitations of standard measures -- like race, income and education level -- typically used to examine health disparities. "We've relied on them too much to be the signifiers of everything that varies in the life experiences of difference racial or ethnic groups in different geographic locations and circumstances," she said.

According to Geronimus, it's important to consider not just racial-ethnic identity, but also "the extent to which it is validated, or discriminated against, or even understood within your everyday life experience" can affect an individual's health dramatically, Geronimus said. "Race is not race is not race. Poverty is not poverty is not poverty. Early health deterioration is sensitive to a broad range of life experiences."

When Ethnic Identity Impacts Health

So why did poor Mexicans in this study have longer (i.e., generally healthier) telomeres than the nonpoor Mexicans? Geronimus first noted that most poor Mexicans in Detroit were either first-generation immigrants to the United States or part of close-knit ethnic enclaves. In contrast, nonpoor Mexicans were more often born in the U.S. and were more integrated into American culture through work or school.

"If they're immigrants, then they come with a different cultural background and upbringing that didn't stress that as Mexicans they were somehow 'other' or 'lesser' than other Americans," said Geronimus. "They come with a set of support systems and with a cultural orientation that doesn't undermine their sense of self-worth. They then often live in these ethnic enclaves, many of them don't speak anything other than Spanish, and so they're not interacting with Americans who view them as 'other' or who treat them badly. It's not that they're immune to that treatment but they're not as sensitive to it and they also just don't experience it as often."

On the other hand, nonpoor Mexicans are more likely to be "exposed to some of the negative views of Mexicans held by some Americans, the conflation of anyone of Mexican origin as being an immigrant or possibly an undocumented immigrant, or even more neutral assumptions like 'they must speak Spanish,' or 'they don't understand English.'" Ironically, in seeking to become socially mobile and avoid the stress of poverty, these lower-middle-class Mexicans may face even more pronounced stressors tied to their ethnic identity.

Geronimus said the findings of the new study, based on quantitative physiological research, "line up perfectly" with previous ethnographic studies of Mexicans in Detroit done by another researcher, Dr. Edna Viruell-Fuentes of the University of Illinois at Urbana-Champaign. A health site summarized the conclusions of Viruell-Fuentes's work:

In 2007, Viruell-Fuentes interviewed 40 first- and second-generation Mexican immigrant women in the Detroit area. Though she points out that racial dynamics are hard to measure, based on her interviews Viruell-Fuentes believes that "identifying experiences that are discriminatory may be a learned process." Often first-generation women characterized certain interactions as simply rude, while second-generation women labeled similar experiences as discriminatory. [...]

In a 2012 review paper, Viruell-Fuentes pointed out that the first generation tends to stay within ethnic enclaves that may buffer some of the social disadvantages that immigrants face. "For the second generation, what I think is different, is that they have a lifelong exposure to an environment that stigmatizes their identity, which in turn can affect their health negatively," she said.

"Often the question is raised, what is it about immigrants that makes them more resilient?" Viruell-Fuentes said. "But the other piece of the question for me is, what is it about the United States that is damaging to people's health?

Other health effects tied to race-ethnicity identified in the new study could be viewed as counterintuitive. Income level seemed to have no effect on the telomere lengths of black Detroit residents, while the telomeres of poor whites were significantly shorter than those of nonpoor whites. Why?

The study's authors noted:

Much research suggests the separation between poor and nonpoor blacks in everyday life is less marked than between poor and nonpoor whites. Not only do blacks tend to have greater residential proximity owing to residential segregation, but often poor and the nonpoor blacks are members of the same families and social networks, practice reciprocal obligations, or have similar experiences of cycling between low and moderate incomes.

Income instability among middle-class blacks reflects job insecurity, a relative lack of conventional assets or wealth to tide them over in rough times, or a network-level division of labor whereby some are expected to contribute to family economies through income generating work, others contribute by seeing to the family caretaking needs that facilitate the employment of others, and still others provide important services and skills as barter exchange.

Researchers also highlighted the hypersegregation in the Detroit area. "Most blacks in our sample live almost exclusively with other blacks (97% of Eastside Detroit residents are black) or are the majority group in integrated neighborhoods (e.g., 70% of Northwest Detroit residents are black), [and] whites are a clear minority in all of our Detroit areas (ranging from 2% to 21% of residents)."

They found that associations between telomere length and perceptions of neighborhood physical environment and neighborhood satisfaction were strongest for blacks, and questioned whether "safety stress, physical environment, and neighborhood satisfaction tap into a more global construct of how black participants experience Detroit neighborhoods, which on balance may be more positively than for white or Mexican participants."

In contrast, regarding white Detroit residents, the researchers wrote, "Perhaps with the exodus of most whites and many jobs from Detroit, the shrinking benefits of labor union membership and public pensions, and the overall reduction in taxation-based city services, the poor whites who remain are particularly adversely affected by the social and ecological consequences of austerity urbanism. Lacking the financial resources, social networks, and identity affirmation of the past, remaining Detroit whites may have less to protect them from the health effects of poverty, stigma, anxiety, or hopelessness in this setting."

Geronimus summarized, "I think a lot of people just don’t understand how bad it is for some Americans. It’s disproportionately people of color given our history of residential segregation and racism, but it’s also anyone who gets caught. It’s like the dolphins who get caught in the fishing nets, it’s anyone who gets caught there. If anything, some of our evidence suggests that whether it’s the poor Mexican immigrant or the African-Americans who have been discriminated against and dealt with hardship for generation after generation, they’ve developed systems to cope somewhat that perhaps white Detroiters haven’t. So there’s great strength in these populations. But it's not enough to solve these problems without the help of policymakers and more emphatic fellow citizens."

Telomeres, Health, And Social Justice

One co-author of this new study is Dr. Elizabeth Blackburn. She helped to discover telomeres, an achievement that won her the Nobel Prize in physiology in 2009.

When her research began in the mid-1970s, Blackburn worked on identifying telomeres in one-celled organisms she laughingly calls "pond scum." But over the years, as she and other scientists discovered the far-reaching human health implications of telomeres, her focus shifted.

"So much of what makes people either well-being or not is not coming from within themselves, it's coming from their circumstances. It makes me think much more about social justice and the bigger issues that go beyond individuals," she said in an interview from her office at the University of California San Francisco.

Blackburn believes that vital questions relevant to social policy have remained unanswered because the issues were highly complex and it was easy to question data from qualitative research methods, like people's questionnaire answers about their personal experiences and perceptions. "When something's really hard to assess, the easy thing is to dismiss it. They say it's soft science, it's not really hard-based science."

But now telomere data is providing a new way to quantitatively analyze some of these complex topics. Blackburn ticked off a list of studies in which people's experiences and perceptions directly correlated with their telomere lengths: whether people say they feel stressed or pessimistic; whether they feel racial discrimination towards others or feel discriminated against; whether they have experienced severely negative experiences in childhood, and so on.

"These are all really adding up in this quantitative way," she said. "Once you get a quantitative relationship, then this is science, right?"

 

Melo and Ray Lewis speaks out against the violence in Baltimore...

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