Tag Archives: basicincome

Last Early Draft Outlines: the later years of Phase III

This post is, though the book is now done,  the rough draft of  Chapter 10, section III. A. of my non-fiction WiP, Baby Floors.   This part of chapter 9 will introduce the later years of mapping out a path to get there for Phase III.

The overall objective remains that of putting a floor on poverty so that each and every baby born can have a safe childhood.

I was posting rough draft sections in order to compare with later drafts, but now I see that posting too much of the rough draft is just tiring, so this will be my last, unless I have scheduled some that I may miss.   I’ll be concentrating on drafting my novel in progress, Who By Fire, so this may get lost, and I ask your indulgence, Thoughtful Readers, if it does.

 

Once again, by way of disclaimer, the overall goal is now to explain why we need both equ. + justice, & why in 4 phases.  This chapter is part of showing what Phases I-IV could look like as potential roadmap for a fully inclusive society for all of us.  This vision is laid out in the hope that All HumanKind  will eventually have each person’s basic needs  met, without taking anything from anyone, and without violence, intimidation, nor coercion of any kind. 

(Chapter 10, section II. D. was last week)

Chapter 10, section III. A.

 

— (Next Wednesday: Chapter 10, section III. B. )

 

I’m considering this Rough Draft as the block of clay from which my book will eventually emerge, obviously, and some ideas for phases III and IV are still becoming more  fixed in my mind as I write, so the final version will likely look pretty different from this Rough Draft, and will need updating once I get to the very end.

 

And once again, yeayyy( !!)with regard to audience, I may have at least a couple of comps:  Walden Two meets The War on Poverty: A Civilian Perspective (by Dr.s Jean and Edgar Cahn, 1964).  I know that lots of people consider Skinner’s writing to be stilted, but I like the tilt of most reviewers, in that the idea is that a community should keep trying policies that members agree upon until they find what works for all of them.

As for genre, I’m still wondering:  clearly part of  Non-fiction.

Maybe also: System Change, Causes, maybe even Inspirational, but I doubt it.

Action Items:

1.) Consider sharing some ideas you may have on how our society can solve homelessness and child abuse, starting right now,

2.) Write a story, post or tweet that uses those sources and your thoughts.

*****************

Click here to read, if you like:

B5, Hakan: Muhafiz/Protector,  Lupin, or La Casa de Papel/Money Heist Reviews

Holistic College Algebra & GED/High School Lesson Plans,

Thoughtful Readers, please consider reading about #ProjectDoBetter.

Shira Destinie A. Jones, MPhil, MAT, BSCS

Creative Commons License
Shira Destinie Jones’ work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

We Can Do Better Wednesdays, old Chapter 10, and Community Land Trusts as part of Phase IV

This post is  the rough draft of  old Chapter 10, section III. A. of my non-fiction WiP, Do Better, fka Baby Floors.   This part will introduce the early years of mapping out a path to get there for Phase III.   Outlines will be matched, at the bottom of this post, with sections for both parts II and III of this chapter.

Note that Phase IV, discussed in detail in this chapter, goes very well with the use of a Community Land Trust, where land is held in common by a local community, in a shared ownership arrangement.  There are a few such trusts in California, at least.

The overall objective remains that of putting a floor on poverty so that each and every baby born can have a safe childhood.

 

Once again, by way of disclaimer, the overall goal is now to explain why we need both equ. + justice, & why in 4 phases.  This chapter is part of showing what Phases I-IV could look like as potential roadmap for a fully inclusive society for all of us.  This vision is laid out in the hope that All HumanKind  will eventually have each person’s basic needs  met, without taking anything from anyone, and without violence, intimidation, nor coercion of any kind. 

(Chapter 9, section III. D. was a few weeks ago)

Chapter 10, section II. A.

 

— (Next Wednesday: Chapter 10, section II. B. )

 

I’m considering this Rough Draft as the block of clay from which my book will eventually emerge, obviously, and some ideas for phases III and IV are still becoming more  fixed in my mind as I write, so the final version will likely look pretty different from this Rough Draft, and will need updating once I get to the very end.

 

And once again, yeayyy( !!)with regard to audience, I may have at least a couple of comps:  Walden Two meets The War on Poverty: A Civilian Perspective (by Dr.s Jean and Edgar Cahn, 1964).  I know that lots of people consider Skinner’s writing to be stilted, but I like the tilt of most reviewers, in that the idea is that a community should keep trying policies that members agree upon until they find what works for all of them.

As for genre, I’m still wondering:  clearly part of  Non-fiction

Maybe also: System Change, Causes, maybe even Inspirational, but I doubt it.

Action Items:

1.) Consider some ideas you may have on how our society can solve homelessness and child abuse, starting right now,

2.)  Write a story, post or tweet that uses those sources and your thoughts.

 

Chapter 10 outline,    II. and III. A.

*****************

Click here to read, if you like:

B5, Hakan: Muhafiz/Protector,  Lupin, or La Casa de Papel/Money Heist Reviews

Holistic College Algebra & GED/High School Lesson Plans,

Thoughtful Readers, please consider reading about #ProjectDoBetter.

Shira Destinie A. Jones, MPhil, MAT, BSCS

 

We Can DO BETTER Wednesdays: Do Better Chapter 9 & Mapping the Later Years: Universals +…

This post is  the rough draft of  Chapter 9, section III. A. ch9A  of my non-fiction WiP, Do Better, fka Baby Floors.   This part of chapter 9 will introduce the later years of mapping out a path to get there for Phase III.

The overall objective remains that of putting a floor on poverty so that each and every baby born can have a safe childhood.

 

Once again, by way of disclaimer, the overall goal is now to explain why we need both equ. + justice, & why in 4 phases.  This chapter is part of showing what Phases I-IV could look like as potential roadmap for a fully inclusive society for all of us.  This vision is laid out in the hope that All HumanKind  will eventually have each person’s basic needs  met, without taking anything from anyone, and without violence, intimidation, nor coercion of any kind. 

(Chapter 9, section II. D. was last week)

Chapter 9, section III. A.

   Please see the 5th draft for this section, as linked to Do Better above, keeping in mind that it has now been edited, up to the 7th chapter (as of Friday, May 6th ’22…).

— (Next Wednesday: Chapter 9, section III. B. )

 

I’m considering this Rough Draft as the block of clay from which my book will eventually emerge, obviously, and some ideas for phases III and IV are still becoming more  fixed in my mind as I write, so the final version will likely look pretty different from this Rough Draft, and will need updating once I get to the very end.

 

And once again, yeayyy( !!)with regard to audience, I may have at least a couple of comps:  Walden Two meets The War on Poverty: A Civilian Perspective (by Dr.s Jean and Edgar Cahn, 1964).  I know that lots of people consider Skinner’s writing to be stilted, but I like the tilt of most reviewers, in that the idea is that a community should keep trying policies that members agree upon until they find what works for all of them.

As for genre, I’m still wondering:  clearly part of  Non-fiction.

Maybe also: System Change, Causes, maybe even Inspirational, but I doubt it.

Action Items:

1.) Share some ideas you may have on how our society can solve homelessness and child abuse, starting right now,

2.) Write a story, post or tweet that uses those sources and your thoughts.

*****************

Click here to read, if you like:

B5, Hakan: Muhafiz/Protector,  Lupin, or La Casa de Papel/Money Heist Reviews

Holistic College Algebra & GED/High School Lesson Plans,

Thoughtful Readers, if you are on Twitter, please consider following   #Project Do Better  on Twitter.

Shira

Creative Commons License
Shira Destinie Jones’s work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

We Can Do Better Wednesdays, Chapter 9, section II. D

This post is  the rough draft of  Chapter 9, section II. D. of my non-fiction WiP, Do Better, fka Baby Floors.   This part of chapter 9, 1/4 of a map for the early years of Phase III, will introduce the early years of a path to Empathy for All, via Phase III.

The overall objective remains that of putting a floor on poverty so that each and every baby born can have a safe childhood.

Outlines for chapter 9 will attempt to match with each section, at the bottom of early years posts.

Once again, by way of disclaimer, the overall goal is now to explain why we need both equ. + justice, & why in 4 phases.  This chapter is part of showing what Phases I-IV could look like as potential roadmap for a fully inclusive society for all of us.  This vision is laid out in the hope that All HumanKind  will eventually have each person’s basic needs  met, without taking anything from anyone, and without violence, intimidation, nor coercion of any kind. 

(Chapter 9  section II. C. was last week)

Chapter 9, section II. D.

II. D (1164/1k wds).  Early years of Phase III old tools for new problems

 

1 (275/250 wds).

The start of this part of Phase III, in synchronization with the other three parts of this phase, will perhaps be a bit easier in the very beginning, since we are taking old and familiar tools and adapting them for the current work at hand.  One familiar tool, at least to those interested in public participation in policy making, is the citizen’s jury.  With a more robust educational system in place at this point, some 35 years, give or take 5, since the start of our overall work on this project, more US citizens will be prepared with the empathetic critical thinking skills to address such issues.  Likewise, an old tool like the CCC can be updated and brought back in a form suitable to address the current needs of the nation, while teen or youth courts can likewise be added in more cities, as we learn to trust our youth to make reasonable decisions for their peers, and for us.  Monetary tools like 1930s stamp scrip, updated as with Ithaca Hours, or even Time Banks, are another set of tools that local communities can use to help implementing a variety of initiatives even where federal funding is scarce.  Finally, tools like PB, already used in places from Porto Alegre to Paris, should be updated for cities across the US, as our citizens become more accustomed to taking fuller part in the complex decision making of reviewing and contributing to budget agendas in their local communities.  All of these tools will need to be adapted for the local needs of each city in which they are used, by local residents who best know local needs.

 

 

2 (254/250 wds).

Measuring the progress, and the reaching of milestones for this part of Phase III, in the early years, will again involve volunteers from each community working together to decide on how to set such markers for their specific community, and how to coordinate time frames with other communities, assuming that this is still useful and viable for those communities.  The growing numbers of Teen or Youth Courts and increasing numbers of cases handled by them, can constitute the initial set of statistics, available for past years as public record, presumably.  Similarly, an increasing set of citizen’s jury studies can serve to indicate uptake of this tool, as can the number of state level versions of the CCC, as it is updated by community, and advocated for bringing back in modified form on the federal level.  The number of active local currency systems, by both community and by state, can be both tracked and aided by more established currency system organizers, such as those in Ithaca, NY, and Time Banks, USA and even Time Banks, UK, if they have returned to the egalitarian ethos of time banking as founded by Edgar Cahn.  Finally, some way of measuring the progress with introducing the idea of rotating teachers around states, and eventually around the country as many in Europe do, should be started, state by state.  Starting with basic numbers of school board meetings attended to introduce the idea, moving to numbers of lawmakers contacted via letter requesting introduction of the idea to their state legislatures, perhaps.

 

3 (345/250 wds).

The tools and 1-minute activities for the start of this part of Phase III will involve taking familiar tools, like voting related tools, and adapting or updating them for current needs and localities, community by community, but in coordination with the nation wide movement to update and share tools both within and between communities engaged in this project, and also with the wider public.  Ranked Choice Voting, aka irv, should, by this time, be in use across a number of states, as in Maine, NY, and California began even before 2021.  PB and Citizen’s Juries are tools that may need more education around their use, and thus more 1-minute activities to inform and promote them, sharing links and articles for where to learn how to use or adapt both of these ideas as needed, and to introduce them in cities where they are not already in use, moving gradually up to the entire state level, for both.  Family and local history archiving is another idea whose time ought to have arrived, by this time, as local library branches facilitate the writing and local publishing of books on community history, and of each family in that local community.  TheAbuelaVida project, begun in 2016, for sharing the stories of every person’s grandmother, should be spreading across communities and into local library branches as part of the local history books project.  Another old idea that could be revived to help reframe ways of thinking is the calendar reform project of the World Calendar, or also that of the Holocene Era calendar.  Resetting our reference year from 2021 to 12021, as proposed by Italian-American scientist Cesare Emiliani, could be one more way to help reset our ways of thinking to include all human beings as part of our frame of reference for human rights.  Finally, free language learning, with the encouragement of learning at least two, preferably three languages, each from a different language family whenever possible, is another important way of learning to see things from another point of view, and can be helpful to this project.

 

 

4 (259/250 wds).

The practical use of many of these tools may become more clear to more people after education around the need for those tools, as the Holocene Calendar, and how to use those tools work, as with RCV/irv.  Once people are familiar with what the various new or updated old tools can do, and how they work, their practical value will become clear.  Teen or Youth Courts, for example, apparently saved a good bit of money in the long run in terms of reduced recidivism rates in DC, according to Dr. Edgar Cahn’s remarks in 2011, but the lack of funds for long term follow up with those involved in this effort makes evaluating the benefits more difficult.  Thus, volunteers will need to be available, or interns, from the social science fields, perhaps, to continue on following up on the results of these projects with participants who have used each of the adapted tools over a period of as many years as possible.  The CCC, for instance, created jobs, educational opportunities, and infrastructure upgrades, and could well do so again.  Those are obvious practical benefits, but symbolic benefits also make a difference.  Cooperation, learning together, working as a team, all are symbolized by both youth judging their peers, and by youth working together in different parts of the country.  Local currencies, citizens’ juries, PB, all also symbolize cooperation and trust.  Calendar reform further even, symbolizes the building of more hope and new ways of thinking that will be needed more than ever to solve the world’s increasingly difficult problems.

 

— (Next Wednesday: Chapter 9, section III. A. )

I’m considering this Rough Draft as the block of clay from which my book will eventually emerge, obviously, and some ideas for phases III and IV are still becoming more  fixed in my mind as I write, so the final version will likely look pretty different from this Rough Draft, and will need updating once I get to the very end.

 

And once again, yeayyy( !!)with regard to audience, I may have at least a couple of comps:  Walden Two meets The War on Poverty: A Civilian Perspective (by Dr.s Jean and Edgar Cahn, 1964).  I know that lots of people consider Skinner’s writing to be stilted, but I like the tilt of most reviewers, in that the idea is that a community should keep trying policies that members agree upon until they find what works for all of them.

As for genre, I’m still wondering:  clearly part of  Non-fiction.

Maybe also: System Change, Causes, maybe even Inspirational, but I doubt it.

Prompts:

1.) Share some ideas you may have on how our society can solve homelessness and child abuse, starting right now,

2.)  Write a story, post or tweet that uses those sources and your thoughts.

   🙂

 

Chapter 9, both sections II and III D.  outlines

***************** 

Click here to read, if you like:

B5, La Casa De Papel/Money Heist, & Lupin & Hakan: Muhafiz/The Protector Reviews

Holistic High School Lessons,

Thoughtful Readers, if you are on Twitter, please consider following   #Project Do Better  on Twitter.

Shira

We can Do Better Wednesdays: Chapter 9, the early years of Phase III

This post is  the rough draft of  Chapter 9, section II A of my non-fiction WiP, Do Better, fka Baby Floors.   This part of chapter 9 (section II. C., 3/4 of a map to get there) will introduce the early years of mapping out a path to get there for Phase III.

The overall objective remains that of putting a floor on poverty so that each and every baby born can have a safe childhood.

Outlines for chapter 9 will attempt to match with each section, at the bottom of early years posts.

Once again, by way of disclaimer, the overall goal is now to explain why we need both equ. + justice, & why in 4 phases.  This chapter is part of showing what Phases I-IV could look like as potential roadmap for a fully inclusive society for all of us.  This vision is laid out in the hope that All HumanKind  will eventually have each person’s basic needs  met, without taking anything from anyone, and without violence, intimidation, nor coercion of any kind. 

(Chapter 9, section II. B. was last week)

Chapter 9, section II. C.

II. C (z/1k wds).  Early years of phase III, UBI

 

1 (279/250 wds).

Education and advocacy around the need for a UBI here in the US, especially in certain parts of this country, will require tenacity on the part of those educating the general public.  Education around the problems generated through the structures affected by systemic racism in this country, which is to say, education on how nearly all structures of every system in this nation have been built upon racist foundations, will be a difficult but necessary start.  Also, our history of classism and how those groups taught to believe themselves above other groups will need to be included in education around how these class perceptions and alliances affect the ways in which people view one another, and refuse to work together based on false beliefs that end up impacting all of society counter-productively.  Then, there must be tremendous education around the many ways in which the existence of poverty is an active threat to all who are not independently wealthy, since all non-wealthy people can end up tumbling down the SES ladder into poverty, or even homelessness, under the right, or wrong, circumstances.  From there, and at the same time as we begin this phase, education around how a floor on poverty can put a limit on the level of fear that people, even middle class people, face in our society, must lead to education around how putting a floor on poverty eventually leads to far greater contribution by all members of our society.  Thus much education needs to continue from previous phases, and be adapted to the start of this current phase, as we reach toward the beginnings of normalizing the idea of a UBI for all of us.

 

 

2 (270/250 wds).

Measurements in this early part of Phase III may need to be broken into two separate sets of benchmarks.  One for the work at the federal level of attaining a UBI or a Citizen’s Income, leading to a basic income for residents and then gradually going to a UBI, with or without a Federal Jobs Garantee.  The other set may need to be used to measure progress and set milestones for the work of advocating for a UBI at the state level in each state.  At the federal level, a UBI either exists or it does not exist, but state by state, each state can have a prototype or an introductory version of a UBI for citizens or residents of that state.  The volunteers working from the top down for a federal UBI may want to coordinate with those who are working for a UBI state by state, if possible.  Milestones for the advocacy work in this part of Phase III may have to be measured, at first, simply by the number of volunteers in each community, or volunteers per state and keeping track of which states have communities from which volunteers are actively working on this part of the project.  The number of posts on social media or in newspapers, letters to the editor, articles in academic or more accessible fora, tweets and retweets, and even murals or other forms of art can count toward the work in advocating for a UBI.  So long as all of this work is done in the spirit of adding to the level of empathy and moving toward greater human rights for all.

 

3 (258/250 wds).

Tools and 1-minute activities that may help in this early part of Phase III include walking, together, as in the groups formed earlier in the service of previous parts of this project, or even as individuals, showing support for the UBI.  Another tools that could be adapted by local community organizations are local community issued currencies, as studied by many academics and community economics enthusiasts, as a complement to the circulating federal currency.  By supplementing the amount of federal money already in the local community, a local currency, whether in the form of Time Dollars, as issued by Time Banks, USA, or in the form of a paper scrip, like Ithaca Hours, or Anacostia Hours, or Humbolt Dollars, or Potomacs, a local currency can help make more money available within the local community, and thus encourage local businesses to employ more people, and help local communities support more vulnerable people in need, and incubate new businesses, as in Ithaca, NY.  Clearly, previous tools such as social media, articles, and art also remain available as tools for advocating, raising awareness, and educating around the need for a UBI.  Continuing the work of A. Yang, the experiment in Stockton, CA, and other places as prototypes for a fuller more wide spread Basic Income can be partial measures until the full UBI is reached everywhere.  Other tools for raising awareness include street theatre, workshops, songs and even poetry, as with the folk poems used throughout the ages to inform, educate, and even to protest, as with the goose and the Common.

 

4 (284/250 wds).

The practical use, for the working person, of a UBI for those often seen not to be working in ways that our society generally expects people to work, in these early years of Phase III, will likely need much explaining, and with much empathy, for much of the larger public in the USA.  One practical use of the UBI is in giving every single person the space to breath without the fear of not being able to meet those basic survival needs that strangles so much of our unborn productivity.  That space to breath leads to the ability to finally reflect, which leads to much more.  Another practical use of this UBI is that there will be far less survival stress in our society, and that leads to less anger, which leads to less unproductive or counter productive activity.  These lessenings of fear, stress, and anger simply on their own will lead to less expenditure by society on public health and hospitalization, less spending on our prison system and court systems, and less spending, of course, on our emergency food and housing systems, such as they are.  More importantly, a UBI will also lead to more time to think positively, and more energy to create positive solutions to problems that will eventually help all of us.  Symbolically, a UBI represents the freedom to live as a dignified human being, especially if one was born in a hole and had to dig out of it as a child merely to reach the level that many people were able to start at.  Finally, and most importantly, a UBI symbolizes the freedom to be able to give to others, as one finally has enough to live, oneself.

 

— (Next Wednesday: Chapter 9, section II. D. )

 

I’m considering this Rough Draft as the block of clay from which my book will eventually emerge, obviously, and some ideas for phases III and IV are still becoming more  fixed in my mind as I write, so the final version will likely look pretty different from this Rough Draft, and will need updating once I get to the very end.

 

And once again, yeayyy( !!)with regard to audience, I may have at least a couple of comps:  Walden Two meets The War on Poverty: A Civilian Perspective (by Dr.s Jean and Edgar Cahn, 1964).  I know that lots of people consider Skinner’s writing to be stilted, but I like the tilt of most reviewers, in that the idea is that a community should keep trying policies that members agree upon until they find what works for all of them.

As for genre, I’m still wondering:  clearly part of  Non-fiction.

Maybe also: System Change, Causes, maybe even Inspirational, but I doubt it.

Action Items:

1.) Consider some ideas you may have on how our society can solve homelessness and child abuse, starting right now,

2.) Share them with us in the comments, here, please, and

3.) Write a story, post or tweet that uses those sources and your thoughts.

   🙂

ch9CChapter 9, both sections II and III C.  outlines

*****************

Click here to read, if you like:

B5, Lupin, La Casa de Papel/Money Heist, or Hakan: Muhafiz/The Protector Reviews…

Holistic High School Lessons,

Thoughtful Readers, if you are on Twitter, please consider following   #Project Do Better  on Twitter.

Shira

We Can Do Better Wednesdays, Universals, & Empathy to End Poverty.

This post is  the rough draft of  Chapter 9, section II B, giving 2/4 Map for the early years of Phase III of my non-fiction WiP Do Better, fka Baby Floors.   This part of chapter 9 will introduce the early years of mapping out a path to get there for Phase III.

The overall objective remains that of putting a floor on poverty so that each and every baby born can have a safe childhood.

Outlines for chapter 9 will attempt to match with each section, at the bottom of early years posts.

Once again, by way of disclaimer, the overall goal is now to explain why we need both equ. + justice, & why in 4 phases.  This chapter is part of showing what Phases I-IV could look like as potential roadmap for a fully inclusive society for all of us.  This vision is laid out in the hope that All HumanKind  will eventually have each person’s basic needs  met, without taking anything from anyone, and without violence, intimidation, nor coercion of any kind. 

(Chapter 9, section II. A. was last week)

II. B:

II. B (1179/1k wds).  Early years of Phase III, Free Uni or VoTech for all

1 (291/250 wds).

Education and advocacy for the Three Universals, during the earliest stages of Phase III, some 30-40 years since the start of this overall project, may take on separate tasks forces for each of the Three Universals Plus.  If this turns out to be the case, the group of volunteers leading the task force for free university or vocational technical training for all must remember that while advocating for free education related to critical thinking, creating new tools, and free hands on training for the trades is important, it is the education for Human Rights, first and foremost, that is the key.  As pointed out by Diane R., Finland and other countries, particularly in northern Europe, consider education a human right to the point that all education up to the highest levels is entirely free.  To get to that point as a general sentiment in the US, will take, even after the work of the first two phases has been accomplished, a strong push from a new generation of creative thinking problem solvers working together to coordinate various sets of educational and advocacy campaigns.  From moving the E1T1 groups started during the earlier phase from tutoring, to providing help and creating groups for decision-making around whether to attend college or VoTech training, to providing counseling on how to create more such groups, to decision-making around new strategies and tactics for implementing those strategies connecting free university, vocational and trade training, and other forms of education with better understanding of public health education, the newAdults recognized recently should now be preparing to take the reins of this movement.  This advocacy for universal education must connect up with a general movement for independent learning and sharing personal learning techniques with the larger public.

 

2 (271/250 wds).

Milestones for the early years of this part of Phase III, and the measurements to decide on whether communities are on  track to meet those milestones, may need to be created in ways that can measure both one on one or grassroots, level teaching and learning as part of this movement, and top down progress toward establishment at the federal level of full funding to ensure free attendance at universities and VoTechs across the country.  A movement for independent learning should lead to every person getting personal help in learning as much as possible, as quickly and as deeply as that person is capable of and interested in learning, in every discipline.  This movement will help both individuals and society in general, obviously.  Assuming that they still exist at this point, free and comprehensive standardized testing preparation tools must be made equally available and accessible, in reality, for the SAT, GRE, LSAT, etc, for those wishing to pursue higher education, and they must have the resources both to prepare and to pursue those studies.  Free test preparation tools online, in groups, and for independent study should be subsidized, whether on the basis of later service or of a grant from some other donor, paths must be cleared by volunteers to make equal access to such studies possible for all hard-working aspirants.  The Open Textbook project may be one model to follow for such test taking tools to be developed and shared, much like open source and free software, more tools for creating unlimited numbers of free practice tests for all standardized entrance exams should also be created to ensure equitable accessibility.

 

3 (296/250 wds).

The tools and 1-minute activities developed in earlier years for infrastructure advocacy and for the new rite of passage will likely need adapting for this part of Phase III’s work on building support for free university and free vocational and technical training.  Volunteers will be needed to find, build, share, and teach others how to use and update new tools, including tools attuned to visual, auditory, and kinesthetic learners, at the very least, of Gardner’s multiple learning styles.  New activities and tools based on such projects as the Gutenberg project, for putting books now out of copyright or otherwise in the public domain online and making them accessible to all internet users, should be expanded to help making up to date educational materials more available to all potential learners.  Obviously this also means that devices and wifi must also be available to all potential learners.  Projects like the LibriVox project in multiple language for the hard of hearing, and for those who prefer to be able to listen to books that are in the public domain, and also to auditory learning materials, should also be made fully accessible, again also including the hardware and any internet access needed for this to be reasonably useful to all potential learners.  Likewise, The Internet Archive is another resource for finding and for storing freely available materials, although the quality of those materials must carefully be checked before advocating their use in any sort of educational setting.  Activities like walking classes, and even campaigns for “classrooms on the walk” might be ways of emphasizing the different learning styles and ways of molding lesson plans to the needs of individual students, so that every type of learner can best meet their strongest learning styles, and contribute most fully to our society.

 

4 (289/250 wds).

The clear practical uses of both university and vocational or technical training for job market purposes have no need to be explained, but education for citizenship, perhaps, may need some explaining.  Education for citizenship, and for freedom, is far more than merely learning how to apply logic to solve work related problems.  Education for citizenship is learning how to think critically and apply logic to solve parts of the social problems plaguing our society, and education for freedom is learning how to think flexibly in order to help contribute pieces of solutions to the many problems plaguing our planet.  On a symbolic level, education is what makes one truly free, because education is what allows one to think more broadly, and to see more than what one is mired in, to see beyond what is currently happening, currently available, or currently even possible.  Education is what allows us as human beings to take that which we can imagine, and apply logic to that creation until a design begins to appear.  Education then allows us to focus and continue to refine that design until it forms a full solution, capable of being applied to new problems, and education allows us to share those new solutions with our fellow human beings on the other side of the globe, helping to solve problems that may not even appear to be related to one another, at first glance.  Education shows us how to look beyond that first glance.  But one can only do that if and when one has the freedom from the stress of survival level problems in order to reflect upon the greater problems we face as a society.  That is where a UBI comes in, which we will discuss next.

 

— (Next Wednesday: Chapter 9, section II. C. )

 

I’m considering this Rough Draft as the block of clay from which my book will eventually emerge, obviously, and some ideas for phases III and IV are still becoming more  fixed in my mind as I write, so the final version will likely look pretty different from this Rough Draft, and will need updating once I get to the very end.

 

And with regard to audience, I may have at least a couple of comps:  Walden Two meets The War on Poverty: A Civilian Perspective (by Dr.s Jean and Edgar Cahn, 1964).   In tribute to both Dr.s Cahn, one born Jewish, and the other Jewish by choice, today, April 20th, 2022, will be the 4th day of the Omer, the 18th of Nisan 5782.  I am counting the fist week as Empathy, and this day as Ending Poverty via Free Consumer and Debt Related Legal Education.

  While many consider Skinner’s writing to be stilted,  I like the tilt of most reviewers, in that the idea is that a community should keep trying policies that members agree upon until they find what works for all of them.

As for genre, I’m still wondering:  clearly part of  Non-fiction.

Maybe also: System Change, Causes, maybe even Inspirational, but I doubt it.

Prompts:

1.) Consider sharing some ideas you may have on how our society can solve homelessness and child abuse, starting right now,

2.)  Write a story, post or tweet that uses those sources and your thoughts.

Dear Readers, ideas on learning, especially multiple #LanguageLearning, on-going education and empathy-building, to #EndPoverty, #EndHomelessness,  #EndMoneyBail & achieve freedom for All HumanKind?

Please leave a review, if you can,  and please do let us know here that you’ve reviewed it there!  🙂

ch9BoutlinesChapter 9, both sections II and III B.  outlines

***************** 

Click here to read, if you like:

B5, La Casa De Papel/Money Heist, & Lupin & Hakan: Muhafiz/The Protector Reviews

Holistic High School Lessons,

  If you are on Twitter, please consider following   #Project Do Better  on Twitter.

Shira

We Can Do Better Wednesdays, Chapter 9, and Housing as a Human Right?

This post is  the rough draft of  Chapter 9, section II A of my non-fiction WiP, Do Better, fka Baby Floors.   This part of chapter 9 will introduce the early years of mapping out a path to get there for Phase III.  Universal Health Care should include having stable and safe housing, no?  Or should it?

The overall objective remains that of putting a floor on poverty so that each and every baby born can have a safe childhood.

Outlines for chapter 9 will attempt to match with each section, at the bottom of early years posts.

Once again, by way of disclaimer, the overall goal is now to explain why we need both equ. + justice, & why in 4 phases.  This chapter is part of showing what Phases I-IV could look like as potential roadmap for a fully inclusive society for all of us.  This vision is laid out in the hope that All HumanKind  will eventually have each person’s basic needs  met, without taking anything from anyone, and without violence, intimidation, nor coercion of any kind. 

(Chapter 9  Introduction, section I. was last week)

Chapter 9, section II. A.

II. A (1387/1k wds).  Universal Hlt Care in the early days of Phase III, how to get there

 

1 (406/250 wds).

While, given the number of other nations who already have some form of a single payer system of universal health care for all residents, or even visitors, this would seem to be a ‘no-brainer’ to most reasonable people, there will need to be education during this entire phase around the need for and benefits to society of having a sps of universal health care in the USA.  The question of how to pay for such a system, let alone how to pay for free education, which will be dealt with in the next section, comes up rather frequently in these discussions.  Likewise, the issue of free riders on any universal system, whether it be of health care, or education, or any other universally offered common good, also comes up frequently.  The risk of free riding, or of abuse of these systems, is one that cannot be denied, but one that we should equally consider as part of our responsibility toward standing for Human Rights.  Where every one of us is safe and freely able to give the best of ourselves, forming part of a truly just society, would we all not feel ashamed to contribute to that society, unless ill or simply exhausted?  It can be asserted that until one lives in a fully just and equitable society, the issue of abuse of the existing unjust system is merely a by-product of the injustice of that unjust system.  In an equitable system, motivation to abuse the system should be greatly reduced, but both agency and systemic structures play a part in  encouraging both bad behavior and good.  Noah, living in Sodom, was a good man in his generation, but perhaps not so good compared to the standards of a better time and place.  In like manner, when all of society has free and full access to proper health care, not only is each individual then more responsible for taking care personal health, but each individual is also far more likely to do so, both for personal reasons and by being encouraged in a wide variety of ways to do so, from working at a stand up desk, to walking to work, to being able to spend more time with family, and taking family walks together to vegan picnic events outside the library.  As societal expectations move from normalizing unhealthy habits and behaviors, to normalizing healthy behaviors, those individuals who have had to work alone to bear the standard of health no longer stand apart, and all of society moves toward a new level of normalcy, in which we all understand that our own personal interests are also best served by helping to improve each part of this society’s systems.  Where this society works for all of us, abuse is tremendously reduced.

 

2 (278/250 wds).

Coming up with measurements and milestones for the early years of Universal Health Care, during Phase III, may require extreme creativity.  First of all, given the fact that any single payer system for universal health care is not going to be a grassroots funded system, as it either exists or it does not exist, there may not, at first, be very much to measure, in terms of outcomes, or public health statistics.  Local health clinic practitioners can certainly push for more forms of preventative health care, more clinic hours and staff, longer mental health care therapy times, and for paid classes at libraries, but this does not lead directly to a single payer system.  Progress will most likely need to be measured in terms of amount of pressure on lawmakers in the form of lobbying in favor of legislation for a fully sps health care system, likely for citizens first, then for all residents, and finally, universal.  Letter campaigns to our federal senators and representatives, both while they are in session in DC, and also while they are back in their home visits, may be a crucial tool.  Ideas like ‘walk to your federal senator’s office for health care’ may also be part of the tool set for this campaign.  Much of the work on this issue will be handled, at this point, by the newer generation of leaders, as the generation who pushed for the upgrading of physical public infrastructure during Phase I pass the baton to those who will now continue to push for the upgrading of our moral and human rights related infrastructure, starting with fully accessible health care for all members of our society.

 

3 (352/250 wds).

Tools and 1-minute activities for Universal Health Care, in the beginning years of Phase III will probably need to build on those already developed during Phases I and II, as the new generation of citizens takes up the task of studying the existing tools, and either adapting them for this new purpose, or creating and building new tools better suited to the campaign ahead.  Workshops given by health care practitioners can emphasize their daily hands on experience with the lack of ability to pay, and how that affects the patients that they see, or become unable to see properly.  They can also testify to the damage that policies like limiting procedures to one per appointment, while limiting patients to one appointment per day, and how much more difficult this can make the life of a working person.  Campaign tools such as multimedia, the arts, pamphlets, and PSAs should form part of this push for UHC as a sps, for example with walks from local health clinics to offices of senators and federal reps, in conjunction with a slogan like ‘Your health is our health’ to be shared on social and multimedia outlets.  Reminding us all that “doing your part to stay healthy keeps us all healthy” should remain part of this campaign, even as it steps up into the legislative arena from the local public health sphere.  Likewise, the campaign to end particle contamination through smoking cessation and encouraging the use of medical marijuana through oils, edibles, and patches, should be added to the understanding of how strong, self-disciplined, community aware citizens who work to take care of themselves and of others at the same time.  Workshops by volunteers, particularly by newly recognized “Adults” in every community, can emphasize their personal techniques for emotional self defense as part of community self and health defense.  Finally, the old fashioned distribution of sample letters to the editor should still be effective, and could also be sent to the federal law makers of each person, with a personal addendum of how having a universal health care system would impact that person’s life for the better.

 

 

4 (261/250 wds).

Clearly, the practical use of a sps universal health care system is inestimable, and needs no explaining.  The symbolic uses of such a system, however, are myriad.  One symbolic use of having a system of universal health care in which one need not worry about the stress of dealing with multiple payment systems or insurers while one is ill, is that each person taking care of oneself is in fact equivalent, in overall terms, to each person taking care of our entire society.  Being mindful of that can help to solve many of our problems with individual health risks, such as unhealthy eating habits, smoking, or lack of exercise.  Having a single payer universal health care system can also symbolize a society where people matter.  Having a single payer universal health care system certainly symbolizes a society in which Human Rights matter.  Lastly, but certainly neither least nor even the end of the list of possibilities, having a single payer health care system symbolizes the very real and practical hope that all will be able to stay healthy enough, or to recover when disaster strikes without being sunk in debt, to contribute fully to our society.  This set of symbolic and practical uses for a fully viable public health care system interconnect with and contribute to the usefulness of a fully viable and robust public education system, as without health, little else is actually possible. Thus, the next section will discuss the need to education in its fullest form in order to allow full contribution to society by all of us.

 

 

— (Next Wednesday: Chapter 9, section II. B. )

 

I’m considering this Rough Draft as the block of clay from which my book will eventually emerge, obviously, and some ideas for phases III and IV are still becoming more  fixed in my mind as I write, so the final version will likely look pretty different from this Rough Draft, and will need updating once I get to the very end.

 

And once again, yeayyy( !!)with regard to audience, I may have at least a couple of comps:  Walden Two meets The War on Poverty: A Civilian Perspective (by Dr.s Jean and Edgar Cahn, 1964).  I know that lots of people consider Skinner’s writing to be stilted, but I like the tilt of most reviewers, in that the idea is that a community should keep trying policies that members agree upon until they find what works for all of them.

As for genre, I’m still wondering:  clearly part of  Non-fiction.

Maybe also: System Change, Causes, maybe even Inspirational, but I doubt it.

Action Prompts:

1.) Share some ideas you may have on how our society can solve homelessness and child abuse, starting right now,

2.)   Write a story, post or tweet that uses those sources and your thoughts.

  Thoughtful Readers, what ideas do you have on learning, especially multiple #LanguageLearning, on-going education and empathy-building, to #EndPoverty, #EndHomelessness,  #EndMoneyBail & achieve freedom for All HumanKind?

 

Chapter 9, both sections II and III A. outlines

*****************

Click here to read, if you like:

B5, Hakan:Muhafiz/The Protector, Lupin, & La Casa de Papel (Money Heist) Reviews…

Holistic High School Lessons,

Thoughtful Readers, if you are on Twitter, please consider following   #Project Do Better  on Twitter.

 

Creative Commons License
Shira Destinie Jones’ work  is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

We Can Do Better Wednesdays: Do Better (fka Baby Floors), Chapter 9, Introduction

This post is the start of the rough draft of  Chapter 9 of my non-fiction WiP, Do Better, fka Baby Floors.   This part of chapter 8 will introduce the later years of mapping out a path to get there for Phase III.

The overall objective remains that of putting a floor on poverty so that each and every baby born can have a safe childhood.

Outlines for chapter 9 will attempt to match with each section, at the bottom of early years posts.

Once again, by way of disclaimer, the overall goal is now to explain why we need both equ. + justice, & why in 4 phases.  This chapter is part of showing what Phases I-IV could look like as potential roadmap for a fully inclusive society for all of us.  This vision is laid out in the hope that All HumanKind  will eventually have each person’s basic needs  met, without taking anything from anyone, and without violence, intimidation, nor coercion of any kind. 

(Chapter 8, III. E. was last week)

Chapter 9  Introduction, section I.

Chapter 9 Introduction (616/500 wds): How Phase III helps win the 4 Freedoms

 

A(251/250).

The early years of Phase III will no doubt be an uphill battle, at first.  Given the mindset prior to the year 2021 CE toward even universal health care in the USA, convincing the public of the need for even such a basic human right will at first be a daunting task, despite the example of the many other countries who already implement this obvious common good.  Nevertheless, we will start with setting the goal of attaining a SPS U health care system, a task already begun with improving the public health service back in Phase I, and continue the quest from there.  As Phase II needed us to educate ourselves and everyone around us, so will this new phase require education around the benefits to all of society of universal health care, and of quality universal education, whether it be at the university level, or at the VoTech and trade level.  The need for a UBI, starting with a Citizen’s Income, if need be, was already clear in 1967 when Dr. King called for it, and much more so now.  The new Adults recognized in the previous phase should take the lead in creating the tools for educating and advocating for this phase, using good sense, self-discipline, and humor along the way to lead all of the horses to water.  Even questionable poetry can be part of our set of advocacy tools.

 

Teaching tools:

After Tai chi in the park, how about tight rope walking in the park??

 

B (289/250 wds).

From the ACA to the calls by many for Medicaid For All and a universal health care system here in the US, by the ending years of Phase III, a SPS universal Health Care system should be quite nearly a reality.  Advocacy for these universally important common goods for our society should at this point be lead by the growing numbers of newly recognized adults in many communities.  Many members of the larger public, even in the US, have for years pointed out the fact that many other countries already offer both free health care to all residents and even free university up to the phd level to both citizens and legal residents.  Thus, the stretch is not long to reason that this vast and rich nation can also provide the same competitive advantages to its citizens at the very least, on both economic grounds as well as on humanitarian grounds, as human rights.  By this point in Phase III, between 35 and 50 or so years will have passed since the start of this overall project, with the strides having been made, hopefully, during those years.  By this time, also, the work of A. Yang and the Yang Gang in favor of a UBI should also have born fruit upon which to build, possibly in conjunction with a Federal Jobs Garantee, to put an absolute floor on poverty in this country.  Extending the work previously done with states like  Alaska, and the Stockton, CA pilot as an initial set of examples, should be a fraction of what has been accomplished by that time.  By the end of phase III, somewhere between 45 and 60 years into our overall project, these three universal goods, plus the education and advocacy needed for the adaptation of old tools like the CCC, should have made a good start in changing the paradigm in our country from blaming each other to creatively solving problems together.

 

— (Next Wednesday: Chapter 9, section II. A. )

 

I’m considering this Rough Draft as the block of clay from which my book will eventually emerge, obviously, and some ideas for phases III and IV are still becoming more  fixed in my mind as I write, so the final version will likely look pretty different from this Rough Draft, and will need updating once I get to the very end.

 

And once again, yeayyy( !!)with regard to audience, I may have at least a couple of comps:  Walden Two meets The War on Poverty: A Civilian Perspective (by Dr.s Jean and Edgar Cahn, 1964).  I know that lots of people consider Skinner’s writing to be stilted, but I like the tilt of most reviewers, in that the idea is that a community should keep trying policies that members agree upon until they find what works for all of them.

As for genre, I’m still wondering:  clearly part of  Non-fiction.

  Many thanks to Dr. Garland for suggesting Philosophy

Maybe also: System Change, Causes, maybe even Inspirational, but I doubt it.

Action Items:

1.) Consider some ideas you may have on how our society can solve homelessness and child abuse, starting right now,

2.) Share them with us in the comments, here, please, and

3.) Write a story, post or tweet that uses those sources and your thoughts.

Dear Readers, ideas on learning, especially multiple #LanguageLearning, on-going education and empathy-building, to #EndPoverty, #EndHomelessness,  #EndMoneyBail & achieve freedom for All HumanKind?

Support our key #PublicDomainInfrastructure  & #StopSmoking at LEAST for CCOVID-19:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport

 

     Chapter 9 high level outline is the Introductory section ch9DandHghLvlOutline outline

***************** 

Click here to read, if you like:

B5, La Casa De Papel/Money Heist, & Lupin & Hakan: Muhafiz/The Protector Reviews

Holistic High School Lessons,

Thoughtful Readers, if you are on Twitter, please consider following   #Project Do Better  on Twitter.

Shira

Creative Commons License
Shira Destinie Jones by ShiraDest is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Wondering Wednesdays, Do Better, Chapter 6 on steps to get to Phase III

This post is the rough draft of  Chapter 6, section III, for my non-fiction WiP, Do Better, formerly titled Baby Acres/Floors.  

Putting a floor on poverty so that every baby born can have a safe childhood.

Once again, by way of disclaimer, the overall goal is now to explain why we need both equity and justice, and why in 4 phases.  This chapter is part of showing what Phases I-IV could look like as potential roadmap for a fully inclusive society for all of us.  This vision is laid out in the hope that All HumanKind  will eventually have each person’s basic needs  met, without taking anything from anyone, and without violence, intimidation, nor coercion of any kind. 

Chapter 6 section III:

( Chapter 6, section II was last week…)

 

III. :  (1103/1k wds) An overview of Getting to Phase III of this project from Phase II:

 

III. A (292/250 wds).

Phase III’s milestones and time limits could arguably be adjusted, and quite well will need to be, depending on the situation over the next 30 years.  Phases I and II will have likely taken at least 15 years, or even 20 years each, and thus between 30 and 40 years will have now passed, since the start of this project.  While it could be argued that this phase is merely a running start for Phase IV, some more detailed reasons for separating these two phases will be addressed in chapter 9.  Can the length of each phase be adjusted?  Certainly so, but if and only if that adjustment does not happen again, and again, resulting in that phase becoming a never ending reality, terminating the project before fully secure freedom for all of us is achieved in the actually existing world.  Therefore, limits need to be placed on how far any particular phase of this project can be extended, with five years appearing, at the very inception of this project in 2021 (aka the year 12021 HE), to be a reasonable number of extension years to place that limit.  The goals and their attendant milestones must encompass universal health care, a ubi, universal free education, and the adaptation of tools with which many of us are already familiar into newer versions of those tools more suitable for our current circumstances.  These milestones, requiring enough flexibility for each community to adapt them to local needs, yet also enough solidity to meet the standards of reasonable populations across many regions, will need to be set with a maximum of transparency, accountability to those managing the process, and responsibility for making a visible difference in the lives of both participants and observers of this process.

III. B(252/250).

The milestone actions, in addition to meeting the standards for good governance, must also be part of a set of tasks that can scale up from ordinary every day individual level activities to tasks in which all members of entire communities and regions can participate regularly and meaningfully.  These milestone accomplishment activities must also be universally useful and accessible even to currently homeless people, both in the early stages and as we reach the end goals.  The question of whether these tasks should be broken down into separate stages, one stage for each of our Three Universals, Plus, objectives of Phase III,  or started with all three plus and once is a bit of a What If? exercise that can be better addressed in chapter 9.  Some examples include anything from providers giving free seminars, to community health clinics expanding free access.  Likewise, community colleges, and then universities allowing free auditing of classes, to full test out for credit access to all residents.  In like manner, the basic income, like that of Stockton, CA, and be expanded to more people, more and more often, while we all expand our healthful lifestyle changes like cycling, walking, even at peak rush hour if less than a 35 minute walk.  These changes will all result in healthier population as education, both formal and informal, progresses, and those changes will show up in visible measurable ways as we all pitch in to help scale up each set of activities leading to milestones and larger goals, together.

 

III. C (267/250wds).

The objectives of this phase, in particular, are likely to generate many objections and accusations of naivety regarding the need for a Single Payer System of universal healthcare, fully free education, and in particular, a UBI, given the culture here in the US.  Some quick responses, as most will be discussed further in chapter 9, are that as with trains for pollution, among other things, and early childhood education, an ounce of equitable prevention is worth a pound of health care cure.  And as to the quite probable accusation of being naive, aside from the fact that many studies back up the suggested policy changes that this project is working toward, the reader is requested to consider the following, as if living in the skin of a person experiencing homelessness right now.  Just as living with an abusive person can bring out the worst in US, living in a situation where our needs for safety, food, clothing, shelter, and healthcare, and transportation are met, such as a system laid out in this project’s Vision, can also help to bring out the better angels of human nature. While we act as individual agents to consciously direct ourselves, simultaneously, it can be to the betterment of both the structures and of our society by helping one another.  Better to take the risk of some percentage of people choosing to rest at home and do nothing, while the naive majority contribute, then the risk of a landless and increasingly desperate majority responding with violence to the rising levels of inequality and homelessness, food, and energy precarity, and fear of “the other”.

 

III.  D (257/250wd).

Metrics for phase III will come, in part, from a long time ago, in an example far, far away, and draw lessons from that thesis, reviewed by Dittmer in the IJCCR book review of SMG by Jones, 2010.  To answer the question of how do we know where we are in the milestone and goal timeline, and what sort of a difference we may have made in the process, we will need four sets of metrics for each stage, earlier and later, of this third phase of our overall project.  Such metrics, especially in this phase of the project, will need to be decided upon with a maximum of community input.  Chapter 4 showed a vision of what Phase III could look like in the early and in the later years of this phase, taking each item of the “Three Universals, Plus” one at a time.  By successively increasing levels of volunteer workshops, staffing in clinics and doctors’ offices, libraries, etc, we can have concrete ways of measuring the alignment of this vision with change in actually existing reality.  Existing public health metrics can also give us a start on showing how the project is making a difference, with examples like fewer respiratory hospitalizations as smoking and vaping decreases, to name just one category.  Both expanded education and a ubi will impact levels of hunger, teen pregnancy, voter engagement, etc, giving more potential ways to measure the impact of this project as we hit our milestones, reaching toward the last stage of our overall vision, in Phase IV.

— (Next Wednesday: Chapter 6, section IV of to how to get there…  )

I’m considering this Rough Draft as the block of clay from which my book will eventually emerge, obviously, and some ideas for phases III and IV are still becoming more  fixed in my mind as I write, so the final version will likely look pretty different from this Rough Draft, and will need updating once I get to the very end.

 

And once again, yeayyy( !!)with regard to audience, I may have at least a couple of comps:  Walden Two meets The War on Poverty: A Civilian Perspective (by Dr.s Jean and Edgar Cahn, 1964).  I know that lots of people consider Skinner’s writing to be stilted, but I like the tilt of most reviewers, in that the idea is that a community should keep trying policies that members agree upon until they find what works for all of them.

 

Action Prompts:

1.) Share your thoughts on how Universal Free Education (through PhD or Master Craftsman/Tradesmith) may encourage empathy-building cooperation, and might help, or hinder, inclusive thinking.

2.) Share a book, story, post or tweet that uses those thoughts.

 

            Dear Readers, ideas on learning, especially multiple #LanguageLearning, on-going education and empathy-building, to #EndPoverty, #EndHomelessness,  #EndMoneyBail & achieve freedom for All HumanKind? 

Support our key #PublicDomainInfrastructure  & #StopSmoking at least for CCOVID-19:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport
Read, Write

-we can learn from the past Stayed on Freedom’s Call for free,

            by Teaching and Learning (Lesson Plans offline) in the present, to

                        We can  Do Better: a Vision of a Better World to create a kinder future

 

Peace     ! שָׁלוֹם

Shira Destinie A. Jones, MPhil, MAT, BSCS

the year, 2021 CE = year 12021 HE

(5 month GED lesson 15 of 67 plans…),

       and Ranger M.’s Babylon 5 review posts, because story inspires learning…

Stayed on Freedom’s Call
(free: https://archive.org/details/StayedOnF…)
includes two ‘imagination-rich’ walking tours, with songs, of Washington, DC. New interviews and research are woven into stories of old struggles shared by both the Jewish and African-American communities in the capital city.

Shared histories are explored from a new perspective of cultural parallels and parallel institution-building which brought the two communities together culturally and historically.

Please leave a review, if you can, on the GoodReads page.

Shira 

Creative Commons License
Shira Destinie Jones is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Wondering Wednesdays, Baby Floors, Chapter 4: Section II, the later years of phase III

This post starts the rough draft of  Chapter 4, the last section, for my non-fiction WiP, Baby Floors.  

This section of chapter 4  has  about 1000 words, (hopefully currently practicable words).  Below, I will also include the outlines that I missed last week for Chapter 4.

And  once again, by way of disclaimer, the overall goal is now to explain why we need both equ. + justice, & why in 4 phases.  This chapter will show what Phases III could look like as part of a possible roadmap for a fully inclusive society for all of us.  This vision is laid out in the hope that All HumanKind  will eventually have each person’s basic needs  met, without taking anything from anyone, and without violence, intimidation, nor coercion of any kind. 

Chapter Four:

( Chapter 4’s   section I  was last week…)

 Chapter 4,  section II

II. (1915/1250 wds):  Later years of Phase III -What it could look like:

II. A (359/250 wds).

In the middle to last years of this “Three Universals, Plus” stage of our project, nearly 45 years since the beginning of Phase I, at this point, the task of advocating for and helping to implement a Single Payer System of universal health care across the entire United States.  Due to the work of building up the public health service, and improving access to information and education of the earlier phases of this project, there should now be less and less smoking and drug usage, coupled with more and more recognition of the fact that “your health = our health” and accordingly, there will be less and less public expenditure on preventable health maladies.  This all results in an easier task of implementing universal health care.  Dedicated volunteers will continue to show the public how free condoms and birth control increase public health statistics in several areas, with the Single Payer System of universal health care as a driver for ever improving public and individual health outcomes across the board.  As continuously updated public health and financial law workshops remind us all how pandemics have been driven by all residents and visitors in an area, the natural conclusion will become continuously clearer.  That conclusion is that all people need free access to health care in order to protect the public, and that protection works more effectively when all people have access to basic preventative health care upon arrival in a community.  Studies, and volunteers opening up access to those studies, will continue to show how a Single Payer System lowers the costs of prescription medications over the long term, and improves quality of life for all members of society.  By the end of this Phase, 45 years after the start of Phase I and the efforts to build up the public health service, every single person in this country should be able to walk into any clinic, hospital, doctor’s office, or store, and update his or her medical history, make a cost free appointment for medically necessary procedures, and get information and advising on needed medical concerns, all in a safe and comfortable environment via safe, clean, comfortable and efficient public transportation.

II. B(330/250).

By the end stages of Phase III, the work of advocacy and educating should have led to the implementation of a truly universal basic income for every citizen in the United States, if not also for every resident of the country.  The work of Andrew Yang to popularize the concept of a UBI for every American adult must, by this point, have come to be understood as the possibility of hope for all of society.  It must also have been updated to include access to that rightful income by children able to care for themselves, in cases where parents, guardians, or caretakers are not taking sufficient steps to ensure the care and protection of said children.  The results of the 2020 Basic Income pilot in Stockton, CA will also have had time to be understood and updated, by this time, so that every person in our society understands how we all benefit from putting a floor on poverty, want, and fear, through the issuance of a UBI, and why it must be all three things: Universal, Basic, and an Income.  Many other documents explain the details of a UBI, but suffice it to say here that such an income must go directly to every individual resident in the form of federal money accessible to that individual without an unwanted intermediary.  It should provide enough money to be able to buy all of the basics needed to live simply, including basic nutritious foods like beans or lentils, rice, organic greens (and we hope that by this time, all food will be grown without toxic chemicals), basic essential clothing, and basic safe individual shelter.  That it is an individual income means that it must go directly to every man, woman, and child, with that child being able to have full and exclusive spending and saving control over his or her own money after, perhaps, passing a simple basic budgeting test to show ability to safely manage that money independently for basic daily needs.  The details of how we could get to a place in which we can safely make this happen for us all we be discussed in chapter 9.

 

II. C (425/250wds).

Returning to the importance of education across each phase of this project, the last years of Phase III should see the solidifying of a movement across the country in favor of free preschool through PhD or vocational technical education for every member of society.  By the end of this phase, marking 45 years of work on the overall project, all child care should already be of high quality educational time, whether designated as childcare or day care, as preschool willl be, but more so.  The public education system, starting with the public library system, will have been shored up to be able to reach the highest standards of quality, as is already the case in many OECD countries.  Free vocational technical, trade school, arts training, and apprenticeships with on the job training should all be freely available to all residents, by this point in the project, with the support and understanding of the importance of such availability of all of society.  Clearly, there must also be free preparation and tutoring, provided one on one by individuals, or also provided by organizations working in the public interest rather than for profit, to ensure that each and every person willing to work hard enough and dedicate the required persistence has the opportunity, like the wealthy, to obtain the best preparation for any educational entrance exam.  In this way, society can ensure that time will not be wasted by those merely seeking to use the time in college as a diversion, and can also be assured that only those qualified to complete the training offered by society actually embark upon such educational opportunities, and do not waste them.  The benefit of making free university training up through and including research degrees, such as the PhD, should be obvious, when viewed in the light of the number of missed opportunities each person who does not pursue such research represents as a loss to society, in knowledge and in new tools build for later use.  Often, research and development in a variety of disciplines does not show its practical utility until later on, when the engineering science has finally caught up with the theory developed years earlier, as in theoretical mathematics.  For this reason, and more, all education must be free of cost, but full of work, with discipline and a sense of commitment to the good of society.  In the last years of this phase, new educational courses to provide free training for Citizen Jury and government service should also be developed and offered, in preparation for Phase IV.

 

II.  D (335/250wd).

By the end of this third phase of our project, most of the country could be using old tools which have been updated to become modern tools, some with a US twist, in keeping with the needs of each particular community and region in this large and diverse nation.  For a local means of complementing the federal money supply, communities may choose to add a community issued currency to the supply of money in circulation, thus adding options for spending on and incubating local businesses, and providing another way of rewarding local customer loyalty.  Local currencies have also been shown to improve levels of trust and empowerment within communities (citeGreenMoneyCommunityEmpowermentPaper2010).  In combination with other old friends, like Ranked Choice Voting, aka IRV, which should also at this point be in use in cities, counties, and states for elections across the nation, such tools meet the needs of today, adding resources and options in local communities.  Participatory Budgeting is another tool already well known places like Porto Alegro and Paris, where they have been used before, but perhaps less known here in the US, but by the end of Phase III, understood and used across the country.  Likewise, citizens’ juries could be in use in many parts of the country to help develop local and regional policy, based on the work done in earlier years by dedicated volunteers to educate the public regarding the benefits of using such juries in answering a variety of policy development questions in other countries.  Finally, youth courts, also known as teen or peer courts, already known in much of the US, should certainly have greatly expanded use, nation wide, and greater funding and support from a now far more well-informed and thoughtful citizenry.  Thus, at then end of Phase III, as old tools have been adapted for modern use, the stage will also have been set for the building and sharing of newer tools, by a new generation, to solve the unique, multiple, and extremely challenging problems that face this new generation.

 

II. E (403/250wds).

Finally, at the end of Phase III, we finish advocating for and building some new tools in preparation for new policy crafting, and a new paradigm, coming forward in the next and final phase of this project.  By this point, 45 years into our 60 year project, the DoE may be able to begin doing on a nation-wide level what many states may have been doing for some years, already: rotating teachers all around the US, as new teachers are rotated in many European countries already.  The World Youth Parliament, like the Belgian Youth Parliament before it, could have, by this time, paved the way for experienced veterans of such bodies to take part in transforming the United Nations into a sort of world parliament, modeled, perhaps, on the European Parliament, with nation-states looking to the EU as one possible model for world wide cooperation.  Here at home, the movement for a Constitutional Convention could suggest several updates for the needs of the coming centuries based on an educated population that did not exist in 1787, including the use of proportional representation as Denmark has, at least in the House of Representatives, and removing the Electoral College as no longer in keeping with an educated and engaged citizenry, and making health, education, housing, and basic food a human right, as several European constitutions also do.   Provisions could also be added for frequent referrenda, as is done in Switzerland, as the start of a move toward greater levels of direct democracy, now that we have the technology to permit this process to work.  Building on the work of the Adulthood Challenge rite of passage, this would be the time to begin working actively for all Adults to be placed into a jury pool for a variety of difficult responsibilities, including national policing and defense services, somewhat like that of the Swiss model.  This pool of Adults could also be used to build the lottery for Sortition into the House of Representatives, once proper training in good governance and policy craft is assured (although much of that work, in reality, is done by Congressional staffers, rather than the elected lawmakers themselves).  By the close of the final year of Phase III, the infrastructure, cultural, and policy tool preparation for a paradigm shift should now be in place, allowing the work of looking forward to the next and final stage of this project, Phase IV, to begin.

 

— (Next Wednesday: Chapter 5, Introductory section…  )

I’m considering this Rough Draft as the block of clay from which my book will eventually emerge, obviously, and some ideas for phases III and IV are still becoming more  fixed in my mind as I write, so the final version will likely look pretty different from this Rough Draft, and will need updating once I get to the very end.

 

And once again, yeayyy( !!)with regard to audience, I may have at least a couple of comps:  Walden Two meets The War on Poverty: A Civilian Perspective (by Dr.s Jean and Edgar Cahn, 1964).  I know that lots of people consider Skinner’s writing to be stilted, but I like the tilt of most reviewers, in that the idea is that a community should keep trying policies that members agree upon until they find what works for all of them.

As for genre, I’m still wondering:  clearly part of  Non-fiction.

  Many thanks to Dr. Garland for suggesting Philosophy

Maybe also: System Change, Causes, maybe even Inspirational, but I doubt it.

Action Items:

1.) Consider some ideas you may have on how our society can solve homelessness, starting right now,

2.) Share them with us in the comments, here, please, and

3.) Write a story, post or tweet that uses those sources and your thoughts.

Dear Readers, ideas on learning, especially multiple #LanguageLearning, on-going education and empathy-building, to #EndPoverty, #EndHomelessness,  #EndMoneyBail & achieve freedom for All HumanKind?

Support our key #PublicDomainInfrastructure  & #StopSmoking at LEAST for CCOVID-19:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport
Read, Write,

Vote, Teach and Learn (PDF Lesson Plans Offline),

and
my Babylon 5 review posts, if you like Science Fiction,
and
a proposed Vision on Wondering Wednesdays: for a kinder world…
   

Shira Destinie A. Jones, MPhil

our year 2021 CE =  12021 HE

(Day 1  Lesson plan…)

Stayed on Freedom’s Call
(free copies at: https://archive.org/details/StayedOnF…)
includes two ‘imagination-rich’ walking tours, with songs, of Washington, DC. New interviews and research are woven into stories of old struggles shared by both the Jewish and African-American communities in the capital city.

Shared histories are explored from a new perspective of cultural parallels and parallel institution-building which brought the two communities together culturally and historically.

Please leave a review, if you can, on the GoodReads page, and please do let us know here that you’ve reviewed it there!  🙂

Chapter 4

outlines.