Tag Archives: tools

Wondering Wednesdays, Do Better, Chapter 8, section I: Introducing a map for the early years of Phase II

This post is the start of the rough draft of  Chapter 8 of my non-fiction WiP, Do Better fka Baby Floors.   This chapter will begin the early years of mapping out a path to get there for Phase II, with a potential new adulthood rite of passage.

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 8 will attempt to match with each section, at the bottom of each post.

(Side note:  I’m still trying to figure out how to find reference on the Tsalagi exchange with the Gentleman of South Carolina, colonial era.  Cherokee leader was Onacasta (or Ocanasta), maybe of the Middle Towns,  around or just before the Ango-Cherokee war sparked by Virginia colonists, or perhaps the Tuscarora War, but the Cherokee sent 4 kids to a white College, and they came back “useless” because they couldn’t run well, or withstand cold or hunger.   The leader’s comment was ‘send us some of yours,’ and “we will make them men.”  Paraphrasing him except for the make them men, that part I remember quite clearly.

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 7, section III. D. was last week  ) :

Chapter 8, Introductory section I.

Chapter 8 Introduction (500 wds):  Phase II

I.

A(329/250).

In the early years of Phase II, after the hard work of Phase I, and building up our physical infrastructure while starting a new system for continuous rotation of upgraded financial legal learning, this new stage may at first appear a bit esoteric.  The prerequisite education needed, in these early stages of Phase II, merely to see why a new type of education is necessary in our country, may be lacking for many, if not most people.  the tools for measuring the kind of progress we plan to make during this second phase may also need to be created nearly from scratch, while being shown to be of practical use.  The declaration of intention to undergo the Adulthood challenge rite of passage may appear to have little practical use, in these early stages, as might the Challenge itself.  Nevertheless, there is a strong practical and symbolic value in proving ones worth to the community, and to oneself.  The usefulness in multiple ways of this new rite of passage will have to be proven early on, during these first years of Phase II, by a group of dedicated volunteers, some of whom are hopefully intent upon undergoing the Challenge ourselves.  These early years will need to see decisions around prerequisites, declaring sincere intent to take on The Challenge, sorting out the reasons for which each candidate wishes to undergo this Challenge, and then of course, creating some appropriate form of modern ritual  to then confer recognition of success upon those candidates who manage to meet all of the requirements.  That may be a lot to ask in just 5-7 years, considering that this will be an entirely new concept, the idea of having more than just the turning of 18 years of age, to determine who is an adult in our society.  While the consequences of passing or failing The Challenge may not carry great weight yet, the need is clear, and the benefits will also become clear, with time.

B (325/250 wds).

Immediately we come upon the first problem with creating this Challenge: to whom should it apply, and by whom should it be created, evaluated, and recognized.  Who will be the volunteers in which communities to start this process of creating a new adulthood rite of passage, and from where will these volunteers draw inspiration, knowledge, and the courage to dare to create something new for our modern world, from an ancient human need, and an ancient human response.  The implementation stage, at the middle to later years of Phase II, will need to have answered these questions sufficiently satisfactorily to move forward with the work of setting any prerequisite requirements in motion, in communities where this has been decided to be the case.  Communities who choose to allow candidates to move forward without meeting any prerequisite requirements may need to coordinate this with other communities who have decided differently.  The declaration of intention and reasons for attempting the Challenge are also, likewise, left up to the individual community to keep or to dispense with, as the needs of any given locality or community of non-geographical type may decide is best in keeping with their needs.  But again, this may encounter translation difficulties, so to speak, as candidates who have been recognized  as having passed the Challenge in one community seek to enter or have dealings with another community whose criteria may be different enough to be incompatible with their sense of adulthood.A bit like the Tsalagi, and the gentlemen of South Carolina.  By the later years of Phase II, the work of education, advocacy, and also lobbying, will have to have begun around changing the way our education system recognizes the ability of any given person to accomplish any given task.  The knowledge and skills that each adult citizen of a republic must have in order to make logical informed decisions is really what this new rite of passage is about.  Critical thinking with empathy, and the rest are details.  We move to those details now.

 

— (Next Wednesday: Chapter 8, 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.

  

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.

      Ok, JYP, this is for you!   

🙂

 

Chapter 8 ch8hghLvl  intro. outlines (sometimes I wing the transition paragraphs…)

 **********************

   Thoughtful Readers, if you are on Twitter, please share our key #Project Do Better  tweets:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport

*****************Click these links if you like: Narrative or Historical  Nonfiction,

                                                                                            High School Lesson Plans,

                                                                                         or Historical Fiction Story

Shira

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

Day 41/67, Five Month GED: Cycles, and, “Wh” Questions

      Adulting often requires Public Library resources to answer important questions about issues ranging from the life cycle of an organism, as in today’s science reading, to election cycles. 

schistosomiasis_life_cycle

Or resources like the old “Who’s Who…” books that recorded facts like the number of presidents who have been impeached, and why. 

     Questions like what, why, where, when, and of course, how, are key to understanding all sides of any issue, from biology to sociology, and our daily lives.  Librarians remind us to ask all of these questions, and help us dig for resources to find answers (or more productive questions!)

 Week 11/18
Day 41 Wk 11
Grammar: writing a paragraph
more Pythagorean Theorem
Day 41 Exit Ticket
 
(Day 40Day 42)

Action Prompts:

1.) Why might it be important to understand the life cycle of various organisms?

2.) Please explain how it may (or may not) help citizens of a Republic to Do Better over the long term…

3.) Write a book, story, blog post or tweet that uses those thoughts, and then, please tell us about it! If you write a book, once it is published please consider donating a copy to your local public library.

4.)  Feel free to answer the exit ticket questions in the comments, or pose any other questions you may have about the lesson, if you wish.

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  &  for heavens sake: please #StopSmoking for CCOVID-19!!:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport

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

         by Teaching and Learning (Lesson Plan list) in the present, to

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

 

( 5 month GED lesson 21 of 67 plans),

   and  Babylon 5 review posts, from a Minbari Ranger’s perspective: story inspires learning, and historical fiction can also inspire courage

Toward Peace,

Shira Destinie A. Jones, MPhil, MAT, BSCS

the year, 2022 CE = year 12022 HE

Stayed on Freedom’s Call
(freehttps://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 let us know if you’ve read it!  🙂

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

Day 37/67, Five Month GED, adaptations, and Adulting

    Adulting is also about understanding adaptations, not from a scientific or organic perspective, but from a more emotional and intellectual point of view. 

chameleon-in-green-color-adaptation_04

Adapting to new situations is a skill that science can teach us for both abstract intelligence and emotional intelligence.  That skill is needed in the modern world by all people.

Middle of week 10/18
Day 37, Week 10
Grammar:Possessives -the apostrophe
Math: Congruent and similar regions
Day 37 Exit Ticket
(Day 36Day 38)

Action Items:

1.) What do you think is the difference between adapting emotionally and adapting intellectually to a problem or situation, and why might that make a difference to citizens in a republic?

2.)  This lesson plan is one of my personal contributions to Project Do Better.  What would you contribute, assuming you had time, to the work of building empathy in our world?

3.) Write a book, story, blog post or tweet that uses those thoughts, and then, please tell us about it! If you write a book, once it is published please consider donating a copy to your local public library.

4.)  Feel free to answer the exit ticket questions in the comments, or pose any other questions you may have about the lesson, if you wish.

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 for CCOVID-19:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport

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

                by Teaching and Learning (Lesson Plan list) in the present, to

                                               help build a kinder future, and Do Better  for all of us

( Golden 5 month GED lesson 22 of 67 plans),

   and  Babylon 5 review posts, from a Minbari Ranger’s perspective,

               and can historical fiction stories inspires learning and courage, Ann and Willow??

In Service to Human Kindness,

Shira Destinie A. Jones, MPhil, MAT, BSCS

Shira

the year, 2022 CE = year 12022 HE

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.

  We’d love to hear from you here,  if you read it! 

🙂

 

 

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

Fun with Languages Fridays: Lupin, 1:3

 

                 Fun with Languages Friday:  mostly English, and a little stream-of-consciousness…

     ***Spoilers!!

French Fridays with Lupin, Omar Sy style!

   This third episode is all about how Assàne kidnaps Commissair DuMont, brilliantly.  And Dumont eventually asks his forgiveness.  And the school, paid for by the “generous donatrice” where this kid did not lack courage!  Launching at three kids all by himself!  🙂   So there we see his history of bravery, already shown back in the 2nd episode!   I’ve not yet read LeBlanc’s story  where Lupin kidnaps a person and never leaves the building, but the policeman afficcionado of the stories references it as he figures it out, leading his colleagues to Dumont.
Lupin1ep3
 
Poor Guidira:  “Patron… Pas Lupin encore!”   He’s right, but no one believes him!  His middle name should be Cassandra!! 
 
And Dumont should have stuck to his guns, 25 years ago!!
LupinChpt3
Before he went back to smoking…
 
 
 
    And now, Dumont’s wife knows he’s a liar, and so do the police.  And best of all, Assàne knows that Pellegrini is implicated…
 
 

     I also have a short historical fiction series called  Ann & Anna.  I  hope that this series will move you to learn more ways to help use our history to build new tools.

  Chapter 2 was last Friday, and Chapter 4  will post this coming Friday.

I look forward to your thoughts.

Shira

Action Prompts:

1.) Share your thoughts on how language learning may encourage empathy-building cooperation, and might help, or hinder, inclusive thinking.

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

Dear Readers, do you have 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 by keeping Stayed on Freedom’s Call,

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

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

 

( 5 month GED lesson 26 of 67 plans),

   and  Babylon 5 review posts, from a Minbari Ranger’s perspective: story inspires learning…

Toward Peace,

Shira Destinie A. Jones, MPhil, MAT, BSCS

Shira

the year, 2022 CE = year 12022 HE

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 let us know here that you’ve read it!  🙂

Working Wednesdays, Do Better, Chapter 7, section III: D, a map for the later years of Phase I, 4/4

This post is the start of the rough draft of  Chapter 7, section III, part D, for my non-fiction WiP, Do Better, fka Baby Floors.   This section will complete the early years of mapping out a path to get there for Phase I, with our Public Domain Social Infrastructure.   It is here for future comparison, and for me to weep over what I’ve removed, with the book, once published.  This WiP is currently in the 3rd draft, and I am still looking for Beta Readers. 

     Once I publish it on the Internet Archive, I will list it as in the Public Domain (non-commercial: if anyone makes any money off of my work, somehow, I’d like my fair share, please), and the text (rft) will be here and on the (when someone creates a better one than this one, please) Project site, as well, so that communities can modify the book to suit their own guidelines for this process.

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

Outlines for chapter 7 are already at the bottom of section II’s 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 7, section III. C.  was last week) :

III. D.

III.  D (x/1000wd).

1. (324/250 wds)

Finally, the more nebulous, perhaps, system of free or pro-bono legal financial financial-legal public education, as we reach the mid-point of this phase, must be built up, partly from scratch, to fit the purpose for which the project wishes to build this part of our crucial yet often unseen public domain social infrastructure.  These free and freeing activities, from walks to workshops, on financial legal ongoing education, advocate in and of themselves for democracy.  Now will be the time to check on the timeline, and also to begin pushing harder on legal avenues, from letters to lawmakers, to lawsuits, if and when necessary, just as used by the NAACP in their coordinated campaigns with the SCLC to end segregation and bring about economic as well as civil justice.  This new system is teh last part of phase I, and the first of a set of new systems we will introduce during this project.  This one is an integral part of the #PublicDomainInfrastructure movement as education for democracy.  By this time, between the middle and the end of our first phase in the project, there should be daily ReTweeting of posts, comments, articles, and workshop schedules on SoLs by volunteers in each state.  There should also, by this point, be daily article reposts and discussions on social media, blogs, and in person, between volunteers and the general public, in each community, around how medical debt in particular is related to creating and prolonging the experience of homelessness by two years or more, in some places.  Advocacy, especially by law students, should be paid for, in anything from local currencies to student loan forgiveness, to free food, as they give their time to present seminars and workshops in each community, in every state.  Finally, lobbying to update all SoLs and remove the practice of requiring accused debtors to defend themselves in court, especially on Time-barred debts (if indeed validated), should become especially intense at this time.

 

2. (325/250 wds)

At this time, also, measurements should be looked at to determine whether teh milestones for this part of the first phase will be met, and whether this, in conjunction with other parts of Phase I, merits extending the time period for this first phase of the project by up to 5 years.  By the end of phase I, which will be decided by each community for themselves, and thus may result in overlapping phases, by location, there should be weekly seminars being given on the soL for that state, in each major city of all 50 states in the union, DC, and territories.  By the end of Phase I, each week, there should be at least one report on debt collection activities, and on the outcomes of these activities for those pursued by the collection agencies or creditors, by county, in each of the 50 states, and in the District of Columbia, with comparisons to nearby counties by SES level and court paper filing requirements for that jurisdiction.  By the 14th year of this project, weekly library ‘How to Reply’ seminars should be in place, in every branch library, in every city of every state and territory in the USA.  These seminars require, it will be reminded, no money nor payment, only willing hands to do the labor.  Likewise, weekly seminars disclosing the state of pre-trial diversion or intervention in each jurisdiction, as well as the legality of body attachments, cash or money bail, and any other priorities which the local community may deem to be most important, should be held in easily accessible locations for the public, with handouts to take home and share.  Finally, pre trial interventions, body attachment, and cash bail should be either ended, or in the process of being ended, in all states and territories across the country, with strong lobbying of lawmakers, legal proceedings, and other forms of non-violent direct action, if necessary, as agreed upon within each community.

 

 

3. (263/250 wds)

At this point, we will have passed the mid-way point of Phase I.  The tools and activities which have been developed for other parts of this phase, like public libraries, thus far, can also be applied to this part of Phase I.  The 1-minute activities and other tools should now be joined with campaigns to get the attention and agreement of lawmakers, including lawsuits, brought by organizations like the ACLU and the NAACP, if needed, as partners in this work.  Weekly criminal justice reform reposts, retweets, articles, workshops and handouts should, by this time, be being presented in every major city, in each state and territory of the US.  In like manner, workshops and seminars with free handouts to share on debt law as it has changed, as well as ongoing activities like “Free Walks for Freedom from Debt” and letters to lawmakers regarding, in particular, medical debt as a problem to be solved alongside increasing support for a truly robust public health care system, should be happening in every community, in every major city, and in every state and territory of the US, on at least a weekly basis.  Other 1-minute activities, letter writing and delivery campaigns, education, advocacy, and lobbying tools should be developed by committees of volunteers in each community, based on the needs and assets, abilities and unique strengths found within those communities.  As these tools are developed, they should be shared, in the context of the problem being solved , the particulars of the solution, and the community for which the solution worked, with other communities, far and near.

 

4. (387/250 wds)

It should be remembered, first of all, that the very act of giving or attending, or discussing later, a free financial legal seminar or workshop is both practical and symbolic.  It is clearly practical in that a set of people are learning a very important set of connected peices of information that we all need in our daily lives, and symbolic in that there is no more powerful symbol of democracy than sharing the rules of how our law works, especially our laws in relation to money, and how it affects the demos, or the people.  Ending the scourge of having to pay for pre-trial interventions or diversion, the permitting of body attachments, and the requirement of cash money to make bail, is a crucial act of equity, and also a symbol of hope, and of the earnestness of society to make good on that promise “that all men are created equal.”  Or at least, to make a real start on making good on that promise.  Any citizen in fear of unjust treatment is bad for both the rule of law, and for our democracy.  Therefore, continued walks, use of social media and other tools for education and advocacy, and lobbying of lawmakers for support of free workshops for changes in the criminal justice system tie in with the need for solid library systems, just as they connect to the need for robust public health and transportation systems.  Some will ask how we can possibly afford to pay for all of this, which is a fair question, looking at it from where we currently sit, in 2021 CE.  But, it should be remembered that not all of this actually needs to be paid for.  What it will take is an army of volunteers dedicated to working for peace, democracy, and empathetic education, and willing to do the learning required to then help teach others how to learn, and how to pass that learning on, so as to create a ripple effect down the years and generations.  Finding the Willing Workers On Original Formats to create the structures that new tools will fill to help all of us build a better, kinder, safer Democracy, that does not take money, but time, effort, and the faith that it is possible, and worth doing.  That, we can certainly pay for.

 

As we leave chapter 7, and it’s vision for how we might get to the potential of a set of public systems of infrastructure that can help build up our democracy, we look ahead to the concept of adulthood, in the dominant society.  Having the space that a good public health care, transport system, library system, and ongoing system of updated legal financial learning can provide gives every citizen the space, at this point, to breath, and to reflect.  Reflection is a key skill in the constituents of a republic, and a more robust conception of adulthood can help us learn to think more rationally, and to evolve a habit of reflection, free of the existential fears of not having health care or transportation, and not knowing how to access them.  Thus, all members of our society will at have become more able to contribute, and more likely to find the best way that they can contribute.  After all, it takes finding the best in ourselves and in others, and nurturing those better angels, in order to become the excellent society that we can be.  We shall see a road map for arriving in the place within another 20 years, as we move through chapter 8, coming up next.

 

— (Next Wednesday: Chapter 8, section I. )

 

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 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.

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

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

       by Teaching and Learning (Lesson Plan List) in the present, to

                                                                            help build a kinder future:  Project Do Better

 

  Our society can Do Better to build Peace…    

Shira Destinie A. Jones, MPhil, MAT, BSCS

Shira

the year, 2022 CE = year 12022 HE

(5 month GED lesson 22 of 67 plans…), and

Babylon 5 review posts from a fictional Minbari Ranger’s point of view, and my historical fiction serial Ann&Anna,  escaping slaves’ learning to read…

Stayed on Freedom’s Call
(freehttps://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.

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

Day 32/67, GED in Five Months, Learning Styles, and Polygons

 Adulting is also about understanding how you learn most effectively, is it not?  The multiple sides of any issue or problem are sort of like the edges of a many-sided object, aka a polygon, no?

evaluating-learning-styles

See the lesson plan for more…

Start of week 9/18
Day 32 Lesson Plan
Grammar: Essay Writing -keep working on your Introductory Paragraph
Math: Drawing polygons in the coordinate plane
Day32ExitTix
( Day 31Day 33 )

Action Items:

1.) What do you think the concept of multiple learning styles may (or may not) have to do with Adulting?

2.) Share your  thoughts with us, and why you think them, and

3.) Write a book, story, blog post or tweet that uses those thoughts, and then, please tell us about it! If you write a book, once it is published please consider donating a copy to your local public library.

4.)  Feel free to answer the exit ticket questions in the comments, or pose any other questions you may have about the lesson, if you wish.

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 for CCOVID-19:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport

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

       by Teaching and Learning (Lesson Plan List) in the present, to

                                                                            help build a kinder future:  Project Do Better

 

  Our society can Do Better to build Peace…    

Shira Destinie A. Jones, MPhil, MAT, BSCS

Shira

the year, 2022 CE = year 12022 HE

(5 month GED lesson 22 of 67 plans…), and

Babylon 5 review posts from a fictional Minbari Ranger’s point of view, and my historical fiction serial Ann&Anna,  escaping slaves’ learning to read…

Stayed on Freedom’s Call
(freehttps://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.

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

Day 31/67 of GED in Five Months, Coordinates, and Hawaii

 Adulting is also about understanding relationships between economics and annexation, is it not?

mgrsgridhawaiischemeaarealigned

See the lesson plan for more…

 End of week 8/18
Day 31, Lesson Plan
Grammar: Independent clauses
Math: 2nd Intro. to Cartesian Coordinates
Day 31 Exit Ticket
(Day 30 .. Day 32)

Action Items:

1.) What do you think this lesson’s reading may (or may not) have to do with Adulting?

2.) Write a book, story, blog post or tweet that uses those thoughts, and then, please tell us about it! If you write a book, once it is published please consider donating a copy to your local public library.

4.)  Feel free to answer the exit ticket questions in the comments, or pose any other questions you may have about the lesson, if you wish.

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 for CCOVID-19:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport

 

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

       by Teaching and Learning (Lesson Plan List) in the present, to

                                                                            help build a kinder future:  Project Do Better

 

  Our society can Do Better to build Peace…    

Shira Destinie A. Jones, MPhil, MAT, BSCS

Shira

the year, 2022 CE = year 12022 HE

(5 month GED lesson 22 of 67 plans…), and

Babylon 5 review posts from a fictional Minbari Ranger’s point of view, and my historical fiction serial Ann&Anna posts show how story inspires learning, from several escaping former slaves’ points of view…

Stayed on Freedom’s Call
(freehttps://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.

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

Day 30/67, 5 Month GED, Similar Triangle Ratios, and Adulting as lifelong language learning

     The skill of understanding ratios and similarity carries over from triangles to form another part of being an Adult in a democratic society.  If mathematics is a logical language that we must all keep current in our memory, and sharp in our understanding, then learning that particular language is also a key part of Adulting, is it not?

SimilarTriangleRatios

And a bit of a change from yesterday’s lesson plan: we now have history readings again!  Today’s grammar/history reading is on the Industrial Revolution.

 Middle of week 8/18
Lesson Plan: Day 30, Week 8
Grammar: semicolons and colons
Math: solving similar triangle ratios
Day 30, Week 8,  ExitTix
(Day 29Day 31)

Action Prompts:

1.) Share your  thoughts with us on why you think that ratios or similar triangles may (or may not) have to do with Adulting?

2.)    Write a book, story, blog post or tweet that uses those thoughts, and then, please tell us about it! If you write a book, once it is published please consider donating a copy to your local public library.

3.)  Feel free to answer the exit ticket questions in the comments, or pose any other questions you may have about the lesson, if you wish.

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 for CCOVID-19:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport

 

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

       by Teaching and Learning (Lesson Plan List) in the present, to

                                                                            help build a kinder future:  Project Do Better

 

  Our society can Do Better to build Peace…    

Shira Destinie A. Jones, MPhil, MAT, BSCS

Shira

the year, 2022 CE = year 12022 HE

(5 month GED lesson 22 of 67 plans…), and

Babylon 5 review posts from a fictional Minbari Ranger’s point of view, and my historical fiction serial Ann&Anna posts show how story inspires learning, from several escaping former slaves’ points of view…

Stayed on Freedom’s Call
(freehttps://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.

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

History may repeat itself, but we don’t have to!

        Ok,  I have to rant here, instead of working on my bibliography for Do Better:  yes, history does tend to repeat itself, but it damned well does not have to.  Please recall the first part of  this quote:

 

“Those who cannot remember the past are condemned to repeat it.”

–George Santayana, The Life of Reason, 1905.

  (and I guess it’s time to actually find and read that book…)

 

   History matters, and learning history matters, not just so we can say ‘oh, it’s happening again,’ but so that we can stop it from happening again.  We are the most flexible species on this earth, and we are the only ones who use tools to make other tools.  So, let us do that.  Build new tools to solve these difficult problems and prevent history from repeating itself, damn us.

  That is the duty of an educated citizenry, and that is the reason that the price of living in a republic is eternal vigilance.  To be prepared to act.

I think it’s time to come together for cooperative solutions,  folks.

We can definitely  Do Better.

Shira

 

   The previous post is part of Ranger M’s letter on the history of the Babylon Project.  

Action Prompts:

1.)  Share your thoughts on how we Human Beings might start the process of learning from our history instead of repeating it.

2.) Write a book, story, post or tweet that uses these 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 for COVID-19:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport

Read, Write

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

        by Teaching and Learning (Lesson Plan list) in the present, to

                                                                     help build a kinder future: Project Do Better

( 5 month GED lesson 29 of 67 plans),

   and  Babylon 5 review posts, from a Minbari Ranger’s perspective: story, especially historical women’s stories, can inspire courage and learning…

Nih sakh sh’lekk, sleem wa.

Shira Destinie A. Jones, MPhil, MAT, BSCS

the year, 2022 CE = year 12022 HE

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 let us know, if you have a moment, how you liked it.

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


Continue reading History may repeat itself, but we don’t have to!

Minbari Mondays, The Fall of Night, and Risks

       This week’s report, the last of our year 2259 CE,  is sent to us from our future by Ranger Mayann, writing to us from Minbar, where she is stationed:

Greetings, from Tuzanor: 

          As the Captain did what was right, coming to the very brink of war with the Centauri to do so, your Earth government fell deeper into darkness.  The courage of Ivanova, in resisting the temptation of an early promotion through dishonorable vigilance, showed again during the battle, as it would later on, in even larger battles.  I am not permitted to say more.  My order has become aware of this letter, and is not happy with me, as a result.

         We have all taken grave risks, this day, from your Captain, in risking war to do what was humanitarian and right, to Ivanova, risking her career, in refusing an easy way up your chain of command, to Kosh himself, risking “being recognized” by the wrong ones, to me, risking my place in my order to bring you this letter.  Not all risks win the day. 

Writing from Tuzanor, on Minbar

Earth year 2278,

Anla’Shok Mayann

 

                  Shira’s addendum:                   

                 I love the beginning of the episode with the attachés meeting for drinks and complaints, and the “Makes me nervous.” at the end! 

                 I was stunned by the ending: “Sometimes peace is another word for surrender, and secrets have a way of getting out.”  What a beautiful Chanukkah implication of the miraculous victory, as Ivanova lights the candles and proclaims B5 “our last, best hope for victory.”

    And it’s made more poignant by the Jewish-looking store owner’s shop being closed by Nazi-like arm band wearing Ministry of Peace thugs, sorry, “officers” as they’re called.

 

    Neatnik’s review has a more traditional discussion of  this episode.

Last Monday’s review was Comes The Inquisitor,

Next Minbari Monday is the start of the year 2260, and of Season 3.

Shira

 

Nih sakh sh’lekk, sleem wa.

I come in peace, I am your friend.

 

There are earlier episodes, as part of Ranger M’s letter on the history of the Babylon Project.  

Action Prompts:

1.)  Share your thoughts on how we Human Beings might start to build a more fully inclusive society for all of us, and how this episode of Babylon 5 could help that process.

2.) Write a book, story, post or tweet that uses these 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 for COVID-19:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport

Read, Write

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

        by Teaching and Learning (Lesson Plan list) in the present, to

                                                                     help build a kinder future: Project Do Better

( 5 month GED lesson 29 of 67 plans),

   and  Babylon 5 review posts, from a Minbari Ranger’s perspective: story, especially historical women’s stories, can inspire courage and learning…

Nih sakh sh’lekk, sleem wa.

Shira Destinie A. Jones, MPhil, MAT, BSCS

the year, 2022 CE = year 12022 HE

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 let us know, if you have a moment, how you liked it.

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


Continue reading Minbari Mondays, The Fall of Night, and Risks