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Menampilkan postingan yang diurutkan menurut relevansi untuk kueri flow. Urutkan menurut tanggal Tampilkan semua postingan
Menampilkan postingan yang diurutkan menurut relevansi untuk kueri flow. Urutkan menurut tanggal Tampilkan semua postingan

Simple Work Flow Tips to Make File Management a Breeze

A hard disk drive with the platters and motor ...Image via WikipediaOur students are digital. Many of them always have been and most of them always will be. Their future is full of files - tons of them - that they could keep indefinitely.

As their life flows we need to help them have a work flow that makes sense and helps them easily manage their files and know what to throw away and what to keep.

"Unbounded data streams tend  towards irrelevance." 
Mark Hurst,  Bit Literacy: Productivity in the Age of Information and E-mail Overload

I have felt a compelling need to help my students with file management. They cannot find things on their jump drive - or was that on their home computer - or their ipad? Where? It is time to help them get organized. My first week, instead of teaching them how to build their PLN/ igoogle page is instead on setting up the cloud functions and file management workflows to help them thrive.

Here is the tip they like the most!

Workflow Plan for Documents
Gina Tripani in LIfeHacker came up with this one (From her book Upgrade Your Life: The Lifehacker Guide to Working Smarter, Faster, Better but there is now an updated book with Adam Pash Lifehacker: The Guide to Working Smarter, Faster, and Better that I haven't read yet.)

Have 3 file folders in Documents (my students also have a "personal" folder in Dropbox for their cloud files where they do this as well.)

@ctive
@rchive
@junk drawer

It starts with the @ sign to put the folder at the top.

@ctive
The active folder is for what you're working on right now - that is it! When you're done, you pick one of the other folders to move it to.


@rchive
These are things you want to keep. For my students these are resumes, term papers, movies. The things they want to take with them after the course. Also anything that they wish to keep in a efolio to show a future employer.

@junkdrawer
These items are things they created for class but after the semester or course that they don't want to keep.

Then, at the end of the semester or term they can delete junkdrawer items, take the archive with them. They are also doing this at home and their @rchive items are going to go on their external hard drive.

Everything should just be 3 clicks away! This great trick is a beauty!

Creating a Self-Cleaning Machine
For Advanced users


If you use this procedure personally and have a Mac, you can use Hazel. If you have a PC you can use Belvedere. I have Belvedere go through my junk drawer  and ask me if I ant to delete what I haven't used in 6 weeks. I also have it archive my archive folder onto my external hard drive at certain intervals.

There is more on how to do this at Lifehacker as well.

Think about workflow and file management before you have the students create all those files. We need to help them build a digital legacy and part of that is knowing what to keep and to delete.


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Charges of Racism Flow Chart

Charges of racism are not a joking matter and are the kind of vile charge that should only be leveled on someone if you can clearly make a case that the reason why someone opposes something or supports something is because of the race of the person. If you were for something for many years, and then an African-American stood up and said it and you suddenly were against it, that's most likely be racism. If you were against something for many years, and then an African-American stood up and said it and you were still against it, that would not be racism. Racism is best seen in the contradictory and inconsistent policies of the Jim Crow era.

And yet, in spite of electing a President who has promised to raise our nation above the race debate, in spite of electing a President who many said would end racism, accusations of racism are skyrocketing and our nation is being divided even more bitterly along racial lines. It is almost as if the election of Obama represents the opposite of what he promised- the candidate who was elected promising less racial tensions has led to more. This should not be shocking- it is the same candidate who promised to be bipartisan and is the most partisan and who promised to bring change but who proposes ideas long since discarded and who has promised not to raise taxes but has raised taxes and who promised to not make raise above the rancor of Washington but makes the most personal attacks.

Racism is not a joking manner, but the way that the liberals in Congress are treating it, it is getting sadly and bitterly funny. As MISSOURAH.com put it "It’s pretty exhausting trying to keep track of what is legitimate criticism of President Obama and what is racial hatred. That’s why (he) developed this handy flow chart:"

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The "Colonialism-Imperialism" Paradigm Is Kaput (2 of 2)

PART II (see part I)

Modern Grievances against the West

External Props of African Despots

Historically, every foreign entity that goes to Africa does so to pursue their own interest, not those of Africans. Witness the scramble for Africa in the 1880s. The Chinese do not go to Africa because they love black people soo much. They go there to pursue their interests. Exactly the same can be said of the Cubans. This competition for influence in Africa became pronounced during the Cold War, when super-power rivalry led to the establishment of client states across Africa. The West supported the likes of Mobutu Sese Seko, Samuel Doe, Hastings Banda, Felix Houphouet-Boigny, etc. etc. The East supported the likes of Mengistu, dos Santos, Mattieu
Kerekou, Sassou Nguesso, Samora Machel, etc. etc. Arab countries also backed their clients in Africa: Sudan, Mauratania, Chad, etc.

Cold War Intrigues and Machinations

Each side in the Cold War provided billions in aid to their clients to protect their security interests in Africa. Angola, Ethiopia, and Mozambique all received substantial amounts of Soviet military hardware. For example, Mengistu Haile-Mariam of Ethiopia received more than $11 billion in military weapons between 1975 and 1990. Angola received at least $2 billion annually
in military assistance from the Soviet Union in the 1980s (The Independent, London, Feb 19, 1992). In 1991, $4 billion of Angola's $8.7 billion foreign debt was owed to the former Soviet Union. On July 1, 1991, President Eduardo dos Santos said: "military debts were not usually honored," implying that Angola would not pay it (The New York Times, July 8, 1991). Soviet aid was stingy.
The economic aid the Council for Mutual Economic Assistance (Comecon) provided to sub-Saharan Africa in 1985 was $300 million. Of this, Ethiopia received by far the most (57.9 percent). Next were Mozambique (13.8 percent), Egypt (6.6 percent), Madagascar (4.2 percent), Angola (2.8 percent), and Tunisia (2.1 percent) (West Africa, Dec 12-28, 1988; p. 2320). Angola and Mozambique benefited more from arms supplies. The $300 million aid was only 5 percent of total Comecon bilateral disbursements and only 3 percent of the total aid flow to sub-Saharan Africa.

Furthermore, the little Soviet economic aid that did flow to Africa had strings rigidly attached. Loans and trade credits supplied could only be spent in the Soviet Union and Comecon countries (100 percent tied aid). In addition, the Soviets supplied the technical personnel and the equipment for project construction. Repayments of loans were often by barter, but to the
decisive advantage of the Soviet Union. For example, in Guinea, Soviet help in building a bauxite plant at Kindia was to be repaid with deliveries of two million tons of bauxite ore a year for 30 years.

Barter arrangements also hurt Soviet clients in Africa in a different way. For example, repayments of loans Nkrumah of Ghana took from the Soviet Union were to be made in kind with exports such as cocoa. But the Soviet Union had little use for Ghana's cocoa. Re-export of cocoa by the Soviet Union helped depress the world market price of cocoa in the mid-1960s.

China, an active player in Africa, sought to win adherents to the Chinese brand of socialism. Zhao Ziyang, China's foreign minister in the early 1960s, reminded African leaders of the presence of Chinese coolies in Africa. China's perception was that Moscow, not Washington, was its principal enemy. Its strategy was therefore to weaken "social imperialism at the expense of monopolistic capitalism" (Snow, 1988). West Africa observed that "in Africa, China increased assistance to old friends such as Tanzania and Zambia. The 2000km Tan-Zam railroad was meant to overshadow the Soviet-built Aswan High Dam in Egypt. China also made friends with old enemies such as Mobutu, helping him during the Shaba uprising in 1978-79; in 1980 they helped him build a naval base at Kinkuzu in southern Zaire to threaten Angola" (Aug 15, 1988; p. 1473).

China's fortunes in Africa quickly turned into mirages, however. At first, China's anticolonial stance was welcomed by African liberation movements. But as independence was gained, China's emphasis on subversion and its intense enmity toward the Soviet Union became less and less appealing or relevant to Africans. In fact, as early as 1963 Julius Nyerere of Tanzania
complained of a new scramble for Africa between the Soviet Union and China. Because their actions were anti-Soviet rather than pro-African, the Chinese themselves did not achieve much by way of influence.

Furthermore, China was no less immune to blunders than the Soviets. Less wisely than the Soviets, China meddled in Burundi ethnic feuds. In 1963 China backed the Tutsi expedition by training a number of Tutsi in guerrilla warfare in China. The subsequent massacres in Burundi earned China much opprobium. China also supported the Biafran secessionists in Nigeria's civil
war (1967 to 1970) simply because Moscow backed the Federal Government of Nigeria. Similarly, in Angola, China supported the FNLA (National Front for the Liberation of Angola) because Moscow was backing the ruling MPLA.

In Mali and Congo-Brazzaville, China made some headway. But a spate of military coups brought to power new rulers distrustful of China. Only in Tanzania did China achieve some diplomatic and ideological success. China agreed to fund and build the 1,200-mile Tan-Zam railway line at a cost of 166 million pounds sterling, free of interest. The railway was both an
engineering and a political achievement. It was completed two years ahead of schedule and was much touted as a model of what foreign aid could do for Africa. But it was one thing to build the railway and quite another to run it efficiently. Maintenance was poor, services degenerated, and the Dar es Salaam terminal became chronically clogged to the point of immobility. Although the Chinese had nothing to do with these shortcomings, their reputation suffered.

Zimbabwe received technical and military aid from North Korea and China. For its part, the West also poured billions into Zaire, Liberia, Kenya, Nigeria, and other African countries.

Each side also sought to undermine African regimes that were hostile to it. Lumumba was assassinated by the CIA operatives and the 1966 coup against Nkrumah was orchestrated by the CIA. In this sphere, the French were the worst, intervening directly to remove African leaders they did not like in Francophone Africa. For the French, independence did not mean a retreat from Africa. France left hundreds of officials in Africa as advisers. Behind the doors of many key ministries in the Ivory Coast and Senegal or Gabon, discreet but powerful French officials kept a close eye on policy. The French also sent teachers to Africa and brought African students and civil servants to France for training. France secured the right to maintain a
heavy military presence in Africa. In 1989, for example, France had a significant number of military advisers in 16 African countries and permanent Forces d'Intervention in seven. Total strength of French troops in Africa exceeded 12,000 in 1990. In France itself, the Forces d'Action Rapide, numbering 47,000, could be mobilized in less than 48 hours for action anywhere in Francophone Africa. These forces played an economic policing role and backed up French diplomacy and paternalism. They supported "approved" Francophile governments such as those of Leopold Senghor of Senegal and Felix Houphouet-Boigny of Cote d'Ivoire.

After 1960 the French intervened on many occasions to prop up unpopular African regimes against internal dissatisfaction and disorders. The most notorious such occasion was in Gabon in 1964, when French troops were used to reinstate President Mba after a coup. Noting that the French did not intervene to save President Youlou in Brazzaville in 1963, critics charged that intervention was predicated on mineral wealth. (Gabon is rich in oil.)

Now, each foreign entity operating in Africa pursues its own interests. It was ONLY the West which propped up hideous dictators in Africa. A foreign prop is a foreign prop is a foreign prop, regardless of its origin. An African leader is supposed to pursue the interests of his PEOPLE. If he doesn t, remove him from power but did we? Instead, we argued ad nauseam that, since the West put Mobutu, for example, in power, it was the responsibility of the West to remove him. This was ridiculous because if Mobutu was serving Western interests, why would the West remove him? And even if the West removed him, who do you think the West would have installed as a replacement? Another Mobutu !

It is clear that we have drawn no historical lessons from our dealing with the West and other foreign blocs. Here s a popular adage: If someone cheats you once, he is the fool but if he cheats you again, you are the fool. If you agree, then why are we talking about the Second Scramble for Africa ? And have we not learned that if you give an African problem to the Americans, Brits, French or the Chinese to solve it, each would solve it to their advantage? Does the mantra, African solutions for African problems, make sense to you?

Again, prop or no prop,

You cannot claim that it was the West which told Mobutu to loot the Zairean treasury. Nor claim that it was the North Koreans who told Mugabe to butcher over 20,000 Ndebele in 1980 (Matabeleland massacre). Neither can you claim that it was the Arabs who ordered Idi Amin to
butcher over 200,000 Ugandans. Nor can you claim that tell me it was the French who ordered Gnassingbe Eyadema to cling to power for 34 years and amass a personal fortune worth $3
billion.

True, the French and indeed the World Bank knew these African despots were stealing money and looked the other way. But who is an African leader accountable to? To the French, the World Bank or his PEOPLE? Prop or no prop, these leaders must be held accountable for their actions.

In fact, these days the charge of foreign meddling in African affairs and the specter of sinister and greedy multinational corporations lurking in the dark, waiting for a chance to pounce and exploit Africa confute reality. Foreign investors have fled Africa as the continent remains unattractive. Is it not African governments who have been drawing up elaborate and fancy
investment codes to ATTRACT them back? And is it not African governments themselves who take their budgets to foreign capitals for approval in order to get foreign aid? So who ALLOWS the meddling in African affairs?

Even then, the West has shown little interest in meddling in African affairs in the past few decades. If anything, the West has been in retreat from Africa! Recall the statement by presidential candidate, George Bush, that Africa was not of strategic importance to the U.S. And was it not the same African leaders who were complaining after the Cold War that Africa was
being marginalized ? So which is which: Is the West meddling in African affairs or the West marginalizing Africa?

In case you did not know, the West is thoroughly fed up with Africa, which it regards as a cry-baby, hopelessly incapable of solving any of its problems and is constantly crying out for help. What do you think the expression donor fatigue means? That is the diplomatic way of saying that the international community is fed up with incessant African appeals and begging. Today, there is famine in Ethiopia, tomorrow, there is a refugee crisis created by war in Liberia, or Somalia. Then there is genocide in Rwanda, starvation among refugees in eastern Congo, Ivory Coast, and on and on. Haba. Africa is now synonymous with war, destruction, famine, refugees, starvation, instability and chaos. Year after year since 1985, one African country after another has imploded, scattering refugees in all directions: Ethiopia (1985), Angola (1986), Mozambique (1987), Sudan (1991), Liberia (1992), Somalia (1993), Rwanda (1994), Zaire (1996), Sierra Leone (1997), Congo DRC (1998), Ethiopia/Eritrea (1998), Angola (1999), Ivory Coast (2000), Togo (2005).

The implosion of these countries had nothing absolutely nothing to do with the slave trade, nothing to do with Western colonialism or imperialism, nothing to do with artificial colonial borders, nothing to do with an unjust international economic system; in short, nothing to do with so-called external factors. They all had to do with one thing: POWER the adamant refusal to relinquish or share political power. If GENERAL Siad Barre of Somalia, GENERAL Juvenal Habryimana of Rwana, GENERAL Pierre Buyoya of Burundi, GENERAL Mobutu Sese Seko of Zaire, GENERAL Samuel Doe of Liberia, GENERAL Joseph Momoh of Sierra Leone, GENERAL Robert Guie of Ivory Coast, GENERAL Gnassingbe Eyadema, etc. etc. had been willing to step down or put in place power-sharing arrangements, each of their countries would have been
saved. Note the frequency of the title, GENERAL.

The rule is this and you can call it Ayittey Law: "The adamant refusal of an African head of state to step down or share political power will ultimately lead to the destruction of his country." If Mubarak of Egypt, Museveni of Uganda, Mugabe of Zimbabwe, Ghaddafi of Libya refuse to leave the political scene or share power, their countries will be destroyed. This is not rocket
science and it has nothing to do with the West. It is a personal or political failure that cannot be blamed on Americans, Chinese or Martians.

Back in 1986, President Museveni of Ugana said that no African leader should be in power for more than 10 years. What happened to him? He has been in power for more than 16 years and still counting. Finally in the late 1990s, African leaders wrote Constitutions in which they inserted the two-term limits. What happened? They are the very same ones who are now using their parliamentary majority and various devious maneuvers to override or repeal the two-term limits in Chad, Guinea, Namibia (Nujoma before he retired), Uganda, and even Nigeria.

Benin, Cape Verde Islands, Sao Tome & Principe, South Africa and Zambia all saved themselves from implosion because their leaders agreed to power-sharing arrangements crafted out of sovereign national conferences. South Africa would have blown up if the whites had not sat down with the blacks in a Convention for a Democratic South Africa (CODESA) to craft a new
political dispensation for the country. Rwanda blew up because the Hutu-dominated government of GENERAL Juvenal Habryimana refused to share power with the Tutsi minority and, instead, decided to exterminate them. "No Tutsis, nobody to share power with" was the macabre and brutal logic. More than 800,000 Tutsis were slaughtered in a orgy of violence and brutal massacre. That, in itself, was an excellent example of "intellectual astigmatism".

We could see with eagle-eyed clarity all the repugnant and inhumane brutalities of the white apartheid system in South Africa but we were hopeless blind to the equally heinous tribal apartheid regime in Rwanda. If the racist apartheid regime in South Africa had butchered just 2,000 blacks, even Idi Amin, who himself slaughtered more than 200,000 Ugandans, would
have arisen from his grave to attack South Africa with 3 dilapidated helicopters! But we said nothing when 800,000 Tutsis were slaughtered. Instead, we blamed the WEST for NOT intervening to stop the genocide. In fact, at its July 2000 Summit in Lome, Togo, the defunct OAU demanded a Marshall plan style compensation package for Rwanda. The demand for
compensation was part of the OAU inquiry into the 1994 Rwandan genocide, which blamed Western powers for failing to intervene to stop the mass slaughter. Naturally.

The OAU inquiry singled out France and the United States for particular blame for failing to prevent the genocide in addition to the United Nations Security Council as a whole. France was culpable because, having high level contact within Rwanda s Hutu-led government, the OAU report argued, could have exerted pressure to prevent the death of 800,000 people. The OAU
enquiry also blamed the US for failing to use its influence in the Security Council to authorize a military intervention to prevent the killing. The report argued that the West failed Africa despite the availability of copious evidence that the mass killing had been about to begin. In
conclusion, the report noted, a simple apology as already made by the United Nations was not enough and called for compensation, alluding to the $13 billion Marshall Aid plan the U.S. launched for the reconstruction of Europe after World War II. And what did these self-righteous leaders do to prevent the killings going on right under their very noses? And how can these
leaders complain about foreign meddling in African affairs and at the same time blame the West for NOT INTERVENING in an African problem to stop a massacre?

These days appeals by African leaders fall on deaf ears. OECD aid to Africa fell by 22 percent between 1990 and 1996, decreasing by 18 percent to sub-Saharan countries between 1994 and 1996 alone. (DeYoung, 2000a; p.A1). Even humanitarian aid to Africa has been shrinking. Contributors to United Nations aid and development programs have provided slightly more than half of the $800 million requested in 1999 for African countries suffering from "complex emergencies" -- the term is applied when war and failed institutions, often combined with a natural disaster, leave vast numbers of people homeless and starving. Specific programs for some particularly problematic areas, such as the Great Lakes region of Central Africa
including the two Congos, Rwanda and Burundi, have fared even less well (DeYoung, 2000b; p.A1).

In Sept 1999, the U.N.'s World Food Program announced it would curtail its feeding program for nearly 2 million refugees in Sierra Leone, Liberia and Guinea after receiving less than 20 percent of requested funding. An emergency appeal during the summer to feed and shelter at least 600,000 Angolans who had been displaced in that country's long-standing civil war
brought minimal initial response and predictions of mass starvation. In Africa's Great Lakes region of Congo, Burundi and Rwanda, where wars have produced nearly 4 million refugees, the United Nations estimated it would need $278 million to take care of them. By Oct 1999, only 45 percent of that amount had been donated. Nearly 80 percent of the United Nations humanitarian appeals in 2004 were to address African problems, but the response was disappointing as to be non-existent. "I remember sitting in this very room last summer (2004) asking for five helicopters to save thousands of lives in Darfur (Sudan). In the end we had to hire helicopters commercially as no Member States were willing to provide them," Under-Secretary-General Jan Egeland, head of the UN Office for the Coordination of Humanitarian Affairs (OCHA), the chief of the UN humanitarian office told the Security Council meeting on humanitarian challenges in Africa in January 2005 (http://www.un.org/apps/news/story.asp?). Even Irish rock star, Bob Geldof, who organized Band Aid and Live Aid to provide famine relief to starving victims in Ethiopia in 1985 is now fed up with Africa. He said this on Jan 31, 2005, of his work in Africa: "I'd dearly love not to have to go there the day after tomorrow. More often than not, it bores me profoundly - the pace of change is far too slow, and Africans excuse their own complicity in exactly the same way as our politicians (http://news.bbc.co.uk/1/hi/entertainment/music/4222373.stm).

Private organizations are also having difficulty raising funds for African relief operations. According to Mario Ochoa, executive vice president of the Maryland-based Adventist Development and Relief Agency (ADRA), which operates relief projects out of its own donations and under contract with donor governments, If I were to go now and make an emergency appeal for, say, Rwanda, for $500,000 for food, I'd probably get about seventy or eighty
thousand" in contributions (The Washington Post, Nov 26, 1999; p.A1).

True, every now and then, a major effort is launched in the West to help Africa. Africa s plight follows a ten-year attention deficit cycle: 1985 (Live Aid to save famine victims in Ethiopia), 1996 (a Special U.N. Session to boost aid to Africa to $25 billion), and now (2005). It is so humiliating to have the salvation of Africa tied to the success of rock concerts. And 20
years later, Ethiopia still can t feed itself and is appealing for food aid. Who do you blame: The white kids who did not give enough charity at the rock concerts or the stupid policies of Ethiopia s leaders?

Unjust International Economic System

Back in the 1950s and 1960s, this argument had much validity: The international economic system, dominated by western multi-national corporations, was rigged in favor of the rich countries. Prices of cash crops were fixed at artificially low levels; markets were cornered by giant western corporations, paying low wages and raking huge profits. While prices Africa received for its exports remained low, the prices Africa paid for imported manufactures soared astronomically (declining terms of trade). But today, with the onset of globalization, this argument carries little validity.

First, there is much competition on the international market. Asian corporations are now some of the big players. Second, African governments have done next to nothing to add value to their exports. Ghana still exports much of its cocoa in raw beans form. Third, every market has its ups and downs. We complain when the markets are down but conspicuously silent when
the market booms. Did we complain about an unjust international economic system when copper prices reached record levels in the late 1970s? When gold prices soared in the 1980s, cocoa prices in the 1990s? May I mention oil prices? By the way, what did we do with the windfall we reaped from the high prices? We squandered it!

Fourth, Africa s share of world trade fell from more than 3 percent in the 1950s to less than 2 percent in the mid1990s and to only 1.2 percent, excluding South Africa (The World Bank, Can Africa Claim the 21st Century;p.20). This erosion of Africa s world trade share in current prices between 1970 and 1993 represents a staggering annual income loss of $68 billion. This loss is not due to an unjust international economic system. Fact is, Africa has not been producing and you can t trade on the international market if you have nothing to sell. The physical volume of exports has been declining and therefore it is not a question of Africa not being able to earn enough because of low prices. Burundi s coffee exports, Ivory Coast's cocoa exports, and Sierra Leone s diamond exports have been devastated not because of low world market prices but by senseless civil wars. Even with food, we don t produce enough to feed ourselves and spend $19 billion a year on food imports. Nigeria spends $3 billion a year on food imports and has now brought white Zimbabwean farmers to teach it how to become self-sufficient in food production. What a disgrace!

Much of the decline in agricultural production in Africa is due to price controls, naked exploitation of Africa s peasant farmers, and senseless civil wars that have devastated the countryside and uprooted millions of people. Refugee camps are full of women and children, who produce the bulk of Africa s foodstuffs. State marketing boards fixed at ridiculously low
prices to milk the peasant farmers and they REBELLED. In Senegal, peanut (groundnut) farmers were receiving less than 20 percent of the world market price for their produce; in Ghana, cocoa farmers were receiving less than 30 percent for their produce in the 1980s. Those who complain about the Western conspiracy to fix prices for African exports at artificially low levels obviously do not see the ridiculously low levels their own State Marketing
Boards fix prices for peasant farmers.

Unfair Trade Practices, Trade Barriers and Subsidies

To be sure, unfair trade practices -- trade barriers and agricultural subsidies -- are legitimate issues of concern for the Third World. It is hypocritical for the West to preach free trade to the developing countries and yet put barriers in its place. But there is hypocrisy on both sides.
According to Columbia University economist, Jagdish Bhagwati, there is greater tariff protection on manufacturers in the poor countries . . . and autarkic trade barriers make domestic markets more lucrative than exports, leading therefore to an incentive bias against exports. So even when the rich country markets are opened further, one s own trade barriers can prevent the penetration of these markets (The Wall Street Journal, Jan 18, 2005; p.A16).

More importantly, the rich countries protect themselves against unfair trade practices, so why shouldn t African countries? A case in point is U.S. s anti-dumping law. Known as the Byrd Amendment for its chief author, Senator Robert Byrd (D-W. Virginia), the law passed by Congress in 2001 provides that when foreign manufacturers are found to be dumping goods in the U.S. market that is, selling at unfairly low prices any anti-dumping duties that are imposed can be handed over to the U.S. companies that brought the dumping case, rather than to the Treasury. It has benefited U.S. firms in industries including steel and pasta, with one of the largest beneficiaries being Timken Co., an Ohio maker of bearings, which collected about $40
million in 2004 (The Washington Post, April 1, 2005; p.A4). So, what have African governments done to protect their countries against dumping? NOTHING!

Even then, trade barriers are peripheral to the core issue of Africa's under development. Africa s exports consist mainly of cash crops (cocoa, cotton, coffee, bananas, sisal, etc.) and minerals (gold, diamonds, oil, titanium, cobalt, copper, etc.). Trade barriers and agricultural subsidies in the West affect only a few African exports, such as cotton (Burkina Faso, Mali, Sudan), peanuts or groundnuts (Gambia, Senegal, Sudan), sugar (Mauritius, Mozambique, South Africa), tobacco (Malawi, Zimbabwe), and beef (from Botswana, Namibia). Only a few African countries such as Ivory Coast, Mauritius, and South Africa export manufactured goods, which can encounter
trade barriers in the West.

It is not Western agricultural subsidies, however, that have hurt African food agriculture. Food production per capita has been declining and Africa's food import amounts to some $19 billion annually. The recent civil war in Ivory Coast, for example, cut the country's cocoa exports by half and disrupted agricultural exports of neighboring countries that pass through Ivory Coast. In Burundi, coffee production has dropped by more than 50 percent because of civil war/strife that has engulfed that small country of 8 million people since 1993. In Malawi, crime has risen so sharply that some farmers have refused to grow crops. And while the U.S. maintains import
quotas against Zimbabwe's tobacco exports, the industry has virtually been destroyed by President Robert Mugabe's violent seizures of white commercial
farmland to remedy "colonial injustices .

Wailing over agricultural subsidies in rich countries amounts to shedding crocodile tears since it gives the false impression that African governments care much about agriculture. The erosion of Africa s share of world trade was caused not so much by trade barriers but rather a host of internal factors. Among them are the neglect of agriculture occasioned by the over-emphasis on industrialization, raging civil wars, crumbling infrastructure, and misguided socialist policies that exploited Africa's farmers through a system of marketing boards and price controls. For example, trade barriers do not block exports of oil, diamonds, gold, col-tan, and other minerals from Africa. Yet, paradoxically, countries that produce them -- Angola, Congo, Equatorial Guinea, Gabon, Nigeria, Sudan, among others -- have been wracked by war, poverty and social destitution. In fact, Africa's diamonds have fueled such barbarous civil wars in Angola, Congo, and Sierra Leone that human rights activists in the West have called for a boycott of Africa's "conflict diamonds.

A key note speech by the new African Union (AU) secretary-general, Amara Essy, to mark the New Year on Jan 3, 2002 in Addis Ababa, Ethiopia, did not provide Africans with hope or assurance. He "accused the international community of failing the continent; their refusal to alleviate Africa's huge
debt burden continues to compromise its development" (IRIN, Jan 03, 2002). Same old drivel. Rather, it is African leaders who have failed the continent. The externalist paradigm by which African leaders blame everyone else but themselves for Africa s woes, is now KAPUT. The African people no longer buy it. Why then does this paradigm still have avid adherents? Four
reasons.

First, it is naturally the credo of most African leaders since it exculpates them from any blame for the current mess. Some evil external force did it! But the people don t buy it. Witness the huge credibility gap between the rulers and the ruled. Second, advocacy or veneration of the externalist paradigm constitutes a passport to career advancement. Those African scholars and intellectuals who rail against the World Bank, IMF and other external enemies are often rewarded with ministerial posts and government appointments. Rail against British colonialists and President Robert Mugabe will reward you with a government post. Such was the case of Jonathan Moyo.

Outside Africa are the third and fourth groups. Black Americans, drawing upon their own horrific experience, unfortunately have a radically different perception and understanding of Africa s woes. Most black Americans do not distinguish between African leaders and the African people and see Africa as a victim of Western neo-colonialism and imperialism just as they see
themselves as victims of racism, white supremacy and the lingering effects of slavery. Given their history and experience, black Americans tend to see only white devils because their oppressors and exploiters in the past were all white. Black Americans have never lived under brutal tyrants such as Idi Amin, Samuel Doe or Sani Abacha and therefore cannot relate to black
tyranny. This partly explains why black American leaders led the campaign against the heinous apartheid system in South Africa but were conspicuously absent in the campaign against the equally heinous de facto apartheid regimes in Rwanda, Burundi, Uganda and elsewhere in Africa. It also explains the tendency of black American leaders to embrace those African leaders that spit venomous anti-West vitriol: Minister Louis Farrakhan and Moammar Ghaddafi of Libya. Thus, black American perspective on Africa often clashes with that of the people. In fact, when President Clinton appointed Rev. Jesse Jackson as special envoy to Nigeria in 1994 activists threatened to stone him if he ever stepped foot in Nigeria. Five years later, Sierra Leonians were outraged when Rev. Jackson compared Foday Sankoh to Nelson Mandela. Sankoh was the late leader of RUF (Revolutionary United Front), the murderous gang of savage rebels whose signature trademark was to chop off the limbs of those even children and breasts of women who stood in their way.

The final group of strict adherents to the externalist doctrine consists of some African scholars and intellectuals in the diaspora. They are mostly in academia and have made heavy emotional, personal and professional investment in the externalist paradigm. Their bible continues to be How Europe Under-developed Africa. Their careers have been advanced, promotions secured and books written, propagating the externalist doctrine. It would exceedingly difficult for them to admit that their books and scholarly works are no longer relevant to the immediate needs of Africa. Political correctness pervasive in academia and black American influence also make
it difficult and embarrassing for these African scholars to admit that African leaders have failed their people. They erroneously think such an admission would amount to washing Africa s dirty linen in public and provide ammunition to racists. But who is fooling who?

The African people know that the leadership and/or government are the primary obstacles that stand in the way of poverty reduction in Africa. Said a tribal chief in a rural farming community in Lesotho: "We have two problems: rats and the government" (International Health and Development, March/April 1989; p. 30). Amina Ramadou, a peasant housewife, came up with a
creative way of solving Zaire s economic crisis: "We send three sacks of angry bees to the governor and the president. And some ants which bite. Maybe they eat the government and solve our problems" (The Wall Street Journal, Sept 26, 1991; p. A14). When the presidents of Algeria, Nigeria, Senegal and South Africa traveled to Kananaski, Alberta (Canada) on June 26,
2002, to present NEPAD to the G-8 Summit for funding by the rich nations, Mercy Muigai, an unemployed Kenyan was irate: All these people [African leaders and elites] do is talk, talk, talk. Then if they do get any money from the wazungu [white men], they just steal it for themselves. And what about us? We have no food. We have no schools. We have no future. We are just left to die (The Washington Times, June 28, 2002; p.A17).

In July, African leaders will be heading to another G-8 Summit in Gleneagles, Scotland, to beg, beg, and beg for more foreign aid. I will be going there myself to represent Mercy Muigai. Let the other African scholars continue to read How Europe Under-developed Africa by Walter Rodney.

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The Fur on My Dog Painting Looks Like Straw

A first attempt into a dog painting may frustrate the artist if the fur doesn’t look realistic. Illustrating every strand could result in a harsh representation of the dog’s beloved coat making it look spiky or wiry. How does the artist make a dog’s fur look strokeable?

How Not to Paint Dog Hair in Pet Portraits

How to Paint Dog Fur
Rachel Shirley
The cases of an unsatisfactory painting of dog’s fur could be due to any of all of the following practices:

  • Using a bristle brush or harsh hog hair when trying to achieve soft brushwork. Such brushes are better suited for impasto effects and broken expressive paintwork.
  • Trying to glaze over a rough paint layer that contains impasto or paint textures, leaving unwanted marks on the upper glazes.
  • Using a thin brush of 00 or 1 size to illustrate every hair on a dog’s pelt, resulting in an over-illustrated effect.
  • Outlining every hair follicle with black or brown in an attempt to represent what the brain knows about the dog hair rather than what the eye sees.
  • Painting all the fur in the same direction over the body or head in a dog portrait rather than from the true direction of the follicles.
  • Failing to closely observe the colours of the dog fur which may contain a multitude of colours including violets or crimsons.
  • Using poor photographic reference for the painting, causing the artist to guesswork how the fur looks.
  • Using the same brown, black or cream colour all over the dog fur making it look two-dimensional.
How to Make Dog Fur Look Soft in a Painting

A great way of achieving a high finish when painting fur is the practice of glazing. The following oil painting techniques will help create a realistic impression of fur.

Use two or three paint glazes, one on top of the other will help create soft effects for fur. This involves of thin layers of oil paint, one on top of the other. Each layer must be dry before applying the next coat.

Linseed oil can be mixed with the pigment to add transparency and flow for the glazing technique. But if the artist wishes to add the next layer quickly, Liquin can be added instead, although Alkyd oil paints can be used for glazing too. Liquin behaves like linseed oil except that it increases the drying time of the oil paint. Use a soft sable brush to apply the paint. There is no need to use a thin sable in the early stages. No 6 or larger would be suitable.

Treat each glaze as though it will be the final layer. In other words, aim for perfection with each layer. Blend the paint to rid of any unwanted ridges and harsh colour divisions with a soft clean brush. Don’t worry if the glaze is not perfect. It will form the foundation for the next layer, and the effect will be culminative.

Tones in Dog Fur

Apply the pale colours prior to the darks to avoid colour contamination. Painting onto a toned ground or imprimitura will help the artist judge tones highlights more effectively. Carefully observe the colours of the fur. Highlights often contain blues or greens. Darks often contain crimsons, which add warmth and richness to the colour of fur.

Remember to periodically stand back from the painting to gain an overall impression.

Definition can be added at the finishing touches by applying the ultimate highlights and darks of the fur. Using a soft fine sable can be used to drag neat paint at selected areas to express individual hairs, but not every hair. Suggesting detail at focal points in the fur will result in a smoother finish as opposed to illustrating each hair in full.

Move the brushstrokes in the direction of the hair’s growth. In the case of a dog portrait, this is often outwards from the ridge of the nose. In the case of the body, this will be towards the dog’s flank from the length of the spine.

Art Materials for Painting Dog Fur

Winsor Newton Artists' Oil Color - Permanent Rose, 37 ml
click to
buy from
Amazon
Liquin or linseed oil will add flow and transparency to the oil paint which will help achieve a high finish when painting dog fur. The former will accelerate the drying time, the latter will retard it. Never use both for the same painting as the varying drying rates will cause stresses in the painting.

Soft brushes such as sables are essential for painting fur. Sizes 1 for detail and 6 or bigger for blending would be ideal.

Many colours can be found in dog fur, such as blue highlights and warm darks. Burnt umber and burnt sienna are great for rich dark tones and beautiful creams. Alizarin crimson or permanent rose will add heat to blacks. Bluis highlights can be achieved by adding a little ultramarine or pthalo blue to white. But always look out for other colours in a dog’s coat. Making the dog fur look soft and realistic can be achieved by blending each paint layer.


Links on Oil Painting

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Parents Alarmed At Hazardous Conditions & Asbestos At DC's John Burroughs Elementary

















I received a number of emails today about Environmental Protection Agency violations and a notice of asbestos at John Burroughs elementary school. The school is described as being replete with environmental hazards. Burroughs elementary school parents met in June and were quite concerned that the school's renovation project was too ambitious to be completed by schools opening in August. It seems that the parents called this one right as Burroughs teachers and staff had to face chemical toxins, flying dust , notice of asbestos and inadequate air quality while preparing for their students return last week. According to a notice from the PTA- the guidelines for proper ventilation are not being followed.
The renovation project is under the supervision of Mr. Alan Lew. The name of the construction company is the Centennial Construction Company which reportedly hires day laborers who may not be aware of the hazards involved in this project and do not have experience in the appropriate disposal of hazardous materials and largely do not speak English. It has been reported that asbestos is in the new wing of John Burroughs, has chipped away and is what is known as fryable and is being covered over by tile. The picture of the notice of asbestos was posted at John Burroughs elementary school.
Complaints have been made that dust is all over everything, chemicals from paint and glue fumes stagnate the building as all of the air conditioners are not working in the school and the windows have not been open for the proper ventilation and time frames for airing out the school have not been followed. Kindergarten size toilets are being placed where 1st through 6th graders and middle school students will have to use the bathroom now that the school has expanded.
Unfortunately, rather than thinking about the safety of students, teachers and staff - tomorrow these are the conditions that DC students will face if left up to DC school administration. Given the support of an involved and active John Burroughs PTA- parents plan an early press conference tomorrow morning. Here is the notice that they sent out to parents, teachers and school staff on August 22:
"In observing the work that is being hastily done at Burroughs and remains hugely incomplete, although school starts in less than 48 hours - please be mindful that the EPA states that 72 hours is required to adequately ventilate the building after any construction is complete.

From the looks of progress, this will not happen. At 4:10pm, Saturday, August 22 dust is waifting through the air in the building, while our teachers are rushing to prepare their classrooms for the children. There is dust everywhere and sawing, hammering, nailing, moving is going on as I type this email - please download the pictures, taken just minutes ago to see a sample of the existing conditions.

Please call the EPA's hotline (800 438-4318) to request that an Indoor Air Quality Test be done on Monday, August 24 prior to school opening, and that the results be made available to all PARENTS, TEACHERS and STAFF - so that we know that the air quality levels are safe enough for our children, teachers and staff to inhabit the building.

FROM THE EPA WEBSITE (www.epa.gov/iaq/schooldesign/construction.html)
Ventilate when needed. Some construction activities can release large amounts of VOCs into the school, and if the school is already enclosed with walls, windows, and doors, outdoor air can no longer easily flow through the building and remove the VOCs. In addition to affecting the health of the construction workers, these VOCs can also be adsorbed onto other building materials and be re-released into the air later when the school is occupied by children and staff. During certain construction activities, temporary ventilation systems should be installed to quickly remove the gases.

Ventilation is generally needed when "wet" building materials are in use, when using materials that give off an odor, or when using materials that carry a manufacturer’s warning regarding the need for ventilation. Odors from building materials are the result of chemicals being released from the materials into the air, so if there is an odor present, it is safest to provide ventilation that will quickly remove those odors from the building. Examples of potentially problematic construction activities include painting (even with no- or low-VOC paints), spreading of floor adhesives, and use of large amounts of caulk, sealants, and cleaning agents. Additionally, the installation of large amounts of building materials, such as carpet or vinyl-based flooring products and composite wood cabinets and shelves, can require extra ventilation if the material has not been carefully selected or aired-out before being unrolled or unpackaged within the school.

During installation of carpet, paints, furnishings, and other VOC-emitting products, provide supplemental (spot) ventilation for at least 72 hours after work is completed. It is important that an exhaust fan be used to pull the polluted air out of the building, not to push outdoor air into the building. Simply opening windows or doors is not enough to effectively exhaust contaminants in most cases. The fan should be placed in a window or exterior door as close to the work area as possible, and any openings in the window or door around the fan be temporarily sealed with plastic or cardboard. Then open a window or exterior door at the opposite end of the room or building, so that fresher outdoor air will flow across the work area and sweep polluted air out through the exhaust fan. The size of exhaust fan needed will increase as the size of the room increases, and as the amount of gases being released into the air increases. The fan should provide about 5 air changes per hour (5 ACH). Divide the volume of the room in cubic feet by 12 to get the minimum amount of cubic feet per minute (CFM) that the fan must be able to exhaust. For example, a classroom with a volume of 9000 cubic feet (1000 square feet of floor area with 9 foot ceilings) divided by 12 results in a fan of 750 CFM. A 21 inch box fan may be sufficient for a single classroom if the materials are not too strong a source of gases, but would certainly not be sufficient for a wing or a whole school. As a rule of thumb, there may be enough airflow if odors do not spread out of the immediate area where the work is being performed, of if dust or smoke released into the air can be seen to be drawn towards the exhaust fan. As long as the odors or air pollutants are present, the temporary exhaust ventilation must continue to be operated, even during nights and weekends if necessary. Ventilation should continue for a minimum of 24 hours after completion, or until there are no longer any noticeable odors. "
Posted by The Washington Teacher

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Math Apps on Mobile Phones Free to Students in Denmark for 2011

I had a fascinating discussion with Stephan Stephensen, CEO of Mingoville, in South Africa this past October. Mobile learning is such an important growth area. We all wish we had laptops in the hands of our students, but the fact is that more of them have and will have mobile phones than laptops.

This generation is engaged with their mobile devices and so I was so excited to talk to Stephan about what they are doing and the agreements his company is signing with some countries and organizations to deploy mobile learning apps to children with their countries.

Mingoville is the "largest free online English lesson website for kids" but now they've developed mobile apps for math. I asked Stephan if he'd let me carry their press release in English for the US because he has partnered with the government of Denmark and several mobile companies to make their math apps free for all of 2011 for the students of Denmark. I want you to hear from his mouth what this means and what this is.

He and I talked for about an hour and the conference with most of that time him not having any idea that I was a blogger. I was impressed with his genuine energy and excitement.  Now, I have lots of friends in other companies and I rarely post press releases -- but I am fascinated with the innovative nature of this endeavor and look forward to seeing if there is an improvement in Math scores in Denmark in 2011.

Most of you know that I've advocated for the effective, well planned use of mobile phones in schools. It CAN Be done. Just because many aren't doing it yet doesn't mean it cannot be done!



"In our hyper-connected, multi-tasking, digital everyday, many of us adults consider the mobile our indispensable umbilical cord to a wwworld in constant flux - and a distraction those times it rings while we’re, after all, busy doing other things.

In Denmark it’s a learning device. For students, in schools, at home and everywhere else. And that’s no fairy tale.

While some countries have a ban on using mobile phones during school hours – as students have been prone to extracurricular excursions such as games, calls, netsurfing, facebooking, twittering and texting – Denmark adopted a “if you can’t beat them, join them” philosophy, and started researching how to put the device to better use in a learning context.

A number of Danish mobile learning games have been developed to that end – so far with subjects ranging from English to math. And the projects are looking to get a flying start, currently one third of all Danish students in primary and secondary school, have online access to a math or English learning programs for PC’s. These students will now also have immediate access to a mobile math app library of more than 100 small apps, teaching them everything from simple addition to the Pythagorean Theorem. These mobile games have been met with a massive positive response from both teachers and students. Teachers have found it easier to maintain student focus on assignments –

It is no longer teacher-driven, really fun to see how they students show each other what to do, I was at one time quite obsolete.  Says Mads Remvig, teacher from Danish School

Students have found it easier to comprehend difficult topics in math, with short animated videos to explain them how and what to do. First test seem to indicate that the ubiquity of the phones and the fact that they are both youth culture hotspots and communications hubs, makes students prefer this device over PCs in a learning context. Assignments can be accessed anywhere and anytime, and students can solve them in their own time – while being engaged, apparently.

CEO Stephan Stephensen from Danish e-learning company Mingoville – which incidentally is also the name of the world’s largest online English learning platform, now going mobile – says: “I want to show that it is not just about learning styles, but learning “rooms”. Future teachers will take advantage of several different learning platforms at the same time and in the same room. If learning is an experience – why not use the most influential and effective tool in this respect, since the students already know it and have it? As a bonus, students acquire 21st century skills like dealing with complex problems and finding information fast, while using their mobiles in a learning context”.

As any concerned parent would object by now, what about the squalid matter of mobile payment plans and cost of data use – potentially racking up charges for the students? To preempt any such concerns and constraints, Mingoville partnered up with the major mobile operators (covering close to 90% of the Danish market) to allow free use in 2011, of the mobile data net in connection with students using the www.Skolemat.dk’s mobile math learning apps.

Additionally, the clever Danes have of course considered the digital divide – not only between the mobile haves and the have-nots, but also between those with fancy smartphones and those with clunky clamshells. Consequently, all the learning games have firstly been designed to run on the majority of popular mobiles and platforms, backwards compatible to devices dating back up to 4-5 years.

The Danish government has made it a priority that Denmark gets in the top five best educated nations in the world, and also become a frontrunner in the use of ICT on every level of society. Using the mobile as a learning device helps achieve both goals, in a cost-effective way.

The mobile has several clear platform advantages over traditional PCs and consoles. By its very nature, it’s already a networked computer and an efficient data transmitter. Mobiles can be integrated into the natural flow of instruction more easily than their big-screen counterparts, and can create compelling educational and engaging learning environments for students. Mobiles wide level of installed base, plus low production costs of programs compared to other platforms, makes them attractive to develop on. It’s truly portable, always connected and everywhere. Both size and processing powers makes it ideal for any instructional media, and it’s not hard to envision how this technology can be harnessed on a broader scale to transform learning.

The Danish mobile e-learning experience does not substitute teachers or textbooks – it just makes learning more effective. Once integrated into the natural flow of instruction, mobiles can create compelling and engaging educational environments for learners all over the world. The notion that programs could be tailored to challenge each student according to abilities and styles, and adapt to fast as well as slow learners, opens up a world of possibilities for digital learning on the mobile.

More than 5 billion people have access to mobiles, and 90 % of the globe has mobile coverage. Mobile learning games is an idea whose time has come, and the tech is ripe. Entertainment and serious games are not opposites – but making them work right together is no fairytale but hard work. The Danes have decided to take the challenge to the next step and make it happen, big time. Mingoville is just the beginning."


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Standardized Testing: The Modern Bloodletting?

Helen Keller and Anne Sullivan -
It should be about the student!
My children take tests all week. They are in AP, accelerated classes and they have to take them. This isn't really about that kind of test. I've been thinking about the modern implementation of the standardized testing procedure.

What if we had a modern doctor that practiced bloodletting?
Protests. An angry outcry against a practioner who had ingnored the past 200 years of medicine to go back to the archaic and harmful habit of draining a sick person's blood into a bowl in order to remove the body of impurities. Complete and utter nonsense. Not only nonsense, harmful.

Is standardized testing a modern day bloodletting? Perhaps not that extreme, but extreme enough to have an outcry from the masses demanding that education system be reformed. At the heart of this outcry is perhaps the standardized testing-centric curricula and methods we've adapted in order to "improve our scores."

So you want to know why this overtesting has made so many mad?

Here are the reasons I think that the modern implementation of the archaic standardized test scrapes at the sensibilities of a modern parent and teacher.

1 - The intense "drill and kill" leading up to the test themselves.
Runners know that in order to prepare for a big run, they must first scale back. In fact, no runner competing in a big race would schedule another big race in the two weeks prior. This is because the body needs time to recover. If you give everything you have, you don't have anything to give in the big race, especially when you need that extra kick. So, you drill and work hard and then a week prior you begin your taper, which is enough work to get you ready for the big day.

There is no taper in this activity. In fact, some schools give their own versions of the standardized test throughout the year to try to diagnose problems. Some even the day before. They figure if they give a monstrous test the day before the big test that things will be fresh on the student's minds. Perhaps there is some truth to that, but the fact is that the student who is supposed to do well on the test is exhausted.

2 - The intense pressure adults put on the kids about the tests
We do pep rallies, we lecture. We cajole. We bribe. We do everything we can to get the kids to take the test "seriously." In doing so, we perk up the ears of the majorly rebellious and perhaps all the kids. Except for graduation tests or advancement tests, the kids rarely have any "skin in the game" the only way the tests are high stakes is when the school is involved. Many parents don't have "skin in the game" either. Those who care have kids who make better test scores.

This is kind of like having a group of runners and telling them that if they can finish as a group, first, that their coaches will get a ribbon. The students won't get a trophy on their wall or a picture or anything. Just the coaches. While some students love their coaches enough to do this, it is rare.

Additionally, we don't even tell the kids if they won or not. We don't show them their test scores. They don't know how they did. It is a black box of agony and they don't see the point.

3- Measures of improvement are unrealistic
Our football team right now is entering the playoffs. While the coaches want to win as much as the students, these playoffs are about the kids on the field. Coaches know that some years they have more talent than others and do the best to win with what they have. We've had 23 games of winning in a row. Our coaches have done a great job advancing our kids and improving every single game.

But to tell them that they have to keep winning forever and always be better. Is that realistic. All schools go through an ebb and flow. For whatever reason, we don't know, some of our classes at school are full of boys and others are a mix of boys and girls. We don't know why. Sometimes the same happens with academics. We have a strong class one year and the next year the class isn't so strong.

4- We're not measuring the delta but rather a raw, unscientific measure of scores
To be fair, you should measure a single class all the way through and how that class advances. To compare one year of eighth graders to the next isn't an apples to apples comparison. A set of kids may have a great test score but compared to their prior year, they fell back. To compare this year's 8th grade to last year's 8th grade (unless you have an incredibly large "sample size") in most schools just isn't a fair comparison of whether the school improved. A measure of this year's 8th grade to the scores of the same students last year is a better measure. We're not looking at the delta.

The delta is the change. To be the most fair, a student's test scores would travel with him/her no matter what school the child went to. Each year, a child would have their scores this year versus their scores last year compared and the delta would be calculated. (The increase or decrease.) The addition of all of those deltas would help us see if those students were improving or not improving.

You'd also have to factor in that at some age levels kids naturally improve more than at others. (During puberty, for example, a child has a problem learning a lot and you're lucky if they hold steady - their body is just too busy doing other things to learn a lot. -- Geil Browning of Emergentics told us this at a Leadership Georgia workshop some time back.)

Material is everything. My husband runs several production lines.He runs the same line every day. Sometimes everything goes wrong in the line. It might be the temperature or a certain person who is out who is a key player but most often it is something subtle wrong with the materials.

You can't always blame it on the kids. But the fact is that some classes are smarter than others. For whatever reason, who knows. But the fact is there. So it becomes a matter of punishing a school when they have a class that doesn't measure up to the prior year.

5 - The test is standard
When you have a standard test, you make it easy to cheat. Everyone is given the same test. The stakes are high. The kids don't care. This class of kids is not as smart. I may lose my job. My husband lost his job and I can't afford to lose my job. What can I do? I've taught them everything I can. What is going to happen?

There is no excuse for cheating. None. But when met with a hopeless situation there are very few people who will fall on their sword. There just are. Teaching is noble and when teachers cheat it brings us all down. If you're perfect, please message me on Twitter, so I can meet you. I am not excusing the cheating but I am saying that good teachers make bad mistakes every day. Usually when we're tired or upset or under a lot of pressure but it happens.

The real world isn't standard.
One year I was upset about one of my children's K4 performance on the "environment section" of the standardized test. The teacher showed me what he missed. He didn't properly identify a SUBWAY TURNSTILE. He also didn't identify a judge (shown in a gray english style wig with a gavel) and he didn't know what a bus stop was. While my urban counterparts may argue that every 4 year old should have been on a subway, we are in a rural community and that is simply unimportant for a 4 year old to know here.

Schools teach different things. They are in different environments. The things that call out words and experiences that most kids have in urban areas penalize rural students and vice versa. There should be a way to control for this, however, we are trying to standardize.

The real world isn't multiple choice.
There are only 4 answers - multiple choice. In the real world when a factory worker needs to use a gauge to measure, there are no multiple choice answers. I know a local plant that turns away 80% of applicants because they don't know fractions. Even more than that they have to take metric, convert to inches and go back to metric again.

The reason we did multiple choice in the first place was so a computer could grade it an we could test cheaply. The only reason we keep doing it is because the testing companies prefer it that way. There is no reason at all to keep having multiple choice as the only mode of input. That is ludicrous.

Why don't we have adaptive testing?
Right now, if a child doesn't know decimals he/she may still have to answer 10 decimal questions. How many questions does it take to know a child doesn't know decimals? Probably just two or three. At that point, a computer could start going "down" to see if a child knows fractions. It should adapt and say "OK, what does this child know?"

If a child is reading below grade level, the test is on grade level. If they can't read it, they can't answer the questions. At all. The entire reading section is pointless. Instead, the test should adapt and say, "OK, what reading level IS this child on?" The same with every subject.

The fact is paper and pencil can't adapt. And adaptive testing is really about personalizing the knowledge of the student. It is about understanding the individual student. If we can understand enough individual students and then aggregate that together then a school can create a plan to help those students progress and move ahead.

But it isn't about really understanding and helping an individual student at all. No. It seems to be more about finding more heads to put on pikes than it is about helping every child get ahead.

A paper, standard, non adaptive test is a waste of time for a child who is underperforming. It is also a waste of time for a child who is overperforming. One of mine scores 99% on math every year. Well, how high is this child in math, anyway? We do not know, "because the test only goes up to a certain grade level and then it stops." We could have some real math prodigies among us and not know it. If a child is exceptionally gifted in an area, that test should adapt and go up to the level so we can see where that child really is.

Teach well and test when it is time.
At our school we just teach away, take a few days to test and then we keep teaching. Not much of a lead in. Not a big fanfare. We just work hard to teach exceptionally well and then we take a look at what happened. Our leaders look at the teachers to see if a class of kids drops from one year to the next to see if there is a weak link.

The parents get a copy of the test scores. I always tell my children their strengths and their areas where they are going to have to work.

Standardized Testing: The Modern Bloodletting
So, all of these things add together to go against the modern sensibilities of parents. When they see questions that don't line up to experiences and to the curriculum of the local school. When they see their children stressing out. When they see test prep starting earlier and earlier and even going year around. They realize that the customer is wrong.

The customer of education should be the individual child about 5-10 years after getting out of high school. Is that child thankful and feel well prepared for being successful in the world? Did that child learn something to make their life better.

The customer of education has become the DOE and the standardized testing data keepers who determine the money and resources that flow to a school because of  a test score that is flawed at its very core.

Many of us are sick and tired of what public education has become because we see that the students coming out are not well educated.

Perhaps I should go back and restate. I think that perhaps standardized testing is the modern bloodletting of education. We are zapping our resources, our time, and our energy on something that is not truly measuring what our kids are learning. We are bringing all of the kids to the middle and bringing down our gifted and we are missing a valuable opportunity to really personalize learning for students.

The fact is that we are falling behind in international test scores. Is it because we're so busy testing that we've hurt learning? Is our desire to improve our test scores actually having the opposite effect because we're focusing on the wrong thing? We have to get better, but how.

If you improve every student in the country then the entire country will improve.

But some will say that this isn't about the student anyway.

And such is my point.

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Smart Aid for Africa

Mired in grinding poverty and social destitution, Africa cries for help. A cacophonous galaxy of rock stars, anti-poverty activists, and heads of state are calling on the G-8 countries to cancel Africa’s $350 billion crippling foreign debt and double aid to the continent. British Prime Minister Tony Blair will make aid to Africa the centerpiece in Britain's presidency of the G-8 meeting in Gleneagles, Scotland in July. Live 8 is planned for July 2. After meeting with President Bush on June 10, modalities are being worked out to cancel at least $34 billion in debt of 27 of the world’s poorest nations, mostly African. Will this African Marshall Aid Plan work?

Africa’s plight follows a ten-year attention deficit cycle. Every decade or so, mega-plans are drawn up and rock concerts held to whip up international rescue mission for Africa. Acrimonious wrangling over financing modalities ensues. Years slip by, then a decade later, another grand Africa initiative is unveiled. Back in 1985, there was Live Aid and a “Special Session on Africa” held by the United Nations to boost aid to Africa. Then in March 1996, the U.N. launched a $25 billion Special Initiative for Africa. In September 2005, the plight of Africa will again take center-stage at a U.N. conference with clockwork precision. Expect another major initiative for Africa in 2015.

Helping Africa of course is noble but has now become a theater of the absurd – the blind leading the clueless. A recent IMF study estimated that Africans in the diaspora remit $32 billion annually back to Africa, with the main destinations being Ghana, Nigeria, and Kenya. About $7 billion is sent to southern Africa (Ghana News Agency, Accra, May 31, 2005). The amount Africans abroad remit back exceeds the $25 billion Tony Blair seeks to raise.

Nigerian President Olusegun Obasanjo says corrupt African leaders have stolen at least $140 billion (£95 billion) from their people since independence. The World Bank estimates that 40 per cent of wealth created in Africa is invested outside the continent. Even the African Union, in a stunning report last August, claimed that Africa loses an estimated $148 billion annually to corruption – or 25 percent of the continent's Gross Domestic Product (GDP). Rather than plug the huge hemorrhage, African leaders prefer to badger the West for more money. And the West, blinded by its own racial over-sensitivity and guilt over the iniquities of the slave trade and colonialism, obliges. This is the real tragedy of Africa.

Between 1960 and 1997, the West pumped more than $450 billion in foreign aid – the equivalent of four Marshall Aid Plans – into Africa with nothing to show for it. Contrary to popular misconception, foreign aid is not free but a soft loan. Outright debt relief and massive inflow of aid without any conditionalities, safeguards or monitoring mechanisms is absurd. It is akin to writing off the credit card debt of a drunken sailor and allowing him to keep the same credit cards. No African government has been called upon to give a full public accounting of who took what loan and for what purpose since many of Africa’s foreign loans taken in the past were misused and squandered. No government official has been held accountable; instead, irresponsible past borrowing behavior is being rewarded.

More distressing, much of the new aid money will flow directly into an African government budget – a huge black maze of vanishing tax receipts, extra-budgetary expenditure items, perks and off-budget “presidential privy accounts,” redolent with graft, patronage and waste. Over the past few decades, African budgets have careened out of control. State bureaucracies have swollen, packed with political supporters. Back in 1996, 20 percent of Ghana's public sector workforce was declared redundant by the Secretary of Finance and Guinea’s 50,000 civil servants were consuming 51 percent of the nation's wealth. In Kenya, civil service salaries take up half the budget; in Uganda, it is 40 percent. Zimbabwe has 54 ministers; Uganda with a population of 35 million has 70, while Ghana, with a population of 22 million, has 88 ministers and deputy ministers. With bloated bureaucracies, soaring expenditures and narrow tax bases, budget deficits have soared.

They are covered with World Bank loans and foreign aid (Ghana’s budget is 50 percent aid-financed and Uganda’s is 60 percent). If the aid is insufficient, the rest of the budget shortfall is financed by printing money. Even when is aid available for “budgetary support”, there is no guarantee that it will be used productively to generate a return to repay the soft loan. It could well be “consumed” when it pays for the salaries of civil servants. Writing off Uganda’s debt does not eliminate the aid dependency. In fact, when the World Bank canceled $650 million of Uganda’s debt in 1999, the first item President Yoweri Museveni purchased was a new presidential jet!


British Prime Minister thinks he can cajole or browbeat African leaders into curbing corruption and ensuring that resources released by debt relief are put to some good use – such as increased spending on education and health care. But the push for good governance and reform must come from within – from African civil society groups, organizations and the people. However, in country after country, chastened by diabolical restrictions, these groups have no freedom or political space to operate.

Carlos Cardoso, an investigative journalist, was murdered in November 2000 for uncovering a bank scandal in which about $14 million was looted from Mozambique's largest bank, BCM, on the eve of its privatization. The official in charge of banking supervision, Antonio Siba Siba, was also murdered while investigating the banking scandals. Such was also the fate of Norbert Zongo, a popular journalist in Burkina Faso, who was gunned down on Dec 13, 1998, while investigating official corruption. In September 2001, President Isaias Afwerki closed down all the independent media and arrested its staff, quashing calls for democratic reforms. In all, the government shut down eight private newspapers and arrested its journalists, picking them up in their newsrooms and homes and from the streets. They were held in a central jail until April, 2002, when they threatened to begin a hunger strike to protest their detention. They were then transferred to an undisclosed location.

In neighboring Ethiopia, President Meles Zenawi, a member of Tony Blair’s Africa Commission, just held fraudulent elections. Anticipating public outrage, he banned street demonstrations for one month and assumed full control of the country’s security forces. When the opposition rallied to protest the results dribbling in, the police opened fire, killing 26; opposition leaders have been placed under house arrest. Witness the election machinations in Egypt.

The paucity of good leadership has left a garish stain on the continent. Worse, the caliber of leadership has distressingly deteriorated over the decades to execrable depths. The likes of Charles Taylor of Liberia and Sani Abacha of Nigeria even make Mobutu Sese Seko of formerly Zaire look like a saint. In an unusual editorial, The Independent newspaper in Ghana wrote: "Most of the leaders in Africa are power-loving politicians, who in uniform or out of uniform, represent no good for the welfare of our people. These are harsh words to use on men and women who may mean well but lack the necessary vision and direction to uplift the status of their people (The Independent, Ghana, July 20, 2000; p.2).

The crisis in leadership remains a major obstacle to poverty reduction and has many manifestations. It is characterized, among others, by the following dispositions and failings: The "Big Man" syndrome, subordination of national interests to personal aggrandizement, super-inflated egos, misplaced priorities, poor judgment, reluctance to take responsibility for personal failures, and total lack of vision and understanding of even such basic and elementary concepts as "democracy," "fairness," "rule of law," "accountability," and "freedom" -- among other deficiencies. In some instances, the leadership is given to vituperative utterances, outright buffoonery, stubborn refusal to learn from past mistakes, and complete absence of cognitive pragmatism.

Believing that their countries belong to them and only them only, they cling to power at all costs. Their promises are worth less than Al Cappone’s. They stipulate constitutional term limits and then break them: Angola, Chad, Gabon, Guinea, and Uganda. African leaders themselves drew up a New Economic Partnership for Africa’s Development (NEPAD) in 2001, in which they inserted a Peer Review Mechanism (PRM), by which they were to evaluate the performance of fellow African leaders in terms of democratic governance. What happened? To be fair, they acted in reversing the “military coup” in Togo in February but went on vacation when elections were stolen in Zimbabwe and Togo.

Ask them to cut bloated state bureaucracies or government spending and they will set up a “Ministry of Less Government Spending.” Then there is the “Ministry of Good Governance” (Tanzania). They set up “Anti-Corruption Commissions” with no teeth and then sack the Commissioner if he gets too close to the fat cats (Kenya) or issue a Government White Paper to exonerate corrupt ministers (Ghana in 1996). To be sure, multi-party elections have been held in recent years in many African countries but the electoral process was so contumaciously manipulated to return incumbents to power. Four such “coconut elections” have so far been held this year: Zimbabwe, Togo, Congo (Brazzaville), and Ethiopia.

Ask them to place more reliance on the private sector and they will create a Ministry of Private Enterprise (Ghana). Ask them to privatize inefficient state-owned enterprises and they will sell them off at fire-sale prices to their cronies (Uganda). Or ask them to move a foot and they will demand foreign aid in order to do so. In 2003, some 30,000 ghost names were discovered on the payroll of the Ministry of Education, costing the government $1.2 million a month in salaries heisted by living workers. When Ghana demanded foreign aid to purge the payroll of these ghost names, Japan coughed up $5 million.

The reform process has stalled through vexatious chicanery, willful deception, and vaunted acrobatics. Only 16 out of the 54 African countries are democratic, fewer than 8 are “economic success stories,” only 8 have a free and independent media.

No amount of debt relief and increased aid will help Africa until Africa cleans up its own house. But the leadership is not interested in reform. Thus, without new leadership and genuine reform, debt relief and increased aid would compound Africa’s problems and more African countries will implode. The continent is stuck in a veritable conundrum. What can Western donors do?

Smart aid would do one of two things. One, bypass the vampire state and target the people, who produce Africa’s real wealth. An African economy consists of three sectors: the traditional, informal, and the modern sector. The people who produce Africa’s real wealth – cash crops, diamonds, gold and other minerals – live in the traditional and informal sectors. Meaningful development and poverty reduction cannot occur by ignoring these two sectors. But in the 1960s and 1970s, much Western development aid was channeled into the modern sector or the urban area, the abode of the parasitic elite minority. Industrialization was the rage and the two other sectors – especially agriculture – were neglected. Huge foreign loans were contracted to set up a dizzying array of state enterprises, which became towering edifices of gross inefficiency, waste and graft. Economic crises emerged in the 1980s and billions in foreign aid money were spent in an attempt to reform the dysfunctional modern sector. Between 1981 and 1994, for example, the World Bank spent more than $25 billion in Structural Adjustment loans to reform Africa’s dilapidated statist economic system. Only 6 out of the 29 “adjusting” African countries were adjudged to be “economic success stories” in 1994. Even then, the success list was phantasmagoric. Ghana, declared a “success story” in 1994, is now on HIPC life-support system.

At some point, even the most recklessly optimistic donor must come to terms with the law of diminishing returns: That pouring in more money to reform the modern sector is futile. Greater returns can be achieved elsewhere – by focusing on the traditional and informal sectors.

Second, smart aid would empower the African people (African civil society groups) to monitor how the aid money is being spent and to instigate reform from within. Empowerment requires arming the African people with information, the freedom and the institutional means to unchain themselves from the vicious grip of poverty and oppression.

Africa already has its own Charter of Human and Peoples’ Rights (the 1981 Banjul Charter), which recognizes the right to liberty and to the security of his person (Article 6); to receive information, to express and disseminate his opinions (Article 9); to free association (Article 10); to assemble freely with others (Article 11); and to participate freely in the government of his country, either directly or through freely chosen representatives in accordance with the provisions of the law (Article 13). Though the Charter enjoins African states to recognize these rights, few do so. When President Thabo Mbeki called on June 3, President Bush should have handed him a signed copy of this Charter to be delivered to President Robert Mugabe of ‘Zimbabwe.

The institutional tools Africans need are an independent central bank (to assure monetary stability and stanch capital flight), an independent judiciary (for the rule of law), a free and independent media (to ensure free flow of information), an independent Electoral Commission, an efficient and professional civil service, and a neutral and professional armed and security forces.

Recent events in Ukraine (November), Ghana (December), Zimbabwe (March), Lebanon (April), and Togo (April) unerringly underscore the critical importance of these institutions. Without them, President Bush’s plan to spread democracy may stall. Democracies are not built in a vacuum but in a “political space” in which the people can air their opinion, petition their government without being fired on by security forces and can choose who should rule them in elections that are rigged by electoral commissions packed with government goons.

On May 13, thousands of Egyptian judges, frustrated by government control over the judiciary, agitated for full independence from the executive in their oversight of the electoral process. “The institutions are presenting Mr. Mubarak with an unexpected challenge from within, one that will be difficult to dismiss. The fact is, major changes in this country are going to come out of those institutions, not from the streets," said Abdel Monem Said, director of the Ahram Center for Strategic Studies in Cairo.

In the past 24 years, Egypt has received more than $55 billion in U.S. aid in direct government-to-government transfers. Smart aid would assist civil society in instigating institutional reform. Since this approach carries some risks, the same objective can be achieved by funneling aid through diaspora Africans and their organizations, as was the case with Soviet dissidents during the Cold War.

Africa’s long term growth prospects do not lie in rock concerts and increased dependency on Western aid but on the ability of the African people or civil society groups to instigate reform from within. Assistance to such groups – both at home and abroad – constitutes much smarter aid to Africa than all the LIVE AID concerts Bob Geldof can organize.
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The writer, a native of Ghana, is a Distinguished Economist at American University and President of the Free Africa Foundation. His new book is Africa Unchained (Palgrave/MacMillan). This article is culled from his May 10 testimony before the Standing Committee on Foreign Relations of the Senate of Canada.

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