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Steve Hargadon

Steve Hargadon's Public Library

  • High councilors also attend the stake auxiliary leadership meetings for the auxiliaries to which they are assigned.
  • may meet as a Melchizedek Priesthood committee

  • "...all things unto me are spiritual,   and not at any time have I given unto you a law which was temporal..."
  • NOT for the constitution,   nature and use as was said of the plants but merely for the use
  • However, the original scripture   (which was published for 148 years without that footnote) teaches   that he who forbids others to abstain from meats is the one who   is not ordained of God.

  • “There is no business model for MOOCs that makes sense,” said I. Elaine Allen, a professor at Babson College and co-director of its Babson Survey Research Group, which tracks online education. “They have not been shown to bring more students to a school, and they have incredible attrition.”
  • In UC’s backyard, San Jose State University formed a partnership with the for-profit MOOC provider Udacity in January 2013, offering three classes for college credit and providing online mentors to encourage participation.


    By the end of the semester, nearly 57 percent of San Jose State students and 73 percent of students from outside the university had failed the courses. San Jose State has since ended the program.

  •  ADA Consultant Services
  • with pat fareng

  • Some of the democratic schools, like those influenced by Jerry Mintz, from the Alternative Education Research Organization, have had the biggest successes in low-income areas. There’s usually a presumption that you need a program to go in and solve a problem, perhaps with charter schools, or a KIPP school system. Whereas what Jerry did was create a minimal structure of school with a lot of freedom in it (a good definition of a vibrant democracy), where students themselves could make decisions about what they wanted to do.
  • The democratic school movement is a very healthy and interesting movement, but it doesn’t provide a lot of commercial revenue. Democratic schools don’t create funding opportunities, they don’t provide sponsorship deals, they don’t produce testing revenue. They’re not the kind of thing that a Wall Street firm would look at, or that politicians in Congress will lobby for. While these ideas might be the most brilliant solutions, they’re not going to produce the kind of growth in a capitalist system that we currently define as success.
  • When we think about poor, urban school environments, and how children can become self-directed, we often say things like: “They are not getting what they need at home, and we need to provide it in schools.” If the core problem is the home environment, why aren’t we asking how we can support and bolster families? I might suggest that we don’t do this because we would have to relinquish some aspects of control, and because it doesn’t fit our current model of schooling to create social outcomes. Whether we are talking about parents and their children, or teachers and their students, the truth that I think most of us would recognize is that real learning and personal growth come from one-on-one interactions with caring people. Almost everyone has a story of someone doing or saying something that helped turn on the light-bulb of our learning. You can’t mandate that, you can’t create a system for that, you can’t test that. It’s a part of our human experience that we have to protect, and it comes from the belief that every child is important and has inherent capabilities. There is something sacred that becomes broken when we treat another person as someone we control. If we want to help the poor student, we have to think about poverty and the family, and how to truly help others. Because if we think about education as mandated school programs that are brought into places, we are a hammer looking for a nail.

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  • I think I really agree with Jordan on a lot of things and I don’t want to speak him
  • emotionsto
  • we can ask ourselves a simple question: what is the outcome of our current system of learning? Do most students leave our public education system believing they are good learners? That they are capable of being independent and self-sufficient? Or that they are good at math? How is it that our system of learning leaves most who go through it feeling that they are not good learners?

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  • After receiving the report, the leader accepts the person’s best efforts and expresses appreciation for the good things the person has done.
  • Warn against Sin but Love the Sinner

  • This divide between home and workplaces had wide reaching ramifications on the way we think about individualism and, therefore, the way we think about preparing individuals–through education–to participate in a modern civilization.

  • “We first have to ask what kind of world we want, then ask what kind of education system will create that world.” – Jordan Shapiro

  • Epigenetics suggest that traumatic events turn the genetic switch so that future generations are able to handle similar circumstances more effectively than their ancestors.

  • Bentham himself described the Panopticon as "a new mode of obtaining power of mind over mind, in a quantity hitherto without example."[1] Elsewhere, he described the Panopticon prison as "a mill for grinding rogues honest".[2]

  • deep politics, conspiracies, alternative health, the potential of the human imagination, mind control, the medical cartel, symbology, and solutions to the takeover of the planet by hidden elites.
  • deep politics, conspiracies, alternative health, the potential of the human imagination, mind control, the medical cartel, symbology, and solutions to the takeover of the planet by hidden elites.

  • This downgrading of the individual human spirit is far from accidental. It’s launched as a sustained propaganda campaign, the ultimate purpose of which is top-down control over billions of people.
  • “It cannot be said too often — at any rate, it is not being said nearly often enough — that collectivism is not inherently democratic, but, on the contrary, gives to a tyrannical minority such powers as the Spanish Inquisitors never dreamt of.” (George Orwell, 1944)

  • OK, I'm really interested in this.  I agree, and I wonder about the dos and don'ts.  Memorizing (or recognizing) phrases is a first step, but I would have approached this differently:  if you truly believe that accomplishment is the result of application, work, and sense of ability to achieve, it seems that our attitude toward stu

  • cancelled
  • either Duke nor UC Irvine plan to let their own students use these classes for credit.
  • suing former students who have failed to repay their loans,

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  • 13 U.S. government agencies and NGOs signed a “Declaration of Learning” this week, formally announcing their partnership as members of the Inter-Agency Collaboration on Education, an initiative spearheaded by (now former) Secretary of State Hillary Clinton.


  • University of Phoenix for its Academic Activity Stream
  • Starter League (a learn-to-code startup formerly known as Code Academy that I covered here) is going to teach Web development to Chicago Public School teachers,

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  • Virtual book club for this seminal education and technology book

  • Between 1990 and 2008, white women without a high school diploma lost a full five years of their lives, while their male counterparts lost three years.
  • I will offer an alternative hypothesis, one which is not explicitly identified in the Times article: inequality. In the U.S., the period between 1990 and 2008, which is a period that saw such steep declines in life expectancy for the least well-off white people, is also a period during which economic inequality soared. Moreover, there is a compelling body of research that suggests that inequality itself -- quite apart from low incomes, or lack of health insurance -- is associated with more negative health outcomes for those at the bottom of the heap.
  • I believe that inequality-related stressors are likely to be the determining factors in declining American life expectancies, as well.

  • When race and education are combined, the disparity is even  more striking. In 2008 white US men and women with 16 years or more of schooling had life expectancies far greater than black  Americans with fewer than 12 years of education—14.2 years more for white men than black men, and 10.3 years more for white  women than black women.
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