- Walk or bike to work every day.
- No email, text, web, or social media while walking to work.
- Minimum 1 hour of non-computer time every day at work.
- Maximum of 2 hours computer time outside of work every day – including weekends.
- Return to physical medium for all GTD work – bring back the calendar!
- Weekly Digital Sabbath / Shabbat – 24 hours of unpluggedness.
If you live near NOLA – come check out what should be an awesome day on Saturday, July 28 – all day long. The entire UBW SLI will be performing throughout the city. Check the schedule below.
Wealth: Reclaiming and Reframing, A Festival of Art Place and Ideas
Saturday, July 28th from 9:30 to 6:30
Performance 1 & Prayer Breakfast
Christian Unity Baptist Church, 1700 Conti Street
Performance 2 & Community Sing
Ashe Cultural Arts Center, 1712 Oretha Castle Haley Boulevard
Performance 3 & “Moving Stories”
Tekrema Center for Arts and Culture, 5640 Burgundy Street
(Lower Ninth Ward)
Admission to the festival is free!
UBW’s SLI is supported by Surdna Foundation, the Nathan Cummings Foundation, Tulane University’s Gulf South Center, Junebug Productions, Ashe Cultural Arts Center, Tekrema Arts Center, Christian Unity and Golden Feather.
We’re getting ready to go to New Orleans for the Urban Bush Women Summer Leadership Institute. This means getting ready to dive in body soul mind and spirit into some tough questions.
To prepare, we’ve been given a list of resources. Check it out – not sure I can get through all of this in such a short time – but going to make a valiant effort..
Anything else I should be checking out? And anyone want to volunteer to do an interview with me?
- “Culture of Poverty in America”
- “7th Ward Neighborhood Upset Blight Remains Despite Promised Help”
- “If I Were a Poor Black Kid”
- “Response to: ‘If I Were A Black Kid’”
- “Hold Wall Street Banks Accountable”
- “Disproportionate impact of long-term, and general, unemployment on African-Americans as compared to their white counterparts”
- “Poverty, Martin Luther King’s Last Cause”
- “The Poor, the Near Poor and You”
- “Did U.S. Tax Policies Increase Economic Inequality”
- “Judge Approves Historic Settlement for Black Farmers”
- “My Take: Five Misconceptions about Poverty in America”
- The Urban Institute: Understanding Poverty
- Union Facts: Service Employees Leaders, Employees, and Salaries
- Southern Poverty Law Center
- Economy Policy Institute
- Institute on Assets and Social Policy
- U.S Census Bureau American Fact Finder
- Green Path Debt Solutions
- Art Home
- The Actors Fund Financial Services and Resources
- The Rich & The Rest of Us: A Poverty Manifesto
- By Tavis Smiley & Cornel West
- The Warmth of Other Suns
- By Isabel Wilkerson
- Women and Money: Owning the Power to Control Your Destiny
- By Suze Orman
- Suze Orman’s Action Plan
- By Suze Orman
- The 9 Steps to Financial Freedom: Practical and Spiritual Steps So You Can Stop Worrying
- By: Suze Orman
- What are their opinions regarding access to opportunities?
- What are the family migration stories? How did they arrive where they are now? What facilitated or made the road difficult.
- What practices have sustained your family and /or what has made the road rough?
- What does it feel like to make and or nurture something tangible?
- How do the young people in your neighborhood make money?
- What lessons or values did your family instill in you regarding money?
- If your income doubled tomorrow, what would you do? Why?
- If your income was cut in half tomorrow, what would you do and why?
“At the moment, the political game in Mali resembles two games of three-dimensional chess being played simultaneously. The first game is in the capital, where Sanogo is in over his head and seems to have no real plan for what to do next. That political game is currently at a stalemate, but a variety of opponents are looking to maneuver Sanogo into checkmate. In the second game, the Malian Sahara represents both the board and the prize — and neither the Malian military nor its rivals knows what the rules are. But the game is on.”
- Thers is some cool experimentation happening with online learning right now, and we’ll need much more measured research to learn how online tools can be applied to solve our world’s educational gaps.
- We must not lose sight of the fact that creation of high quality, effective materials still requires significant investment upfront, and significant investment to maintain and evolve that material. In this area, these tools are no different than traditional tools (and in fact, are probably more expensive). But – many more students can theoretically be reached, thus lowering the per-student cost of course material creation.
The report backing this article can be downloaded on this site.
22 May 2012Boston Globe By Mary Carmichael GLOBE STAFFFindings give boost to online classesMethod effective, study concludes‘They see now that it is a valid way to teach. It’s undeniable.’JOAN THORMANN, professor at Lesley UniversityThe burgeoning movement to put more college classes online, which attracted the support of Harvard University and the Massachusetts Institute of Technology earlier this month, is getting another endorsement that may have an even greater impact: rigorous evidence that the computer can be as effective as the classroom.A new study compared two versions of an introductory statistics course, one taught face to face by professors and one mostly taught online with only an hour a week of face time. Researchers found students fared equally well in both formats on every measure of learning. The only difference was that the online group appeared to learn faster.The report — being released Tuesday by Ithaka S+R, a nonprofit think tank focused on technology and education — is the first large, randomized study to support online learning. Ithaka also published another report in early May laying out the current landscape of online higher education.Taken together, the reports ‘‘don’t suggest that interactive online learning is far better than traditional forms of instruction — but even in its infancy, it does well,’’ said Lawrence Bacow, the former Tufts University president, who co-authored the first paper. ‘‘And today’s students become tomorrow’s faculty. They will have much greater comfort using these tools. This is only going to get better over time.’’The report also suggests that online courses can suit a wide variety of students, not just the elite. Previous studies have looked at small groups of students or only those with strong intellectual or financial backgrounds. Other comparative studies used research techniques that could have skewed their results, such as neglecting to randomly assign students to online or in-person instruction.But the Ithaka study looked at hundreds of students randomly assigned to comparable online and in-person statistics classes at six public universities. Many of the students had family incomes of less than $50,000 and college grade point averages of lower than 3.0. Even those groups learned as well online as they did in the classroom.‘‘ The notion that online courses might work at MIT or Harvard or Stanford or Carnegie Mellon is in a certain sense neither here or there, because those places are going to survive and thrive whatever they do,’’ said James Mccarthy, president of Suffolk University, who helped design and implement the new study. ‘‘Whether this approach works across a broader spectrum of institutions is what really matters.’’Mccarthy plans to distribute the report to administrators at Suffolk and hopes to pilot the online statistics course as early as next spring. Online education may be a lifesaver for middle-tier universities, many of which are financially strapped. By allowing them to adapt free materials for their own use — and teach the information to many more students than can fit in a classroom — it could save them money.‘‘I honestly feel that for the first time we have a potential model that can totally change the teaching and learning process while lowering costs,’’ said William ‘‘Brit’’ Kirwan, chancellor of the University System of Maryland and an adviser to Ithaka. ‘‘I just don’t know where we go as a country if we aren’t able to deliver on some new paradigm that will accomplish those twin goals.’’Online instruction has been the talk of higher education in recent months as prestigious universities and venture capitalists alike have jumped in with plans to offer classes to the masses, typically free and sometimes with credentials attached.‘‘It’s unreal how fast this space has heated up,’’ said Michael Horn, executive director of the Innosight Institute, a think tank that focuses on innovation in education. ‘‘It has become a ‘cool’ problem for engineers to solve.’’On announcing that Harvard and the Massachusetts Institute of Technology would partner on the edx initiative, Rafael Reif — MIT’S new president — said online courses ‘‘will probably, quite frankly, revolutionize the way higher education is practiced in the next few years.’’But there have been skeptics, too, as academics have questioned whether it is advisable or even possible to provide a good education largely via screen. Even online education’s advocates acknowledge they are not yet sure how best to deliver it.‘‘This is like the automobile industry in 1912,’’ said Lawrence Summers, the former Harvard president and Treasury secretary who now chairs the advisory board of a major online-education startup, the Minerva Project. ‘‘We don’t know what the right model will be.’’The new report demonstrates that at least one model — a highly interactive one, with brief in-person tutorials — works. ‘‘People can no longer dig their heels in and say, ‘Oh, I can’t do this, my subject matter can’t be communicated in an online format,’ ’’ said Joan Thormann, a professor at Lesley University who published a book this year on how to design and deliver Web-based courses. ‘‘They see now that it is a valid way to teach. It’s undeniable, and it’s unavoidable.’’Bill Bowen, Ithaka’s founding chairman and a co-author of the new report, said that if online classes are to truly transform higher education, one piece is still missing: a large investment in basic, free versions of courses that universities could tweak for their own purposes.Creating high-quality online courses ‘‘is not easy work to do, and it is not an approach that can be developed campus by campus,’’ Bowen said.‘‘No individual campus can really muster the resources — in not just money, but also talent,’’ he said. ‘‘One hopes the foundation world, or maybe the government, will step up and invest.’’
One of my band mates in Federator N*1 recently asked me “are we a cover band?”, which I thought was a very interesting question. That immediatly spun me into tons more questions. To whit:
What is a cover band? Were the big bands of the 1930s-60s cover bands? Would they ever describe themselves as such? Does simply playing repetoire that was originally written by other people qualify a band as a cover band? Do artists who play songs written for them qualify as cover bands?
After a while, I reframed the question as something that I wanted to answer (old politician’s trick), which was “What kind of band are we?”
To which, I had the answer!
We are a dance band. That’s our primary goal. We are a political band. That’s our secondary goal. And we are a band where the priority on internal experience is one of brotherhood and enjoyment (which one may argue is tied to the second part – enjoying one’s activities certainly can be seen as a political act*).
As a dance band, our goal is to get people on the dance floor, keep them there, and engage them with love, light, joy, and awesome music. If that music is written by a band member – fantastic. If the music is written by someone else, great. If we’re playing a tune in a similar vein as someone else – great. If we bring our own spin to the tune – that’s to be expected. So we play a variety of tunes to make that happen. Some tunes have hooks or whole sections that are familiar to people and known to get them moving. Other tunes have rhythms and melodies that we’re pretty sure will get people moving.
The second part of my thoughts had to do with remix culture. In a world in which new things are often not new – but rather new creations based on old material. Mixed with other old material. Mixed with new ideas. So DJs now get to do some really innovate stuff putting disparate ideas together into one coherent whole. Why can’t bands do the same? And if they do, are they a cover band? I have no interest in putting together a band that does only “faithful” interpretations of other songs. I have lots of interest in creating our own versions of awesome songs written by people outside of the band. Shoot, if we could afrobeat Drake of Kelly Clarkson, I’d be totally stoked. And what happens if we did a modern afrobeat cover of an Adele song? What does that mean? We’re covering a young white british woman’s faithful interpretation of a style created in the 1970s by black american artists, and our cover is done in a style created in the 1970’s by black african artists…
This bandmate, he had other questions too, which are very interesting:
if it is a cover band, what are purpose are we serving for whom?for me a cover band is best suited for fun local gigs ideally a weekly gig would be the best or a money gig ie function gigs.the incentive for the musicians in a cover gig has to be clear.i don’t feel tremendously concerned about following and building an audience.i feel a little bit more interested in the the vibe of the band itself.the hang is really fun.the song choices are interesting.
I’ll be coming back to these questions in other posts, and in other thoughts. For the moment though, I’m happy I could answer 1 question – “What kind of band are we?”
*I decided a while ago that I wouldn’t work with people I didn’t enjoy as people. That holds true in the music/art side of things as it does in the business world. Is that a political decision? A political act?