Tag Archive: Education


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End Of The American Dream

The American Dream Is Becoming A Nightmare And Life As We Know It Is About To Change

American Flag - Proud To Be An American - Public DomainIs the United States an “exceptional” nation?  Well, the facts show that we are, but not for the reasons that you may think.  Now that it is election season, we have all sorts of politicians running around proclaiming that America is the greatest nation on the entire planet.  And just this week, Warren Buffett stated that “America’s great now — it’s never been greater“.  But is it actually true?  Is the United States still a great nation?  I would submit that the numbers suggest otherwise.  I love America, and in my opinion there is not much hope for us until we are willing to admit to ourselves just how far we have fallen.  The following are 36 facts that prove that the United States is an “exceptional” nation…

#1 According to a brand new report that was just released by the Organization for Economic Cooperation and Development, the United States has the fattest population in the entire industrialized world by a wide margin.

#2 That same report from the OECD also found that we are number one in child obesity.  In fact, at 38 percent our rate of childhood obesity is even higher than our overall rate of obesity.

#3 According to USA Today, the obesity rate in the United States has more than doubled over the past 25 years.

#4The Washington Post has reported that Americans spend an average of 293 minutes a day watching television, which is the most in the world by a wide margin.   And as I have discussed previously, more than 90 percent of the “programming” that we absorb is created by just 6 enormously powerful media corporations.

#5 One study found that the average American spends more than 10 hours a day using some sort of electronic device.

#6 By the time an American child reaches the age of 18, that child will have seen approximately 40,000 murders on television.

#7 The average young American will spend 10,000 hours playing video games before the age of 21.

#8 Out of 22 countries studied by the Educational Testing Service, Americans were dead last in tech proficiency, dead last in numeracy and only two countries performed worse than us when it came to literacy proficiency.

#9 In more than half of all U.S. states, the highest paid public employee in the state is a football coach.

#10 The percentage of wealth owned by middle class adults is lower in North America than it is anywhere else in the world.

#11 Almost half of all Americans (47 percent) do not put a single penny out of their paychecks into savings.

 

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End Of The American Dream

The American Dream Is Becoming A Nightmare And Life As We Know It Is About To Change

Puzzle Last Piece - Public Domain

 

One of the biggest steps toward a one world government that we have ever seen is happening this week, and yet barely anyone is even talking about it.  In fact, it is even being called a “new universal Agenda” for humanity.  Those are not my words – those are the words that the United Nations is using.  If you don’t believe this, just go look at the official document for this new UN agenda.  You won’t have to read very far.  The phrase “new universal Agenda” is right near the end of the preamble.  Officially, the name of this ambitious new program is “the 2030 Agenda“, and it is being hyped as a way to get the whole world to work together to make life better for all of us.  And a lot of the goals of this new agenda are very admirable.  For example, who wouldn’t want to end global poverty?  But as you look deeper into what the UN is trying to do, you find some very disturbing things.

If you didn’t like Agenda 21, then you really are not going to like the 2030 Agenda, because the 2030 Agenda takes things to an entirely new level.  Agenda 21 was primarily focused on climate change and the environment, but the 2030 Agenda goes far beyond that.  As I have noted previously, the 2030 Agenda addresses economics, agriculture, education, gender equality, healthcare and a whole host of other issues.  It has been argued that there are very few forms of human activity that do not fall under the goals of the 2030 Agenda in one way or another.

The UN says that this new Agenda is “voluntary”, and yet virtually every single nation on the entire planet is willingly signing up for it.  In the official document that all of these nations are agreeing to, there are 17 sustainable development goals and 169 very specific sustainable development targets.  You can read them for yourself right here.

 

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Heritage Foundation  :

What Obama Wants for Your Children and Grandchildren

 

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Tenth Amendment Center

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Lucas Camacho

Even a $1 donation will help make a difference.  Help make a difference Today.

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Join me in my efforts to support Jump Rope For Heart or Hoops For Heart! Even the smallest of donations make a big difference.

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I need your support!Hi,

We only have one heart! I want to take care of mine and help you take care of yours too! This year, I have set a personal goal to raise money for the American Heart Association at my school.
Heart Disease can happen to anyone so it’s really important to be physically active and eat healthy. Did you know that heart disease is our nation’s number one killer? Help me become a lifesaver!
Will you make a donation to help me reach my goal? It’s fast and easy to do on my personal webpage. Just use the link below to support me today!
Your contribution will support the American Heart Association’s work to:
– Put up-to-the-minute research into doctors’ hands so they can better prevent and treat heart disease among patients.
– Fund groundbreaking pediatric heart and stroke research.
– Train more than 9 million health professionals and others each year in emergency cardiovascular care.
Please support me in my efforts – together we can save lives! Thank you very much!

Follow This Link to visit my personal web page and help me in my efforts to support YM-GSA

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I’m joining millions of others to help save lives with the American Heart Association!

At my school, I’m learning how I can help make a difference by raising lifesaving donations to help kids with heart disease. I’m also learning about my own heart, and how to keep it healthy. And I’m getting active!

I’m excited about raising money for other kids – kids with hearts that don’t exactly work right and to help fund new medicines and treatments to be discovered.

Please help me make a difference! Thank you!

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The Truthseeker: America ‘Dead Last’ In Education (E29)

RT

Published on Dec 1, 2013

Extensive skills study from the OECD finds young Americans are ‘dead last’, leaked lesson plans from corporate-controlled schools, expulsion and arrest offences under child ‘zero tolerance’ policies, teen mental patient screening questions, and hundreds of thousands of US college students being forced into prostitution.
Seek truth from facts with The Untold History of the United States co-author Prof. Peter Kuznick, Associate Director of the Campaign for a Commercial-Free Childhood Josh Golin, studentdebtcrisis.org co-founder Robert Applebaum, Storyleak editor Anthony Gucciardi, and filmmaker Michael Moore.

MORE EPISODES: http://www.youtube.com/playlist?list=…

RT LIVE http://rt.com/on-air

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New Yorker

Chart 3 final.png

In recent years, a number of international surveys have raised alarms that the United States is falling behind other countries in terms of educational achievement. Now there is another one, and its findings represent a serious threat to the country’s future prosperity. In basic literacy, numeracy, and problem-solving skills, the new study shows, younger Americans are at or near the bottom of the standings among advanced countries.

The survey was carried out by the Organisation for Economic Co-operation and Development, a Paris-based forum and research group, which counts thirty-three high- and middle-income countries among its members. Some of its findings have been well covered elsewhere, particularly by the Times’ editorial board and its economics columnist Eduardo Porter.

But the data comparing young adults aged sixteen to twenty-four in different countries—the folks who will be manning the global economy for the next thirty or forty years—deserves a closer look. The figures come from three charts in the report’s statistical annex, which we have adapted here. Taken together, they vividly illustrate some of the challenges facing an economic hegemon that has for decades been plagued by wage stagnation and rising inequality, and which, as President Obama has pointed out, desperately needs to raise its game.

The numbers come from the O.E.C.D.’s inaugural Survey of Adult Skills, a massive exercise in which researchers interviewed five thousand people in each participating country. In order to capture their ability to function in “technology rich environments,” the subjects were also asked to answer questions on a computer.

The first chart shows proficiency in literacy among sixteen-to-twenty-four-year-olds. Finland’s youth came out on top, with a score of 296.7; the average score was 277.9. The United States scored 260.9, which put it second to last, above Italy.

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education

Zero Tolerance Schools Discipline Without Wiggle Room

John W. Whitehead

Posted: 02/ 8/11 07:45 PM ET

“We end up punishing honor students to send a message to bad kids. But the data indicate that the bad kids are not getting the message.” — Professor Russell Skiba

What we are witnessing, thanks in large part to zero tolerance policies that were intended to make schools safer by discouraging the use of actual drugs and weapons by students, is the inhumane treatment of young people and the criminalization of childish behavior.

Ninth grader Andrew Mikel is merely the latest in a long line of victims whose educations have been senselessly derailed by school administrators lacking in both common sense and compassion. A freshman at Spotsylvania High School in Virginia, Andrew was expelled in December 2010 for shooting a handful of small pellets akin to plastic spit wads at fellow students in the school hallway during lunch period. Although the initial punishment was only for 10 days, the school board later extended it to the rest of the school year. School officials also referred the matter to local law enforcement, which initiated juvenile proceedings for criminal assault against young Andrew.

Andrew is not alone. Nine-year-old Patrick Timoney was sent to the principal’s office and threatened with suspension after school officials discovered that one of his LEGOs was holding a 2-inch toy gun. That particular LEGO, a policeman, was Patrick’s favorite because his father is a retired police officer. David Morales, an 8-year-old Rhode Island student, ran afoul of his school’s zero tolerance policies after he wore a hat to school decorated with an American flag and tiny plastic Army figures in honor of American troops. School officials declared the hat out of bounds because the toy soldiers were carrying miniature guns. A 7-year-old New Jersey boy, described by school officials as “a nice kid” and “a good student,” was reported to the police and charged with possessing an imitation firearm after he brought a toy Nerf-style gun to school. The gun shoots soft ping pong-type balls.

Things have gotten so bad that it doesn’t even take a toy gun to raise the ire of school officials. A high school sophomore was suspended for violating the school’s no-cell-phone policy after he took a call from his father, a master sergeant in the U.S. Army who was serving in Iraq at the time. A 12-year-old New York student was hauled out of school in handcuffs for doodling on her desk with an erasable marker. In Houston, an eighth grader was suspended for wearing rosary beads to school in memory of her grandmother (the school has a zero tolerance policy against the rosary, which the school insists can be interpreted as a sign of gang involvement). Six-year-old Cub Scout Zachary Christie was sentenced to 45 days in reform school after bringing a camping utensil to school that can serve as a fork, knife or spoon. And in Oklahoma, school officials suspended a first grader simply for using his hand to simulate a gun.

What these incidents, all the result of overzealous school officials and inflexible zero tolerance policies, make clear is that we have moved into a new paradigm in America where young people are increasingly viewed as suspects and treated as criminals by school officials and law enforcement alike.

Adopted in the wake of Congress’ passage of the 1994 Gun-Free Schools Act, which required a one-year expulsion for any child bringing a firearm or bomb to school, school zero tolerance policies were initially intended to address and prevent serious problems involving weapons, violence and drug and alcohol use in the schools. However, since the Columbine school shootings, nervous legislators and school boards have tightened their zero tolerance policies to such an extent that school officials are now empowered to punish all offenses severely, no matter how minor. Hence, an elementary school student is punished in the same way that an adult high school senior is punished. And a student who actually intends to harm others is treated the same as one who breaks the rules accidentally — or is perceived as breaking the rules.

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Ethan Young

Published on Nov 7, 2013

Recorded at the Knox County School Board Regular Meeting
November 6, 2013

Share this video with and spread the message: we will not accept these issues with education.

Full video available here: http://kcstv.knoxschools.org/modules/…

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Common Core Standards Math Lesson Example

TeachnKidsLearn

Uploaded on Dec 6, 2011

Provided by Teach n’ Kids Learn – For more information contact PD@TeachnKidsLearn.com.

This lesson is centered on helping students with understanding the concept of a function. To explore growing patterns using three representations: pictures or drawings, table values, and a rule. To identify the relationships between the step number and the value at that step in a growing pattern as a foundation for the concept of function.

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How Poverty Molds the Brain: Poor Neural Processing of Sound Linked to Lower Maternal Education Background

 

 

Oct. 29, 2013 — Groundbreaking research nearly two decades ago linking a mother’s educational background to her children’s literacy and cognitive abilities stands out among decades of social science studies demonstrating the adverse effects of poverty.

Now new research conducted at Northwestern University has taken that finding in a neuroscientific direction: linking poor processing of auditory information in the adolescent brain to a lower maternal educational background.

“These adolescents had noisier neural activity than their classmates, even when no sound was presented,” said Nina Kraus, the Hugh Knowles Professor of Neurobiology, Physiology and Communication Sciences at Northwestern and corresponding author of the study.

In addition, the neural response to speech for the adolescents from a lower maternal educational background was erratic over repeated stimulation, with lower fidelity to the incoming sound.

“Think about the neural noise like static in a radio — with the announcer’s voice coming in faintly,” Kraus said.

Maternal education acted as a proxy for socioeconomic status for the study. Adolescents were divided into two groups, according to whether their mothers had a high school education or less or had completed some post-secondary schooling.

Not only did the adolescents from a lower maternal educational background have neural responses to speech sounds that were nosier, more variable and represented the input signal weakly, but their performances on tests of reading and working memory also were poorer.

“The impoverished brain: Disparities in maternal education affect the neural response to sound” will be published Oct. 30 in the Journal of Neuroscience. Its authors are Erika Skoe, assistant professor of speech, language and hearing sciences at the University of Connecticut; Jennifer Krizman, a doctoral student in Northwestern’s Auditory Neuroscience Laboratory; and Kraus, also the director of the Auditory Neuroscience Lab.

This study builds on evidence that children from low-income families experience a type of auditory impoverishment. The landmark study by Hart and Risley (1995) revealed that children in high-income families are exposed to 30 million more words than children from families on welfare. This reduction in the quality and quantity of language input, along with greater exposure to unstructured sound such as ambient noise, may be affecting how the brain represents auditory information.

In urban populations, income and amount of noise exposure are known to be correlated. Consistent with the idea that noisy auditory environments increase neural noise, the new Journal of Neuroscience study found that the adolescents from the lower maternal educational group have increased neural activity in the absence of sound input.

According to the study, “Neural models indicate that when the input to a neuron is noisier, the firing rate becomes more variable, ultimately limiting the amount of sensory information that can be transmitted.”

“If your brain is creating a different signal each time you hear a sound, you might be losing some of the details of the sound,” said Skoe, lead author of the study. “Losing these details may create challenges in the classroom and other noisy settings.”

The new research conducted at Northwestern contributes to a recent wave of neuroscientific research demonstrating that sociocultural factors influence brain structure and function.

Another recently published study from the Kraus lab showed that inconsistent neural responses to sounds relate to poor reading but that by acoustically augmenting the classroom, neural responses became more stable.

“Modifying the auditory world for a particular student, even if just for a portion of the day, may improve academic performance and fine-tune how sound is automatically encoded in the brain,” Skoe said.

Ongoing work in Northwestern’s Auditory Neuroscience Laboratory is investigating whether auditory enrichment in the form of music education and other school-based activities can offset the negative impact of an impoverished acoustic environment.

For the new study, brain activity of Chicago Public School adolescents, almost all ninth-graders, was assessed both in response to and in the absence of auditory input. The nervous system’s responses to speech sounds were observed through passive electrophysiological recordings, with students grouped according to the highest educational level achieved by their mothers.

The responses reflect activity from a communication hub within the central nervous system that provides a snapshot of sensory, cognitive and reward circuits that are engaged to process sound. These fundamental, automatic responses to sound reflect past and ongoing sensory experiences and relate to linguistic and cognitive function.

The collection protocol for “the impoverished auditory brain” lasted roughly 20 minutes, during which participants sat comfortably watching a self-selected subtitled movie, while the brain response to speech syllables was passively collected.

The syllables were presented at a rapid rate to the right ear through an earphone placed in the ear canal. The left ear remained unblocked, making the movie sound track audible yet not intense enough to mask the stimulus.

The syllables chosen are common to many languages of the world, and their acoustic characteristics are perceptually challenging.

In addition, IQ assessments for the students were collected, and they were administered a standardized, age-normed test battery of reading ability and executive function (working memory). Previous work has revealed that the neurobiological systems mediating higher order functions such as language, memory and executive function are especially sensitive to disparities in socioeconomic status.

“By studying socioeconomic status within a neuroscientific framework, we have the potential to expand our understanding of the biological signatures of poverty,” Kraus concluded. “And a better understanding of how experiences shape the brain could inform educational efforts aimed at closing the socioeconomic achievement gap.”

 

Story Source:

The above story is based on materials provided by Northwestern University. The original article was written by Pat Vaughan Tremmel.

Note: Materials may be edited for content and length. For further information, please contact the source cited above.


Journal Reference:

  1. Skoe E, Krizman J, Kraus N. The impoverished brain: Disparities in maternal education affect the neural response to sound. Journal of Neuroscience, 2013
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The New American

Thursday, 24 October 2013 10:15

Written by 

In a brief video on the Obama administration-pushed nationalization of education through Common Core standards, part of an ongoing series about the scheme produced by The New American, veteran educator Mary Black highlights yet another troubling element of the national educational agenda. Considering the teaching styles and the standards themselves, she explained, Common Core could lead to potentially disastrous effects for future generations of Americans and the nation itself.

According to Black, who has 40 years of teaching experience and became an expert on Common Core amid her tireless efforts to expose it, schooling under the controversial standards amounts to teaching students what to think — instead of how to think. For America, that means big problems in the future, because the perpetuation of liberty and self-government requires citizens who know how to think critically and independently.

In the short video, Black draws attention to some of the many alarming facets of Common Core. Among the concerns: The fact that the standards are copyrighted by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO). That means the public will have “no chance to change and alter them,” explained Black, who also serves as the student development director for FreedomProject Education, an online K-12 school offering a classical education based on Judeo-Christian values rather than Common Core.

“The standards, when you look at them, encourage a very robotic style of teaching,” she continued. “Supposedly, we’re told, they encourage independent thinking and more critical thinking. But when the standards require that the students document statements from reading material with statements that are from the reading material, it is definitely a fact that students are being taught what to think and not how to think. Truly critical analysis means tying things together that are in the knowledge base of a student, rather than just repeating what’s in the written material.”

The proof is already out there “that the curriculum is going to be very agenda-driven,” she said. Among other concerns, that means that those who own the copyright “can control what our students are reading and studying.” That, in turn, “leads to indoctrination,” Black said. “With this comes the ability for those who control the Common Core — the contents, the copyright for Common Core — to control what our students think. It’s very much within the realm of possibility.”

The dangers, however, go even further, she said. The United States, with its government founded upon the U.S. Constitution, requires an educated population — citizens capable of thinking and reasoning logically and independently. “The danger of a group of students, such as we’re educating now, not having this ability — being dependent on being told what to think and being led rather than acting independently — is a true danger to our country,” she said.

The teaching methods themselves, meanwhile, are also highly problematic, Black explained, pointing to those used in math as another example. Dubbed “Pair and Share,” the scheme involves having students teach and share math concepts with each other. “The idea of Pair and Share is very socialistic in nature, because, again, students are being told what to think — not how to think — and are not developing that independence of standing up for the answer that they believe is correct and to rely upon their own God-given abilities,” Black said.

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WHEN INJUSTICE BECOMES LAW, RESISTANCE BECOMES DUTY.

Freedom Informant Network  |  May 25, 2013

Written by Lee Daiber

The entire world is waiting – watching for your signal, your cue. They wait for the call of your voice, the announcement of your arrival. This sleeping giant grows restless with unease. The silence breeds madness in the desperation of so many set in the very ways that inspire their own hopelessness – too dependent on the system around them to make the first steps toward liberation; too afraid to leave the comforts of miserable  domestication  by the state.  It’s your voice they wait for, your initiative to take heed of your responsibilities to the world around you should you have the courage to take a stand in the face of overwhelming odds. After all, this is your future we are talking about.

Many of you may be students – some preparing to begin college, others perhaps already in the midst of pursuing a “higher education”. Regardless, you have no doubt noticed the unacceptably, unjustified high cost of tuition – the price you pay for a promising and semi-successful future. Yet, that promise (or illusion of promise) has become increasingly less convincing in a world where a high percentage of college graduates not only fail to find a career in their field of study, but a growing percentage end up so financially strapped from student loan debt and lack of sustainable income that they find themselves moving back in with their parents after four or more years of college education. What is the sense in accumulating massive amounts of debt pursuing a degree that provides absolutely zero certainty of financial well-being? You do not need a college education to wait tables or prepare fast-food orders, and yet a growing percentage of college graduates find themselves doing just that.

This is the new age – same as the last. War, poverty, violence, corruption and injustice plague our world and continue to spread throughout. The system – this system in which we live has become destructive and violent. The machine that drives it is composed of the planet’s most powerful financial, governmental, and corporate entities pursuing even more power and profit. We have used our most incredible technological discoveries and scientific breakthroughs for means of destruction and financial gain, meanwhile suppressing advancements to free society from controlled resources. Domestic surveillance programs are expanding at a rapid pace by governments around the world with the United States seemingly taking the lead. All forms of digital communication are subject to being monitored without warrant or reason through programs like Trapwire, Stellar Wind, ARGUS and more. Your privacy is now a thing of the past all in the name of state-sanctioned “security” from the very threats that the state propagates and encourages you to fear.

This imperial system is racist, violent and murderous. Profit outweighs fairness and ethical practices. The financial growth and expansion of multinational corporations and institutions rests upon the shoulders of the people of this planet – crushing our backs beneath the demands of the system. Our livelihoods are minimalistic in comparison to the top echelons of big-business and world banking – a struggle that has encompassed the globe. We spend our lives pursuing fiat-currency – paper that holds no value other than that which is dictated by the very system that preys upon the common person. These entities have infiltrated governments around the globe and impose great influence on policies and decisions; their interests pushed ahead of the interests of the people and often cause further suffering and/or injustice. Your livelihood, your quality of life and in many circumstances, the longevity of your life is dependent on your financial well-being – binding you to commit your obedient consent to the system which denies you of your basic human needs without first paying the price. Any decent, sensible human-being can understand the problem this entails. Chances are, deep down you already know something just isn’t right in this world.

The fact that this is the harsh reality is not your fault. The events that have come to pass that have led to our current situation were beyond your control and set in motion before many of you were even conceived. However, if you continue to stand idly by and allow these occurrences to take place without standing for what is right and just, without standing for a better future, then the truth of the matter is you will be all there is to blame. Stop settling for “just the way things are” – it does not have to be this way. Only in our own apathetic dismissal and inaction do we restrict ourselves to such confines. Do not make the same mistakes as previous generations. Resist society’s push to conform you into a set path that is clearly failing. Stand up for what is right – strive for a better world where fairness, justice and equality are doctrine, and compassion, empathy and sustainability are paramount.

Think outside the box. Question everything. Begin thinking in revolutionary ways. Forget everything you have been told. Is the current modus operandi the best way? The only way? What can you do to impact the world around you? Take the lead – set the example. Become actively engaged in the world around you and begin educating yourself not only with current world events, but look to history for lessons. Discover ways to become less dependent on the system and promote a much more self-sufficient lifestyle. Utilize technology in ways that empower you, your community and the world. Vast resources and information are at your disposal and the only thing that has prevented you from utilizing these materials is society’s push to focus on distraction and entertainment. Find enjoyment in dissent. Take pride in your activism and encourage others to do the same. Stop the mindless pursuit of self and instead practice empathy and compassion. Do what you can to make life better for others and find reward in your actions. After all, is a life lived for yourself more gratifying than a life lived for others? Will you be remembered for selfish, material success or for selfless commitment?

Where do go from here?

When one begins to recognize the faults and fallacies of our modern world, it is quite easy to become overwhelmed. You want to make a difference; you desire a change, and yet the concept of changing the world becomes such a large task that many simply choose to give up on the idea altogether. It is easy to see how we ended up where we are today when you realize this. However, with the advancements in technology and the opportunities brought to the table via the internet, many of the traditional barriers and obstacles encountered by previous generations of activists and concerned citizens are a thing of the past. With the capability to bring people together from all over the planet and present ideas to the masses, the internet provides us with nearly infinite possibilities, resources, tools and potential if only we utilize it properly and efficiently. Coupled with the efforts of traditional activism, i.e., flyer hanging, pamphlet disbursement and good old-fashioned demonstrations, marches and protests, we the people are capable of making a substantial impact – perhaps more so than we even give ourselves credit.

The true power in this world belongs to the people. We are the gears in the machine, the cogs that keep this system in motion. Our hands built the roads, buildings and other infrastructure. Our daily lives finance the operation of the machine. Simply put, we are holding all the keys and the only obstacles in our paths are ourselves. Our own manipulated perspectives of reality are holding us back, preventing us from stepping through the doorway to a more peaceful, reasonable existence. Never doubt the power of an informed people, actively engaged and fearlessly standing against injustice. The power that the people hold with civil acts of defiance are simple, efficient and effective and in the face of injustice, it is the duty of the people to stand firmly in opposition. Where do we go from here? Ultimately, we are the answer to our own question. We must turn to one another, recognize our common fate, our shared and equal existence on this planet and our shared duty to establish a more stable, sustainable way of life in harmony with our surroundings and with respect for our planet. We the people will either become our salvation from destruction, or our own demise.

A simple solution needs only commitment, organization, a plan of action and consistent momentum. Certainly nothing is ever accomplished without first making a commitment to not only become involved,  but to stay involved through the process. We do not have the luxury of dismissing our own individual responsibilities, lest we ourselves become a part of the problem. Organization is key to success in most circumstances and certainly helps activists become more effective in their efforts. Obviously, if a movement of any variety lacked organization it would merely become a chaotic and ineffective mess. Strategy, planning and organization will provide a sense of solidarity and a clear direction for action. Most importantly, without continued dedication and momentum, even the most organized and planned out movements are doomed to stagnancy. To prevent this from happening and to assist in the first steps to addressing the problems, I will break down a simple plan for us to begin our path to true effective change in three basic steps.

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Published on Mar 16, 2012

Every day, we use materials from the earth without thinking, for free. But what if we had to pay for their true value: would it make us more careful about what we use and what we waste? Think of Pavan Sukhdev as nature’s banker — assessing the value of the Earth’s assets. Eye-opening charts will make you think differently about the cost of air, water, trees. teebweb.org
TED Talk at TED Global 2011 – Filmed July 2011