#Professional Development for Teacher-Leader Communication

[justsaying4041]

Different ways to open up the Teacher-Leader Communication Channel

Effective communication between teachers and school leaders is essential for fostering a positive school culture, addressing challenges, and achieving educational goals. Clear and open communication channels build trust, encourage collaboration, and empower educators to perform their best. Here are several strategies to enhance teacher-leader communication: 1. Regular One-on-One…

[astrocafecoffee]

• Your special qualities and career •

( according to your Destiny number)

•For entertainment purposes only, enjoy, pls don't repost my work without my permission •

💖 MASTERLIST

💖 DESTINY MATRIX CHART

💖 MIXED PERSONA CHART OBSERVATION

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✨ What is destiny number?

☞ A Destiny Number, also known as an Expression Number, is a numerical value calculated from the letters of an individual's full birth name. It reveals a person's life purpose, personality traits, strengths, and challenges. The Destiny Number is considered a key aspect of numerology, providing insight into an individual's potential and life path.

✨ Calculation link : here

Note : if your destiny Number comes out as 11, 22 or 33 . Don't add them, Cause these are master numbers.

• DESTINY NUMBER 1 •

•Special qualities:

Individuals with a Destiny Number of 1 are natural-born leaders, innovators, and pioneers.

They exude self-assurance and confidence, which helps them take risks and pursue their goals.

They have a strong desire to succeed and make a lasting impact.

Destiny Number 1 individuals often possess a charming and magnetic personality.

They have a natural inclination to start their own ventures and take charge of their destiny.

They are effective communicators, able to articulate their ideas and inspire others.

•Career paths:

Starting their own business or venture is a natural fit for Destiny Number 1 individuals.

They excel in executive positions, management, or leadership roles.

Careers in tech, research, and development suit their innovative nature.

Destiny Number 1 individuals thrive in creative industries like art, design, music, or writing.

Their problem-solving skills make them excellent consultants or strategists.

They are natural orators and motivators, making them great public speakers or coaches.

Their charisma and leadership abilities make them suitable for roles in politics or social activism.

• Often compatible with: Destiny no 3,5,7,9 individuals.

•DESTINY NUMBER 2 •

• Special qualities:

Exceptional listening and communication skills, able to understand and connect with others on a deep level

Strong emotional intelligence, empathy, and compassion, making them excellent counselors and friends

Diplomatic and mediating skills, able to bring people together and resolve conflicts.

Adaptable and flexible, with a ability to adjust to new situations and challenges.

Cooperative and team-oriented, with a strong sense of loyalty and commitment.

Intuitive and sensitive nature, with a strong connection to their emotions and the emotions of others.

•Careers:

Counselors, therapists, or coaches, helping others navigate life's challenges and achieve their goals

Diplomats, mediators, or negotiators, bringing people together and resolving conflicts in personal and professional settings

Human resources or personnel managers, using their emotional intelligence and communication skills to build strong teams

Teachers, trainers, or educators, inspiring and guiding others in academic and personal growth

Artists, designers, or musicians, expressing themselves creatively and bringing joy to others

Writers, poets, or journalists, using their words to inspire, educate, and connect with others

Sales or marketing professionals, using their communication skills and emotional intelligence to build strong relationships with clients and customers

Social workers or non-profit professionals, dedicating themselves to making a positive impact in their communities

•Often compatible with : Destiny number 4,6,8,9 individuals.

•DESTINY NUMBER 3•

•special qualities:

Exceptional creativity and imagination, with a talent for finding innovative solutions to problems .

Strong communication and expression skills, both verbal and written, with a ability to articulate ideas clearly and persuasively

Natural performers and entertainers, with a charisma and stage presence that draws others in

Optimistic and enthusiastic approach to life, with a ability to inspire and motivate others

Versatile and adaptable, with a ability to adjust to new situations and challenges with ease

Quick-witted and humorous, with a ability to think on their feet and come up with clever solutions

Innovative problem-solving skills, with a ability to think outside the box and come up with creative solutions

Leadership and motivational abilities, with a ability to inspire and guide others towards a common goal

• careers :

Graphic designers ie. Creating visual elements for websites, magazines and brands.painters, art exhibition, sculptors, commercial potrait and landscape photography.

Fashion designers

Writer, poet , journalists , writing and publishing books across various genres.

Theatre actors, working in movies , tv shows, commercials , musicians, or performing in various styles ballet/ hip-hop .

Public speaker/ motivational speaker/ life coach/ business coach.

Marketing and advance professionals , public relation specialist.

Teachers/ educators.

Media / entertainment professionals.

• Often compatible with : Destiny number 1,5,6 individuals.

•DESTINY NUMBER 4•

•Special Qualities:

Destiny Number 4 individuals are practical and detail-oriented, with a talent for organization and management.

They value stability and security, and work towards creating a solid foundation in their lives and careers.

Destiny Number 4 individuals are hardworking and diligent, with a willingness to put in the effort necessary to achieve their goals.

They are loyal and dedicated to their loved ones, colleagues, and causes they believe in.

Destiny Number 4 individuals are skilled problem-solvers, able to analyze situations and find practical solutions.

•Career Paths:

Destiny Number 4 individuals excel in designing and building structures, systems, and processes.

They make excellent managers, administrators, and executives, able to organize and lead teams.

Destiny Number 4 individuals are skilled in finance, accounting, and economics, and excel in careers like banking and investing.

They are detail-oriented and analytical, making them excellent scientists, researchers, and laboratory technicians.

Destiny Number 4 individuals excel in information technology, software development, and data analysis.

They make excellent healthcare professionals, including doctors, nurses, and medical administrators.

Destiny Number 4 individuals are drawn to careers in government, public policy, and non-profit organizations.

•often compatible with: Destiny number 1,2,6,8,9 individuals.

•DESTINY NUMBER 5 •

•Special Qualities:

Destiny Number 5 individuals are highly adaptable and flexible, able to adjust to new situations and challenges with ease.

They are curious and love to learn, with a thirst for knowledge and new experiences.

Destiny Number 5 individuals are creative and innovative, with a talent for finding novel solutions to problems.

They possess excellent communication skills, both written and verbal, and are able to articulate their ideas clearly and persuasively.

Destiny Number 5 individuals value freedom and independence, and prefer careers that allow them to work autonomously.

•Career Paths:

Destiny Number 5 individuals excel in creative fields like graphic design, painting, sculpture, photography, and fashion design.

They make excellent writers, journalists, and authors, with a talent for storytelling and communication.

Destiny Number 5 individuals are curious and analytical, making them excellent researchers and scientists.

They are natural entrepreneurs, able to develop innovative products and services and launch successful startups.

Destiny Number 5 individuals excel in consulting and strategy, helping businesses and organizations improve their operations.

They make excellent teachers and educators, able to inspire and guide students in various subjects.

Destiny Number 5 individuals love to travel and explore new places, making them a great fit for careers in the travel and hospitality industry.

• Often compatible with : Destiny number 1,3,7,9 individuals.

�� DESTINY NUMBER 6 •

•Special Qualities:

Destiny Number 6 individuals are responsible and reliable, taking their commitments seriously.

They value family and home life, creating a warm and nurturing environment.

Destiny Number 6 individuals have a strong desire to care for and support others.

They are loyal and dedicated to their loved ones and causes they believe in.

Destiny Number 6 individuals are skilled problem-solvers, able to find practical solutions.

They possess creative talents, often expressed through art, music, or other forms of self-expression.

•Career Paths:

Destiny Number 6 individuals make excellent nurses, doctors, and healthcare administrators.

They are caring and supportive teachers, inspiring students and fostering growth.

Destiny Number 6 individuals excel in social work, counseling, and therapy.

They express their creativity through art, music, graphic design, and other artistic pursuits.

Destiny Number 6 individuals love food and nutrition, making them excellent chefs and nutritionists.

They create warm and welcoming spaces, reflecting their love for home and family.

Destiny Number 6 individuals are drawn to careers in non-profit organizations and community service.

• often compatible with:Destiny number 2,4,8,9 individuals.

•DESTINY NUMBER 7•

•Special Qualities:

Destiny Number 7 individuals are analytical and logical, with a talent for problem-solving.

They are independent and self-sufficient, valuing freedom and autonomy.

Destiny Number 7 individuals are drawn to spirituality and philosophical pursuits.

They are curious and love to learn, with a thirst for knowledge and wisdom.

Destiny Number 7 individuals strive for perfection and have high standards.

They are introspective and reflective, with a strong connection to their inner world.

•Career Paths:

Destiny Number 7 individuals excel in scientific research, analysis, and experimentation.

They are drawn to philosophical and theological pursuits, seeking truth and understanding.

Destiny Number 7 individuals make excellent analysts, strategists, and consultants.

They are skilled writers and journalists, communicating complex ideas with clarity.

Destiny Number 7 individuals are inspiring teachers and professors, sharing their knowledge and wisdom.

They excel in software development, programming, and coding.

Destiny Number 7 individuals are skilled investigators and detectives, solving mysteries and uncovering truth.

•Often compatible with: Destiny number 1,3,5 individuals .

• DESTINY NUMBER 8•

•Special Qualities:

Destiny Number 8 individuals are natural leaders, with a strong desire to manage and direct.

They are highly ambitious and driven to succeed.

Destiny Number 8 individuals exude confidence and charisma.

They are skilled strategists, able to plan and execute plans effectively.

Destiny Number 8 individuals have a natural talent for managing finances and resources.

They command respect and authority, with a strong presence.

•Career Paths:

Destiny Number 8 individuals are well-suited for top leadership positions.

They excel in starting and running their own businesses.

Destiny Number 8 individuals are effective managers and directors.

They make excellent financial advisors, accountants, and investors.

Destiny Number 8 individuals are drawn to careers in law and justice.

They are natural politicians and government leaders.

Destiny Number 8 individuals excel in real estate development and management.

• Often compatible with:Destiny number 1,2,4,6 individuals.

• DESTINY NUMBER 9 •

•Special Qualities:

Destiny Number 9 individuals are compassionate and caring, with a strong desire to help others.

They are innovative and forward-thinking, with a vision for a better world.

Destiny Number 9 individuals are highly creative and expressive.

They are empathetic and understanding, with a strong connection to others.

Destiny Number 9 individuals possess wisdom and intuition, often gained through life experiences.

They have a broad perspective and understanding of global issues.

•Career Paths:

Destiny Number 9 individuals excel in careers helping others, such as non-profit work, social services, and charity organizations.

They are drawn to creative fields like art, music, writing, and design.

Destiny Number 9 individuals make excellent leaders, inspiring and motivating others towards a shared vision.

They are passionate about sharing knowledge and guiding others.

Destiny Number 9 individuals are often drawn to careers in sustainability, conservation, and environmental protection.

They may pursue careers in spirituality, counseling, or religious leadership.

• Often compatible with: Destiny number 1,2,4,6,7 individuals.

• MASTER DESTINY NUMBER 11•

•Special Qualities:

Master Number 11 individuals have a strong spiritual connection and intuition.

They are innovative and forward-thinking, with a vision for a better world.

Master Number 11 individuals are highly creative and expressive.

They are empathetic and understanding, with a strong connection to others.

They have the ability to illuminate the path for others and guide them towards their purpose.

Master Number 11 individuals operate at a higher level of consciousness, understanding the mysteries of the universe.

•Career Paths:

Master Number 11 individuals make excellent spiritual leaders, guides, and mentors.

They are drawn to creative fields like art, music, writing, and design, creating innovative and visionary works.

Master Number 11 individuals are natural healers, using their intuition and spiritual connection to help others.

They excel in careers that require innovative thinking and problem-solving.

Master Number 11 individuals are passionate about sharing their knowledge and guiding others towards their purpose.

They are drawn to careers helping others, such as non-profit work, social services, and charity organizations.

• Often compatible with: Master Destiny no. 22 and 33 , Destiny number 7, 9 .

• MASTER DESTINY NUMBER 22 •

���Special Qualities:

Master Number 22 individuals have the ability to turn their visions into reality.

They are natural leaders, with a strong sense of purpose and direction.

Master Number 22 individuals combine creativity with practicality to create innovative solutions.

They have the ability to manifest their desires into reality.

Master Number 22 individuals operate at a higher level of consciousness, understanding the mysteries of the universe.

They possess excellent diplomatic skills, able to balance different perspectives and interests.

• Career Paths:

Master Number 22 individuals make excellent leaders in various fields, inspiring and guiding others towards a shared vision.

They excel in careers that require innovative design and practical problem-solving.

Master Number 22 individuals are natural entrepreneurs, turning their ideas into successful businesses and products.

They are drawn to careers in diplomacy, mediation, and conflict resolution.

Master Number 22 individuals are passionate about sharing their knowledge and guiding others towards their purpose.

They excel in creative fields like art, design, and music, creating innovative and practical works.

• Often compatible with : Master destiny Number 11 and 33, destiny number 4,6,8.

• MASTER DESTINY NUMBER 33 •

• Special Qualities:

Master Number 33 individuals have a strong desire to teach and guide others.

They are deeply compassionate and caring, with a strong sense of social responsibility.

Master Number 33 individuals are highly creative and innovative.

They possess excellent listening skills and empathy, understanding others on a deep level.

Master Number 33 individuals have a strong spiritual connection, understanding the mysteries of the universe.

They are natural leaders, inspiring and guiding others towards a shared vision.

• Career Paths:

Master Number 33 individuals make excellent teachers, guides, and mentors.

They are drawn to careers in social services, non-profit organizations, and charity work.

Master Number 33 individuals excel in creative fields like art, music, writing, and design.

They are natural counselors and therapists, helping others overcome challenges.

Master Number 33 individuals are drawn to careers in spirituality, guiding others towards enlightenment.

They excel in careers that require creativity, innovation, and leadership.

• Often compatible with: Master destiny number 11 ,22 , destiny number 6,9.

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Thanks for reading ✨

- Piko 💫

[the-garbanzo-annex-jr]

PVUSD previously used an ethnic studies grant from the California state government to sign contracts with CRE in 2021 and 2022. A similar contract came up for a vote in 2023, but was rejected after PVUSD community members raised concerns about antisemitism. "Liberated" ethnic studies activists then launched a campaign demanding that the district ignore the Jewish community and continue paying CRE, which resulted in antisemitic harassment targeting a Jewish school board member. The district gave in partly due to the election of new board members who support "liberated" ethnic studies in November, 2024. 

In March and April, 2025, PVUSD board members publicly demonized Israel, smeared prominent Jewish organizations, exploited a small minority of Jewish voices to dismiss concerns about antisemitism, engaged in ageism, and made ignorant comments about Jewish "economic power" and "privilege". No other board members or district leaders spoke up to challenge this hate and bias. District staff said they would create a "community committee" on ethnic studies with "differing viewpoints" represented, to help keep antisemitism out of the curriculum. However, part of the district's new ethnic studies contract pays CRE $50,000 to "support" and "guide" the development of this committee, raising further doubts about the district's promises. The $90,000 contract with CRE also comes shortly after the district decided to lay off up to 60 teachers and staff members. 

"Schools should not be battlefields in any war, let alone one targeting the Jewish community, especially at a time when antisemitism is rising to crisis levels across California," said Carly Gammill, Director of Legal Policy at StandWithUs. "It is now the responsibility of PVUSD and California state agencies to ensure that the anti-Jewish sentiments of board members and their chosen contractor do not result in any form of bias or bigotry within the district."

StandWithUs commends members of the Jewish community and their allies in PVUSD who have fought tirelessly to keep antisemitism out of their local schools. We will continue supporting their efforts and similar grassroots activism across California. Students, parents, educators, and other stakeholders should report any antisemitic incidents to StandWithUs HERE. To inquire about professional development for school districts offered by our experts at the K-12 Fairness Center, click HERE. 

[yellowcry]

School in Encanto!

You all know it's time to headcanon!

The education in Encanto isn't essentially great. As it found by the bunch of refugees without good supplies.

Kids up to one-two years gap in age sometimes can be put in the same class. It mostly depends on how many children were born during this year. If there's just a few, they would be put with another class to save up space and people to educate them. It was especially evident in the early years. As for the first ten years or so childbirth had really low rate until the village had actually set.

In the opposite side, if too many kids were born in one year and class doesn't have enough supplie for them all, the eldest can be sometimes put into the older group, or yongest of generation can be put into younger.

Boys and gurls tend to be put in the opposite sides of the classroom.

The school does learn the basic of Arithmetics, Spanish. For History kids for the more part focused on learning about Latin America and Colombia specifically. Same goes for geography, which is hugely focused on Encanto as well. They do learn about other parts of the world too, but it's often shallow and doesn't get much attention. As living in a closed village with no exiting way out makes information about other climat types and geography relatively useless aside from general development.

For the bigger part, Encanto school is focused on practical skills for everyday use. Sewing, cooking, how to fix broken things or take care of the animals. It doesn't come to the professional level, but is solely enough to survive on their own even if their parents don't teach them anything (which they almost always do) as these are somethings you need to survive.

In general, school isn't obligatory, but is heavily encorauged to get your kids into. If for some reason kid doesn't go at school, they would be visited from time to time. To check their intellectual development. If it turns out they lack some basic knowledge, such as arithmetics, Latin America geography or a proper level of Spanish (and most others) they will be forced to visit classes.

A good shred of Catholic education too. Both at school and after Sunday service. Religion had important role in the time. And even outside from classes focused of in it, most time different aspects of reality are explained with Bible perspective.

Madrigal specifics headcanons

Gifted Madrigals are allowed to skip school when it comes to using their gifts to help the community. They are technically requested to complete tasks later. But most people just let them slide.

Isabela probably wasn't the best student in her time. Not essentially bad, but she was much interested in more stuff. Plus the pressure as the first born grandkid and the pretty Madrigal. Alma took her out of school in the last years to focus Isabela primarly on her future role as the leader of Encanto. Which Isabela was surprisingly good at, as she's a very natural leader. Also, Isabela sucks with deadlines. Hugely because of pressure to he perfect. She spends a tupid amount of time making a perfect cover/beginning and at the night before the dew day realises the has about two million more pages to write.

Dolores is far better than Isabela. More patient and reversed. And Dolores in generally smart. Her hearing also helps her with being observant of what the teacher is saying. However she definitely ruined lections several times. Just because she heard something interesting and couldn't keep her mouth shut about it. When Isabela left, Dolores pretty much stopped visiting most of lections/non-practical classes. However she still listened to them and kept the notes that she showed to her teacher so nobody concinderedered her as dropout. And if Dolores thinks today's topic is extremely interesting, it would be completely normal to see her sneaking in at the middle of lecture like there's nothing wrong with it.

Luisa is coming closer to Isabela. Pretty restless and prefers physical activity. Also you do know who would have the most chores to skip school. No, of course she wasn't absent completely, but it happened more often than with the other kids. But if Luisa locks in then she locks in and you will never pull her off the books. Also as complete opposite of her sister, Luisa is always going her homework exactly the same day. Workaholism doesn't like when she slacks off her responsibilities.

Camilo is extremely outgoing/social. Is definitely the type that comes in school to talk with his friends. And then it depends on who is in today and who is not. Also pretty restless but in more outgoing way than Luisa. Likes chatting a lot and definitely interrupts teacher a lot by accident. Would extremely take his sister/older cousins old assigments and copy them. He's honestly not a big fan of school so well.

Mirabel is considered the most talented student among the grandkids. Which she usually dismisses as not a big achievement, feels that because she never has to miss anything to help the communituy she will be privileged here. She really overdoes it to make up for the lack of gift she has, tends.to perfectionism the same way Isabela was. Only that Mirabel actually spends her time correctly and it's all decent and not rushed everywhere. Plus, Mirabel is very observant and patient, which also makes her get many clues and understand the pattern of the things she learns simular to Dolores. Secretly enjoys when teachers are praising her as it's one of the little amount of attention she gets, especially being noticed by someone outside of her family.

[lboogie1906]

Sergeant Major James Ermine Huger, Sr. (January 4, 1915 - October 14, 2016) was born in Tampa. He earned his high school diploma and AA at Bethune-Cookman College. He attended West Virginia State College where he received his BS. He earned his MS from the University of Michigan. He served as the business manager of the school for more than 40 years.

He was drafted into the Marine Corps becoming one of the first African American Marines. He served as a Montford Point Marine and trained at the Montford Point facility at Camp Lejeune. He was promoted until he reached the highest rank as a non-commissioned officer: Sergeant Major.

Mrs. Bethune asked him to run the United Negro College Fund in DC. He was a member of the Stewart Memorial United Methodist Church and served as Charge Lay Leader. He was appointed to the Urban Renewal Advisory Board for the City of Daytona Beach. He became the city’s first African American elected official when he was elected city commissioner. He was the first African American to serve on the Volusia County Council and served as chairman. He served as the city’s community development director.

He served as a Trustee Emeritus on the Bethune-Cookman University Board of Associate Trustees, Associate Trustee of Halifax Health, President of the Board of Stewart Marchman Center, Board Member of The Rape Crisis Center, and Board Member of Florida Health Care. Huger participated in numerous other organizations including the Daytona Beach International Speedway Checkered Flag Committee, The Association for Retarded Citizens, The Division of Blind Services, The Florida League of Cities, NAACP, Governor’s Martin Luther King, Jr. Committee, HOPE House, the Association for the Study of Negro Life and History, The Elks, the American Teachers’ Association, Daytona Beach Chamber of Commerce, and the Florida Committee of 100. He was the executive director for Alpha Phi Alpha. He is credited with integrating Daytona Beach’s municipal golf course and contributed to The Halifax Associates Membership Handbook and the Disaster Preparedness Guidebook for Community Development Professionals. #africanhistory365 #africanexcellence #alphaphialpha

[rhapsodyyyyyyy]

The Cracks in the Foundation: A Look at Poor Quality Education

Education is where society begins. It shapes the future, fuels innovation, encourages creativity, and empowers individuals. But what happens when the foundation starts to crumble? When quality education collapses, the consequences can ripple through future generations, leaving a legacy of inequality and limited potential. If you know a thing or two about the struggle of Poor Education, critical issue of education, the hidden or ignored problems and you want to be aware about it. If you are looking for a way on how to support poor quality education, then this blog is for you.

THE STATISTICS OF THE CHALLENGES IN ACHIEVING QUALITY EDUCATION

Statistics show that we are falling far behind and we need to take action with utmost urgency. The world cannot afford to let millions of children fall behind, deprived of the education. unable to reach their full potential. We must invest in education, bridge the gaps in access and quality, and build a future where every student has the opportunity to learn and thrive. This serves as a stark reminder that we urgently need to invest in education and ensure that every child has access to quality learning. We must face these challenges and build a future where everyone has the chance to succeed.

CAUSE OF POOR-QUALITY EDUCATION

Lack of funding:

Lack of qualified teachers: Little pay and no or fewer professional development opportunities will discourage better teaching professionals from teaching in less privileged schools.

Poor infrastructural facilities: Poor ventilated classrooms, crumbling buildings, and even the lack of adequate water supply and sanitation facilities.

Inadequate Learning Materials: The absence of books, computers, and other fundamental learning equipments may limit the interaction with the curriculum among the students.

2. Poor Teaching Skills:

Lack of training by the teachers: Teachers may not have the expertise and knowledge in conducting interesting and useful teaching processes.

Large class populations: The teacher is unable to offer every individual attention and care for her/his students due to a huge number of students in a class.

Discrimination and prejudices: The victimisation of the marginalized groups in the society is carried out in the classroom, and they are supposed to be treated with fewer expectations and fewer opportunities.

3. Systematic inequalities:

Gender discrimination: Girls are specifically disadvantaged in the shackles of education, especially in developing regions. It is because of culture in some cases, and in others, lack of economic power and security in school.

Socioeconomic disparities: Many children from low-income backgrounds cannot attend schools due to poverty, poor childcare, and an uncaring parent.

Schooling inequality based on rural-urban divide: There will be fewer resources, fewer qualified teachers in rural areas of development than in their equivalents in urban communities, and students from the former may gain lesser educational achievements.

CONSEQUENCES OF POOR QUALITY EDUCATION

1. Individual Level:

• Scarce and low-paying jobs : Individuals without adequate education are confined to low-remuneration jobs and are unable to undertake stable employment. • Economic mobility: Education prevents subsequent generations from devolving into poverty cycles, although education impacts economic ability to achieve success in the labor market. • Health outcomes: Education fosters healthy behaviors while developing an understanding of health information. Poor education leads to underlining bad health results.

2. Community Level:

• Economic stagnation: It prevents economic growth, development, and leads to a leakage of skills. • Social unrest: High unemployment and poverty lead to social unrest and instability. • Limited civic engagement: Citizens educated are knowledgeable, conscious, and have a voice in the democratic process and are able to get their leaders accountable.

3. National Level:

• Competitiveness reduced: Low-quality education systems make it hard for countries to compete on the global economic scale. • Inadequate innovations: The absence of sufficiently skilled employees and an innovation culture can easily hinder technological advancement. • The excess usage of foreign aid: A country with a poor education system will inevitably use more foreign aid within their society to solve the social and economic issues.

SOLUTIONS

1. Increased funding:

•Infrastructure development: That means the quality school building and maintaining them, computer technology, and enough resources for learning. •Raise the salary of teacher and professional development: Higher salaries and professional benefits will attract current qualified teachers; however, low salaries and the lack of both might discourage qualified teachers from teaching. •Expand access to early childhood education: Early childhood education programs can lay down sound foundations for future learning and development.

2. Better Teaching Skills:

• Evidence-based instructional approaches: Use teaching methods that have been proven to increase involvement and learners' achievement • Class size: Limiting the number of students for each teacher enables them to fully cater to an individual's needs • Equity and excellence: All learners should have equal opportunities for quality education that recognizes cultural heritage and social background

 3. Systemic Inequalities:

• Institutionalizing gender equality in school: Availing girls with equal opportunity in education while putting them on watch for safety in schools. • Eradicating poverty and extending social safety nets: Poverty needs to be eradicated through these net services thereby offering the opportunities that are economic ensuring all children can go to schools. • Rural development: Extending resources towards making rural communities at par with the urban community.

WAYS TO SUPPORT:

Support International Organizations: Volunteer or donate to organizations like UNICEF, Save the Children, or the World Bank and bring attention to education reform in developing countries.

Educate Yourself: Learn more about the issues and opportunities in international education. Learn the problems with the children of other nations and how you can help with that.

Share Your Knowledge: Talk about global education with friends and family, and encourage them to become involved.

Donations: Organizations working for education improvement, helping schools with allocations of resources and funding for training teachers, educational reform.

Advocate : Speak out for quality education. Share information, write to your elected officials, and participate in campaigns that support educational initiatives.

Engage Your Community: Attend school board meetings, offer to volunteer at local libraries, or become active in the events of your community that would promote literacy and learning.

Addressing this challenge requires a concerted effort from governments, educators, communities, and individuals. By investing in education, improving teaching practices, and addressing systemic inequalities, we can create a world where all children have the opportunity to reach their full potential.

Remember: " Every action, big or small, can contribute to creating a world where everyone has access to quality education."

[theaenetworks]

Your every day activities in life is a blueprint to continue to develop yourself to adapt to the realities of life, it creates proper learning curve scientifically to navigate through the basis that will propel you with requisite tool to solve the puzzle. Mistakes are lessons learnt but some mistakes are grievous that, it goes to the root of your existence. Experiences they said are the best teachers, it is such lessons that come from place of pain, the desire to bounce back and make up for the losses resonates from such circumstances. Experiences in life evolve and inform you from that particular scenario, your growth from that occurrence will give you the template for your next endeavour in life.

When you go through certain experiences in life, it forms the basis decisions in life, sometimes people make decisions in life, and years or decades later they clamour about such decisions, mourned that if they had known what they know now, it would have become a different outcome in life. When you go through rough patches in life and come out victorious, it forms the basis of that chapter of your life, and evolved you scientifically to understand and appreciate your systematic growth moving forward. It is something that you will take and apply to your life, from there on you build on that foundation to triumph.

You don’t have to wait to go through ugly experience in your life, before you learn from that experience. Being a good observer makes a good listener than a talker, the most affected leaders have closed your their mouths and have their eyes wide opened to embrace such experience without applying it to yourself. That’s why hanging around experienced professionals in any field of study provide you with the requisite insight to navigate through difficult times. It becomes an information you rely on to form the ground you’re standing, when you take the experiences of seasoned professionals and apply it with your already gained knowledge, it becomes unbeatable combination of success.

Be willing to learn from everyone, don’t segregate in terms of learning and select who you want to listen and who you don’t want to listen. When such thing occurs it only places limitations to an extent you can go in life. Learning from people from different walks of life help you to be able to navigate through hard times, it informs your decision making and encourage creativity in thinking. You don’t necessarily have to take everything said, what it does is silting of facts, you will be able to know what applies to particular experience you’re going through in life, from there it has scientifically propel your growth in search of solutions to any particular steps you have taken in life.

Community of friends and connections among peers and even beyond have strengthened the scope of approaching challenges in your life, where people share their experiences to different problems they have encountered and come out good in life. This has proven to be scientific effect of learning from people’s challenges in life, when you pay attention to the nuances and use it to improve your purpose in life as opposed to falling into deep trap without any escape route.

https://anthonyemmanuel.com/the-scientific-effect-of-learning-from-experiences-in-life/

#life #lifelessons #lifecoach #lifehack #lifequotes #lifestyle #DreamBig #dreamscometrue #hardworkpaysoff #hardwork

[covid-safer-hotties]

Have schools become COVID complacent? - Published Oct 4, 2024

Five years since the emergence of the COVID-19 virus, symbols of the pandemic peak – daily press conferences, mandatory quarantine, grounded flights and closed school gates – are distant memories.

Yet COVID remains the leading cause of acute respiratory infection deaths in Australia, contributing to 3,211 deaths so far in 2024 (as at 31 July).

A significant number of COVID cases go unreported due to reduced testing; however, the federal Department of Health has still been notified of over a quarter of a million cases this year.

Schools have been identified as a perfect transmission environment for airborne viruses. A U.S. study found more than 70 per cent of COVID transmissions in homes began with an infected school-age child.

Given the ease of transmission in schools, it invites the question of whether school leaders are doing enough to manage the risks associated with COVID.

Improving COVID safety in schools Brisbane-based science communication professional Colin Kinner said schools are certainly facing challenges in how to respond to COVID.

“I think there’s some complacency,” he said.

“By and large, schools haven’t been given a lot of really good guidance.”

With the aim of providing that guidance, Kinner developed a free online course – COVID Safety for Schools – to help schools reduce transmission of the virus.

“Humans run schools, and humans are influenced by what they read, hear, and see.

“The reality is that there’s a lot of misinformation around about COVID, and school leaders – like a lot of the community – have been exposed to misinformation, and I think it has influenced their thinking.”

“For example, many schools are still focusing on hand hygiene and surface cleaning, despite the fact that we now know COVID is airborne and is spread primarily via inhalation of virus particles.”

Kinner consulted with 20 internationally recognised experts to develop the 10-module COVID Safety for Schools course.

“A big part of [the course] is to make sure that people have access to accurate information so they can make good decisions,” he said.

Kinner said a key issue with schools’ approach to COVID was treating it like a mild respiratory illness.

“If you look at the facts, [COVID] hasn’t become a mild respiratory illness, not by any stretch,” he said . “While most kids do recover from the acute infection pretty well, not all of them do.

“There have been some deaths, there are some kids that are hospitalised, kids can get Long COVID, and a COVID infection in kids can almost double their risk of developing type 1 diabetes.

“So those are pretty serious, long-term health risks.”

A “mismatch” between the known impacts of the virus and behaviours in schools worries Kinner as a parent and in terms of the impacts on teachers and school staff.

“If you’re a child, you have to go to school,” Kinner said.

“Similarly for teachers, schools are a workplace, and workplaces should be doing everything possible to make it safe for staff.

“And I think, generally speaking, that’s not happening.”

COVID Safety for Schools outlines practical strategies to reduce transmission, including improving air quality, encouraging mask-wearing in high-risk settings, and implementing testing and isolation where appropriate.

Kinner hopes to see as many school staff as possible undertake the course or its accompanying webinars.

“Ultimately, it’s about the health of teachers and students and their families,” he said.

“The end game is to protect people’s health and prevent deaths and people suffering serious chronic illnesses.”

Find out more about the program at www.covidsafetyforschools.org

COVID and WH&S IEU-QNT Branch Secretary Terry Burke said the ongoing impacts of COVID-19 could not be ignored.

“Some employers may prefer to consider COVID a problem of the past, but the virus hasn’t gone away and its impacts are still with us,” he said.

“Teachers and school support staff were a backbone of the community early in the pandemic, continuing to educate students during periods of high transmission and adapting to remote learning in a significant workload commitment.

“Many employees would be rightly disappointed with how COVID is currently being managed after all of that.”

Mr Burke said like any risk in the workplace, COVID was a workplace health and safety (WHS) issue.

“Employers have a duty of care under WHS laws to eliminate risks to health and safety or reduce them as far as practicable,” he said.

“With this understanding, questions like, ‘are there appropriate infection controls in place?’, ‘are relevant policies fit for purpose and being adhered to?’ and ‘is classroom ventilation adequate?’ are reasonable ones.” Mr Burke said strong employee representation on WHS issues was essential.

“When employers become complacent, employee representation on WHS issues is often the only way to resolve concerns.

“Employees have rights under WHS laws, especially when they are elected as employee health and safety representatives (HSRs).

“HSRs have the right to investigate complaints, inquire into risks, inspect the workplace and receive information from the employer regarding WHS matters.

“They are also entitled to training and support in paid time to carry out their role.

“I encourage members who would like to become more involved with WHS matters to reach out to their HSR or work to elect a HSR if there isn’t one for their work area.

“Knowledgeable and dedicated HSRs mean safer workplaces – and that’s in everyone’s best interest.”

[urbanventures]

Meet Our Summer Interns at Urban Ventures!

Did you Know Urban Ventures' offers paid internships to college students each summer?

The Urban Ventures internship program offers an on-the-job experience for interns to apply their skills, majors, and interests in meaningful ways in our community.

By integrating into our various programs, these young leaders develop practical skills and professional confidence. Their fresh perspectives and enthusiasm are valuable in enhancing our services and outreach efforts, directly impacting the lives of those we serve.

We'd love to introduce the great team of interns that have been serving our neighborhood this summer. Below, you'll find bios written by each of our interns, offering a glimpse into their backgrounds, interests, and their positions.

MAREN BEATY - Academic Support Intern 

Who are you and where do you go to school?

“My name is Maren Beaty, I go to Bethel University, Majors: Elementary Education and Spanish.”

What is your intern role?

“I am the Academic Support Intern, so I will be involved with Summer Ventures, helping plan and organize many different things. I will also be working with students and providing support in classrooms.”

Why Urban Ventures?

“I chose to intern with UV because it was the perfect place for me to get experience with both of my majors. I have also volunteered for the after-school program in the Fall of 2022, and that was so much fun that I wanted more!”

What was your first impression of Urban Ventures and what are your goals?

“My first impression of Urban Ventures is that I am impressed! UV does so much for the community and I am excited to join them in serving. My goals with this internship are to expand my ability to relate to and connect with people that come from different backgrounds. My future career goals include becoming a teacher and using Spanish in some capacity, I'm just not sure exactly how yet.”

Outside of work, what do you like to do for fun?

“For fun, I enjoy spending time with friends and family, being outside, baking, and listening to music. I also love to travel, and I spent the spring in Spain studying abroad and traveling around Europe. Some fun facts about me are that I love dogs, I love sweet treats, and I can clap with one hand! My favorite movie would have to be Tangled.” 

SOPHIE CLAUSEN - Enrichment Intern 

Who are you and where do you go to school?

“I’m Sophie Clausen, University of Minnesota-Twin Cities, English Major and Art Minor.”

What is your intern role?

“Enrichment Intern. Currently working on preparing activities and materials for Summer Ventures/when the kids come to program. Once the kids come, I will be working on enrichment activities with them (art, music, sports, etc.), as well as planning, preparing, and organizing.”

Why Urban Ventures?

“I wanted to work in a nonprofit this summer because I had previously interned at one last summer and loved it. I would love to work in the field of nonprofits in the future and I connected with the Urban Ventures mission.”

What was your first impression of Urban Ventures and what are your goals?

“Everyone here is so kind. Genuine kindness and compassion as well as always being readily available to help or listen! Everyone that works here is a wonderful person and so coming into work warms my heart. I would like to see more about how a nonprofit works as well as learning about working with children and education. I will be graduating soon so getting work experience and being in the field are all great experiences for me!”

Outside of work, what do you like to do for fun?

“I love anything to do with art, particularly music! I play bass in a band so I love jamming and making bass riffs and playing with my bandmates (or anyone really). I also love reading, writing, drawing, listening to music, and swimming! My favorite experience so far is getting to know who I work with and my teammates! I love talking with them and seeing their awesome personalities!! My favorite book is Annihilation!”

LIVIA WOOLDRIDGE - Farm Intern 

Who are you and where do you go to school?

“Hello, my name is Livia and I am a summer intern on Urban Ventures' Farm! I go to the University of Minnesota where I’m studying Plant Science with interests in horticulture and sustainable agriculture.”

What is your intern role?

“So far on the farm, we have spent time tending to our plants, leading field trips, and harvesting our early season crops.”

Why Urban Ventures?

“When I was looking for a summer internship, UV’s farm caught my eye because of its location in and near the city and the large number of people it supports and serves.”

What was your first impression of Urban Ventures and what are your goals?

“After my first few weeks as an intern, I’ve really seen the outreach UV does from an inside perspective, especially with the field trips and interacting with youth in the community. Combining my love of plants, the outdoors, and connecting with others has made my experience so far very special. My favorite moments so far have been connecting with the kids who visit the farm. I am so inspired by their curiosity, silliness, and joy! After the internship, I plan to finish my degree and pursue a career that supports my values relating to plants, nature, and community. Being an urban farm manager is my dream, and this opportunity is preparing me to reach that goal.”

Outside of work, what do you like to do for fun?

In my free time, I love to camp, hike, swim, read, and make art!

RILEY CHRISTENSEN - Farm Intern 

Who are you and where do you go to school?

“I’m Riley Christensen, University of St. Thomas 24’ B.S. in Environmental Science.”

What is your intern role?

“As a Farm Intern here at Urban Ventures, I work on daily gardening tasks such as watering, preparing beds, planting, weeding, and mulching as well as leading field trips on the farm with students from local schools. I also assist community members in picking out fruits and veggies at our summer farm stand”.

Why Urban Ventures?

“I chose to intern at UV because of the intersection between environment and community. Growing sustainable foods in an urban setting provides us with a unique opportunity to get people involved and learn about where their food comes from.”

What was your first impression of Urban Ventures and what are your goals?

“My first impression of UV and the farm program is that families and community members are excited and grateful for what we are doing, making our work feel rewarding and important. Seeing families come through the farm stand eager to get fresh produce and share recipes with each other has been a special thing to experience. During my internship I hope to gain experience in teaching children about plants and gardening as well as gain knowledge in how farms and gardens are designed and managed responsibly. I hope to continue my career in sustainable agriculture by making connections at UV and with our community partners. Since starting my internship at UV, I have also been expanding my cooking skills as a way to better connect with the foods that we grow. My favorite experience so far has been getting to know the chickens, particularly feeding and holding them in front of groups of young students that come to the farm. Growing up in the cities I did not get to see what day to day farm tasks look like, so it is exciting to me that children in the UV community are able to get this experience.”

Outside of work, what do you like to do for fun, and a fun fact?

“Some of my favorite things to do in my free time include biking and playing guitar. My favorite TV show that I’ve watched recently is The Bear.”

HANA ALANAZI - Farm Intern

Who are you and where do you go to school?

“My name is Hana Alanazi. I am a St Thomas university graduate. I have a bachelor's degree in Public Health and a minor in Data Analysis.”

What is your intern role?  

“As a Farm Intern at Urban Ventures, my role involves a mix of farm work, youth engagement, and community interaction. I am responsible for planting, cultivating, and harvesting vegetables at our 5-acre farm in Lakeville. Additionally, I facilitate garden-based field trips for K-8 grade students and organize events for families at our 1-acre garden in Minneapolis.”

Why Urban Ventures?

“I chose to intern with Urban Ventures because of its strong commitment to community health and education. As a Public Health graduate with a minor in Data Analysis, I was particularly drawn to the opportunity to apply my knowledge in a practical setting that directly impacts under-resourced neighborhoods. The Urban Ventures Farm and Nutrition Program aligns perfectly with my passion for promoting healthy living and my desire to work with diverse communities.”

What was your first impression of Urban Ventures and what are your goals?

“My first impressions of Urban Ventures have been positive. Right from the start, I felt welcomed and supported by the team. The organization’s dedication to educating children and building a healthy community is evident in everything they do. The hands-on work in the garden and on the farm has been incredibly fulfilling. It’s amazing to see how our efforts directly benefit the community. Working with the kids and families has been a highlight for me. Seeing their excitement during garden-based field trips and events is inspiring. I’m grateful to be part of such a meaningful mission. During my internship, my primary goal is to create a meaningful impact within the communities we serve. I am eager to deepen my understanding of sustainable agriculture and to inspire children during field trips about healthier eating and sustainable practices. By being a positive role model, I hope to demonstrate potential career paths in agriculture that they might not have considered before. Looking ahead, my career aspirations are rooted in understanding community needs deeply and developing evidence-based programs that enhance people's lives positively. Drawing from my background in public health, I aim to contribute to initiatives that address health disparities and promote holistic well-being.”

Outside of work, what do you like to do for fun, and a fun fact?

“I enjoy painting and playing pickleball, which provides an active outlet. I love traveling and have had the opportunity to visit nine different countries, broadening my appreciation for diverse cultures. One of my favorite experiences so far has been seeing the excitement on kids' faces during our garden-based field trips. One fun fact is that in 2022 alone, I was on 22 flights, traveling to various destinations.” 

ABBY LARSON - Farm Intern 

Who are you and where do you go to school?

“My name is Abby Larson. I am currently a student at St. Thomas studying biology.”

What is your intern role?  

“At Urban Ventures I am working as a Farm Intern. So far, we have been learning a lot about the farm's operations which have included harvesting lettuce, planting cucumbers, hosting field trips, and hanging out with the chickens.”

Why Urban Ventures?

“I chose to intern with Urban Ventures because the farm program intersects many of my interests such as agriculture, nutrition, and education. This internship also provides a great opportunity for me to get to know and serve my community.”

What was your first impression of Urban Ventures and what are your goals?

“My first impressions have left me in amazement at the vast programming UV offers and the care the staff has for one another. The environment of UV and the people in the community have been incredibly welcoming and great to be with. I am very excited to continue learning and cultivating on the farm! From this internship, I hope to gain knowledge in small farm practices and confidence in my ability to grow fruits and veggies! I also hope to gain skills in bringing the farm experience to those in our city. As far as career goals, I hope to one day teach science.”

Outside of work, what do you like to do for fun, and a fun fact?

“In my free time, I enjoy cooking new recipes, reading, and spending time at the lake fishing and paddle boarding. I have recently taken an interest in making coffee! My favorite drink is a decaf maple latte.”

NISSA ALI - Marketing & Communications Intern 

Who are you and where do you go to school?

“Hi, my name is Nissa Ali. I am a rising junior at the University of Minnesota-Twin Cities. I am majoring in Strategic Communications with a concentration in advertising and public relations”

What is your intern role?  

“I am the Marketing and Communications intern at Urban Ventures. I work with the advancement team to help enhance our social media presence and assist in developing communication strategies to reach the amazing Urban Ventures community!”

Why Urban Ventures?

“I chose to intern with UV because I am passionate about learning more and expanding my knowledge on communication and marketing.”

What was your first impression of Urban Ventures and what are your goals?

“My first impression of Urban Ventures was so positive! The whole team is so welcoming and supportive, and the work environment is dynamic and inspiring. I feel privileged to contribute to such meaningful projects. My goals for this internship are to hone my skills and develop more skills in marketing and communication. Even though that sounds broad, I’m still learning and I have so much love for strategic communication and community engagement, and this internship combines both of them!”

Outside of work, what do you like to do for fun, and a fun fact?

“Outside of work I enjoy exploring new coffee shops, traditional dancing, and practicing my drawing skills! A fun fact about me is I have three beautiful cats, two are twins named Zola and Zora and their new sister Banu. My favorite movies of all time are the Spiderman Marvel movies, specifically Spider-Man: Into the Spider Verse.” 

GISSELL MARTINEZ - Youth Mentoring Intern 

Who are you and where do you go to school?

“Hello! I’m Gissell Arevalo Martinez. Alumni of Concordia College in Moorhead and studied Psychology at Concordia.”

What is your intern role?  

I’m the Youth Mentoring Intern. Currently in Summer Ventures working with high schoolers and teaching them the Peak Performance course. The work involves making bonds with youth and finding ways to support them emotionally and spiritually.

Why Urban Ventures?

“I joined Urban Ventures because Urban Ventures is home, it's family.”

What was your first impression of Urban Ventures and what are your goals?

“My first impressions of Urban Ventures are that I had a brief knowledge of Urban Ventures growing up. I knew it helped multiple communities and my parents. I love youth work. It is hard work and very much needed. It is super fun! One of my goals is long lasting relationships. I hope to gain more fun new experiences with others alongside. I hope to continue to work with communities.”

Outside of work, what do you like to do for fun, and a fun fact?

“I love to dance. I often say that I came out dancing in the womb. I taught Zumba for some time, and still love it when I get a chance. I love arts and crafts. I love starting a new craft. Something fun I did was hiking for the first time just this past Friday!”

Thank you for supporting our internship program and the bright young individuals who are helping to drive our mission forward.  Consider donating to support programs like this! Click this link: https://urbanventures.org/donate

[clarynewme]

Hi! I hope you are doing well 💫

My intials: B.P. (she/her)

DOB: 15 March 2003

3:20 Pm IST, Gurgaon, Haryana, India

I would like to know about my career.

Thank you so much 🫶

Hi🤗 For your reading I am going to use vedic astrology.

WRITING CAREER + PROFESSIONAL LIFE

For the first question if writing is a good career options for you, YES.

I found this tecnique where 10th house sign from the 1st lord in D1 or D9 chart indicates someone's career, in your case falls in aries in D1 chart and gemini in D9 chart.

Career Fields:

D1 Aries so anything related to leadership, sports and fitness/athletics, politics, boss, entrepreneur, healthcare, adventure, engineering, sales, marketing, firefighter, military, law enforcement, research and development, creative arts, etc

D9 Gemini so anything related to education, technology, public relations, communication, media, public speaker, marketing, advertising, travel and tourism, arts, creativity, writer, research, entrepreneur, admnistration, entrepreneur, journalism, consulting, etc.

Furthermore in D1 chart you have 10th lord mars in sagittarius mula in 6th house indicating that your career can be connected to writing and publishing due to mula sagittarius (education/teaching/research/law/philosophy/healing/others); can involve service, routine, organization, discipline and solving conflicts/helping others (6th house), perhaps you heal your readers with your writing, your books can inspire other people, transform their lives (mula); you might experience a lot of obstacles and competition in your career with other writers or issues with your editor for example ( mars 6th house) and go through intense transformative periods (mula) though don't worry you are very determined and hardworking, you will be able to overcome these obstacles and grow even stronger.

If we want to see about financial gains and stability we would need to look at your 2nd lord in D1 you have sun in pisces in 9th house this indicates that you might earn more money in a foreign land (working abroad or with foreigners) or higher education is really important like studying creative writing or liberal arts or philosophy in college can help you succeed and gain recognition in your writing career (pisces is connected to creativity). Since it's aspecting your mars  10th lord it's important that your career allows you to shine individually and work as a leader (you might have issues with your boss/authority figures/teacher so working independently or leading a team is a better option). You must also be careful with high expectations vs reality and idealism vs practicality, how to work creatively in a disciplined way, etc.

Additionally 2nd lord sun is aspecting scorpio ketu in 5th house by 9th aspect indicating possible obstacles related to creativity, hobbies, education, might make you detached from past beliefs related to these themes focusing  on new, inovative or unconventional ways to earn money through learning or higher education for example; you will notice that you earn more money after a transformative (spiritual/intense) period in your life.

2nd lord sun is actually aspecting 6th lord cancer jupiter in 1st house by 5th house which confirms financial growth through service oriented careers, healing, higher education, travelling and expanding the way you see the world (beliefs/philosophies/spirituality), etc.

Since 6th lord jupiter is in cancer conjunct moon, it's essential that your work environment allows you freedom (flexible hours for example), to express yourself, your emotions/feelings; a comfortable/nurturing, positive, open environment (family or mother/female figure could be relevant -> support you) can make you grow; tapping into your emotions (intuition/creativity) to write your books; future spouse could also be working with you or helping you (jupiter is significator of spouse); etc.

Jupiter is aspecting your capricorn venus in 7th house by 7th aspect indicating that your future spouse and relationships/partnerships have a strong influence on your emotional stability at work; you might have a business with them or contract relationships; they might contribute to your sucess; harmony and balance between career and relationships is key👌

Not just that jupiter is aspecting your aquarius mercury(3rd lord ->skills) in 8th house indicating that you might write about deep/unconventional/futuristic/fantasy/occult topics, influencing other people ->healing them; experience transformation in your environment; working with investors,  sharing resources with your spouse or business partners; work in secret maybe you could be an anonymous author; etc.

Lastly jupiter is aspecting taurus saturn + rahu in 11th house by 11th aspect that shows teamwork, working online, media, social connections, professional networking (large companies), innovation are relevant. With saturn energy this can cause delays/obstacles in making connections, with your coworkers, gaining financial stability and fame/success, etc. (you might have to put a lot of effort and be patient; after you saturn return you will see that all your hardwork paid off👀)

The rahu energy can cause chaos, confusion, fluctuations related to your financial gains, professional networks and work environment.

In D10 chart you have gemini 10th house another huge confirmation that your career is related to communication, writing, knowledge,etc.

10th lord mercury is in chitra libra in 2nd house conjunct chitra ketu and swati saturn(6th lord) meaning that you will earn money through creative, innovative, online, media, unconventional, independent, flexible, service oriented (routine), healing, disciplined/practical career fields during a transformative period in your life. It's confirming everything I've said above. Money and sucess in your career can be achieved later in life.

Moreover 10th lord is aspecting 2nd lord aries aswhini venus conjunct Mars and rahu in 8th house by 7th aspect reaffirming transformation, healing, spirituality themes and that money and sucess might come after a transformative period or attaining personal growth.

JOB TIMING

Regarding when you will get a job:

D1 CHART

In D1 chart you have taurus jupiter transiting your 11th house saturn (6th lord) and rahu so there is already a good sign for this year till may 2025 (jupiter brings abundance and luck in professional networking, large companies, fame, etc).

Rahu/ketu pisces/virgo transit is affecting your 2nd lord sun in pisces 9th house bringing you new unconventional ways of earning money, maybe you will travel, work with foreigners, study creative arts; you might also be more recognized/confident in your work environment. ( Be careful with overindulgence, ego, chaos, high expectations vs practicality, illusion vs reality).

NOTE1: Sun is your Darakaraka só you might be meeting your future spouse this year👀👀👀 or if you are already in a relationship 💍.

Aquarius saturn transit is influencing your mercury in 8th house, so you might have been experiencing some challenges/delays perhaps writing blocks, lack of inspiration, issues with your business partners or investors, anxiety/depression, fears of expressing yourself, transformative period, etc.

D7 CHART

In D7 chart you have aquarius saturn transit in your 10th house with mars this can indicate challenges/delays in your career, power struggles with authority figures, business partners, achieving your goals, etc ( Be patient and don't give up🙏)

Taurus jupiter transit is influencing your 10th lord saturn with moon in 1st house so this actually eases the saturn transit in 10th house bringing optimism, abundance and success in your career. So even though you might have delays/obstacles you will be able to overcome it with motivation, positivity, wisdom, discipline and emotional support (perhaps your family/mother figure can help you).

Rahu/ketu pisces/virgo transit is affecting your 11th/5th house (ketu transit is conjunct virgo sun in 5th house) so you might be rethinking about romantic relationships and friendships, personal goals vs social endeavours, new social networks and aspirations/dreams, individuality vs union/teamwork, engaging in spiritual/unconventional activities/hobbies -> inspiration in your writing, changing yourself (transformation on personal expression), etc.

NOTE2: When jupiter, saturn, rahu/ketu are transiting in the same or opposite sign of sun, saturn, rahu/ketu in D7 chart it indicates a major event might happen during this time of your life like meeting your future spouse or a partner, engagement, pregnancy, career,success,fame, breakup, divorce, moving out, etc.(This technique is by Camila Regina from tiktok).  

DASHAS/TIME PERIODS/TRANSITS

You are currently running venus-venus-mars dasha (10th lord mars in D1 chart) till 4 september this year. I am leaning towards pisces eclipse in september (affecting your 2nd lord sun in 9th house that is aspecting your 10th lord) you might get a job offer abroad or work with foreigners (foreign company), etc.

Next year 2025 you also have good chances since rahu will be in aquarius after 19 may transiting your mercury in 8th house D1 chart (you will express yourself more, be inspired, etc),  your 10th house in D7 chart bringing opportunities and sucess in your career, your 6th house in D10 chart changing your work environment, daily routine, health, etc; jupiter will be transiting in gemini in may aspecting your 10th lord sagittarius mars in D1 bringing growth and opportunities related to communication/writing fields and affecting your 10th house in D10 chart bringing abundance in your career;  in october you will have your jupiter return in cancer affecting your 6th lord in D1 chart, 11th house (jupiter) in your D10 chart (fame/recognition/luck), among other factors; etc.

If we want to be more specific/accurate there is a technique I am trying out by KRS Kapiel that when the saturn is trine/conjunct transiting your natal moon/saturn you might get a job. You have natal (D1 chart) taurus saturn and cancer moon. So when moon is transiting virgo, taurus and capricorn or saturn transiting in scorpio, cancer, pisces, virgo, capricorn and taurus.

Moon is transiting capricorn 17 august till 19 august (full moon👀 and moon will aspecting your cancer jupiter 6th lord and 7th house venus  -> work/health/contract/love/relationships/business).

Saturn is a slower planet so the next transit will be in pisces next year 2025 in 20 march.

You can check this link to see the moon + saturn transits: https://horoscopes.astro-seek.com/calculate-sidereal-vedic-ephemeris-august-2024/?&aya=lahiri&&presnost=1&

NOTE3: If you notice your sagittarius mars 10th lord and your 2nd lord pisces are both ruled by jupiter (sign ruled) which is in cancer -> cancer/capricorn transits are fundamental.🫰

NOTE4: Accordingly to D1/D7/D10 charts (this technique is from Camila Regina tiktok) you might have sucess or fame when saturn, rahu/ketu are transiting the signs of aries/libra/taurus/scorpio.

Okay I think I am done😅 I hope you like this reading if you do leave feedback on my page🙏 And let me know if it resonates👌it helps improving my readings🫶💜

[religion-is-a-mental-illness]

By: Anna Krylov and Jay Tanzman

Published: Oct 2, 2023

Note: A version of this article will appear as an invited chapter in the forthcoming volume The Free Inquiry Papers edited by Robert Maranto, Lee Jussim, and Sally Satel.

1. An age of unreason

The liberal enlightenment, humanism, and democracy are under siege. A once-obscure postmodernist worldview, Critical Social Justice (CSJ) [1-3], has escaped the academy and is quickly reshaping our institutions and society at large. Long-standing merit-based practices in science are rapidly being subordinated to practices based on the tenets of CSJ theory [4]. Increasingly, scientists must compete for funding, no longer only on the basis of scientific merit, but also on the basis of how their proposed research will promote the goals of CSJ. As an example, an NIH neurology program requires grant applications to include a “plan for enhancing diverse perspectives” with the goal to “bring about the culture change necessary to address the inequities and systemic biases in biomedical research….” [5] Similarly, funding for fundamental research in chemistry and physics now depends on researchers demonstrating their commitment to “promote equity and inclusion as an intrinsic element to advancing scientific excellence” [6].

In the academy, faculty hiring and administrative appointments are increasingly made on the basis of the candidate’s identity [7-9]. Merit-based admission to schools and universities is being weakened, with standardized tests such as the SAT and ACT being abandoned on “social justice” grounds [10,11]. K–12 is affected as well. Some school districts have stopped giving D and F grades in order to improve “equity” [12]. In math classes, activist teachers claim that getting the right answer and showing your work are white supremacist concepts and are advocating, instead, a supposedly anti-racist CSJ pedagogy [13,14]. Accelerated mathematics programs for gifted students, necessary to prepare them for advanced training and careers in STEM [15], are being dismantled in the name of “social justice” [16-18]. Many school districts have eliminated honors classes altogether in the name of “equity” [19]. The resultant weakening of the workforce has already contributed to the fall of the US from its position as the world leader in science [20].

In the university, faculty and staff are instructed to use Newspeak—neopronouns and other neologisms—in their written and verbal communications for the purpose of “inclusivity” [21,22]. To be avoided are such apparently un-inclusive terms as “strawman,” “brown-bag lunch,” and “picnic” [22–25]. Professional societies and corporations are following suit, proscribing terms such as “field,” “dark times,” “black market,” “double-blind study,” “nursing mother,” “hip-hip hooray,” “smart phone,” “homeless,” and “the French” [26–30].

In biology, an education paper recommends that teachers emphasize the sexual diversity across species in nature, which includes “organisms such as ciliates, algae, and fungi [that] have equal-size gametes (isogamy) and do not therefore have gametic sexes [that is, binary sexes, as mammals do].” This is supposed to promote inclusivity of LGBTQIA2+ students in the classroom [25]. Chemistry education also needs to be reformed, according to the journal Chemical Education, which published a virtual Diversity, Equity, and Inclusion (DEI) collection of 67 papers exploring such topics as decolonization of the chemistry curriculum, chemistry and racism, and gender and sexual orientation identities in the chemistry classroom [31]. A recent paper in the same journal describes “a special topic class in chemistry on feminism and science as a tool to disrupt the dysconcious racism in STEM,” which explores “the development and interrelationship between quantum mechanics, Marxist materialism, Afro-futurism/pessimism, and postcolonial nationalism.” “To problematize time as a linear social construct,” the paper says, “the Copenhagen interpretation of the collapse of wave-particle duality was utilized” [32]. No, Deepak Chopra was not a co-author of the paper.

In STEM, prospective faculty are asked to pledge their commitment to the ideology of CSJ and to document their activism in advancing DEI [8,9,33,34]. Medical schools are abolishing long-accepted assessments of competency in order to improve racial parity in residency programs [35]. A pamphlet published by the University of Illinois Chicago School of Public Health claims that public health anti-obesity campaigns are an example of “fatphobia,” that public health’s “focus on body size is rooted in racism,” that “higher weight is not causal to worse health outcomes," and that “focusing on weight ignores systematic injustices” [36,37]. Under the doctrine of gender-affirming care, adolescents are offered life-changing transgender treatments, often after only perfunctory psychological assessment, despite the poor understanding that medicine currently has on the risks and benefits of these treatments [38–40].

[ Unreason and intolerance. Upper left: Yale students protest “offensive” Halloween costumes (2015). Lower left: Activists burn books by J.K. Rowling (2023). Right: Students at UC Davis disrupt a film viewing by throwing a bag of manure into the room. ]

Free speech itself, the cornerstone of liberal democracy, is under attack. As viewed by CSJ activists, free speech is dangerous, harmful, and equivalent to violence [41]. Adherents of DEI ideology believe that DEI should trump academic freedom [42]. Institutions essential for providing a platform for the marketplace of ideas, information exchange, and debate have largely abandoned their mission in the name of social justice activism. Articles in the press are infused with CSJ ideology [4]. Scientific publishers from Scientific American to the flagship journals Science and Nature have become mouthpieces for CSJ [43–56]. Universities, whose primary mission is education and truth seeking, have become complicit in censorship, scholarship suppression, indoctrination, and intimidation [57–59]. Universities and professional organizations have compromised their mission as seekers and communicators of objective truths by abandoning traditional institutional neutrality in favor of political activism, taking official positions on elections, police reform, abortion, wars, and other social issues [60,61], leaving dissenters out in the cold. Where debate, constructive disagreement, and discussion were once cultivated, conformity and dogmatism, enforced both top-down (by CSJ-infused DEI trainings [62,63]) and bottom-up (by ideologically driven activists [58]), now reign.

On campus, another essential provision of democracy, the presumption of innocence until proven guilty, no longer guides procedures for resolving conflict. Suspensions and terminations of professors without a hearing in response to offense taken by students, faculty members, or administrators has become commonplace (see, for example, Ref. 64–67). A predictable consequence is that there is now an unprecedented level of self-censorship by students and faculty [57,68,69]. Proposed changes to Title IX regulations will further erode the free speech of students and the protection of due process [70]. 

CSJ adherents accuse dissenters of being indifferent to existing inequalities and historic injustices, of being bigots, of having nefarious motives, and of perpetuating existing power structures. We reject these accusations. We oppose the practices of CSJ because they harm everyone, including those groups they purport to elevate [71-73]. It is precisely because we care about the existing problems in the world and about real social justice that we oppose CSJ.

What we are witnessing today—curriculum “decolonization,” the elimination of honors classes in schools, the ubiquitous war on merit [4], the imposition of political litmus tests for academic positions, Newspeak, the renaming of everything in sight, and on and on—are not isolated excesses perpetrated by a handful of overly zealous but otherwise well-meaning individuals; they are symptoms of a wholesale takeover of our institutions by an illiberal movement that currently has the upper hand. The current situation is not a pendulum that has swung too far and will self-correct [74]; it is a train hurtling full speed toward a cliff. Those of us unwillingly to go over the edge can either jump off—leave academia (or maybe start up alternative institutions)—or fight to get the brakes applied before it is too late. The remainder of this chapter is about the latter course of action.

2. Why we should fight

To put it simply, we should fight because it is the right thing to do. It is not only our duty to the next generation, but an opportunity to pay our debt to the previous generations of dissenters who fought against forces of illiberalism to create the free and prosperous world that we enjoy today [75,76]. By fighting, we, too, can fend off the forces of unreason and restore the values of humanism, liberalism, and The Enlightenment. Inaction and submission will only enable the further spread of illiberalism. The history of past illiberal regimes, such as the USSR and Nazi Germany, provide ample lessons and motivation to stand and fight today. The train is gaining momentum; the longer we wait, the harder it will be to stop it. We must act now, while we still can.

Although there are uncanny parallels with totalitarian regimes of the past [23,77–80], we are still living in a free, democratic society. Despite the advances of illiberal ideology, manifested by the rise of censorship, the spread of cancel culture [23,57,58,81–83], and the proliferation of institutionalized structures (such as DEI bureaucracies) to enforce CSJ ideology, the dissenters of today do not face incarceration in prisons, labor camps, and mental hospitals. Nonetheless, we can learn from history.

In his book To Build a Castle: My Life as a Dissenter [84], Vladimir Bukovsky [85] describes his experiences as a dissident who refused to comply with the Soviets and challenged the regime. Bukovsky describes the apathy and complacency of the majority of the population at that time. People understood the corrupt and inhumane nature of the regime, but they chose to keep their heads down because—as the Russian proverb goes—“No man can splay the stone” (in Russian: плетью обуха не перешибёшь).

Because of this complacency, the economically bankrupt, oppressive, and inhumane Soviet regime lasted as long as it did (70+ years). But it was the actions of dissidents that ultimately catalyzed its downfall. Consider, for example, the impact of the books of Solzhenitsyn, who told the world the truth about the atrocities of the Soviet regime [86]. In addition to meticulously documenting the scale of the atrocities, Solzhenitsyn explained that they came to be, not due to deviations from the party line or shortcomings of its individual leaders, but as the direct result of Marxist-Leninist ideology.

In Bukovsky’s time (the late 1950s to mid-1970s), open dissent was rare. Growing up in the Soviet Union, I [Anna]—as most of my peers—did not even know dissidents existed. It wasn’t until Perestroyka in the late 80s, when I read Solzhenitsyn’s books and learned about Sakharov [87] that I found out. Yet, it is through the actions of the dissidents that the West came to understand the Soviet regime as an “evil empire,” and this understanding propelled the political forces in the West that ultimately decided the outcome of the Cold War. The impact of the dissident movement on the Soviet regime has been illuminated through a series of memoranda of the Central Committee of the Communist Party, stolen and published by Bukovsky in his book Judgment in Moscow [88]. The acts of individuals splayed the stone after all.

I [Anna] was born (in the then-Soviet state of Ukraine) into the luckiest generation in the history of the USSR—the generation that witnessed the fall of the Wall when they were still young. We could escape to the free world, live as free people, and build successful and fulfilling careers in the West. Had the regime lasted another 20 years, my generation would have been yet another of the long list of those whose lives were ruined by the Soviet regime. I feel a personal debt to the dissidents of the day. 

Now, it is our turn to be the dissidents and to fight the good fight.

Fighting for what is right is not just the right thing to do; it is empowering. Standing up and speaking your mind is liberating, even exhilarating; while hunkering down in fear, hoping the storm will pass, is a bleak experience. Being honest feels good, while being complicit in lies is dispiriting. Fighting the good fight puts you in control, whereas passive submission leaves you helpless. Whether we ultimately win or lose this fight, those who choose to remain silent will look back and ask themselves why they did not act when they could. As Martin Niemöller wrote after World War II,

First they came for the socialists, and I did not speak out—because I was not a socialist. Then they came for the trade unionists, and I did not speak out—because I was not a trade unionist. Then they came for the Jews, and I did not speak out—because I was not a Jew. Then they came for me—and there was no one left to speak for me.

Eventually, this illiberal movement, like those of the past, will come not only for the dissidents, but for the silent bystanders as well (and, eventually, for its own vocal supporters).

There are myriad excuses, as old as the history of totalitarianism and oppression itself, invoked to justify inaction, complacency, and collaboration. Bukovsky [84] enumerates a few of the more familiar: “What can I do alone?”; “I’ll be more effective after I get the promotion”; “It’s not my job; I’m a scientist.” “If I don’t collaborate, someone else will anyway (and I’ll probably do less harm).” These reasons may seem logical, even compelling; however, they are self-deceptions. Not pushing back against bad ideas allows them to spread. Not fighting back against illiberalism allows it to grow. Not standing up for truth permits the lies to flourish. Not confronting the CSJ ideologists permits them to advance. And when they advance, we lose. It is a zero-sum game.

The choice to fight in the face of potential consequences is personal [89] and not an easy one to make. But as you contemplate whether to act or to lay low, consider the importance of truth and integrity in your life. To paraphrase Bari Weiss: Worship truth more than Yale. As she says:

[D]o not lose sight of what is essential. Professional prestige is not essential. Being popular is not essential. Getting your child into an elite preschool is not essential. Doing the right thing is essential. Telling the truth is essential. Protecting your kids is essential. [90]

Sure, no one wants to become a martyr for free speech or experience bullying, ostracism, and professional damage [81,91–93]. Cancel culture is real, but the risks are not what dissenters to totalitarian regimes faced historically or face today—cancel culture does not put you in jail. One still can write a dissenting op-ed without the fear of being stripped of their citizenship and expelled from the country, as Solzhenitsyn was for his writings [83]. We still can criticize DEI policies without fear of being put under house arrest, as Sakharov was for his vocal opposition to nuclear weapons and his unwavering defense of human rights [87]. But if we delay, some of the totalitarian nightmares of the past may become a reality. There are already worrying signs of this totalitarian-style repression in America: parents opposing CSJ in schools have been accused of terrorism and investigated by the FBI [94]; a journalist who wrote about collusion between the government and social media was paid a surprise home visit by the Internal Revenue Service [95]; a student who questioned the concept of microaggressions [96] at a mandatory training was expelled and forced to “seek to psychological services” [97]. These incidents in America today are chillingly similar to practices in Russia in the Soviet era, when the KGB routinely investigated dissidents, and dissent from Soviet ideology was considered a psychiatric disorder [84,88]. In the absence of resistance, this illiberal movement, like illiberal movements of the past, will gain ever more power, and we will face ever worse repression and erosion of individual freedom.

Inaction does not guarantee survival, but fighting a successful fight does. The only way to defend yourself against repression by an illiberal ideology is to stop the spread of the ideology.

The dangers of inaction are real, but how much risk one should take must be a personal decision [89]. Above all, it rarely does any good to get fired. Getting fired is playing into their hands. It’s one less enemy in the organization to fight against its ideological capture. Should all the dissidents get fired, the ideology wins. Full stop.

But it’s not hopeless. As we elaborate below, there are ways to maximize the impact of your actions and minimize the chances of negative consequences of resistance.

3. How to fight

Although there is no sure-fire roadmap to solve the current crisis, there are some do’s and don’ts. A recently published handbook, Counter Wokecraft (which we highly recommend), written by an anonymous STEM professor, provides concrete recommendations for staging the resistance [98]. It convincingly explains how small but deliberate actions add up to big change and elaborates on the perils of delaying action. In what follows, we offer our view on how to fight, and we share examples of successful acts of resistance that give us reason for hope. Small contributions add up, so do something rather than nothing.  As Gad Saad writes in The Parasitic Mind:

The battle of ideas knows no boundaries, so there is plenty to do. If you are a student and hear your professors spouting postmodern nonsense or spewing anti-science drivel, challenge them politely and constructively. If you are a graduate and your alma mater is violating its commitment to freedom of speech and freedom of thought, withdraw your donations—and let the school know why. If your Facebook friends are posting comments with which you disagree, engage them and offer an alternative viewpoint.... If you are sitting at your local pub having a conversation about a sensitive topic, do not refrain from speaking your mind. If your politicians are succumbing to suicidal political correctness, vote them out of office. [99]

1. Educate yourself; knowledge is power.

To effectively counter the ideology of CSJ, it is crucial to understand its nature and the tactics it employs. As two-time Nobel Laureate Marie Sklodowska-Curie said:

Nothing in life is to be feared, it is only to be understood. Now is the time to understand more, so we may fear less.

Although Curie was referring to phenomena of the natural world, the observation applies equally to the world of ideas. By understanding the origins and tenets of CSJ, we can fear less—and fight more effectively.

For me [Anna] and my former compatriots, who were forcibly schooled in Marxist-Leninism and experienced its implementation as Socialism firsthand, it is easy to recognize the current illiberal movement’s philosophical roots [78,79]. We recognize the familiar rhetoric and the Orwellian co-option of the language: the media outlet of the Communist Party, which disseminated its lies, was called Pravda (Правда), which is Russian for “truth”; victims of Red terror were called “enemies of the people” (враги народа); Soviet troops invading other countries were called “liberators” (освободители); and  nuclear weapons were developed with the slogan “nucleus for the cause of peace” (атом—делу мира). We are used to looking behind the facade of nice-sounding words and seeing their real meaning to those in power [100]. It is not hard to see that today’s “Diversity,” “Equity,” and “Inclusion” have about as much in common with the noble concepts of diversity, equality, and inclusion as Orwell's Ministry of Love had to do with love or his Ministry of Plenty had to do with plenty. (A more-fitting operational definition of DEI would be Discrimination, Entitlement, and Intimidation.) This linguistic tactic is used because it works. It has fooled many STEM academics and ordinary citizens and has enabled the illiberal ideology to get its foot in the door [3].

As Counter Wokecraft explains, the tactics CSJ employs to gain power in our institutions include the use of liberal-sounding “crossover words” to shroud the illiberal aims of the movement [98]. The concise essay “DEI: a Trojan Horse for Critical Social Justice in Science” by the same author offers insights into the philosophy that undergirds the CSJ movement and clearly elucidates its aims [3]. For a deeper dive into CSJ, we recommend the book by Pluckrose and Lindsay [1].

2. Use all existing means of resistance, but first and foremost, the official ones.

Mechanisms of resistance are available through existing institutions, even if the institutions themselves are failing to protect their mission [101]. These mechanisms can be exploited to change the institution from within.

Bukovsky describes how their dissident group worked within the legal boundaries of the Soviet regime [84]. He contrasts this approach with anarchism and revolutionary destructivism, which, he argues, lead to outcomes that are worse than the original evils. Bukovsky and his dissident comrades structured their activism and resistance within the framework of the Soviet constitution—which many legitimately considered to be a joke. When allowed to speak in court, Bukovsky framed his defense to emphasize the constitutional rights of Soviet citizens, for example, to peacefully demonstrate. Bukovsky attributes their success to this strategy. As an example of an important victory, he describes how he and his fellow political prisoners managed to resist and ultimately eliminate mandatory “corrective labor” for political prisoners. Following legal protocols, they rolled out a concerted effort of filing official complaints. Although isolated complaints never had any effect (they would be registered, duly processed, and dismissed), by flooding the bureaucratic system with a massive number of such complaints (which each had to be properly registered and responded to), they pushed the system beyond its limits. The sheer number of complaints compelled administrative scrutiny of the prison and its officers. And the prisoners won the fight.

Today, we can work within the system of our universities and professional organizations, even if they have already been ideologically corrupted. We can participate in surveys; communicate our concerns to leadership; nominate candidates committed to liberal principles to committees and leadership; vote against CSJ ideologues; speak up against practices that violate the stated mission of the institution [43,102,103]; publish well-reasoned opinion pieces [4,14,15,23,82,83,102]; and insist that our institutions adhere to their stated institutional (and legal) commitments to free speech and non-discrimination, such as being equal opportunity employers. Counter Wokecraft [98] provides concrete suggestions on how to effectively oppose the advances of the CSJ agenda by simply insisting that standard protocols of decision-making be followed—that is, through formal meetings with organized discussions that adhere to a set agenda, vote by secret ballot, and so on. In short, the existing governance structures and institutional policies can still be utilized to defend and even restore the institutional mission, even when the institution’s workings have been undermined by CSJ activists.

The following success stories illustrate the effectiveness of working within the system.

At the University of Massachusetts, a faculty group fought—and won—against a proposed rewriting of the university mission statement, which would have redefined the purpose of the university as engaging in political and ideological activism, rather than pursuing the truth [104].

Faculty at the University of Chicago succeeded in having departmental statements that violated institutional neutrality (by voicing collective support for specific social and political issues in violation of the University’s Kalven Report [105]) rescinded [106].

Also at the University of Chicago, in response to faculty complaints to the institution’s Title IX coordinator and general counsel, at least seven programs that gave preferences to specific races or sexes in violation of Federal regulations were discontinued [106].

The faculty of the University of Washington voted down a proposal to require DEI statements for all tenure and promotion candidates [107]. As reported to us, an email campaign initiated by a single faculty member was decisive in defeating the proposal.

At the University of North Carolina (UNC), the Board of Trustees adopted [108] the Chicago Free Speech Principles [109] and Kalven Report [105]. The former articulates the university’s commitment to free speech and is considered to be a model policy on this issue; the latter ensures institutional neutrality, prohibiting units of the university from taking stands on moral, political, or ideological issues, unless they directly affect the mission of the institution.

Also at UNC, responding to a faculty petition, the Board of Governors moved to ban diversity, equity, and inclusion requirements from its hiring and promotion process. The mandate states that the university “shall neither solicit nor require an employee or applicant for academic admission or employment to affirmatively ascribe to or opine about beliefs, affiliations, ideals, or principles regarding matters of contemporary political debate or social action as a condition to admission, employment, or professional advancement” [110].

In California, mathematicians organized a petition that has, so far, blocked the implementation of radical, CSJ-based revisions to the K–12 math curriculum [18]. At the time of publication, the fight is not over; but they’ve won so far.

A new nonprofit, Do No Harm, has been formed to fight against the encroachment of identity politics in medicine [111]. Among their successes, filings with the US Department of Education’s Office for Civil Rights against two medical schools has resulted in the elimination of race as a requirement for certain scholarships. Scholarships “meant for individuals from disadvantaged backgrounds, [a] worthy goal, can and should be met without racial discrimination,” writes the organization’s founder [112].

Adverse publicity and mockery, too, can cause Universities, which are sensitive to their public image, to roll back woke policies, as the following examples illustrate.

The administration of MIT reversed its own decision and reinstated the use of standardized tests for admission [113], the elimination of which had been mocked by dissidents [114].

The Stanford University “Elimination of Harmful Language Initiative” website, which listed 161 verboten expressions, including “beating a dead horse,” “white paper,” “insane,” and even “American,” was taken down after sustained mockery in the press and on social media. The university’s president ultimately disowned the initiative and reaffirmed the university’s commitment to free speech [29].

At the University of Southern California, the interim provost made a clear statement that “the university does not maintain a list of banned or discouraged words” in response to the mockery [115] of an earlier memorandum the university's School of Social Work announcing the cancellation of the word “field” as racist [26,29].

At Texas Tech, the administration announced that it was dropping mandatory DEI statements from the hiring process [116], after details of how these statements influenced hiring decisions had been publicized [9].

These examples illustrate the maxim that sunlight is the best disinfectant [117]. We can use social media and the press to shine a light on the excesses of CSJ to bring about change.

Pressure from state governments can also force universities to change course away from DEI ideology. Facing threats from the state assembly to cut funding, the University of Wisconsin system has announced it will eliminate mandatory DEI statements for job applicants. As we are writing this chapter, the state assembly is also threatening to eliminate funding for administrative positions at UW dedicated to DEI [118].

Arizona has also dealt a blow to DEI ideology. The state’s Board of Regents has mandated that public universities drop the use of DEI statements in hiring. The move was in response to a finding by the Goldwater Institute that DEI statements, which were required in over three-fourths of job postings, were being used “to circumvent the state’s constitutional prohibition against political litmus tests in public educational institutions” [119].

Organizations such as the Academic Freedom Alliance (AFA) and the Foundation for Individual Rights and Expression (FIRE) have successfully used institutions’ own governing policies and bylaws as well as the law to defend scores of scholars who have been attacked for their extramural speech and threatened with administrative discipline or firing [120,121].

A move is afoot to strengthen universities’ commitment to academic freedom by encouraging them to officially adopt the Chicago Trifecta (the Kalven report, the Chicago Principles, and the Shils report). The “Restoring Academic Freedom” letter [122], which calls on universities to do so, has garnered 1700 signatures so far.

3. Don't play their game: You can’t win.

We are trained to seek compromises and solutions that bring different groups on board; we seek consensus. That is a fine approach under normal circumstances, when all agents are acting in good faith. But we must recognize that we are up against agents who are driven—knowingly or unknowingly—by an ideology whose goal is to take over the institution. Every compromise with them brings them closer to their goal [1,3,74,98,123]. Therefore, we must stand our ground.

A major advance in the spread of illiberalism has been the establishment of DEI bureaucracies in our intuitions to enforce CSJ ideology through policy [3,8,98,124-127]. It is important to understand the power of this system and to distinguish the system from the people. A DEI apparatchik can be a nice, well-meaning individual, who has been fooled by the movement’s deliberately deceptive language [1,98]; a cynical opportunist who seeks power and career advancement; or a True Believer. A DEI administrator may be completely unaware of the philosophical origins of CSJ, whose goals the DEI machine has been installed to implement. But just as a Soviet apparatchik need not have read Das Kapital to have been an agent enforcing conformity to Marxist doctrine, a DEI apparatchik need not have read the works of the critical theorists Gramsci, Derrida, Foucault, Bell, Crenshaw, and Delgado to be implementing CSJ-inspired ideology. But even participants who are naive of the movement’s history, philosophy, or ultimate goals are furthering its aims; they are still cogs in the machine. Do not be fooled by DEI administrators who may naively or deceptively deny that they are advancing CSJ ideology. They are, whether or not they know it or acknowledge it.

The power of the system—the DEI bureaucracy—and its ideological foundation make the motivations of the individual participants irrelevant. The story of Tabia Lee illustrates this point [128]. Lee—a black woman who directed a DEI program at a community college in California—questioned anti-racist and gender orthodoxy, declined to join a “socialist network,” objected to land acknowledgments and Newspeak terms such as “Latinx,” “Filipinx,” and neopronouns, and supported a campus event focused on Jewish inclusion and antisemitism. Lee describes her non-orthodox worldview as follows:

I don’t have ideological or viewpoint fidelity to anyone. I’m looking for what’s going to help people and what will help our students and how we can be better teachers and our best teaching selves. [128]

This attitude was found to be incompatible with the ideology of DEI. When Lee refused to change her worldview to comply with the orthodoxy, she was terminated from her position [128].

The establishment of the DEI bureaucracy in our institutions represented a tectonic shift from CSJ as a grass-roots movement to CSJ as an official power structure within the university equipped with a massive budget to promote its ideology [124,126,129-132].

A 2021 report by the Heritage Foundation [130], which documented the size of this new bureaucracy, identified 3,000 administrators with DEI responsibilities among the 65 universities they surveyed [124,131]. This number is in addition to the already extensive staff of Federally mandated Title VI, Title IX, and disability offices, who also perform DEI-related tasks. The new diversicrats already outnumber the mandated staffers. For example, the average university examined had 4.2 DEI personnel for every one ADA compliance administrator [124]. Given the sheer number of DEI officials and their generous salaries (one-third of chief diversity officers are paid more than $200,000 annually [132]), it is not surprising that DEI budgets are enormous; for example, in 2021, UC–Berkeley dedicated 41 million dollars to DEI [129].

The DEI bureaucracy is given official status within the university and is empowered to interfere in faculty hiring, to disseminate CSJ ideology by means of mandatory trainings, to infuse the ideology into teaching [10,13,16,25,31], and to curtail academic freedom [42,127]. Khalid and Snyder provide insight into the logic and financial incentives behind the DEI machine:

This attitude was found to be incompatible with the ideology of DEI. When Lee refused to change her worldview to comply with the orthodoxy, she was terminated from her position [128].

The establishment of the DEI bureaucracy in our institutions represented a tectonic shift from CSJ as a grass-roots movement to CSJ as an official power structure within the university equipped with a massive budget to promote its ideology [124,126,129-132].

A 2021 report by the Heritage Foundation [130], which documented the size of this new bureaucracy, identified 3,000 administrators with DEI responsibilities among the 65 universities they surveyed [124,131]. This number is in addition to the already extensive staff of Federally mandated Title VI, Title IX, and disability offices, who also perform DEI-related tasks. The new diversicrats already outnumber the mandated staffers. For example, the average university examined had 4.2 DEI personnel for every one ADA compliance administrator [124]. Given the sheer number of DEI officials and their generous salaries (one-third of chief diversity officers are paid more than $200,000 annually [132]), it is not surprising that DEI budgets are enormous; for example, in 2021, UC–Berkeley dedicated 41 million dollars to DEI [129].

The DEI bureaucracy is given official status within the university and is empowered to interfere in faculty hiring, to disseminate CSJ ideology by means of mandatory trainings, to infuse the ideology into teaching [10,13,16,25,31], and to curtail academic freedom [42,127]. Khalid and Snyder provide insight into the logic and financial incentives behind the DEI machine:

DEI Inc. is a logic, a lingo, and a set of administrative policies and practices. The logic is as follows: Education is a product, students are consumers, and campus diversity is a customer-service issue that needs to be administered from the top down. (“Chief Diversity Officers,” according to an article in Diversity Officer Magazine, “are best defined as ‘change-management specialists.’”) DEI Inc. purveys a safety-and-security model of learning that is highly attuned to harm and that conflates respect for minority students with unwavering affirmation and validation.

Lived experience, the intent–impact gap, microaggressions, trigger warnings, inclusive excellence. You know the language of DEI Inc. when you hear it. It’s a combination of management-consultant buzzwords, social justice slogans, and “therapy speak.” The standard package of DEI Inc. administrative “initiatives” should be familiar too, from antiracism trainings to bias-response teams and mandatory diversity statements for hiring and promotion. [127]

The DEI bureaucracy is a categorical enemy. Don't deceive yourself that you can work with it to accomplish good for your institution [128]. This bureaucracy is founded on ideas that are in direct opposition to the liberal enlightenment and humanism [1,3,4,42,79,99,125–128,133,134]. Their goals are not your goals; consequently, you cannot ally or compromise with them. We must, instead, focus our efforts on stripping the DEI bureaucracy of its power, ideally, ridding the institution of it completely. This will not be an easy fight, but neither is it an impossible dream. State legislatures are already taking action against DEI. At the time of this writing, 35 states have introduced bills that would restrict or ban DEI offices and staff, mandatory DEI training, diversity statements, and/or identity-based preferences for hiring and admissions [135]. Recognizing that such bills could go too far and compromise academic freedom, the Manhattan Institute has drafted model legislation that would abolish DEI bureaucracies on campuses while preserving academic freedom [136]. To date, at least one state, Texas, has enacted legislation based on the Manhattan Institute’s model [137].

Another reason not to attempt to work with the DEI bureaucracy is that CSJ ideology leaves no space for rational dialog. As explained by McWhorter [71], Pincourt [3,98], Pluckrose [1], Saad [99], and others, CSJ is not a rational or empirical worldview, but an ideology whose adherents have accepted a set of unfalsifiable tenets that may not be questioned. Thus, CSJ ideologues are not open to reasoned arguments that contradict their worldview; it is, thus, futile to argue with them. We need, instead, to reason with those of our colleagues who have not yet drunk of the Kool Aid.

Finally, since the goal of CSJ is to take over the institution, small compromises with them ultimately lead to large losses for us. Give CSJ an inch, and it will take a mile. Consider, for starters, the following example, in which the dean of the Duke Divinity School made the mistake of conceding to student activists, which led to ever-increasing demands and personal attacks on the dean herself [138]. “The chickens have come home to roost at Duke’s divinity school,” writes John Staddon. Dean Heath, the dean of the school, fully allied herself with the CSJ agenda, rolled out a variety of DEI initiatives, issued a self-flagellating editorial admitting the “structural sins” of the school, and forced non-conforming faculty to resign. Yet, despite these concessions, the demands of “marginalized groups” only grew stronger, culminating in uncivil acts, such as the disruption of the dean’s state-of-the-school address by “four dissident female students bearing bull-horns and chanting, ‘I am somebody and I won’t be stopped by nobody,’ followed by a rap, a little theatrical performance [of a rude nature].”

Staddon writes:

There is poetic justice in this incident. Despite the dean’s earnest attempts “to provide a welcoming and safe place for students,” even after she designed “a space for the work of Sacred Worth, the LGBTQIA+ student group in the Divinity School”—even after disciplining, and losing—Professor Griffiths [a non-conforming faculty], in spite all this, she has apparently not done enough! The LGBT folk want more, much more, in the form of 15 demands. “We make up an integral part of this community, and yet our needs remain deliberately unheard.”

The demands include:

“To appoint a black trans woman or gender non-conforming theologian” as well as “a tenure-track trans woman theologian” and a “tenure-track queer theologian of color, preferably a black or indigenous person.”

A dissident MIT website, the Babbling Beaver [139], illustrates the same point by a mock resignation statement by MIT’s former President Reif:

You would think giving them a Women’s and Gender Studies Program, hiring six dozen DEI deans and staffers, most of whom couldn’t pass 18.01 [MIT’s introductory math course] if their lives depended on it, and cancelling invited lecturers to appease shouting Twitter mobs would be enough,” lamented the weary lame duck. “But noooo ... The only thing I accomplished by giving in to the incessant demands was encouraging additional demands, each more strident than the last.” [140]

The statement is satire, but the concessions made by the president and the ever-increasing demands were real.

Stories of how CSJ, once it is let in the door, rapidly infiltrates the organization and eventually takes it over are too many to enumerate. We present but one example, where the process has been meticulously documented. The report, spon.sored by the organization Alumni and Donors Unite, explains how CSJ took over University of San Diego “first gradually then suddenly.”

Gradually, over the course of a decade, CSJ-DEI became sown into the university’s fabric through changes in hiring committees and curriculum. Then suddenly in 2020–2021 the administration, outside all normal channels of decision-making, initiated a hostile takeover of USD and adopted a radical woke agenda into nearly all facets of the university’s life. [141]

The devaluation of merit and intellectual honesty in the guise of social justice that we now witness will inevitably lead to the decline of our institutions, if not to their destruction [4]. A case in point is The Evergreen State University, which, in 2017, experienced a notorious CSJ uprising on campus [142]. Since then, the university has suffered a 25% drop in enrollment and has lost 45 faculty through lay-offs and attrition [143].

Learn how to recognize and take on categorical enemies [98]. Remember—it is a zero sum game.

4. Focus on truth, not partisanship. Do not fear verbal attacks.

When you take on CSJ, there is something you will need to come to terms with: you are going to be called names, and your views and beliefs are going to be distorted and misrepresented. These are standard tactics of the CSJ movement. Since the adherents of CSJ have adopted an ideological, rather than a rational, worldview, they cannot rationally defend it; so they use the only tools they have: personal attacks and strawman arguments. They will call you transphobe, racist, misogynist, alt-right, Nazi, etc., no matter what you say or do. They will use deliberate misrepresentation of your expressions to subvert and discredit them [98]. They will use the “Motte and Bailey” trick [144] to derail conversations. Learn about these tactics so that you can anticipate, recognize, and counter them [98]. As Gad Saad explains:

The name calling and accusations are locked and loaded threats, ready to be deployed against you should you dare to question the relevant progressive tenets. Most people are too afraid to be accused of being racist or misogynist, and so they cover in silence.… Don't fall prey to this silencing strategy. Be assured in your principles and stand ready to defend them with the ferocity of a honey badger. [99]

Because you will be attacked no matter what you believe, what you say, or how carefully you say it, there is no point in affirming in your interactions with CSJ ideologues that you are committed to traditional humanistic, liberal values. They don’t care. In her essay “I'm a Progressive, Please Don't Hurt Me,” Sarah Haider calls this practice of hedging “throat-clearing” and explains why it is not effective [145]. She also points out the hidden bigotry of it, that is, the implicit assumption that those on the other side of the aisle are inherently evil. Haider writes:

Before touching on any perspective that I knew to not be kosher among other Leftists, I tended to precede with some version of throat-clearing: “I’m on the left” or “I’ve voted Democrat my whole life.” I told myself that this was a distinction worth insisting on because 1) it was the truth and 2) because it helped frame the discussion properly—making clear that the argument is coming from someone who values what they value. But there was another reason too. My political identity reminders were a plea to be considered fully and charitably, to not be villainized and presumed to be motivated by “hate.” The precursor belief to this, of course, is that actual conservatives should not be taken charitably, are rightfully villainized, and really are motivated by “hate.” But I’m done sputtering indignantly about being mischaracterized as “conservative,” or going out of my way to remind the audience that I really am a good little liberal.

She goes on to explain that throat-clearing is counterproductive because: (1) it doesn’t work, you won't be spared; (2) it is a tax on energy and attention; (3) it is bad for you; and (4) it is bad for the causes you care about.

So we should stop worrying about our group loyalties and focus on our cause. Truth wears no clothes, so do not try to dress it up in partisan attire. Say what you mean, mean what you say, and move on.

It may be tempting to stay out of the fight in order to preserve friendships. It is true that some people you thought of as friends may turn against you—privately or even publicly. It has happened to us, and it hurts. But it also lets you know who your real friends are—those who stick up for you whether they agree with your views or not. And you will find new friends and allies who share your values. These relationships, forged fighting the good fight, will be enduring and empowering.

5. Do not apologize.

We cannot stress this enough. Your apology will be taken as a sign of weakness and will not absolve you—in fact, it will make matters worse. Apologies to the illiberal mob are like drops of blood in the water to a pack of sharks. Additionally, your apology can be interpreted as an admission of guilt, which can come back to haunt you in the event you need to defend yourself legally or in an administrative proceeding. The Academic Freedom Alliance advises: “If you confess to an offense you didn’t commit, or if you concede to a claim or accusation that is factually inaccurate or not truly an offense, the admission can and will be used against you.” [146] Recognize that the CSJ activists on Twitter do not care about your apology; they care about publicly flaying you in order to sow fear among other potential dissenters [147]. Someone claims to have been offended by your speech? Someone claims it caused them pain? Fine, that's their problem [148]. You know what your views are. And your friends do too. Stay on message. 

6. Build a community and a network.

Communities and networks provide moral support and there is safety in numbers. Some groups already exist. The Heterodox Academy (HxA), for example, provides a platform to organize communities (e.g., HxSTEM is a community of STEM faculty) and to connect with colleagues who are open to reasoned debate, as per the HxA statement, which each member is asked to endorse: “I support open inquiry, viewpoint diversity, and constructive disagreement in research and education.” The Foundation Against Intolerance and Racism (FAIR) also provides resources and support to those who push back on anti-humanistic policies, especially in schools, universities, and in the medical profession.

Organizations like FIRE and the Academic Freedom Alliance (AFA) provide educational resources, opportunities to network, and—most importantly—protection, including legal representation. Join and support them. Build groups and act as a group—e.g., write an op-ed piece with a group of co-authors. Ten people are harder to cancel than one. Counter Wokecraft describes how to identify the allies among your colleagues and how to build effective resistance at your workplace [98].

Stand up for others. Next time they will do it for you. When you see a colleague being ostracized for what she said, think first, “Which parts of her message do I agree with?” not “Which parts do I disagree with?” If you agree with the main message, say so, and be charitable about imperfect expression. Way too often do we hear colleagues justifying their silence with excuses like “I agree with her in general, but she should have been more careful about how she said this or that.”

Some communities, including mathematicians and psychologists, in response to CSJ takeovers of their professional societies, have simply started new ones [149,150]. Perhaps we need more of these to send a strong message to the old societies that they need to change course. We see evidence of the effectiveness of this strategy; for example, the American Mathematical Society [151] cancelled its CSJ-dominated blog shortly after the establishment of the new Association for Mathematical Research [149], whose apolitical mission is simply to “support  mathematical research and scholarship.”

In 2022, in response to increasing ideological influence and censorship in their profession, behavioral scientists founded the Society for Open Inquiry in the Behavioral Sciences, dedicated to “open inquiry, civil debate, and rigorous standards” in the field [152]. It publishes the Journal of Open Inquiry in the Behavioral Sciences, which commits to “free inquiry,” “rigorous standards,” and “intellectual exchange” [152]. Notably, its terms and conditions state that the journal will base retraction decisions strictly on the basis of the widely accepted COPE guidelines [153]; otherwise, the terms and conditions state, “We will never retract a paper in response to social media mobs, open or private letters calling for retraction, denunciation petitions, or the like....” [154]

There is even a new university—The University of Austin (UATX)—established in response to the current crisis in higher education [155]. The message on the UATX webpage—“We are building a university dedicated to the fearless pursuit of truth”—makes clear what void in the American academy UATX aspires to fill [156]. That the university received over $100 million in donations and over 3500 inquiries by professors from other institutions within six months of the project’s announcement, makes clear the demand [157].

The success of such new initiatives will inspire more educators and scientists to stand up and defend the key principles of science and education. And it will send a strong message to our leadership. Even if we cannot appeal to their sense of duty, the financial considerations (Go Woke, Go Broke [158]) and the effect of negative publicity of the excesses of CSJ (such as DEI loyalty oaths, “decolonizing” the curriculum, renaming everything, and Newspeak [9,23,24,139]) may provide incentives to straighten out their act.

4. Conclusion

Will we succeed? Will we stop the train before it goes over the cliff? We do not know what will happen if we fight. But we know what will happen if we don’t. The task ahead might look impossible. But remember the USSR. It looked like an unbreakable power, yet in the end it collapsed like a house of cards. The Berlin Wall looked indestructible, yet it came down overnight. Recalling his 20 years’ experience in the gay marriage debate, Jonathan Rauch told us: “I can tell you that the wall of received opinion is sturdy and impenetrable...until it isn't. And that it's the quiet people in the room who are the swing vote.... and please illegitimi non carborundum [159].”

We are not helpless. We have agency and we should not be afraid to exercise it. We should fight not just because it is the right thing to do, but because fighting brings results. If we behave as if we were living in a totalitarian society, it will become a self-fulfilling prophecy.

Afterword

A Russian proverb says, “Fear has big eyes” (у страха глаза велики), meaning that people tend to exaggerate danger. Accordingly, it may feel like resisting the mob will inevitably lead to career damage. But this is not the case; the flip side of risk is reward. In recognition of her activism, including her publication of “The Peril of Politicizing Science” [23], which “launched a national conversation among scientists and the general public,” Anna Krylov, co-author of this chapter, was awarded the inaugural Communicator of the Year Award, Sciences and Mathematics, by the USC Dornsife College of Letters, Arts, and Sciences [160]. In “Victory Lap” [161], Lee Jussim, co-editor of the book in which this article will appear, documents how as a result of his public resistance to a mob attack on a colleague falsely accused of racism, his career enjoyed a variety of benefits including additional conferences invitations, massive positive public support for his activism, national attention to his scholarship, and an appointment to a departmental chair (with commensurate increase in salary), which he was offered because he had demonstrated that he could take the heat.

==

Stop saying "nO oNe iS sAyInG aNy oF tHiS!!" They are. You know they are. Dotted throughout the article are references to sources for quotes and claims. For the list of references, see: References.

Liberalism really is under attack. It's always been under attack from the religous right, but its influence has diminished over time, with society becoming increasingly secular and irreligious, or at least indifferent to religious influence. And principles like the US's First Amendment keep it, at least in theory, from breaching the threshold.

But where the religious attack is on the downswing, the attack from the illiberal left is on the upswing, and both more rapid and more successful, having infiltrated everything from government to science and even knitting clubs. And it hides behind nice-sounding words like "equity" and "diversity," people don't recognize it for what it is, and welcome it inside in a way they don't welcome religious intrusion.

This isn't about left vs right. It's about do we want a liberal society, or do we want a rampantly illiberal, or indeed anti-liberal society?

[cra-registered-muslim-charity]

Unlocking Potential Through Education: The Impact of Penny Appeal Canada's Education First Program

In a world where education is often seen as a privilege, Penny Appeal Canada is breaking down barriers and making quality education accessible to underserved communities through its innovative “Education First” program. If you’re passionate about making a difference and want to understand how you can be part of this transformative journey, keep reading to discover the incredible impact of this program and how it’s reshaping the future for countless individuals.

What is the “Education First” Program?

Penny Appeal Canada’s “Education First” program is dedicated to providing educational opportunities to those who need them the most. By focusing on both immediate and long-term educational needs, this program aims to empower students from marginalized communities with the tools they need to succeed academically and professionally. The initiative is grounded in the belief that education is a fundamental human right and a powerful catalyst for change.

Why Education Matters: The Global Impact

Education is more than just a pathway to knowledge; it is a vital component of social and economic development. Globally, access to quality education has been shown to significantly impact:

1. Economic Growth: Educated individuals are more likely to contribute to their local economies by starting businesses, securing higher-paying jobs, and driving innovation.

2. Health and Well-being: Education is linked to improved health outcomes, as individuals with higher educational attainment are better equipped to make informed health choices.

3. Social Stability: Education fosters critical thinking and informed decision-making, which can lead to more stable and cohesive societies.

4. Gender Equality: Providing educational opportunities to girls and women can reduce gender disparities and promote equality in various aspects of life.

How Penny Appeal Canada is Making a Difference

Penny Appeal Canada’s “Education First” program tackles the educational disparities faced by communities in need. Here’s how:

1. Scholarships and Financial Support: The program offers scholarships to students who lack the financial resources to pursue their education. These scholarships cover tuition fees, textbooks, and other essential supplies, ensuring that financial constraints do not hinder academic success.

2. Infrastructure Development: Recognizing that a conducive learning environment is crucial, the program invests in building and renovating schools. By improving infrastructure, Penny Appeal Canada helps create safe and effective learning spaces.

3.   Teacher Training and Resources:   Quality education requires quality teaching. The “Education First” program provides training for educators and supplies necessary teaching resources, enhancing the overall educational experience for students.

4.   Community Engagement:   Engaging with local communities is essential for the success of any educational program. Penny Appeal Canada collaborates with community leaders to understand specific needs and tailor the program to address them effectively.

5.   Monitoring and Evaluation:   Continuous monitoring and evaluation ensure that the program’s objectives are met and that the resources are used efficiently. This approach helps in making data-driven decisions to improve the program’s impact.

  Success Stories: Transforming Lives Through Education 

The true measure of any educational program lies in the success stories of its beneficiaries. Penny Appeal Canada’s “Education First” program has seen numerous individuals achieve remarkable milestones. Here are a few inspiring examples:

-   Aisha’s Journey:   Once struggling to afford school supplies, Aisha received a scholarship from the “Education First” program. Today, she is a university graduate and an advocate for girls’ education in her community.

-   Mohammed’s Achievements:   Mohammed’s school was in dire need of renovation. With support from the program, his school received new classrooms and resources, leading to improved academic performance and higher student enrollment.

  How You Can Get Involved 

Supporting the “Education First” program is an impactful way to contribute to global educational equity. Here are some ways you can get involved:

1.   Donate:   Financial contributions directly support scholarships, infrastructure, and resources. Every donation, big or small, helps in creating educational opportunities.

2.   Volunteer:   If you have skills or time to offer, consider volunteering. Your expertise can make a significant difference in training educators or assisting with program activities.

3.   Spread the Word:   Awareness is key to expanding the reach of the program. Share information about the “Education First” program on social media, in your community, or through your network.

4.   Partner with Us:   If you represent an organization or business, partnering with Penny Appeal Canada can amplify the impact of the “Education First” program. Collaborations can lead to new initiatives and opportunities for those in need.

  The Future of Education with Penny Appeal Canada 

As the “Education First” program continues to grow, its impact will extend to more communities, fostering a brighter future for many. Education has the power to break the cycle of poverty, promote social justice, and build a more inclusive world. Penny Appeal Canada’s commitment to this cause reflects a deep understanding of the transformative power of education and its role in shaping a better future.

By supporting this program, you are not just contributing to a charitable cause but investing in the potential of future generations. Together, we can help ensure that every child and adult has the opportunity to learn, grow, and achieve their dreams.

  Conclusion 

Education is the cornerstone of progress, and Penny Appeal Canada’s “Education First” program is a beacon of hope for those who need it most. By addressing educational disparities and providing vital resources, the program is making a tangible difference in the lives of many. Whether through donations, volunteering, or spreading awareness, your support can help extend these opportunities to even more individuals, creating a ripple effect of positive change. Visit [Penny Appeal Canada’s Education First Program](https://pennyappeal.ca/program/education-first/) to learn more and find out how you can contribute to this life-changing initiative.

---

Feel free to adjust any specific details or focus areas based on the most current program information or specific goals you have for the blog.

[rishikul-123]

Rishikul Vidyapeeth: Nurturing Excellence as the Best Primary School in Haryana

Introduction: In the vibrant educational landscape of Haryana, Rishikul Vidyapeeth stands tall as a beacon of academic brilliance and holistic development. As we delve into what makes it the Best Primary School in Haryana, the journey of educational excellence unfolds.

Academic Prowess: Rishikul Vidyapeeth prides itself on its academic rigor, offering a curriculum that seamlessly blends traditional wisdom with modern teaching methodologies. The primary school wing is meticulously designed to lay a strong foundation for students, fostering a love for learning from the very beginning. Experienced Faculty: At the heart of every exceptional school is a dedicated team of educators. Rishikul Vidyapeeth boasts a faculty of seasoned professionals who understand the nuances of primary education. Their passion for teaching goes beyond textbooks, creating an environment where curiosity and creativity thrive. Holistic Development: Education is not just about books; it's about nurturing well-rounded individuals. Rishikul Vidyapeeth places a strong emphasis on holistic development, offering a spectrum of extracurricular activities, sports, and arts to ensure that every child discovers and hones their unique talents. State-of-the-Art Facilities: A conducive learning environment requires state-of-the-art facilities. Rishikul Vidyapeeth's primary school is equipped with modern classrooms, well-equipped laboratories, and spaces that inspire curiosity. The infrastructure complements the school's commitment to providing the best learning experience. Focus on Values: In an era where character-building is as crucial as academics, Rishikul Vidyapeeth takes pride in instilling values such as integrity, empathy, and social responsibility. The school believes in shaping not just academically competent students but compassionate and responsible citizens. Parental Involvement: Rishikul Vidyapeeth understands the importance of collaboration between the school and parents. Regular parent-teacher interactions, workshops, and involvement in school activities create a supportive ecosystem that nurtures the child's growth. Community Outreach: Beyond the school gates, Rishikul Vidyapeeth actively engages in community outreach programs. This instills a sense of social responsibility in students, fostering a spirit of giving back to society. Conclusion: As we reflect on what makes Rishikul Vidyapeeth the best primary school in Haryana, it becomes evident that it's more than an educational institution—it's a nurturing ground for future leaders, thinkers, and compassionate human beings. Choosing Rishikul Vidyapeeth isn't just selecting a school; it's investing in a holistic educational experience that lays the foundation for a lifetime of success and fulfillment. Enroll your child today and witness the journey of excellence unfold at the best primary school in Haryana.

[ewan-mo]

A good day’s work and a celebration dinner

Tuesday 19th September

Breakfast here has different food on offer.  Mo started the day with liver and plantain....

Our conference day began with lingering anxiety over the technology, then a breath of relief. 

Our good friends Mahesh and Sujeet - both professors at Chester University and Cheshire & Wirral Partnership where I used to work - had kindly agreed to give us some teaching on Intellectual Disability and Neurodevelopmental Disorder. ID and NDD! This meant them getting up rather early to allow for the time difference between our two countries, and both ends needing faultless technology to make it happen, despite it being a two hour session over the internet.

Learning from the professors.

ID and NDD are common around the world, and probably neglected more than any other mental health condition.

Happily all went well, and we had a very comprehensive learning session with two international experts. At one point Mahesh was helping us to think about the difficulty some people with NDD have in understanding what others are saying. His illustration was to talk to our students in a foreign language – his native language from a remote part of India, which no one had even heard of. The students were quite entertained as they listened; he turned out to be asking them what they’d had for breakfast.

Our session on epilepsy later in the morning was one of joint learning. 

I challenged the students to discuss how we can do better – rather than just running huge clinics with a minute or two for each patient to review medication and little more, can we do better to help this person in their situation? How are their families managing the stigma? How much do community leaders know? How could we help to change attitudes amongst teachers, employers and the general public? How can we prevent epilepsy from even happening?

Meanwhile I learnt a whole lot more about traditional knowledge of epilepsy and its effects, and the perpetuation of the stigma surrounding the disease.

In April Uganda hosted a national conference on epilepsy. I didn’t know that until I was well on the way thinking about our teaching session! There are 770,000 individuals living with epilepsy in Uganda. Many others are not known to services. There are very few neurologists in the country (hence mental health teams manage people with the condition), and very limited access to investigations such as EEG, which would be routine in the UK. 

Children with epilepsy are often denied education. If they do go to school they are frequently traumatised by the way they are treated – bullied, shamed and stigmatised. Many drop out. Getting employment is a big challenge, and if the seizures are not well controlled, then usually that means dismissal. On our last visit here we met a teacher and her daughter, both of whom have epilepsy. They have been unable to get work. You don’t have to look far to begin to understand some of the causes of poverty in a country like Uganda.

Hugh and Avril arrived just before lunch. It was good to see them and have a more complete team

Supper being cooked outside.

Linda spent the afternoon helping our students to understand psychological ways of working with serious mental conditions like psychosis. 

Workshop Celebration Dinner and an important announcement

Our lovely nuns had prepared a special celebration dinner which as always included several different carbohydrates, and on this occasion, several proteins as well, including goat, chicken, and beef.  In our experience goat can sometimes be a bit chewy, but this was very well cooked. Avril had never had goat before but she really enjoyed it.

They had also commissioned a beautiful cake:

As the meal ended, Hugh (Chair of Jamie’s Fund) gave a moving resume of all that has been achieved in partnership over the last 10 years: 

Working with 25 hospitals across Uganda

Running professional development workshops in mental health

Training of seven new Psych Clinical Officers who will lead services for the future at their facilities

Over 1000 general health workers trained in mental health knowledge and skills

Over 1000 Community Leaders sensitized on mental health

Provision of new equipment – motor cycles, lap tops etc

He then made the difficult announcement that JF would be closing at the end of the year. As Hugh explained, we have not reached the decision easily. We promised that although the Fund would finish, our relationships would not. The trustees are all getting older as JF has been running for 10 years and the next generation of leaders has unfortunately not emerged. (Those of you on the JF supporters mailing list will receive the letter we have prepared in the near future, but  we felt it was important to tell those who are most affected here in Uganda first.)

Ewan and I are certainly likely to return from time to time to see our friends. 

Our wonderful young people received the news quietly but with great grace and appreciation. They promised that they would continue the great work they had been doing, and would indeed continue community mental health service development. 

[fairfieldthinkspace]

Higher Education Needs Courageous Leaders

Bob Hannafin, PhD

Program Director and Professor of Educational Studies and Teacher Preparation

Do you value academic freedom, diversity initiatives and the autonomy of institutions of higher learning? Does your institution struggle to honestly, and frankly discuss embedded racism and how it may serve to perpetuate rather than counter inequity? Are you interested in helping to lead the effort to take on the systemic elements of your campus culture?

Fairfield University’s Doctorate of Education (EdD) program in Educational Leadership with a concentration in Higher Education Administration is designed for current or prospective leaders who work across postsecondary settings such as student affairs, institutional advancement, admissions, marketing, communications, etc. The program prepares leaders to critically examine the systemic forces at play and take steps to create a more just and equitable campus culture.  

The program aligns with Fairfield’s mission of preparing educators for leadership and service through broad intellectual inquiry, the pursuit of social justice, and cultivation of the whole person. The program is tailored for individuals in leadership roles or who seek to take on expanded roles and responsibilities in their current work as higher education professionals.

One of the core goals of the program is to prepare professionals to advocate for just and equitable policies and practices, and who collaboratively develop actions and interventions.

Individuals who pursue the program will gain deeper insights into the theoretical and practical foundations of leadership in their profession. Candidates will develop knowledge of education theory, inquiry, student development, and how to use data to positively impact the practices of their institutions.

Fairfield’s EdD program offers a blend of practical and theoretical expertise in leadership, content area, and research/inquiry skills. It focuses on managing complex challenges within colleges and universities. The program is an applied, practitioner-based degree that prepares educators to address challenges they face on a daily basis. The cohort-based program provides opportunities to collaborate and build internal and external relationships and networks. Cultivating leadership skills and dispositions is central to this degree, and are increasingly valued in higher education.

I invite you to learn more about Fairfield’s EdD program for leaders in higher education administration.

[lolo3h]

OC Bio - Lotus

Name - Lotus Xiyue

Age - 36

Place of birth - A distant planet 

Where they live - Planet Mindtoie

Ethnicity - Chinese 

Education - Star Warrior training. Equivalent of a bachelor's degree in Horticulture, with a focus on Medicinal Plants 

Occupation - Star Warrior, Co-Garden Manager 

Gender identity - Cis Female

Orientation - Asexual Panromantic

Backstory - A puffball that was trained and educated under star warriors from a young age. Almost from the beginning, she excelled in her studies and was labeled as a gifted child for her bright mind. Lotus was selected to be the pupil of a veteran star warrior, Marigold, and advance her training under her. As more and more expectations were placed under Lotus, she found herself struggling more and more to succeed. She began to grow exhausted and more closed off from all the schooling she was put through. Her mentor, seeing the distress she was causing her student from seemingly ‘standard’ training, was wracked with guilt and resigned from her position as a star warrior when Lotus graduated, disappearing under mysterious circumstances. Lotus was deeply mystified as to why her mentor left so suddenly, as Marigold did not tell her the true reason behind her actions. 

Lotus graduated with high honor and was stationed to work on an up and coming, newly developing planet alongside Lannie, another Star Warrior whom Lotus had befriended during their student time. Together they helped with the development of the planet by protecting the people from threats and becoming community leaders, keeping the peace and doing community work. As part of their community work, the two established a public garden as a space for people to hang out as well as to educate the public. Lotus did additional volunteer work as stipulated by her star warrior duties, as an academic tutor. As the years went on Lotus slowly came out of her shell, becoming slightly more self assured with her experience helping those around her. A few years into her official career as a star warrior, a wealthy family of waddle dees reached out to ask her to be a tutor and babysitter for their spoiled yet well behaved son, Kody. Lotus accepted and treated Kody at a professional distance, but over time Kody’s admiration for the star warriors and herself endeared Lotus to the waddle dee and they became close, with Kody hanging out with Lotus outside of their tutoring sessions. One day while they were at the garden Lotus worked out, they were attacked by thieves. Although Lotus promised Kody that she would protect him and told Kody to stay out of harm's way, she was astounded that Kody pitched in and used his bow to help Lotus defend the garden. Afterwards, Kody’s parents asked her to become Kody’s godmother, to which Lotus accepted after some hesitancy. She vowed to be a role model for Kody and help raise him to be an upstanding person. 

Personality -  Lotus has a natural ability to process and retain information quickly, having an analytical mind who can grasp complex concepts with ease. She’s also highly observant, often noticing details others overlook, but tends not to share her insight unless it becomes necessary. Lotus is quite anxious, making her able to foresee potential problems and staying on top of responsibilities, but can also cause her to overthink and become stressed out. She avoids conflict and tries to accommodate others to keep the peace, but this can come at the expense of her own well being. Lotus has a pure heart and genuinely cares for others, striving to act with integrity and help others to the best of her ability. 

Hopes and Dreams - Due to her upbringing, Lotus has always taken up the responsibilities assigned to her by her mentors and teachers and fulfilled them to the best of her abilities. However, it was inevitable that the pressure to excel and be the best she could be would inevitably take a toll on Lotus. After a certain incident which caused her burnout and stress induced illness, Lotus promised herself that she would live her life more freely and not care so much about living up to her supposed ‘potential’, taking life one day at a time and enjoying the small goals that she did achieve.

As a star warrior, one of Lotus’ duties and personal goals is to support others and be a guiding light. She wants to be able to advise others with the knowledge that she has accumulated, but sometimes doubts if she’s capable of doing such a feat. Especially, she wants to be a good idol for her godson Kody, who greatly looks up to her. She wants to guide Kody onto the right path and impart good wisdom unto him that Kody will carry with him long into the future.

Another one of Lotus’ personal goals is to spread joy through flowers. Although she’s a logical person, Lotus knows that cold reasons may not help in certain situations. Lotus loves growing flowers, and knows that flowers can brighten someone’s day, so she makes an effort to give flowers to those around her. A bouquet may not solve problems, but they can make situations better by uplifting the mood and bringing a smile to someone’s face. 

Hobbies - Gardening, Reading, Teaching others about her interests 

Likes - Flowers, clear plans and schedules, cozy spaces, mutual respect with others, fresh ingredients

Dislikes - Attention to herself, mounting expectations, confrontations, disorganized workspaces, ignorance

Appearances:

Commissioned art from @/miss-tessbess