Gamifying the Classroom: How the U.S. Department of Education Is Using Video Games and Common Core to Transform K-16 Education. (Photo from an educational game used to teach One Flew Over the Cuckoo's Nest.) Learn how "educational games" are replacing books.
Tuesday, November 17, 2015, 7:00 – 9:00 p.m. Talk begins at 7:30 p.m.
Refreshments will be served.
The Solarium, 321 W. Hill Street, Decatur, GA 30030 (Oakhurst Neighborhood)
The U.S. Department of Education is pushing the takeover of education to the next level by imposing Common Core on college and promoting video games in the classroom, K-16. (Yes, the senior year of college is considered grade 16 now.) Video game designers, who work at their own companies as well as in academic departments (and often at both) and receive grants from the federal government and technology-aligned non-profits like the Gates Foundation, argue that games motivate students and “cultivate dispositions.”
here; part 2 here.) Alas, my requests for more information from Planned Parenthood regarding how such activities as the one I observed on September 17, 2015, at Hamilton College, as well as their national "Pink Out" Day on September 29, fit into their own or educational institutions' missions, were ignored by Beth LeGere, Director of Public Affairs, Planned Parenthood Mohawk Hudson, for a long time. She finally responded to my two email messages, a telephone message, and a cell phone message with a refusal to speak to me. As I reported last week, she demanded a retraction to a statement that was not directly attributed to her. She admitted to encouraging students to vote, but denied encouraging them to vote for pro-choice candidates. One of my questions to her in my email concerned how encouraging students to vote was part of the mission of an organization that is purportedly for "women's health." Certainly, a lecture about voting, its history, patterns, and historical origins would be an appropriate topic for a college campus event, especially one that requires student attendance by the professor as the September 17 Hamilton College event did (as I've recently learned).Posted October 9, 2015, by Mary Grabar: (Part 1 of the series is
reported last week, Planned Parenthood’s lobbying efforts against the vote to deny them federal funds was assisted by Hamilton College, which hosted “performance artist” Rhodessa Jones, along with about a dozen representatives from the local Planned Parenthood Mohawk Hudson, to give students a Planned Parenthood-positive message.Posted October 2, 2015, by Mary Grabar: As
The college continued the push by participating in the nationwide “Pink Out” day on September 29. In a campus-wide email Hamilton students were asked to “show appreciation for Planned Parenthood by wearing pink.” They were invited to stop by a booth to have their pictures taken holding messages of support. These are posted on Planned Parenthood Mohawk Hudson’s Facebook page here. The event was organized by the Womyn’s Center at the Days-Massolo Center, whose official advisor is women’s studies professor Vivyan Adair.
undercover films by the Center for Medical Progress showing high-ranking Planned Parenthood executives negotiating the sale of fetal body parts, the House had no trouble passing a bill freezing funding for Planned Parenthood for a year. This was in spite of efforts on college campuses by performance artist Rhodessa Jones, sympathetic professors, and, at Hamilton College, about a dozen representatives from the Planned Parenthood Mohawk Hudson.Posted September 22, 2015, by Mary Grabar: After the series of
by Mary Grabar, posted Sept. 11, 2015: I was probably the last person on the planet to learn about 9/11. I was in the midst of writing my dissertation at the University of Georgia and did not log in to my email until mid-afternoon. We all remember the horror we felt when we heard that our nation was attacked.
That evening NPR, however, was full of cluck-clucking about attacks on Muslims. Virtually all of those claims turned out to be bogus. First responders were dying as they searched for survivors, and the people at NPR were more concerned about a Muslim being called a bad name. Further horror came as one of my colleagues told me how he had conducted discussion in his freshman composition class the following day: he used the New York Times to explain the "history" behind the attack, and how American policies brought it on.
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